Editors’ Introduction

Peter Smagorinsky; Michael W. Smith

doi:10.58680/rte19991683

Research in the Teaching of English Aug 1999

Editors’ Introduction

Peter Smagorinsky ; Michael W. Smith

Abstract

Traditionally, university faculty have been evaluated and promoted according to their ability to produce sole-authored publications. The age of copyright also pushed to discourage acknowledgement of contributions made by others. However, it has long been acknowledged that new scholarship is based on citation, and social researchers contend that all thought is socially meditated and therefore collaborative. The issue becomes more complicated when research is conducted in conjunction with classroom teachers, whose classroom practices and insights are imperative to the observer’s analysis, and should, therefore, be co-authors.

Journal: Research in the Teaching of English
Published: 1999-08-01
DOI: 10.58680/rte19991683
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Open Access: Closed
Topics: collaborative writing
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Editors’ Introduction

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