| Autor: |
Klocko, Barbara A., Marshall, Sarah M., Davidson, Jillian F. |
| Předmět: |
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| Zdroj: |
Journal of Higher Education Theory & Practice; 2015, Vol. 15 Issue 4, p21-31, 11p |
| Abstrakt: |
In this study, we sought to understand how students perceived the dissertation as practitioner-scholars and part-time doctoral students in advanced doctoral programs in educational leadership. The results indicated that the expectations associated with scholarly writing present major hurdles for doctoral students, and the dissertation process can be lengthy, filled with anxiety, stress, and doubt. Doctoral faculty members are often called upon to advise students as they balance their personal and professional demands with those of the academy. We found that the essential part in this process is supporting practitioner students as they transform into doctoral level writers. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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