College of Doctoral Studies Thesis
College of Doctoral Studies
RES-820 Revised Synthesis Paper
Supplemental Articles List
Select two articles from this list to use in your Topic 7 assignment, “Revised Synthesis Paper – Researcher Skills.”
Note: Links provided in this document (including GCU Library persistent links) are not part of the APA reference note. They are annotated here as a convenience.
Barrett, T., & Hussey, J. (2015). Overcoming problems in doctoral writing through the use of visualizations: Telling our stories. Teaching in Higher Education, 20(1), 48-63. http://dx.doi.org/10.1080/13562517.2014.957266
Black, R. (2017). E-Mentoring the online doctoral student from the dissertation prospectus through dissertation completion. Journal of Learning in Higher Education, 13(1), 1-8.https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1109&context=sm_pubs
Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education: Journal on Transforming Professional Practice, 5(1), 16-26. http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107
http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107
Guerin, C., Aitchison, C., & Carter, S. (2020). Digital and distributed: Learning and teachingdoctoral writing through social media. Teaching in Higher Education, 25(2), 238-254 https://doi.org/10.1080/13562517.2018.1557138
https://www-tandfonline-com.lopes.idm.oclc.org/doi/full/10.1080/13562517.2018.1557138
Holmes, B., McAuley Brown, L. T., Parker, D. M., Mann, J. Woods, E. L., …Hall, D. (2016 Decoding the persistence and engagement patterns of doctoral students who finish. Education Doctorate Faculty Works, 11. https://openriver.winona.edu/cgi/viewcontent.cgi?article=1010&context=educationeddfacultyworks
https://openriver.winona.edu/cgi/viewcontent.cgi?article=1010&context=educationeddfacultyworks
Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate students as academic writers: Writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development, 36(4), 716-729. https://doi.org/10.1080/07294360.2016.1238881
https://www-tandfonline-com.lopes.idm.oclc.org/doi/full/10.1080/07294360.2016.1238881
Hutchings, M. (2017). Improving doctoral support through group supervision: Analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42(3), 533-550. https://doi.org/10.1080/03075079.2015.1058352
Moate, R. M., Gnilka, P. B., West, E. M., & Rice, K. G. (2019). Doctoral student perfectionism and emotional well-being. Measurement and Evaluation in Counseling and Development, 52(3), 145-155. https://doi.org/10.1080/07481756.2018.1547619
https://www-tandfonline-com.lopes.idm.oclc.org/doi/full/10.1080/07481756.2018.1547619
Odena, O. & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590. https://doi.org/10.1080/03075079.2015.1063598
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=121123441&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
© 2020. Grand Canyon University. All Rights Reserved.
