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Journal of Further and Higher Education Volume 44, 2020 - Issue 5
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The development and enactment of practitioner scholarship among graduates from one online Ed.D. programme

Brianna L. KennedyDepartment of Education, Utrecht University, Utrecht, The NetherlandsCorrespondence[email protected]
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Elizabeth BondySchool of Teaching and Learning, University of Florida, Florida, Gainesville, USAView further author information
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Nancy Fichtman DanaSchool of Teaching and Learning, University of Florida, Florida, Gainesville, USAView further author information
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Vicki VescioSchool of Teaching and Learning, University of Florida, Florida, Gainesville, USAView further author information
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Vera Wei MaSchool of Teaching and Learning, University of Florida, Florida, Gainesville, USAView further author information
Pages 653-669 | Received 26 Mar 2018, Accepted 25 Jan 2019, Published online: 05 Mar 2019

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Read on this site (2)

Veselina S. Lambrev & Bárbara C. Cruz. (2023) Facilitating cognitive presence in online professional doctoral education: implications for practice-based programs. Journal of Further and Higher Education 47:7, pages 889-900.
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Veselina Lambrev. (2023) Exploring the value of community-based learning in a professional doctorate: A practice theory perspective. Studies in Continuing Education 45:1, pages 37-53.
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Articles from other publishers (3)

Veselina S. Lambrev. (2023) Consultancy Communities of Practice. Impacting Education: Journal on Transforming Professional Practice 8:4, pages 11-19.
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Janine S. Senekal, Erica Munnik & Jose M. Frantz. (2022) A systematic review of doctoral graduate attributes: Domains and definitions. Frontiers in Education 7.
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Robin Throne. 2020. Practice-Based and Practice-Led Research for Dissertation Development. Practice-Based and Practice-Led Research for Dissertation Development 165 187 .

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