Journal articles on the topic 'Degree Level: Master's'
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Watkins, C. Edward, Vicki L. Campbell, and Patricia McGregor. "APA-Affiliated Master's-Level Counselors." Counseling Psychologist 17, no. 2 (April 1989): 289–300. http://dx.doi.org/10.1177/0011000089172008.
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Previous literature about the master's degree has focused largely on clinical psychology training and practice. To complement this body of literature, we surveyed all APA-affiliated master's-degree holders who identified their specialty as counseling. Similar to Perlman's (1985a) survey in which APA-affiliated master's-level clinicians were compared with Division 12 (Clinical) members, we compared our master's sample with a Division 17 (Counseling) doctoral-level sample. The master's-level counselors spent a large portion of their professional time performing psychotherapy/personal counseling, were employed primarily in practice rather than academic settings, and viewed themselves primarily as practitioners. They generally were satisfied with their graduate training and careers, but many indicated they would not reenter the counseling specialty if their lives could be lived over. Contrary to the Division 17 sample, the master's-level counselors engaged in little research or teaching and typically did not identify with the academic role.
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Perlman, Baron, and Patricia Dehart. "The Master's-Level Clinician: Application and Admission to Doctoral Programs." Teaching of Psychology 12, no. 2 (April 1985): 67–71. http://dx.doi.org/10.1207/s15328023top1202_1.
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The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.
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Trojnikova, E. V., and A. N. Utekhina. "IMPLEMENTATION OF THE MASTER PROGRAM “DIDACTICS OF NTERCULTURAL COMMUNICATION” (BASED ON RESEARCH OF THE SCIENTIFIC SCHOOL OF INSTITUTE OF LANGUAGES AND LITERATURE OF UDSU)." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (June 25, 2019): 534–43. http://dx.doi.org/10.35634/2412-9534-2019-29-3-534-543.
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Pedagogical training of masters is part of the multi-level structure of Russian higher education. Master's degree is an academic degree awarded at the end of training on the proposed program “Didactics of intercultural communication”. The article discusses the problems of master's training from the standpoint of existing theories and educational practices, and the experience of research activities of the scientific school "Language and intercultural education". The model of master's pedagogical training on the program "Didactics of intercultural communication" of teachers-masters for Junior, middle and senior school is considered. The didactic structure of training of masters including the purpose, principles, the contents, technologies, and diagnostics for each educational stage is offered. The organization of research activities carried out in the process of implementation of the educational program with the aim of mastering the methodology and methods of research work by master teachers is described.
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Saéz-Pérez, Mª Paz. "Improving skills in master's degree contexts." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 20, 2022): 1–13. http://dx.doi.org/10.37467/revhuman.v11.4182.
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This research evaluates the improvements that the use of Active Teaching and Learning Methodologies entails regarding the acquisition of professional skills of future graduates of the Masters dealing with intervention in Architectural Heritage, including product and resource improvements. The objectives address students’ training, oriented toward professional activity, determining the effectiveness of innovation. The real problems were exposed to be faced at a professional level and were solved through different parts, which were developed in different phases. The results obtained allowed us to conclude that teaching and performing practical tasks related to professional competencies are verified as an advance in the subject.
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Willis, Richard. "The online master's degree in early years." Early Years Educator 23, no. 19 (February 2, 2023): 29–31. http://dx.doi.org/10.12968/eyed.2023.23.19.29.
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Schoenfeld, Victoria S., Ronald G. Shapiro, Megan L. Brown, Dieter W. Jahns, Anthony D. Andre, Arnold M. Lund, F. Thomas Eggemeier, and Nancy J. Cooke. "To Ph.D. or Not to Ph.D.? That is the Question!" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 16 (October 1998): 1152–56. http://dx.doi.org/10.1177/154193129804201612.
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Is a master's degree sufficient for a successful career in human factors, or is a doctoral degree necessary? This question has been a recent cause for discussion, especially among graduate students. In order to address this issue, the Old Dominion student chapter of the HFES developed some questions regarding the relative advantages of both degrees. Panelists were selected based on their experience with differing degrees. Megan Brown and Dieter Jahns are both practitioners who have master's degrees. Dieter is also Executive Director of the Board of Certification in Professional Ergonomics. Anthony Andre and Arnie Lund are practitioners, but both have doctoral degrees. Anthony is also an Adjunct Professor of Human Factors and Ergonomics at San Jose State University. In addition, Nancy Cooke and Tom Eggemeier are faculty members who have doctoral degrees. Tom teaches at a master's level institution while Nancy teaches at an institution that offers both master's and doctoral degrees. At the HFES panel session, panelists will focus on answering questions from the audience.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Levchenko, Oleksii, and Andrii Mykhailenko. "ВІМ-TECHNOLOGIES IN THE CURRICULA OF HIGHER EDUCATIONAL INSTITUTIONS OF THE BACHELOR'S AND MASTER'S LEVEL." Current problems of architecture and urban planning, no. 62 (January 31, 2022): 152–70. http://dx.doi.org/10.32347/2077-3455.2022.62.152-170.
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BIM-technology has not been established in HEI’s (Higher Educational Institutions) of Ukraine as an educational standard, for engineering and architectural specialties in particular. At the same time, there are research studies and curricula development for various levels of competency required for users of BIM applications.
Bachelor's and Master's degrees involve different skill levels and competencies to be supported by corresponding curricula and educational programs.
Therefore, the authors suggest teaching to provide a user’s level competency of design applications like ArchiCAD, AllPlan, Revit, etc, for the Bachelor degree ("B" level) majors (i.e. BIM-bachelor or BIM-designer). In particular, this involves learning about industry-accepted BIM practices and certain implemented project solutions using BIM-template.
For the Master's degree ("M" level) majors (BIM-master or BIM-manager), the competence involves managing the BIM-design process with teams of designers and a project organization as a whole, determining standard project solutions, forming a strategy for a design implementation using the interaction between project teams, and creation of BEP and BMP management/implementation rules, including development of a BIM-template.
Further implementation of computation-aided technologies in architecture, specifically, BIM technologies, has been planned based on programs and expertise of KNUBA. Specialization of training programs at the Master’s degree level allows for such competency formation requested from university graduates by potential employers at a level from a project team or a technical support leader up to an Architectural Project Head. At the Bachelor’s degree level these programs provide competency of a drafting architect or a junior specialist of an architectural group within a larger project organization’s structure.
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Greabell, Lynne. "Negotiating a Professional Role in Public Policy." Practicing Anthropology 19, no. 2 (April 1, 1997): 10–12. http://dx.doi.org/10.17730/praa.19.2.qn111tj250724647.
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This article will discuss the professional role I have been establishing as an applied anthropologist practicing with a master's degree. The status of masters-level applied anthropologists is particularly salient given the forum on elitism in anthropology in a recent Practicing Anthropology (Vol. 17, no. 1-2, 1995) highlighting the challenges faced by applied anthropologists in general.
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Avasthi, Tara Prasad. "Thesis Writing at Master’s Level in Education." Third Pole: Journal of Geography Education 13 (November 13, 2014): 57–59. http://dx.doi.org/10.3126/ttp.v13i0.11548.
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This paper has highlighted the thesis writing format for Master’s Degree in Education at Tribhuvan University, Kathmandu. It briefly describes the process to make uniformity in the style of writing. Here focus has been given on American Psychological Association (APA) style. This format is commonly adopted in most of the Departments in the Tribhuvan University, and Department of Geography Education is one of them. It is essential for the students and researchers who involve in theses research and formatting their writings. It is a very important aspect of Master's level research for students and an essential element of research reporting. Moreover, it gives good ideas and way-out in thesis writing. DOI: http://dx.doi.org/10.3126/ttp.v13i0.11548The Third PoleVol. 13, 2013Page 57-59
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Selezneva, Irina P., Alisa V. Bedareva, and Inna A. Mayer. "Content and language training of master's degree students as a means of forming bilingual competence of a future specialist in the field of professional communication." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 159–71. http://dx.doi.org/10.32744/pse.2021.1.11.
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Introduction. Russian universities attempting to introduce the content and language integrated learning model into the educational process at the levels of bachelor's degree and master's degree face risks and difficulties caused by the lack of a "balance" between substantive competencies and foreign language communicative competence of both the teacher and the students. The purpose of the article is to present the local experience of using the model of content and language integrated learning as a means of forming bilingual competence in the field of professional communication by the example of training masters based on the "Deutsch Lehren Lernen" ("Learning to teach German") program. Materials and methods. The study involved 87 first- and second-year students of the full-time master's program (direction of training "Pedagogical Education") at Krasnoyarsk State Pedagogical University named after V.P. Astafiev during 2017–2020. The main research methods were forecasting, design, prolonged monitoring of the results of learning, a questionnaire survey, and McNemar's statistical test. Results. The experimental use of the model of forming content and language bilingual competence of master's degree students showed an increase in the coefficient of assimilation of the content of the educational material of the components of the integrated disciplines to the high one (0.95 > x > 0.80) and the sufficient one (0.80 > x > 0.65). There is a high level of forming the content and language bilingual competence in all types of speech activity: listening, speaking, reading, and writing. After completing the metasubject course, students can correctly and logically use subject knowledge in speech activity in German (p < 0.04), master the terminological minimum according to the methodology of teaching German (p < 0.01). Discussion. The assumption was confirmed about the possibility of forming bilingual competence of master's degree students subject to the design and implementation algorithm of the content and language integrated learning model, which includes: a) the development of criteria for selecting subjects for interdisciplinary integration; b) taking into account the balance of universal, professional, and linguistic competencies formed in the process of integration; c) focus on the practice-oriented nature of the research training of master's degree students. Conclusion. The results of the research can be used in metasubject design and practical implementation of the process of forming bilingual competence of a future specialist in the field of professional communication at the master's degree level.
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Bowman, Thomas G., Stephanie M. Mazerolle, William A. Pitney, Thomas M. Dodge, and Jay Hertel. "Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs." Journal of Athletic Training 50, no. 9 (September 1, 2015): 952–57. http://dx.doi.org/10.4085/1062-6050-50.7.06.
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Context The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s) The PDs completed a Web-based survey. Main Outcome Measure(s) We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.
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Brayley, Caroline Robinson. "Alumni Perceptions of Professional and Postprofessional Occupational Therapy Master's Programs." Occupational Therapy Journal of Research 7, no. 6 (November 1987): 363–77. http://dx.doi.org/10.1177/153944928700700604.
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This study investigated differences in academic characteristics of professional and postprofessional master's degree programs in occupational therapy as perceived by alumni who graduated between 1980 and 1985. The focus was on 10 composite indictors on the Graduate Program Self-Assessment: Master's Level Programs Alumni Questionnaire, Educational Testing Service. Seven of the 10 composite indicators demonstrated statistical differences. The postprofessional alumni perceived their program to be of higher quality in the indicators of environment for learning, scholarly excellence, quality of teaching, faculty concern for students, curriculum, and available resources. The professional master's alumni perceived their fieldwork experiences to be of higher quality than the postprofessional master's degree alumni.
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Bates, Dana K., Jill A. Sikkema, Suzette M. Nynas, and Clinton Culp. "Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs." Athletic Training Education Journal 12, no. 1 (January 1, 2017): 18–25. http://dx.doi.org/10.4085/120118.
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Context:The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students.Objective:Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor's- and master's-degree programs.Design:Quantitative study.Setting:District 10 athletic training programs.Patients or Other Participants:Students (N = 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master's-degree students (8 female, 4 male) and 28 bachelor's-degree students (18 female, 10 male) completed the CCTST (age = 20.73 ± 3.09 years).Main Outcome Measure(s):Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master's- and bachelor's-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level.Results:There were no statistically significant differences in critical-thinking skills between bachelor's- and master's-degree athletic training students enrolled in a professional athletic training program (P = .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P = .156), age (P = .410), or parental education level (P = .156).Conclusions:The results suggest master's students do not have greater critical-thinking skills than professional bachelor's students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers.
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Frecka, Thomas J., and William D. Nichols. "Characteristics of Master's in Accounting Degree Programs." Issues in Accounting Education 19, no. 2 (May 1, 2004): 165–88. http://dx.doi.org/10.2308/iace.2004.19.2.165.
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Using survey data gathered from 42 universities for the period 1998–2001, we provide data on enrollment trends, the input quality of students, and the relation between student input quality and several other variables for master's in accounting programs. In addition, we analyze program designs and content, and profile the curricula of several programs. This study is motivated by concerns about accounting education cited in the Albrecht and Sack (2000) monograph and by a paucity of evidence pertaining to graduate accounting programs. The enrollment data show that the number of graduate students in accounting has increased in recent years, for both existing programs and for new programs added in response to the 150-hour requirement. However, the average enrollment level of these programs is not large, especially in comparison to M.B.A. programs. The input quality of students is assessed based on GMAT score data. For a sample of 11,255 students over the four-year period 1998–2001, the average GMAT score for students in graduate accounting programs is 586, significantly lower than for students enrolled in highly ranked M.B.A. programs. In addition, average GMAT scores of graduate accounting programs are highly correlated with program rankings and at least one (then) Big 5 firm's hiring ratio. Our analysis of program design and curriculum indicates a great deal of commonality across programs. Most programs, including programs with modest enrollment levels, offer three or four specialty tracks. Most programs require a large number of accounting courses, and there is substantial commonality among the sets of courses. In contrast, the nonaccounting business coursework is not well developed in most programs. Also, while there is an emphasis on course content, we do see evidence of a focus on functional, personal, and broad business competencies as suggested by the AICPA Core Competency Project. As evidence of curriculum innovation, we discuss several examples of specialized or “focused” programs. We conclude by discussing the implications of the results for accounting education and professional practice.
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Goncharova, Lyubov. "Working Program of the Discipline “Marketing Linguistics”." Scientific Research and Development. Modern Communication Studies 10, no. 5 (November 3, 2021): 51–57. http://dx.doi.org/10.12737/2587-9103-2021-10-5-51-57.
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Language tools that implement the marketing model of consumer behavior and ensure the consumer’s purchase decision, have occupied the focal place in linguistic studies. Such studies have led to the formation of a new pragmalinguistic direction – marketing linguistics. This syllabus is designed for 45.04.02 direction of training ("Linguistics"), the orientation (profile) "General and typological linguistics and applications in the field of linguistics" (training level – master's degree, graduate qualification – master's degree).
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Щербаков, Иван Евгеньевич. "DIAGNOSTICS OF THE LEVEL OF DIGITAL PEDAGOGICAL COMPETENCE OF SOCIO-CULTURAL MASTER’S DEGREE STUDENTS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(112) (October 15, 2021): 225–30. http://dx.doi.org/10.37972/chgpu.2021.112.3.028.
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Данная статья посвящена актуальной проблеме - диагностике уровня цифровой педагогической компетенции магистрантов социокультурного направления. Обеспечение усвоения магистрантами цифровых педагогических компетенций является необходимым для их дальнейшей успешной деятельности, ведь для магистерской ступени образования характерно получение более углубленных знаний, включающих организацию учебного процесса и управления им с помощью цифровых средств, создание и использование цифровых ресурсов, владение нормативно-правовой базой использования цифровых средств и т. д. Диагностика уровня цифровой педагогической компетенции дает представление о профессиональной подготовке обучающегося и позволяет в случае необходимости, оперативно скорректировать процесс обучения. Тем не менее, на данный момент в научной литературе не представлено единой методики диагностики цифровой педагогической компетенции. This article is devoted to the acute problem of diagnosis of the level of digital pedagogical competence of socio-cultural master’s degree students. Ensuring the assimilation of digital pedagogical competencies by master’s degree students is necessary for their further successful activity, because the master's degree education is characterized by obtaining more in-depth knowledge that affects the organization of the educational process and its management using digital means, creation and use of digital resources, knowledge of the regulatory framework for the use of digital means, and so on. Diagnostics of the level of digital pedagogical competence gives an idea of the professional training of the student and allows, if necessary, to quickly adjust the learning process. However, at the moment, the scientific literature does not present a single methodology for diagnosing digital pedagogical competence.
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Hines, David. "Admissions Criteria for Ranking Master's-Level Applicants to Clinical Doctoral Programs." Teaching of Psychology 13, no. 2 (April 1986): 64–67. http://dx.doi.org/10.1207/s15328023top1302_3.
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All APA-approved doctoral programs in clinical psychology were surveyed to determine their admissions and credit transfer policies for students from master's-level programs. The results indicated that Graduate Record Examination (GRE) scores, recommendations, and research involvement were consistently rated as most important in ranking applicants for admission. The doctoral programs varied in the weights assigned to graduate versus undergraduate grade point averages (GPAs). Most programs indicated that students with a master's degree could reduce the time needed to complete their doctoral requirements by about a year. However, about one third of the schools indicated that little or no reduction in time was possible.
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Triplett, Ruth, and Elizabeth Monk-Turner. "Criminology and Criminal Justice: Differences in Programs at the Master's Level." Sociological Research Online 15, no. 1 (February 2010): 77–93. http://dx.doi.org/10.5153/sro.2081.
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Our aim in this work is to: (1) determine how distinct the program structure and curriculum content for graduate education in Criminology was compared to Criminal Justice; and (2) evaluate whether the diversity or consistency of the curriculum in either field varied depending of what type of department was offering the degree. Differences in department titles, hours required for the M.A. degree, program descriptions, curriculum content and curriculum content by department type between M.A. programs in Criminology and Criminal Justice were examined. The results suggested there is both consistency and difference in program structure and in curriculum content across the two fields of study.
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Lumsden, Ernest A., Joseph H. Grosslight, Edward H. Loveland, and John E. Williams. "Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings." Teaching of Psychology 15, no. 1 (February 1988): 5–9. http://dx.doi.org/10.1207/s15328023top1501_1.
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This article reports a survey of 447 graduate psychology programs in the United States and Canada concerning preparation of graduate students for classroom teaching and supervising the work of others in applied and research settings. Attitudes toward the appropriateness of preparation in each of these three areas of teaching is reported, as well as what is being done in regard to each. Data are grouped by level of degree program in which such training is provided (i.e., doctoral, master's within master's/ doctoral, or masters-only programs). Exemplars are provided as useful models for programs wishing to develop a more systematic approach to preparing their students for classroom teaching. Also, references are cited for guiding the development of training for teaching in the classroom and supervision in applied settings.
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Ackley, R. Steven, James Mahshie, and Carol Lasasso. "The AuD Program at Gallaudet University." American Journal of Audiology 13, no. 1 (June 2004): 3–8. http://dx.doi.org/10.1044/1059-0889(2004/002).
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Gallaudet University was among the first universities to address the American Speech-Language-Hearing Association mandate to universities to convert the entry level clinical audiology degree from a master's degree to a clinical doctoral (AuD) degree. The Gallaudet AuD program was approved in 1998 and graduated its first AuD class in 2002. The purpose of this article is to describe the Gallaudet AuD program, the process of converting from a master's program to an AuD program, the impact of converting the program, and current challenges. It is hoped that this description will be useful to those who are currently developing AuD programs.
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Bhattarai, Ganesh. "Organizational Justices and Employees' Demography: Empirical Evidence form Nepalese Employees." Researcher: A Research Journal of Culture and Society 4, no. 2 (December 31, 2020): 59–76. http://dx.doi.org/10.3126/researcher.v4i2.34625.
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In the context of controversial empirical evidences regarding the effect of demographic variables on organizational justices, this study was carried out to measure the (a) employees' perceived organizational justice within the different demographic groups, and (b) the impact of demographic aspects (i.e., sex, tenure, and education) on organizational justices. Five hundred forty-six employees working in Nepalese commercial banks were taken as the sample. Perceptual cross-sectional data were analyzed quantitatively using both descriptive and inferential statistics. This study revealed that the average level of perceived justices was more than fifty percentages on five-point Likert-type scales, indicating they did not feel injustice. Females than males, temporary than permanent, and master's degree holders than bachelor's degree holders perceive less distributive justice. Likewise, female than male, permanent than temporary, master's degree holders than higher or lesser degree holders perceive less procedural justice. Similarly, regarding interactive justice, male than female, temporary than permanent, and master's degree holders than bachelor's degree holders feel comparatively less honesty, courtesy, respect, and politeness in their working relationship. Some empirical and theoretical implications are suggested.
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Забелина, Светлана Борисовна. "Forms of Interaction Between Participants of the Educational Process at the Master's Degree." Russian Digital Libraries Journal 22, no. 6 (December 15, 2019): 572–77. http://dx.doi.org/10.26907/1562-5419-2019-22-6-572-577.
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In the article describes the principles of creating an educational space at the master's level that meets new meanings in education, and offers effective forms of interaction of participants in the educational process, corresponding to the selected principles.
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Khlystun, Elena, Hryhorchuk Taras, Oleksandr Darovanets, Kateryna Darovanets, and Vasyl Mishkoi. "Problems of forming managerial competence in master's degree program in “socio-cultural management”." LAPLAGE EM REVISTA 7, no. 3D (October 13, 2021): 378–95. http://dx.doi.org/10.24115/s2446-6220202173d1729p.378-395.
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The aim of the study is to reveal the content of the structural components of managerial competence, determine the influence of certain pedagogical conditions on its formation among students during the training in the master's program in “socio-cultural management”, and experimental verification and quantitative analysis of these conditions. The object of the study is the process of personal-professional formation of master's students of the faculties of humanitarian management. The positive influence of high motivation on the level of managerial competence has been proved. It has been revealed that the value-motivational component has the least dependence on the duration of training. The article offers effective conditions of forming managerial competence, which have been tested experimentally and confirmed the possibility of their introduction into practice.
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Yezhova, Olha, Oleksandr Brizhatyi, Svitlana Korol, Dmytro Voropaiev, Olha Sytnyk, and Iryna Brizhata. "European experience of physical therapists training: Introduction of new master degree programs in Ukraine." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(136) (May 22, 2021): 53–57. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).12.
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Improving the quality of education and training of future physical therapists in Ukraine is possible provided that the experience of the best European educational programs is taken into account. During 2018-2021, Ukraine is implementing the EU Erasmus + Program in the direction of KA2 ‒ "Cooperation for innovation and exchange of best practices ‒ Development of higher education potential" project "Innovative rehabilitation education in Ukraine: Introduction of new master degree programs in Ukraine (REHAB)". Among the participating partners are four representatives of higher education institutions of Ukraine and Europe.
The main goals of the project are: to increase the professional potential of teachers of domestic universities; creation of new resources for teaching, learning, assessment; creation of a special educational infrastructure necessary for the implementation of new master's programs in physical therapy.
At the first stage of the project implementation, own educational programs in physical therapy were analyzed and a comparative description with similar European educational programs was made. In the second and third stages of the project, an innovative educational environment was developed and created for the training of future physical therapists. Particular attention is paid to practice-oriented training of future physical therapists. Methodological support for conducting an objective structured clinical examination has been developed.
The results of this project at Sumy State University are: analysis and updating of the educational-professional program "Physical therapy" of the first (bachelor's) level of higher education; development of the project of the educational-scientific program "Physical therapy" of the second (master's) level of higher education; development of educational and methodological support of educational components of bachelor's and master's educational programs in physical therapy; development of three electronic courses for the educational-scientific program of the second (master's) level "Physical therapy"; development of methodological support for conducting an objective structured clinical examination in the specialty 227. "Physical Therapy, Occupational Therapy"; creation of four rehabilitation educational and scientific laboratories and organization of the educational process on their basis; increasing the professional competence of all teachers of the Department of Physical Therapy, Occupational Therapy and Sports Medicine of SSU; participation of students in academic mobility activities, various forms of non-formal education within the project.
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Kozhemyakin, Vyacheslav V., and Taisiya A. Stolypina. "Advantages of a Specialty over a two-level Bachelor’s — Master’s degree model in Engineering education." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2022): 20–25. http://dx.doi.org/10.20339/am.08-22.020.
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The problems arising during the training of engineering personnel according to the two-level Bologna system are analyzed. Contradictions are revealed between the discrete nature of the formation of project and research-oriented competencies and the essence of engineering activity. The ways of overcoming this contradiction by combining bachelor’s and master's degrees into a single specialty program are proposed. It is concluded that within the framework of the specialty, it is possible to improve the quality of education without significant material costs, due to the methodology of the formation of curricula.
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Quirk, Kathleen, and Marsha Jenakovich. "Anthropologists Practicing with Masters' Degrees: Introduction." Practicing Anthropology 19, no. 2 (April 1, 1997): 2–6. http://dx.doi.org/10.17730/praa.19.2.j58h234288409522.
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This issue is an attempt to help identify and define masters-level practitioners in anthropology and to provide a forum for discussion and reflection for those trained in M.A. or M.A.A. programs. (Hereafter referred to as "masters professionals" or "masters practitioners"). The authors assembled here have agreed to help define who they are, what they are doing, and where the path of anthropological practitioner has taken them, with a focus exclusively on their experience as a masters-level practitioner. Masters professionals are a relatively unique and recent phenomena, the result of the vision of those senior anthropologists who created programs in applied anthropology in the 1970s and 1980s designed to produce professional practicing anthropologists with masters' degrees. By and large this effort has been successful, judging from numbers which show masters graduates often triple those of Ph.D.'s in anthropology (A.A.A. Guide to Departments, 1996). These numbers are not indicative of anything relevant to the discipline or profession, but serve to raise a question in our minds about what all these anthropologists are doing. Further, these data do not reflect the reality of practitioners' experience, the formation of practitioner identity, the context of training, the level of participation, and the contributions of masters professionals to the discipline. The master's degree is an indirect success especially in anthropology, where the standard often assumes acquisition of the Ph.D. This issue of Practicing Anthropology is aimed at helping to direct and clarify the above-mentioned issues, and make an effort to connect masters professionals in anthropology, as well as to uncover new directions for all practitioners by profiling this constituency. We hope that together these articles will start a dialogue among all practitioners as to the necessity, practice, usefulness, and marketability of this professional discipline, and the role of the masters professional within it.
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TUNSKA, Marija-Bogena, Zinoviya SHPYRKA, and Larysa KOVALCHUK. "FORMING A HEALTH CULTURE OF MASTER'S DEGREE STUDENTS WHILE STUDYING CHEMICAL DISCIPLINES." Proceedings of the Shevchenko Scientific Society. Series Сhemical Sciences 2022, no. 70 (September 30, 2022): 188–99. http://dx.doi.org/10.37827/ntsh.chem.2022.70.188.
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The issue of forming the health culture of master's degree students of the Faculty of Chemistry during the study of chemical disciplines is considered. The main reasons for studying the formation of students’ health culture as a pedagogical problem are outlined. Theoretical and methodological aspects of forming the foundations of students’ health culture in higher education institutions are analyzed. Criteria, basic principles and conditions of formation of bases of culture of health of students, ways of their realization in educational process are proved. The study defines the culture of students’ health as a component of general and professional culture, which includes values of health, knowledge of one's own body, skillful and rational use of its capabilities, environmental awareness, demonstrates student readiness for a healthy lifestyle, desire for self-knowledge. self-preservation, development and self-improvement, successful self-realization in personal life and professional activity, etc. The formation of a culture of students’ health as nurturing in student youth such personal and professional qualities that contribute to maintaining and strengthening health through the achievement of sustainable ideas about health as the highest value, increase motivation to lead a healthy lifestyle, increase responsibility for their health and the health of others, encourage the constant growth of professional competence by updating health-preserving knowledge. The results of experimental research are given. An anonymous survey was conducted among master’s degree students of the Faculty of Chemistry (39 people), its results were analyzed and summarized. The survey showed that 100 % of respondents understand the importance of maintaining their own health. In particular, 48.7 % of respondents follow the rules of nutrition, 46.2 % properly organize training and recreation, 43.6 % of students regularly play sports and follow a daily routine. At the same time, 20.5 % of students do nothing to maintain their health. Students' self-assessment of the level of formation of their health culture showed a significant increase in this indicator during studies at the Faculty of Chemistry (manifestation of sufficient and high levels in students of I and II–IV courses, master's degree was 48.7 %; 74.3 %; 82.1 %).
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Melnik, Alla, Katerina Ribakova, and Tetiana Tron. "Professional entrance exam in English curriculum: for Kyiv National Linguistic University applicants. Specialty: 014 secondary education Specialization: 014.021 the English language and literature Educational and professional curriculum: teaching Europ." Scientific and methodological journal "Foreign Languages", no. 3-4 (December 30, 2022): 58–65. http://dx.doi.org/10.32589/1817-8510.2022.3-4.269681.
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Professional exam in English for applicants to study in the specialty 014 Secondary education, specialization 014.021 English language and literature, educational and professional program Teaching European languages on the basis of combined technologies (English and another Western European language) (hereinafter referred to as the Professional Exam) is a form of entrance examination for admission on the basis of the obtained bachelor's degree, which provides for the verification of scientific, theoretical and practical training of applicants for admission to Kyiv National Linguistic University for the second (master's) level of higher education.The professional exam aims to determine the level of knowledge and skills of applicants in the main aspects of the practical English language course, a number of theoretical disciplines of the linguistic cycle, as well as their level of proficiency in written language of different functional styles, which determines their readiness to obtain a master's degree.
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Ostrowski, Jennifer Lynn, and Cheree M. Iadevaia. "Characteristics and Program Decisions of Master's-Level Professional Athletic Training Students." Athletic Training Education Journal 9, no. 1 (May 1, 2014): 36–42. http://dx.doi.org/10.4085/090136.
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Context The number of master's-level professional athletic training programs (MLPATPs) has grown by over 400% in the past 10 years; however, little is known about the characteristics of the students who enroll in these programs or why they select this route to certification. Objective To describe, by exploring the characteristics of MLPATP students, the profile of students who enroll in MLPATPs, and to aid in recruitment of students by developing a greater understanding of why students select the MLPATP route to athletic training certification. Design Cross-sectional design involving online survey research. MLPATP directors were asked to forward the survey link to students enrolled in their programs. Participants Seventy-nine students enrolled in MLPATPs accredited by the Commission on Accreditation of Athletic Training (CAATE). Data Collection and Analysis Survey data were collected by Formstack.com. Open-ended questions were categorized based on common themes and then coded. Descriptive statistics and nonparametric correlations were calculated. Results MLPATP students were, on average, 24.7 years old; 68% were women, 85% were Caucasian. Forty-two percent earned their bachelor's degree in exercise/sports science. Nearly 80% of students decided they wanted to be an athletic trainer either prior to or during their undergraduate studies, and students enrolled in their MLPATP an average of 1.2 years after completing their bachelor's degree. The geographical area and an institution's reputation were the primary contributing factors in choosing an MLPATP. Following graduation, 93.5% plan to seek employment using their certified athletic trainer credential. Conclusions Understanding the characteristics of MLPATP students can help in the recruitment of students for MLPATPs as well as develop a greater understanding of the needs of these students. Additional lines of research would contribute to discussions regarding the future of athletic training education.
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Ortega Torres, Enric. "Training of future STEAM teachers: Comparison between primary degree students and secondary master's degree students." Journal of Technology and Science Education 12, no. 2 (July 7, 2022): 484. http://dx.doi.org/10.3926/jotse.1319.
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In recent years, the presence of the acronym STEAM has been growing in the educational field. All around the world we are faced with a growing demand for professional STEM skills, however, who has the responsibility to train future STEAM teachers? In this article, we explain the results of an investigation with university students pursuing a degree in primary education and Master’s degree students in secondary education, with technology speciality, participating in a seminar about STEAM projects design in two consecutive academic calendar years (18/19 and 19/20). We analyse the responses to a questionnaire which was specifically designed to discover their knowledge about STEAM and the predisposition towards its extended study with a set of semi-structured interviews to delve into the causes of the responses. Previous knowledge about the meaning of STEM and the predisposition of pre-service teachers towards the future design of projects based on the STEAM disciplines are compared. The results show significant differences between the previous knowledge and the perceptions of the teachers from both specializations: primary and secondary level. The results also confirm the low levels of prior knowledge with a slight tendency towards improvement when two consecutive courses are compared. The findings emphasize the need to integrate STEAM teacher training into official curricula.
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Rudneva, Tatyana I. "Means of developing the methodological culture of master degree students." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 43–50. http://dx.doi.org/10.20323/1813-145x-2022-2-125-43-50.
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Due to a number of objective reasons (the aging of pedagogical personnel, a request for a new type of lecturer), pedagogical education becomes in demand, the continuity of which is due to the specifics and peculiarities of pedagogical activity. The quality of training for the educational environment is determined by the ability to integrate pedagogical and scientific activities, which is proved by researchers. The nature of professional tasks in any sphere of activity in modern conditions is distinguished by abundance of situations of uncertainty, which requires a special culture of thinking. The article proves, on the basis of the difference between pedagogical activity and scientific activity, the need for master degree students to form the «psychology and pedagogics of professional education» course of methodological culture as a special form of pedagogical consciousness. For gaining an insight into the essence of theoretical pedagogical knowledge, it is necessary to take a certain methodological side, having mastered the scientific methods of understanding pedagogical processes. In the course of masters' methodological culture formation, the importance of the theoretical and methodological base is understood, on the basis of which a comprehensive analysis of the problem is carried out, conceptual ideas are substantiated, educational technologies are found and methodological recommendations are given. The article draws attention to the definition of pedagogical research logic and the level of its methodology adequately to the pedagogical science methodology which serves as a theoretical justification for pedagogical activity. Attention is drawn to the fact that a high level of a lecturer's professional readiness is determined by the availability of methodological literacy which contributes to obtaining reliable new scientific knowledge about pedagogical processes, mechanisms and content. The experience of their scientific preparation is presented, the understanding of which made it possible to develop the concept of the formation of a methodological culture, the dominant of which is the «Methodology and methods of organizing scientific research» discipline. Each of the four stages of the organization is represented by algorithms of methodological characteristics that as a whole determine the logic of scientific search. In accordance with this concept, lecturer-researchers are trained at the level of master's and postgraduate studies at Samara National Research University.
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Conneeley, Anne Louise. "Study at Master's Level: A Qualitative Study Exploring the Experience of Students." British Journal of Occupational Therapy 68, no. 3 (March 2005): 104–9. http://dx.doi.org/10.1177/030802260506800302.
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The aim of this qualitative study was to explore the experience of students engaged in Master's level study. Six students who had completed the taught component of their degree programme before embarking on their dissertation took part in a focus group. The themes that emerged included the costs involved, perceived benefits, impact on practice and course-specific comments. The costs were seen in terms of stress related to course work and a lack of support. The perceived benefits included an increase in personal and professional confidence and growth, the development of critical and analytical skills, more career options and enthusiasm for practice. The impact on practice involved changes in relationships within the workplace, expectations of others and workload responsibilities. The findings could enable future students to make an informed choice in their decision to embark on study at Master's level and could further inform managers of services and educators involved in programme development and delivery.
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Freidenberg, Judith, and Erve Chambers. "Pedagogical Reflections on Practitioner Training Programs." Practicing Anthropology 22, no. 3 (July 1, 2000): 2–5. http://dx.doi.org/10.17730/praa.22.3.h368466302556474.
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The advent of career-oriented applied anthropology programs, devoted at least in part to preparing students for employment outside academia, is still a relatively recent development. It was not until the eighties that practitioners training programs began to be examined and observations shared with peer groups (Hyland and Kirkpatrick 1989; Trotter 1988; Kushner 1994). As we enter the new millennium, these training programs have demonstrated the positive value of a practicum or internship experience (Kushner and Wolfe 1993; Smith, Wolfe and Chambers 1981) for producing academically trained practitioners of applied anthropology. In some respects, the experiences of those programs that have developed at the master's level are of particular interest, simply because the discipline has had so little prior experience regarding masters as a professional level degree.
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Jizreel Pereira da Silva. "Analysis of fixation exercises for a High School class on quantized Space-time via Loop Quantum Gravity." World Journal of Advanced Research and Reviews 15, no. 3 (September 30, 2022): 161–68. http://dx.doi.org/10.30574/wjarr.2022.15.3.0912.
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The work addresses a part of the application with a class of 3rd year of high school, being a master's research project in Physics Teaching of the Federal University of the State of Rio de Janeiro, Brazil, within the program of the Brazilian Society of Physics, through the National Professional Master's degree in Physics Teaching. We treat in an introductory and high school level about the aspect of the quantization of space-time in the approach of Quantum Gravity in Loop and apply a fixation exercise for analysis of the results of the student-researchers.
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Mohan Kumar, P., D. Praveen, G. Praveen, P. Arun Bhupathi, M. Ravi Kanth, and KS Uloopi. "Awareness, Knowledge, Attitude and Empathy Levels of Dental Postgraduates Towards Their Patients During Practice and Research—A Questionnaire Based Survey." Journal of Patient Experience 8 (January 2021): 237437352110565. http://dx.doi.org/10.1177/23743735211056521.
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Empathy is vital in ensuring the quality of the patient-clinician relationship. Empathy in the health care setting is the ability to understand a patient's experiences and feelings and communicate this understanding for better clinical outcomes in dental treatments. The study aimed to compare levels of empathy in post-graduate dental students across the different years of the master's degree course. Questionnaire forms distributed among post graduate students and awareness, knowledge, attitude, and empathy levels towards their patients were assessed. Responses of all the post-graduate students of all specialties in a dental institute were subjected to statistical analysis to know and compare their empathy towards the patients during their clinical practice and research throughout their three-year master's degree. The mean empathy score was 52.01 (maximum of 100), with a standard deviation of 6.69. The empathy scores decreased slightly from the first to the third year of the master's degree. The participant's age, marital status, place of residence, and specialties of dental post-graduation showed much significant difference in empathy levels. The study found slight significant gender differences in empathy among the participants. The empathy scores declined gradually very slightly as they were promoted to the next level in the course. The increase in empathy levels found in this study is more significant than those reported in similar studies due to the inclusion of educational and orientation programs at the time of admission into post-graduate studies.
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Tam, Kai Yung (Brian), and Marilyn K. Rousseau. "Recruiting Minority Students into Special Education Doctoral Programs: A Survey of Students' Knowledge of Higher Education." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (May 2000): 1–12. http://dx.doi.org/10.2190/46tr-ldyt-51h6-3b5c.
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To ascertain possible reasons why few minority students apply for admission to doctoral programs in special education, and to determine the extent of their knowledge of higher education, a questionnaire was given to minority students in a master's degree special education program at an urban university. Finances, family responsibilities, intellectual challenge, and self-confidence are among the variables that affect the pursuit of doctoral study for many minority students. Nevertheless, many minority students set their career goals no higher than the master's degree level. They do not understand the culture and mores of academe or the requirements for tenure and promotion, and do not perceive themselves as potential college professors. Based on the results of this study, strategies for recruiting minority students into doctoral programs and for their retention are recommended.
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Hilton, Claudia List. "The Evolving Postbaccalaureate Entry: Analysis of Occupational Therapy Entry-Level Master's Degree in the United States." Occupational Therapy In Health Care 19, no. 3 (January 2005): 51–71. http://dx.doi.org/10.1080/j003v19n03_05.
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Hilton, Claudia List. "The Evolving Postbaccalaureate Entry: Analysis of Occupational Therapy Entry-Level Master's Degree in the United States." Occupational Therapy In Health Care 19, no. 3 (December 12, 2005): 51–71. http://dx.doi.org/10.1300/j003v19n03_05.
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Warren, Stacy C., and Frank M. Pierson. "Comparison of Characteristics and Attitudes of Entry-Level Bachelor's and Master's Degree Students in Physical Therapy." Physical Therapy 74, no. 4 (April 1, 1994): 333–48. http://dx.doi.org/10.1093/ptj/74.4.333.
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Bielikova, N., and O. Tomaschuk. "Contemporary approaches to the professional training of future masters of secondary education in physical culture." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(127) (November 27, 2020): 18–23. http://dx.doi.org/10.31392/npu-nc.series15.2020.7(127).03.
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Currently, special attention should be paid to the issue of humanities masters training, in particular, future physical culture teachers and lecturers, who take an active part in the formation of a healthy lifestyle of student youth. The article grounds contemporary approaches to the professional training of future masters of secondary education in physical culture in the higher education institutions of Ukraine. The normative arrangement of master's status in the system of positions and activities, related to the effective establishment of the interaction of educational services sphere and labour market, remains the most problematic issue today. In the situation of absence of an educational standard for speciality 014 Secondary Education (Physical Culture) by the second (master's) level of higher education, currently, in the domestic educational space, there is a wide range of approaches to understanding the status and specifics of the organization of professional training of physical culture secondary education future masters. The analysis of the informational content of the state educational electronic resource of Unified State Electronic Database on Education (USEDE) allowed determining that 30 Ukrainian higher education institutions including national universities, pedagogical and specialized higher educational establishments carry out the training of such specialists. The process of defining the specifics and status of a master's degree in the training of secondary education physical culture specialists developed by various teams of authors differs by diverse approaches concerning the understanding of its peculiarities. The variety of educational and professional programs of their training is manifested in the content, structure, variable part ensuring, and different approaches to practical training and organization of state certification. The increase of training efficiency of physical culture secondary education masters for pedagogical activity consists in constant updating of the content, the establishment of an expedient ratio of semantic and practical activity components, and use of the newest pedagogical, informational and computer technologies. The realization of scientific support of the educational process will contribute to the formation of future specialists’ pedagogical orientation and interest to the professional and pedagogical knowledge.
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Vlad, Tudor, Lee B. Becker, and Whitney Kazragis. "2010 Annual Survey of Journalism & Mass Communication Enrollments: Enrollments Grow, Reversing Stagnation of Recent Years." Journalism & Mass Communication Educator 66, no. 4 (December 2011): 299–324. http://dx.doi.org/10.1177/107769581106600402.
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Undergraduate enrollments in U.S. journalism and mass communication programs increased by 2.0% in the autumn of 2010, a reverse in a two-year slowdown, but perhaps temporary. Graduate level enrollments increased 6.3% in doctoral programs and a dramatic 13.4% in master's programs. JMC programs sent a record number of bachelor's, master's, and doctoral degree recipients into the job market. Enrollment in the journalism specialization declined again, but it remains the largest in the field with about a quarter of students. Undergraduate enrollment of racial/ethnic minorities hit a new high point of 36.3%. Nine in ten of program administrators said they are dealing with big challenges, most commonly budgets/financing.
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Souza, Cláudio José de, and Zenith Rosa Silvino. "The production of the professional master's degree in nursing of the Federal University of Santa Catarina, 2013-2016." Revista Brasileira de Enfermagem 71, suppl 6 (2018): 2751–57. http://dx.doi.org/10.1590/0034-7167-2018-0153.
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ABSTRACT Objective: To summarize the production of the Professional Master's Program in Nursing Care Management of the Federal University of Santa Catarina, between 2013 and 2016. Method: electronic documental research. After data collection, we analyzed the numbers of defenses in relation to what was predicted by the respective public notices; as well as sex, training time and professional area of the authors; scenario, context and research line; general objective, analysis support model, methodological approach, instruments/techniques of data collection, and technique of analysis; and, finally, technological productions. Results: 57 dissertations were found and subjected to analysis. The highest number of defenses took place in 2016, in the public scenario, in a care context, with a qualitative approach and having assistance protocols as a final product. Conclusion: Although the country has weaknesses in its educational system, results of the post-graduate level stand out through the technological productions of professional master's studies in nursing.
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Aguayo-Arrabal, Natividad, and María-Elena Gómez-Parra. "Open to Better? Teachers’ Perceptions of Curriculum Integration in the Erasmus Mundus PETaL Master’s Degree." Journal of New Approaches in Educational Research 11, no. 2 (July 15, 2022): 186. http://dx.doi.org/10.7821/naer.2022.7.826.
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Erasmus Mundus Joint Master’s Degrees (EMJMD) offer a unique opportunity to jointly design and deliver an integrated curriculum of excellence in an international context. This study analyses the case of a Master's Degree specialised in Education: PETaL “Play, Education, Toys and Languagesˮ. This is the first EMJMD obtained by the University of Cordoba (Spain) within the framework of the Erasmus+ Program (2014-2020), in coordination with the Polytechnic Institute of Lisbon (Portugal) and Marmara University (Turkey). Through the design, validation and distribution of an online questionnaire, this research aims to examine teachers’ opinions on the place of integration in their teaching, as well as on the level of interdisciplinarity in the programme based on Harden’s model ($). This pioneering course represents a favourable context in which to evaluate the “jointnessˮ in the curriculum and other aspects of the teaching-learning process, little explored so far in this context. The results reveal that, foreseeably, the conditions for greater integration in the successive editions are in place. Thus, it is necessary to continue strengthening teaching coordination and the aspects leading to further curricular integration. The study also serves as a reflection on teaching practice and the possibilities for interdisciplinarity in postgraduate education.
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Solomakha, S. "CURRENT STATE OF ORGANIZATION AND CONDUCT OF PROFESSIONAL PRACTICES AT THE MASTER'S LEVEL IN INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 24 (December 26, 2021): 164–73. http://dx.doi.org/10.33989/2226-4051.2021.24.255919.
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The article reveals the specifics of practical training of masters in Ukrainian universities. The author analyzes the current state of the willingness of teachers of higher pedagogical educational institutions to organize and conduct professional-pedagogical practices within the master's degree. The ascertaining experiment description is given under the plan of its implementation. It provides the sequence, interrelation, and interdependence of two stages of research (diagnostic and prognostic), each solving particular tasks and using appropriate methods and techniques.
In the course of the study, we have found that the effective formation of professionally significant skills of undergraduates during their professional practice largely depends on the motivational and value attitude to the specialty, the dynamics of interest in the specialty after studying various psychological and pedagogical courses, and special disciplines of the professional profile, as well as interdisciplinary pedagogical practices, among which the master's professional practice is the final stage of preparing students for professional activities that significantly affect the formation of professional competence of future teachers.
The results of the ascertaining stage of the study enable to identify the necessary condition for improving the effectiveness of masters' practical training, including the creation of high-quality educational and methodological support, updating its content, expanding the forms, methods, techniques of teaching that are adequate to certain content of preparation for professional-pedagogical activity. The following forms and methods apply problem lectures, problem seminars, thematic discussions, heuristic conversations, case studies, scientific intelligence, training, workshops, pedagogical workshops, the system of creative tasks, round tables, methods of developing analytical thinking, applying scientific analysis in dynamics; mastering practical skills of working with information (isolating, structuring, ranking by the significance of the problems under study); methods of dialogue communication (facilitated discussion) for mutual understanding, interaction, joint solution of common but significant for each participant problems. These methods will allow students to effectively master the system of creative organization of pedagogical action and select tools that will guarantee optimal and effective solutions to pedagogical tasks in future teaching activities.
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Jiang, Biyou, and Xiaochu Wang. "Research on the Training Approach and Practical Ability of Master of Civil Engineering and Water Conservancy in China." Journal of Education and Educational Research 1, no. 2 (December 18, 2022): 112–15. http://dx.doi.org/10.54097/jeer.v1i2.3675.
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Chinese colleges and universities cultivate masters in civil engineering and water conservancy to meet the needs of the social construction industry for high-quality talents. Therefore, this paper expounds the current problems faced by colleges and universities in cultivating civil and water conservancy masters: weak independent learning ability of students, lack of improvement in the cultivation system of colleges and universities, weak teaching staff in colleges and universities, and single assessment methods for students, and then analyzes the lack of practical ability of civil and water conservancy masters. The factors are influenced by external factors and internal factors. Finally, the measures to improve the training methods and practical ability of civil and water conservancy masters include: strengthening the systematic practical ability training of colleges and universities, deepening school-enterprise training cooperation, and increasing the introduction of high-quality talents. Construct a multi-level training system and form cooperative teaching among different universities. In order to provide a reference for the cultivation of the practical ability of the master's degree in civil engineering and water conservancy in colleges and universities.
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Selby, Maija L., Roberta Riportella-Muller, Marla E. Salmon, Claudine Legault, and Dana Quade. "Master's degree-level community health nursing educational needs: A national survey of leaders in service and education." Journal of Professional Nursing 7, no. 2 (March 1991): 88–98. http://dx.doi.org/10.1016/8755-7223(91)90092-y.
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Bowman, Thomas G., Thomas M. Dodge, and Stephanie M. Mazerolle. "Retention Initiatives Used by Professional Master's Athletic Training Program Directors." Athletic Training Education Journal 10, no. 3 (July 1, 2015): 205–11. http://dx.doi.org/10.4085/1003205.
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Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.
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Billiot, Mary Jo, Sid Glandon, and Randy McFerrin. "Factors Affecting the Supply of Accounting Graduates." Issues in Accounting Education 19, no. 4 (November 1, 2004): 443–67. http://dx.doi.org/10.2308/iace.2004.19.4.443.
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We use a cobweb model to construct a labor market model that can be used to analyze the impacts of changing labor market conditions on the market for new accounting graduates. These conditions are partitioned into macroeconomic and academic-specific changes. We find that 73.2 percent of the decline in the number of accounting baccalaureate degrees since 1990 can be explained by such factors as the decline in the relative salaries of entry-level accountants, the decline in academic preparedness of incoming freshmen, implementation of the 150-hour requirement, and increases in freshmen enrollments. Furthermore, we explain 60.1 percent of the observed increase in master's level accounting degrees. This increase can be attributed to a rise in the salary premium associated with earning a master ‘s degree and implementation of the 150-hour requirement.
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Kislyakov, Pavel A., Elena A. Shmeleva, Vasily N. Feofanov, Yekaterina I. Dubrovinskaya, Natalia P. Konstantinova, and Marinela I. Grudeva. "Designing a Master's program in speech therapy education in the context of interaction with stakeholders." Perspectives of Science and Education 54, no. 6 (December 31, 2021): 155–71. http://dx.doi.org/10.32744/pse.2021.6.11.
Full textAbstract:
Introduction. The relevance of the study is due to the need to match the requirements of stakeholders to the level of preparedness of a graduate of a master's degree. The purpose of the research. The research is aimed at the development and scientific substantiation of the master's degree program in the field of speech therapy support for persons with communication disorders of various categories in terms of interaction with stakeholders. Methodology and research methods. The Master's program is based on the principles and provisions of practice-oriented and competence-based approaches that ensure the formation of students ' professional competencies and practical skills in solving real professional problems, both in practical classes and during industrial practice on the basis of stakeholders. The research used methods of design, content analysis, questionnaires, mathematical statistics (descriptive statistics, factor analysis). The results. The mechanism of designing the master's degree program is based on the inclusion of stakeholders in the process of forming professional competencies of graduates, the development of its structure, content and areas of implementation (educational process, scientific work, practice, final qualification work, career guidance). The conducted research with the participation of stakeholders (56 people: speech therapists, speech pathologists, psychologists, rehabilitologists, managers) allowed us to determine the four-factor structure of knowledge, skills and labor actions (professional competencies) necessary for a speech therapist when working with people with communication disorders of various categories: ability to plan and implement the content of correctional and developmental classes (percentage of dispersion – 29.4); the ability to design an adapted basic general education program and a special individual development program (percentage of dispersion – 24.5); the ability to implement speech therapy support in the rehabilitation work system (percentage of dispersion – 18.9); the ability to plan and conduct applied scientific research in education, including the diagnosis of persons with communication disorders of various categories (percentage of dispersion – 7.8). Practical significance. The results obtained can be used by the heads of universities focused on the development of interaction with stakeholders, can help to encourage the introduction of practices and strategies that take into account the influence of stakeholders in the development of management decisions and the organization of effective training of teachers in the master's program. They may be of interest to speech therapists-practitioners, scientific supervisors of master's programs.