Leveraging a Cognitive Apprenticeship Instructional Model to Support Education Doctoral Student Writing and Program Completion
Keywords:
doctoral education, cognitive apprenticeship, education doctorate, pedagogical practice, academic writing, community of practice, cohortAbstract
Students in education doctorate programs face the challenge of learning to write as scholars. The purpose of this study was to examine and describe how 12 doctoral students responded to academic writing strategy instruction embedded in a cognitive apprenticeship model, specifically, the application of modeling, coaching, and scaffolding. Results from a multilevel survey indicated that academic writing instruction created a repertoire of writing approaches, fostered students' writing development, boosted students' writing confidence, and socialized students into a community of practice. Given the centrality of writing in doctoral education, using the cognitive apprenticeship model may contribute to doctoral students' program success.
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