Artigos de revistas sobre o tema "Master’s discourse"
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CLÉMENT, JÉRÉMIE. "THE “DISCOURSE OF NEOLIBERALISM” AS A NEW READING OF THE CAPITALIST’S DISCOURSE". Ágora: Estudos em Teoria Psicanalítica 22, n.º 3 (dezembro de 2019): 264–72. http://dx.doi.org/10.1590/1809-44142019003001.
Texto completo da fonteButenko, Ludmila. "Continuity of General Training of Future Teachers and Academics in the Context of a Three-level System of Education". Education and Pedagogical Sciences, n.º 1 (176) (2021): 22–31. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-22-31.
Texto completo da fontePRYDOLOBA, ANASTASIIA. "PECULIARITIES OF PROFESSIONAL TRAINING IN APPLIED LINGUISTICS AT CANADIAN UNIVERSITIES (CARLETON UNIVERSITY)". Comparative Professional Pedagogy 12, n.º 2 (29 de dezembro de 2022): 100–105. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-11.
Texto completo da fonteZałęska, Maria. "Pratiche di stesura della tesi di laurea in italiano LS". Studia Romanica Posnaniensia 49, n.º 2 (22 de junho de 2022): 21–33. http://dx.doi.org/10.14746/strop.2022.492.002.
Texto completo da fonteSchroeder, Jeanne L. "His master’s voice: H.L.A. Hart and Lacanian discourse theory". Law and Critique 18, n.º 1 (20 de março de 2007): 117–42. http://dx.doi.org/10.1007/s10978-006-9005-z.
Texto completo da fonteBanini, Shirley, Ernest Kwesi Klu e Ramos Asafo-Adjei. "An analysis of reporting verbs in master’s dissertations". ELT Forum: Journal of English Language Teaching 12, n.º 3 (30 de novembro de 2023): 229–42. http://dx.doi.org/10.15294/elt.v12i3.71292.
Texto completo da fonteWirenfeldt Jensen, Tine, e Helle Merete Nordentoft. "Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies". Journal of Academic Writing 12, n.º 1 (23 de dezembro de 2022): 50–67. http://dx.doi.org/10.18552/joaw.v12i1.840.
Texto completo da fonteKharlamova, N. S., e I. J. Frolova. "Forming Foreign Language Competences in Teaching Political Discourse (Master’s Degree)". Вестник Московского государственного лингвистического университета. Образование и педагогические науки, n.º 3 (2022): 100–105. http://dx.doi.org/10.52070/2500-3488_2022_3_844_100.
Texto completo da fonteCarlson, Licia. "Why Does Intellectual Disability Matter to Philosophy?: Toward a Transformative Pedagogy". Research Articles 28, n.º 2 (25 de outubro de 2021): 72–82. http://dx.doi.org/10.7202/1082916ar.
Texto completo da fonteTilli, Jouni. "Preaching as master’s discourse. A Foucauldian interpretation of Lutheran pastoral power". Critical Research on Religion 7, n.º 2 (23 de maio de 2019): 113–29. http://dx.doi.org/10.1177/2050303219848059.
Texto completo da fonteBarba Guerrero, Paula, e Maisha Wester. "African American Gothic and Horror Fiction: An Interview with Maisha Wester". REDEN. Revista Española de Estudios Norteamericanos 3, n.º 2 (15 de maio de 2022): 159–74. http://dx.doi.org/10.37536/reden.2022.3.1832.
Texto completo da fonteVerminenko, Yulia V., e Sergey E. Zverev. "Discussion as a basis for the implementation of universal educational actions (Based on a foreign view of debating in educational activities)". Alma mater. Vestnik Vysshey Shkoly, n.º 1 (janeiro de 2024): 25–30. http://dx.doi.org/10.20339/am.01-24.025.
Texto completo da fonteLincoln, Karen. "The Master’s Tools Will Never Dismantle the Master’s House: The Role of Diversity in Anti-Racist Education". Innovation in Aging 5, Supplement_1 (1 de dezembro de 2021): 122. http://dx.doi.org/10.1093/geroni/igab046.471.
Texto completo da fonteElyashevich, D. A., e V. A. Mutyev. "Master’s Textbook on Book Studies: Basic Problems and Prospects of Training". Bibliosphere, n.º 3 (22 de setembro de 2022): 5–16. http://dx.doi.org/10.20913/1815-3186-2022-3-5-16.
Texto completo da fonteColston, Alex. "For Better or Worst: The Social Bond of Hysterics on Strike". differences 33, n.º 2-3 (1 de dezembro de 2022): 141–76. http://dx.doi.org/10.1215/10407391-10124732.
Texto completo da fonteLEE, Juyoun. "A Study on the Rhetoric of the Won-Buddhist 『Great Master’s Discourse』". Studies in Religion(The Journal of the Korean Association for the History of Religions) 79, n.º 2 (31 de agosto de 2019): 197–228. http://dx.doi.org/10.21457/kars.2019.08.79.2.197.
Texto completo da fonteManfra, Meghan McGlinn, e Cheryl Mason Bolick. "Reinventing Master’s Degree Study for Experienced Social Studies Teachers". Social Studies Research and Practice 3, n.º 2 (1 de julho de 2008): 29–41. http://dx.doi.org/10.1108/ssrp-02-2008-b0003.
Texto completo da fonteKorolyova, L. Yu. "Polylingual Code Switching in the Academic Discourse". Prepodavatel XXI vek, n.º 1, 2020 (2020): 352–62. http://dx.doi.org/10.31862/2073-9613-2020-1-352-362.
Texto completo da fonteJančaříková, Renata, Renata Povolná, Olga Dontcheva-Navratilová, Světlana Hanušová e Martin Němec. "AN ACADEMIC WRITING NEEDS ANALYSIS OF CZECH UNIVERSITY GRADUATE STUDENTS". Discourse and Interaction 13, n.º 1 (24 de junho de 2020): 42–66. http://dx.doi.org/10.5817/di2020-1-42.
Texto completo da fonteDronov, Ivan S. "Stages of teaching Master’s Degree Students written academic discourse with group blog using". Tambov University Review. Series: Humanities, n.º 185 (2020): 19–28. http://dx.doi.org/10.20310/1810-0201-2020-25-185-19-28.
Texto completo da fontePratiwi, Syifa Nanda, e Eri Kurniawan. "Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis". Studies in English Language and Education 8, n.º 3 (16 de setembro de 2021): 885–900. http://dx.doi.org/10.24815/siele.v8i3.21038.
Texto completo da fonteKyrykylytsia, Valentyna, Aida Trotsiuk e Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS". Collection of Scientific Papers of Uman State Pedagogical University, n.º 1 (27 de abril de 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
Texto completo da fonteLenardič, Jakob, e Darja Fišer. "Hedging modal adverbs in Slovenian academic discourse". Slovenščina 2.0: empirical, applied and interdisciplinary research 9, n.º 1 (6 de julho de 2021): 145–80. http://dx.doi.org/10.4312/slo2.0.2021.1.145-180.
Texto completo da fonteBrown, Ted, Jeffrey L. Crabtree, Joe Wells e Keli Mu. "The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?" Canadian Journal of Occupational Therapy 83, n.º 5 (20 de julho de 2016): 306–16. http://dx.doi.org/10.1177/0008417416656206.
Texto completo da fontePatriana, Andhina W., Sri Rachmajanti e Nur Mukminatien. "STUDENTS’ ABILITY IN USING DISCOURSE MARKERS TO BUILD COHERENCE IN COMPOSITIONS". TEFLIN Journal - A publication on the teaching and learning of English 27, n.º 2 (4 de outubro de 2016): 203. http://dx.doi.org/10.15639/teflinjournal.v27i2/203-216.
Texto completo da fonteDuarte, Isabel Margarida, Alexandra Guedes Pinto e Sónia Valente Rodrigues. "Contraste, concessão e contra-argumentação em textos académicos uma análise exploratória". Linguística: Revista de Estudos Linguísticos da Universidade do Porto 2 (2022): 149–76. http://dx.doi.org/10.21747/16466195/ling2022v2a7.
Texto completo da fonteDoukmak, Reem. "Mapping Discourse and Agency in a Refugee Context: An Interview With Reem Doukmak". Journal of Interrupted Studies 2, n.º 1 (14 de junho de 2019): 141–46. http://dx.doi.org/10.1163/25430149-00201005.
Texto completo da fonteMcAllister, Julie. "Using promotional discourse analysis and project-based learning to develop Master’s students’ business writing skills". ASp, n.º 80 (1 de novembro de 2021): 37–54. http://dx.doi.org/10.4000/asp.7470.
Texto completo da fonteJing, Liu. "Formation of Concert-Performance Competence of Foreign Students in Master’s Programme in a Pedagogical Discourse". Research Notes, n.º 1 (26 de outubro de 2017): 125–30. http://dx.doi.org/10.31654/2663-4902-2017-pp-3-125-130.
Texto completo da fonteDontcheva-Navrátilová, Olga. "Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses". Linguistica Pragensia 33, n.º 2 (1 de novembro de 2023): 117–35. http://dx.doi.org/10.14712/18059635.2023.2.2.
Texto completo da fonteCASTRO (UFJF), Roney Polato de, e Ana Carolina Mercês COURA (SEE-MG). "“... É BEM ULTRAPASSADO ISSO AQUI NA VERDADE”: JOVENS SECUNDARISTAS E SUAS CONCEPÇÕES DE GÊNERO". Margens 16, n.º 26 (30 de junho de 2022): 283. http://dx.doi.org/10.18542/rmi.v16i26.10730.
Texto completo da fonteAlyeksyeyeva, Iryna, Tetyana Chaiuku, Iryna Kovalchuk e Elizaveta Galitska. "Making Sense of Texts: EFL Students’ Intercultural Competence and Interpretation Depth". Arab World English Journal 13, n.º 1 (24 de março de 2022): 104–16. http://dx.doi.org/10.24093/awej/vol13no1.7.
Texto completo da fonteSett, Alisha, e Kajri Jain. "What Renders the Master’s House Unrecognizable? An Interview with Kajri Jain". Master, Vol. 5, no. 2 (2020): 96–105. http://dx.doi.org/10.47659/m9.096.int.
Texto completo da fonteEybers, Oscar, Emma Paulet e Natasha van der Schyff. "“You Are Essentially Just a Number”: Discourse Elaboration and Devaluation among Natural Science Students". Education Research International 2023 (16 de maio de 2023): 1–9. http://dx.doi.org/10.1155/2023/2703474.
Texto completo da fonteBeaumont, Susan, Stephanie Kelly e Lee Smith. "Defining, teaching, and practising diversity: Another hegemonic discourse?" Aotearoa New Zealand Social Work 33, n.º 3 (14 de novembro de 2021): 61–73. http://dx.doi.org/10.11157/anzswj-vol33iss3id893.
Texto completo da fonteWeru, John. "Bioethics Training: Report on the Experience of a Medical Bioethics’ Scholar in a Tertiary Referral Hospital in a Lowand Middle-Income Country". Palliative Medicine and Hospice Care – Open Journal 8, n.º 1 (30 de abril de 2022): 15–19. http://dx.doi.org/10.17140/pmhcoj-8-146.
Texto completo da fonteKaspar, Wendi. "C&RL Spotlight". College & Research Libraries News 80, n.º 8 (6 de setembro de 2019): 476. http://dx.doi.org/10.5860/crln.80.8.476.
Texto completo da fonteBlanco-Fuente, Irene, e Asunción Bernárdez-Rodal. "Gendered voices on the airwaves: The sonic self in discourses about identity articulated by radio students in Spain". Investigaciones Feministas 13, n.º 1 (15 de junho de 2022): 401–10. http://dx.doi.org/10.5209/infe.80319.
Texto completo da fonteGoncharova, Nadezhda Anatolyevna, Aleksandrina Iosifovna Khaitova, Alla Anatolyevna Oshkordina e Elena Nikolaevna Makarova. "Specificity for improving the efficiency of English language acquisition by IT-Master’s students". Science for Education Today 13, n.º 5 (30 de outubro de 2023): 51–77. http://dx.doi.org/10.15293/2658-6762.2305.03.
Texto completo da fonteKostiuchkov, Serhii. "Development of Social Engineering Skills during Master’s Degree Training in Specialty “Social Work”". International Scientific Journal of Universities and Leadership, n.º 15 (7 de julho de 2023): 83–93. http://dx.doi.org/10.31874/2520-6702-2023-15-83-93.
Texto completo da fonteZhang, Yiran, Shulin Yu e Kaihao Yuan. "Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies". Teaching in Higher Education 25, n.º 2 (7 de novembro de 2018): 126–40. http://dx.doi.org/10.1080/13562517.2018.1543261.
Texto completo da fonteMeurer, Alison Martins, Rayane Camila da Silva Sousa, Flaviano Costa e Romualdo Douglas Colauto. "Feelings perceived by students during the phases of accounting dissertation guidance". Revista Contabilidade & Finanças 32, n.º 85 (abril de 2021): 158–73. http://dx.doi.org/10.1590/1808-057x202010550.
Texto completo da fonteLopez, Ana Paula de Araújo. "Portuguese as a Welcoming Language for forcibly displaced immigrants in Brazil: some principles for teaching in light of Interculturality". Revista Brasileira de Linguística Aplicada 18, n.º 2 (junho de 2018): 389–416. http://dx.doi.org/10.1590/1984-6398201812048.
Texto completo da fonteKempenaar, Annet. "Learning to Design with Stakeholders: Participatory, Collaborative, and Transdisciplinary Design in Postgraduate Landscape Architecture Education in Europe". Land 10, n.º 3 (1 de março de 2021): 243. http://dx.doi.org/10.3390/land10030243.
Texto completo da fonteAfful, Joseph Benjamin Archibal. "The discourse of thesis assessment reports in a disciplinary community at the University of Cape Coast: An exploratory study". AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, n.º 1 (28 de abril de 2020): 117–34. http://dx.doi.org/10.4314/laligens.v9i1.11.
Texto completo da fontePappa, Sotiria, Takumi Yada e Satu Perälä-Littunen. "International Master’s Degree Students’ Well-being at a Finnish University During COVID-19". Open Education Studies 2, n.º 1 (1 de janeiro de 2020): 240–51. http://dx.doi.org/10.1515/edu-2020-0128.
Texto completo da fonteNguyen, Loan Thi Thuy, e Issra Pramoolsook. "A move-based analysis of TESOL master’s thesis conclusion chapters by Vietnamese postgraduates". Global Journal of Foreign Language Teaching 6, n.º 1 (1 de agosto de 2016): 02. http://dx.doi.org/10.18844/gjflt.v6i1.222.
Texto completo da fonteTsimerman, Evgenia. "Based tasks in CLIL settings". New Trends and Issues Proceedings on Humanities and Social Sciences 5, n.º 3 (28 de dezembro de 2018): 22–29. http://dx.doi.org/10.18844/prosoc.v5i3.3907.
Texto completo da fonteZhang, Yan (Olivia), e Ken Hyland. "Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing". Written Communication 39, n.º 2 (1 de fevereiro de 2022): 171–99. http://dx.doi.org/10.1177/07410883211069901.
Texto completo da fonteDrennan, Jonathan, e Abbey Hyde. "The fragmented discourse of the ‘knowledgeable doer’: nursing academics’ and nurse managers’ perspectives on a master’s education for nurses". Advances in Health Sciences Education 14, n.º 2 (22 de fevereiro de 2008): 173–86. http://dx.doi.org/10.1007/s10459-008-9102-x.
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