By the same authors

From the same journal

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Research output: Contribution to journalArticlepeer-review

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Foreign Language Educators’ Exposure to Research : Reported Experiences, Exposure Via Citations, and a Proposal for Action. / Marsden, Emma Josephine; Kasprowicz, Rowena Eloise.

In: The Modern Language Journal, Vol. 101, No. 4, 07.11.2017, p. 613–642.

Research output: Contribution to journalArticlepeer-review

Harvard

Marsden, EJ & Kasprowicz, RE 2017, 'Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action', The Modern Language Journal, vol. 101, no. 4, pp. 613–642. https://doi.org/10.1111/modl.12426

APA

Marsden, E. J., & Kasprowicz, R. E. (2017). Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action. The Modern Language Journal, 101(4), 613–642. https://doi.org/10.1111/modl.12426

Vancouver

Marsden EJ, Kasprowicz RE. Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action. The Modern Language Journal. 2017 Nov 7;101(4):613–642. https://doi.org/10.1111/modl.12426

Author

Marsden, Emma Josephine ; Kasprowicz, Rowena Eloise. / Foreign Language Educators’ Exposure to Research : Reported Experiences, Exposure Via Citations, and a Proposal for Action. In: The Modern Language Journal. 2017 ; Vol. 101, No. 4. pp. 613–642.

Bibtex - Download

@article{e0b36b9dcc164268aa30017ac11772dd,
title = "Foreign Language Educators{\textquoteright} Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action",
abstract = "This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible direct exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research–practice interfaces. The second study investigated the potential for indirect exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.",
keywords = "perceptions of research, research–practice interface, consumption of research, citation, professional journals, teacher knowledge, teacher education",
author = "Marsden, {Emma Josephine} and Kasprowicz, {Rowena Eloise}",
note = "{\textcopyright}2017 The Modern Language Journal. This is an author-produced version of the published paper. Uploaded in accordance with the publisher{\textquoteright}s self-archiving policy. Further copying may not be permitted; contact the publisher for details",
year = "2017",
month = nov,
day = "7",
doi = "10.1111/modl.12426",
language = "English",
volume = "101",
pages = "613–642",
journal = "The Modern Language Journal",
issn = "0026-7902",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Foreign Language Educators’ Exposure to Research

T2 - Reported Experiences, Exposure Via Citations, and a Proposal for Action

AU - Marsden, Emma Josephine

AU - Kasprowicz, Rowena Eloise

N1 - ©2017 The Modern Language Journal. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2017/11/7

Y1 - 2017/11/7

N2 - This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible direct exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research–practice interfaces. The second study investigated the potential for indirect exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.

AB - This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible direct exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research–practice interfaces. The second study investigated the potential for indirect exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.

KW - perceptions of research

KW - research–practice interface

KW - consumption of research

KW - citation

KW - professional journals

KW - teacher knowledge

KW - teacher education

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U2 - 10.1111/modl.12426

DO - 10.1111/modl.12426

M3 - Article

VL - 101

SP - 613

EP - 642

JO - The Modern Language Journal

JF - The Modern Language Journal

SN - 0026-7902

IS - 4

ER -