Abstract
Academic writing is challenging for many students and academics working in higher education (HE), yet it tends to be something of a “secret activity” (Murray, 2015, p. 2). The processes and practices of writing are not normally discussed or shared, while wanting to talk about writing can even be seen as a weakness (Murray, 2015, p. 2). This chapter provides an overview of a project in which we devised pedagogies to facilitate doctor of education (EdD) students’ engagement in peer assessment, and discussions about writing, in order to develop their critical writing and reviewing skills.
1. Project funded by the UK Higher Education Academy Social Sciences strategic priorities teaching research methods in the social sciences. We are grateful to University of Leicester (UK) for permitting study leave time to enable this work to be completed.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Burgess, H., Smith, J., Wood, P., & Scalise, M. (2014). Developing peer assessment in postgraduate research methods training. York: HEA.
Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Hamann, E., & Wunder, S. (2013). Using a cohort approach to convert EdD students into critical friends. In V. A. Storey (Ed.), Redesigning professional education doctorates: Applications ofcriticalfriendship theory to the EdD (pp. 161–176). New York, NY: Palgrave Macmillan.
Jones, S. J. (2013). Critical friends groups and their role in the redefinition of the online EdD in Higher Education administration at Texas Tech University. In V. A. Storey (Ed.), Redesigning professional education doctorates: Applications of critical friendship theory to the EdD (pp. 145–159). New York, NY: Palgrave Macmillan.
Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. Abingdon: Routledge.
Miller, F. (2013). Foreword. In V. A. Storey (Ed.), Redesigning professional education doctorates: Applications ofcritical friendship theory to the EdD (pp. xiii–xvi). New York, NY: Palgrave Macmillan.
Murray, R. (2015). Writing in social spaces: A social processes approach to academic writing. London: Routledge.
Page, D. (2013). The recruitment and transition of construction lecturers in Further Education: The perspective of middle managers. Educational Management Administration and Leadership, 41(6), 819–836.
Storey, V. A. (Ed.). (2013). Redesigning professional education doctorates: Applications of critical friendship theory to the EdD. New York, NY: Palgrave Macmillan.
Editor information
Copyright information
© 2016 Joan Smith, Philip Wood, Gareth Lewis, and Hilary Burgess
About this chapter
Cite this chapter
Smith, J., Wood, P., Lewis, G., Burgess, H. (2016). Critical Friendship as a Pedagogical Strategy. In: Storey, V.A. (eds) International Perspectives on Designing Professional Practice Doctorates. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137527066_14
Download citation
DOI: https://doi.org/10.1057/9781137527066_14
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-56385-2
Online ISBN: 978-1-137-52706-6
eBook Packages: EducationEducation (R0)