Please Reply To The Following Student's Question In APA ✓ Solved

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Please reply to the following students question in APA

The doctoral journey at Grand Canyon University (GCU) is structured to span approximately three years. Upon reviewing the GCU Doctoral DNA website, particularly the "life cycle" section, it becomes clear that the initial two years focus on deeply understanding the dissertation topic while engaging in rigorous coursework designed to develop the necessary skills for writing the dissertation. The third year is characterized by rapid progression through nine milestones that lead to the ultimate goal of dissertation completion. Although there are many milestones, they are organized in a way that encourages students to achieve smaller, manageable goals annually, culminating in the dissertation's successful completion. The doctoral journey is undoubtedly challenging, encountering many unforeseen obstacles not specified in the life cycle, due to varying personal circumstances that might affect each student’s progress (Gardner & Holley, 2011). Nevertheless, GCU has established a supportive community for doctoral students that provides encouragement throughout this demanding process.

Responses from peers in the program highlight the profound impact of the doctoral DNA resource page. For instance, Porsha Smith emphasizes that this resource serves as both a motivational reminder of her purpose and a practical scaffold for her development as a leader in education. She aspires to grow into a thoughtful leader who adeptly communicates and embodies servant leadership. Smith acknowledges her fears and feelings of inadequacy as she navigates her educational journey, but she remains determined, placing her faith in divine support for her academic endeavors.

Additionally, Rachael Seals reflects that her understanding of leadership has evolved significantly through course engagement, extending her initial definition to incorporate traits, behaviors, and ethical considerations. She has come to appreciate the importance of ethical leadership and its substantial effects on perceptions and productivity within educational settings. Her reflective practices will likely inform her dissertation focus on co-teaching models within inclusive classrooms, illustrating the integration of best practices that promote intentional and effective teaching.

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The Grand Canyon University (GCU) Doctoral DNA website provides a structured overview that encapsulates the essence of the doctoral journey, offering resources and insights essential for navigating this demanding academic path. Engaging with the Doctoral DNA website has revealed significant insights into the nature of doctoral education that I had previously overlooked. Primarily, I learned that the initial phase of my doctoral journey will involve extensive research and coursework that is foundational to my dissertation topic. This structured framework alleviates concerns regarding the often-daunting aspects of doctoral study and clarifies that achieving the dissertation involves a systematic approach where small milestones pave the way for larger objectives.

Moreover, the structured timeline emphasized in the Doctoral DNA website showcases not only the importance of rigorous academic work during the first two years but also the critical transition into the final year, where students rapidly navigate through pivotal milestones. This clarity has helped me understand that the process is not merely sequential but cumulative, building upon previous learning experiences within the program.

Furthermore, both Porsha Smith and Rachael Seals provide admirable reflections on their experiences. Porsha's acknowledgment of her fears and sense of belonging resonates with many students embarking on a doctoral journey. Her commitment to grow as a thoughtful leader underscores the significance of personal development alongside academic achievements. Drawing from Smith’s experience, the Doctoral DNA resource has proved instrumental in scaffolding her learning and fostering an environment where she can cultivate her leadership skills.

Rachael’s exploration of her evolving perception of leadership emphasizes how necessary it is to incorporate traits, behaviors, and ethical considerations within one's leadership framework. Her insights about authentic leadership and the impact of ethical behaviors provide a commendable lens through which to approach not only her role as a future leader but also her dissertation research concerning co-teaching models in inclusive education. These reflections collectively illustrate the critical interplay between academic rigor and personal growth in the doctoral context.

In summary, the GCU Doctoral DNA website has illuminated my understanding of the doctoral journey, fostering a greater appreciation for the structured support available. This resource assures me that the path ahead, while challenging, is also manageable due to the incremental progress model it presents. The shared experiences of my peers remind me of the collective nature of this endeavor, reinforcing the idea that we are not alone in this journey. As I prepare for this academic endeavor, I find myself more equipped and inspired to embrace the challenges ahead and ensure that I contribute meaningfully to the field of education through my dissertation research.

References

• Gardner, S., & Holley, K. (2011). Those invisible barriers are real: The progression of first-generation students through doctoral education. Equity & Excellence in Education, 44(1), 77–92.
• Northouse, P. G. (2016). Leadership: Theory and Practice (7th ed.). Thousand Oaks, CA: Sage Publications.
• Peterson, S. J., Abramson, R., & Stutman, R. K. (2020). How to Develop Your Leadership Style. Harvard Business Review, 98(6), 68–77.
• Den Hartog, D. N., & De Hoogh, A. H. B. (2009). Empowering behavior and leader fairness and integrity: Studying perceptions of ethical leader behavior from a levels-of-analysis perspective. European Journal of Work and Organizational Psychology, 18(2), 193-207.
• Webster, K., & Litchka, P. (2020). Planning for effective school leadership: Teachers’ perceptions of the leadership skills and ethical behaviors of school principals. Education Planning, 27(1), 31-47.

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