{"title":"实践中的论文能否弥合研究者与实践者之间的鸿沟?教育专业实践博士及卡内基项目对教育博士联盟的影响","authors":"Valerie A. Storey, Kristina A. Hesbol","doi":"10.3138/jspr.35.3.324","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":360044,"journal":{"name":"Journal of School Public Relations","volume":"34 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"12","resultStr":"{\"title\":\"Can the Dissertation in Practice Bridge the Researcher-Practitioner Gap? The Education Professional Practice Doctorate and the Impact of the Carnegie Project on the Education Doctorate Consortium\",\"authors\":\"Valerie A. Storey, Kristina A. Hesbol\",\"doi\":\"10.3138/jspr.35.3.324\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":360044,\"journal\":{\"name\":\"Journal of School Public Relations\",\"volume\":\"34 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Public Relations\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3138/jspr.35.3.324\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Public Relations","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3138/jspr.35.3.324","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Can the Dissertation in Practice Bridge the Researcher-Practitioner Gap? The Education Professional Practice Doctorate and the Impact of the Carnegie Project on the Education Doctorate Consortium