A sociocultural theoretical approach to understanding mentor–mentee interactions during a Teaching English as a Second Language practicum at the master’s degree level

2019 ◽  
Vol 27 (1) ◽  
pp. 88-108 ◽  
Author(s):  
Jungwan Yoon ◽  
Jamie Kim
Keyword(s):  
Second Language ◽  
Theoretical Approach ◽  
Master's Degree ◽  
Teaching English ◽  
Master’S Degree ◽  
Degree Level

Authentic Assessment

2017 ◽  
pp. 373-391
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

Master's degree-level community health nursing educational needs: A national survey of leaders in service and education

1991 ◽  
Vol 7 (2) ◽  
pp. 88-98 ◽  
Author(s):  
Maija L. Selby ◽  
Roberta Riportella-Muller ◽  
Marla E. Salmon ◽  
Claudine Legault ◽  
Dana Quade
Keyword(s):  
Community Health ◽  
National Survey ◽  
Master's Degree ◽  
Educational Needs ◽  
Community Health Nursing ◽  
Master’S Degree ◽  
Health Nursing ◽  
Degree Level

Hai Gui or Hai Dai? Chinese Student Migrants and the Role of Norwegian Mobility Capital in Career Success

Young ◽  
2017 ◽  
Vol 25 (2) ◽  
pp. 174-189 ◽  
Author(s):  
Aihua Hu ◽  
David Cairns
Keyword(s):  
Career Development ◽  
Qualitative Study ◽  
Career Success ◽  
Master's Degree ◽  
Chinese Student ◽  
Student Migration ◽  
Master’S Degree ◽  
Degree Level ◽  
Level Analysis

In this article, we look at an example of student migration between Asia and Europe: movement between China and Norway, with the main objective of illustrating the value of studying in Norway to career development upon return to the sending country. Adapting terminology associated with Bourdieu, we discuss this experience as ‘mobility capital’, exploring the value of skills and capacities acquired while abroad in career success. Evidence is drawn from a recent qualitative study of former student migrants from across China, all of whom had previously studied in Norway at Master’s degree level. Analysis of our material demonstrates the strengths and weaknesses of what we term Norwegian ‘mobility capital’, with discussion of these outcomes organized using two heuristic categories: ‘Hai Gui’, a term that refers to a returnee experiencing career success, and ‘Hai Dai’, which relates to returnees who cannot find a secure job upon return.

Authentic Assessment

2020 ◽  
pp. 1148-1166
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

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