Zeitschriftenartikel zum Thema „Doctoral pathway“
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Sarı, Mediha, Buket Turhan Türkkan und Ece Yolcu. „Reflections from Women Doctoral Students Lives Regarding Gender Roles“. International Journal of Education and Literacy Studies 7, Nr. 1 (31.01.2019): 50. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.50.
Der volle Inhalt der QuelleSpronken-Smith, R. „The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes“. Journal for New Generation Sciences 21, Nr. 1 (01.11.2023): 1–13. http://dx.doi.org/10.47588/jngs.2023.21.01.a1.
Der volle Inhalt der QuelleReithmeier, Reinhart A. F. „Lessons from a red squirrel, mentors, and the pathway to success“. Biochemistry and Cell Biology 92, Nr. 6 (Dezember 2014): 427–30. http://dx.doi.org/10.1139/bcb-2014-0058.
Der volle Inhalt der QuelleFernandez, Frank. „Where do Latinas and Latinos earn social science doctorates?“ education policy analysis archives 28 (29.06.2020): 97. http://dx.doi.org/10.14507/epaa.28.4889.
Der volle Inhalt der QuellePeacock, Susi. „The PhD by Publication“. International Journal of Doctoral Studies 12 (2017): 123–35. http://dx.doi.org/10.28945/3781.
Der volle Inhalt der QuelleDaley, Jessica, Lucy Hale und Bob Patton. „Clinical Psychology Trainees’ experiences of following a specialised Cognitive Behavioural Therapy (CBT) Pathway accredited by The British Association of Behavioural and Cognitive Psychotherapies (BABCP): A pilot evaluation“. Clinical Psychology Forum 1, Nr. 349 (Januar 2022): 28–34. http://dx.doi.org/10.53841/bpscpf.2022.1.349.28.
Der volle Inhalt der QuelleCoutinho, Isabel Ribau. „A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher.“ Advances in Social Sciences Research Journal 7, Nr. 11 (02.12.2020): 272–308. http://dx.doi.org/10.14738/assrj.711.9361.
Der volle Inhalt der QuelleCheruiyot, David, und Raul Ferrer-Conill. „Pathway outta pigeonhole? De-contextualizing Majority World Countries“. Media, Culture & Society 43, Nr. 1 (26.09.2020): 189–97. http://dx.doi.org/10.1177/0163443720960907.
Der volle Inhalt der QuelleMosyjowski, Erika A., und Shanna R. Daly. „Investigating the ways prior experience informs the research approaches of returning and direct-pathway students in engineering PhD programs“. Studies in Graduate and Postdoctoral Education 11, Nr. 2 (10.06.2020): 197–213. http://dx.doi.org/10.1108/sgpe-08-2019-0072.
Der volle Inhalt der QuelleKanno, Mieko, Guadalupe López-Íñiguez und Heidi Westerlund. „Composers’ Reflections on the Relevance of Artistic Doctoral Education in Finland“. Trio 11, Nr. 1-2 (29.12.2022): 39–60. http://dx.doi.org/10.37453/tj.120925.
Der volle Inhalt der QuelleMorris, Paul Graham, und Emily Newman. „Increasing research capacity and activity in clinical and health psychology“. DCP-S Review 1, Nr. 13 (2016): 35–40. http://dx.doi.org/10.53841/bpsdcps.2016.1.13.35.
Der volle Inhalt der QuelleGeesa, Rachel Louise, Kat R. McConnell, Nicholas Patrick Elam und Ellie Clark. „Mentor support systems in a doctoral mentoring program“. Studies in Graduate and Postdoctoral Education 11, Nr. 3 (19.11.2020): 311–27. http://dx.doi.org/10.1108/sgpe-10-2019-0081.
Der volle Inhalt der QuelleHolmes, Barbara, Kent Willis und Ericka Woods. „Strategic Onboarding of Online Doctoral Students: Creating a Pathway to Academic Persistence“. Asian Journal of Social Sciences and Management Studies 3, Nr. 2 (01.03.2016): 136. http://dx.doi.org/10.20448/journal.500/2016.3.2/500.2.136.139.
Der volle Inhalt der QuelleStewart, Michelle. „Pathway Plans – telling my story?“ Journal of the National Institute for Career Education and Counselling 24, Nr. 1 (01.10.2010): 15–18. http://dx.doi.org/10.20856/jnicec.2404.
Der volle Inhalt der QuelleGreene, Jennifer L. R., Heather Katz Cote, Matt Koperniak und Laura Moates Stanley. „A Foot in Both Worlds: Navigating the Landscapes of P–12 Education Postdoctorate“. Journal of Music Teacher Education 30, Nr. 2 (10.01.2021): 93–107. http://dx.doi.org/10.1177/1057083720983944.
Der volle Inhalt der QuelleHeflinger, Craig Anne, und Bernadette Doykos. „Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education“. Innovative Higher Education 41, Nr. 4 (20.01.2016): 343–58. http://dx.doi.org/10.1007/s10755-016-9356-9.
Der volle Inhalt der QuelleBamgboje, Adeola, Michelle Ye, Helen Almond und Songlak Sakulwichitsintu. „Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice“. International Journal of Doctoral Studies 11 (2016): 243–67. http://dx.doi.org/10.28945/3542.
Der volle Inhalt der QuelleK Grim, Jeffrey, Heeyun Kim, Christina S Morton und Robert M DeMonbrun. „The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color“. International Journal of Doctoral Studies 16 (2021): 449–67. http://dx.doi.org/10.28945/4805.
Der volle Inhalt der Quelle(Cathy) Ames, Cathrine, Ronald Berman und Alex Casteel. „A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces“. International Journal of Doctoral Studies 13 (2018): 079–107. http://dx.doi.org/10.28945/3958.
Der volle Inhalt der QuelleArmstrong, Emily, Ḻäwurrpa Maypilama, Yuŋgirrŋa Bukulatjpi, Dorothy Gapany, Lyn Fasoli, Rachel Baker, Sarah Ireland und Anne Lowell. „Räl-manapanmirr djämaw - Collaboration in action“. Learning Communities: International Journal of Learning in Social Contexts 28 (Dezember 2023): 4–17. http://dx.doi.org/10.18793/lcj2023.28.02.
Der volle Inhalt der QuellePalmer, Clive, Andrew Sprake und Chris Hughes. „Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective“. Encyclopedia 3, Nr. 4 (28.11.2023): 1474–88. http://dx.doi.org/10.3390/encyclopedia3040105.
Der volle Inhalt der QuelleHagstrom, Fran. „Developmental Psychology as Alternative Doctoral Education for Academic Careers in Communication Sciences and Disorders“. Perspectives on Issues in Higher Education 15, Nr. 2 (Oktober 2012): 70–76. http://dx.doi.org/10.1044/ihe15.2.70.
Der volle Inhalt der QuelleS McBrayer, Juliann, Steven Tolman und Katherine Fallon. „Doctoral Candidacy Examination Scores and Time to Degree Completion“. International Journal of Doctoral Studies 15 (2020): 181–98. http://dx.doi.org/10.28945/4529.
Der volle Inhalt der QuelleHiggins, Nicholas P., und Alastair Cole. „From doctoral project to cinematic release: A dialogue on the impact pathway of Colours of the Alphabet“. Media Practice and Education 19, Nr. 3 (02.09.2018): 243–55. http://dx.doi.org/10.1080/25741136.2018.1529477.
Der volle Inhalt der QuelleAntebi, A., J. G. Culotti und E. M. Hedgecock. „daf-12 regulates developmental age and the dauer alternative in Caenorhabditis elegans“. Development 125, Nr. 7 (01.04.1998): 1191–205. http://dx.doi.org/10.1242/dev.125.7.1191.
Der volle Inhalt der QuelleRoisné-Hamelin, Gaëtan, Joanna Moro, Nicolas Delhaye, Juliane Calvez, Catherine Chaumontet, Patrick Even, Julien Piedcoq et al. „Lower Synthesis and Higher Catabolism of Liver and Muscle Protein Compensate for Amino Acid Deficiency in Severely Protein-Restricted Growing Rat“. Current Developments in Nutrition 5, Supplement_2 (Juni 2021): 518. http://dx.doi.org/10.1093/cdn/nzab041_033.
Der volle Inhalt der QuelleJulien, Karen. „Learning to Teach in Higher Education... Online... During a Pandemic“. Journal of the International Society for Teacher Education 25, Nr. 1 (09.07.2021): 62–66. http://dx.doi.org/10.26522/jiste.v25i1.3655.
Der volle Inhalt der QuelleSebastien, Neria. „Effective Educational Leadership Training for Improving Student Learning Outcomes“. Journal of Interdisciplinary Teacher Leadership 2, Nr. 2 (01.07.2017): 27–31. http://dx.doi.org/10.46767/kfp.2016-0017.
Der volle Inhalt der QuelleMendez, Sylvia, Katie Johanson, Valerie Martin Conley, Kinnis Gosha, Naja A Mack, Comas Haynes und Rosario A Gerhardt. „Chatbots: A Tool to Supplement the Future Faculty Mentoring of Doctoral Engineering Students“. International Journal of Doctoral Studies 15 (2020): 373–92. http://dx.doi.org/10.28945/4579.
Der volle Inhalt der QuelleSpringer, D. Gregory, Kari Adams und Jessica Nápoles. „Faculty Perspectives on the Master’s Degree in Music Education“. Journal of Music Teacher Education 31, Nr. 2 (09.01.2022): 26–40. http://dx.doi.org/10.1177/10570837211067758.
Der volle Inhalt der QuelleSpringer, D. Gregory. „Students’ Perspectives on the Master’s Degree in Music Education“. Journal of Music Teacher Education 30, Nr. 1 (20.08.2020): 79–92. http://dx.doi.org/10.1177/1057083720951447.
Der volle Inhalt der Quellehardiman, Michele, und Jan Dewing. „Critical Ally and Critical Friend: stepping stones to facilitating practice development“. International Practice Development Journal 4, Nr. 1 (12.05.2014): 1–19. http://dx.doi.org/10.19043/ipdj.41.003.
Der volle Inhalt der QuelleGhali, Samantha, Mira Goral und Heba Salama. „Developing a Framework for a Remote, International Research Collaboration Among Graduate Students: Lessons Learned During the COVID-19 Pandemic“. Perspectives of the ASHA Special Interest Groups 6, Nr. 6 (17.12.2021): 1820–24. http://dx.doi.org/10.1044/2021_persp-21-00159.
Der volle Inhalt der QuelleWana, Shonelle. „Moko Wahine: A framework for guiding and nurturing Māori women leaders“. MAI Journal: A New Zealand Journal of Indigenous Scholarship 11, Nr. 1 (23.11.2022): 69–77. http://dx.doi.org/10.20507/maijournal.2022.11.1.6.
Der volle Inhalt der QuelleRees, Sharon, Karen Ousey, Kenneth Koo, Naseer Ahmad und Frank L. Bowling. „Higher degrees in nursing: traditional research PhD or professional doctorate?“ British Journal of Nursing 28, Nr. 14 (25.07.2019): 940–45. http://dx.doi.org/10.12968/bjon.2019.28.14.940.
Der volle Inhalt der QuelleCheng, Zhiyong, Lin Pan, Xiaoling Guo, Xuejun Zhang und Fuxu Wang. „PTEN Regulates VEGF, VEGFR1 Expression and Its Clinical Significance in Myeloid Leukemia.“ Blood 114, Nr. 22 (20.11.2009): 1001. http://dx.doi.org/10.1182/blood.v114.22.1001.1001.
Der volle Inhalt der QuellePeri-Rotem. „Gendered Career Pathways among Doctoral Graduates in the United Kingdom“. Social Sciences 8, Nr. 11 (16.11.2019): 317. http://dx.doi.org/10.3390/socsci8110317.
Der volle Inhalt der QuelleBono, Leciel K., und JoAnn Gurenlian. „Advancing the voice of women through doctoral education: Proposed models for dental hygienists and dental therapists“. Journal of Dental Education 88, S1 (April 2024): 665–70. http://dx.doi.org/10.1002/jdd.13500.
Der volle Inhalt der QuelleVargas, Nikoletta, und Georgios E. Romanos. „Dental Academic Degrees in Germany Compared to the USA“. Dentistry Journal 10, Nr. 6 (02.06.2022): 98. http://dx.doi.org/10.3390/dj10060098.
Der volle Inhalt der QuelleZhu, Danni, Carlos Castrillon und Michael C. Carroll. „Follicular B cell derived CD21 loB cells are immediate precursors to autoreactive extrafollicular antibody secreting cells“. Journal of Immunology 210, Nr. 1_Supplement (01.05.2023): 247.04. http://dx.doi.org/10.4049/jimmunol.210.supp.247.04.
Der volle Inhalt der QuelleBoyle, Douglas M., Brian W. Carpenter und Dana R. Hermanson. „The Accounting Faculty Shortage: Causes and Contemporary Solutions“. Accounting Horizons 29, Nr. 2 (01.10.2014): 245–64. http://dx.doi.org/10.2308/acch-50967.
Der volle Inhalt der QuelleVeith, Christine, Dariusz Zakrzewicz, Bhola Kumar Dahal, Zoltán Bálint, Kirsten Murmann, Malgorzata Wygrecka, Werner Seeger, Ralph Theo Schermuly, Grazyna Kwapiszewska und Norbert Weissmann. „Hypoxia- or PDGF-BB-dependent paxillin tyrosine phosphorylation in pulmonary hypertension is reversed by HIF-1α depletion or imatinib treatment“. Thrombosis and Haemostasis 112, Nr. 12 (2014): 1288–303. http://dx.doi.org/10.1160/th13-12-1031.
Der volle Inhalt der QuelleCoxon, Astrid, und Jane L. Cross. „Practitioners’ conceptualisations of ‘evidence-based practice’ as a barrier to changing practice“. Health Psychology Update 28, Nr. 1 (2019): 32–36. http://dx.doi.org/10.53841/bpshpu.2019.28.1.32.
Der volle Inhalt der QuelleManalo-Pedro, Erin, und Walter R. Allen. „8. Doctoral Pathways via Racial Health Equity: Bridging the Apartheid of Knowledge with California State University Alumni“. Philosophy and Theory in Higher Education 5, Nr. 1 (01.01.2023): 157–86. http://dx.doi.org/10.3726/ptihe.012023.0009.
Der volle Inhalt der QuelleAguloye, Olajide. „Reexamining Doctoral Education: A framework for Leadership in the Context of Practice“. Advances in Social Sciences Research Journal 8, Nr. 5 (02.06.2021): 449–56. http://dx.doi.org/10.14738/assrj.85.10150.
Der volle Inhalt der QuelleRobinson, Jeffrey D., Nathan Dieckmann, Elizabeth Withers, Dena Hassouneh und Charles R. Thomas. „Audit study of cancer research mentorship opportunities by NCI-funded PIs: Analysis of a pathway barrier for diversity.“ Journal of Clinical Oncology 35, Nr. 15_suppl (20.05.2017): 6566. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.6566.
Der volle Inhalt der QuelleMorris, Sara, Sadie Geraghty und Deborah Sundin. „Development of a Breech-Specific Integrated Care Pathway for Pregnant Women: Protocol for a Mixed Methods Study“. JMIR Research Protocols 10, Nr. 2 (23.02.2021): e23514. http://dx.doi.org/10.2196/23514.
Der volle Inhalt der QuellePatel, Shireen, Sam Malins, Boliang Guo, Marilyn James, Joe Kai, Catherine Kaylor-Hughes, Emma Rowley et al. „Protocol investigating the clinical outcomes and cost-effectiveness of cognitive–behavioural therapy delivered remotely for unscheduled care users with health anxiety: randomised controlled trial“. BJPsych Open 2, Nr. 1 (Januar 2016): 81–87. http://dx.doi.org/10.1192/bjpo.bp.115.002220.
Der volle Inhalt der QuelleSanterre, Paul. „Entrepreneurial vision will define health/medical innovation at the University of Toronto over the next decade“. University of Toronto Medical Journal 100, Nr. 2 (31.07.2023): 20–21. http://dx.doi.org/10.33137/utmj.v100i2.41462.
Der volle Inhalt der QuelleKucurski, Ljubiša, Jelena Pavlović, Ljiljana Savić, Marko Savić und Natalija Hadživuković. „Attitudes of health workers about the academic education of nurses In Bosnia and Herzegovina“. Zdravstvena zastita 51, Nr. 2 (2022): 72–85. http://dx.doi.org/10.5937/zdravzast51-38654.
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