The Transformative Power of Reviewing

Dados Bibliográficos

ID9734359
AutoresElizabeth Graue (0000-0002-5839-5450, University of Wisconsin–Madison, autor correspondente), 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)
Ano2006
Volume35
Fascículo9
Páginas36-41
Data de publicação2006-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x035009036
OpenAlexW2106843242
IdiomaEN
Citações recebidas3
Referências 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