In doctoral educational research, faculty advisors and dissertation examiners are determining that dissertation research skills of PhD researchers are insufficient for making critical decisions about conceptual and theoretical frameworks for their preparation of dissertation literature reviews.
Dissertation writers of Dissertation Writing Service need critical ability to locate relevant literature, and to engage in scholarly review of the literature. This engagement becomes an iterative process, combining analysis with advisor-mentor guidance, to produce the literature review. As a researcher advanced through stages of dissertation writing, progress was made towards developing professional skills in research practice. It is argued that the reflective practice of preparing a dissertation study requires cognitive components that are underdeveloped in dissertation writers. According to research doctoral supervisors have noted that many doctoral research students do not approach their research in ways that demonstrate qualities that are characteristic of lifelong learners. Throughout the course of advisor-researcher communication, critical reading and synthesis of literature was first undertaken by a mentee-researcher and communicated to the mentor in an iterative exchange of reflective thinking, by written and spoken means. By discussing it in detail has a number of benefit but it also create an impression on students that they suppose to give the best work that fulfils all the requirements that is highlighted by professors. When they failed to do it perfectly they start approaching Dissertation Writing Service so that they can get the best piece of work for their initial work.
Gradually, with mentor feedback and guidance, the researcher gained experience in independent scholarship practice. As the advisor assessed the progress of the mentee’s skill and planning for a study, multiple iterations of literature review drafts were exchanged in this relationship. It is during this course of exchange that advisor-mentors are examining how the writing demonstrates the researcher’s original contribution to the knowledge discipline.
Most of the Dissertation Writing Services claims that reading and writing for the dissertation thesis should include guided participation by different types of mentoring relationships. Beyond traditional mentoring, a research candidate may form relations with visiting scholars, supervisors’ collaborators, research methodology specialists, all of whom may help with issues and provide new directions for literature processing. Other researchers presented the mentoring of the literature reviewing process as a socio-cognitive apprenticeship; linking the activity of reaching out to other types of mentors. To reach out to those who have expertise in research and writing scholarship serves as a social interaction to advance scholarship practice for the novice researcher. The theoretical construct of social learning complemented the paradigm framework for this study. Professional studies in education and educational research in higher education are a focus for my career development and aspiration to become a mentor for research writers at pre through-post graduate levels. Study drew upon Kuhn’s paradigmatic thinking (1962), Mezirow’s theory of perspective transformation (1975, 1985), Bandura’s social learning theory (1977), and Brookfield’s model of critical reflection for teaching and learning (1985) examine the faculty insights and concerns about preparation of the dissertation literature review. The premise was that a focus on the critical reflection on and conceptualizing of research problems as they relate to conceptual and theoretical frameworks serve as a mechanism that enhances critical reflection and iterative scholarly practice. In turn, this may improve a researcher’s approach to research design, selection of literature for relevance, and interaction with faculty advisors and other scholars.