Master Teacher Research Articles

“Calling all responsible, aware teachers!” engaging teachers in transformative learning about gender and sexuality diversity in a master of education program

ABSTRACT Globally, schooling continues to be a precarious space for gender and sexuality diverse (GSD) youth, where students are more likely to experience transphobic and homophobic violence at school than at home or in the general community. While there have been moves to provide learning about GSD in preservice teacher education, limited attention has been given to how postgraduate programs might better equip inservice teachers to support GSD students. In this paper, we argue that Master of Education (MEd) degrees, that serve teachers and school leaders, represent a space for transforming teacher attitudes and practice. Our research in a large, metropolitan university in Australia explored the use of reflective online writing in an MEd by coursework critical sociological studies course. Threshold concepts and liminality were used as a theoretical framework to explore how nineteen inservice teachers engaged with content on GSD and education. Our research findings suggest that while some students may feel discomfort as their existing knowledge is challenged, providing a safe space for critical reading/thinking and for connecting theory with personal and professional experiences enables students to move through phases of liminality. This opens up opportunities for teachers and leaders to challenge cis-heteronormative attitudes, practices and policies in education..

Developing Website as Media in Wordpress Assisted in Learning Momentum, Impulse, and Collision to Improve Students' Creative Thinking Skills

Teachers are expected to have several competences; master teaching materials and have Indonesian character and personality, inspire and be a role model, have a charming appearance, be authoritative, firm, sincere, and disciplined who are able to educate, learn, guide, direct, train, assess, and evaluate students in accordance with the demands of current and future developments in information and communication technology. The purpose of this research is to develop a word press-based website to improve students' creative thinking skills in the physics concept of impulse and impact momentum. The method used in this research is development research or Research and Development (R&D) with the ADDIE model including five stages, namely the Analyze, Design, Development, Implementation, and Evaluate stages. The results showed that the wordpress-based website media developed was feasible to use for learning momentum, impuils and collisions on MA Ali Maksum students in class X physics subjects with a value of 86.3% media attractiveness aspect, 87.0% material adequacy and 83.7% language use and media validity declared feasible, and wordpres-based website learning media can also improve students' creative thinking skills on the concept of momentum, impulse and collision.

Can the time management trap be avoided by time management assistance among graduate students?

ABSTRACT Time management skills may impact all aspects of students’ performance and achievement. This study used mixed method research: a qualitative method together with a complementary quantitative method. The qualitative method study examined student’s preparation plans leading up to the graduate paper. The quantitative method research examined the relationship between time management skills, procrastination, and academic achievement among Master of Education (M.Ed.) students, working on their theses. This is a complex, long-term task calling for effective time management in order to avoid or minimise procrastination. Unexpectedly, time management assistance did not affect the number of on-time submissions (according to the recommended project outline). These skills were significantly positively associated with academic procrastination, indicating that individuals having good time management skills are also low procrastinators. Both variables are negatively associated with the number of on-time submissions and did not mediate the relationship between time management assistance and the number of on-time submissions contrary to the hypotheses. The number of on-time submissions was positively associated with the final mark in that, as expected, the greater the number of on-time submissions, the higher the final mark. This study provides an innovative view that improves understanding of time management assistance for students: time management assistance does not affect each student identically. It is not effective for those students with time management difficulties yet disrupts those students with good time management skills. Such students ignore the plan proposed to them by lecturers and prefer to work independently.

“I don’t have an answer for you. I need to hear your thoughts”: a teacher’s deliberate mentoring practice in coplanning with student teachers

ABSTRACT Using educative mentoring as a framework, the study explored in-depth the beliefs and mentoring practices of a master teacher and his three student teachers’ (PSTs) perceptions and responses to the practice in a weekly one-hour coplanning meeting for a semester. Data sources included observations and video recordings of coplanning meetings, field notes, individual interviews with participants, PSTs’ journal entries, and documents such as weekly lesson plans. All video recordings and interviews were transcribed verbatim. The results showed that both intellectually and emotionally secure learning foundations are essential for learning, mentoring, and collaboration; deliberate mentoring practices such as challenging questions, exploratory thinking, modeling, and guiding reflection help PSTs shift their way of thinking and promote an inquiry mind-set; empowering PSTs in decision-making leads to genuine collaboration and creates learning opportunities. Through intentional mentoring, PSTs become confident, experimental, and creative change agents. The complexities of mentoring practice are then discussed. To support mentors in their preparation, a comprehensive and holistic approach to mentoring practice is proposed.

THE ISSUES OF CONTINUITY IN PEDAGOGICAL ACTIVITY IN THE FIELD OF MUSIC

It is mentioned about pedagogical recommendations that are effective in working with students for educators teaching in the field of music. As an example, the names of eastern and Western musicologists, composers, master teachers and their musical pedagogical skills were mentioned. In the training of competent educated personnel, it is written that the task and importance of the educator is important in improving their musical abilities, in the rapid growth of their skills.

Roger Kirk (1930-2023).

Roger Kirk, renowned for his many contributions to psychological research methods, passed away on December 30, 2023, in Waco, Texas, at the age of 93. Born in Indiana on February 23, 1930, Roger spent most of his childhood in Kentucky and Ohio. He developed an interest in the trombone as a teenager, so planned a musical career when he enrolled at The Ohio State University. After earning bachelor's and master's degrees in music, however, he came to realize he was "just an average trombone player." Some vocational guidance led him to Ohio State's experimental psychology doctoral program, which he started in 1952. Roger summed up his substantial career change as follows: "God gives all of us talents, it just took me longer than most people to find mine." Roger's doctoral research focused on psychoacoustics, so after completing his dissertation in 1955, he took a job as a psychoacoustical engineer at the Baldwin Piano and Organ Company. Roger was an accomplished author and received a multitude of accolades during his career; including Baylor's highest teaching designation (Master Teacher, 1993) and highest scholarship designation (Distinguished Professor, 1995). Roger is survived by "the love of my life," Jane Abbott-Kirk, whom he married in 1983. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Older adult learners as digital citizens: Their needs and challenges while participating in an online master’s programme

This article explores the learning journeys of older adult learners (OALs) enrolled in an online education master’s programme. Today, many OALs are enrolling in various online programmes. A study by the first author explored the ways in which these OALs identify with being digital citizens, and also investigated their needs and challenges. The capabilities approach was used as the theoretical framework and provided a lens through which the participants’ digital experiences could be explored most appropriately. The objectives of the study were: (a) to identify the needs and challenges of OALs participating in an online master’s programme as regards digital literacy, technical support and learning resources; and (b) to explore their online learning experiences and challenges, including digital literacies and the way OALs consider themselves as digital citizens. The qualitative nature of this study included a narrative enquiry. Using open-ended, semi-structured interviews, the eight participants with an average age of 49 shared detailed perspectives about their online learning experiences, digital literacies, and the way they view themselves as digital citizens. The findings reveal that OALs need specific levels of learning assistance, intergenerational learning, collaborative learning, mentorship and support when using digital technologies.

Veeraswamy Seshiah: Father of Gestational Diabetes in India

Professor Dr. V. Seshiah, MD, FRCP, DSc, (Hony), is a distinguished professor at Tamil Nadu's Dr. MGR Medical University and established the First Department of Diabetology in India at Madras Medical College in 1978. He was the patron of the Research Society for the Study of Diabetes in India and the founder patron of the Diabetes in Pregnancy Study Group, India (DIPSI). Additionally, he served as the Vice-Chair of the Executive Board of the International Association of Diabetes and Pregnancy Study Group. Dr. V Balaji and Dr. V Seshiah Diabetes Care Center & Research Institute, which he founded, received the Army Decorations "SAMAR SEVA STAR" and "SAINYA SEVA MEDAL" in 1965 with clasp HIMALAYAS. Dr. Seshiah was also the recipient of the DR. B.C.ROY National Award was given in 1988 for developing diabetology as the Indian College of Physicians provided a specialty in the country and the Master Teacher Award. Moreover, he was honored with the Lifetime Achievement Award by the International Diabetes Federation in 2017, being the first Indian to receive this award. In 2022, the President of India, Mr. Kovind, presented the Padma Shri to Dr. Veeraswamy Seshiah for Medicine.

Teachers’ Research Characteristics, Competencies, Motivation, and Challenges: Basis for Research Manual

The study aimed to investigate the teachers' research characteristics, competencies, motivation, and challenges in conducting research, which served as a basis for developing a research manual. Explanatory sequential design was employed to elicit quantitative and qualitative data. Nine hundred teacher respondents using convenience sampling and twenty-five master teachers using purposive sampling voluntarily participated. Findings reveal that teachers were interested in teaching and learning research themes but produced less research based on the number of completed, presented, and published research papers. Also, they were moderately competent in conceptual, methodological, data analysis and interpretation, and dissemination and utilization aspects but more competent in technical aspects. However, they were extrinsically motivated to do research work to get promoted someday to get higher salaries. On the other hand, they were intrinsically motivated to do research work to improve their knowledge and skills and solve school problems. Meanwhile, teachers’ challenges arose, like low-level competence, limited time, financial problems, and low parental and learner support. Hence, a research manual was based on the teachers’ competencies, motivation, and challenges that must be created locally. So, school administrators may implement research-capability programs to upgrade the teachers’ research competencies, provide technical assistance, and finance the teachers’ research projects to motivate them.

Dr. Lucinda Lee Katz, Kinney Lau’s first teacher: Reflections on Lau v. Nichols (1974): Bilingual education, advocacy, and parent engagement

ABSTRACT Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco’s public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays through her senior year in high school, yielding a higher level of Cantonese proficiency. As a member of the National Teacher Corps (1965–1968), she earned a Master’s degree in teaching while also serving as a teaching intern at a public elementary school. Stationed at Jean Parker Elementary in San Francisco’s Chinatown for her first teaching assignment, she was thrust into running parent-teacher conferences that semester as her master teacher was ill. She met Mrs. Lau, the mother of Kinney Kimmon Lau, who was the main plaintiff in Lau v. Nichols (1974). At the time, the language of instruction at the school was English only. Throughout this interview, Lucinda illuminates how the advocacy of Mrs. Lau led her to be transformed by the justice orientation of a bilingual education model.

Trade-off Analysis in Strengthening the Criteria for Master Teacher Promotion

Effective master teachers constitute a valuable human resource playing a significant role not only as instructional leaders but also as educational researchers. However, the pressing demands of quality education alongside changing policies call for the need to ensure that these leaders meet competitive standards. Using the developmental-evaluative design, this study which is anchored on Criterion Theory, aims to enhance the existing criteria of the Department of Education (DepEd) in screening, selecting, and hiring Master Teacher applicants. Delphi technique and trade-offs analysis with ten expert respondents derived nine new and consensually evaluated measures (research training, research conference, publication, INSET/LAC, completed researches, best practices/innovations, qualifying examination, master's degree & awards) comprising the "Enhanced Criteria for Master Teacher Promotion" at 70-point cut-off qualification. The discriminant function model constituted data from 60 Master Teachers in the Maasin City Division and confirmed discriminatory success at 91.78% variability during model validation of 15 Master Teachers. Thus, the new criteria demonstrate the potential to assure the DepEd of competent and quality instructional leaders that the country needs today. This study recommends the adoption of the enhanced criteria as a policy. However, further evaluation is necessary to strengthen its validity before its full implementation.

Understanding Information Literacy Instructional Practices: Implications for Preparing Pre-Service Librarians

The role of academic librarians in supporting people to navigate the changing information environment is fundamental to librarianship and is critical in the current information environment. This poster focuses on the implications for educating pre-service librarians about the realities and challenges associated with that role, drawn from a national survey of instructional librarians in the U.S. The project speaks directly to the conference theme, “The Ethics and Evolution of Truth and Information,” as the survey respondents engage directly on the frontline of these issues. Implications for shaping the expectations of future instructional librarians will be revealed from findings of a national online survey currently underway. The survey returns to a series of questions motivating longitudinal surveys of librarians’ instructional practices conducted in other countries, and most recently conducted in the U.S. in 2016 (Julien 1998, 2000, 2005; Julien, Gross, & Latham, 2018; Julien & Leckie, 1997; Julien, Tan, & Merillat, 2013; Polkinghorne & Julien, 2018). These data paint a detailed picture of the daily practices of these professionals and the challenges they face. Despite changing technology, introduction of the ACRL Framework (2015), and the explosion of artificial intelligence use, many of the instructional practices and the pressures associated with the instructional role have remained stable (although the recent pandemic moved instruction online, at least for a time). Developing realistic expectations for the workplace is as relevant as is developing conceptual understanding, skills, and attitudes. Thus, the survey data provide an excellent opportunity to inform the education of master’s students.

Does a business education make for better innovative managers? An empirical examination of CEOs’ business education, CEO duality and R&D investment intensity

This study aims to explore how chief executive officers (CEOs) business education influences their company's investment in Research and Development (R&D) taking into account the moderating impact of CEO duality. Risks related to investment in research and development might have an impact on CEOs who are responsible for improving management effectiveness and company value. Insufficient education among executives can hinder effective oversight. Findings from analyzing data from 1632 firm-year observations from 2015 to 2020 of companies listed on the Shanghai and Shenzhen Stock Exchanges reveal that CEOs with dual roles tend to prioritize R&D investments and innovation. Additionally, CEOs without a Master of Business Administration (MBA) or executive MBA education (EMBA) exhibit a greater willingness to take risks leading to more innovation and spending on R&D. This research emphasizes the need to consider CEOs' demographics, board structures and governance mechanisms to promote innovation in companies.

Predictors of attitudes towards postgraduate education of nurses: A descriptive and correlational study.

This study was conducted to identify the determinants of the attitudes of postgraduate nurses towards postgraduate education. Postgraduate education in nursing contributes to many individual and professional gains. For this reason, nurses' attitudes towards postgraduate education are gaining importance. This descriptive and correlational study was conducted with 201 nurses continuing their postgraduate education in Türkiye between 01 December 2022 and 30 August 2023. The data were obtained online via Google Forms. The data was collected using the 'Descriptive Characteristic form' and 'Scale of Attitude towards Postgraduate Education'. Univariate and multiple linear regression analyses were used to evaluate the data. The mean age of the nurses was 28.96 ± 4.85, and most of them were continuing their master's education (65.7%). Years of the employment were negatively and the quality of postgraduate education was positively related to attitudes toward postgraduate education (p < 0.05). According to the results of the multiple linear regression analysis, the quality of the postgraduate education had a significant positive effect on attitudes towards postgraduate education (β = 0.262, p < 0.001). Years of employment and quality of education were related to attitudes towards postgraduate education. As the quality of education increases, nurses' attitudes towards postgraduate education increase positively. Different qualitative and quantitative studies need to be conducted on the attitudes of postgraduate nurses toward postgraduate education and the factors affecting them in Türkiye. Plans should be made to positively affect nurses' attitudes towards postgraduate education, and their professional and individual development should be supported.

Developing a studio/group class toolbox of ideas for advanced string students: Best Practices of Master Teachers

Developing a studio/group class toolbox of ideas for advanced string students: Best Practices of Master Teachers

Exploring Curriculum In Outdoor And Environmental Education: Uncovering The Hidden Curriculum In Leave No Trace Master Educator Courses

Demonstrated though the illustration of uneven distribution of benefits, disproportionate representation of diverse populations, and the perpetuation of negative perceptions and biases, the fields of outdoor and environmental education have fallen short in providing inclusive and equitable experiences. Though efforts to address discrepancies can be explored through multiple avenues, the present study centers on understanding the presence of hidden curriculum within the Leave No Trace Master Educator Course. Distinct from the overt curriculum, the hidden curriculum includes both positive and negative implicit messages taught alongside the written goals and objectives. Through a qualitative thematic analysis in which interviews with course instructors were coded inductively, we identified the presence of 18 elements of hidden curriculum. Though half of those elements support positive additional knowledge, skills, and attitudes, the remaining half showed the presence of learning and messages related to knowledge and attitudes that may negatively impact learners and contribute to inequities within the field.

Ultrasonography education for master in physiotherapy students – teaching master in physiotherapy students ultrasonography to be used in their daily work

Ultrasonography education for master in physiotherapy students – teaching master in physiotherapy students ultrasonography to be used in their daily work

Project Sober (Strengthening Our Basic Education Research): Research Capacity Building for Public School Teachers in the Department of Education- Division of Occidental Mindoro

The role of teachers in public schools has changed from teaching to administrative and research functions. In the Department of Education, Master Teachers as well as Teachers I-III are now required to conduct at least one action or basic research based on the Basic Education Research Agenda. This paper highlights the importance of the Project SOBER in promoting research culture in the different public schools in the Division of Occidental Mindoro. This program is a collaborative undertaking of the Occidental Mindoro State College and the Department of Education-Occidental Mindoro Division for five years. Division trainings, seminar-workshops, roll-outs, colloquiums and research presentations were conducted from January 18, 2018-January 18, 2023. The topics discussed were research management, financial management for funded proposal, research conceptualization, research implementation, manuscript write up, and effective poster and oral presentation. The participants rated the extension as “very highly effective” in terms of content and management of the program. To date, the teachers in the Division of Occidental Mindoro had been presenting research papers in the regional/national fora, receiving awards and publishing their outputs in refereed journals.

Pre-service Teachers’ Preparedness for In-service Science Teaching in Primary Education – A Case Study in Croatia

An experimental science curriculum for primary school was introduced in Croatia for the 1st time in the 2023/24 school year. This is taking place against the backdrop of a shortage of teachers from various science subjects, especially physics. They are increasingly being replaced by non-professional teachers, often those with a Master of Primary Education, which gives access to the profession of primary junior grade teacher. In this study, the subject matter knowledge (SMK) in science of 44 pre-service teachers aiming for the above-mentioned degree is examined using the SMK test. The test contains 40 trends in international mathematics and science study (TIMSS) items from the 4th-grade science content domain Physical Science and allowed us to compare the achievement of our respondents with the achievement of pupils who participated in the TIMSS assessments. The results show that the percentage correctness of the pre-service teachers on the SMK test was statistically significantly higher than that of the 4th-grade pupils. However, the correlation coefficients showed that the pre-service teachers had greater difficulties with the items with which the pupils had greater difficulties, and vice versa. This applies in particular to the items on forces and motion and to the items from the cognitive domain of reasoning. The reason for the unsatisfactory science SMK of our respondents could be the incompatibility of the university science curriculum with the demands placed on pupils in the relevant school subjects and International science assessments such as TIMSS. The results of this study confirm and extend the contribution of existing research and should serve as a basis for subsequent research as well as for the design of a further course of science education reform in Croatia and in the countries of the region.

ETHICAL AND AXIOLOGICAL ASPECT OF PROFESSIONAL TRAINING OF MASTERS IN THE HUMANITIES

The article investigates the topical scientific and empirical problem of professional training of masters in the humanities at Ukrainian universities based on cultural, personal, and integration paradigms with the use of methodological and technological tools of historical, pedagogical, and modern scientific approaches. The models and factors of training masters in the humanities at universities throughout the entire period of existence of these institutions are generalized; the concept and contextual and professional model of the system of such training on axiological principles are presented. As a result of a gradual elucidation of the prerequisites and factors of the value dimension of humanitarian education of masters in different models of European universities for the period from the time of their emergence (the lower boundary of the study is the IX century) to the present (the beginning of the XXI century), the essence of the concept of «axisphere of future masters in the humanities» (a set of values of the personality of specialists that determine their activity in teaching and research) is clarified. Their attitude to the world and their self-knowledge in the chosen field and specialty is clarified using analytical and methodological tools of historical and pedagogical general scientific and special pedagogical approaches; the need to develop and implement in practice the educational and research activities of modern universities of the humanities is explained. The technological and methodological support of the proposed model is updated. It is proved that the tendencies of internationalization, intensification, deepening of international cooperation, and building a context-oriented environment for training masters in the humanities in modern universities based on an integrative educational paradigm contribute to a powerful renewal of teaching, research, and provision of educational services; the values of multiculturalism of the personality of higher education students are determined as significant in the interdisciplinary scientific discourse (philosophy of education, sociology, psychology, pedagogy and education sciences, etc.) It is concluded that the main results of the study should be used for the further development of the system of professional training of masters in the humanities (historians, philosophers, religious studies, cultural studies, philology) on axiological principles in Ukrainian universities.