VEST Workshop with Dr. Brendan Bartanen

This event is only open to VEST students at this time.  Please contact [email protected] if you are not a VEST student but are interested in attending. 

Successfully and efficiently navigating the peer review process is critical to both publishing journal articles and securing grant funding. While there is considerable emphasis on the initial submission phase of this process, nearly all successful projects will require revisions—often substantial in scope—to respond to concerns raised by editors and reviewers. This workshop will examine the revision process, with a particular focus on developing a set of practical skills and strategic mindset to ensure that “revise and resubmit” translates to “accepted” and/or “funded.” 

Examples of questions we will consider are: How do I know which reviewer comments must be addressed? How do I handle comments or suggestions that I disagree with? What should I do if I receive conflicting feedback from reviewers? While our primary focus will be peer-reviewed journal articles, we will also touch on grant applications as time permits. 

Speaker Bio

Brendan Bartanen's research aims to increase our understanding of the labor market for principals and teachers. In particular, his work examines the intersections among educator turnover, measures of effectiveness, high-stakes evaluation systems, and educator diversity. He was awarded the 2019 New Scholar Award from the Association for Education Finance and Policy and the Outstanding Dissertation Award from the American Educational Research Association (Division L). Bartanen is also a research affiliate of the Tennessee Education Research Alliance (TERA), a research-practice partnership between Vanderbilt University and the Tennessee Department of Education.

Bartanen's work has been published in leading journals across education, public policy, and economics, including the American Educational Research Journal, Educational Researcher, the Journal of Human Resources, Educational Evaluation and Policy Analysis, and the Journal of Policy Analysis and Management. His recently published work includes demonstrating the importance of principals for shaping the racial composition of a school's teaching staff, examining the validity and reliability of rubric-based observational evaluations of preservice teachers, and descriptively documenting rates of assistant principal mobility and their relationship with principal turnover. His current projects include race and gender biases in high-stakes teacher observations, the validity and reliability of principal value-added models, and the returns to principal experience.