scholarly journals КОМПЬЮТЕРНОЕ МОДЕЛИРОВАНИЕ И ВИРТУАЛЬНЫЙ ЭКСПЕРИМЕНТ КАК СРЕДСТВО ФОРМИРОВАНИЯ КОМПЕТЕНЦИЙ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ ФИЗИКИ

2019 ◽  
pp. 30-50 ◽  
Author(s):  
Vadim Borisovich Gundyrev ◽  
Evgeniia Nikolaevna Koroleva ◽  
Viktor Vasilevich Losev ◽  
Tamara Vladimirovna Morozova
Keyword(s):  
Engineering Education ◽  
Computer Modelling ◽  
Master's Degree ◽  
Professional Competencies ◽  
Virtual Experiments ◽  
Education School ◽  
Master’S Degree ◽  
Teaching Physics

The article reflects the possibilities of forming universal and professional competencies of an engineer while using computer modelling and a virtual experiments in the system of continuous engineering education (school – university – master's degree) in the process of teaching physics.

scholarly journals Computer modeling and virtual experiment in the process of teaching physics as an element of engineering education procedure

2020 ◽  
pp. 74-84
Author(s):  
Vadim Borisovich Gundyrev ◽  
Evgeniia Nikolaevna Koroleva ◽  
Viktor Vasilevich Losev ◽  
Tamara Vladimirovna Morozova
Keyword(s):  
Engineering Education ◽  
Computer Modeling ◽  
Master's Degree ◽  
Degree Program ◽  
Professional Competencies ◽  
Virtual Experiment ◽  
Master's Degree Program ◽  
Education School ◽  
Machine Simulation ◽  
Teaching Physics

The work reflects the possibility of forming universal and professional competencies of an engineer using machine simulation and a virtual experiment in the system of continuous engineering education (school-university-master’s degree program) in the process of teaching physics.

scholarly journals Designing a Master's program in speech therapy education in the context of interaction with stakeholders

2021 ◽  
Vol 54 (6) ◽  
pp. 155-171
Author(s):  
Pavel A. Kislyakov ◽  
◽  
Elena A. Shmeleva ◽  
Vasily N. Feofanov ◽  
Yekaterina I. Dubrovinskaya ◽  
...  
Keyword(s):  
Speech Therapy ◽  
Master's Degree ◽  
Communication Disorders ◽  
Degree Program ◽  
Educational Process ◽  
Professional Competencies ◽  
Master's Program ◽  
Master's Degree Program ◽  
Master’S Degree ◽  
Speech Therapists

Introduction. The relevance of the study is due to the need to match the requirements of stakeholders to the level of preparedness of a graduate of a master's degree. The purpose of the research. The research is aimed at the development and scientific substantiation of the master's degree program in the field of speech therapy support for persons with communication disorders of various categories in terms of interaction with stakeholders. Methodology and research methods. The Master's program is based on the principles and provisions of practice-oriented and competence-based approaches that ensure the formation of students ' professional competencies and practical skills in solving real professional problems, both in practical classes and during industrial practice on the basis of stakeholders. The research used methods of design, content analysis, questionnaires, mathematical statistics (descriptive statistics, factor analysis). The results. The mechanism of designing the master's degree program is based on the inclusion of stakeholders in the process of forming professional competencies of graduates, the development of its structure, content and areas of implementation (educational process, scientific work, practice, final qualification work, career guidance). The conducted research with the participation of stakeholders (56 people: speech therapists, speech pathologists, psychologists, rehabilitologists, managers) allowed us to determine the four-factor structure of knowledge, skills and labor actions (professional competencies) necessary for a speech therapist when working with people with communication disorders of various categories: ability to plan and implement the content of correctional and developmental classes (percentage of dispersion – 29.4); the ability to design an adapted basic general education program and a special individual development program (percentage of dispersion – 24.5); the ability to implement speech therapy support in the rehabilitation work system (percentage of dispersion – 18.9); the ability to plan and conduct applied scientific research in education, including the diagnosis of persons with communication disorders of various categories (percentage of dispersion – 7.8). Practical significance. The results obtained can be used by the heads of universities focused on the development of interaction with stakeholders, can help to encourage the introduction of practices and strategies that take into account the influence of stakeholders in the development of management decisions and the organization of effective training of teachers in the master's program. They may be of interest to speech therapists-practitioners, scientific supervisors of master's programs.

New model of managerial education in technical university

2019 ◽  
Vol 33 (3) ◽  
pp. 511-524 ◽  
Author(s):  
Lyubov Vanchukhina ◽  
Tatyana Leybert ◽  
Anastasia Rogacheva ◽  
Yulia Rudneva ◽  
Elvira Khalikova
Keyword(s):  
Engineering Education ◽  
Management Education ◽  
Master's Degree ◽  
Economic Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Master's Program ◽  
Content Type ◽  
Master’S Degree ◽  
Technical University

Purpose A modern trend in the educational environment in recent years has been the permanent education system with the involvement of online study modes. It is based on multidisciplinarity and adaptivity of educational technologies, starting with the basic level of education – bachelor’s degree, and ending with gaining competences in the field of engineering and economics throughout the whole professional life of a student. The purpose of this paper is to perform a detailed analysis of development of permanent education in Russian universities, focusing on statistical data on popularity of jobs as to professional groups among employers and determining peculiarities of permanent education, based on the distinguished peculiarities of permanent education and requirements of business to develop a model of engineering and managerial education that would integrate two blocks of the educational process – engineering and economic, as well as include modern technologies of teaching. Design/methodology/approach The authors propose the modern model of engineering management education that is implemented in the Russian technical universities. Its distinctive feature as compared to the conventional educational technologies is gaining competences in the field of economics and management at the same time with engineering education at the second stage of education – the master’s program. The proposed model of engineering and management education results in obtainment of two diplomas by the student who is awarded with a master’s degree in engineering and a master’s degree in economics. A difference of the offered model from the traditional educational technologies is obtaining competences in the sphere of economics and management together with engineering education at the master’s program. The result of the offered model of engineering and managerial education is graduate’s receiving two diplomas with master’s degree of engineer and master of economics. The paper shows the existing mechanism of implementing the model of engineering and economic education in a technical university by the example of the master’s program in Economics “Evaluation of economic risks during technological decisions (in oil processing and oil chemistry).” Findings The offered model of engineering and managerial education will allow training the engineers of a new type, who will be able to adapt to new tendencies and initiate the changes that are necessary for effective functioning of business in the conditions of digital economy. Originality/value The offered model of engineering and managerial education should be acknowledged as an innovational educational project that raises demand for graduates through their adaptability to employer’s needs and their usage of new tools of management that are based on exchange of information data and that form managerial task for information provision of the process of decision making and their further execution.

scholarly journals DEVELOPMENT OF INCLUSIVE COMPETENCIES IN FUTURE SPECIAL EDUCATION TEACHERS WHEN STUDYING FOR MASTER'S DEGREE

2020 ◽  
pp. 109-118
Author(s):  
Liliia Nichuhovskaya ◽  
Liudmyla Nikolenko
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Master's Degree ◽  
University Education ◽  
Professional Competencies ◽  
Gradual Transition ◽  
Education Students ◽  
Teacher Assistants ◽  
Master’S Degree ◽  
Competencies Development

The article is devoted to the problem of inclusive competencies development in future special education teachers when studying for Master’s Degree. The authors understand the development of inclusive-oriented competencies in future special education teachers and teacher assistants as a process of natural changing of a personality due to their own activity. There are quantitative, qualitative, and structural transformations in the heart of this process that characterize an individual as a subject of any professional activity and involve the special professional competencies formation. The components providing positive dynamics for the process of inclusive-oriented competencies development in future special education teachers and teacher assistants in the system of university education have been identified. The pedagogical conditions promoting the mentioned competencies development when studying for the Master's degree were identified. The competence approach focuses rather on the ability to solve any problems arising in various situations of future professional activities in the inclusive educational environment. The development of inclusive competencies in special education students acquiring their Master's degree is presented as a complex process; its dynamics is defined by an individual’s gradual transition to the following levels: scientific-cognitive  project-modeling  activity-creative. The selected levels are delimited according to the professional awareness expression degree, which is generally determined by special competencies (such as inclusive competence) development. The last indicates the ability of Master’s degree students to perform future professional responsibilities in the conditions of inclusion. A conceptual model for inclusive competencies development in higher education students according to the structure of the "four-dimensional model" of UNESCO has been proposed. It aims to rationally combine self-determination and self-awareness of early career professionals with value orientations formation, improving professional competencies, creative thinking, adequate self-esteem and awareness of modern philosophy in the context of understanding that all children are valuable members of the society and possess equal rights, in particular with regard to education, despite the peculiarities of their psychophysical development.

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.

Master's Degree in Psychology

2009 ◽  
Author(s):  
Jessica Kohout ◽  
William E. Pate
Keyword(s):  
Master's Degree ◽  
Master’S Degree
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