Developing Feedback Literacy for Academic Journal Peer Review - Narratives From Researchers in Education and Applied Linguistics

This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors, and experienced reviewers to develop the concept of 'feedback literacy' in academic peer review contexts.

List of contents

Part 1: State-of-play of journal peer review feedback research and practice
Introduction
Academics' feedback literacy for journal peer review
Chapter 1
A critical review of scholarly peer review research from 2000 to 2021
Part 2: Editors' perspectives
Chapter 2
Interpreting the review process in applied linguistics research
Chapter 3
Encouraging publication of two-year faculty through a collaborative, open peer review process
Part 3: Authors' perspectives
Chapter 4
Perception of academics in non-western countries towards paper submissions/ publishing in international peer review journals
Chapter 5
The role of peer review in developing my dual educator-researcher identity
Part 4: Early career researchers' perspectives
Chapter 6
Developing early career researcher feedback literacy: Reflective learning as a catalyst
Chapter 7
Developing novice academics' feedback literacy: a workshop approach
Part 5: Future directions
Conclusion
Feedback in journal peer review: The way forward

About the author

Sin Wang Chong is Director of Impact and Innovation at the International Education Institute, University of St Andrews, and Professor, Head of Evidence Synthesis and Chair of Research Ethics at the National Institute of Teaching in London.
Aurora Lixinhao Gao is a doctoral candidate in Applied Linguistics at the University of Cambridge, UK. Prior to her PhD, she earned a Master of Philosophy degree with distinction from the University of Cambridge. Aurora serves as Research Assistant at the Research for Equitable Access and Learning Centre, University of Cambridge, UK, and is a Fellow of the Higher Education Academy (FHEA).

Summary

This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors, and experienced reviewers to develop the concept of ‘feedback literacy’ in academic peer review contexts.

Product details

• Authors: Sin Wang (University of St Andrews Chong
• Assisted by: Sin Wang Chong (Editor), Aurora Lixinhao Gao (Editor)
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Hardback
• Released: 22.11.2024
• EAN: 9781032430911
• ISBN: 978-1-0-3243091-1
• No. of pages: 162
• Series: Routledge Research in Higher Education
• Subjects: Humanities, art, music > Education > School education, didactics, methodology; EDUCATION / Testing & Measurement, EDUCATION / Professional Development, EDUCATION / Philosophy, Theory & Social Aspects, EDUCATION / Evaluation & Assessment, EDUCATION / Bilingual Education, EDUCATION / Aims & Objectives, teacher training, Teaching skills and techniques, Moral and social purpose of education, Teaching skills & techniques, Teaching of a specific subject, Moral & social purpose of education, Education: examinations and assessment, Examinations & assessment, EDUCATION / Teacher Training & Certification, EDUCATION / Teaching / Methods & Strategies