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The School Psychology Research Collaboration Conference: Examination of Scholarly Outcomes

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Abstract

Although most junior faculty are expected to produce research, studies suggest that mentorship and support for promoting their research careers may be limited. Accordingly, in 2003, the School Psychology Research Collaboration Conference (SPRCC) was developed as an opportunity for early career scholars to establish scholarly networks and collaborate with peers and top researchers in the field of school psychology. The conference was intended to both facilitate important and collaborative research, while also enhancing the productivity among early career participants. The purpose of this study was to evaluate the outcomes of the SPRCC on the research trajectories of 147 participants between 2003 and 2015. The findings indicate that SPRCC has positive research outcomes, especially for participants from institutions with the highest research activity, those with more publications prior to SPRCC, and males. Implications for the field and ideas for future research are discussed.

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Funding

This study was funded by the Society for the Study of School Psychology.

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Authors and Affiliations

  1. School of Education and Human Development, University of Colorado Denver, 1380 Lawrence Street #1114, Denver, CO, 80204, USA

    Bryn Harris

  2. School of Education, University of Wisconsin – Madison, Madison, WI, USA

    Stephen Kilgus

  3. College of Education, University of Missouri – Columbia, Columbia, MO, USA

    Kayla Kilpatrick

  4. Gevirtz Graduate School of Education, University of California Santa Barbara, Santa Barbara, CA, USA

    Shane Jimerson

Authors
  1. Bryn Harris
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  2. Stephen Kilgus
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  3. Kayla Kilpatrick
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  4. Shane Jimerson
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Correspondence to Bryn Harris.

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The current study was supported by funds from the Society for the Study of School Psychology (SSSP).

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Harris, B., Kilgus, S., Kilpatrick, K. et al. The School Psychology Research Collaboration Conference: Examination of Scholarly Outcomes. Contemp School Psychol 25, 515–525 (2021). https://doi.org/10.1007/s40688-020-00275-z

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  • DOI: https://doi.org/10.1007/s40688-020-00275-z

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