Program and Instructional Strategies Supportive of Doctoral Students' Degree Completion

Autor/inn/en	Hill, Lilian H.; Conceição, Simone C. O.
Titel	Program and Instructional Strategies Supportive of Doctoral Students' Degree Completion
Quelle	In: Adult Learning, 31 (2020) 1, S.36-44 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Lilian H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159519887529
Schlagwörter	Educational Strategies; Doctoral Students; Academic Persistence; Adults; Doctoral Dissertations; Mentors; School Holding Power; College Faculty; Teacher Student Relationship; Social Support Groups; Supervision + Suchen Sie Ihr Suchwort? Lehrstrategie; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung
Abstract	Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01