The Transformative Power of Reviewing

Datos Bibliográficos

ID9734359
AutoresElizabeth Graue (0000-0002-5839-5450, University of Wisconsin–Madison, autor de correspondencia), Beth Graue (Department of Curriculum & Instruction at University of Wisconsin, Madison, 464A Teacher Education Building, 225 N. Mills, Madison, WI 53706; . Her research interests include early childhood policy and practice, research methodology, home-school relations, and class size reduction)
Año2006
Volumen35
Número9
Páginas36-41
Fecha de publicación2006-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x035009036
OpenAlexW2106843242
IdiomaEN
Citas recibidas3
Referencias citadas15

Peer review is one of the most pervasive tasks in research. It shapes opportunities and the knowledge available for practice, and it strongly influences careers. Although researchers spend much time in the review process, it is rarely formally taught in our professional preparation. This article explores the roles served by the peer review process. Using the metaphor of publishing as a playground, I argue that peer review is at its most powerful when it merges the gatekeeping and developmental functions and reflectively considers the social practices represented by peer review

Engineering ethics · Epistemology · Gatekeeping · Metaphor · Pedagogy · Peer review · Political science · Power (physics · Process (computing · Publishing · Sociology · Transformative learning · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education