Relevant bibliographies by topics / Degree Name: Master of Education

Academic literature on the topic 'Degree Name: Master of Education'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Degree Name: Master of Education"

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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Viznyuk, Inessa, and Anna Polishchuk. "English Features of students’ training for master’s degree in education." Організаційна психологія Економічна психологія 1, no. 22 (March 31, 2021): 27–32. http://dx.doi.org/10.31108/2.2021.1.22.3.

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Introduction. Today, in the conditions of lockdown when staff have to work remotely, the problem of staff's information and communication competence has gained special importance. Aim: to determine the features of future translators' training at the classical university. Results. The article deals with the development and verification of the author's program for the formation of information and communication competence of Master's students in the field of education at the Vinnytsia State Pedagogical University named after Mykhailo Kotsubynsky. The author analyzes the features and methods of studying information and communication competence of students of Master's program in education, the levels of the research component of their information and communication competence, and different definitions of cloud technologies, as well as proposes various tasks to study students' information and communication competence. The article presents the author's training program for the formation of information and communication competence of students of Master's program in education and compares the indicators of students' information and communication competence before and after the training program. Conclusion. The author's training program for the formation of information and communicative competence of Master' students in education has been proved to be effective: the high and sufficient levels of the research component of Master's students' information and communicative competence have grown statistically significantly.

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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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Шарая, О., O. Sharaya, Н. Водолазская, N. Vodolazskaya, А. Пастухов, A. Pastukhov, С. Стребков, Sergey Strebkov, И. Бережная, and I. Berezhnaya. "Practical Component of Technical Education — the Basis of Formation of the Agroengineer." Standards and Monitoring in Education 6, no. 5 (October 24, 2018): 41–46. http://dx.doi.org/10.12737/article_5bb61454579c54.94910303.

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The higher school of agrarian education in Russia represents the uniform system including — three levels of the higher education: bachelor degree and/or specialist programme; magistracy; training of the top skills. The university realizes educational programs of the higher education of all levels for a wide range of specialties. It carries out basic and applied scientifi c research in a wide range of sciences. Tendencies and the prospects of development of the highest education in Russia consist in strengthening of practical orientation of education, introduction in educational programs of practical disciplines, involvement of experts teachers. Relevant requirements of modern employers are the cornerstone of training programs. Master classes and seminars with participation of heads of large agrarian and machine-building enterprises, businessmen, managers and representatives of farms are held. Improvement of quality of educational services is reached by application in educational process of multimedia technologies, the systems of visualization, universal introduction of technologies of distance and electronic learning. For this purpose it is necessary to increase the mobility of teachers and students and a possibility of access to modern agrarian technologies both on internal, and at the external levels, by professional development in holdings and the companies of an agricultural profi le and foreign training. This work raises the questions of practical use of the theoretical knowledge and practical skills and abilities forming competences of the provided federal state educational standards on the example of trainings and master classes in all-technical disciplines. The gained knowledge and the created competences will be a basis of professional mobility and readiness of future young specialists for the effective solution of the tasks and problems arising in the sphere of their production activity. Thus, researches of practical orientation of education of agroengineers on the example of Belgorod State Agricultural University named after V.Ya. Gorin is a relevant task.

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Rath, Badal B. "Maruti Ertiga launch in India by new category creation." Emerald Emerging Markets Case Studies 3, no. 6 (November 14, 2013): 1–8. http://dx.doi.org/10.1108/eemcs-08-2012-0147.

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Subject area Marketing. Sub subjects: customer segmentation, targeting, positioning and new product launch strategies. Study level/applicability This case can be taught at degree and master level management programmes including distance education mode in business schools having marketing management as one of the subjects. Case overview Maruti Suzuki a leading global Japanese car manufacturer recently launched a new multi utility passenger car with the brand name Ertiga. Ertiga was launched by Maruti Suzuki as life utility vehicle (LUV) using lifestyle categorization instead of using car categorization to position Ertiga using LUV theme. This new category created called LUV is in car categorization between high end hatchbacks and multi utility vehicles/sedans. This case highlights how Maruti Suzuki through effective market research was able to identify a new category and also create and offer a car to the Indian market. This case covers some of the innovative promotional strategies like in film promotions and brand placements which was used to promote Ertiga in India. Expected learning outcomes The case is designed to enable students to understand the concept of segmentation, targeting, and positioning about the various products launch strategies companies adopt in the emerging markets. Also this case covers the marketing mix concepts and how it was adopted during the Ertiga launch in India. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email: support@emeraldinsight.com to request teaching notes.

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Koçak, Funda, and Oğuz Özbek. "Views of postgraduate students regarding research ethics in Turkey." Journal of Human Sciences 13, no. 2 (August 22, 2016): 3560. http://dx.doi.org/10.14687/jhs.v13i2.3780.

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This research aimed to examine the level of knowledge of master and doctorate students regarding scientific research ethics and the frequency of scientific deception identification in scientific publications. The research was conducted using descriptive methods. The group under examination consisted of 112 randomly chosen students who pursued their postgraduate degree in physical education and sports fields. The validity and reliability were determined in the framework of this study. Item total correlation and factor analyses were conducted for the construct validity of the assessment tool. The Alpha Coefficient, which was calculated for the scale reliability as .96, indicated the scale is valid and reliable. The Shapiro-Wilks test was also conducted to determine whether the data were normally distributed. Because the data did not exhibit a normal distribution, a non-parametric Mann-Whitney U test was utilised. “Writing more than one article using the same data”, “citing without providing a reference”, “reporting findings that are only consistent with expectations”, “publishing someone else’s ideas without providing references as if they are one’s own”, “presenting the same research in more than one conference or symposium”, and “publishing the same research in more than one journal” are the most non-ethical behaviours perceived in scientific research. All of the participants indicated that “presenting falsified findings of research and publishing someone else’s research with own name” represent non-ethical behaviours. According to the research results, “citing without providing a reference” and “writing more than one article using the same data” were the most unethical behaviours identified in scientific studies.

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Aji, Arif Sabta, Yusrawati Yusrawati, Safarina G. Malik, and Nur Indrawaty Lipoeto. "Pre-Pregnancy Maternal Nutritional Status and Physical Activity Levels During Pregnancy Associated with Birth Size Outcomes in Minangkabau Women, Indonesia." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 931. http://dx.doi.org/10.1093/cdn/nzaa054_003.

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Abstract Objectives To analyse the association between maternal physical activity status and birth size outcomes and whether other determinants of confounding variable such as pre-pregnancy BMI (PP BMI) and gestational weight gain (GWG) during pregnancy affect birth size outcomes. Methods A prospective birth cohort study. Subject's PAL was measured at the first trimester (T1) and third trimester (T3) during pregnancy. Birth size outcomes were measured immediately after birth. Results The analyses included 183 mother and infant pairs with a mean newborn birth weight of 3211.75 ± 434.70 g. Pregnant women at T3 had two times lower physical activity than T1 of pregnancy (OR, 2.18; CI, 1.044–4.57; P = 0.045). Maternal PAL at T1 and T3 were in sedentary level (74.30% and 77%, respectively). There was no association between PP BMI and physical activity level during pregnancy. We found no significant association between PAL during pregnancy and birth size outcomes (P > 0.05 for all comparisons). However, we had a significant association with birth weight after our confounder adjustment (P = 0.032). There was a significant interaction between maternal PAL and PP BMI on birth weight and head circumference (Pinteraction < 0.05). Conclusions Our study provides evidence that neither maternal physical activity status nor pre-pregnancy BMI in the prenatal period are associated with birth size outcomes (birthweight, birth length, and head circumference). Funding Sources This research was supported by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia (Menristekdikti) with project name The Research of Master Program Leading to Doctoral Degree for Excellent Students (PMDSU Batch-2) in the year of 2018 (Grant No: 050/SP2HL/LT/DRPM/2018) and Indonesian Danone Institute Foundation (Grant No: 007/ROG-D/IDIF/X2016). The views expressed herein are those of the individual authors and do not necessarily reflect those of Indonesia's Danone Institute Foundation (IDIF).

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Dementieva, T. "Artistry as a necessary component of a teacher's pedagogical professionalism." New Collegium 3, no. 108 (September 2, 2022): 66–69. http://dx.doi.org/10.30837/nc.2022.3.66.

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The article considers the essence of the concept of "pedagogical artistry" as an important component of a teacher's pedagogical skill. That is why the training of pedagogical personnel is so important, as a result of which they must master a high level of professional competence, methodological thinking, general and professional culture, professionally significant personality qualities, and a creative approach to teaching and education. Integrating, these qualities form the teacher's pedagogical skill, which ensures a high level of his professional and pedagogical activity on a reflective basis. The fulfillment of this historic mission in the training of pedagogical personnel, so that students mastered the special art of teaching and educating others and self-learning throughout life, was directed by an outstanding scientist, a well-known specialist in the field of new pedagogical technologies of learning and education, economic theory, philosophy of education, the rector of the Kharkiv National Pedagogical University named after G. S. Skovorody from 1980 to 2020 Ivan Fedorovich Prokopenko. He believed that every teacher should possess a set of personal qualities that ensure a high level of self-organization of a teacher's professional activity. Among these qualities, artistry occupies a special place as one of the important professional components. Summarizing the views of the authors on the definition of this phenomenon, it was concluded that the teacher's pedagogical artistry is a high level of pedagogical activity, which is manifested in the teacher's ability to vividly, emotionally, uniquely convey the educational material, using all his experience, competence and pedagogical technologies. The professional activity of a teacher should include not only friendly communication, harmony of mind and feelings, but also pedagogical mastery at the level of art, which is ensured by a high degree of development of professionally necessary qualities, abilities, skills and, in particular, pedagogical artistry. Therefore, the formation of pedagogical artistry is one of the tasks of training. The result of artistic teaching is the formation of students' motivational and valuable attitude to the content of education. Emotional perception of the material contributes to maintaining sustained attention and interest, deepening the motives of educational cognition, in response to the desire to open up.

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Nikitin, Andrii. "ART PROSPECTION OF YURI RUBASHOV." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 28 (December 15, 2019): 124–29. http://dx.doi.org/10.33838/naoma.28.2019.124-129.

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Rubashov — Honored Artist of Ukraine, Member of the National Union of Artists in Ukraine, Associ- ate Professor of the Department of Drawing the National Academy of Fine Arts and Architecture.Yurii Rubashov was born in Kyiv in 1947. After the end of the RCSU with the name of T. Shevchenko in 1965, he joined KSAI and till 1971 he studied in prominent Ukrainian graphists: V. Kasyana, I. Selivanov, V. Chebanyk.The artist turns to historical subjects and initiates graphic cycle, dedicated to the history of Kiev Rus and the activities of the kings who influenced the historical passing of events of that time.First of this thesis topic was a series of lithographs "Yaroslav the Wise" (1971), later — a series of graphic com- positions "Kiev Rus" (1979), a series of colored prints "Prince of Kiev", "Princess Olga, Svyatoslav, Vladimir, and Yaroslav the Wise (1992).The artist shows the greatest creative interest in landscape painting (cycles "On the Spain" (1982), "On the Sweden" (1985), "On the Jordan" (1983), "On the Armenia" (1983), "Roads of the Ukraine" (1996) and still life (Sweden Series, 2012–2013).It can be argued that Yu. Rubashov’s works absorbed the lyrics of landscapes with characteristic features of both southern and northern colors, and his still life is characterized by precise organization, a variety of styl- ized forms, which show confidence in the possession of the material and a balanced sense of compositional harmony. In the process of forming the author’s technique, he chooses the path of innovation and experiment, which in turn causes a peculiar interpretation of different technical means — a combination of materials and technologies of different nature. The artist exploits and applies multicolored pigments, oil pastels, watercolors and acrylic paints and the like, mixing everything with different solvents, which gives the opportunity to original express and crystallize a peculiar, author’s style.Drawing on the foundations of academic education, the artist experiments, seeks creative ideas and success- fully incorporates contemporary artistic problems into new imaginative solutions. This is a valuable example of growing skill and formation creative personality.In 2000 and 2015 he received first-degree diplomas All-Ukrainian Triennial of Graphic Arts, in 2012 — Di- ploma of the third stage of the exhibition-competition named G.Yakutovich.Yu. Rubashov fruitfully combines creative work with teaching. In the process of teaching his students, Yu. Rubashov not only lays the foundations of academic drawing, but also encourages to analyze creative material, to study and master the various drawing techniques and opportunities inherent in them.In the general process of contemporary search for an art, together with the academic pragmatism of the cur- riculum, the teacher, especially in the first courses of the Faculty of Fine Arts and Restoration, draws attention of the students in different artistic trends, teaches analytical and creative perception of natural objects and consciously approach the transformation of three-dimensional forms on a two-dimensional work plane of a paper sheet. These methodological principles meet the needs of modern times.The stylistic language of his works is recognizable and special. Not dwelling on what he has achieved, he im- parts his experience to the students, demonstrating the inexhaustible possibilities of drawing and the technical means of its implementation, including pastels. The high level of his works makes it possible to claim that Yu. Rubashov is a master of pastels and his contribution to the development of Ukrainian art is indisputable.

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Khalifa, Bayan, Osama Dukhan, and Sulaiman Mouselli. "Master degree under crisis." International Journal of Educational Management 32, no. 4 (May 14, 2018): 538–49. http://dx.doi.org/10.1108/ijem-02-2017-0038.

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PurposeThe purpose of this paper is to explore why students decide to enrol in a business postgraduate programme at Damascus University in the current Syrian crisis.Design/methodology/approachExploration of students’ motives was generated in this study using semi-structured interviews. On the basis of saturation sampling, 11 interviews took place in the leading Syrian university providing postgraduate programmes, Damascus University.FindingsThe results from the interviews indicate the existence of six different motives for students to enrol in a postgraduate study: self-motives, professional motives, social motives, academic motives, lack of vision, and delaying military service, which is directly caused by the current war conditions in Syria.Practical implicationsUnderstanding postgraduates’ motives is essential at the national level, the institutional level, and also at the individual level to make better future plans related to opening new programmes or altering admission criteria. Recommendations to higher education policy makers are highlighted in the study.Originality/valueThe majority of previous studies concentrate on students’ motives to pursue postgraduate studies during financial crisis. However, very little is known on why students decide to enrol in a business postgraduate programme in a war context.

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Dissertations / Theses on the topic "Degree Name: Master of Education"

PORTELLA, VANESSA CRISTINA MAXIMO. "TEACHERS WITH A MASTER`S DEGREE: THE CONTRIBUTION OF A MASTER`S DEGREE IN THE CONTINUING EDUCATION OF GRADESCHOOL TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12032@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A presente pesquisa focaliza a formação continuada de professores da Educação Básica a partir do curso de mestrado, no âmbito do desenvolvimento pessoal, profissional e institucional. Procura, assim, investigar a relação entre a Universidade e a Educação Básica pelo mestrado, ou seja, verificar se este nível de formação constitui-se num momento de aproximação entre universidade e escola e em que medida ele responde às expectativas dos professores que o buscam, auxiliando-os no seu desenvolvimento pessoal e profissional e ainda contribuindo para o aperfeiçoamento do estabelecimento de ensino em que atuam. A investigação foi realizada numa instituição pública de Educação Básica, num contexto em que a maioria dos professores-mestres retorna integral ou parcialmente para essa instituição após o mestrado. Nesta pesquisa, de natureza qualitativa, utilizei como instrumento principal entrevistas semi-estruturadas, do tipo depoimento, com professores-mestres e representantes institucionais. Ao analisar os depoimentos, busquei elucidar o que representa esta modalidade de formação para a pessoa do professor, para sua profissão, bem como sua importância para o desenvolvimento institucional, já que quase um terço dos professores da unidade escolar estudada são mestres e há vários outros investindo nessa formação, realidade que não é diferente no contexto institucional mais amplo. Ao tratar da formação continuada, da pesquisa na formação de professores, do seu desenvolvimento e socialização profissionais, da profissão e da profissionalização docentes, tenho como aliados Nóvoa, Lüdke, Dubar, Beillerot, André, Candau e Contreras, entre outros. À luz desses autores, as análises indicam que o mestrado, no contexto estudado, tem representado um investimento importante para a pessoa do professor e para o exercício da profissão docente, pela via da formação para a pesquisa, e de modo especial pela própria pesquisa realizada no mestrado. Além disso, vem se mostrando como um caminho possível e promissor para a reflexão e aperfeiçoamento do trabalho docente e da instituição em que esses professores- mestres exercem o seu ofício.
This research focuses on the continuing education of primary and secondary school teachers by way of a Master`s degree for the sake of personal, professional, and institutional advancement. It seeks, therefore, to investigate the relationship between university and school; to verify whether this level of study indeed brings university and school closer together by meeting the school teacher`s expectations and helping them in their personal and professional development-besides improving the quality of the institution where they serve. The investigation took place at a public school where most teachers return to the same institution-whether working part-time or full-time- after finishing their Master`s degree. In this qualitative research, I used semi-structured, testimonial-type interviews as a main tool. Both primary and secondary school teachers and administrators were interviewed. In analyzing the answers to my guided open-ended questions, I sought to clarify what this kind of degree means to the primary and secondary school teacher and his/her profession, also defining its importance to the school`s improvement. Almost one-third of the primary and secondary school teachers who work at the school branch under study have a Master`s degree, and there are many others pursuing the same kind of post-baccalaureat education-the very same picture we encounter when considering all the branches together. There are many authors who, likewise, seek to investigate the continuing education of primary and secondary school teachers and their social and professional development, such as Nóvoa, Lüdke, Dubar, Beillerot, André, Candau and Contreras, among others. The analysis of this research, incorporating the line of thinking of the aforementioned authors, indicates that a Master`s degree in this kind of context represents an important investment for the primary and secondary school teacher both personally and professionally in his/her teaching experience. It is an important degree because of its focus on research and the depth of the very thesis a teacher must develop in a graduate level. At last, the Master`s degree is a possible and favorable path for reflection, besides enhancing both the faculty endeavors and the institution where they serve.

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Lange, Sheila Edwards. "The master degree : a critical transition in STEM doctoral education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7655.

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Ma, Yun. "The role of consumer knowledge in consumer evaluations of brand extension a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Business, 2005." Full thesis. Abstract, 2005.

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Liu, Yang. "The relationships among extrinsic cues, perceived quality, perceived sacrifice and perceived value a cross national study : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Business, September 2005 /." Full thesis. Abstract, 2005. http://puka2.aut.ac.nz/ait/theses/LiuYang.pdf.

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Risi, Kristin M. Vaidya Sheila R. "The MBA in transition : factors driving curricular change /." [Philadelphia, Pa.] : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/555.

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Raeis, Zadeh Saba. "A marketing strategy for Simon Fraser University's general Master of Business Administration program /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/3440.

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Research Project (M.B.A.) - Simon Fraser University, 2006.
Theses (Faculty of Business Administration) / Simon Fraser University. Senior supervisor : Dr. Jennifer C. Chang. MBA-MKTG Specialist Program.

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Conwell, Roger Kent. "Perceptions of selected vocational educators concerning the degree of achievement of the master plan for vocational education in the state of Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332514/.

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The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.

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Slantcheva, Snejana Ivanova. "The introduction of the bachelor -master -doctor degree system in Bulgarian universities: A case study." 2000. https://scholarworks.umass.edu/dissertations/AAI9978555.

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The on-going higher education reform movements in Central and Eastern Europe have been seriously challenged by the numerous difficulties in the period of political, economic, and social transition in these countries. The reform of higher education in Bulgaria involved a radical restructuring of the degree system. The 1995 Law on Higher Education mandated the implementation of a policy for the introduction of the bachelor-master-doctor structure. The new degrees were to replace the traditional mono-phased system of higher education. The policy's main objective was to facilitate the effective adaptation of the Bulgarian institutions of higher education to the changing demands of the post-communist society. This project analyzed the introduction of the bachelor-master-doctor structure in Bulgarian universities. The study focused on the relationship between the narrow legislative framework directing the implementation of the new policy and the outcomes of this policy at the institutional level. The institution chosen for the case study was “St. Kliment Ohridski” University of Sofia. The findings of the study revealed a direct connection between the prescriptive and regulatory normative base for higher education and the consequences of the implementation of the policy for the introduction of the new degrees. Through the 1995 Law on Higher Education, the State established restrictive control over the university functioning and governance. At the institutional level, the findings revealed little university initiative and creativity in preparing the new bachelor study plans and providing different arrangements to students and faculty. As a result, the introduction of the three-tier system of education brought little change in a number of important aspects of the university functioning. The way in which bachelor programs were created did not affect the qualitative nature of the process and the contents of study but merely the quantitative aspects of the degrees such as the number of years, the course hours, and the institutions which could offer them. In practice, old study plans and programs were reshuffled and then re-ordered within the new tiers. A mode of thinking and organization inherited from the past was framed in a new hierarchically ordered structure that led to little qualitative change of higher education.

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蘇育吟. "The working experience of a graduate with a master degree of early childhood education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37580204620990160864.

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Yu, Chun-Ju, and 游君如. "A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art Education." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/51349324770656657369.

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碩士
國立彰化師範大學
藝術教育研究所
89
Abstract The speedy development of technology shorten the distances between countries and nations. The continuous influences happen when two different cultures contact with each other. Though language is the main medium for communication, but through art, it transmits us the cultural essences and meanwhile brings us much more impact than language in the communication. Owing to the particular geographic location and political- economic environment, Taiwan receives notices highly from other countries and areas all the time. For the reason, many different cultures influence the cultures in Taiwan every period. But owing to the political and other interferences, the culture here in Taiwan presents a pseudo single-culture phenomenon. Till the twenty-first century nowadays, the development of education can’t detach from its own culture and society, more than that, we can’t ignore the developing tendency of nowadays globalized education either. Only through practicing multi- cultural education, then we can face the changes from the diversities of our society. From the educational reform processions happened in England, America, and Japan, we understand that some essential points about multiculturalism in art education. They are “the need to have different and suitable curricula for the student from different nations and culture backgrounds”, ”the need to learn visual literacy”, “the need to appreciate every kind of art presentation without certain prejudices”. In Taiwan, we own many good art works with the confect of cultural diversity. But the public themselves can’t possess the knowing of multicultural concept, the inner meaning of these artworks are ignored. Though my thesis, I take the works with multicultural impacts for examples. These works are from the impressionism period to the contemporary. From analyzing the form, contents, and meanings of these works, I found that the right position between globalization and localization in multicultural art education.

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Books on the topic "Degree Name: Master of Education"

Professionalizing graduate education: The master's degree in the marketplace. San Francisco: Jossey-Bass, 2005.

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Liberal education and careers today. Garrett Park, MD: Garrett Park Press, 1989.

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A, Garvin David, and Cullen, Patrick G. (Patrick Gerard), eds. Rethinking the MBA: Business education at a crossroads. Boston, Mass: Harvard Business Press, 2010.

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Datar, Srikant M. Rethinking the M.B.A.: Business education at a crossroads. Boston, Mass: Harvard Business Review Press, 2010.

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University of Nigeria, Nsukka. College of Education. Dept. of Library Science. Master of Library Science (M.L.S.) & Ph. D. degree programmes, 1995/96. [Nsukka, Nigeria]: The Dept., 1996.

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Earn it: a stress-free and proven approach to getting into top MBA programs. New York: Kaplan Pub., 2010.

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Chaudhry, Azam. The international finance corporation's MBA survey: How developing country firms rate local business school training. Washington, D.C: World Bank, 2003.

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MBA ro tangsin ŭi insaeng ŭl pakkwŏra. Sŏul Tʻŭkpyŏlsi: Chosŏn Ilbosa, 1998.

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Moldoveanu, Mihnea C. The future of the MBA: Designing the thinker of the future. New York: Oxford Univerity Press, 2007.

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Fassinger, Tami. Exploring the MBA. [McLean, Va.?]: Graduate Management Admission Council, 1999.

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Book chapters on the topic "Degree Name: Master of Education"

Dobson, Stephen. "The Master Degree Viva ‘Talked into Being’." In Assessing the Viva in Higher Education, 67–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64016-7_4.

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Budgen, David, Peter Henderson, and Chic Rattray. "Academic/Industrial Collaboration in a Postgraduate Master of Science Degree in Software Engineering." In Software Engineering Education, 201–11. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4720-3_17.

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Dobson, Stephen. "Refining the Validity Argument Model: Examples from Bachelor and Master Degree Vivas." In Assessing the Viva in Higher Education, 135–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64016-7_7.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "Four Models of Higher Education in 2030." In Higher Education Landscape 2030, 25–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_3.

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Abstract This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after secondary school and leading up to a bachelor’s or master’s degree and then transitioning into employment, finishing the path of higher education. The Jenga model, while similar to Tamagotchi, appeals to nontraditional students because of its shorter learning span and focuses on later phases of self-learning and -organization. The Lego Set model is fittingly named after the individually combined modules of different sizes, making for a self-reliant and non-standardized learning path rather than one compact unit. The Transformer model represents learners whose initial phase of education may have long passed, but who return to higher education to acquire new basic knowledge or upskill their formal education. It relies on the idea that everyone must have opportunities to leave their current professional paths and change course.

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Gulk, Elena B., and Dmitrii A. Gavrilov. "Computer Based Business Simulation Application for Master Degree Students’ Professional Education in Economics and Management Courses in Polytechnic University." In The Challenges of the Digital Transformation in Education, 662–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_62.

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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers, 267–318. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.

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Trelfa, Jo. "‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice." In Applied Pedagogies for Higher Education, 299–322. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_13.

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Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).

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Akselbo, Iben, and Ingvild Aune. "How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare." In How Can we Use Simulation to Improve Competencies in Nursing?, 13–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_2.

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AbstractIn this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.

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"Breece D’J Pancake." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 391–95. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0058.

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Although Breece D’J Pancake published only a handful of short stories during his brief life, their mastery has secured him a high ranking in Appalachian literature. Born and reared in Milton, West Virginia, Pancake completed his BA degree in English education at Marshall University in 1974. He taught at two military high schools, Fort Union and Staunton, before studying creative writing at the University of Virginia. Pancake felt culturally at odds with the university’s traditionally elite student body, and while there, he cultivated a “mountain man” persona. (In truth, Pancake did enjoy hunting and fishing throughout his life.) Pancake’s unusual middle name was the result of a printer’s error at the ...

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Vargas-Vera, Maria. "The Development of a Virtual University Campus Using Second Life." In Enhancing Knowledge Discovery and Innovation in the Digital Era, 148–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4191-2.ch008.

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This paper presents the development of a virtual campus named DeepThink designed to support a postgraduate program named MPhil (Master in Philosophy) at The Open University. The MPhil is a formal Open University degree delivered to a distance. The virtual campus integrates second life, moodle and several Web 2.0 technologies like elluminate (online conferencing tool), MyStuff (e-Portfolio), Skype and Ning (Social network). This integration between second life and web 2.0 technologies has caused enthusiasm in tutors at the Open University who saw the benefit of using DeepThink in their courses. This campus is an innovative project which brings new ways of supervision. Our campus DeepThink in general promotes higher Education using technologies like second life, which has shown to be useful in supervision and teaching undergraduate courses. Finally, we discuss our experiences on second life and its limitations.

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Conference papers on the topic "Degree Name: Master of Education"

Bakholdin, Alexey, Malgorzata Kujawinska, Irina Livshits, Adam Styk, Anna Voznesenskaya, Kseniia Ezhova, Elena Ermolayeva, Tatiana Ivanova, Galina Romanova, and Nadezhda Tolstoba. "Double degree master program: Optical Design." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223055.

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"Three Perspectives & A Project: A real group work is the name of a project created by three students of the Master's Degree in Teaching in the 1st and 2nd Cycles of Basic Education of the Setúbal College of Education which had as its main goal the sharing of ideas, feelings, thoughts and work methods as teachers in training." In 2015 International Symposium on Computers in Education (SIIE). IEEE, 2015. http://dx.doi.org/10.1109/siie.2015.7451683.

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Huguet, Carme, Idael Francisco Blanco-Quintero, Martha Cecilia Henao Mejía, Francy Julieth Moreno Vela, and Lizeth Andrea Chimbí Sanchez. "Introducing Geosciences in a blended Education Master degree." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7905.

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The aim of the project was to introduce the subject of geosciences to a group of teachers without previous knowledge of the subject. Since the students of module presented here work full time, the master was designed in a blended format. While all students had completed their university education, none had done any geoscience studies/courses before making the starting level basic for the whole course. Contents and activities were carefully selected to provide a good introduction to geosciences giving the students the basic concepts and letting them apply them in a problem based strategy. Students reported that besides the blended nature of the course collaborative learning was necessary and key to their learning process. They also reported the contents of the course to be clear, organized sufficient and interesting. We view the module as a success since all students reported enjoying the module and building novel knowledge in the field of geosciences. Additionally since the students are in turn teachers we were very happy to learn some of them will implement geosciences in their activities in the future.

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Tzanova, Slavka. "Internationalised Master Degree Education in Nanoelectronics in Asian Universities." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125369.

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Castells, Blanca, Isabel Amez, David Bolonio, Marcelo Fabián Ortega, and Bernardo Llamas. "DESIGN THINKING APPLIED TO FINAL DEGREE OR MASTER THESES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0766.

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Augier Calderin, Angel G., Adriana Mavilio, and Agueda Garcia. "Some experiences from an optics master of science degree." In Education and Training in Optics and Photonics (ETOP'99). SPIE, 2000. http://dx.doi.org/10.1117/12.388724.

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Esteve-Romero, Josep, Mar Esteve-Amorós, Juan Péris-Vicente, Jaume Albiol-Chiva, Samuel Carda-Broch, and María-José Ruíz-Angel. "PEER TUTORING APPLIED IN BIOSTATISTICS AT THE MASTER DEGREE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0447.

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Yepes, Víctor, Saray Segado, Eugenio Pellicer, and Cristina Torres-Machí. "ACQUISITION OF COMPETENCES IN A MASTER DEGREE IN CONSTRUCTION MANAGEMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1165.

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Campos, J., A. Lizana, O. Lopez, and M. J. Yzuel. "A laboratory of polarization in a Master degree of Photonics." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.esb2.

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Roman, Rodrigo, Cristina Alcaraz, Ruben Rios, Juan Enrique Rubio, and Javier Lopez. "REDUCING INEQUALITIES IN MASTER DEGREE STUDENTS DUE TO SKEWED CURRICULA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1693.

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