Learning to Write as Scholars: A Collaborative Inquiry Into Ed.D. Students’ Academic Writing Development

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Supporting Doctoral Student Development: Critical Issues Within Ed.D. Programs (Table 18)

Abstract

This collaborative study explored the perceptions of doctoral students and doctoral advisors in two Doctor of Education (EdD) programs in the United States regarding the use of writing strategies and feedback at their respective universities. Framed in the cognitive apprenticeship theory, the researchers conducted a qualitative inquiry. Data sources were survey data from 54 doctoral students and 15 advisors and interview data from 14 students and 10 advisors. The analysis of survey data indicated two main components of writing support: the intentional use of writing strategies and practices, as well as writing feedback from advisors and peers. The two key themes derived from the interviews were valuing strategies that scaffold student writing and developing confidence and skills as scholarly writers.

Authors

• Veselina Lambrev, University of South Florida

• Micki M. Caskey, Portland State University