No abstract

No abstract

Purpose The purpose of this paper is to narrate authors’ personal and professional experiences as doctoral graduate students, highlighting the personal and academic growth fostered through an organic peer mentorship and advocating that these relationships be cultivated actively by faculty advisors. Design/methodology/approach The concepts of purpose, planning, and positivity are employed to organize the discussion, which is based on relevant literature and the authors’ lived experiences. Findings Like most students who pursue and complete doctoral degrees, the authors experienced transformative learning. The authors acknowledge myriad ways their informal peer mentoring relationship was a critical component of successful degree completion. Originality/value While their relationship remains unique and perhaps inimitable, the authors seek to extrapolate the universal qualities relevant to others seeking a deep and personal support system during their doctoral degree-seeking journey.

Situated within the historical and current state of writing and adolescent literacy research, we conducted a systematic literature review in which we screened 2,871 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 37 final studies was evaluated and coded using seven methodological quality indicators. In this article, we further explore the quality analysis step of the review. Specifically, we critique the relative strengths and weaknesses of the current research in the area of content-area writing. Additionally, we identify exemplars for each of our primary recommendations for rigorous literacy research.Keywords writing, content-area literacy, disciplinary literacy, systematic literature review, quality of research Situated within the overlapping constructs of writing, content-area literacy, disciplinary literacy, and adolescent literacy research, we conducted a systematic literature review to determine the prevalent themes in research on writing tasks in secondary,

No abstract