Zeitschriftenartikel zum Thema „Master’s discourse“
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CLÉMENT, JÉRÉMIE. „THE “DISCOURSE OF NEOLIBERALISM” AS A NEW READING OF THE CAPITALIST’S DISCOURSE“. Ágora: Estudos em Teoria Psicanalítica 22, Nr. 3 (Dezember 2019): 264–72. http://dx.doi.org/10.1590/1809-44142019003001.
Der volle Inhalt der QuelleButenko, Ludmila. „Continuity of General Training of Future Teachers and Academics in the Context of a Three-level System of Education“. Education and Pedagogical Sciences, Nr. 1 (176) (2021): 22–31. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-22-31.
Der volle Inhalt der QuellePRYDOLOBA, ANASTASIIA. „PECULIARITIES OF PROFESSIONAL TRAINING IN APPLIED LINGUISTICS AT CANADIAN UNIVERSITIES (CARLETON UNIVERSITY)“. Comparative Professional Pedagogy 12, Nr. 2 (29.12.2022): 100–105. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-11.
Der volle Inhalt der QuelleZałęska, Maria. „Pratiche di stesura della tesi di laurea in italiano LS“. Studia Romanica Posnaniensia 49, Nr. 2 (22.06.2022): 21–33. http://dx.doi.org/10.14746/strop.2022.492.002.
Der volle Inhalt der QuelleSchroeder, Jeanne L. „His master’s voice: H.L.A. Hart and Lacanian discourse theory“. Law and Critique 18, Nr. 1 (20.03.2007): 117–42. http://dx.doi.org/10.1007/s10978-006-9005-z.
Der volle Inhalt der QuelleBanini, Shirley, Ernest Kwesi Klu und Ramos Asafo-Adjei. „An analysis of reporting verbs in master’s dissertations“. ELT Forum: Journal of English Language Teaching 12, Nr. 3 (30.11.2023): 229–42. http://dx.doi.org/10.15294/elt.v12i3.71292.
Der volle Inhalt der QuelleWirenfeldt Jensen, Tine, und Helle Merete Nordentoft. „Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies“. Journal of Academic Writing 12, Nr. 1 (23.12.2022): 50–67. http://dx.doi.org/10.18552/joaw.v12i1.840.
Der volle Inhalt der QuelleKharlamova, N. S., und I. J. Frolova. „Forming Foreign Language Competences in Teaching Political Discourse (Master’s Degree)“. Вестник Московского государственного лингвистического университета. Образование и педагогические науки, Nr. 3 (2022): 100–105. http://dx.doi.org/10.52070/2500-3488_2022_3_844_100.
Der volle Inhalt der QuelleCarlson, Licia. „Why Does Intellectual Disability Matter to Philosophy?: Toward a Transformative Pedagogy“. Research Articles 28, Nr. 2 (25.10.2021): 72–82. http://dx.doi.org/10.7202/1082916ar.
Der volle Inhalt der QuelleTilli, Jouni. „Preaching as master’s discourse. A Foucauldian interpretation of Lutheran pastoral power“. Critical Research on Religion 7, Nr. 2 (23.05.2019): 113–29. http://dx.doi.org/10.1177/2050303219848059.
Der volle Inhalt der QuelleBarba Guerrero, Paula, und Maisha Wester. „African American Gothic and Horror Fiction: An Interview with Maisha Wester“. REDEN. Revista Española de Estudios Norteamericanos 3, Nr. 2 (15.05.2022): 159–74. http://dx.doi.org/10.37536/reden.2022.3.1832.
Der volle Inhalt der QuelleVerminenko, Yulia V., und Sergey E. Zverev. „Discussion as a basis for the implementation of universal educational actions (Based on a foreign view of debating in educational activities)“. Alma mater. Vestnik Vysshey Shkoly, Nr. 1 (Januar 2024): 25–30. http://dx.doi.org/10.20339/am.01-24.025.
Der volle Inhalt der QuelleLincoln, Karen. „The Master’s Tools Will Never Dismantle the Master’s House: The Role of Diversity in Anti-Racist Education“. Innovation in Aging 5, Supplement_1 (01.12.2021): 122. http://dx.doi.org/10.1093/geroni/igab046.471.
Der volle Inhalt der QuelleElyashevich, D. A., und V. A. Mutyev. „Master’s Textbook on Book Studies: Basic Problems and Prospects of Training“. Bibliosphere, Nr. 3 (22.09.2022): 5–16. http://dx.doi.org/10.20913/1815-3186-2022-3-5-16.
Der volle Inhalt der QuelleColston, Alex. „For Better or Worst: The Social Bond of Hysterics on Strike“. differences 33, Nr. 2-3 (01.12.2022): 141–76. http://dx.doi.org/10.1215/10407391-10124732.
Der volle Inhalt der QuelleLEE, Juyoun. „A Study on the Rhetoric of the Won-Buddhist 『Great Master’s Discourse』“. Studies in Religion(The Journal of the Korean Association for the History of Religions) 79, Nr. 2 (31.08.2019): 197–228. http://dx.doi.org/10.21457/kars.2019.08.79.2.197.
Der volle Inhalt der QuelleManfra, Meghan McGlinn, und Cheryl Mason Bolick. „Reinventing Master’s Degree Study for Experienced Social Studies Teachers“. Social Studies Research and Practice 3, Nr. 2 (01.07.2008): 29–41. http://dx.doi.org/10.1108/ssrp-02-2008-b0003.
Der volle Inhalt der QuelleKorolyova, L. Yu. „Polylingual Code Switching in the Academic Discourse“. Prepodavatel XXI vek, Nr. 1, 2020 (2020): 352–62. http://dx.doi.org/10.31862/2073-9613-2020-1-352-362.
Der volle Inhalt der QuelleJančaříková, Renata, Renata Povolná, Olga Dontcheva-Navratilová, Světlana Hanušová und Martin Němec. „AN ACADEMIC WRITING NEEDS ANALYSIS OF CZECH UNIVERSITY GRADUATE STUDENTS“. Discourse and Interaction 13, Nr. 1 (24.06.2020): 42–66. http://dx.doi.org/10.5817/di2020-1-42.
Der volle Inhalt der QuelleDronov, Ivan S. „Stages of teaching Master’s Degree Students written academic discourse with group blog using“. Tambov University Review. Series: Humanities, Nr. 185 (2020): 19–28. http://dx.doi.org/10.20310/1810-0201-2020-25-185-19-28.
Der volle Inhalt der QuellePratiwi, Syifa Nanda, und Eri Kurniawan. „Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis“. Studies in English Language and Education 8, Nr. 3 (16.09.2021): 885–900. http://dx.doi.org/10.24815/siele.v8i3.21038.
Der volle Inhalt der QuelleKyrykylytsia, Valentyna, Aida Trotsiuk und Oksana Yasinska. „THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS“. Collection of Scientific Papers of Uman State Pedagogical University, Nr. 1 (27.04.2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
Der volle Inhalt der QuelleLenardič, Jakob, und Darja Fišer. „Hedging modal adverbs in Slovenian academic discourse“. Slovenščina 2.0: empirical, applied and interdisciplinary research 9, Nr. 1 (06.07.2021): 145–80. http://dx.doi.org/10.4312/slo2.0.2021.1.145-180.
Der volle Inhalt der QuelleBrown, Ted, Jeffrey L. Crabtree, Joe Wells und Keli Mu. „The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?“ Canadian Journal of Occupational Therapy 83, Nr. 5 (20.07.2016): 306–16. http://dx.doi.org/10.1177/0008417416656206.
Der volle Inhalt der QuellePatriana, Andhina W., Sri Rachmajanti und Nur Mukminatien. „STUDENTS’ ABILITY IN USING DISCOURSE MARKERS TO BUILD COHERENCE IN COMPOSITIONS“. TEFLIN Journal - A publication on the teaching and learning of English 27, Nr. 2 (04.10.2016): 203. http://dx.doi.org/10.15639/teflinjournal.v27i2/203-216.
Der volle Inhalt der QuelleDuarte, Isabel Margarida, Alexandra Guedes Pinto und Sónia Valente Rodrigues. „Contraste, concessão e contra-argumentação em textos académicos uma análise exploratória“. Linguística: Revista de Estudos Linguísticos da Universidade do Porto 2 (2022): 149–76. http://dx.doi.org/10.21747/16466195/ling2022v2a7.
Der volle Inhalt der QuelleDoukmak, Reem. „Mapping Discourse and Agency in a Refugee Context: An Interview With Reem Doukmak“. Journal of Interrupted Studies 2, Nr. 1 (14.06.2019): 141–46. http://dx.doi.org/10.1163/25430149-00201005.
Der volle Inhalt der QuelleMcAllister, Julie. „Using promotional discourse analysis and project-based learning to develop Master’s students’ business writing skills“. ASp, Nr. 80 (01.11.2021): 37–54. http://dx.doi.org/10.4000/asp.7470.
Der volle Inhalt der QuelleJing, Liu. „Formation of Concert-Performance Competence of Foreign Students in Master’s Programme in a Pedagogical Discourse“. Research Notes, Nr. 1 (26.10.2017): 125–30. http://dx.doi.org/10.31654/2663-4902-2017-pp-3-125-130.
Der volle Inhalt der QuelleDontcheva-Navrátilová, Olga. „Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses“. Linguistica Pragensia 33, Nr. 2 (01.11.2023): 117–35. http://dx.doi.org/10.14712/18059635.2023.2.2.
Der volle Inhalt der QuelleCASTRO (UFJF), Roney Polato de, und Ana Carolina Mercês COURA (SEE-MG). „“... É BEM ULTRAPASSADO ISSO AQUI NA VERDADE”: JOVENS SECUNDARISTAS E SUAS CONCEPÇÕES DE GÊNERO“. Margens 16, Nr. 26 (30.06.2022): 283. http://dx.doi.org/10.18542/rmi.v16i26.10730.
Der volle Inhalt der QuelleAlyeksyeyeva, Iryna, Tetyana Chaiuku, Iryna Kovalchuk und Elizaveta Galitska. „Making Sense of Texts: EFL Students’ Intercultural Competence and Interpretation Depth“. Arab World English Journal 13, Nr. 1 (24.03.2022): 104–16. http://dx.doi.org/10.24093/awej/vol13no1.7.
Der volle Inhalt der QuelleSett, Alisha, und Kajri Jain. „What Renders the Master’s House Unrecognizable? An Interview with Kajri Jain“. Master, Vol. 5, no. 2 (2020): 96–105. http://dx.doi.org/10.47659/m9.096.int.
Der volle Inhalt der QuelleEybers, Oscar, Emma Paulet und Natasha van der Schyff. „“You Are Essentially Just a Number”: Discourse Elaboration and Devaluation among Natural Science Students“. Education Research International 2023 (16.05.2023): 1–9. http://dx.doi.org/10.1155/2023/2703474.
Der volle Inhalt der QuelleBeaumont, Susan, Stephanie Kelly und Lee Smith. „Defining, teaching, and practising diversity: Another hegemonic discourse?“ Aotearoa New Zealand Social Work 33, Nr. 3 (14.11.2021): 61–73. http://dx.doi.org/10.11157/anzswj-vol33iss3id893.
Der volle Inhalt der QuelleWeru, John. „Bioethics Training: Report on the Experience of a Medical Bioethics’ Scholar in a Tertiary Referral Hospital in a Lowand Middle-Income Country“. Palliative Medicine and Hospice Care – Open Journal 8, Nr. 1 (30.04.2022): 15–19. http://dx.doi.org/10.17140/pmhcoj-8-146.
Der volle Inhalt der QuelleKaspar, Wendi. „C&RL Spotlight“. College & Research Libraries News 80, Nr. 8 (06.09.2019): 476. http://dx.doi.org/10.5860/crln.80.8.476.
Der volle Inhalt der QuelleBlanco-Fuente, Irene, und Asunción Bernárdez-Rodal. „Gendered voices on the airwaves: The sonic self in discourses about identity articulated by radio students in Spain“. Investigaciones Feministas 13, Nr. 1 (15.06.2022): 401–10. http://dx.doi.org/10.5209/infe.80319.
Der volle Inhalt der QuelleGoncharova, Nadezhda Anatolyevna, Aleksandrina Iosifovna Khaitova, Alla Anatolyevna Oshkordina und Elena Nikolaevna Makarova. „Specificity for improving the efficiency of English language acquisition by IT-Master’s students“. Science for Education Today 13, Nr. 5 (30.10.2023): 51–77. http://dx.doi.org/10.15293/2658-6762.2305.03.
Der volle Inhalt der QuelleKostiuchkov, Serhii. „Development of Social Engineering Skills during Master’s Degree Training in Specialty “Social Work”“. International Scientific Journal of Universities and Leadership, Nr. 15 (07.07.2023): 83–93. http://dx.doi.org/10.31874/2520-6702-2023-15-83-93.
Der volle Inhalt der QuelleZhang, Yiran, Shulin Yu und Kaihao Yuan. „Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies“. Teaching in Higher Education 25, Nr. 2 (07.11.2018): 126–40. http://dx.doi.org/10.1080/13562517.2018.1543261.
Der volle Inhalt der QuelleMeurer, Alison Martins, Rayane Camila da Silva Sousa, Flaviano Costa und Romualdo Douglas Colauto. „Feelings perceived by students during the phases of accounting dissertation guidance“. Revista Contabilidade & Finanças 32, Nr. 85 (April 2021): 158–73. http://dx.doi.org/10.1590/1808-057x202010550.
Der volle Inhalt der QuelleLopez, Ana Paula de Araújo. „Portuguese as a Welcoming Language for forcibly displaced immigrants in Brazil: some principles for teaching in light of Interculturality“. Revista Brasileira de Linguística Aplicada 18, Nr. 2 (Juni 2018): 389–416. http://dx.doi.org/10.1590/1984-6398201812048.
Der volle Inhalt der QuelleKempenaar, Annet. „Learning to Design with Stakeholders: Participatory, Collaborative, and Transdisciplinary Design in Postgraduate Landscape Architecture Education in Europe“. Land 10, Nr. 3 (01.03.2021): 243. http://dx.doi.org/10.3390/land10030243.
Der volle Inhalt der QuelleAfful, Joseph Benjamin Archibal. „The discourse of thesis assessment reports in a disciplinary community at the University of Cape Coast: An exploratory study“. AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, Nr. 1 (28.04.2020): 117–34. http://dx.doi.org/10.4314/laligens.v9i1.11.
Der volle Inhalt der QuellePappa, Sotiria, Takumi Yada und Satu Perälä-Littunen. „International Master’s Degree Students’ Well-being at a Finnish University During COVID-19“. Open Education Studies 2, Nr. 1 (01.01.2020): 240–51. http://dx.doi.org/10.1515/edu-2020-0128.
Der volle Inhalt der QuelleNguyen, Loan Thi Thuy, und Issra Pramoolsook. „A move-based analysis of TESOL master’s thesis conclusion chapters by Vietnamese postgraduates“. Global Journal of Foreign Language Teaching 6, Nr. 1 (01.08.2016): 02. http://dx.doi.org/10.18844/gjflt.v6i1.222.
Der volle Inhalt der QuelleTsimerman, Evgenia. „Based tasks in CLIL settings“. New Trends and Issues Proceedings on Humanities and Social Sciences 5, Nr. 3 (28.12.2018): 22–29. http://dx.doi.org/10.18844/prosoc.v5i3.3907.
Der volle Inhalt der QuelleZhang, Yan (Olivia), und Ken Hyland. „Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing“. Written Communication 39, Nr. 2 (01.02.2022): 171–99. http://dx.doi.org/10.1177/07410883211069901.
Der volle Inhalt der QuelleDrennan, Jonathan, und Abbey Hyde. „The fragmented discourse of the ‘knowledgeable doer’: nursing academics’ and nurse managers’ perspectives on a master’s education for nurses“. Advances in Health Sciences Education 14, Nr. 2 (22.02.2008): 173–86. http://dx.doi.org/10.1007/s10459-008-9102-x.
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