Relevant bibliographies by topics / Master students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Master students'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Master students"

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Sahrin, Venolia, and Mulyadi Hasan. "INCREASING STUDENTS’ VOCABULARY ACQUISITION BY MASTER AND MASTERY CARDS GAME." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (February 22, 2019): 69–76. http://dx.doi.org/10.33369/joall.v4i1.6342.

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The objective of this research is to explain how the Master and Mastery cards game improves students’ vocabulary acquisition and participation learning process of applying Master and Mastery cards game in teaching vocabulary for tenth-grade students of a vocational school. This research was carried out with a classroom action research design. Field notes were the instruments to collect the qualitative data. While the vocabulary test and gained the quantitative data that strengthen the quantitative data. The increasing of the test 1 and test 2 was 22.83 point. Responding to that result the teacher-researcher decided to stop the cycle at cycle two. According to the researcher and co-observer’s observation students participated actively while playing Master and Mastery vocabulary cards game. This research significantly increased students’ vocabulary acquisition as well as participation.Keywords: Master and Mastery Cards Game, Vocabulary Acquisition, Participation
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Hinz, Bob. "Helping Students Master Improvisation." Music Educators Journal 82, no. 2 (September 1995): 32–36. http://dx.doi.org/10.2307/3398867.

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Smolyar, Antonina Ivanovna, and Svetlana Gennadyevna Zogol. "Master students’ scientific research design as a teacher training professional development factor." Samara Journal of Science 7, no. 2 (June 15, 2018): 262–66. http://dx.doi.org/10.17816/snv201872310.

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The paper proves that master students scientific research is the essence for teacher training professional development. The authors describe the model, substantiate approaches to master students scientific research position and content understanding based on their analyses of the experience of master students scientific research predictive model representation. Methodologically these are activity and research approaches; and their implementation principles are practice-oriented educational process principle, activity and creative content of education principle and the educational process personalization principle. The paper exposes to light the experience of master students scientific research organization pedagogical conditions implementation (scientific research building into the theoretical and practical courses of master degree program study; its presentation as a means of master students personal pedagogical experience and professional activity evaluation and correction; master students personal pedagogical experience use as a base in the process of theoretical course study; the connection of theoretical courses, practical trainings, work on masters thesis). The paper highlights peculiarities of master students scientific research organization process. These peculiarities are: the search of leading pedagogical experience, academic research organization; teaching practice and theoretical courses educational program composition on the basis of research and education problems solving and projects implementation; the educational research and scientific research practical training content connection with masters thesis subject; simulation training as a method of enquiry and transformation of pedagogical reality and etc.
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Rice, Ronald E., Ingunn Hagen, and Nicole Zamanzadeh. "Media Mastery: Paradoxes in College Students’ Use of Computers and Mobile Phones." American Behavioral Scientist 62, no. 9 (April 30, 2018): 1229–50. http://dx.doi.org/10.1177/0002764218773408.

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The range and capabilities of multiple new media require us to master paradoxical aspects of their uses and implications. Furthermore, those same media may also come to master us, through those paradoxes. Based on prior literature, we develop a four-component taxonomy of sites of media mastery (technology, technology-use, social contexts, and individual aspects). We apply and extend this framework to analyze summaries of focus group comments from students in a Norwegian and a U.S. university about their experiences attempting to master computers and mobile phones. From these results, we apply thematic analysis to identify five paradoxes associated with the use of these devices throughout the media mastery taxonomy as well as a tension between using media convergence or media comparison to master multiple new media.
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Goff- Kfouri, Carol, and Amal Saleeby-Malek. "Helping Students Master Interview Skills." Arab World English Journal 8, no. 4 (December 15, 2017): 199–211. http://dx.doi.org/10.24093/awej/vol8no4.13.

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Cadwell, Robert, and MJ Outcault Hill. "Improving written communication among English language learners." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.

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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.
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Creech, Andrea, Helena Gaunt, Susan Hallam, and Linnhe Robertson. "Conservatoire students' perceptions of Master Classes." British Journal of Music Education 26, no. 3 (October 2, 2009): 315–31. http://dx.doi.org/10.1017/s026505170999012x.

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The aim of this research was to investigate the value and purpose of Master Classes, from the perspective of Conservatoire students. Thirty-seven UK Conservatoire students responded to a questionnaire, providing information about their prior experiences of Master Classes, the factors that they considered to be important in a successful Master Class and any possible barriers to learning in Master Classes. The students considered Master Classes to offer valuable performance opportunities, fresh ideas for approaching musical interpretation and technique and access to a professional community of practice. Performance anxiety was noted as a barrier to learning for those who performed in Master Classes and students raised several issues relating to the problematic notion of ‘participation’ as an audience member. Whilst the sample was clearly limited, these findings contribute to an understanding of how students might best be facilitated in capitalising on the opportunity to learn in Master Class contexts.
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KARCHAGIN, Evgenij V., Maja V. GALENKO, and Kirill D. YANIN. "MASTER STUDENTS OF A TECHNICAL UNIVERSITY." PRIMO ASPECTU, no. 4(44) (December 23, 2020): 36–44. http://dx.doi.org/10.35211/2500-2635-2020-4-44-36-44.

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The article analyzes the socio-psychological qualities of Russian master students at a technical university. Since 2003 the Russian educational system is guided by the Bologna program, which implies a transition to a two-stage model. At the same time, master students remain a little-studied subject. Socio-psychological portraiture of undergraduates is an important task for monitoring the current state of the process of training highly qualified personnel. The research showed that the resulting generalized portrait shows that master students have abilities that can be directed both to managerial activities and to scientific ones. At the same time, clearly expressed introversion does not allow us to speak about the priority of management activities. Thus, at the moment, the problem of predicting the preferred leading type of activity after the master's degree is difficult.
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Cronenwett, Linda R. "Clinical Research by Master??s Students." JONA: The Journal of Nursing Administration 17, no. 1 (January 1987): 6???7. http://dx.doi.org/10.1097/00005110-198701000-00002.

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Syrjala, Minna, Heli Saarela, and Kimmo Lehtonen. "The Relationship Between Master Music Teachers and Master Students: Counseling Concerns." Gifted Education International 19, no. 3 (April 2005): 275–78. http://dx.doi.org/10.1177/026142940501900311.

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The relationship between the music instructor and the pupil has only been superficially examined. As advanced students in music become even more talented and sophisticated, they need increasingly greater amounts of individual attention from accomplished musicians and instructors. As students hone and sharpen their skills, they need increasing amounts of attention, supervision and nurturing from their master teachers. This paper explores the quality of such a relationship and other specific concerns such as the need for counseling, mentoring and consultation.
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Dissertations / Theses on the topic "Master students"

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Muñoz, Julie Ann Peters, and Elisa Collins Coronado. "Stress among Master of Social Work students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2459.

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This study explores stress levels among a population of Master of Social Work (MSW) students enrolled at California State University, San Bernardino (CSUSB). It is hypothesized that student stress is related to curriculum, finances, gender, and social roles.
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David, Kasey, and Elizabeth Contreras-Estrada. "Student and Faculty Perceptions of Mandated Counseling for Master of Social Work Students." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/306.

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This study surveyed the opinions of students and faculty about perceptions of mandated counseling for Master of Social Work (MSW) students at California State University, San Bernardino (CSUSB). The MSW program at CSUSB does not explicitly endorse a strategy to facilitate personal growth and development, such as personal counseling. Given the evidence that counseling can help build self-awareness, reduce stress and manage mental illness, counseling can be beneficial to its students, as it relates to personal growth and professional development. This study’s significance is that it examined social work students and professionals, specifically. This study used a quantitative survey design and the results were analyzed using a between-groups ANOVA. The implications affect policies towards mandated counseling and the means by which students develop professionally.
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Samsuddin, Samsuddin Wira Bin Tu Manghui. "Digital forensics curriculum for undergraduate and master graduate students." [Cedar City, Utah] : Southern Utah University, 2009. http://unicorn.li.suu.edu/ScholarArchive/ForensicScience/SamsuddinWira.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "Thesis presented to the faculty of the Graduate School of Southern Utah University in partial fulfillment of the requirements for the degree of Master of Science in Forensic Science, Computer Forensics Emphasis." Manghui Tu, Advisor. Includes bibliographical references (p. 83-88).
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Flores, Luis, and Matthew Ford. "MASTER OF SOCIAL WORK STUDENTS' ATTITUDES TOWARDS TRANSRACIAL ADOPTIONS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/476.

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This study explored Master of Social Work students’ attitudes towards transracial adoptions (TRA). The literature suggests that when children of color are transracially adopted, they are often deprived of the opportunity to learn and express their birth culture, and to develop a strong sense of self. The researchers decided to survey this population because MSW students are future foster and adoptive professionals. As such, they will have the opportunity to directly influence macro policies around TRA and adoptive families in micro practice. The researchers utilized a quantitative self-administered survey, with thirty-three questions to ascertain the attitudes of a diverse pool of MSW students at Cal State San Bernardino. Eighty-eight students completed the online survey. The researchers used descriptive and inferential statistics, including a t-test and one-way ANOVA to analyze the survey data. MSW students possess positive attitudes towards transracial adoption. Female respondents held significantly more positive attitudes towards transracial adoption than male respondents. Similarly, Black, White, and Latino/a participants held more positive attitudes towards TRA; however, these findings should be interpreted with caution due to the small number of Native American participants in our sample. We did not find significant differences in attitudes based on participants’ age, parental status, or life experiences related to diversity. Our findings are limited as our sample may not generalize to all MSW students or to social workers in general. The study suggests that MSW students, who are future social workers, view TRA as a positive option for children in need of families. Therefore, we suggest that schools of social work continue to provide and to expand their curriculum related to TRA so that future social workers are prepared to meet the needs of parents and children in TRA families.
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Whyte, Shelly-Ann Rosemarie. "ASSESSING MASTER OF SOCIAL WORK STUDENTS' INTEREST IN GERONTOLOGY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/558.

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This study was conducted to assess Masters of social Work students’ interest in gerontology. Students’ gerontological knowledge, attitude and experience with the aging population was examined to see if they have any influence on interest in working with older adults. The positivist worldview was used to identify students’ behavior toward older adults while checking to see if correlates to interest in working with that population. Survey questionnaire was used to collect information on student’s interest in working with older adults, their knowledge, attitude and experience. Modified versions of Palmore Facts on Aging Quiz (FAQ) and Kogan’s Attitude Toward Old People (KAOP) scales were used to collect information on students’ knowledge and attitude toward older adults. Additional questions about demographic data was included along with direct question on interest in working with the older adults. The results from the use of the quantitative approach allowed further statistical analysis using SPSS to identify relationships between the variables. The study found relationships between knowledge of aging and interest in aging-related work. The study recommends that future research examine factors that influence attitude and implementing gerontological education and training in social work programs to improve student’s interest in aging related work.
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Frausto, Karina, and Stephanie Avena. "Master of Social Work Students' Stressors and Coping Mechanisms." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/457.

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The purpose of the present study was to explore and examine the stressors and coping mechanisms used by Master of Social Work (MSW) students. A quantitative survey with some qualitative questions was conducted using a sample of MSW students from California State University, San Bernardino. Data for this study was collected through a self-administered, online questionnaire survey distributed by the MSW program administration. Quantitative data was analyzed through SPSS software by conducting descriptive statistics, frequencies, and independent sample t-test. Qualitative data was analyzed by coding and identifying major themes. Student groups were compared based on program format, which was determined on their standing status as a stipend recipient. The majority of survey participants were non-recipient students (n=45, 60%) and 24 identified as Title IV-E Child Welfare stipend recipients (32%). Results showed that there was no significant difference in the amount of stress experienced by students depending on their program format; however, some differences were identified in preferred coping mechanisms. Based on the results of this study, it is respectfully recommended that the MSW program at California State University, San Bernardino further explores and considers the responses of the students. This study also calls for future research related to MSW students’ stressors and coping mechanisms.
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Lopez, Jody D. "HEALTHY AND MALADAPTIVE COPING STRATEGIES AMONG MASTER OF SOCIAL WORK STUDENTS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/23.

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The purpose of this study was to explore healthy and maladaptive coping strategies among MSW students. The data was collected using self‑reported questionnaires. A total of 47 students participated in this study. Using the Transactional Model of Stress and Coping as a theoretical framework, this study assessed stress levels using the Perceived Stress Scale. The Brief COPE instrument measured coping strategies. The study found relationships between stressors and maladaptive coping and perceived stress. The study recommends that future research on coping strategies among MSW students include greater attention to training MSW students how to deal with stress during their MSW educational programs.
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Vedin, Elin. "The clinical reasoning among master students specializing in Orthopedic Manual Therapy." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85765.

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The International Federation of Orthopedic Manipulative Physical Therapists (IFOMPT) describes Orthopedic Manual Therapy (OMT) as a specialist field in physiotherapy for the treatment of neuromusculoskeletal conditions based on clinical reasoning. The aim of this study was to explore how students in a OMT physiotherapy master programme describe their clinical reasoning. Nine participants were included in the study. Data was collected using a semi-structured interview guide and were analyzed with qualitative content analysis. The analysis resulted in one main category: “A multidimensional picture of clinical reasoning” and three categories: 1) Confidence in the role as physiotherapist; 2) Decision making, a cognitive analytical process 3) Creating alliance and involving the patient in the clinical reasoning. The participants described a multidimensional picture of clinical reasoning which gradually developed and eventually encompassed several aspects in the subcategories. The conclusion of the study is that all the parts above are needed in the clinical reasoning and it takes years to develop effective clinical reasoning. For future studies, it would be of interest to explore how recently graduated physiotherapists with a bachelor degree describe their clinical reasoning.
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Jackson, Breyana De Sha. "The Perception of Vicarious Trauma Among Master of Social Work Students." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/344.

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Social workers are being sought out more often to treat traumatized individuals. In turn, social workers are at risk of vicarious traumatization. Vicarious trauma is a form of indirect trauma that may occur by working with traumatized clients. Master of Social Work (MSW) students should be educated on vicarious trauma as they will have many responsibilities when they begin their work in the field; including treating traumatized individuals. Education on vicarious trauma could lessen the risks of experiencing the pathology. The purpose of this study is to explore the perception of vicarious trauma among MSW students. Sixty-seven students from the MSW program at California State University, San Bernardino participated in this study and completed the Vicarious Trauma Questionnaire (VTQ). The study showed that on average the students scored moderate to low on each category of the questionnaire. Suggestions for future research and the social work curriculum are discussed in this project.
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Chhim, Putsalun. "Students' Assets and Strategies via the Erasmus Mundus Scholarship Program : A Case of Cambodia's Master Degree Students." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-392075.

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This study analyzes, the structure of the Erasmus Mundus scholarship program by utilizing mixed methods, and is being analyzed within the contextualized framework of the Cambodia’s Higher Education system as well as its relationship with the Erasmus Mundus scholarship program. Mixed approach has been employed for this study, combining both quantitative data to construct the social space, which acts as a backbone for interpretation, and qualitative data from interviewing the scholarship program coordinator and scholarship holders in order to investigate the recruitment process and the students’ perception respectively, presenting the macro-micro relationship that makes up the entirety of the scholarship program. Collectively inspected, the findings reveal a new contextualized result that contributes not only to the development of the Cambodia’s Higher Education, but also to its position and its students within the space of the scholarship program of Erasmus Mundus. Through the close inspection using interview method, the underlying complexity of the recruitment process of the scholarship program is illustrated, indicating a multi-layer hierarchy and multiple decision-making processes. There are also implications of oppositions between the properties of the students, signaling the diversified student body in the scholarship program. Prominent theme of the opposition in the space appears to be related to the colonial past of the Cambodia’s system as well as the differences between local and international experiences that the students possess. Students interviewed in the study, furthermore, reveal how they prepared themselves to apply for the scholarship program and to be successful candidate, which depicts their assets and strategies that can be derived from the constructed space. Unanimously the students show strong confidence and great insight of information which can be understood as the compatibilities between the recruiter of the scholarship program and the students’ assets. Finally, overall findings give a new perspective of the profile of the scholarship program within the Erasmus Mundus mobility scheme. It shows that while students are required to possess certain objectively set requirements, there are also exception cases that students who possessed lower amount of capitals can also be successful, provided that the conditions like the credentials of their degree from Cambodia, as well as minimum requirements to pass the university admission have been met, and their “motivation letter” is exceptionally well-written which shows the subjective side of the recruitment process.
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Books on the topic "Master students"

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Doug, Toft, and Mancina Dean, eds. Becoming a master student concise. Boston, MA: Wadsworth, Cengage Learning, 2012.

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崇一朗, 山本. Teasing Master Takagi-san, Vol. 1. New York, NY: Yen Press, 2018.

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崇一朗, 山本. Teasing Master Takagi-san, Vol. 2. New York, NY: Yen Press, 2018.

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Western Washington University. Woodring College of Education. Master plan for diversity. [Bellingham, Wash.]: Woodring College of Education, Western Washington University, 1990.

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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A practical guide for educating students with special needs. 2nd ed. Upper Saddle River, N.J: Merrill, 1998.

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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A practical guide for educating students with special needs. 4th ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A practical guide for educating students with special needs. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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Barnes, Jennifer. Learning preference scales: Handbook and test master set: teachers, students, parents. Hawthorn, Victoria: ACER, 1992.

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H, Miller Robert. Business school confidential: A complete guide to the business school experience, by students, for students. New York: Thomas Dunne Books, 2003.

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Ateneo de Manila University. Dept. of Sociology-Anthropology. Professional social science programs for Southeast Asian students: Master of Arts, major in sociology, Master of Arts, major in anthropology, Master of Science in social development. Quezon City, Philippines: Dept. of Sociology and Anthropology, Institute of Philippine Culture, Ateneo de Manila University, 1990.

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Book chapters on the topic "Master students"

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Toppeta, Alessandro. "A Master in Teaching and Motivating His Students." In Seminal Studies in Regional and Urban Economics, 449–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57807-1_30.

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Beck, Joseph E., and Yue Gong. "Wheel-Spinning: Students Who Fail to Master a Skill." In Lecture Notes in Computer Science, 431–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_44.

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Wang, Yan, and David Chen. "Joint UB-HIT Master: A Survey of Graduate Students." In Progress in IS, 61–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29166-6_9.

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Pessotto, Ana Paula, Janaína Macke, and Fernanda Frankenberger. "Sustainability Practices: The Role of University in Forming Master Students’ Perspectives." In World Sustainability Series, 383–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15604-6_24.

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Milošević, Pavle, Ivan Nešić, Ana Poledica, Dragan G. Radojević, and Bratislav Petrović. "Models for Ranking Students: Selecting Applicants for a Master of Science Studies." In Soft Computing Applications, 93–103. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-33941-7_11.

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Olivella, Jordi, Josep Bordonau, Gema Calleja, and Enrique Velo. "How Do Energy Engineers of the Future Think. Analysis of Master Students’ Proposals." In Renewable Energies, 33–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-45364-4_3.

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Galindo, Michel, Célia Martinie, Philippe Palanque, Marco Winckler, and Peter Forbrig. "Tuning an HCI Curriculum for Master Students to Address Interactive Critical Systems Aspects." In Human-Computer Interaction. Human-Centred Design Approaches, Methods, Tools, and Environments, 51–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39232-0_6.

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Helbo, Jan, and Mads Sølver Svendsen. "Interdisciplinary Construction and Implementation of a Human Sized Humanoid Robot by Master Students." In Progress in Robotics, 42–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03986-7_6.

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Parker, Alison E., and Janis B. Kupersmidt. "Two Universal Mindfulness Education Programs for Elementary and Middle-School Students: Master Mind and Moment." In Mindfulness in Behavioral Health, 335–54. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_21.

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Proust, Christine. "Does a Master Always Write for His Students? Some Evidence from Old Babylonian Scribal Schools." In Scientific Sources and Teaching Contexts Throughout History: Problems and Perspectives, 69–94. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5122-4_4.

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Conference papers on the topic "Master students"

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Spaw, Gregory Thomas. "Flipping the Script: Master-Student to Student-Masters." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.11.

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This paper presents the particular challenges of teaching a North-American model of education outside the US. The challenges take place in a remarkably diverse institution where international students represent 84% of enrollees and woman represent more than 80% of the Department of Architecture’s students.
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Kurenkova, T. N. "Foreign Language To Master Degree Students:." In International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.03.89.

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Earle, Clara Benac, Ana Maria Fernandez-Soriano, Lars-Ake Fredlund, and Elena Gomez-Martinez. "Teaching Software Safety to Master Students." In 2015 41st Euromicro Conference on Software Engineering and Advanced Applications (SEAA). IEEE, 2015. http://dx.doi.org/10.1109/seaa.2015.67.

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Almabekova, Olga. "COMMUNICATION AND REFLECTION IN TRAINING MASTER STUDENTS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.022.

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CISMAS, SUZANA CARMEN, ION DONA, and GABRIELA IONELA ANDREIASU. "Mentoring Master Degree Students in Business Engineering." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a37.

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Lukoshus, Oxana. "ON DEVELOPING ACADEMIC COMPETENCE IN MASTER STUDENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1051.

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Bayborodova, L. V., V. V. Belkina, and E. A. Tsirulnikova. "Organization of Master Students’ Individual Educational Activities." In Proceedings of the International Conference on the Development of Education in Eurasia (ICDEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdee-19.2019.18.

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Mednykh, D. A. "Generating Educational Projects of Initiative Master Students." In GeoSkill 2010. Netherlands: EAGE Publications BV, 2010. http://dx.doi.org/10.3997/2214-4609.20144503.

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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Schmid, Jan. "Master thesis students in the video game industry." In SIGGRAPH ASIA 2015 R&D in the Video Game Industry. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2818419.2818421.

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Reports on the topic "Master students"

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NMR Publikation. Interviews with students on the Nordic Master Programme. Nordisk Ministerråd, January 2012. http://dx.doi.org/10.6027/na2013-901.

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Piatkowska, Jolanta. The Relationship between Mindfulness and Burnout among Master of Social Work Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1961.

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NMR Publikation. Student Survey of the ‘Nordic Master Programme’ 2012. Nordisk Ministerråd, January 2013. http://dx.doi.org/10.6027/na2013-903.

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Drummond Hays, Sarah. Facilitating Master's Student Success: A Quantitative Examination of Student Perspectives on Advising. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1502.

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Williams, Kai Symone, Robert Clifford Roback, and Jeffrey Martin Heikoop. A Day in the Life: Post Master's Student. Office of Scientific and Technical Information (OSTI), November 2017. http://dx.doi.org/10.2172/1409801.

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Manikowske, Linda, Nancy Lyons, Melody LeHew, and Shubhapriya Bennur. Does an Online Professional Master's Program Meet Student Expectations? Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-83.

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Zoltanski, Jennifer. Departure and persistence : exploring student experiences at the master's level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5487.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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