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Studies in Continuing Education Volume 42, 2020 - Issue 3
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Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students

R. Fishera Ellbogen Center for Teaching and Learning/Department of English, University of Wyoming, Laramie, WY, USACorrespondence[email protected]
,
C. H. Brockb Literacy Research Center and Clinic, Department of Elementary and Early Childhood Education, University of Wyoming, Laramie, WY, USAORCID Iconhttps://orcid.org/0000-0001-9468-5140
ORCID Icon,
T. Frahmc Department of Teaching and Learning, Northern Arizona University, Flagstaff, AZ, USA
,
A. Van Wigd Department of Education, Eastern Washington University, Cheney, WA, USA
&
V. R. Gillise College of Education, Clemson University, Anderson, SC, USA
Pages 365-380 | Received 14 Feb 2019, Accepted 25 Aug 2019, Published online: 09 Sep 2019

Citations (4)

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Read on this site (2)

Lina Calle-Arango & Natalia Ávila Reyes. (2023) Obstacles, facilitators, and needs in doctoral writing: A systematic review. Studies in Continuing Education 45:2, pages 133-151.
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Emma Waight. (2022) Doctoral writing as an assemblage in space and time. Journal of Further and Higher Education 46:5, pages 605-619.
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Articles from other publishers (2)

Kelsey Inouye. (2022) Developing the PhD thesis project in relation to individual contexts: a multiple case study of five doctoral researchers. Higher Education 85:5, pages 1143-1160.
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Lina Calle-Arango, Natalia Ávila Reyes & Alejandra Meneses. (2021) “Es un poco cobarde mi tipo de escritura”: formas de citación y negociaciones identitarias de doctorantes en Educación. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 37:3.
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