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ERIC Number: EJ651255
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0157-244X
The Paradox of Peer Review: Admitting Too Much or Allowing Too Little?
Eisenhart, Margaret
Research in Science Education, v32 n2 p241-55 2002
Explains that the approach to take regarding the peer review issue is to reconsider what is meant by merit in educational research and to train upcoming researchers to expand their ability to judge merit. (Contains 25 references.) (DDR)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A