1. Peer reviewing is an essential research skill. And as with any skill it takes tuition, time, practice, respect and accountability to get right. The more you do it the better you’ll be.
4. Lots of peer reviewing is done voluntarily as in the past it was supposedly part of an academic job (never really was, it was always extra). Some peer reviewing is paid (in cash,vouchers or books)
15. “How do I avoid being Reviewer 2?”
- follow the tips in this thread
- imagine you’re doing the review in person
- take your time
- check/revise feedback for clarity
- put yourself in their shoes
22. As a reviewer you must respect author confidentiality so that means not telling other people a paper was trash, divulging results before publication, stealing ideas, or anything that exposes researchers or participants to risk #AcademicChatter#AcademicTwitter#gradschool
25. “Can I put that I’m a reviewer on my CV?” Yes! You can note that you’ve reviewed for named funders, charities, book publishers, journals etc. You don’t need to list what you’ve reviewed, nor imply that work is your own #AcademicChatter#AcademicTwitter#gradschool#PhDChat
27. In response to the fantastic responses many of you have kindly shared ❤️Peer reviewing needs reframing in relation to inclusion, accessibility and the pandemic. A lot of rules you’ve been taught on peer review work only for fully funded, secure, abled folk - not in a pandemic
28. Something I raise in all training on peer review, which is relevant to this thread, is if working conditions are not supportive for reviewers then even if people want to review they will struggle. Payment, accessibility, job security, training and support all matter.
29. A fear shared at other training courses on peer reviewing is “are minority scholars harmed?” and the answer is “yes” as they may be less likely to be asked to review and more likely to be in insecure or unsafe roles so under pressure to do more reviewing with little credit 😢
Scholars that are already overworked and unsupported (especially PGRs, ECRs and part timers) may push themselves (or be pushed) to do more of *everything* - including reviewing. There is also talk of reviewing and other academic tasks taking space meant for rest and recuperation
30. “How could we improve peer reviewing?” Suggestions people have shared
- training to review
- better working conditions
- dedicated, protected and rewarded time for reviewing
- paying reviewers
Not everyone agrees with these when we discuss, nor how much you should review 😀
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Today's #ResearchTip is imposter syndrome is more than feeling you don't belong. It can be a belief you don't deserve what you've achieved. That good things aren't really yours, they cannot last, or shouldn't be enjoyed. A quick 🧵on how to cope. #AcademicChatter #AcademicTwitter
Reflecting on our journey into academia can be positive. We may find ourselves amazed or happy when we consider just how far we've come, especially if we break down and note our achievements along the way. But some - or a lot of the time - this may be challenging. Why?
It may be due to our past. If we've lived with or through exclusion, prejudice, poverty, insecurity, violence, or other negative experiences then believing in ourselves, having confidence, or a sense of pride or self-worth can be difficult or impossible.
Today's #ResearchTip is a 🧵all about why teaching methods comparatively (qual vs. quant) is a red flag - and why you've probably been taught really badly without even knowing it. (This tip's not a judgement on the QT below btw). #AcademicChatter #AcademicTwitter #HigherEd #MedEd
The quoted tweet shows two images from forthcoming movies. Qual is represented by actor Margot Robbie as Barbie (in vibrant pinks and blue accent colours) and Quant as Cillian Murphy as Oppenheimer (severe, black and white). Barbie is qual, Oppenheimer is quant. #HigherEd #MedEd
The quote tweet has been reacted to enthusiastically, helpfully illustrating how the qual/quant discourse goes
- qual is fluffy and nonsense, quant is precise and clear
- everyday sexism about qual
- quant's better than qual (or vice versa)
- lack of wider contextual awareness
Improving numeracy "to find the best mortgage deal" - mate, most young people are paid so poorly they can't afford to move out of their home. And their families are struggling financially as a consequence. Can your numeracy teaching fix that?
Not a single mention of not enough maths teachers, teachers under huge pressure and stress, rising behaviour problems in schools, lack of SEND provision, nothing about early years. What a joke this lot are. They don't care about education or young people at all.
It's worth noting that Year 11s are currently in the process of applying to college and I bet loads of them will hear this news, panic, assume it's already happening, and now change courses or want to avoid continuing in education. More pressure for schools to deal with.
Make time to read this today. My take is if we taught research methods appropriately we might not need methodological review boards. But given how bad much research is (ESPECIALLY surveys) this is definitely worth considering. If not a formal board, then a feedback review system
We separate methods from ethics and focus on maximising funding and response rates and getting published. All else in between - including what method you picked and whether it's suited to your participants and research question - are secondary 😠
I'm seeing an increasing number of suggestions that we need regulatory bodies to assess research methods, research integrity and more. Which I fear will not improve how we teach and do research (what we need) but will just be perceived as a hoop to jump through.
My maths teacher told me I was thick and, in Year 11, had me sit at the front of the class by her desk as punishment for not trying hard enough. I did badly at school so did have to continue with maths until I was 18. Failed two years worth of resits as well. Hated it.
Inevitably, whenever I post about my struggles with maths people say 'it'll be different now'. But it won't be because I had an undiagnosed learning difficulty at school that hasn't magically cured itself. I can't do it. Excelling in other areas doesn't mean I'm lazy in maths.
Having support to use numbers and organisation in everyday life would be very helpful. Endless, repetitive maths teaching in the hope I'd eventually get something I'll never understand was not. How do I manage doing research? If it's quantitative I work with statisticians 😄
A quick heads-up that 'Blue Monday' will be upon us soon and already I see coaches, therapists and influencers using it to promote themselves/their services and journalists preparing pieces on it. It's a bunch of nonsense with a horrible backstory. Be wary of anyone sharing it.
People either don't know the history of this day, meaning they're happily promoting their services based on something they failed to do due diligence on. Or they know but don't care because they want to capitalise on the day. Either is unfortunate.
The tricky part of crappy 'Blue Monday' is it has taken on its own momentum so any kind of challenge to it gives it more oxygen. And most people see it as just a bit of fun so won't stop using it. Worryingly a lot of those folk are mental/health charities who should know better.