Supporting Emerging Scholars: Lessons from Editing a Special Issue of Action in Teacher Education

Nancy Fichtman Dana; Renée T. Clift

doi:10.1080/01626620.2012.677743

Supporting Emerging Scholars: Lessons from Editing a Special Issue of Action in Teacher Education

Nancy Fichtman Dana
, Renée T. Clift

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

In this article we draw from our year-long experience of assisting scholars who are new to publishing in transforming their work from a dissertation or conference paper to final production. We reflect on the importance of guiding, editing and prompting authors and offer advice on what we have learned about doing so.

Original language	English (US)
Pages (from-to)	199-202
Number of pages	4
Journal	Action in Teacher Education
Volume	34
Issue number	2
DOIs	https://doi.org/10.1080/01626620.2012.677743
State	Published - Jun 1 2012

ASJC Scopus subject areas

Education

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Supporting Emerging Scholars: Lessons from Editing a Special Issue of Action in Teacher Education

Abstract

ASJC Scopus subject areas

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