In the dissertation students will apply the learning outcomes of the Research Methods in Early Years module which is a pre-requisite for this module. They will already have produced a research proposal setting out what they intend to do for their research.
On the basis of this proposal, they will be allocated a research supervisor, who will support them through tutorials during the progress of the research and write up. Supervisors will recommend appropriate reading and offer advice and feedback on work in progress.

It is the student's responsibility to maintain contact with the supervisory team.

The indicative content of the module includes the planning and timing of an ethically reviewed research project. The student will frame appropriate hypothesis/ research questions with tutorial guidance from a personal research supervisory team.

Bell, J., (2005), Doing Your Research Project: A Guide for First Time Researchers in Education and Social Science, Buckingham, OUP
Cohen, L. Manion, L. and Morrisson, K., (2011), Research Methods in Education, (7th ed), London, Routledge.
Harcourt, D., Perry, B. and Waller, T., (2011),Researching Young Children's Perspectives: Debating the Ethical Dilemmas of Educational Research with Children, London, Routledge
Hart, C., (2004), Doing Your Masters Degree, GB, Sage.
Koshy, V., (2009), Action Research for Improving Educational Practice: A Step by Step Guide, GB, Sage.
Lichtman, M., (ed) (2010), Understanding and Evaluating Qualitative Research, GB, Sage.
Roberts-Holmes, G., (2011), Doing your Early Years Research Project: A Step by Step Guide , GB, Sage
Wisker, G., (2007), The Postgraduate Handbook: Succeed with your MA, MPhil, EdD and PhD, GB, Palgrave

A Research Dissertation (Approx 20,000 words)
(Weighting 80%) (LOs 1,2,3,4)

Poster Presentation (No more than 1,000 words)
(Weighting 20%) (LOs 4,5)

All elements of the module must be passed

Formative assessment opportunities:
Formative assessment will take place throughout the module with question and answer sessions, observation and group/paired discussions at the study weekends.

The learning strategies will require students to commit at least 600 learning hours to this module.
The contact hours will include fours hours of tutorial support from the research supervisor.
This module is based on independent study supported by the research supervisor. Students will be expected to produce an extended piece of writing with clear structure and conceptual organisation, demonstrating competence and deep understanding, making a contribution to existing knowledge in their chosen area.

Students will attend two study week-ends at which they will be introduced to the module and be encouraged to share their independent research findings with others in the group. Over subsequent weeks students will be expected to work through independent guided learning with further teaching and support from the VLE (BlackBoard) and other electronic sources. This work will be undertaken on an individual basis but students will have regular, scheduled contact with their supervisor by telephone and e-mail. Students will need to send regular three weekly progress summaries to their supervisor, which will form the basis for discussion and goal setting. In addition to this regular contact, students will be asked to submit a number of documents to their supervisor throughout this module (i.e. summaries of literature, descriptions of research design, draft results sections etc)
The tutor will provide feedback on progress through comments on e-mail and telephone. It is expected that face to face discussions will account for approximately 6 hours of the module.