scholarly journals Thesis Writing at Master’s Level in Education

2014 ◽  
Vol 13 ◽  
pp. 57-59 ◽  
Author(s):  
Tara Prasad Avasthi

This paper has highlighted the thesis writing format for Master’s Degree in Education at Tribhuvan University, Kathmandu. It briefly describes the process to make uniformity in the style of writing. Here focus has been given on American Psychological Association (APA) style. This format is commonly adopted in most of the Departments in the Tribhuvan University, and Department of Geography Education is one of them. It is essential for the students and researchers who involve in theses research and formatting their writings. It is a very important aspect of Master's level research for students and an essential element of research reporting. Moreover, it gives good ideas and way-out in thesis writing. DOI: http://dx.doi.org/10.3126/ttp.v13i0.11548The Third PoleVol. 13, 2013Page 57-59

Author(s):  
Eric Rutberg

Scholarly research conducted by former National Institute of Mental Health Director Frank Ochberg (2006), the American Psychological Association (2003), and Rosenberg et al. (2001) show that cognitive-behavioral therapy (CBT), especially exposure therapy, is effective in treating posttraumatic stress disorder (PTSD) on a psychobiological level. Yet according to studies by Becker, Zayfert, and Anderson (2003) and Cahill, Foa, Hembree, Marshall, and Nacash (2006), many psychologists and master's-level clinicians do not include an exposure therapy component in their treatment of PTSD.


1997 ◽  
Vol 24 (3) ◽  
pp. 176-182 ◽  
Author(s):  
Deartne Zotter Bonifazi ◽  
Scott D. Crespy ◽  
Patrick Rieker

American Psychological Association-accredited clinical doctor of philosophy (PhD), clinical doctor of psychology (PsyD), counseling, and school psychology doctoral programs were surveyed to assess the importance placed on various admission criteria, including having a master's degree in clinical psychology. In addition, potential benefits of obtaining a master's degree before enrolling in a doctoral program were assessed. Results indicated that clinical PhD programs view a terminal master's degree significantly more negatively than do the other programs. Benefits for terminal master's degree holders included credit transfer and, for those pursuing a PsyD, a more positive view toward the PsyD degree by some academicians. Although all programs reported Graduate Record Examination combined scores, undergraduate grades, and letters of recommendation as clearly important criteria when making admissions decisions, differences were found across programs in the value placed on research experience, journal publication, and work and life experience.


2016 ◽  
Vol 10 (2) ◽  
pp. 193-211 ◽  
Author(s):  
Rachel Elise Jakhelln ◽  
Kristin Emilie Bjørndal ◽  
Gerd Stølen

UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge


2021 ◽  
pp. 81-98
Author(s):  
Elizabeth L. Shoenfelt

Most industrial-organizational (I-O) psychology master’s graduates can expect to hold a number of different jobs over the course of their career. This chapter explores the realities experienced by master’s-level I-O psychology practitioners as they encounter major transitions from being a student to being a master’s-degree holder with a first real job, and transitions from one position, role, or organization to another as their careers develop. Specifically, we examine formal and informal on-boarding and off-boarding processes for master’s-level I-O psychology practitioners. We use the metaphor of a journey by train to structure our discussion of pursuing career objectives and managing career transition challenges.


Author(s):  
Valentina Vlado Lisauskaite

The subject of this research is the analysis of the forms of implementation of interactive teaching techniques in form of game technologies on the example of a specific discipline within the framework of the Master's Degree program “Law in the Field of Regional International Relations”. The object of this article is the “business game” and “group research” as form of giving a lesson. Special attention is turned to the analysis of characteristics of interactive technologies, developed by the author from the basic definition, as well as to the characteristics of the methodology of implementation of game technologies in the context of the academic discipline “The Peculiarities of Organizational and Legal Cooperation of States in the field of Protection from Disasters within the framework of Regional mechanisms”. The main conclusions are as follows: game technologies is an essential element of teaching and should actively implemented; it is important to think through the goal and tasks of a specific game technology in order to achieve the desired result; a particular type of the implemented game technology depends on different aspects, including the level of training, discipline and topic; the use of game technologies in education allows the students to reinforce the studied material, identify and fill the gaps in knowledge, and learn how to apply the acquired knowledge. A special contribution of the author to the study of the topic is the presented methodological characteristics of the application of specific game technologies in the framework of the considered academic discipline. The novelty of this research consists in refraction of the general theoretical characteristics of interactive methods and their forms in teaching legal disciplines within the framework of Master's Degree Program.


1989 ◽  
Vol 17 (2) ◽  
pp. 289-300 ◽  
Author(s):  
C. Edward Watkins ◽  
Vicki L. Campbell ◽  
Patricia McGregor

Previous literature about the master's degree has focused largely on clinical psychology training and practice. To complement this body of literature, we surveyed all APA-affiliated master's-degree holders who identified their specialty as counseling. Similar to Perlman's (1985a) survey in which APA-affiliated master's-level clinicians were compared with Division 12 (Clinical) members, we compared our master's sample with a Division 17 (Counseling) doctoral-level sample. The master's-level counselors spent a large portion of their professional time performing psychotherapy/personal counseling, were employed primarily in practice rather than academic settings, and viewed themselves primarily as practitioners. They generally were satisfied with their graduate training and careers, but many indicated they would not reenter the counseling specialty if their lives could be lived over. Contrary to the Division 17 sample, the master's-level counselors engaged in little research or teaching and typically did not identify with the academic role.


1987 ◽  
Vol 7 (6) ◽  
pp. 363-377 ◽  
Author(s):  
Caroline Robinson Brayley

This study investigated differences in academic characteristics of professional and postprofessional master's degree programs in occupational therapy as perceived by alumni who graduated between 1980 and 1985. The focus was on 10 composite indictors on the Graduate Program Self-Assessment: Master's Level Programs Alumni Questionnaire, Educational Testing Service. Seven of the 10 composite indicators demonstrated statistical differences. The postprofessional alumni perceived their program to be of higher quality in the indicators of environment for learning, scholarly excellence, quality of teaching, faculty concern for students, curriculum, and available resources. The professional master's alumni perceived their fieldwork experiences to be of higher quality than the postprofessional master's degree alumni.


2019 ◽  
Vol 22 (6) ◽  
pp. 572-577
Author(s):  
Светлана Борисовна Забелина

In the article describes the principles of creating an educational space at the master's level that meets new meanings in education, and offers effective forms of interaction of participants in the educational process, corresponding to the selected principles.


1985 ◽  
Vol 12 (2) ◽  
pp. 67-71 ◽  
Author(s):  
Baron Perlman ◽  
Patricia Dehart

The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.


2013 ◽  
Vol 28 (1-2) ◽  
pp. 9-16
Author(s):  
Bal Mukunda Bhandari

Students of Master’s degree opt for thesis writing, however, soon after they set for proposal writing they could not select a title for them, and they ask their supervisors, professors and seniors for a proper title. Many of them regret for opting thesis writing. This article, based on my experience of supervising and evaluating theses, is an attempt to help the students in general and M.Ed. English students in particular to find title for their thesis. It discusses five sources from which thesis titles come, viz. problem, curiosity, disagreement, various courses and previous works in the related field.


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