Zora M. Wolfe

Bio: Zora M. Wolfe is an academic researcher from Widener University. The author has contributed to research in topics: Academic writing & Curriculum. The author has an hindex of 2, co-authored 7 publications receiving 11 citations.

From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process

Abstract: The purpose of this retrospective case study was to examine the implementation of peer- review practices in a doctoral dissertation proposal course. Twenty-eight doctoral candidates’ perceptions of...

Preparing for dissertation writing: doctoral education students’ perceptions

Abstract: This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations.,Qualitative data, by means of an anonymous online survey with open-ended questions, were used to ascertain 115 doctoral students’ writing experiences in a doctoral program at one university in the USA.,The findings of this study suggest the importance of intrapersonal factors, specifically the ability to engage in self-directed learning; interpersonal factors, such as peer and faculty support; and institutional factors, namely, faculty’s writing-based pedagogical practices, in supporting doctoral students’ academic writing.,This study suggests in addition to selecting and nurturing students’ ability to engage in self-directed learning, there are a number of specific strategies and practices doctoral faculty can engage in and use to prepare students for successful dissertation writing.,This study provides the perspective of former and existing doctoral students to illuminate the needs they perceive as they engage in dissertation writing. The study provides practical strategies based on common themes in student responses.

Examining the Psychometric Properties of the Standards Assessment Inventory

Abstract: The purpose of this article is to assess the psychometric properties of the Standards Assessment Inventory (SAI) in order to confirm its construct validity using modern statistical procedures. The SAI is a 50item assessment designed to measure the degree to which professional development programs align with seven factors related to “high quality” teacher learning (Learning Forward, 2011). These seven factors are Learning Communities, Leadership, Resources, Data, Learning Design, Implementation, and Outcomes. In their original evaluation of the factor structure of the SAI, Learning Forward (2011) tested one model containing all 50 items loading onto a single factor, and seven individual factor models, each containing one of the seven standards of professional development. To date there has been no published report related to the psychometric properties of a seven-factor model, which allows each of the seven standards to covary. The initial test of this model produced a poor fit, after which a series of modifications were attempted to improve the functioning of the SAI. After all meaningful modifications were added, the overall fit of the SAI was still outside of a range that would suggest a statistically valid measurement model. Suggestions for SAI modification and use are made as they relate to these findings. Examining the Psychometric Properties of the Standards Assessment Inventory

Integrating character education into an elementary common core standards-aligned curriculum: a pilot study

Abstract: This study describes the instructional resources that facilitated elementary teachers’ integration of character education into their content standards-aligned curriculum. This single-site case study utilized qualitative data, including curricular materials, teacher interviews, and researchers’ anecdotal notes from professional development sessions and committee meetings, collected from five teachers and one district character education coordinator, over the course of 1 year, as they designed and piloted the new character education-infused curriculum. Findings from this study indicated the importance of instructional resources for teachers to successfully integrate character education into an elementary, content standards-aligned curriculum. These resources include the provision of time for cross-grade level teacher collaboration, opportunities for co-teaching with a character education coordinator, utilizing literature to develop character traits, and community-based learning. The findings of this case study provide professional learning recommendations and resources for integrating character education into an elementary, content standards-aligned curriculum.

Working in the borderlands: critical perspectives on doctoral education

Abstract: The early history of the doctoral degree is largely lost in time, but the modern manifestation that recognises a significant and original contribution to knowledge creation is barely 200 years old ...

From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process

Abstract: The purpose of this retrospective case study was to examine the implementation of peer- review practices in a doctoral dissertation proposal course. Twenty-eight doctoral candidates’ perceptions of...

Obstacles, facilitators, and needs in doctoral writing: A systematic review

Abstract: ABSTRACT Writing is one of the main challenges doctoral students face in their process of becoming researchers. Nonetheless, institutional initiatives to support writing processes are relatively recent and not necessarily research-grounded. This systematic literature review aims to address this gap by answering the questions: What obstacles and facilitators in the writing process do doctoral students encounter in the areas of SS&H? And what clues do these offer about students’ needs for institutional support? To do so, we focus on empirical student-centred research. Systematizing the evidence may strengthen pedagogical decisions and programmatic orientations focused on the students’ experiences and writing processes. We analysed a total of 38 studies on these topics collected from mainstream databases and identified patterns of recurring results that illustrate obstacles and facilitators from which the needs arise. Negative self-perceptions and low self-regulation are among the main obstacles of the writing process, while shared writing experiences foster affective dimensions self-regulation, and improve familiarisation with the discursive community. Lastly, institutional spaces specifically dedicated to writing as well as sustained positive and constructive feedback emerged as needs.

World language programming and leadership in K–12 Massachusetts public schools

Abstract: This large-scale study used a survey to collect data on K–12 world language programming in Massachusetts public schools. Building off work by Pufahl and Rhodes (2011), this study focused on world language programs, program types, and languages offered, as well as student exclusion, program leadership, and the Seal of Biliteracy. The study resulted in 188 districts represented in the final data set, which was analyzed using descriptive statistics. Results indicate comparable findings to national data in terms of program and language offerings, with shifts in program type. Data further revealed patterns of student exclusion and trends in offering the Seal of Biliteracy. Although programs are most often led by a world language specialist, school principals are more likely responsible for teacher evaluation. Survey data were collected at the beginning of school closures due to COVID-19, capturing a picture of K–12 world language education and a point of comparison for future research.