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Applying Cognitive Apprenticeship Model to Enhance Scholarly Writing: A Qualitative Study of Supporting EdD Students.

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Title: Applying Cognitive Apprenticeship Model to Enhance Scholarly Writing: A Qualitative Study of Supporting EdD Students.
Authors: Lambrev, Veselina S.1 (AUTHOR) veselina@usf.edu, Caskey, Micki M.2 (AUTHOR)
Source: Innovative Higher Education. Dec2025, Vol. 50 Issue 6, p2297-2319. 23p.
Subject Terms: *COGNITIVE apprenticeship, *ACADEMIC discourse, *DOCTORAL students, *ACADEMIC achievement, *EDUCATIONAL coaching
Abstract: Scholarly writing is essential for the success of doctoral students, yet many programs offer little instruction on writing development or emphasize effective writing strategies. This qualitative study employed cognitive apprenticeship theory to explore the perceptions of doctoral students and advisors at two Doctor of Education (EdD) programs in the United States regarding the use of writing strategies and feedback. Drawing on survey and interview data from 54 doctoral students and 15 advisors, we identified modeling, coaching, and scaffolding as central instructional methods for supporting scholarly writing development. Within these methods, participants highlighted the value of writing templates and freewriting for improving clarity and argumentation in key dissertation components such as a problem and purpose statements and inquiry questions. In addition, the findings suggest that specific, deep-level, iterative advisor and peer feedback serves as a cognitive strategy and apprenticeship tool that helps students master academic writing. This study contributes to understandings of how writing develops in doctoral students by means of key strategies and practices rooted in the cognitive apprenticeship model, thereby strengthening doctoral students' voices to address critical educational, social, and cultural issues facing their communities. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:Scholarly writing is essential for the success of doctoral students, yet many programs offer little instruction on writing development or emphasize effective writing strategies. This qualitative study employed cognitive apprenticeship theory to explore the perceptions of doctoral students and advisors at two Doctor of Education (EdD) programs in the United States regarding the use of writing strategies and feedback. Drawing on survey and interview data from 54 doctoral students and 15 advisors, we identified modeling, coaching, and scaffolding as central instructional methods for supporting scholarly writing development. Within these methods, participants highlighted the value of writing templates and freewriting for improving clarity and argumentation in key dissertation components such as a problem and purpose statements and inquiry questions. In addition, the findings suggest that specific, deep-level, iterative advisor and peer feedback serves as a cognitive strategy and apprenticeship tool that helps students master academic writing. This study contributes to understandings of how writing develops in doctoral students by means of key strategies and practices rooted in the cognitive apprenticeship model, thereby strengthening doctoral students' voices to address critical educational, social, and cultural issues facing their communities. [ABSTRACT FROM AUTHOR]
ISSN:07425627
DOI:10.1007/s10755-025-09824-x