College and university faculty members specializing
in early childhood education face some unique
challenges in scholarly writing. The purpose of this
research was to use open-ended interviews as a way to
gather the collective wisdom of a group of key informants
about academic writing and publishing in the field.
Twenty-two editors and/or authors, ranging from vastly
experienced to beginners, shared their insights on scholarly
writing by discussing the purposes, strategies, and challenges
associated with contributing to the early childhood
education through their published work. Data analysis of
the interview transcripts resulted in a remarkably consistent
theme across all interviewees; namely, that a commitment
to young children was the governing principle and that
published manuscripts must have practical significance in
order to advance the field. A verbatim transcript of all 22
interviews was read, re-read, and annotated to produce
emergent themes. Excerpts from the interviews were then
collected into case nodes using NVivo10 qualitative data
analysis software. Data were clustered into five themes.
Sternberg’s (Beyond IQ: a triarchic theory of human
intelligence. Cambridge University Press, New York, 1985,
The triarchic mind: a new theory of human intelligence.
Viking, New York 1988) theory of intelligence and his
definition of wisdom (2004) also were used as preset categories
for data analysis. Collectively, the intelligence and
wisdom of these accomplished professionals offers
guidance to aspiring authors to become involved in writing,
editing, and publishing academic work and serves as a tool
for further reflection among experienced authors in the
field of early childhood education.
Keywords Writing for publication  Academic writing 
Scholarly writing  Advice to authors

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370.7-mary

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Tersedia

• Professional Wisdom and Writing for Publication: Qualitative Interviews with Editors and Authors in Early Childhood Education

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