Abstract
O NE of the many aspects of change in educational theory and practice in the United States is found in graduate requirements. Not only are there new areas in which graduate study is provided, but it is also apparent that among the graduate students are represented a much greater variety of interests than formerly. The large number of major fields in which students may pursue advanced work toward the Master's or the Doctor's degree and the variety of advanced degrees, especially at the Master's level, furnish proof that the graduate field of instruction is faced with problems of its own and that solutions of those problems will have to be forthcoming. One of the specific problems relates to the thesis as a requirement for advanced degrees. While the pattern of requirements for the doctorate in most institutions is still quite similar to what it has been for many years, there have been significant changes in the requirements for the Master's degree. Such changes, as are reflected in the bulletins of graduate schools, have stimulated the present investigation. In the redefinition of the requirements for the Master's degree there has been an apparent re-evaluation of the thesis. There is now no uniformity of practice with reference to the thesis as a requirement for the degree. The specific purpose of this study, therefore, is to determine the status of the thesis as a requirement for the Master's degree in American colleges and universities. The data for this report were obtained from 82 graduate schools in the United States. The questions to which answers were sought were:
Published Version
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