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Journal articles on the topic 'Master of Arts in Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Banevičiūtė, Birutė, and Jolita Kudinovienė. "Development of Arts Teacher Research Competence in Master Studies." Pedagogika 125, no. 1 (2017): 57–67. http://dx.doi.org/10.15823/p.2017.04.

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The problem of teachers’ research competence is one of the main aspects of concern in teacher education on master’s level. Arts teacher education is interdisciplinary studies which combine two areas – arts (music, dance, theatre, visual arts) and education, therefore research becomes a complex process requiring competence to use artistic expression forms and methods of social sciences research. In this article the point of view of arts education master’s students on research competence development is revealed.

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2

曹, 健. "“Seminar” in Academic Master of Arts Graduate Education." Advances in Social Sciences 08, no. 07 (2019): 1162–65. http://dx.doi.org/10.12677/ass.2019.87161.

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3

Banevičiūtė, Birutė, and Jolita Kudinovienė. "Arts Teacher Education in Lithuanian University of Educational Sciences." Pedagogika 114, no. 2 (2014): 141–53. http://dx.doi.org/10.15823/p.2014.012.

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The article analyses arts teacher education in Lithuanian University of Educational Sciences, the only university in Lithuania which prepares teachers of four arts subjects – dance, music, theater and visual arts both on bachelor and master’s level. Analyzing this phenomenon input of Arts Education Department of the university is revealed through scientific and pedagogical activities which are closely connected with arts teacher education programmes implemented by the department. Since 1993 when Arts Education Department was founded it went through various changes which led from general univer

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4

Reese, Ryan F. "Augmenting Master of Counseling Student Learning Outcomes through Interprofessional Education Experiences with Master of Fine Arts Students." Journal of Creativity in Mental Health 14, no. 3 (2019): 357–71. http://dx.doi.org/10.1080/15401383.2019.1623736.

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5

STOTTS, GEORGE R. "DEVELOPING A DISTANCE LEARNING GLOBAL MASTER OF ARTS PROGRAM: A CASE STUDY." Christian Higher Education 1, no. 1 (2002): 17–27. http://dx.doi.org/10.1080/15363750213769.

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6

Silveira, Jason M., Julie Beauregard, and Tina Bull. "Development of the Processfolio: Promoting Preservice Music Teacher Reflection Through Authentic Assessment." Journal of Music Teacher Education 27, no. 1 (2017): 11–23. http://dx.doi.org/10.1177/1057083717697632.

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The purpose of this study was to determine what impact an authentic assessment tool (i.e., a processfolio) would have on our music education Master of Arts in Teaching degree program. We conducted a case study at our university with the music education Master of Arts in Teaching student cohort to detail the development and initial implementation of the processfolio as a means of reflection in preservice music teachers. Data included participant observation, individual and collaborative note taking, written artifacts from students and faculty, audio/video recordings, and semistructured intervie

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7

Hornby, Richard, and Burnet M. Hobgood. "Master Teachers of Theatre." Journal of Aesthetic Education 23, no. 3 (1989): 117. http://dx.doi.org/10.2307/3332771.

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8

Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." International Journal of Service Science, Management, Engineering, and Technology 1, no. 2 (2010): 51–69. http://dx.doi.org/10.4018/jssmet.2010040104.

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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundatio

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9

Meyer, Mary Hockenberry, Nancy Neil Hegland, and Peggy Fairbourne. "Junior Master Gardener Programs in Minnesota." HortTechnology 11, no. 4 (2001): 665–67. http://dx.doi.org/10.21273/horttech.11.4.665.

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A new gardening curriculum, developed by Texas A&M University, the Junior Master GardenerSM (JMGSM program, has been taught in several locations in formal and informal settings in Minnesota. Two projects are outlined here, one an after-school program offered through a community education program, and the other a traditional elementary school setting. With hands-on activities and leader presentations, students learn horticulture as well as language arts, science, mathematics, and social science and are encouraged to volunteer in a community service project within each unit. Students reporte

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10

van Swet, Jacqueline, Kathleen L. Brown, and Paulos Kebreab Tedla. "Learning together: an international master programme in inclusive education." International Journal of Inclusive Education 17, no. 4 (2013): 377–92. http://dx.doi.org/10.1080/13603116.2011.651827.

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11

Schonmann, Shifra. ""Master" versus "Servant": Contradictions in Drama and Theatre Education." Journal of Aesthetic Education 39, no. 4 (2005): 31–39. http://dx.doi.org/10.1353/jae.2005.0047.

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12

Stotko, Elaine M., Mary Ellen Beaty‐O’Ferrall, and Amy M. Yerkes. "Subject Matter Knowledge in a Master of Arts in Teaching Program: Ensuring candidates’ content knowledge through an arts and sciences/education collaboration." Teaching Education 16, no. 3 (2005): 245–55. http://dx.doi.org/10.1080/10476210500204978.

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13

Abdujabbarova, Musallam, and Pakiza Isamova. "Modern Strategies For Realizing The Educational Potential Of Art In Conditions Of Modernization Of Education." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 505–11. http://dx.doi.org/10.37547/tajssei/volume02issue11-86.

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This article is devoted to the issues of teaching and educating young people through the disclosure of the inner resources of art. The educational potential of art is determined and the ways of its realization in the conditions of modernization of education are described. The functional possibilities and prospects for the development of the artistic culture of young people, including in the process of interaction of cultures of different peoples, are considered. The components of the national culture are described, state strategies, attitudes and guidelines in the implementation of the educati

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14

Langer, Nieli. "Training for Retirement Counseling in a Master, of Arts in Social Gerontology Curriculum." Gerontology & Geriatrics Education 18, no. 2 (1997): 87–95. http://dx.doi.org/10.1300/j021v18n02_07.

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15

Selzer, Linda. "Master-Slave Dialectics in Charles Johnson's "The Education of Mingo"." African American Review 37, no. 1 (2003): 105. http://dx.doi.org/10.2307/1512363.

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16

Brenes, Abelardo. "Activities report: the Master of Arts programme in peace education of the University for Peace." Journal of Peace Education 3, no. 1 (2006): 115–16. http://dx.doi.org/10.1080/17400200500532383.

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17

Schmeiser, Martin. "Zu den Soziologieanteilen in einem „Bachelor / Master of Arts in Education“ an einer Pädagogischen Hochschule." Soziologie 36, no. 2 (2007): 171–85. http://dx.doi.org/10.1007/s11617-007-0005-7.

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18

Davis, David, and Carmel O'Sullivan. "Boal and the Shifting Sands: the Un-Political Master Swimmer." New Theatre Quarterly 16, no. 3 (2000): 288–97. http://dx.doi.org/10.1017/s0266464x00013919.

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Augusto Boal is one of the best-known contemporary practitioners and teachers in the use of drama as a means of challenging the status quo. Starting as a self-proclaimed revolutionary, challenging the artistic theories of Aristotle and seeking to supersede those of Brecht, he developed his ‘Theatre of the Oppressed’ working with the poor of Brazil. Now he is perhaps best known for his work in ‘Forum Theatre’ and ‘Image Theatre’. In this article, David Davis and Carmel O'Sullivan argue that not only have Boal's methods been far from revolutionary for many years, but that they are now focused on

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19

Breit, Rhonda. "Case-based education: A strategy for contextualising journalism curriculum in East Africa." Journalism 21, no. 12 (2018): 1985–2005. http://dx.doi.org/10.1177/1464884918761629.

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This article explores a set of educational strategies used in a new Master of Arts in Digital Journalism aimed at strengthening the multimedia production skills of East African journalists. Drawing on constructivist theories of learning, the article argues that preparing journalism graduates for unknown futures requires curricula to be contextualised environmentally and cognitively. This has implications for both the process of curriculum planning and the strategies deployed in designing programmatic content and the learning experience. Citing the experiences of implementing a new Master of Ar

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20

Choi, Na-Young, Kyungjin Lee, and Sunghye Kim. "Performance Evaluation of Gifted Education in the Arts according to the Third Master Plan for Promotion of Gifted Education." Journal of Gifted/Talented Education 29, no. 2 (2019): 213–37. http://dx.doi.org/10.9722/jgte.2019.29.2.213.

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21

Bugg, John. ""Master of their language": Education and Exile in Mary Shelley's Frankenstein." Huntington Library Quarterly 68, no. 4 (2005): 655–66. http://dx.doi.org/10.1525/hlq.2005.68.4.655.

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22

Grant, B. M. "Agonistic Struggle: Master slave dialogues in humanities supervision." Arts and Humanities in Higher Education 7, no. 1 (2008): 9–27. http://dx.doi.org/10.1177/1474022207084880.

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23

Eckhoff, Angela. "The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher’s Strategies for Meaningful Early Arts Experiences." Early Childhood Education Journal 35, no. 5 (2007): 463–72. http://dx.doi.org/10.1007/s10643-007-0216-1.

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24

Crisostomo, Leonila C. "The RTU Graduate School Executive Master’s Program for School Year 2011-2012 as Viewed by its Respondents." International Letters of Social and Humanistic Sciences 64 (November 2015): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.64.1.

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This study was conducted to ascertain the views and opinions of the faculty and personnel as recipients of the Rizal Technological University (RTU) Graduate School Executive Master’s program as to its reasons for availment, importance of the core and major subjects of the curriculum, lecturers’ professional skills, duration/time allotment, level of satisfaction, significant difference of the two programs, problem encountered and gathered possible solutions to the problems; determine whether the Executive Master’s Program was able to realize its goals and objectives and find out the overall imp

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25

Huang, Qin. "Applied Technology in the Information Management System for the Degree of Master of Arts Education in China." Advanced Materials Research 859 (December 2013): 444–47. http://dx.doi.org/10.4028/www.scientific.net/amr.859.444.

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Degree of Master of Arts education is a form of professional degree education and it is different from the theoretical emphasis on traditional teaching methods to teach, academic research, graduate education, but in relation to the type of degree in the academic graduate degree. Understanding existence of bias, lack of basic conditions for the development of non-standard teaching management, quality supervision system and evaluation mechanisms are inadequate, the faculty to be fulfilling the practical problems of our art class professional graduate degree in education and training management.

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26

Spee, James C., and Teri C. Tompkins. "Designing a Competency-Based Master of Arts in Management Program for Midcareer Adults." Journal of Management Education 25, no. 2 (2001): 191–208. http://dx.doi.org/10.1177/105256290102500206.

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27

Wang, Ping. "The Use of Drama in English Teaching of Chinese Arts Colleges." Journal of Arts and Humanities 6, no. 7 (2017): 48. http://dx.doi.org/10.18533/journal.v6i7.1222.

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<p>The study of English communication is not only a must to arts majors for international arts communication, but also a big challenge for them to master. The aim of the study is to explore the use of drama activities in English communication class in a Chinese arts college and to determine whether drama activities are beneficial to arts majors’ language proficiency and other cognitive skills. For this study, we employed a qualitative method by analyzing students’ reflective writing and observing participants’ activities. The findings show that drama in education is an effective way to t

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28

Russell, Daniel A., and Victor Sparrow. "Distance Education Master of Engineering in Acoustics from Penn State." Journal of the Acoustical Society of America 141, no. 5 (2017): 3680. http://dx.doi.org/10.1121/1.4987997.

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29

Cynarski, Wojciech J. "Coach or sensei? His group relations in the context of tradition." Physical Culture and Sport. Studies and Research 88, no. 1 (2020): 41–48. http://dx.doi.org/10.2478/pcssr-2020-0024.

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AbstractIn the perspective of the General Theory of Fighting Arts, an analysis of socio-cultural factors that determine the opposition of the role of a teacher of martial arts (Jap. sensei) to the role of a sports trainers was undertaken. The structural cultural context, cultural patterns, and social institutions resulting from divergent goals were taken into account. The roles of teachers and trainers result from these conditions. The existence of the separate roles of the master-teacher in martial arts and the sports trainer was established. These roles manifest themselves in different relat

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30

Norville, Kayla, and Soonhye Park. "The Impact of the Cooperating Teacher on Master of Arts in Teaching Preservice Science Teachers’ Pedagogical Content Knowledge." Journal of Science Teacher Education 32, no. 4 (2021): 444–68. http://dx.doi.org/10.1080/1046560x.2020.1850614.

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31

Farmer, Stephen. "Speech-Language Pathology Education and Training for Rural Areas: A State and University “Goodness of Fit” Model." Rural Special Education Quarterly 15, no. 1 (1996): 13–17. http://dx.doi.org/10.1177/875687059601500103.

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This paper describes the 3-years Summer-Only Master of Arts Degree Program in Speech-Language Pathology of a culturally diverse university in a rural state. The program was designed to address problems identified by the State Department of Education relative to the dearth of speech-language pathologists available to serve the needs of persons with communication disorders in rural communities and the quality of service provided by waivered personnel.

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32

Owj, Sara. "Comics Journalism and Fine Art: War, Massacre, and The Individual, in works of Pieter Bruegel, Joe Sacco and Otto Dix." Journal of Arts and Humanities 6, no. 2 (2017): 01. http://dx.doi.org/10.18533/journal.v6i2.1104.

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<p>As a pioneer of Comics Journalism, Joe Sacco’s works have been linked to conflict studies, migration, education, and so on. But despite references that Sacco makes to 16th Century master painter, Pieter Bruegel, and 20th century New Objectivity painter Otto Dix in his interviews, there have been few studies on the potential link between comics of Sacco and works of these masters of fine art. In this study I explore this connection by examining the questions of war, individuality and portrayal of massacre in paintings of Bruegel and Dix and journalistic comics of Sacco. My greater aim

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33

Vlasyuk, Olena. "PROFESSIONAL TRAINING OF FUTURE SPECIALISTS OF ARTS AND CRAFTS." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 152–62. http://dx.doi.org/10.33989/2226-4051.2016.13.171553.

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The article analyzes the state of Ukrainian art education. The basic ways and prospects of training in higher art’s education in Rivne State Humanitarian University at the Department of fine and decorative art are observed. The question of artistic staff training in Ukraine is very interesting in the context of Ukrainian national school of fine and decorative art. The need for professional training in the field of decorative art was caused by its historical traditions, its aesthetic and practical importance for professional artists and for ordinary people.Therefore, it is possible to solve thi

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34

Kirchner, Grace L. "Gender as a Moderator Variable in Predicting Success in a Master of Arts in Teaching Program." Educational and Psychological Measurement 53, no. 1 (1993): 155–57. http://dx.doi.org/10.1177/0013164493053001017.

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35

Miller. "The Avuncular Master: The Figure of Merlin and Modern Notions of Meritocratic Education." Journal of Aesthetic Education 53, no. 2 (2019): 40. http://dx.doi.org/10.5406/jaesteduc.53.2.0040.

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36

Shepherd, Barbara. "The First Teaching Artist Fellowship at Montalvo Arts Center: Identifying the Qualities of Master Teaching Artists." Teaching Artist Journal 5, no. 4 (2007): 253–59. http://dx.doi.org/10.1080/15411790701578152.

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37

Campbell, Katy, and Diane Janes. "Myths, Metaphors, and the Master Narratives of Instructional Design: Counterstories and Alternatives." International Journal of Design Education 15, no. 1 (2021): 231–52. http://dx.doi.org/10.18848/2325-128x/cgp/v15i01/231-252.

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38

KARL, RAIMUND. "MASTER AND APPRENTICE, KNIGHT AND SQUIRE: EDUCATION IN THE 'CELTIC' IRON AGE." Oxford Journal of Archaeology 24, no. 3 (2005): 255–71. http://dx.doi.org/10.1111/j.1468-0092.2005.00235.x.

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39

Wertzberger, Eileen. "The Future of Field Experiences in Distance Education:." Theory & Practice in Rural Education 9, no. 2 (2019): 35–46. http://dx.doi.org/10.3776/tpre.2019.v9n2p35-46.

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In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines

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40

Jordan, Nané. "Goddess Puja in California: Embodying Contemplation Through Women’s Spirituality Education." Contemplative Practice, Education, and Socio-Political Transformation (Part Two) 21, no. 1 (2020): 13–25. http://dx.doi.org/10.7202/1071571ar.

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This essay conveys an embodied, relational view of contemplative practice in education through my experience of a “Goddess puja.” I undertook this puja with two other women in the context of exploring and documenting the experiences of seven faculty and student alumni, myself included, within a Women’s Spirituality Master of Arts (WSMA) degree program located in the San Francisco Bay area. I highlight a holistic, ritual scope for considering “contemplative practices,” by engaging an embodied view of contemplative practice based from Women’s Spirituality education. The practice of Goddess puja

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41

Hammerness, Karen, and Elizabeth Craig. "“Context-Specific” Teacher Preparation for New York City." Urban Education 51, no. 10 (2016): 1226–58. http://dx.doi.org/10.1177/0042085915618722.

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In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools—the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of preparation—how such targeted preparation is conceptualized and organized, what it offers, and what might be missing and need to be strengthened. We also describe the development of a yearlong course aimed at preparing teachers for New York, which emerged from

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42

Liu, Yajuan. "Design and Application of a Virtual Classroom System in Major Courses in Industrial Arts." International Journal of Emerging Technologies in Learning (iJET) 10, no. 5 (2015): 40. http://dx.doi.org/10.3991/ijet.v10i5.4796.

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The development status and defects of the current distance education are pointed out, the theoretical basis and support technology to construct virtual classroom are demonstrated, and a virtual classroom system under mutual competition environment is proposed and realized. With the teaching of industrial art course as the example, the development and application of virtual classroom system in the course of industrial art are discussed, a control experiment is designed, the effect of virtual classroom system is verified, and it is concluded that students of virtual classroom group are easier to

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43

Teese, Richard. "Master and student in French higher education: Academic language and pedagogical distance." Interchange 27, no. 2 (1996): 199–211. http://dx.doi.org/10.1007/bf01807295.

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44

Jacobsen, Kathryn H., Xiaojie Li, Meredith Gartin, Rebecca A. Malouin, and Caryl E. Waggett. "Master of Science (MS) and Master of Arts (MA) Degrees in Global Health: Applying Interdisciplinary Research Skills to the Study of Globalization-Related Health Disparities." Pedagogy in Health Promotion 6, no. 1 (2020): 14–22. http://dx.doi.org/10.1177/2373379919895032.

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Graduate global health education has grown in popularity over the past decade. The Association of Schools and Programs of Public Health has defined global public health competencies for Master of Public Health (MPH) degrees, but there are no similarly established lists of learning outcomes for other types of master’s degrees in global health. The objective of this study was to examine the program goals, curricula, and applied learning requirements for non-MPH master’s degrees in order to understand how global health is being defined and operationalized by these programs. We identified the 14 u

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45

Lyu, Meng, and Roger W. Gee. "Lexical Bundles in Thesis Abstracts by L1 Chinese Learners of English and U.S. Students." English Language Teaching 13, no. 1 (2019): 141. http://dx.doi.org/10.5539/elt.v13n1p141.

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The general question this research investigates concerns the difference between the use of lexical bundles in a corpus of abstracts for theses in the liberal arts written by Chinese undergraduate students and a corpus of abstracts written by American master&#39;s degree students.&nbsp; The undergraduate abstracts were first written in Chinese and then translated in to English at a medium-sized university in China. The master&rsquo;s degree theses abstracts were downloaded from an online database.&nbsp; It was found that there were differences in the types and tokens of lexical

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46

Subotnik, Rena F. "Talent Developed: Conversations with Masters of the Arts and Sciences." Journal for the Education of the Gifted 15, no. 3 (1992): 284–90. http://dx.doi.org/10.1177/016235329201500306.

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47

Subotnik, Rena F. "Talent Developed: Conversations with Masters of the Arts and Sciences." Journal for the Education of the Gifted 15, no. 4 (1992): 370–81. http://dx.doi.org/10.1177/016235329201500406.

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48

Subotnik, Rena F. "Talent Developed: Conversations with Masters of the Arts and Sciences." Journal for the Education of the Gifted 16, no. 1 (1992): 73–82. http://dx.doi.org/10.1177/016235329201600108.

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49

Subotnik, Rena F. "Talent Developed: Conversations with Masters of the Arts and Sciences." Journal for the Education of the Gifted 16, no. 3 (1993): 311–22. http://dx.doi.org/10.1177/016235329301600307.

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50

Subotnik, Rena F. "Talent Developed: Conversations with Masters of the Arts and Sciences." Journal for the Education of the Gifted 17, no. 1 (1993): 74–84. http://dx.doi.org/10.1177/016235329301700107.

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