“The teachers helps students learn to ask questions of themselves and their work to articulate the processes they are think through as they engage in problem solving connected with their work” ( Austin, 2009 , p. 176).
Published in Chapter:
Supporting Dissertation Writing Using a Cognitive Apprenticeship Model
Karen Weller Swanson (Mercer University, USA), Jane West (Mercer University, USA), Sherah Carr (Mercer University, USA), and Sharon Augustine (Mercer University, USA)
Copyright: © 2015
|Pages: 21
DOI: 10.4018/978-1-4666-7409-7.ch005
Abstract
The cognitive apprenticeship model (Collins, 2006; Collins, Brown, & Holum, 1991; Collins, Brown, & Newman, 1989) is one way to support doctoral student development, from student to scholar, in the dissertation writing process. The results of this apprenticeship are cognitive maturity (self-authorship, Baxter Magolda, 2004). Both cognitive apprenticeship and cognitive maturity are essential for writing the dissertation because it is a unique and high-stakes writing genre. Instructors and mentors must provide progressive levels of autonomous practice at the skills required to be a scholarly researcher and writer. This practice and support occurs in numerous forms during doctoral study. Thus, when students venture into the independent dissertation writing phase of the doctoral program, the level of skill transfer is much higher and the demand for support is lower but more specialized. This chapter specifically attends to scholarship and mentoring.