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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Evidence; Teaching Methods; Biology; Scientific Methodology; Laboratory Experiments; Writing for Publication; Instructional Innovation; Science Activities; Science Instruction; Science Laboratories; Student Research
Abstract:
Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments conducted in this regimented way. In our proposed lab approach, instead of asking students to compare and contrast living cells from various kingdoms, we ask that students design and conduct lab experiments to obtain the empirical evidence to disprove both Schleiden's and Schwann's generalizations that all living things, including plants and animals, are composed of identical units called "cells." Students must then write up their findings in a paper intended for publication in a peer-reviewed scientific journal. Through this process, students learn the scientific method; concepts such as testability, falsifiability, and repeatability; and the requirements of communicating scientific findings through peer-reviewed publication.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Writing for Publication; Special Education; Guidelines; Periodicals; Peer Evaluation; Evaluation Methods
Abstract:
The evidence-based practice movement in special education has emphasized the use of the scientific process to assist with the identification of effective academic and behavioral strategies. An important but often overlooked aspect of this system is the peer review process in which manuscripts submitted for publication are reviewed by experts to ensure that the most significant and accurate information is being disseminated. The purpose of this systematic review was to describe the prevalence and content of guidelines developed to assist peer reviewers when conducting manuscript evaluations. Results demonstrated that peer review guidelines are commonly used in special education with many referring to similar aspects of submitted manuscripts. Despite these commonalities, however, there was considerable variability observed across guidelines regarding the specific criteria used to assess these common manuscript features. Findings are discussed within the context of the strengths and limitations of the peer review process with recommendations provided to foster a stronger community of researchers and practitioners. (Contains 1 table.)
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Author(s): |
Heider, Kelly L. |
Source: |
Early Childhood Education Journal, v41 n1 p55-63 Jan 2013 |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Writing for Publication; Educational Research; Early Childhood Education; Information Sources; Databases; Books; Web Sites; Directories; Guides
Abstract:
Drawing on her experience and expertise as an education librarian the author of this article pinpoints some of the best resources that support research and publication in the field of early childhood education. Free and subscription-based databases are described, as well as print books, ebooks, and websites that cover a wide range of topics. This article serves as a comprehensive resource for early childhood educators and researchers who wish to keep up with the latest developments in early childhood education through research and professional development. Several resources are also provided for those early childhood teacher/scholars interested in writing for publication such as: databases of publishing opportunities, periodical directories, and step-by-step print and digital guides to academic writing and APA citation style.
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Author(s): |
Jalongo, Mary Renck |
Source: |
Early Childhood Education Journal, v41 n1 p65-79 Jan 2013 |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Writing for Publication; Authors; College Faculty; Educational Researchers; Editing; Early Childhood Education; Educational Research; Scholarship; Writing (Composition); Interviews
Abstract:
College and university faculty members specializing in early childhood education face some unique challenges in scholarly writing. The purpose of this research was to use open-ended interviews as a way to gather the collective wisdom of a group of key informants about academic writing and publishing in the field. Twenty-two editors and/or authors, ranging from vastly experienced to beginners, shared their insights on scholarly writing by discussing the purposes, strategies, and challenges associated with contributing to the early childhood education through their published work. Data analysis of the interview transcripts resulted in a remarkably consistent theme across all interviewees; namely, that a commitment to young children was the governing principle and that published manuscripts must have practical significance in order to advance the field. A verbatim transcript of all 22 interviews was read, re-read, and annotated to produce emergent themes. Excerpts from the interviews were then collected into case nodes using "NVivo10" qualitative data analysis software. Data were clustered into five themes. Sternberg's (Beyond IQ: a triarchic theory of human intelligence. Cambridge University Press, New York, 1985, The triarchic mind: a new theory of human intelligence. Viking, New York 1988) theory of intelligence and his definition of wisdom (2004) also were used as preset categories for data analysis. Collectively, the intelligence and wisdom of these accomplished professionals offers guidance to aspiring authors to become involved in writing, editing, and publishing academic work and serves as a tool for further reflection among experienced authors in the field of early childhood education.
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Author(s): |
Saracho, Olivia N. |
Source: |
Early Childhood Education Journal, v41 n1 p45-54 Jan 2013 |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Writing for Publication; Early Childhood Education; Educational Research; Publications; Scientific Research; Publishing Industry; Scholarship; Writing (Composition)
Abstract:
Published research results in early childhood education contribute to the field's knowledge, theory, and practice. They also guide future early childhood education research studies. The publication of research articles is an essential requirement for academics. For some researchers, however, writing may be a difficult activity, particularly the process of getting the study published. This article discusses basic issues in scholarly writing and offers guidelines on ways to organize and write scientific research manuscripts that are appropriate for early childhood education and other disciplines. It explains the importance of publishing, defines the meaning of a scientific research publication, and explains the process in manuscript preparation to guide emerging researchers to write research manuscripts that are comprehensible and will have a high probability of being accepted for publication. Finally, it describes the publication process.
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