Quantity and Impact of Scholarly Journal Publication in Canadian Faculties of Education.

TLDR: In this article, the authors used the Social Science Citation Index (SSCI) and the Current Index of Journals in Education (CIJE) to obtain approximations of the quantity and impact of scholarly journal publication among members of Canada's faculties of education.

Abstract: Le Current Index of Journals in Education (CIJE) fut utilisd des divers dcrits de chacun des 568 professeurs adjoints dans les facultds anglo-canadiennes de pddagogie. Le Social Science Citation Index (SSCI) servit i dvaluer pour chacun des professeurs-adjoints l'influence respective de tout article de portde intellectuelle, influence ddterminde par le nombre de citations. En fin de compte, les facultds furent classdes selon une moyenne calculde d'apr6s la frdquence et l'influence de leurs articles. Des statistiques furent dressdes pour sept universit6s de langue francaise. Toutefois, elles ne furent jamais publides, car on eut conscience que le CIJE, pour utiliser l'abrdviation anglaise, favorisait les publications d'expression anglaise aux ddpens des articles fran9ais, qui, de ce fait, n'obtenaient que peu d'attention. This study had two purposes. The first was to obtain approximations of the quantity and impact of scholarly journal publication among members of Canada's faculties of education. The second was to tentatively identify some Canadian faculties of education whose members might be particularly productive, and to provide two bases for making comparisons between faculties in terms of scholarly publishing. At present there are few, if any, indexes of the nature and degree of scholarly publishing among members of Canadian faculties of education. Such indexes could provide empirical data for normative questions such as "Is there insufficient, adequate, or overmuch emphasis on scholarly publication among members of education faculties?" Some might argue that promotion procedures or institutional expectations create excessive pressures to "publish or perish" and detract from other professional duties, such as teaching. Others may argue that there is less journal publication among members of education faculties than should be expected from institutions of higher learning. Before normative questions can be answered, answers to simpler questions are needed. What percentage of faculty are in fact publishing in scholarly journals? What is the average number of articles published by faculty members across Canada in the last seven years? What impact upon fellow scholars do members from various faculties make? Answers to these questions in the form of indexes might also provide a beginning for comparisons between faculties and a basis for subsequent analysis of possible reasons for the differences. Some administrators, faculty