Dissertation - Med IERP&P EDUC5065P

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 40
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: No
  • Available to Erasmus Students: No

Short Description

The Masters Dissertation is the report of a research exercise.  It allows the student to study an area of interest and relevance to them and their practice.

Timetable

N/A

Requirements of Entry

Successful completion of the PgDiploma Inclusive Education.

Assessment

The dissertation should normally contain in the region of 8,000-12,000 words (excluding appendices) but must not exceed 12,000 words.

Main Assessment In: April/May

Course Aims

The MEd Inclusive Education: Research, Policy and Practice is the report of a research exercise.

A research exercise is defined as an episode of interaction between ideas and practice in a field relevant to inclusive education. It is an episode in that it has some unity and is not a mere agglomeration of experiences and thoughts. The ideas (the theoretical framework) may be pedagogic, philosophical, historical, political, economic, sociological, psychological, religious, administrative or any mixture of these; they must be related to the field of inclusive education. The practice may take the form of analysis of naturally occurring events or of empirical data from research activity, or the scrutiny of primary and secondary sources such as transcripts, journals, books, official reports and registers. The interaction must involve thinking at a high conceptual level; you must show yourself capable of interpreting data in the light of theory and of subjecting theory to test with appropriate evidence or pursuing a piece of conceptual research.

A great variety of enterprises can therefore be accepted as legitimate research exercises for the Dissertation. An experiment of classic design; a survey by questionnaire; interviews of pupils and staff; a study by ethnographic, systematic or participant observation; a case study; a review of policy; discourse analysis of official reports, conceptual or theoretical reflection.

Intended Learning Outcomes of Course

Intellectual skills

 

On completion of the programme, students will be able to:

 

Identify relevant literature;

 

Synthesise and evaluate critically theories and empirical findings;

 

Apply their learning to analyse a variety of problems related to inclusive education and communicate this in writing;

Formulate a focused, research-worthy, and feasible personal research topic and research plan;

Apply appropriate research methods;

 

Write an extended piece of research work;

 

Identify, conceptualise and define problems and issues at the forefront of [the programme topic];

Apply critical analysis, evaluation and synthesis to a range of issues which are at the forefront of inclusive education and develop original and creative responses to these.

Critically review, consolidate and  extend knowledge skills  and  practice in  particular subject areas of inclusive education using relevant theories and empirical findings.

Evaluate critically the methods used in others' research work;

Evaluate critically various types of source materials and primary data emanating from

inclusive education Be aware of the particular ethical considerations and concerns which may apply to the conduct of research in the inclusive education

Demonstrate an appreciation of the diversity of approaches to the conduct of research in the area.

Transferable/key skills

 

On completion of the programme, students will be able to:

 

Communicate clearly and appropriately both in writing and orally

 

Participate in discussions and be adept at presenting a coherent and well-grounded argument in a small group environment;

Minimum Requirement for Award of Credits

None