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Academic literature on the topic 'Non-teachers with master's degrees'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Non-teachers with master's degrees"

Wendler, David, S. Jay Samuels, and Vienna K. Moore. "Comprehension Instruction of Award-Winning Teachers, Teachers with Master's Degrees, and Other Teachers." Reading Research Quarterly 24, no. 4 (1989): 382. http://dx.doi.org/10.2307/747604.

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Wier, Benson, Dan N. Stone, and James E. Hunton. "Does Graduate Business Education Contribute to Professional Accounting Success? (Retracted)." Accounting Horizons 19, no. 2 (2005): 85–100. http://dx.doi.org/10.2308/acch.2005.19.2.85.

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We investigate the value of graduate business education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Master's of Accountancy (M.Acc.) or M.B.A. degree are generally higher than non-master's (NM) degree accountants. We find some evidence that professionals with master's degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that M.Acc. and M.B.A. degrees contribute to success differentially throughout the professionals' careers. Specifically, a M.Acc. degree provides greater benefit than a M.B.A. degree in the early and middle career years, while an M.B.A. degree provides greater benefit than a M.Acc. degree in later career years. The results indicate that M.Acc. and M.B.A. degrees contribute to success by increasing specific types of knowledge and enhancing ones' ability to learn.

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Yezhova, Olha, Oleksandr Brizhatyi, Svitlana Korol, Dmytro Voropaiev, Olha Sytnyk, and Iryna Brizhata. "European experience of physical therapists training: Introduction of new master degree programs in Ukraine." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(136) (May 22, 2021): 53–57. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).12.

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Improving the quality of education and training of future physical therapists in Ukraine is possible provided that the experience of the best European educational programs is taken into account. During 2018-2021, Ukraine is implementing the EU Erasmus + Program in the direction of KA2 ‒ "Cooperation for innovation and exchange of best practices ‒ Development of higher education potential" project "Innovative rehabilitation education in Ukraine: Introduction of new master degree programs in Ukraine (REHAB)". Among the participating partners are four representatives of higher education institutions of Ukraine and Europe. The main goals of the project are: to increase the professional potential of teachers of domestic universities; creation of new resources for teaching, learning, assessment; creation of a special educational infrastructure necessary for the implementation of new master's programs in physical therapy. At the first stage of the project implementation, own educational programs in physical therapy were analyzed and a comparative description with similar European educational programs was made. In the second and third stages of the project, an innovative educational environment was developed and created for the training of future physical therapists. Particular attention is paid to practice-oriented training of future physical therapists. Methodological support for conducting an objective structured clinical examination has been developed. The results of this project at Sumy State University are: analysis and updating of the educational-professional program "Physical therapy" of the first (bachelor's) level of higher education; development of the project of the educational-scientific program "Physical therapy" of the second (master's) level of higher education; development of educational and methodological support of educational components of bachelor's and master's educational programs in physical therapy; development of three electronic courses for the educational-scientific program of the second (master's) level "Physical therapy"; development of methodological support for conducting an objective structured clinical examination in the specialty 227. "Physical Therapy, Occupational Therapy"; creation of four rehabilitation educational and scientific laboratories and organization of the educational process on their basis; increasing the professional competence of all teachers of the Department of Physical Therapy, Occupational Therapy and Sports Medicine of SSU; participation of students in academic mobility activities, various forms of non-formal education within the project.

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Nadler, Carl, and Matthew Wiswall. "Risk Aversion and Support for Merit Pay: Theory and Evidence from Minnesota's Q Comp Program." Education Finance and Policy 6, no. 1 (2011): 75–104. http://dx.doi.org/10.1162/edfp_a_00023.

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Recent research attributes the lack of merit pay in teaching to the resistance of teachers. This article examines whether the structure of merit pay affects the types of teachers who support it. We develop a model of the relative utility teachers receive from merit pay versus the current fixed schedule of raises. We show that if teachers are risk averse, teachers with higher base salaries would be more likely to support a merit pay program that allows them to keep their current base salary and risk only future salary increases. We test the predictions of the model using data from a new merit pay program, the Minnesota Q Comp program, which requires the approval of the teachers in each school district. Consistent with the model's predictions, we find that districts with higher base salaries and a higher proportion of teachers with master's degrees are more likely to approve merit pay.

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Aksoy, Erdem, Derya Bozdoğan, and Mümin Şen. "The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?" Yuksekogretim Dergisi 11, no. 2Pt1 (2021): 227–43. http://dx.doi.org/10.2399/yod.21.531653.

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In 2018, a legislative change -law number 2547- resulted in the adoption of the title "instructor", replacing "lecturers, specialists, translators, and education planners" for positions at the different departments of universities. This law also led to an adjustment in the instructor recruitment requirements. Correspondingly, the English language teaching instructors must have completed a master's degree to be hired to work at School of Foreign Languages (SFLs). This paper aims to uncover the opinions and suggestions of School of Foreign Language administrators about this change. This study shows that administrators approach the new requirement unenthusiastically due to the possible problems in hiring instructors. As an alternative criterion to a master's degree in ELT, administrators consider certification, teaching experience and graduate degrees in non-ELT programs. The results suggest that instructors be provided with professional development opportunities that merges theory into practice.

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Uğurel, Işikhan. "Non-thesis master´s level pre-service mathematics teachers' conceptions of proof." Bolema: Boletim de Educação Matemática 26, no. 42b (2012): 715–42. http://dx.doi.org/10.1590/s0103-636x2012000200015.

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This case study research was carried out with eight pre-service teachers enrolled in a non-thesis Masters degree program at the university where the author works after having earned undergraduate degrees in mathematics from different universities in Turkey. The study is part of a large-scale study. The main part of the study aimed to identify the conceptions of participants about proof and proving in a period of ten weeks. The present study contains the preliminary findings regarding the participants' opinions about the meaning of proof and proving and the purposes of proof. Three groups of data were used in this article. The first group involves the essay writing of pre-service teachers; the second group involves whole group discussions; and the last group contains individual semi-structured interviews. The results demonstrate that the pre-service teachers often prefer using formal discourse to define proof but have certain difficulties in making sense of these definitions. The general opinion of the participants about the purposes of proof concentrates on verification and explanation. Another problem examined in the study was concerned with whether the pre-service teachers' opinions about the meaning and purposes of proof can change. The results showed that their opinions may change regarding both. However, the changes involved expansion of their previous opinions by adding new dimensions, without moving in another direction.

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Onalan, Okan. "Non-Native English Teachers’ Beliefs on Grammar Instruction." English Language Teaching 11, no. 5 (2018): 1. http://dx.doi.org/10.5539/elt.v11n5p1.

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Research on teacher cognition, which mainly focuses on identifying what teachers think, know and believe, is essential to understanding teachers’ cognitive framework as it relates to the instructional choices they make. The aim of this study is to find out the beliefs of non-native speaker teachers of English on grammar instruction and to explain how those reported beliefs are influenced by particular demographic factors. 75 non-native speaker teachers of English participated in the study. Data was collected by a 5-Likert type questionnaire with 15 items that addressed a range of key issues in grammar instruction, particularly direct (explicit) or indirect (integrated) grammar instruction. The study has provided a number of valuable insights, particularly in relation to teachers’ beliefs about grammar instruction. The representation of grammar instruction that arises from participant teachers’ responses in this study is one characterized by systematic explicit grammar teaching with regular opportunities for grammar practice, not in isolation but in relation to skills-oriented work. Moreover, teachers with higher English proficiency levels and higher degrees (master’s/doctorate) showed stronger belief towards teaching grammar indirectly. Teachers of adult learners showed a higher tendency towards direct grammar teaching. Non-native speaker teachers preferred to use more indirect grammar instruction as they progressed academically and proficiency-wise, but they implemented more direct grammar teaching as the ages and level of their students increased.

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Timofeev, Sergey, and Anna Astahova. "Pedagogical effectiveness of xenophobic prevention model for future teachers in the higher education system." E3S Web of Conferences 210 (2020): 19011. http://dx.doi.org/10.1051/e3sconf/202021019011.

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Previous studies determine the importance of pedagogical tolerance and the need to prevent xenophobia in future teachers. The purpose of this research was the analysis of efficiency of realization of xenophobic prevention model for future teachers. The experiment involved 120 students of the Southern Federal University studying for bachelor's and master's degrees in pedagogical training programs. The results have shown positive dynamics in overcoming xenofobia on cognitive, emotionally estimated and behavioural levels. The basic idea behind the xenophobic prevention model implementation included pedagogical support for students to form a critically meaningful space of their own knowledge and relationships. The developed pedagogical conditions for the prevention of xenophobia have proved to be effective, as evidenced by the results of statistical processing of diagnostic data.

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Nikitina, Tatiana, та Elena Rogaleva. "А REGIONAL LINGUOCULTURAL COMPONENT OF TRAINING LANGUAGE TEACHER (CONTENTS, FORMS AND MEANS OF IMPLEMENTATION)". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (25 травня 2018): 405–22. http://dx.doi.org/10.17770/sie2018vol1.3145.

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The article presents the author’s concept of forming the regional cultural linguistic competence of language teachers in the process of study in pursuit of Bachelor's and Master's degrees. It regards the optimal structure and contents of the regional cultural linguistic competence, the forms and means of the implementation of the regional linguocultural component of teachers’professionaltraining. It shows different types of students’ in- and out-of-class activities and research projects connected with studying regional cultural linguistics, new models of modern means of teaching – the author’s textbooks and educational dictionaries that provide the implementation of the concept. The results of the methodical experiment that prove the effectiveness of the author’s model of forming the regional cultural linguistic competence of language teachers are given.

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Goldhaber, Dan, and Roddy Theobald. "Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs." Education Finance and Policy 8, no. 4 (2013): 494–527. http://dx.doi.org/10.1162/edfp_a_00111.

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Over 2,000 teachers in the state of Washington received reduction-in-force (RIF) notices across the 2008–09 and 2009–10 school years. We link data on these RIF notices to an administrative data set that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. Not surprisingly, we find that a teacher's seniority is the strongest predictor, but we also find (all else equal) that teachers with master's degrees and those credentialed in the high-need areas of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness, which can be calculated for a subset of the teachers, were not correlated with the probability of receiving a RIF notice. Finally, simulations suggest that a very different group of teachers would be targeted for layoffs under an effectiveness-based layoff scenario than under the seniority-driven system that exists today.

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Dissertations / Theses on the topic "Non-teachers with master's degrees"

Obaki, Samuel Okwako. "A study to identify the factors that inhibit high school principals and teachers from pursuing bachelor's and master's degrees in Busia District in Kenya." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1107103-121831/unrestricted/ObakiS121503f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003. Title from electronic submission form. ETSU ETD database URN: etd-1107103-121831. Includes bibliographical references. Also available via Internet at the UMI web site.

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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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Goetteman, Mary. "A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING T." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2328.

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ABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida. Ed.D. Department of Educational Research, Technology and Leadership Education Educational Leadership

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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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Alamu, Adrian. "Teacher beliefs, knowledge, and reported practices regarding numeracy outcomes in the Solomon Islands : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@vuw.ac.nz, 2010. http://hdl.handle.net/10063/1314.

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Eduardo, Feliciana. "The development and evaluation of an online master's module using an open-source software package." Diss., Pretoria :[s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-04182008-100020.

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Kajee, Farhana Amod. "Knowledge and knowers in Educational Leadership and Management (ELM) Master’s Programmes in South Africa." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60698.

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This dissertation examines the knowledge and knower practices in the Master’s in Educational Leadership and Management (ELM) coursework programmes at South African public universities. This study was prompted by my growing awareness of problems and tensions in the field of ELM generally, and at the level of programme design of the M Ed degree in particular. Many of these had been identified by a national audit of coursework M Eds in ELM (CHE, 2010), and this study sought to find a way of theorising these with a view to improving both course design and teaching. To this end I employed Maton’s Legitimation Code Theory (LCT) which enables critical engagement with knowledge and knowers in programmes, how they are positioned, and how this positioning may be problematic. Hence my first research question sought to discover and critique what counted as knowledge in these programmes and why, while the second asked how knowers were positioned, and why this had come to be the case. LCT has its roots in the work of Bernstein and Maton, whose preoccupation with curriculum was/is driven by a sense of social justice: if we can understand how and why the curriculum is organised and presented in a particular way, it becomes possible to re-imagine teaching and learning, making it accessible to a broader, more inclusive body of learners. The study also drew on critical realism as an underlabourer. This philosophy provided a nuanced understanding of ontology, encouraging and enabling me, as researcher, to unearth causal mechanisms driving the status quo. Only seven South African universities currently offer the coursework option of a Master’s degree in ELM, compared to thirteen when the audit was conducted in 2010. Six of the universities agreed to take part in the study. Data was gathered through content analysis of the six course outlines and interviews with individual co-ordinators or academics centrally involved in the programmes. Through the development of a translation device I was able to establishing that a knower code was dominant in the programmes. Using this point as my departure, I interrogated the knowledge practices and found that different types of knowledge were being privileged across the programmes, with some having a practical/professional leaning and others a more academic/theoretical orientation. The resultant tension does, I argue, restrict knowledge building and helps to account for the fact that the field is generally considered to be under-theorised. The fact all of these programme are registered with the same national qualifications authority, ostensibly following the same national guidelines for Master’s degrees is worrying. The study attempts to find underlying, historically significant reasons for this unevenness. An analysis of the programmes revealed a leaning towards supportive pedagogical approaches. While all programmes promote a cultivated gaze their purposes are not always the same. While a hegemonic practices potential for opening counts as knowledge, cultivated gaze can enable transformation, it can also encourage that can impede real change and empowerment. The study has the up much needed debate on what is meant by a Master’s in ELM, what and what kinds of knower are envisaged.

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Crossan, Sue. "The perceptions and experiences of immigrant teachers with regard to the literacy requirements of the New Zealand secondary school curriculum a thesis submitted to the Auckland University of Technology University in partial fulfillment [sic] of the requirements for the degree of Master of Arts (MA) in Applied Language Studies, 2009 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/661.

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Thesis (MA--Applied Language Studies) -- AUT University, 2009. Includes bibliographical references. Also held in print (viii, 104 leaves ; 30 cm.) in the Archive at the City Campus (T 373.110086910993 CRO)

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Power, Nicola. "To touch or not to touch. Male teachers' experiences of touch a hermeneutic phenomenological study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2009." Click here to access this resource online, 2008. http://hdl.handle.net/10292/664.

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Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003. Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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Books on the topic "Non-teachers with master's degrees"

Sherman, Jane Carolyn. Master's degrees for teachers: A study of supply and demand. Higher Education Coordinating Board, 1991.

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Bear, John. College degrees by mail: 100 good schools that offer bachelor's, master's, doctorates, and law degrees by home study. Ten Speed Press, 1991.

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E, Diez Mary, National Council for Accreditation of Teacher Education., and National Board for Professional Teaching Standards (U.S.), eds. Toward a new vision of master's education for teachers. National Council for Accreditation of Teacher Education, 1998.

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Blackwell, Peggy J. Achieving the new vision of master's education for teachers. National Council for Accreditation of Teacher Education, 1999.

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Semenova, Nadezhda, Svetlana Artemyeva, Svetlana Busalova, Ol'ga Eremina, and Svetlana Makeikina. State and municipal finance. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01853-8.

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The textbook reveals the theoretical and practical foundations of the organization of state and municipal finance. It examines the economic role and functions of the state, the current state of the state and municipal sectors of the economy, public finance management, the essence of the budget and state extra-budgetary funds, the organization of the budget process. Priorities and main directions of development of the budget structure and budget system of the Russian Federation, tendencies of development of sovereign funds of the state as a monetary resource are analyzed. Special attention is paid to the formation and implementation of the budget policy of the Russian Federation, the formation of inter-budgetary relations, trends in the development of public credit and public debt, the peculiarities of the provision of state (municipal) services and procurement.  The content of the textbook meets the requirements of the Federal state educational institution IN the areas of bachelor's and master's degrees of the enlarged group of specialties 380000 "Economics and management". The textbook is intended for students, postgraduates and teachers of economic and managerial areas of training, students of courses and faculties of qualification improvement, employees of financial authorities and persons independently studying state and municipal Finance.

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Rossinskiy, Sergey. Pre-trial proceedings in a criminal case. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1578843.

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The genesis of the Russian pre-trial proceedings in a criminal case is considered and the reasons that predetermined its modern system are analyzed. The purpose of pre-trial proceedings is highlighted; the procedural status of subjects authorized to initiate and preliminary investigation of criminal cases is disclosed. The essence is characterized and the legal conditions for the implementation of pre-trial stages of criminal proceedings are considered. The article describes in detail the criminal procedural mechanisms included in the content of pre-trial proceedings: investigative actions, forensic examinations, "technical" methods of collecting evidence, measures of criminal procedural coercion, the procedure for bringing as an accused and the end of the preliminary investigation. For students and students of universities who master the educational programs of the master's degree in legal orientation. The textbook may be useful for students, cadets and trainees studying under bachelor's and specialty programs, researchers and practitioners, teachers, graduate students (adjuncts).

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Avak'yan, Suren. Constitutional Law of Russia. Training course. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1390626.

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The book covers the issues of Russian constitutional law, the formation and development of constitutional and legal institutions, and analyzes the problems of forming the constitutional and legal foundations of Russia's political development. The second volume of the publication deals with the issues of state structure, the electoral system, state power and local self-government in the Russian Federation. For students studying for a master's degree, as well as for students studying undergraduate and specialist programs, graduate students, law school teachers, and anyone interested in various aspects of Russian constitutionalism.

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Ginzburg, Sergey. English-Russian explanatory dictionary of hockey terms. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24257.

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The dictionary contains more than 5000 eponymous, acronymic and figurative terms used in such a modern and popular sport in Russia and abroad as ice hockey. Special attention is paid to terms from the field of game technology, its history and rules. The dictionary includes figurative expressions that are actively used in modern hockey. Terminology from the field of sports medicine is widely presented-names of symptoms, syndromes, diseases, injuries that occur in hockey. The dictionary is provided with historical excursions-description of rules, traditions adopted in hockey, stories about famous players of the past, awards given in their honor. The dictionary also contains modern and historical names of hockey arenas in the world, indicating the names of the clubs that play on them, and the main technical characteristics of the arenas. The dictionary provides a wide range of typologies of hockey clubs currently playing and clubs that have become history. The publication contains a large number of examples of the use of hockey terms in modern sports journalism and scientific literature. These examples are taken from articles by North American sports journalists describing each national hockey League championship game. The book is based on more than thirty years of experience of the author-a professional translator who has been a passionate fan of ice hockey since childhood. The dictionary is intended for students of higher educational institutions who are studying in bachelor's and master's degrees in the areas of Linguistics, Journalism, Philology, International relations, Advertising and public relations, and Physical culture, as well as for teachers of these areas. This dictionary can also be useful for professional hockey players, coaches, referees, hockey commentators, and specialists. The publication will also be of interest to a wide range of readers who are interested in such a popular and actively developing sport around the world as ice hockey.

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Nazarova, Nataliya, and Gennadiy Penin. Special pedagogy:Volume 1: History of special pedagogy. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078993.

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The textbook presents the history of special pedagogy as an independent branch of scientific and pedagogical knowledge. Analyzes the development of scientific thought in special education from the standpoint of modern science and development of special education people with disabilities (prescientific period — beginning of XXI century). The main stages of the development of scientific knowledge in special pedagogy in connection with the formation of its individual branches are highlighted. The most important scientific ideas, concepts, and theories that have had a decisive influence on the development of special pedagogy and its branches are presented. For students of higher education institutions studying in the areas of bachelor's and master's degree "Special (defectological) education". It can be useful for graduate students and University teachers, researchers in the field of General pedagogy.

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The master's degree in education as teacher professional development: Re-envisioning the role of the academy in the development of practicing teachers. Rowman & Littlefield Publishers, 2012.

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Book chapters on the topic "Non-teachers with master's degrees"

Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.

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Boesdorfer, Sarah B. "Advancing Professional Knowledge and Skills for Chemistry Teaching through an Online Master’s Degree for Secondary-Level Chemistry Teachers." In ACS Symposium Series. American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1335.ch005.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, et al. "Four Models of Higher Education in 2030." In Higher Education Landscape 2030. 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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Nuninger, Walter, and Jean-Marie Châtelet. "A New Paradigm for Learners and Teachers Thanks to Situational Pedagogical Games." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0024-7.ch013.

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Part of sustainable outcomes in Higher Education relies on the design of trainings able to help learners to develop transversal skills. Beyond such challenges, the aim is to obtain widespread involvement and to take advantage of interaction and dialogue in order to facilitate deeper learning and strengthen autonomy and decision-making based on specific context. An evolving pedagogical game, conducted over fifteen years in Master's degrees with inter-cultural groups, is presented; guiding learners towards skills in quality management. It has inspired a set of pedagogical mini-games (lasting less than two hours) as a solution to face the evolution of trainees' expectations and the reduction of time; part of hybridized courses, the aim is to incent involvement and learning with focus on knowledge. Results and comparison bring out the non-variable parts in order to make the best of such devices; worthwhile adaptation to increase problem-solving ability and future efficiency in the workplace.

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Austin, Ottilie F., Gail M. Hunger, and Julie J. Gray. "Lessons Learned Building an Online Degree Program." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2101-3.ch010.

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Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.

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Boulton, Alex. "First contact with language corpora: perspectives from students." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.985.

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Corpora are not the preserve of corpus linguists. In education, learners and teachers can analyse almost any collection of text for linguistic or non-linguistic purposes where regular reading is not efficient or feasible. This paper describes students’ first contact with corpora in a distance master’s degree where they are required to build a corpus on a topic of their choice and complete a short research report. Following a brief outline of the course, we turn to a description of 122 papers submitted over the last 5 years, with particular attention on the Personal Feedback sections of each among both high- and low-achievers. The opening sentences typically reveal bewilderment on initial encounter with corpus linguistics, which contrasts with growing mastery or sudden enlightenment. Further analysis of the 30k-word corpus suggests that a corpus approach may not be immediately easy, but most users can derive benefits with a little perseverance even in adverse conditions.

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Anderson, Jeremy, Heather Bushey, Maura E. Devlin, and Amanda J. Gould. "Cultivating Student Engagement in a Personalized Online Learning Environment." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0119-1.ch015.

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Higher education has a national imperative to change the ways it supports its increasingly non-traditional populations who seek completion of college degrees in more flexible online environments. However, online education can present challenges to such students learning remotely and often independently, and who may struggle with accessing, understanding, and processing course content and achieving mastery of outcomes. A unique model based on technology and data-driven decision-making that is undergirded by two teaching and learning frameworks—adaptive learning and universal design for learning—is presented, along with outcomes and best practices. By adopting revolutionary methods of engaging students online and ensuring mastery of course and program learning outcomes, which enhance persistence and degree completion, such a model addresses this national educational imperative.

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Telese, James A., and Gregory Chamblee. "Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1476-4.ch002.

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Many mathematics education degree programs, especially at the graduate level, are now transitioning to an online format. There is a need to document how mathematics content and content pedagogy are assessed in an online environment. The objectives of this chapter are to document how a public higher education institution in Texas transitioned their master's degree program for mathematics teachers from a face-to-face program to an online program and how this transition impacted the assessment process related to the learning of content and pedagogical content knowledge.

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López, Carlos Monge, and Patricia Gómez Hernández. "Teacher, Students, and MOOCs." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch012.

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The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

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Richardson, Kerri. "Online Tools With Synchronous Learning Environments." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1476-4.ch005.

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In this chapter, the author highlights the tools used in an online environment geared toward practicing teachers earning their master's degree. The focus will be on web-based platforms and the importance of both synchronous and asynchronous online learning. The author offers existing and new online instructors' ideas on how to structure their own synchronous learning environments. She will support her suggestions with relevant research references. Samples of teachers' representations used during class sessions will be included so the reader has a visual understanding of how the tools work. Asynchronous ideas will also be discussed for those who integrate both styles in their teaching.

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Conference papers on the topic "Non-teachers with master's degrees"

Shapovalov, Valery, Irina Igropulo, and Marianna Arutyunyan. "SOCIAL ENTREPRENEURSHIP EDUCATION IN MASTER'S DEGREE'S TRAININGS FOR TEACHERS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0556.

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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. 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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Dammer, Manana, Vladimir Kudinov, Elena Leonova, and Natalia Zubova. "TRAINING OF FUTURE PHYSICS TEACHERS IN MASTER'S DEGREE FOR RESEARCH ACTIVITIES IN EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1308.

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Vikulova, Larisa, Anna Mezhina, and Sergey N. Semjannikov (Hierodeacon Moses). "Teachers’ Moral Development in Master’s Degree Programs on Personality Development through Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0719.

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Lukkarinen, Anna Miriam, and Paula Koivukangas. "Getting in and getting out: Predicting the likelihood of graduation of master’s program students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5542.

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We assess the predictors of the likelihood that a student will graduate from the master’s program of a business university. We use data from three years of a master’s program, totaling 455 students. The methods used are bivariate tests and logistic regression analysis. We find that the likelihood of a student graduating from the master’s program is positively related to the student i) holding their previous degree from business, as opposed to another field, ii) moving from another country to take the master’s program, and iii) taking up a master’s program with a qualitative, rather than quantitative, orientation. Interestingly, we find no evidence to suggest that whether a student’s previous degree is from a research university or from a practically oriented polytechnic would be related to the student’s odds of graduating. The results are relevant for master’s program teachers who can benefit from taking into account their students’ varying backgrounds, and for people responsible for planning the selection criteria and implementation of master’s programs. The results are also encouraging for polytechnic students who are contemplating taking further studies at a research university.

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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.

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"TEACHING ENGLISH TO CHINESE MASTER’S DEGREE STUDENTS AT A NON-LINGUISTIC UNIVERSITY IN RUSSIA." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202133.

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Jonášková, Gabriela, and Ľubica Predanocyová. "POSITIVE INTERPERSONAL RELATIONSHIPS IN TERMS OF DEVELOPING CREATIVITY AND CRITICAL THINKING." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/08.

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The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools.

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Serbati, Anna, Ettore Felisatti, Debora Aquario, Renata Clerici, Lorenza Da Re, and Omar Paccagnella. "Teaching competences in Italian universities: an attempt of classification to inform professional development processes." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5498.

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How we can improve the quality of teaching in the university degree courses? What are the professors’ practices and the beliefs about their role in the students’ learning process? A group of spokespersons of seven Italian Universities has carried out an integrate sources study to answer those questions and to define a programme of activities for developing didactic skills of the teachers. This paper aims to illustrate the design and the results of a research project which involved 4,289 university professors (59% of the target population), who were teaching courses at bachelor and master level during the academic year 2014/15. The data were directly gathered by a CAWI questionnaire which was distributed to the whole teaching staff; the survey results were linked to administrative data related to the educational offer and students’ evaluation of teaching in the same academic year. The results were summarized using some indicators, which showed the diffusion of good practices of teaching, support needs, beliefs, interest and availability of the respondents. We verified the reliability of these indicators and, by means of them, we identified sub-groups of areas of expertise and needs to involve teachers in appropriate different and integrated activities, directed to develop teachers’ professional competences.

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Kim, Sumin, and YoungSoon Kim. "AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end066.

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This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.

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