Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success.
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| Title: | Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success. |
|---|---|
| Authors: | Jalongo, Mary Renck1 (AUTHOR) mjalongo@comcast.net |
| Source: | Early Childhood Education Journal. Jun2026, Vol. 54 Issue 5, p3277-3288. 12p. |
| Subject Terms: | *Scholarly publishing, *Doctoral degree, *Scholarly communication, *Writing processes, *Academic discourse, *Group work in education, *Graduate education, Professionalization |
| Abstract: | There is little question that writing manuscripts and contributing to the scholarly literature in peer-reviewed outlets is a valued activity for college and university professors. Expectations have risen to the point that, in growing numbers of doctoral programs throughout the world, publication has become a formal part of the curriculum, an alternative to the traditional dissertation, or even a condition that must be met prior to graduation. The premise of this conceptual and practical article is that engagement with varied publication projects early, during doctoral candidature, provides an important opportunity to learn the practices, policies, and processes of scientific communication. The argument presented here in favor of publication during doctoral study is grounded in a review of the relevant research literature. Key points are illustrated through vignettes based on 25 years of experience teaching a writing for publication course to doctoral students and co-authoring/publishing a wide array of manuscripts with them. The article begins by describing the growing diversity amongst doctoral students and numerous obstacles confronted by novices seeking to publish their work in scholarly outlets. Next, it describes the importance of being socialized into the academic writing community and building the requisite skill set of academic authors. It then offers recommendations based on a review of the research as well as 25 years of experience as the editor-in-chief of Early Childhood Education Journal. The conclusion asserts that, when doctoral candidates participate in varied writing projects, acquire the writing habit, and collaborate with faculty members and peers, they become socialized into the norms of academic publication and are better prepared to launch careers as productive scholars. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194750302 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jalongo%2C+Mary+Renck%22">Jalongo, Mary Renck</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mjalongo@comcast.net</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jun2026, Vol. 54 Issue 5, p3277-3288. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scholarly+publishing%22">Scholarly publishing</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+communication%22">Scholarly communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalization%22">Professionalization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is little question that writing manuscripts and contributing to the scholarly literature in peer-reviewed outlets is a valued activity for college and university professors. Expectations have risen to the point that, in growing numbers of doctoral programs throughout the world, publication has become a formal part of the curriculum, an alternative to the traditional dissertation, or even a condition that must be met prior to graduation. The premise of this conceptual and practical article is that engagement with varied publication projects early, during doctoral candidature, provides an important opportunity to learn the practices, policies, and processes of scientific communication. The argument presented here in favor of publication during doctoral study is grounded in a review of the relevant research literature. Key points are illustrated through vignettes based on 25 years of experience teaching a writing for publication course to doctoral students and co-authoring/publishing a wide array of manuscripts with them. The article begins by describing the growing diversity amongst doctoral students and numerous obstacles confronted by novices seeking to publish their work in scholarly outlets. Next, it describes the importance of being socialized into the academic writing community and building the requisite skill set of academic authors. It then offers recommendations based on a review of the research as well as 25 years of experience as the editor-in-chief of Early Childhood Education Journal. The conclusion asserts that, when doctoral candidates participate in varied writing projects, acquire the writing habit, and collaborate with faculty members and peers, they become socialized into the norms of academic publication and are better prepared to launch careers as productive scholars. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01724-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 3277 Subjects: – SubjectFull: Scholarly publishing Type: general – SubjectFull: Doctoral degree Type: general – SubjectFull: Scholarly communication Type: general – SubjectFull: Writing processes Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Graduate education Type: general – SubjectFull: Professionalization Type: general Titles: – TitleFull: Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jalongo, Mary Renck IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 54 – Type: issue Value: 5 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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