In this article, we document a framework for developing recommendations toimprove a master's course for technology student teachers to better fosterresearch-inquiry attitudes. A French case study of ...seven years of the master'steacher education course is analysed. The study adopted a three-phaseeducational design research model: analysis and exploration, design andconstruction, and evaluation and reflection. The data consists of 54 mastertheses (2014-2021), the degree coursework documentation, and teachereducatorsnotes. In the end, a discussion is proposed on the practicesimplemented in the teacher education master’s degree course oriented toresearch-inquiry attitude and recommendations for potential enhancements totechnology teacher education.
In this study, the purpose was to reveal the content analysis of master's theses and doctoral dissertations in the field of CEIT between 2018-2020. The field of CEIT could be said to cover the fields ...of educational technology and distance education. A total of 156 master's theses and dissertations were examined in order to identify the keywords, academic discipline, research areas, theoretical frameworks, research designs and models, variables and related institutions. According to the research findings, it was seen that quantitative methods were mostly used in the theses and dissertations examined and that mixed methods were used in master's theses more than in doctoral dissertations. In addition, it was revealed that few of the theses and dissertations had theoretical foundations. K-12 students were mostly preferred as the type of participant, and scales and interviews were most popular as data collection tools. Moreover, the variables of academic performance and effectiveness were mostly used as dependent variables. The present study, which conducted systematic content analysis of master's and doctoral dissertations in the field of CEIT, is thought to be important in terms of revealing the current situation in the fields of Educational Technology and Distance Education and determining the research trends.
The aim is to overcome the opposition between theory and practice by attempting a chronological and developmental reading (Clot, 1999, pp. 114-119) of the two training mechanisms indicated: tutoring ...and the thesis (with its defence). Is it perhaps the thesis (the beginning of) a professional itinerary? For this purpose, data from anonymous questionnaires at the end of M2, work and interview reports are called up and inchoative elements are searched for through the identification of obstacles and concerns (Clot, 1999, pp. 56, 62-63, 119) in the link, or not, between the activities covered by the tutoring and the preparation of the thesis on the one hand and professionalism on the other hand.
MMetadiscourse as a self-reflective linguistic device plays an important role in both making a coherent academic text and interacting with readers. Using a sequential mixed method design, the present ...study investigated the use of metadiscourse markers in the abstract section of 70 master thesis abstracts written by Iranian TEFL students at the University of Mazandaran. The study further examined TEFL graduated students’ (n=7) perspectives on the employment of these markers in their thesis abstracts. Based on Hyland’s (2005) model, the interactive and interactional metadiscourse markers were identified in the data. Next, the whole corpus was carefully examined word by word to report on the frequency of metadiscourse marker use. The findings revealed that interactive metadiscourse markers were used three times more than interactional metadiscourse markers. Moreover, transitions and hedges were more frequently employed while evidentials, boosters and self-mentions were less frequently used. Findings from the qualitative data collected through conducting email interviews with graduated TEFL students suggested that they had positive perspectives towards the use of interactive metadiscourse markers in contrast with the use of interactional metadiscourse markers in their thesis abstracts. The results of this study can offer a number of pedagogical implications for explicit instruction of metadiscourse markers in thesis abstracts.
The Theory section of the applied master thesis is not easy to write. Research that has investigated the writing efforts and strategies for these parts is also not found. Therefore, this article ...presents a theoretical part writing model in a genre-based applied master thesis. This model is the result of research conducted with a development research approach. The result is (i) the main needs that need to be written in this section are to describe the theory so that this section needs to be written on the basis of text and report descriptions, (ii) description is the type of text that explains something as it really is; the structure of the description text is (a) something that is explained, (b) part of something described, (iii) report is a type of text that classifies something in its class; Report text structure is (a) things that must be reported, (b) classes / subclasses, (iv) description texts and report texts have linguistic characteristics that are used that need to be referenced so that the author is able to write the theory section correctly and quickly
Research supervision can be investigated from social-emotional and cognitive perspectives, but most studies include only one perspective. This study aims to understand the interplay between a ...social-emotional (supervisor-student relationship) and cognitive (feedback) perspective on the outcomes of master's thesis supervision in specific, by investigating student perceptions of both perspectives. Questionnaire data (N = 1016) were collected and analysed using regression analyses. For student satisfaction (SS) and students' perceived supervisor contribution to learning (PSCL), affiliation by far is most important, followed by control for SS and feedback-forward for PSCL. Also, interaction effects between feedback and interpersonal perceptions were found, indicating that the role of feedback perceptions is most important in situations in which no optimal supervisor-student relationship could be established. Findings imply the importance for master's thesis supervisors of creating friendly and helping relationships with students and if this is problematic, extra care should be taken with giving feedback.
Presentamos las características del análisis didáctico, realizado por 25 profesores en sus trabajos de fin de máster, para justificar que sus propuestas mejoran la enseñanza de las matemáticas. ...Primero, se clasifican las propuestas según el tipo de innovación y las fases del proceso de instrucción. Después, se usan los criterios de idoneidad didáctica para organizar las razones que dan los autores para justificar la calidad de sus propuestas. Los resultados muestran que: a) se tienen en cuenta tres tipos de innovaciones: matemática, uso de recursos e incorporación de valores; b) las justificaciones se basan, sobre todo, en el uso implícito de criterios de idoneidad didáctica, en particular del epistémico, ecológico y mediacional y c) los profesores que implementaron sus propuestas didácticas usaron los criterios de forma más amplia y detallada que aquellos que no las implementaron.
Background: New types of expertise in advanced nursing is required to meet the rapid changes in health services and technologies. To meet these challenges, different master’s degree programs are ...evolving, which will provide systematic introductions to analytical thinking and research-based argumentation and will lay the foundation for evidence-based nursing. Aim: The aim of this study was to investigate topics and methods in research-based master’s degree theses in anesthesia, critical care, and operating room nursing (AIO) to explore their contribution to best practices within nursing specialization in anesthesia, intensive care, and operating theater nursing in Norway. Method: By using thematic analysis we examined 78 research-based master’s degree theses produced over 5 years, representing the entire period of a university program in anesthesia, intensive care, and operating theater nursing. Findings: The master’s theses covered different topics, ranging from topics within best practice, competence building and teamwork. A variety of methods were used to suggest improvements in the clinical field. This means that the value of the research topics chosen can be studied from different angles and help identify the complexity of the phenomena of interest. Conclusion: Master’s degree thesis represents new, updated, and valuable knowledge for educational institutions, career development, hospital management, and clinical practitioners to guide future advanced and best practice both nationally and internationally.
Abstract Background Completing a master thesis (MT) is mandatory in many undergraduate curricula in medicine but a specific educational framework to guide the supervisor-student relationship during ...the MT has not been published. This could be helpful to facilitate the MT process and to more effectively reach the learning objectives related to science education in medicine. An attractive model for this purpose is the ‘Educational Alliance’ (EA), which focusses on the three components ‘ clarity and agreement on (a) goals, (b) tasks and (c) relationship & roles ’. This study investigated factors that can either facilitate or hinder the process of MTs, and related these to the components of the EA. Methods We conducted semi-structured face-to-face interviews with 20 students and – separately – with their 20 corresponding supervisors, after the MT had been accepted. The interviews included open questions on factors facilitating or hindering the success of the MT. Audio recordings of the interviews were anonymized and transcribed, and then analysed by qualitative content analysis. Also, quantitative data were gathered on satisfaction with the MT process and the supervisory quality (using Likert-type questions). Results We were able to analyse all 40 interviews, related to 20 MTs. From the transcripts, we extracted 469 comments related to the research question and categorized these into the four main categories (a) ‘Preparation’, (b) ‘Process’, (c) ‘Atmosphere’, (d) ‘Value of the MT’. Interviewees highlighted the importance of a careful preparation phase, clear expectations, a clear research plan, thorough and timely feedback, mutual agreement on timelines, and a positive working atmosphere. Each of these factors could be brought in line with the three components of the EA framework: agreement and clarity of goals, tasks, relationships & roles. Satisfaction with the MT process was rated 8.75 ± 1.22 SD (of 10) points by supervisors, and 7.80 ± 1.61 SD points by students, while supervision quality was rated + 1.51 ± 0.63 SD (scale from − 2 to + 2) by supervisors, and + 1.26 ± 0.93 SD by students. Conclusion We propose the EA framework as a useful guidance for students, supervisors, and the university towards conducting successful MTs in medicine. Based on the findings, we provide specific recommendations for students, supervisors, and university.
This study is conducted in the context of a Spanish Business School, applied to different Master degree programme. The objective is focused on the identification of which generic skills are needed ...and developed in a Final master thesis (FMT). Therefore, this study is double folded. On the one hand we use a survey to ask the students which generic skills they consider that should be needed and developed in their FMT, and on the other, we explore the elaboration process as well as validation process of tools to gather information and evidences in order to assess the final results of the FMT being submitted by the students at the end of their learning journey. Specifically, this paper develops the preliminary results approach to the identification of the competencies from the student’s perspective.
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