Bibliographic record
Abstract
A former editor of Professional School Counseling shares her insights into the publishing process and provides tips for authors for submitting manuscripts for publication consideration. A variety of resources including print materials and online resources are provided to assist new authors, published authors, and counselor educators who are encouraging new authors with the grins and groans of publishing in professional journals. ********** As past editor of Professional School Counseling, I have learned much about the publication process and have had the opportunity to read hundreds of manuscripts submitted for publication consideration in a national journal. In reading the manuscripts, I have come to appreciate the daunting task for authors, particularly those who are not familiar with the publication process. Given that perspective, I share with you a brief overview of the journal, my thoughts about the grins and groans of writing for publication and surviving the publication process, and a variety of resources that may be helpful to authors. THE JOURNAL: PROFESSIONAL SCHOOL COUNSELING Professional School Counseling is the professional journal published by the American School Counselor Association (ASCA). The first volume of the journal was published in 1997 after the predecessor journals, The School Counselor and Elementary School Guidance Journal, merged. The School Counselor was in publication from the early 1950s and Elementary School Guidance Journal was in publication from the 1960s; a prior journal, Elementary Counselor, was in publication 1953-1954 (Ulrich's Periodicals Directory, 2004). Currently, each volume of Professional School Counseling consists of five issues (October, December, February, April, and June) with a circulation of over 15,000 to ASCA members. The Editorial Board is made up of counselor educators and practicing counseling professionals (i.e., school counselors, education consultants) with an editor; the editor and members of the board each serve a 3-year term. As terms of the board expire, a call for applications is announced in various professional communications (e.g., newsletters, e-malls, listservs). Applicants are asked to submit a curriculum vitae with a cover letter highlighting the strengths and experience that the applicant will bring to the Editorial Board. Editorial Board appointments are made each summer to serve a 3-year term. GRINS AND GROANS OF PUBLISHING: A GUIDE FOR PUBLISHING IN PROFESSIONAL JOURNALS Various articles have been written providing authors with recommendations (Davis & Sink, 2001; Sink, 2000), resources (Vinturella & Dorn, 1988), guidelines (Dorn, 1984), attitude (Smaby & Crews, 1998), and technique (Smaby, Crews, & Downing, 1999). The general themes from what has been written are to follow the guidelines for publication provided by the publisher, usually printed on the inside cover of the journal issue, and to adhere to the writing style guidelines, usually the Publication Manual of the American Psychological Association (APA), currently the fifth edition (APA, 2001). So, why publish in Professional School Counseling? The easy answer is to share your expertise, which by and large is an excellent reason to contribute to a professional journal. However, the answer to the question is multidimensional. By sharing your expertise, you help others in finding new and innovative ways to practice professional school counseling. By sharing your expertise, you have taken the time to review current themes in the literature and are staying up-to-date with the profession. By sharing your expertise, you are contributing to your identity development as a professional school counselor (Brott & Myers, 1999). By sharing your expertise, you are developing as a professional. So, how do you increase your chances of being published in Professional School Counseling? The long and short of it is to submit a quality manuscript by following four simple rules. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.689 | 0.309 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".