The Paradox of Peer Review: Admitting Too Much or Allowing Too Little?.

Eisenhart, Margaret

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Peer reviewed

ERIC Number: EJ651255

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0157-244X

EISSN: N/A

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)

Descriptors: Cultural Influences, Educational Change, Educational Research, Evaluative Thinking, Higher Education, Interprofessional Relationship, Peer Evaluation, Researchers, Science Education, Scientific and Technical Information, Writing for Publication

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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