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Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献
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《Journal of Further & Higher Education》2012,36(8):1120-1132
AbstractThis article explores the experiences of international students as they engage in independent learning through formulating dissertation proposals. It contributes new insights by focusing on the ‘pre-supervision’ stage, where students formulate a research project and write a proposal independently. The analysis draws on questionnaire and focus group data from a large cohort of international taught postgraduates in business disciplines at a UK university. Two types of experience become apparent: one in which students work through the challenges presented by more independent learning, and the other where difficulties in ‘getting started’ present a barrier to progress. The article concludes by proposing a scaffolding approach, through which students can practise and complete key independent learning tasks involved in writing a dissertation proposal. 相似文献
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In recent years,as China’s rapid economic development,vocational and technical education has been gradually recognized by the society.As highly educated people,vocational and technical education graduate is an important force in the development of vocational education.But in reality,their employment orientation deviate from the trend of the profession and only a small part of them do related work after graducation.Combined with the current development status of vocational education,the article analysis the reasons of this problem and give policy recommendations,so as to create a good environment for vocational and technical education talented people. 相似文献
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This study examined how multiple measures can be used to study experienced teachers’ learning. The study was conducted in an advanced Master’s degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers’ professional learning. Results of the study indicated that multiple measures can be used to examine a programme’s effects on teacher learning; prompted reflections can provide evidence of a programme’s influence on teacher thinking; and programme structure and content are important elements to consider when designing and assessing programmes for experienced teachers. This study also addresses how building a programme around measurable outcomes and then examining the results through multiple measures is an important link in understanding teacher learning. 相似文献
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《The Journal of educational research》2012,105(3):124-126
AbstractThis study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight. 相似文献
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《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACTPhysical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs. 相似文献
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Renske A.M. de Kleijn M. Tim Mainhard Paulien C. Meijer Mieke Brekelmans Albert Pilot 《Assessment & Evaluation in Higher Education》2013,38(8):1012-1026
A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories. 相似文献
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Silva Mary Dayane Souza da Silva Anielson Barbosa de Araújo Lima Coelho Ana Lúcia 《Learning Environments Research》2019,22(2):173-192
Learning Environments Research - This study focused on the implications of a learning environment in a professional Master’s degree in business administration in Brazil. The study was... 相似文献
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In the 1990s, the field of geoethics started its development, associated with a set of ethical principles that regulate the profession of geologists in their relationship with society and with nature. Given the importance of this field, but also its youth, 36 higher education students attending a Master’s of Geology course were surveyed (20 were from an educational branch and 16 were from a scientific branch). The questionnaire applied to them aimed to achieve the following goals: (a) to identify the knowledge of the respondents about this new field and to verify their position about the inclusion of geoethics in the curriculum, (b) to understand how they consider the importance of geological knowledge in political decisions and (c) to investigate possible differences in the thinking of the respondents, given the specificities of their educational branches. The study concluded that the field of geoethics is unknown to the majority of the respondents. However, the recognition of its importance was also verified, after getting familiar with the definition of the concept, as well as the need for its inclusion in formal education. The respondents also considered relevant the creation of a deontological code that could provide geologists with ethical guidance. They also considered that geology should influence political decisions, but they did not consistently recognise the limits of its influence, which seems to reveal the need of a deeper understanding of the specific nature of geological knowledge when compared with other sciences. Almost all the results were similar in both groups, but the students from the educational branch offered more elaborate answers about the issues present in the questionnaire. 相似文献
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Writing an academic thesis is an important and complex task and the thesis grade should reflect students’ academic competences. The present study aims, firstly, at exploring how Bachelor’s and Master’s students self-evaluate their academic competences and approaches to learning and whether their evaluations differ from each other. In addition, the study aims at investigating how academic competences and approaches to learning are related to the thesis grades of Bachelor’s and Master’s students. The data consisted of 1 019 Bachelor's and Master’s students, all of whom completed an electronic questionnaire at the time of their graduation. The results imply that Bachelor’s students already possess a considerable number of academic competences. It seems that students’ organising skills should be supported, especially in the Bachelor phase. Finally, the present study raises the question of what the thesis grade actually measures if its relations to both learning processes and academic competences are questionable. 相似文献
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Jane Murray 《International Journal of Early Years Education》2018,26(4):335-339
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Karen D. Larison 《Science & Education》2018,27(1-2):133-157
The Next Generation Science Standards (NGSS Lead States 2013) mandates that schools provide students an understanding of the skills and knowledge that scientists use to engage in scientific practices. In this article, I argue that one of the best ways to accomplish this goal is to have students take the perspective of the scientist by reading nonfiction narratives written by scientists and science writers. I explore the anthropological and neurological evidence that suggests that perspective-taking is an essential component in the learning process. It has been shown that by around age 4, the human child begins to be able to take the perspective of others—a process that neuroscientists have shown engages episodic memory, a memory type that some neurocognitive scientists believe is central in organizing human cognition. Neuroscientists have shown that the brain regions in which episodic memory resides undergo pronounced anatomical changes during adolescence, suggesting that perspective-taking assumes an even greater role in cognition during adolescence and young adulthood. Moreover, I argue that the practice of science itself is narrative in nature. With each new observation and experiment, the scientist is acting to reveal an emerging story. It is the story-like nature of science that motivates the scientist to push onward with new experiments and new observations. It is also the story-like nature of the practice of science that can potentially engage the student. The classroom studies that I review here confirm the power of the narrative in increasing students’ understanding of science. 相似文献
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