Assignment: Qualifying Scholarly Sources
Assignment: Qualifying Scholarly Sources
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Qualifying Scholarly Sources
Complete the Qualifying Scholarly Sources worksheet.
Source Evaluation Criteria, Smith (2007) and Ballinger and Schoorman (2007).
Include: Authors’ Credentials and Affiliation, Source Publication (i.e., Publication Venue), Intended Audience, Intended Purpose, Use of Supporting Evidence, Value as a Doctoral Research Source.
Answer the following reflection questions by typing your answer directly below each question.
Note. Both sources cover the same topic—leadership.
1. What similarities and differences do you find when comparing the two sources’ research value to your doctoral journey?
2. In what ways do you see evidence of scholarly voice, practitioner voice, and leadership voice in the two articles?
3. How is APA style and format used in both articles? What is the purpose of using APA style?
4. How will you apply these insights in your doctoral research?
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Earning a doctorate means reaching the highest educational level in your field. As a member of the doctoral community, you assume a privileged role in society. Your behavior, attitudes, and way of thinking all reflect your role—inside and outside of the classroom.
InSAS, the term doctoral demeanor refers to the personal attributes that shape a student’s doctoral identity. For example, doctoral demeanor may entail balancing confidence, competence, and high achievement with the humility that comes from continuous learning. As you progress in the program, your ongoing challenge will be to shape your doctoral identity to accept increasing levels of accountability and leadership in society.
As a member of the doctoral community, you are also expected to demonstrate doctoral-level accountability for the learning process. The following table outlines key aspects of doctoral learning.
| Doctoral learning consists of… | |
| Student-Driven LearningØ Taking responsibility for reading the syllabus and meeting all course requirements and deadlines
Ø Taking initiative to engage others and co-create the class experience
Ø Using syllabus instructions and course materials to self-assess learning
Ø Making adjustments to ensure continuous improvement and development |
Active and Engaged InquiryØ Learning how to learn and critically think in a scholarly way
Ø Providing insightful, original responses and comments from your perspective
Ø Accepting ambiguity and complexity
Ø Thinking for oneself, adding new value, and creating one’s intellectual voice |
