Peer Review Reflection

The peer review process was highly effective in improving my understanding of a research methods course. I was able to collaborate and receive ample amount of feedback from my colleague, which was extremely useful in organizing my research and constructing the appropriate methods that would be used throughout my study. One of the main critiques I received from my reviewer was provided in the methods section, where I stated that I planned to use audio-tape recordings. She advised me to outline the number of times I plan to record the students speaking in class and what specific linguistic differences I would be looking for when listening to students speech patterns. Since I mentioned that I wanted my study to be part of a ‘two-fold validating

These problems included connecting the appropriate methods to our research statement and narrowing down out research topics to make the study more practical. For instance, in both of our studies we proposed that we examine all grade levels within the specific schools we were examining. However, we concluded that this process would, in a sense, not be practical and that we would need to narrow down our focus to perhaps one specific grade level, or a specific classroom within each grade. My partner and I made a collaborative Google document, where we were able to share each other's’ papers and provide feedback and edits that were discussed the following class. The chat box in google docs was convenient including extensive edits in the comments section and checking for grammar errors, which would make the paper sound more cohesive. On the other hand, my partner was useful in providing additional feedback on the content of my paper, despite having very little knowledge of the subject. For example, when I was having difficulty figuring out a third method for my study, my peer reviewer recommended that Audio-tape recording would be useful for playing back and listening for specific linguistic differences that may not have been accounted for in my initial field notes during the participant observation process. She also mentioned that I explicitly mention the need for getting consent on using an audio-recorder so that I am not discretely taping the student-teacher interactions in class without