The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. however, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at vari ous stages of completion engaged in self-study research to explore their emerging identities as doctoral student practitioners. Drawing on self-study and doctoral student identity research, as well as findings from our in di vidual analyses, we explore how self-study can be used as an authentic and positive experience to help doctoral students understand their scholarly identity development. after describing the benefits of self-study research for doctoral student success, we provide practical guidelines for how to implement self-study research into existing doctoral programs.

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The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

Background/Context Educational research addressing social movements appears to be growing rapidly but, with a few exceptions, this body of literature has remained largely isolated in pockets stretched across myriad fields of educational scholarship. Awareness and dialogue across researchers is limited because social movement-focused educational research lacks the structure, identity, profile, and networks of a field of scholarship. Purpose/Objective The purpose of this article is to explore how educational researchers have addressed social movements in their scholarship. Through presenting the findings from a wide-ranging literature review, we aim to generate greater awareness of social movement-oriented educational scholarship and argue for a more united field of research on social movements and education. Research Design We conducted an extensive review of educational scholarship with an explicit focus on social movements. Our sample included more than 370 publications from myriad fields of educational research, including adult education, higher education, social foundations of education, and other fields addressing K–12 schooling. Findings/Results We found that most of the educational literature addressing social movements can be grouped into one of two categories: the study of education and learning in social movements, and the study of the influence of movements on formal education. The first category of scholarship, produced primarily (though not entirely) in the field of adult education, has the appearance of a research program, with researchers engaged in scholarly conversation with shared theoretical touchstones. The second category of scholarship does not have the appearance of a research program, as it is produced across a number of fields that do not appear to be in dialogue. Although there is little sign of mutual awareness across these two large categories of literature, we found that researchers on both sides of the divide have much in common, including theoretical, methodological, and topical interests. Conclusions/Recommendations We conclude the literature review by arguing for the establishment of a more united field of research on social movements and education. We posit that an interdisciplinary and multi-perspective field devoted to understanding the educational dimensions and implications of social movements would not only benefit researchers and their scholarship but also pose and answer new and important questions related to formal, non-formal, and informal education. A more united field of inquiry related to social movements and education would also raise the profile of this scholarship such that it could have greater influence on educational policy and practice, as well as on social movements themselves.

The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. however, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at vari ous stages of completion engaged in self-study research to explore their emerging identities as doctoral student practitioners. Drawing on self-study and doctoral student identity research, as well as findings from our in di vidual analyses, we explore how self-study can be used as an authentic and positive experience to help doctoral students understand their scholarly identity development. after describing the benefits of self-study research for doctoral student success, we provide practical guidelines for how to implement self-study research into existing doctoral programs.