ED7P35 - Teaching Dissertation / Project (2021/22)
| Module specification | Module approved to run in 2021/22 | ||||||||
| Module title | Teaching Dissertation / Project | ||||||||
| Module level | Masters (07) | ||||||||
| Credit rating for module | 60 | ||||||||
| School | School of Social Professions | ||||||||
| Total study hours | 600 | ||||||||
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| Assessment components |
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| Running in 2021/22(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
The module provides participants with the opportunity for sustained scholarly work of an independent and original nature, in an area of professional interest with regards to working in a UK school setting, either primary or secondary level. This may take the form of a theoretical and/or empirical investigation (Dissertation) or substantive practice-based Project which is critically evaluated.
The investigation or practice-based project is intended to be the culmination of a programme of study, and consequently, it is normally the last piece of work submitted. Throughout the process there will be access to a designated tutor for supervisory support.
Prior learning requirements
To have completed a research methods module ED7123 prior to starting this dissertation/project
Syllabus
● Planning a dissertation/project **
o Deciding on a focus
o Deciding on an appropriate approach and method(s) LO1,2,6
● Submitting a dissertation/project plan L1,2,6
o Agreeing the dissertation/project topic
o Finalising the research/project process (approach, methods, ethics aspects)
o Completing the dissertation/project plan
● Working on the dissertation/project L3-6
o Managing the dissertation/project process
o Working on the investigation
o Tutor support - regular supervision sessions
o Regulations for submission
** Options for prior methodological preparation include:
- the “Research Methods in Education” module (ED7123), is strongly recommended prior to taking the Dissertation option
- the Action Research Project module (ED7P35), also provides an introduction to action research methods and evaluation
Balance of independent study and scheduled teaching activity
The form and content of the Dissertation/Project will be negotiated between the participant and the allocated tutor, making use of a dissertation/project plan proforma. The contract must be agreed between participant and tutor before work commences, and is subject to the approval of the Programme Leader.
The plan includes setting target dates for work on the various stages of the dissertation/project, with accompanying supervision meetings. These sessions and actions agreed at them are recorded using the recommended supervision proforma or equivalent type of documentation (e.g. email).
The dissertation/project planning and supervisory processes provide ongoing opportunities for reflective learning.
When submitting the final dissertation/project report, as part of the course PDP requirement, the student is required to attach a personal (reflective) graduation statement (about 500 words) summarising outcomes in terms of experience/knowledge/skills gained from doing the MA Teaching course and dissertation/project, and future aspirations. The dissertation/project report will not be accepted without the graduation statement.
Learning outcomes
Participants should be able to:
1. Critically integrate a comprehensive range of literature/sources around the chosen subject
2. Identify, justify and employ appropriate methods
3. Use primary data (where appropriate) for analytical as well as descriptive purposes.
4. Produce a study that demonstrates an original contribution in the chosen field of scholarship, through practice and/or theory
5. Structure and lucidly express a coherent and focused argument.
6. Demonstrate independent achievement and creative ability
Assessment strategy
The dissertation/project should be research-based and involve systematic analysis and rigorous enquiry informed by the key literature. It may be empirical or it may be theoretically based. Initially, students need to submit a dissertation/project proposal and will have tutor assistance in determining the focus and approach of their investigation/project and producing the final plan. Research experience will have been gained from the work previously undertaken in the Research Methods module.
The work may take the form of a substantive action research project, based around a new intervention or resource for learning and teaching, as an alternative to the standard dissertation. The investigation may also be presented using alternative genres (e.g. video or film documentary, educational narrative/biography, multimedia presentation), in each case accompanied by an analytical commentary which provides the theoretical and methodological frame and critical appraisal of the outcomes and implications for future practice and research. The commentary (meta-reflective element) may be presented in an electronic or printed medium, as appropriate and relevant to the genre of the final product.
Bibliography
McMillan, K and Weyers, J (2007) How to write dissertations and project reports. Harlow : Pearson Prentice Hall
Rudestam, KE and Newton, R (2001), Surviving your Dissertation: A comprehensive guide to content and process (2nd edition). Sage.
Daryl J. Bem (2002) Writing the Empirical Journal Article, in Darley, J. M., Zanna, M. P., & Roediger III, H. L. (Eds.) The Compleat Academic: A Career Guide. Washington, DC: American Psychological Association (The author, from Cornell University, is one of the world's foremost personality psychologists.)
Available online at http://dbem.ws/WritingArticle.2.pdf
Rowley, J and Slack, F (2004) Conducting a Literature Review, Management Research News, 27 (6) pp. 31-39 – may be accessed via http://tinyurl.com/blpbxtv
London Metropolitan University Postgraduate Dissertations & Projects – see website:
https://student.londonmet.ac.uk/your-studies/exams-and-assessments/postgraduate-dissertations-and-projects/
Reading for the dissertation falls in two categories: reading specific to the topic, which will be identified by the student with advice from the tutor, and reading about research methods drawing on texts such as those listed below.
Research methods Core Texts
Johnson, B. and Christensen, L. B. (2008). Educational research: quantitative, qualitative, and mixed approaches. (3rd Ed.). Los Angeles; London: Sage.
Atkins, L and Wallace, S (2012) Qualitative Research in Education. London Sage
Flick, U (2014) An Introduction to Qualitative Research. London: Sage
Lichtman, M (2013) Qualitative Research in Education. London, Sage (recommended)
Punch, K (2009) Introduction to Research Methods in Education. London: Sage
Other texts
Bryman, A (2012) ‘Research strategy: quantitative and qualitative research’. In Social Research Methods. Oxford: Oxford University Press,
Cohen, L., Manion, L., and Morrison, K (2011) Research Methods in Education. 7th edition. Oxon: Routledge
Hammersley, M (2013) The Myth of Research-Based Policy and Practice. The Open University/Sage
Fletcher-Campbell, F and Brill, F (2008) Fifty years on: contrasts and connections in Educational Research, Educational Research, 50:1, 1-8
Goodson, I. and Sikes, P. (2001) ‘Studying Teachers’ Life Histories and Professional Practice’. Chapter 4. In Life History Research in Educational Settings, Buckingham, Open University Press
Kvale, S and Brinkmann, S. (2009) ‘Interviews’ Learning the craft of qualitative research interviewing. Second Edition. Sage, London