<i>Journal of Research in Science Teaching</i> annual report: January 1, 2009 to December 31, 2009

McGinnis, J. Randy; Collins, Angelo; Dai, Amy; Breslyn, Wayne; Henry, Elaine

doi:10.1002/tea.20373

Cited by 2 publications

(3 citation statements)

References 4 publications

(3 reference statements)

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“…For decisions made in 2010, the acceptance ratio for the Journal was 12.3%, which closely matches the acceptance ratio for the past 5 years (McGinnis et al, 2010).…”

Section: Statisticssupporting

confidence: 73%

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Journal of Research in Science Teaching annual report: January 1, 2010 to December 31, 2010

Calabrese¹,

Krajcik²,

Geier³

et al. 2011

J Res Sci Teach

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“…For decisions made in 2010, the acceptance ratio for the Journal was 12.3%, which closely matches the acceptance ratio for the past 5 years (McGinnis et al, 2010).…”

Section: Statisticssupporting

confidence: 73%

“…For the 2010 calendar year, the JRST editorial staff processed a total of 394 original submissions, compared with 330 for 2009 (McGinnis, Collins, Dai, Breslyn, & Henry, 2010). This 18% increase in submissions to the Journal continues a multi‐year trend of growth.…”

Section: Statisticsmentioning

confidence: 99%

Journal of Research in Science Teaching annual report: January 1, 2010 to December 31, 2010

Calabrese¹,

Krajcik²,

Geier³

et al. 2011

J Res Sci Teach

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“…During the 5‐year period of analysis, JRST and SE published very few papers by authors representing the Expanding Circle (an average of 8.4% and 12.6%, respectively). According to a JRST Annual Report, “In 2008, 41.3% of the manuscripts were submitted from outside the United States” with “Turkey representing the largest (20.1%) of these submissions” (McGinnis et al, 2010, p. 477). An analysis of the author representation in JRST for 2009 shows that of the 162 authors represented, only three (<2%) were from Turkey—and only one of these contributions was as a first author.…”

Section: The Impact Of Globalization On English Language Use In Highementioning

confidence: 99%

Networks of practice in science education research: A global context

Martin¹,

Siry²

2011

J Res Sci Teach

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In this paper, we employ cultural sociology and Braj Kachru's model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent authorship in top-tier science journals to demonstrate the salience of English language dominance as an issue in our field and we share narrative reflections from 11 international science education researchers offering perspectives from the field about the challenges faced by researchers in local and global contexts. Using an interpretive research stance, we discuss these narrative reflections to illuminate the role of personal and collective responsibility of individuals, organizations and institutions within local social networks of practice to recognize the relationship between capital, power, and equitable participation within a global science education research community. We conclude by discussing some existing structures within local networks of practice that relegate some members of the community to peripheral participatory roles in the global community and we suggest new structures to support individuals to more equitably contribute to the production of knowledge in the field of science education in ways that benefit not only individuals, but also the global science education community. ß

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Journal of Research in Science Teaching annual report: January 1, 2009 to December 31, 2009

Cited by 2 publications

References 4 publications

Journal of Research in Science Teaching annual report: January 1, 2010 to December 31, 2010

Journal of Research in Science Teaching annual report: January 1, 2010 to December 31, 2010

Networks of practice in science education research: A global context

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