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8611- assignment 2-converted-1-converted

Critical Thinking and Reflective Practices (Allama Iqbal Open

University)

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ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD
Course: Critical Thinking And Reflective
Practices(8611)

Assignment No: 02

Semester: Autumn 2021 Level: B.Ed (1.5 Years)

Roll No: CE611577
Course Code: 8611

NAME: MUHAMMAD SHOAIB

REGISTRATION NO: 21BMG00075
SEMESTER: 2nd Autumn 2021
TUTOR: SIR KALIL AHMED

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Q.1 How can Gibb’s cycle develop the blocked mental faculties?
Ans: Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to
learning from experiences. It offers a framework for examining experiences, and given its
cyclic nature lends itself particularly well to repeated experiences, allowing you to learn
and plan from things that either went well or didn‘t go well. It covers 6 stages:
Description of the experience
Feelings and thoughts about the experience
Evaluation of the experience, both good and bad
Analysis to make sense of the situation
Conclusion about what you learned and what you could have done differently
Action plan for how you would deal with similar situations in the future, or general
changes you might find appropriate. Below is further information on:
The model – each stage is given a fuller description, guiding questions to ask yourself and
an example of how this might look in a reflection
Different depths of reflection – an example of reflecting more briefly using this model
This is just one model of reflection. Test it out and see how it works for you. If you find
that only a few of the questions are helpful for you, focus on those. However, by thinking
about each stage you are more likely to engage critically with your learning experience.

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This model is a good way to work through an experience. This can be either a stand-alone
experience or a situation you go through frequently, for example meetings with a team you
have to collaborate with. Gibbs originally advocated its use in repeated situations, but the
stages and principles apply equally well for single experiences too. If done with a stand-
alone experience, the action plan may become more general and look at how you can apply
your conclusions in the future.
For each of the stages of the model a number of helpful questions are outlined below. You
don‘t have to answer all of them but they can guide you about what sort of things make
sense to include in that stage. You might have other prompts that work better for you.
Group work assignment
For an assessed written group-work assignment, my group (3 others from my course) and I
decided to divide the different sections between us so that we only had to research one
element each. We expected we could just piece the assignment together in the afternoon
the day before the deadline, meaning that we didn‘t have to schedule time to sit and write it
together. However, when we sat down it was clear the sections weren‘t written in the same
writing style. We therefore had to rewrite most of the assignment to make it a coherent
piece of work. We had given ourselves enough time before the deadline to individually
write our own sections, however we did not plan a great deal of time to rewrite if
something were to go wrong. Therefore, two members of the group had to drop their plans
that evening so the assignment would be finished in time for the deadline.
Feelings
Here you can explore any feelings or thoughts that you had during the experience and how
they may have impacted the experience.
Helpful questions:
What were you feeling during the situation?
What were you feeling before and after the situation?
What do you think other people were feeling about the situation?
What do you think other people feel about the situation now?
What were you thinking during the situation?
What do you think about the situation now?
Example of 'Feelings'
Group work assignment
Before we came together and realized we still had a lot of work to do, I was quite
happy and thought we had been smart when we divided the work between us. When
we realised we couldn‘t hand in the assignment like it was, I got quite frustrated. I was
certain it was going to work, and therefore I had little motivation to actually do the
rewriting. Given that a couple of people from the group had to cancel their plans I

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ended up feeling quite guilty, which actually helped me to work harder in the evening
and get the work done faster.
Looking back, I‘m feeling satisfied that we decided to put in the work.
Evaluation
Here you have a chance to evaluate what worked and what didn‘t work in the situation. Try
to be as objective and honest as possible. To get the most out of your reflection focus on
both the positive and the negative aspects of the situation, even if it was primarily one or
the other.
Helpful questions:
What was good and bad about the experience?
What went well?
What didn‘t go so well?
What did you and other people contribute to the situation (positively or negatively)?
Example of 'Evaluation'
Group work assignment
The things that were good and worked well was the fact that each group member
produced good quality work for the agreed deadline. Moreover, the fact that two people
from the group cancelled plans motivated us to work harder in the evening. That
contributed positively to the group‘s work ethic. The things that clearly didn‘t work was
that we assumed we wrote in the same way, and therefore the overall time plan of the
group failed.

Analysis
The analysis step is where you have a chance to make sense of what happened. Up until
now you have focused on details around what happened in the situation. Now you have a
chance to extract meaning from it. You want to target the different aspects that went well
or poorly and ask yourself why. If you are looking to include academic literature, this is the
natural place to include it.
Helpful questions:
Why did things go well?
Why didn‘t it go well?
What sense can I make of the situation?
What knowledge – my own or others (for example academic literature) can help me
understand the situation?
Example of 'Analysis'

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Group work assignment
I think the reason that our initial division of work went well was because each person
had a say in what part of the assignment they wanted to work on, and we divided
according to people‘s self-identified strengths. I have experienced working this way
before and discovered when I‘m working by myself I enjoy working in areas that match
my strengths. It seems natural to me that this is also the case in groups.
I think we thought that this approach would save us time when piecing together the
sections in the end, and therefore we didn‘t think it through. In reality, it ended up
costing us far more time than expected and we also had to stress and rush through the
rewrite. I think the fact we hadn‘t planned how we were writing and structuring the
sections led us to this situation.
I searched through some literature on group work and found two things that help me
understand the situation. Belbin‘s (e.g. 2010) team roles suggests that each person has
certain strengths and weaknesses they bring to a group. While we didn‘t think about our
team members in the same way Belbin does, effective team work and work delegation
seems to come from using people‘s different strengths, which we did.
Another theory that might help explain why we didn‘t predict the plan wouldn‘t work is
Groupthink‘ (e.g. Janis, 1991). Groupthink is where people in a group won‘t raise
different opinions to a dominant opinion or decision, because they don‘t want to seem
like an outsider. I think if we had challenged our assumptions about our plan - by
actually being critical, we would probably have foreseen that it wouldn‘t work. Some
characteristics of groupthink that were in our group were: ‗collective rationalization‘–
we kept telling each other that it would work; and probably ‗illusion of
invulnerability‘– we are all good students, so of course we couldn‘t do anything wrong.
I think being aware of groupthink in the future will be helpful in group work, when trying
to make decisions.
In this section you can make conclusions about what happened. This is where you
summaries your learning and highlight what changes to your actions could improve the
outcome in the future. It should be a natural response to the previous sections.
Helpful questions:
What did I learn from this situation?
How could this have been a more positive situation for everyone involved?
What skills do I need to develop for me to handle a situation like this better?
What else could I have done?
Example of a 'Conclusion'
Group work assignment

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I learned that when a group wants to divide work, we must plan how we want each
section to look and feel – having done this would likely have made it possible to put
the sections together and submit without much or any rewriting. Moreover, I will
continue to have people self-identify their strengths and possibly even suggest using
the Belbin team roles ‘framework with longer projects. Lastly, I learned that we
sometimes have to challenge the decisions we seem to agree on in the group to ensure
that we are not agreeing just because of groupthink.
Action plan
At this step you plan for what you would do differently in a similar or related situation in
the future. It can also be extremely helpful to think about how you will help yourself to act
differently – such that you don‘t only plan what you will do differently, but also how you
will make sure it happens. Sometimes just the realization is enough, but other times
reminders might be helpful.
Helpful questions:
If I had to do the same thing again, what would I do differently?
How will I develop the required skills I need?
How can I make sure that I can act differently next time?
Example of 'Action Plan'
Group work assignment
When I‘m working with a group next time, I will talk to them about what strengths
they have. This is easy to do and remember in a first meeting, and also potentially
works as an ice-breaker if we don‘t know each other well. Next, if we decide to divide
work, I will insist that we plan out what we expect from it beforehand. Potentially I
would suggest writing the introduction or first section together first, so that we have a
reference for when we are writing our own parts. I‘m confident this current experience
will be enough to remind me to suggest this if anyone says we should divide up the
work in the future. Lastly, I will ask if we can challenge our initial decisions so that we
are confident we are making informed decisions to avoid groupthink. If I have any
concerns, I will tell the group. I think by remembering I want the best result possible
will make me be able to disagree even when it feels uncomfortable.
Different depths of reflection
Depending on the context you are doing the reflection in, you might want use different
levels of details. Here is the same scenario, which was used in the example above, however
it is presented much more briefly.
Short example of Gibbs’ reflective cycle:

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Describe: In a group work assignment, we divided sections according to people‘s
strengths. When we tried to piece the assignment together it was written in different
styles and therefore we had to spend time rewriting it.
Feelings:
I thought our plan would work and felt good about it. When we had to rewrite it, I felt
frustrated.
Evaluation:
The process of dividing sections went well. However, it didn‘t work not having
foreseen/planned rewriting the sections for coherence and writing styles.
Analysis:
Dividing work according to individual strengths is useful. Belbin‘s team roles (2010)
would suggest something similar. I have done it before and it seems to work well.
The reason piecing work together didn‘t work was we had no plan for what it needed
to look like. We were so focused on finishing quickly that no one would raise a
concern. The last part can be explained by groupthink‘ (e.g. Jarvis, 1991), where
members of a group make a suboptimal decision because individuals are afraid of
challenging the consensus.
Conclusion: I learned that using people‘s strengths is efficient. Moreover, planning
how we want the work to look, before we go off on our own is helpful. Lastly, I will
remember the dangers of groupthink, and what the theory suggests to look out for.
Action plan: I will use Belbin‘s team roles to divide group work in the future.
Moreover, I will suggest writing one section together before we do our own work, so
we can mirror that in our own writing. Finally, I will speak my mind when I have
concerns, by remembering it can benefit the outcome.
Q.2 Identify a problem for action research, make it narrow and propose a plan for the
triangulation.
Ans: Teacher research can be a powerful form of professional development that can
change a teacher's practice. But what is it exactly and what does it involve?
Teacher research is practical, action-based research. It enables educators to follow their
interests and their needs as they investigate what they and their students do. Teachers who
practice teacher research find that it expands and enriches their teaching skills and puts
them in collaborative contact with peers that have a like interest in classroom research.
Some researchers call this type of research "action research." By definition (Mills, 2002):
Action research is any systematic inquiry conducted by teacher-researchers, principals,
school counselors, or other stakeholders in the teaching/learning environment to gather
information about how their particular schools operate, how they teach, and how well their
students learn. This information is gathered with the goals of gaining insight, developing
reflective practice, effecting positive changes in the school environment (and on

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educational practices in general), and improving student outcomes and the lives of those
involved.
1. Teacher-researchers simultaneously act as participants and observers as they conduct
research in their own classrooms. With these dual roles, they complete the following
tasks:
2. Develop research questions based on their own curiosity about teaching and learning
in their classrooms.
3. Systematically collect data and research various methods of conducting research.
4. Analyze and interpret the data and the research methodology.
5. Write about their own research.
6. Share findings with students, colleagues, and members of the educational
community.
7. Discuss with colleagues relationships among practice, theory, and their
own research.
8. Examine their underlying assumptions about teaching and learning.
9. Assume responsibility for their own professional growth.
10.Teacher research can change a teacher's practice, but it can also have a profound
effect on the development of priorities for school wide planning and assessment
efforts as well as contribute to the profession's body of knowledge about teaching
and learning.
11.Teacher-research projects often yield findings and implications that result in:
12.Increased sharing and collaboration across departments, disciplines, and grade
levels.
13.Increased dialogue about instructional issues and student learning.
14.Enhanced communication between teachers and students.
15. Improved performance of students.
16. Revision of practice based on new knowledge about teaching and learning.
17.Teacher-designed and teacher-initiated staff development.
18.Development of priorities for school wide planning and assessment
efforts.
Contributions to the profession's body of knowledge about teaching and learning. For
teachers to become involved in teacher research, they need additional time and resources to
conduct, evaluate, and share their findings in meaningful ways. Fortunately in my school
district, Fairfax County Public Schools, we have a number of resources available for
teachers wishing to become involved in teacher research.
The Office of Staff Development and Planning (a division of Instructional Services)
supports a network of teacher-researchers within our school system. The Office provides
staff development funds to teams of teacher-researchers to meet periodically during the
school year as they support one another in their research. Each spring, the Office holds an
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annual conference where teacher-researchers share their projects with members of the
broad educational community in round table presentations and panel discussions.
Workshops are also available on topics such as grant writing to support research and tips
for publishing projects. Marion S. MacLean and Marian M. Mohr provide actual teacher
research project reports by Fairfax County teachers in their book, Teacher-Researchers at
Work (1999).
Q.3 Critically analyze current syllabus of English being taught at grade four.
Ans: List four class criteria that shape the traditional view of a profession: remuneration,
social status, autonomous or authoritative power, and service. Perpetually, a list of
characteristics is typical of occupations that have been traditionally regarded as
professions, especially law and medicine. These characteristics include: professional
autonomy; a clearly defined, highly developed, specialized, and theoretical knowledge
base; control of training, certification, and licensing of new entrants; self-governing and
self-policing authority, especially with regard to professional ethics; and a commitment to
public service. The presence of a collegiums among the essential characteristics of a
modern profession. Eight characteristics common to most professions are having an
esoteric service; pre service study; registration and regulation by the profession itself; peer
appraisal and review; professional code of conduct; earned status; the ideal of public
service and client concern. The fundamental aspects of a profession as specific body of
knowledge, ideal of service, ethical codes, autonomy and distinctive culture.
The selected seven characteristics of a profession are: essential service to society,
motivated by call to serve, special knowledge and skills, specialized advanced university
training, public trust and status, code of ethics and performance standards, and professional
organization.
Professional teachers should develop as lifelong learners, reflective thinkers, and ethical
leaders exemplifying the ideals of literacy, scholarship, and social justice in a diverse and
ever-changing world. National Council for Accreditation of Teacher Education has defined
dispositions of a teacher as the values, commitments and professional ethics that influence
behavior towards students, families, colleagues, and communities, and affect student
learning, motivation, and development as well as the educator‘s own professional growth.
The dispositions or the characteristics of the educator thus have a direct impact on all with
whom he connects. A number of studies have been done in demarcating the characteristics
of an educator. Historically, research studies have yielded copious lists of attributes and
attitudes exhibited by effective teachers. The Purdue studies for all identified specific
characteristics that were associated with effective teachers. These characteristics were
gathered from a variety of perspectives including student opinions, observation and
teacher self-reporting.

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Didactic and pedagogical skills are not only understood as familiarization with techniques
that are then used mechanically, but also as the acquisition of routines which, without a
doubt, every teacher needs in order to save time and energy for the more significant aspects
of his work; at the same time, they refer to a set of theoretical principles and research data
that lead to a variety of techniques and strategies which a teacher chooses and shapes,
depending on the circumstances (for the discussion on teacher skills as an element of
professional competency). A plethora of related studies shows specific actions by teachers
which can be considered factors for their effectiveness. With regard to the teaching
approach, it seems that the more effective teachers: set realistic objectives, try and give
incentives to students for learning, apply various teaching methods, select participative
forms of teaching, test and create didactic material, present information in a clear manner,
combine words with pictures, use various teaching aids, maximize teaching time through
systematic measures (e.g. planning, reduced disturbances in the classroom), assign work
that will stir the interests of the students, monitor and evaluate the progress of students, set
evaluation criteria for students and inform the students about them, and provide feedback
to the students. Another decisive factor in effectiveness is a teacher‘s ability to recognize
the diversity of students, to choose the best method possible for each student, and to create
incentives for students.
First, to account for sorting of students to schools and teachers, I exploit in observation
scores within schools, across adjacent grades and years. Specifically, I specify models that
include school fixed effects and instructional quality scores averaged to the school-grade-
year level.
This approach assumes that student and teacher assignments are random within schools and
across grades or years, which I explore in detail below. Second, to isolate the independent
contribution of instructional practices to student achievement, I condition on a uniquely
rich set of teacher characteristics, skills, and practices. I expect that there likely are
additional factors that are difficult to observe and, thus, are excluded from my data.
Therefore, to explore the possible degree of bias in my estimates.
I test the sensitivity of results to models that include different sets of covariates. Further, I
interpret findings in light of limitations associated with this approach. Results point to a
positive relationship between ambitious or inquiry-oriented mathematics instruction and
performance on a low-stakes test of students‘ math knowledge of roughly 0.10 standard
deviations. I also find suggestive evidence for a negative relationship between
mathematical errors and student achievement, though estimates are sensitive to the specific
set of teacher characteristics included in the model.
I provide main results and threats to internal and external validity. I conclude by discussing
the implications of my findings for ongoing research and policy on teacher and teaching
quality. Although improving the quality of the teacher workforce is seen as an economic

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imperative, long-standing traditions that reward education and training or offer financial
incentives based on student achievement have been met with limited success. Almost three
decades ago is the ―nature of teachers‘ work‖. They argued that the ―imprecise nature of
the activity‖ makes it difficult to describe why some teachers are good and what
other teachers can do to improve. Recent investigations have sought to test this theory by
comparing subjective and objective (i.e.,
―value-added‖) measures of teacher performance. Principals were able to
distinguish between teachers in the tails of the achievement distribution but not in the
middle.
Correlations between principal ratings of teacher effectiveness and value added were weak
to moderate: 0.25 and 0.18 in math and reading, respectively (0.32 and 0.29 when adjusted
for measurement error). Further, while subjective ratings were a statistically significantly
predictor of future student achievement, they performed worse than objective measures.
Including both in the same regression model, estimates for principal ratings were 0.08
standard deviations (SD) in math and 0.05 SD in reading; comparatively, estimates for
value-added scores were 0.18 SD in math and 0.10 SD in reading. This evidence led the
authors to conclude that ―good teaching is, at least to some extent, observable by those
close to the education process even though it may not be easily captured in those variables
commonly available to the econometrician‖.
Q.4 Chose a most prevailing educational practice which have experienced. Describe
this practice and critically reflect upon how this practice has influenced your
work?
Ans: As knowledge regarding human development and learning has grown at a rapid pace,
the opportunity to shape more effective educational practices has also increased. Taking
advantage of these advances, however, requires integrating insights across multiple fields
—from the biological and neurosciences to psychology, sociology, developmental and
learning sciences— and connecting them to knowledge of successful approaches that is
emerging in education. This article seeks to contribute to this process by drawing out the
implications for school and classroom practices of an emerging consensus about the
science of learning and development (SoLD), outlined in a recent synthesis of the research.
Using these articles as a foundation, we synthesize evidence from the learning sciences and
several branches of educational research about well-vetted strategies that support the kinds
of relationships and learning opportunities needed to promote children‘s well-being,
healthy development, and transferable learning. In addition, we review research regarding
practices that can help educators respond to individual variability, address adversity, and
support resilience, such that schools can enable all children to learn and to find positive
pathways to adulthood.
This work is situated in a relational developmental systems framework that looks at the
―mutually influential relations between individuals and contexts‖. This framework makes

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it clear how children‘s development and learning are shaped by interactions among the
environmental factors, relationships, and learning opportunities they experience, both in
and out of school, along with physical, psychological, cognitive, social, and emotional
processes that influence one another—both biologically and functionally—as they enable
or undermine learning. Although our society and our schools often compartmentalize these
developmental processes and treat them as distinct from one another—and treat the child as
distinct from the many contexts she experiences—the sciences of learning and
development demonstrate how tightly interrelated they are and how they jointly produce
the outcomes for which educators are responsible.
Key insights from the science of learning and development are that the brain and the
development of intelligences and capacities are malleable, and the ―development of the
brain is an experience-dependent process‖, which activates neural pathways that permit
new kinds of thinking and performance. As a function of experiences, the brain and human
capacities grow over the course of the entire developmental continuum and across the
developmental spectrum (physical, cognitive, affective) in interactive ways. What happens
in one domain influences what happens in others? For example, emotions can trigger or
block learning. Emotions and social contexts shape neural connections which contribute to
attention, concentration, and memory, to knowledge transfer and application.
Understanding how developmental processes unfold over time and interact in different
contexts can contribute to more supportive designs for learning environments.
Furthermore, general trends in development are modified by interactions between unique
aspects of the child and his/her family, community, and classroom contexts. As a result,
children have individual needs and trajectories that require differentiated instruction and
supports to enable optimal growth in competence, confidence, and motivation.
A central implication for educators is that this integrated and dynamic developmental
system is optimally supported when all aspects of the educational environment support all
of the dimensions of children‘s development. This calls for a deeply integrated approach to
practice that supports the whole child in schools and classrooms that function coherently
and consistently to build strong relationships and learning communities; support social,
emotional, and cognitive development; and provide a system of supports as needed for
healthy development, productive relationships, and academic progress. This holistic
approach must necessarily connect with family and community contexts: developing
strong, respectful partnerships to understand and build on children‘s experiences and, as
needed, to strengthen any aspects of the developmental system where there are challenges
to children‘s health and wellbeing.
In what follows, we describe the implications for practice of these interrelated systems that
address major developmental needs: the need for strong, supportive relationships that
enable students to take advantage of productive learning opportunities in cognitive, social,

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and emotional domains, plus additional supports (physical, social, emotional, and/or
academic) needed to address individual circumstances that need attention at a moment in
time to maintain a positive developmental trajectory. We stress that all of these are
interactive and interrelated and that these aspects of education must be designed to work
together in a tightly integrated fashion. Figure illustrates the four areas that structure the
remainder of this review:

1. Supportive environmental conditions that foster strong relationships and

community. These include positive sustained relationships that foster attachment
and emotional connections; physical, emotional, and identity safety; and a sense of
belonging and purpose;
2. Productive instructional strategies that support motivation, competence, and self-
directed learning. These curriculum, teaching, and assessment strategies feature
well scaffold instruction and ongoing formative assessment that support conceptual
understanding, take students‘ prior knowledge and experiences into account, and
provide the right amount of challenge and support on relevant and engaging
learning tasks;
3. Social and Emotional Learning that fosters skills, habits, and mindsets that enable
academic progress, efficacy, and productive behavior. These include self-
regulation, executive function, intrapersonal awareness and interpersonal skills, a
growth mindset, and a sense of agency that supports resilience and productive
action;
4. System of supports that enable healthy development, respond to student needs, and
address learning barriers. These include a multi-tiered system of academic, health,
and social supports that provide personalized resources within and beyond the

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 classroom to address and prevent developmental detours, including conditions of
trauma and adversity.
Q.5 Describe the significance of sharing and publishing. Enlist some forums for both
categories.
Ans: Haring and promoting your article form an important part of research, in terms of
fostering the exchange of scientific information in your field and allowing your paper to
contribute to wider scientific progress.
In addition, bringing your research and accomplishments to the attention of a broader
audience also makes you more visible in your field. This helps you to get more citations,
enabling you to cultivate a stronger reputation, promote your research and move forward in
your career. This page describes how you can share your article responsibly and offers
advice to help you promote it widely.
One of the cornerstones of academia is archival journal publication. Publishing provides a
communication channel for researchers within a field, a repository of important research
efforts, and a recognition mechanism for researchers and institutions alike. However,
despite its ubiquitous presence, the publication process remains both daunting and
confusing to some doctoral students and newer faculty members. The junior academic
knows that not meeting archival journal publication standards in quality and quantity may
result in her or his career being severely hindered or even truncated. Other than this
threatening consequence, new engineering faculty members have been offered little in the
way of structured advice regarding a successful publication career.
This CD ROM attempts to explain the process generically and simply. It gives tricks of the
trade, best practices and definitions. It also provides advice and motivation on why and
how to publish.
But the best way to achieve mastery of this subject is by doing - write the paper, send it for
review and deal with the reviews, revisions and rejections that follow.
Learn how to search abstracts, check your citations, analyze the impact factors of the
journals in which publish.
Get involved with a journal - volunteer to review a paper, nominate yourself or get
nominated to join the editorial board as an associate editor.
This process is our process - it is organized and implemented by fellow academics. It is
only as good as the care, effort and thought that each of us puts into it!
There are several key benefits to publishing research in journals:
DISCOVERABILITY
• Publishing in journals can give your work visibility among other researchers in your
field, outside of your immediate circle of contacts and colleagues.
• Journals can makes your work more discoverable, as they are already being read
by circles of interested readers.

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 • Journals often have sophisticated distribution networks, placing work into libraries,
organizationsyhb and institutes, and through letterboxes of readers around the
world.
CONTRIBUTING TO THE RECORDS OF RESEARCH IN THE FIELD
• Journal publication helps to preserve your work in the permanent records of research
in the field.
• Adding your work to this record involves you in the active research community for a
topic, helping to expand your professional network, increasing potential for
collaboration and interaction with peers.
• Publishing your work through visible sources helps others to learn. By adding your
experiences to the literature of the field, it helps to build the corpus of knowledge in
your subject area.
THE BENEFITS OF PEER REVIEW
The peer review process helps improve the presentation and communication of
research. The feedback can help you to frame your arguments in the most effective
ways, and may even present valuable new insights into your own work. In addition,
the peer review process can also help you reach peers and senior members of the
research community by having journal editors, editorial boards and reviewers read
your work.
DISSEMINATION AND IMPACT
• Selecting the appropriate journals can help add information to the public discussion
of contemporary topics, beyond academic circles.
• You may be required by funding agencies to publish your work in certain journals,
as open access, or meeting other criteria stipulated in your grant award.
• As well as the publication itself, particular journals may help you to engage with
audiences, and meet requirements to achieve or provide certain impact metrics,
evidence of engagement and interaction with your work.
CAREER ADVANCEMENT
Publishing in particular journals can be an essential component to advance your career,
by meeting necessary assessment criteria and output performance targets.
PREVENTING DUPLICATION OF EFFORT
And last but by no means least, publishing your work can prevent waste and increase
efficiencies, by enabling others to build on your achievements or avoid unnecessary
duplication of efforts.
THE END

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