Master Of Arts Program Research Articles

ปัญหาและอุปสรรคในการทาวิทยานิพนธ์ของนิสิตระดับบัณฑิตศึกษาโครงการศิลปศาสตรมหาบัณฑิตสาขาวิชารัฐศาสตร์ (ภาคพิเศษ) มหาวิทยาลัยเกษตรศาสตร์ (Problems and Obstacles in Thesis Writing for the Political Science Graduate Students in Master of Arts Special Program, Kasetsart University)

Thai Abstract: การวจยนมวตถประสงคเพอศกษาปจจยทสงผลตอความสำเรจในการทำวทยานพนธของนสตระดบบณฑตศกษา และศกษาปญหาและอปสรรคในการทาวทยานพนธของนสตบณฑตศกษา โครงการศลปศาสตรมหาบณฑต สาขาวชารฐศาสตร (ภาคพเศษ) มหาวทยาลยเกษตรศาสตร กลมตวอยางในการศกษาคอนสตบณฑตศกษาในโครงการศลปศาสตรมหาบณฑตสาขาวชารฐศาสตร (ภาคพเศษ) มหาวทยาลยเกษตรศาสตร จานวน 30 คน อาจารยทปรกษาวทยานพนธหลก/รวม จำนวน 7 คน เจาหนาทโครงการศลปศาสตรมหาบณฑตสาขาวชารฐศาสตร (ภาคพเศษ) มหาวทยาลยเกษตรศาสตร จำนวน 4 คน และเจาหนาทบณฑตวทยาลย มหาวทยาลยเกษตรศาสตรจำนวน 4 คน รวมทงหมด 45 คน รวบรวมขอมลโดยการสมภาษณเชงลกระหวางปการศกษา 2551-2558 ผลการวจยพบวา ปญหาและอปสรรคในการทาวทยานพนธ ของนสตบณฑตศกษาโครงการศลปศาสตรมหาบณฑตสาขาวชารฐศาสตร (ภาคพเศษ) มหาวทยาลยเกษตรศาสตร ไดแก 1) ปจจยสวนบคคลดานผเรยน 2) ปจจยดานการบรการวชาการของมหาวทยาลย 3) ปจจยดานหลกสตรและการสอน 4) ปจจยดานคณลกษณะสวนตวของอาจารยทปรกษาวทยานพนธ และ 5) ปจจยดานคณลกษณะของนสต English Abstract: The research aims to study the problems and obstacles in thesis writing of graduate students in Master of Arts Special Program, Kasetsart University. The Sample in this study, 30 graduate students in Master of Arts Special Program in Political Science, Kasetsart University, 7 thesis advisors/ co advisor, 4 project officers in Master of Arts Special Program in Political Science, Kasetsart University, and 4 graduate school officers Kasetsart University, including 45 study samples. Data collection by in-depth interviews during the academic year 2008-2015. The research results were as follows: Problems and Obstacles in thesis writing for the Political Science Graduate Students in Master of Arts Program in Political Science Special Program Kasetsart University: 1) Student personal factors 2) Academic Administration of the University Factors 3) Curriculum and Teaching factors 4) Characteristics of thesis advisor factors and 5) Characteristics of graduate student factors.

Online Group Work Design: Processes, Complexities, and Intricacies

This paper describes the challenges of designing and implementing online group work. We are responsible for a seven-and-a-half week’s online literacy and bi-literacy graduate course in a Bilingual/English as a Second Language (BLE/ESL) Master of Arts program. One of the tasks includes online literacy circle exchanges where students are encouraged to create discourse as joint dialogues and make substantive and meaningful contributions to topics. We offer three figures that visualize types of interactions and exchanges representing potential behavioristic, social interdependence, and constructivism tendencies. We discuss both practical and theoretical concerns to elicit students’ engagement in a learning process, not just students’ interactions in completing a task. Online collaborative group work is discussed and developed through critical aspects of salient literature providing potential for innovative implementation and further contemplation within the profession and online communities of learners.

JOINING THE GAME: LIVING AND LEARNING AS AN ACTION RESEARCHER

This study reports on graduate students’ thoughts and beliefs about utilizing action research as a means of professional development two years after their graduation from a Master of Arts program in Education. Because many school districts now encourage teachers to engage in self-study and to collect data that informs their instruction, the author sought to broaden graduate students’ view of action research as a tool that can enhance several areas of practice. The article discusses feedback from students who learned the benefits of action research in their program of study, and their beliefs about the use of action research to (a) model a commitment to learning for continuous professional growth, (b) set into motion a plan for professional development, (c) create new options or solve problems, and (d) act as a path for leadership opportunities in their buildings or districts. Students generally reported the benefits of utilizing action research as a tool for continuous professional development.

An academic program for public affairs in Austria

Since the mid-2000s a need for well-educated public affairs professionals emerged in Austria. In 2006, the University of Vienna established a postgraduate Master of Arts program with an specialization in public affairs. The extra-occupational program runs for four semesters with a workload of 120 ECTS-points. The program consists not of practical training only, but is founded upon a theoretical framework. It successfully integrates real world, experiential, learning into higher education. To graduate students have to write a master thesis and pass a final examination.

Role Of Teacher For Peace Education

This paper outlines a framework for developing peace education agenda in high schools and college and university level. Historical peace education programs are reviewed and included into a comprehensive program of substantive, peace education content and pedagogy. The historical programs reviewed include the Integral Model of Peace Education, Learning to stop War, and Master of Arts Program in Peace Education at our school, college & University level for Peace education. Peace is simply having a feeling of security, calm and restfulness. We often tend to think of peace as being an international issue, far from our daily life, but we do not realize that global peace can only be achieved if each country is established at peace. The peace and happiness of each country can only be achieved if every citizen is at peace. This follows therefore that a country can be peaceful and progress if people live tolerantly. We all want peace of mind. The need of the hour is to develop the young generation with peace consciousness and the importance of conflict resolution. Neither our society nor our educational system has any scope for highlighting the importance of peace and conflict resolution. In every walk of life our attention is focused on violence, confrontation, competition, self-interest and the need to win. The history of wars is no longer than peace. It took the impact of two world wars and the Hiroshima bomb disaster for human kind to begin to perceive the concept of peace as the primary goal. Our School, college and university teacher can spread massage about the peace in the society through our studying generation. The whole reliant of peace of our nation on the student, simply they can learn and establish in society peace. Here teacher’s role is very important to teach student what peace education is and how to maintain in society peace so that, every citizen can be avoid any kind of conflict from neighbor to neighbor country.

Integrating LIS into an Organizational IS/IT Environment

This article reports a research effort conducted as part of a curriculum design process for a new master of arts program in a newly established School of Informatics. The program was intended to address emerging needs in the information technology (IT) workforce, focusing not on computer science and engineering personnel but rather on employees skilled in needs assessment, implementation, evaluation, and organizational change issues. Focus groups were conducted of representatives from private and public sector organizations, including libraries and library systems. These and a survey of three hundred New York State companies indicated a widely felt need for IT workers that have skills in communication, problem solving, and team work. The curriculum was designed to emphasize training in both information technology and organizational competencies.

Design Technology in the Elementary School-A Study of Teacher Action Research

This article addresses the effects of requiring action research projects in the education of classroom teachers as mandated by a graduate program in elementary education. The Master of Arts Program in Elementary Education with a specialization in Mathematics, Science and Technology (MST), is designed for experienced elementary school teachers who seek the skills and knowledge, and attitudes and dispositions, to integrate the teaching of these areas. Technology is defined as design technology (DT), which encompasses the study of the technological world that inventors, engineers, and other innovators have created. It includes within it information technology, the integration of skills that require the use of computer applications to enhance student learning of mathematics and science. Design technology is applied to the study of elementary science and mathematics to enhance and deepen elementary school students’ conceptual understandings in these areas. Elementary school teachers are required to create and implement a unit centered on design technology that demonstrates connections among mathematics, science, and technology in their classrooms. They are then required to conduct research in their classrooms to examine the effects of implementing this unit on student learning, attitudes, and dispositions, as well as on their personal professional development. This graduate program requires that the action research initiative be documented as a culminating experience through the writing of the Masters Thesis. This interdisciplinary Masters Program challenges elementary school teachers to integrate mathematical analysis, scientific inquiry, and technological design (DT) in multiple curriculum areas. Elementary school students who are engaged in units centered on design are involved in project based learning where they are using science and or mathematics concepts to design and construct a solution to a problem. DT integration is a vehicle for engaging students in their own thinking and problem solving by giving them the opportunity to direct their own learning. This paper addresses the effects of requiring teachers to use

DEVELOPING A DISTANCE LEARNING GLOBAL MASTER OF ARTS PROGRAM: A CASE STUDY

The School of Graduate Studies (SOGS) at ICI University developed a Master of Arts (M.A.) degree program with five concentrations. The purposes of this article are: (1) to summarize the results of a week-long planning session which focused on the development of a global master of arts program; (2) to discuss its formation and implementation; and (3) after seven years of global operation, to highlight concerns and successes of the M.A. program. The M.A. program blazed a trail for a graduate program that goes counter to typical American M.A. degree programs. It is anticipated that readers who wish to formulate an M.A. in distance learning (DL) will learn by the successes and failures of the master s program of ICI University, (now merged with Berean University to form The Global University of the Assemblies of God). This article has two basic divisions: the preplanning stage of developing a Master of Arts program, and the implementation of the mandate of the preplanning stakeholders.

Diary Studies: The Voices of Nonnative English Speakers in a Master of Arts Program in Teaching English to Speakers of Other Languages

Diary Studies: The Voices of Nonnative English Speakers in a Master of Arts Program in Teaching English to Speakers of Other Languages

An experimental program in leadership preparation

This article describes an experimental program in educational administration offered at the University of Judaism in Los Angeles. The program constitutes about 20% of the units in a Master of Arts program in the university's School of Education, and the rest of the curriculum divides about equally between Judaica courses and other education courses. The experiment took place during the 1994-1995 academic year and was the result of a certain degree of dissatisfaction experienced by students and by education committees of synagogues and temples who hire the graduates for educational director positions. The bulk of this article is made up of the description of the implementation of the experimental program, followed by a description of the evaluation of the experiment. In a way, this article offers a set of changes in a small leadership training program. The program and the changes serve as models for adjustment in small leadership preparation programs, particularly those that reside in small private universities. Selections of the pilot study are presented for the first time in this article.

An instructional communication program for in‐service teachers

This article explores the coordination, evolution, and expansion of the Communication in Instruction Master of Arts Program that is taught throughout the state of West Virginia. The article describes the program—its development goals, course offerings and structure, and evaluation techniques used to assess its effectiveness.

Delivering a non-resident Master's degree: Qualitative and quantitative measures of effectiveness

An evaluation of the non-resident Master of Arts program in Elementary Education offered by the University of Northern Colorado supports the thesis that quality programs can be offered in a non-traditional setting and without significantly affecting on-campus enrollments. Students in the external program were mid-career educators who were older and had more experience than the campus population. Based on qualitative assessments, the vast majority of the non-resident students supported positive personal and professional growth. They also performed equally well on comprehensive exams. Responsible institutions can demonstrate that external degree programs are fundamentally the same quality as resident degree programs.