scholarly journals Analysis on the Theme of the Thesis for Master’s Degree(2001-2006) Majoring in Japanese Education at the Graduate School of Education

2007 ◽  
Vol 63 (1) ◽  
pp. 483-514 ◽  
Author(s):  
Namsung Cho
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Japanese Education ◽  
School Of Education ◽  
Master’S Degree

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

The Anthropologist as Subject

2000 ◽  
Vol 22 (3) ◽  
pp. 13-15
Author(s):  
Pat Nelson
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Life Experiences ◽  
Applied Anthropology ◽  
Full Time ◽  
Raising Children ◽  
Master’S Degree

When it came to preparing for a master's degree in applied anthropology, I imagined that my perspectives and positions might be unique. After all, I was an old-timer, coming back to school after organizing my time for over twenty years around raising children and a full time career in technical sales. I'd accumulated a set of life experiences I believed made me more a realist than the average graduate school student, less likely to be surprised by the necessary labors than others might be. This was my advantage. But the handicaps turned out to be substantial too.

scholarly journals Ways and Means of Overcoming Lexical and Grammatical Difficulties in Passing the Test on RFL (Level B2)

2020 ◽  
Vol 2020 (1) ◽  
pp. 182-189
Author(s):  
Kholisakhon E. Ismailova ◽  
Olga V. Bondareva
Keyword(s):  
Foreign Language ◽  
Graduate School ◽  
Foreign Students ◽  
Master's Degree ◽  
Natural Sciences ◽  
Bachelor's Degree ◽  
Master’S Degree ◽  
Communicative Abilities

The article deals with the preparation of foreign students for RFL level B2 in order to form their communicative abilities in all spheres of communication. Attention to this issue is justified by the need to increase the productivity of studying Russian as a foreign language for bachelor’s degree, master’s degree, and even for admission to graduate school in the Humanities, engineering and natural sciences.

Practicing Anthropology in the Corporate World

1997 ◽  
Vol 19 (2) ◽  
pp. 30-32 ◽  
Author(s):  
Lois Davies
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Field Work ◽  
Corporate America ◽  
Corporate World ◽  
State College ◽  
University Of Colorado ◽  
Part Time ◽  
Master’S Degree ◽  
The University

Two years ago, I graduated with my Master's degree from the University of Colorado at Denver and, as yet, have not decided whether to pursue my Ph.D. During these past two years, I have been teaching part time at Metropolitan State College in Denver, working on my resumé and doing a little archaeological field work. Just last year, I joined a network group consisting of some former friends and colleagues from graduate school, and a growing number of other graduate anthropologists. During my graduate work, I maintained my longstanding career in business. Since completion of that work, I have seen other graduates struggle with how to obtain rewarding positions in anthropological work. I went through a period of wondering just when I would be able to use my Master's degree professionally. Those questions and many doubts combined with my daily career in business have engendered a change in some of my attitudes about business and about "how to do anthropology." Based on my business experiences lately, I believe I have learned that corporate America needs to employ anthropologists!

scholarly journals PRINCIPLES OF MODEL CONSTRUCTION OF DEVELOPMENT OF PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS OF PSYCHOLOGY IN MASTER'S DEGREE

2021 ◽  
Author(s):  
Olha Cherepiekhina
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Model Construction ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Orientation ◽  
Professional Mobility ◽  
Pedagogical Competence ◽  
Master’S Degree ◽  
Pedagogical Principles

The article reveals the principles of building a model of formation of pedagogical competence in future teachers of psychology in graduate school. In particular, the conceptual block of the model of development of pedagogical competence of future teachers of psychology in the conditions of master's degree defines ideology of the specified development and contains such pedagogical principles: system, continuity, professional orientation, innovation, democratization, electiveness, creativity, professional mobility, problems; unity of scientific, educational and professional activity; informatization; independence, reflectivity.

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