For tenure and promotion to associate professor, we generally expect eight quality publications. Of the eight, a minimum of six must be in refereed journals where the candidate made substantial, meaningful contributions (both to the product and to the field) as documented in their contextual statement. Because we respect and value a variety of publications, the remaining required publications could include different types of dissemination outlets (e.g. Invited works, chapters, monographs, books, reports, white papers). In special education, publications are often collaborative endeavors and are frequently used to disseminate research knowledge to a broad audience of stakeholders/consumers (e.g., teacher educators, policymakers, practitioners, researchers, families). However, in the case of collaborative efforts, for promotion it is important that the candidate demonstrate a leadership role in the majority of publications as documented in their contextual statement.

For promotion to full professor, we expect Faculty to maintain productive trajectories in publishing their work and that the work has evidence of making a substantial contribution to the field that is nationally and/or internationally recognized.  In addition, Faculty are expected to be positively reviewed for this rank by non-affiliated peers who hold rank.

For tenure, promotion to associate, and promotion to full, we consider the quality of each publication and its significance for the field of special education and/or related fields. Faculty is expected to use their contextual statement to clearly articulate the merits of each publication. We evaluate the quality and significance of a publication based on a number of factors including, but not limited to:

  • contribution to the field (e.g., original research; applied research; research synthesis; conceptual contribution)
  • journal or publisher characteristics (e.g., prominence in the field; readership/circulation; affiliation with professional organizations; appropriateness to topic/focus; acceptance rates of journal, impact factor)
  • candidate's role/contribution (e.g., candidate's role in publishing the manuscript; collaboration with other KSU Faculty, scholars in the field, students, and/or scholars in related disciplines)

In accordance with the significance we place on a variety of ways to impact the field and the wide range of stakeholders who are consumers of our research, we value many types of peer-reviewed journals as outlets for Faculty work. Specifically, we value journals (and other types of peer-reviewed outlets such as books and book chapters) that focus on one or more of the following areas: research; dissemination of knowledge to practitioners; specific disabilities or specific issues in special education; cross-disciplinary and/or related field issues, scholarship of teaching and learning; and/or issues related to policy. The following is an alphabetical listing of examples of peer-reviewed journals and their foci. This list is not meant to be inclusive, but instead, to provide primary examples of the types of journals we value in special education.