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The Transformative Power of Reviewing

Department of Curriculum & Instruction at University of Wisconsin, Madison, 464A Teacher Education Building, 225 N. Mills, Madison, WI 53706; megraue{at}wisc.edu. Her research interests include early childhood policy and practice, research methodology, home-school relations, and class size reduction

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.

Educational Researcher, Vol. 35, No. 9, 36-41 (2006)
DOI: 10.3102/0013189X035009036


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