In the dissertation students apply the learning outcomes of the research methods module. Indicative content includes the framing of research in education; the planning of a research project - stages, timing and review processes; The content of the dissertation will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests.

A Dissertation of 15000 words. Tests learning outcomes 1,2,3,4,5,6,

University teaching sessions
Tutorials
University library
Materials and links on MA Education Blackboard

Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education,(London: Routledge)
Gillham, B. (2000) Case Study methods, (London: Continuum Books).
Gillham, B. (2000) Developing a Questionnaire, (London: Continuum Books).
Hopkins, D. (1993) A Teacher's Guide to Classroom Research, (Buckingham:
Open University Press).
Lowe, M. (2006) Beginning Research (Abingdon Routledge)
Middlewood, D., Coleman, M. and Lumby, J. (1999) Practitioner research in education: Making a difference, (London: Paul Chapman Publishing).
Silverman, D. (1993) Interpreting qualitative data, (London: Sage).
Silverman, D. (2000) Doing Qualitative Research, (London: Sage).

The learning strategies will require participants to commit 405 hours of independent study time and 45 contact hours.
Sessions will consist of
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- individual tutorials to support development of understanding;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- Work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- support from the peer group through collaborative learning activities
A further 405 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work as newly qualified teachers and relating all this to their own working context. This will form the basis of the assignment.