Financial assistance for master's degree students.

1968 ◽  
Vol 23 (6) ◽  
pp. 456-456
Author(s):  
Eva D. Ferguson
Keyword(s):  
Master's Degree ◽  
Financial Assistance ◽  
Master's Degree Students ◽  
Master’S Degree

scholarly journals DEVELOPING SHORT-TERM EXCHANGE FOR MASTER’S DEGREE STUDENTS IN DIGITAL SERVICE DESIGN

2019 ◽  
Author(s):  
Satu Luojus ◽  
Sami Kauppinen ◽  
Fernando Vilariño ◽  
Sari Kivinen ◽  
Taru Satuli ◽  
...  
Keyword(s):  
Master's Degree ◽  
Service Design ◽  
Short Term ◽  
Digital Service ◽  
Master's Degree Students ◽  
Master’S Degree

Modernization of the elective course content of the Master’s Degree programme for linguists “Teaching Methods in the Format of International Exams”

2020 ◽  
pp. 53-70
Author(s):  
Anna V. Gavrilova ◽  
Nina V. Popova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Master's Degree Students ◽  
Elective Course ◽  
Master’S Degree ◽  
Integrated Tasks

We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are appropriate for introducing to the students of non-linguistic, in particular, technical, universities in the foreign language training program. Integrated tasks in the TOEFL format that implement the principle of interconnected teaching of reading, lis-tening, and speaking/writing are developed similarly by the Master’s Degree linguist students for English language textbooks for students of non-linguistic universities. A detailed analysis of the methods for working with integrated tasks created by the Master’s Degree students is presented. Visual and informational materials from the “writing” section of the academic version of the IELTS exam are the implementation of the methodic principle of professional orientation of teaching. The introduction of graph, bar chart, diagram or table descriptions in foreign language teaching has a high degree of relevance for students of non-linguistic university, especially those of a technical specialization. We show the distribution of lexical and grammatical aspects and developed skills of foreign language learners in accordance with the types of visual and informational materials. The development of universal learning activities (ULA) of students in the process of teaching the description of visual and informational materials is justified. Listening comprehension in the format of the CAE international exam can be used as an element of students preparation for conference activities. Modernization of the elective course programme provides better quality of training for Master’s Degree linguist students aimed at foreign language teaching in a non-linguistic university.

Stages of teaching Master’s Degree Students written academic discourse with group blog using

2020 ◽  
pp. 19-28
Author(s):  
Ivan S. Dronov
Keyword(s):  
Master's Degree ◽  
Academic Discourse ◽  
Practical Aspect ◽  
The Internet ◽  
Study Group ◽  
Training Stage ◽  
Master's Degree Students ◽  
Internet Platform ◽  
Master’S Degree ◽  
Work Done

We develop and present stages of teaching Master’s Degree Students written academic discourse with group blog using. As part of the research was made an analysis of the existing stages of foreign language teaching, including blog technology using. The result of scientific works analysis is the development of stages of teaching Master’s Degree Students written academic discourse with group blog using. This stages includes the following steps and the corresponding stages: 1) introductory stage (Step 1 – The process of introducing project activities in the context of using the study group blog is carried out – description of the project, setting goals, defining tasks, and deadlines); 2) technical stage (Step 2 – Registration on one of the Internet platform related to blog technology and its subspecies – the blog of the study group; Step 3 – Discussion of information security on the Internet when working with the study group blog); 3) educational and training stage (Step 4 – Explanation of the structure of writing a specific scientific document (theoretical and practical aspect); Step 5 – Testing the theoretical component of the structure of writing a specific scientific document; Step 6 – Testing a practical component of writing a specific scientific document); 4) presentation stage (Step 7 – Finding information on a given topic of the project and its further use in fulfilling the task; Step 8 – Publishing material on the study group blog; Step 9 – Acquaintance and assessment materials published by other students with their subsequent commenting; Step 10 – Re-publication of the material taking into account the correction and error correction or publication of responses to comments of other users); 5) Final stage (Step 11 – Evaluation of the work done by students with subsequent reflection and identification of strengths and weaknesses at work, as well as identification of recommendations for further improvement; Step 12 – Evaluation of the work done by the teacher based on the indicated criteria).

RESEARCH WORK AS THE CONDITION OF SUCCESSFUL VOCATIONAL TRAINING OF MASTER’S DEGREE STUDENTS

2018 ◽  
pp. 114-121
Author(s):  
Galina Vasilevna GANSHINA ◽  
Elena Vyacheslavovna BABAEVA ◽  
Svetlana Yurevna ZAVARINA ◽  
Zhanna Vasilevna MURAVEVA
Keyword(s):  
Professional Competence ◽  
Master's Degree ◽  
Research Work ◽  
Scientific Research ◽  
Educational Process ◽  
Learning Activity ◽  
Research Activities ◽  
Master's Degree Students ◽  
Master’S Degree ◽  
The University

At the present stage a multi-level educational system allows creating favorable conditions for students’ research activities. The master’s programme is aimed at training scientific personnel ready for productive research activities in the new conditions. We substantiate the role of research work of undergraduates in development of their professional competence. The analysis of the experience in organizing the research work of the Institute of Culture and Arts master’s degree students of the Moscow State Pedagogical University, based on a practical approach to research activity, allowed us to conclude the integrated approach of the research work of “Social and Cultural Activity” department master’s degree students, that creates conditions for the implementation of our projects and a comprehensive analysis of the results obtained on the basis of theoretical and practical developments. Providing wide opportunities for scientific research of students in educational process the university promotes scientific inquiry, activation of students’ creative potential, forming skills of independent scientific research work. A competent organization of research work of students of the master’s degree helps them to master the theory, forms the qualities of the researcher, and introduces them to the future profession. Engaging of the master’s degree students in the study allows them to design their own professional activity, analyze the results of the work, motivates learning activity. Based on the analysis of the scientific activity of the students, we developed and presented recommendations on improving the research activities of students. The application of the recommendations will allow the teachers of the university to actively support the research activities of master’s degree students, develop their professional competencies, create a situation of success in the chosen professional area and predict further scientific research.

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