Abstract
All issues of the five most widely read general special education journals were examined for the years 1983-1987. Institutional affiliations of authors were recorded, and two scoring systems were used to produce two separate rankings of publishing productivity of institutions. One scoring system awarded fractions of points based on number of authors, while the other system awarded one full point to each affiliated institution, regardless of number of authors. The systems produced similar results, and both of these systems identified different institutions than those identified by a previous researcher who analyzed five educational administration journals. The results of this study will probably be most useful to students, as well as potential faculty, who are seeking institutions with high scholarly productivity in special education.
Get full access to this article
View all access options for this article.