RES- Psy: Topic 5: Role of the Researcher
Joshuaah
RESWK5DQs.docxFor each DQ elaborate within 260-300 words. Use in text citations accordingly. Use scholarly reference(s) along with the one(s) attached as well. Use and cite references using APA 7th Style Guide accordingly. Doctoral level class.
DQ 1) Successful doctoral learners develop a doctoral identity when they internalize the qualities and behaviors of the professional writer, scholar, and researcher. How are you adjusting to doctoral expectations, internalizing the role of the researcher, and developing a professional research identity? (Research support is not required.)
DQ 2) One of the major differences learners encounter at the doctoral level is the expectation to formulate, discuss, and write about research with minimal dependence on faculty. In the beginning, this can appear to be a daunting task. However, over time learners develop the necessary skill sets of researchers. At the core, researchers must develop their critical thinking skills to examine research successfully, analyze data, and ultimately write the dissertation.
In this week’s assignment, you are asked to write a synthesis paper about the role of the researcher using evidence from the articles to support your themes. Reflect upon your process after receiving feedback from you instructor concerning Topic 3’s Emerging Writer’s Worksheet. How has your understanding and execution of critical thinking begun to change? How has critical thinking become a major part of the synthesis process?
Reference:
GCU Doctoral Research: The Purposeful Path to a Successful Dissertation. Read chapter 7.
Developing Academic Identity: A Review of the Literature on Doctoral Writing and Feedback
Read:
Inouye, K., & McAlpine, L. (2019). Developing academic identity: A review of the literature on doctoral writing and feedback. International Journal of Doctoral Studies, 14(1), 1–31. doi:10.28945/4168
Read:
Wisker, G. (2015). Developing doctoral authors: Engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52(1), 64-74. doi:10.1080/14703297.2014.981841
