What does better peer review look like? Underlying principles and recommendations for better practice

We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards.     

Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context

A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.     

Perceptions of university teachers about teaching and the quality of pedagogy in higher education: a study in Portugal / Percepciones de los profesores universitarios sobre la enseñanza y la calidad de la pedagogía de la educación superior: un estudio realizado en Portugal

This paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed.     

Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework

This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.     

A Dialectic Analysis of a Community Forum on Faith: The “Most Segregated” or Separated Hour?

Homogeneity remains the norm in churches despite the ideal of diversity called for by leaders such as Martin Luther King, Jr. This incongruity prompted an analysis of a community forum convened to address racial tensions growing from a school board conflict in Little Rock, Arkansas. The phrase, “the most segregated hour in America is 11:00 A.M. on Sunday,” surfaces multiple times in relation to the homogeneity–diversity dialectic. This tension-centered analysis revealed varied functions of irony as forum participants responded to this dialectic. Major findings included (1) countering the assumption that segregation is wrong through alternation; (2) framing through transcendence based in dramatic irony; (3) relying on a personal narrative based on selection; (4) contesting the role of significant choice based in event-based irony; and (5) representing the marginalized discourse of diversity as mystery. We extend tension-centered research and theory by explicating the role of irony in opening spaces within contested discourse. Practitioners can utilize openings created by irony through enriched dialogue about identity and transcendent rituals.     

‘Here's one I made earlier!’ A qualitative report on creativity in a residential primary school for children with social,emotional and behavioural difficulties

The impact of project‐based learning has been shown to be effective in increasing pupil motivation, improving problem‐solving skills and thinking skills in studies by Barrows and Williams. ‘Project Hour’ was set up in order to conduct a longitudinal study over the course of one academic year, to observe and record progress and development in independent and imaginative learning in a sample of primary school‐aged children with social, emotional and behavioural difficulties. This group was highlighted as having poor development and experience of language and school that has detracted from this aspect of their learning. ‘Project Hour’ allowed the children to have freedom in their creativity regarding a four‐week project chosen individually. The role of the adult was to support the child with materials required and assist the child as the child requested. Over the period of an academic year, the children progressed in their own thinking skills, problem‐solving skills, and creative and organisational skills. The children's behavioural problems in the learning situation reduced and children were keen to participate and to be included in the Project Hour groups.     

A Profession Without Limits: The Changing Role of Reference Librarians

ABSTRACT

Reference librarians, specifically those working in academic health sciences environments, have expanded their roles and taken on new and unique responsibilities. While librarians at The George Washington University’s Himmelfarb Health Sciences Library continue to provide traditional reference services, they have gone beyond their comfort zone in many cases to become involved in activities that are outside of the librarian’s established role. This article describes the current roles of Himmelfarb’s reference librarians, as well as the way these librarians prepared for these roles and addressed the associated challenges.