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Fostering Scholarly Writing through the Division for Early Childhood Consortium for Innovations in Doctoral Excellence (DECIDE) Mentorship.

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Title: Fostering Scholarly Writing through the Division for Early Childhood Consortium for Innovations in Doctoral Excellence (DECIDE) Mentorship.
Authors: Macy, Marisa1 (AUTHOR) marisamacy@gmail.com, Diamond, Lindsay2 (AUTHOR), Riggleman, Samantha3 (AUTHOR), McCorkle, Laura4 (AUTHOR), Zelan, Ali5 (AUTHOR)
Source: Early Childhood Education Journal. Jun2026, Vol. 54 Issue 5, p3289-3296. 8p.
Subject Terms: *Scholarly publishing, *Early childhood educators, *Academic discourse, *Doctoral degree, Mentoring, Capacity building
Abstract: The body of literature for a professional field is created by voices from people who share their ideas with others through scholarly writing. How do emerging scholars acquire the requisite academic writing skills to publish and contribute to publishing research in our profession? Mentorship is a time-honored practice that could be considered. One possible way to prepare people to amplify their voices through their scholarly writing is through mentorships. Writing mentorships, defined here as a productive collaboration between a more experienced academic author and an emergent scholar that results in professional publication, is the focus of this article. The authors will provide an overview of a specific mentorship program called, Division for Early Childhood Consortium for Innovations in Doctoral Excellence (DECIDE). The article concludes with strategies for generating more productive and satisfying mentor and mentee writing relationships with recommendations for future research. [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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  Data: Fostering Scholarly Writing through the Division for Early Childhood Consortium for Innovations in Doctoral Excellence (DECIDE) Mentorship.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jun2026, Vol. 54 Issue 5, p3289-3296. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Scholarly+publishing%22">Scholarly publishing</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+educators%22">Early childhood educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink>
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  Data: The body of literature for a professional field is created by voices from people who share their ideas with others through scholarly writing. How do emerging scholars acquire the requisite academic writing skills to publish and contribute to publishing research in our profession? Mentorship is a time-honored practice that could be considered. One possible way to prepare people to amplify their voices through their scholarly writing is through mentorships. Writing mentorships, defined here as a productive collaboration between a more experienced academic author and an emergent scholar that results in professional publication, is the focus of this article. The authors will provide an overview of a specific mentorship program called, Division for Early Childhood Consortium for Innovations in Doctoral Excellence (DECIDE). The article concludes with strategies for generating more productive and satisfying mentor and mentee writing relationships with recommendations for future research. [ABSTRACT FROM AUTHOR]
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  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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        Value: 10.1007/s10643-024-01806-6
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        Text: English
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              Text: Jun2026
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