We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education).
If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register. New reviewers are welcome! The editors will then select reviewers and inform those involved.
NB: it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
|Submission||Title and summary||Editor to contact|
|#1029 Paper||GENDER DIFFERENCES IN PERCEPTIONS OF ACADEMIC BUOYANCY AMONG FIRST YEAR UNDERGRADUATE UNIVERSITY STUDENTS|
First year students at universities continue to experience adjustment challenges, an indication of low academic buoyancy. Academic buoyancy is student’s ability to succeed amidst academic difficulties and setbacks in academic settings. This study examined the gender differences in perceptions of academic buoyancy among first year undergraduate students in one selected public university in western Kenya. Within the positivist research paradigm, the study adopted cross-sectional survey research design.
|Gita Sedghi email@example.com|
|#1044 Paper||Social Competence: Ability of Adult Students to Interact within Teaching Modalities|
This quantitative group design research study aims to comprehend adult student interactions within higher education teaching modalities. A positive correlation between age and social competence in teaching modalities and peer interactions should be identified. Age may affect social competence understanding within post-secondary teaching modalities, and gender may play a role in reducing students’ ability to understand and apply social competence in teaching modalities in post-secondary education.The research was conducted at a local Community College in the United States.
|Lee Fallin Lee.Fallin@hull.ac.uk|
Thank you and we look forward to hearing from you!
With best wishes on behalf of the editorial board,
Professor Gita Sedghi PhD, FRSC, PFHEA (she/her)
National Teaching Fellow (NTF)
Postgraduate Taught Lead
University of Liverpool
Department of Chemistry