JLS 2020 Reviewer of the Year Recognition

High-quality peer review is crucial to the standing and impact of JLS and to the continual growth of our field.  We are deeply grateful for all our reviewers and editorial board members who have been devoting their precious time and mindfulness to reviewing for JLS. Despite the challenges and distresses we all experienced in 2020, a large group of JLS reviewers (including both early-career scholars and more senior scholars from different countries) continued their valuable service to offer thorough and thoughtful reviews to their peers, providing constructive feedback characterized by respect and care.

Among this strong and supportive group of reviewers, we recognize eight early-career scholars whose reviewing was exceptionally productive and generous in 2020. Criteria for selection include: (1) completing multiple reviews for the journal that are (2) thorough and constructive, (3) timely; that (4) provide mentorship and encouragement to authors; and (5) reflect core values and practices of the field.

We are pleased to recognize as this year’s JLS Reviewers of the Year for 2020:

  • Melissa Braaten, University of Colorado, Boulder, U.S.A.
  • Corey Brady, Vanderbilt University, U.S.A.
  • David DeLiema, University of Minnesota, U.S.A.
  • Lama Jaber, Florida State University, U.S.A.
  • Christina Krist, University of Illinois, Urbana-Champaign, U.S.A.
  • Feng Lin, Singapore University of Social Sciences, Singapore
  • Shirin Vossoughi, Northwestern University, U.S.A.
  • Michelle Wilkerson, University of California, Berkeley, U.S.A.

Thank you and congratulations!

Related Articles

JLS Outstanding Paper (2022): Utilizing dance resources for learning and engagement in STEM

This paper authored by Folashadé Solomon, Dionne Champion, Mariah Steele and Tracey Wright received the Outstanding Paper Award from the Journal of the Learning Sciences. As the selection panel comments, “By employing culturally responsive pedagogy, the authors established a connection between the learning of physics and dance education, thereby promoting access and equity…The meticulous analysis provided insights into how dance, as an embodied form of knowledge, facilitated a transformation in the black girls’ relationship with physics.”