From Isolation to Collaboration: Creating an Intentional Community of Practice within the Doctoral Dissertation Proposal Writing Process

Autor/inn/en	Ciampa, Katia; Wolfe, Zora M.
Titel	From Isolation to Collaboration: Creating an Intentional Community of Practice within the Doctoral Dissertation Proposal Writing Process
Quelle	In: Teaching in Higher Education, 28 (2023) 3, S.487-503 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ciampa, Katia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1822313
Schlagwörter	Proposal Writing; Writing Processes; Misconceptions; Interdisciplinary Approach; Academic Language; Communities of Practice; Doctoral Students; Doctoral Dissertations; Journal Writing; Peer Evaluation; Case Studies; Student Attitudes; Writing Evaluation; Group Dynamics; Feedback (Response); Urban Universities; Educational Administration; Instructional Leadership; Kindergarten; Elementary Secondary Education; Self Efficacy + Suchen Sie Ihr Suchwort? Antragstellung; Missverständnis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Community; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Zeitschriftenaufsatz; Case study; Fallstudie; Case Study; Schülerverhalten; Gruppendynamik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Self-efficacy; Selbstwirksamkeit
Abstract	The purpose of this retrospective case study was to examine the implementation of peer-review practices in a doctoral dissertation proposal course. Twenty-eight doctoral candidates' perceptions of peer feedback on the dissertation writing process and themselves as academic writers were explored through our anecdotal notes from class discussions, as well as students' exit tickets and journal reflections. The doctoral students articulated that the dissertation proposal course dispelled misconceptions about dissertation writing and the peer-review process. Becoming a critical reader of their peers' writing also made the doctoral students more critical and confident readers and revisers of their own writing. We also examined the social and emotional dimensions of peer-review groups as communities of practice. In addition, the benefits and drawbacks of heterogeneous multidisciplinary grouping in peer groups are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01