A widespread challenge facing academic journals is a dearth of scholars willing to provide quality peer reviews of submitted manuscripts. Although there are many reasons why scholars may choose to decline an invitation to review, one factor contributing to both scholars’ hesitancy to review and their inability to produce constructive feedback to authors is a lack of training in the skill of reviewing. This article describes a doctoral reviewer mentoring program offered by the journal Theory & Research in Social Education (TRSE ) and utilizes responses from a survey of former program participants to assess the usefulness of such programs. I conclude that the TRSE doctoral reviewer mentoring program has been beneficial in providing doctoral students with the skills needed to become effective peer reviewers and helping these novice scholars develop a better understanding of the intricacies of academic publishing.
Wayne Journell (Wed,) studied this question.
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