The master's thesis is an essential requirement of a master's degree, and it is the written demonstration of your mastery. It indicated that you fully understand your field and are capable of operating at that level. A generic thesis outline includes a title page, abstract, acknowledgments, introduction, literature review, methodology, data presentation, analysis and discussion, conclusion and references.
After years of schooling, choosing a thesis topic may feel like the largest pressure yet. Be prepared to spend months on the research and completion of your master's thesis. If you break down the process into manageable steps, writing your thesis won't seem so daunting. So, try to choose a topic you enjoy or are interested in, and make sure it is a topic that will aid your career path. If you can try to find a topic that creates a niche in your field, because the research must be unique. With that said, be wary about controversial topics. Try to stuck to something you have some expertise on and that is realistic in terms of your capabilities.
There are many curriculum modifications that can assist students with disabilities in public schools. Many of the curriculum changes are not time-consuming and could make a big difference: managing instructional time in the resource room; implementing special-education reading groups; opening a multi-grade classroom for the learning disabled and emotionally disturbed; organizing a special-education weekly agenda; adding a behavioral modification system; mainstreaming special-education students into extracurricular activities; and setting up a language-arts program. In your thesis, several related issues should be discussed: The definition of a modified curriculum, focusing primarily on how it can be implemented in special-education classrooms today; the function of a new curriculum, focusing on how it can further facilitate student learning; and the pros and cons of the listed modifications should be addressed, focusing on whether a teacher should use them to in the context of special-education student learning.
Wireless technology is everywhere in today's world, and slowly ---but surely --- it is being incorporated into the modern classroom. Instructors are at a crux with the arrival of new devices --- they can either use them or ignore them. New studies are showing, though, that technology is useful in more ways than just basic Web browsing. For example, wireless technology can facilitate student learning and assessment in a classroom, such as interactive multimedia lectures, enhanced student collaboration and increased in-class experimentation. Wireless networks and mobile devices, matched with thoughtful instruction, can facilitate student learning while aiding the processes of formative and summative assessments. In your thesis, several related issues should be dissected: First, the definition of assessments, focusing primarily on how they are commonly used in special-education classrooms today; second, the function of wireless technologies in the classroom, focusing on how they can facilitates student learning and assessment; and third, the pros and cons of wireless technology and networking will be addressed, focusing on whether a teacher should use them to assess special-education student learning.
Formative assessments determine how much students have learned and what they still have to learn. Formative assessments are usually informal assignments, such as question-and-answer sessions or homework. This type of assessment is typically embedded within an instructional process. An educator can also use formative assessments to find any gaps between what students have learned and where they are struggling. On the other hand, summative assessments encompass all the knowledge students should know about a specific subject or unit. These types of assessments are usually formal, such as standardized state exams, district or interim tests, midterms and final exams. A summative assessment is typically given after a specific point in instruction to properly measure students' understanding of a subject. While these types of assessments have their benefits, many educators feel that the data gleaned from them does not occur frequently enough to affect instruction at the classroom level. In your thesis, several related issues should be discussed: First, the definition of formative assessments and summative assessments, focusing primarily on how they are commonly used in special-education classrooms today; second, the function of assessment in the classroom, focusing on how they can facilitate student learning; and third, the pros and cons of both types of assessments will be addressed, focusing on whether a teacher should use them to in the context of special-education student learning.