Ayer, W. (2001). To teach: The journey of a teacher. New York, NY: Teachers College Press. Behar, R. (2003). Translated Woman. New York, NY: Beacon Press.
Brailsford, I (2010). Motives and Aspirations for Doctoral Study: Career, Personal, and Inter-personal
Factors in the Decision to Embark on a History PhD. International Journal of Doctoral Studies,
5, 15-28. Retrieved from http://ijds.org/Volume5/IJDSv5p015-027Brailsford283.pdf Cochran-Smith, M., & Lytle, S. (1999). Relationships of Knowledge and Practice: Teacher Learning in
Communities. Review of Research in Education. 24, 249-305. Council of Graduate Schools. (2008). PhD Completion Project; Institutional Factors. Retrieved from
Council of Graduate Schools website: http:///www.phdcompletion.org/information/factors.asp Creswell, J. (1998). Qualttative inquiry and research design: Choosing among five tradttions. London,
England: Sage Publications, inc. Earl-Novell, S. (2006). Determining the extent to which program structure features and integration
mechanisms facilitate or impede doctoral student persistence in mathematics. International
Journal of Doctoral Studies, 1, 46-57. Retrieved from
http://www.ijds.org/Volume1/IJDSv1p045-057Earl16.pdf Eisner, E. (1994). The Educational Imagination. New York, NY: MacMillan College Publishing Company. Erdem, F., & Ozen, J. (2003). The perceptions of proteges in academic organizations in regard to the
functions of monitoring. Higher Education in Europe, 28(4), 569-575. Golde, C. (1998). Beginning graduate school: Explaining first year doctoral attrition. In M. Anderson
(Ed.), The experience of being nn graduate school- An exploration new directions: New
directions for higher education, No. 101. (pp. 55-64). San Francisco, CA: Jossey-Bass. Golde, C. (2000). Should I stay or should I go. Review of Higher Education, 23(2), 199-227. Grover, V. (2007). Successfully navigating the stages of doctoral study. International Journal of
Doctoral Studies, 2, 9-21. Retrieved from http: //www.ijds.org/Volume2/IJDSv2p009-
021Grover21.pdf
Herzig, A.H. (2002). Where have all the doctoral students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the Ph.D. Educational Studies in Mathematics, 50, 177-212.
24
Turkish Online Journal of Qualitative Inquiry, July 2011, 2(3)
Kor-Ljungberg, M., Yendol-Hoppey, D., Smith, J. & Hayes, S. (2009). (E)pistemological Awareness,
Instantiation of Methods, and Uniformed Methodological Ambiguity in Qualitative Research
Projects. Educational Researcher. 38, 687-690. doi:10.3102/0013189X09351980 Lee, C. (2009). The experience of nurse faculty members enrolled in doctoral study. International
Journal of Doctoral Studies, 4, 60-75. Retrieved from
http://www.ijds.org/Volume4/IJDSv4p059-075Lee255.pdf Mainhard, T., van der Rijst, R., van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor-
doctoral student relationship. Higher Education, 58, 359-373. Ray, S. (2007). Selecting a Doctoral Dissertation Supervisor; Analytical Hierarchy Approach to the
Multiple Criteria Problem. International Journal of Doctoral Studies, 2, 23-32. Retrieved from
http://www.ijds.org/Volume2/IJDSv2p023-032Ray18.pdf Shulman, L., (2010). Doctoral education shouldn't be a marathon. Chronicle of Higher Education,
56,30, B9-B12.
Walker, G., Golde, C., Jones, L., Conklin-Bueschel, A., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco, CA: Jossey Bass Publishers.
Weidman, J., Twain, D., & Stein, A. (2001). Socialization of graduate and professional students in higher education: A perilous passage? (ASHE:ERIC Higher Education Report, No. 3). San Francisco, CA: Jossey Bass Publishers.
Thank you for copying data from http://www.arastirmax.com
