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ERIC Number: EJ1136501
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0256-0100
How an Analysis of Reviewers' Reports Can Enhance the Quality of Submissions to a Journal of Education
van der Westhuizen, Philip C.; van der Walt, J. L.; Wolhuter, C. C.
South African Journal of Education, v31 n1 p1-14 2011
Not only has the number of scholarly journals worldwide increased substantially in recent years but also the number of articles published in them. However, closer examination reveals that the percentage of articles actually published has remained in the region of 25%. This implies that much of researchers' time and energy has been wasted because of failure to have their research findings published. This has been occurring despite the availability of a surfeit of publications on the theme of "How to write and publish a scientific article". Analysis of the process of article writing and publishing reveals that it consists of four phases: writing and submitting an article, processes followed by the editor, actual review process by the reviewers, and how authors deal with the feedback. A literature survey shows that the last phase has not been discussed in the same detail as the other three. The authors contend that if prospective authors gave greater attention to this phase and learned from the findings outlined in this article, it would lead to an improvement in the quality of future submissions to a journal, of education in this particular case.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A