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The Master of Teaching and Learning (MTchgLn) endorsed in Primary or Secondary Education is an intensive, research-informed programme of postgraduate study, usually completed in one calendar year of full-time study, or its equivalent in part-time study. Read more
The Master of Teaching and Learning (MTchgLn) endorsed in Primary or Secondary Education is an intensive, research-informed programme of postgraduate study, usually completed in one calendar year of full-time study, or its equivalent in part-time study.

Top graduates from any discipline will be considered for this prestigious qualification. Student teachers will engage in an inquiry-based approach and intensive and extensive practice, working in partnership with schools and the University, which will lead to enhanced practitioner skills at individual, group and whole-class level.

In addition to meeting the requirements for provisional teacher registration in New Zealand, students of this programme will be enabled to become teacher researchers as they move into the profession of teaching.

This unique and innovative qualification is a joint initiative between the University of Otago College of Education and University of Waikato Faculty of Education. Each institution will award their own Master’s degree.

Programme Requirements

EDUC 471 Teaching in a New Zealand Context (30 Points)
EDUC 472 Primary Curriculum 1 (30 Points)
EDUC 572 Primary Curriculum 2 (30 Points)
EDUC 473 Evidence-based Inquiry (Primary) (30 Points)
EDUC 573 Extended Evidence-based Inquiry (Primary) (30 Points)
EDUC 476 Diversity and Inclusion (30 Points)
EICT 199 Information and Communication Technologies Competency Test (0 Points)
ELIT199 Literacy Competence Test (0 Points)
EMAT 199 Mathematics Competency Test (Primary) (0 Points)

Structure of the Programme

Every programme of study must satisfy the requirements for one of the endorsements in the schedule of requirements for the degree.

Other course requirements

Applicants whose first language is not English or Māori must provide certified results of an IELTS (International English Language Testing System) score of at least 7.5 in the academic version (with no individual component below 7.5).

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The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. Read more
The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. You will also be supported in researching and reflecting on your own practice.

The programme aims to:
- improve your research, analysis and critical thinking skills
- enhance your professional practice through greater theoretical understanding of current educational issues.

The MA Education is designed for teachers, lecturers, trainers, educational leaders, managers and administrators, and those aspiring to a career in education.

Programme features:
- Choose from one of four Study Pathways to focus your learning where you want to develop.
- Flexible study options include Summer Schools, Study Centres and distance learning.
- Undertake a small scale research project in the context of your own or your institution's policy and practice.
- Optional opportunity to study for the International Baccalaureate Educators’ Certificate alongside the MA Education.

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-in-educ/

Study Pathways

You can choose one of the following Study Pathways as part of this programme:

MA Education:
The MA Education is our most popular degree and allows you the greatest flexibility in choice of units and dissertation topic (with the exception of those opting to take the International Baccalaureate Educator Certificates who are required to take specific units).

MA Education (International Education):
This pathway is designed for those who wish to develop knowledge and an understanding of issues relating to education beyond the national context. Depending upon your interests, you can focus on issues relating to educational practices in different national systems, on international schools and/or on other issues cutting across national contexts.

MA Education (Learning and Teaching):
If you wish to develop the practice and your understanding of Learning and Teaching then this is the pathway for you. Core units draw on theory of learning and teaching processes (with children and adults) and the role of technology.

MA Education (Educational Leadership and Management):
This pathway is designed to meet the needs of experienced educational professionals who wish to inform their work as leaders and managers, or who aspire to a leadership role, through an in-depth understanding of current educational management practice, theory, research and policy.

Ways of studying - flexible study options

You can choose from a variety of ways to study this programme.

- Summer School (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/summer-school/)
- Study Centres (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/study-centres/)
- Distance Learning (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/distance-learning/)

If you wish, you can complete the programme entirely though distance learning, however we recommend you try to attend at least one face-to-face unit as it is valuable to spent time in a study environment with tutors and other students.

Programme structure

For the 90 credits required for the MA Education, you acquire 60 credits through taught units and 30 credits by completing a dissertation. Typically, you complete five 12 credit taught units. One of the taught units must be the Research Methods in Education which is worth 12 credits, another of the taught units must be Understanding Learners and Learning or Education and Society (your choice may depend on which pathway you choose).

- Distance learning study commences at two fixed points in the year, 1st March and 1st September.
- Units taught at Summer School start in July
- Units are taught at Study Centres throughout the year.
- You can study units in any order, but you must complete each unit within six months.
- 175 study hours is expected for each unit.
- You can study up to two units at any one time and you have between two and five years to complete the programme.

View summary table (http://www.bath.ac.uk/education/images/ma-education-programme-table.jpg) or Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/ed-proglist-pg.html#B) for further information.

Learning and teaching

Our programmes are modular, consisting of self-contained units, taught and assessed by assignment and dissertation. As you progress through the units and successfully pass the assignments, you will receive feedback and grades, thus providing you with a clear indication of your academic progress.

Teaching methods at Summer Schools and Study Centres include; lectures, student-led seminars, workshops, group work, tutorials, Moodle (virtual learning environment), and other electronic communications.

If there are less than six students enrolled on a unit scheduled at Summer School, the unit will still run, but it may be taught on a Directed Tutorial basis. You will be provided with resources to help your study and individual or group tutorials will be timetabled in order to make sure your learning needs are fully met.

Distance Learning takes place online; enabling you to study independently with the support of a tutor. The Wiki environment offers you a number of alternatives for working flexibly with your learning materials. In addition, there are opportunities to link up with other students and leave feedback about your experience.

Methods of assessment

Assessment consists of a written 5000 word assignment for each unit of study, together with a 15,000 word Dissertation.

Accreditation of Prior Learning (APL)

If you have studied, but not completed or received an award, for postgraduate Masters level units in education from another institution, you may be eligible to transfer credit for this prior learning.

- Depending on the programme of study, you may transfer up to 40% of the total credits required for the MA/Postgraduate Certificate/Postgraduate Diploma in Education.

- Credit must have been obtained recently (less than 8 years ago at the time of the award of the qualification to which it contributes).

- Claims for APL will be considered on a case-by-case basis.

- If you obtain APL you will still be required to study Research Methods in Education and either Education and Society or Understanding Learners and Learning (unless your previous study has sufficient overlap with any of the units, in which case exemption may be considered).

- Use of APL credit may affect your options when selecting a study pathway.

Careers

This programme is ideal for those wishing to progress their career within an educational organisation.

Many of our graduates have gone on to be leaders and managers within educational settings; while others started their educational careers in teaching, lecturing or administration. This degree will also prepare you for further study at Doctoral level (PhD or EdD).

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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The Master of Research is a Faculty wide, cross-disciplinary research training course with an Education strand. It provides high quality training to potential doctoral students as well as a stand-alone qualification to train social science researchers. Read more

Overview

The Master of Research is a Faculty wide, cross-disciplinary research training course with an Education strand. It provides high quality training to potential doctoral students as well as a stand-alone qualification to train social science researchers.

Depending on your research interests you will be placed within a research group within the Department of Education, which will have seminar and reading group activities that you can join.

You will also spend a small period of time shadowing an experienced researcher.

The programme aims to:

- teach you to systematically review alternative approaches, methodologies and paradigms of research in social and educational enquiry
- enable you to critically evaluate the application of these approaches in the specific areas of social and educational enquiry in which students are specialising
- support you within an active research community, in identifying and investigating your own original research questions
- equip you with the skills to contribute to research projects using any of the main methodologies of the social sciences.

South West Doctoral Training Centre

This MRes is accredited by the Economics & Social Research Council (ESRC), specifically, as part of the larger South West Doctoral Training Centre (SWDTC) (http://www.bath.ac.uk/hss/graduate-school/study-with-us/south-west-doctoral-training-centre/). It forms part of the Education Discipline-specific Pathway.

The MRes can be taken as a course in its own right, or as part of the 1 + 3 (MRes + PhD) pathway, where successful graduates could proceed onto an PhD in the Department of Education.

If applying for an MRes + PhD (the 1 + 3 programme) you should indicate on the Application Form, your preferred PhD route.

Progression from the MRes to the MPhil or PhD stage is dependent on achieving an acceptable level of achievement (typically an overall average of 60% on at least the taught component of the MRes).

Visit the website http://www.bath.ac.uk/study/pg/programmes/mast-of-rese-educ/

Programme structure

Semester one
- Contemporary Issues in Educational Research 1 : Critical Users
- Principles and Skills of Social Research
- Qualitative Methods 1
- Quantitative Methods 1: introduction to quantitative methods
- Short Research Apprenticeship Project

Semester two
- Contemporary issues in educational research 2: competent producers
- Quantitative methods 2 or Qualitative methods 2
- Independent research essay
- Long research apprenticeship project

You will also complete a 15,000 word Dissertation.

View Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/ed-proglist-pg.html#C) for further information.

Learning and teaching

Our programmes are modular, consisting of self-contained units, taught and assessed on a semester basis. As you progress through each semester and successfully pass the examinations, you will receive credit for the units, thus providing you with a clear indication of your academic progress.

Teaching takes the form of lectures, seminars and workshops. Lectures are quite formal, whereas seminars involve interaction between the lecturer and a small number of students for study skills and discussion. Additionally, you will work independently with a supervisor to develop and put into practice your research ideas.

- Core teaching staff
Teaching staff are drawn from across the Faculty of Humanities & Social Sciences, enabling you to benefit from a broad range of social science research.

Methods of assessment

Assessment consists of a combination of coursework essays, group work, projects, oral presentations.

During the course of the programme you will devise and carry out a piece of empirical research.

We also place strong emphasis on developing presentation and discussion/communication skills, which in many units is part of the assessed work.

Careers

Graduates of this programme are well placed to apply for research posts within the education, government and voluntary sector. You will also be well prepared for further PhD study.

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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This route is aimed at applicants who already have knowledge of and interest in children's literature and who want to develop expertise in the subject at masters' level. Read more
This route is aimed at applicants who already have knowledge of and interest in children's literature and who want to develop expertise in the subject at masters' level. In this route students will meet old favourites and make new exciting acquaintances. They will be introduced to the most recent debates on the nature and social function of this controversial and multifaceted kind of literature. They will also be provided with the tools for critical assessment of books written and marketed for a young audience. Students will follow modules covering: researching picturebooks and their readers; texts, contexts and childhoods; and what makes this Masters in Children's Literature.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeecl

Course detail

As well as considering picturebooks, poetry, media texts and writing for children, this thematic route concentrates on a wide range of fiction for children, including the 'classics', texts for very young readers, international literature and novels for young adults. Close textual study and the history of children's literature are embedded within the route, which also concerns itself with exciting new texts, (sometimes using sound and image) produced by ever changing new technologies. Qualitative action research involving empirical work with children on visual literacy will be undertaken during the route. Participants are encouraged to keep a working journal and to include references to their own reading autobiographies.

The route focuses throughout on different representations of childhood in the texts that are studied and examines what is meant by the contested term 'children' literature'. Participants will be expected to engage with some of the key debates in the field and to consider a range of theoretical perspectives - from Romanticism to reader-response theory; gender issues to postmodernism; historical studies to new historicism; sociocultural viewpoints to semiotics - as well as examining critically views of young readers and their reading choices.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Critical Approaches to Children's Literature' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MEd in Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. Read more
This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. It is designed to enable you to enhance your educational practice through reflection, study and practical research and will give you the opportunity to:

- Carry out individual and collaborative critical enquiry into significant educational issues and practice
- Critically engage with the best quality national and international educational research that has relevance to primary education
- Develop current or personal priorities in the primary curriculum (such as "Inclusion", "Leadership" or "Assessment for Learning") in ways that are theory and research-informed and school or classroom-based
- Develop your thinking in order to contribute to informed policy and practice analysis and improvement in the primary phase.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeepe

Course detail

Pairs of the following modules are taught in alternate years:

- Critical perspectives on Primary Education
- Themes and challenges throughout primary education
- Teaching and Learning within the Primary School
- The School as a Community.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Primary Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Read more
This route is intended for applicants with a background in foreign language education. Applicants will typically have a good honours degree in a foreign language or applied linguistics. Some prior professional involvement in an aspect of the field of L2 education is preferred (for instance, in teaching, assessment or teacher training). The route aims to combine in-depth critical understanding of the main currents of conceptual thinking in the literature on second language learning with practical training in aspects of L2 empirical research.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeesl

Course detail

The aims of the route are:

- To examine key theoretical perspectives which have influenced recent research in second language education and to relate these to the wider context of educational research.
- To analyse and develop effective methodologies in conducting empirical research in second language teaching and learning in schools and communities.
- To develop critical skills with respect to the literature on research in second language teaching and learning, focusing mainly on core readings which provide instructive examples of empirical research.
- To investigate the language education issues in an international and comparative perspective. All students will receive individual supervision in the planning and analysis of an L2-related empirical project of their choice which will form the centre piece of their thesis and which will draw on different strands of the theoretical and methodological components of the taught units.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Research in Second Language Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Continuing

Students wishing to continue from the Master of Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (e.g.: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The route seeks to introduce teachers into the debates and ideas surrounding the development of teachers as researchers. to understand international and national policy and practices, engage with examples of teacher research in schools in the UK and beyond and to take part in their own school based research activities. Read more
The route seeks to introduce teachers into the debates and ideas surrounding the development of teachers as researchers: to understand international and national policy and practices, engage with examples of teacher research in schools in the UK and beyond and to take part in their own school based research activities. Teachers will take part in a research methods course which will support their research activities and develop knowledge in this area.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmersp

Course detail

The objectives of the route are to enable students to:

1. understand and be able to discuss with confidence the debates surrounding teachers as researchers
2. become familiar with an appropriate range of intellectual and methodological traditions within educational research
3. ecome skilled and critical readers of educational research
4. develop knowledge in depth of some substantive area of education and educational research
5. develop their capacity to frame research questions and devise appropriate research designs
6. develop confidence and competence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence
7. develop their skills in presenting research-based evidence and argument
8. gain practical experience of educational research through conducting a small-scale investigation.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The Researching Practice MEd is offered as a blended learning route. This means that the route will be offered online via a Virtual Learning Environment (VLE). You will therefore take part in teaching sessions via CamTools (held on Thursdays between 5 - 7pm). Preparation for these teaching sessions will be via the course materials on the Researching Practice CamTools site. Weekly Faculty attendance will therefore not be necessary. You will be required to attend 5 Saturday conferences per year. The conferences will be an opportunity to develop and enhance the ideas you explore via the online component.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis up to 20,000 words.

Continuing

Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (e.g.: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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Open only to PGCE graduates of Cambridge University as the second year of their MEd route. The Science focussed MEd is a blended learning route consisting of both online and 'face to face' components. Read more
Open only to PGCE graduates of Cambridge University as the second year of their MEd route.

The Science focussed MEd is a blended learning route consisting of both online and 'face to face' components. Faculty based 'face to face' teaching takes place during Saturday conferences and in one to one tutorials by individual arrangement. We use both synchronous and asynchronous online teaching sessions and have a dedicated CAMtools site which acts as a repository for teaching materials and also use a range of Web 2.0 tools for online teaching sessions.

Our aim is to engage in scholarly activity in the pursuit of high standards in the provision of the service of science teaching through ensuring that our practice is rooted in and continually informed by a scholarly base.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmesrp

Course detail

The objectives of the route are to:

- understand and be able to discuss ,with confidence, the debates surrounding the education of young people and science education in particular;
- become familiar with an appropriate range of intellectual and methodological traditions within educational research;
- become skilled and critical readers of educational research;
- develop in depth knowledge of a substantive area of education and educational research;
- develop the capacity to frame research questions and devise appropriate research designs;
- develop confidence and competence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence;
- develop skills in presenting research-based evidence and argument;
- gain practical experience of educational research through conducting a school based investigation.
- create new knowledge about authentic school based contexts

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The Science focussed MEd is a blended learning route consisting of both online and 'face to face' components. Faculty based 'face to face' teaching takes place during Saturday conferences and in one to one tutorials by individual arrangement. We use both synchronous and asynchronous online teaching sessions and have a dedicated CAMtools site which acts as a repository for teaching materials and also use a range of Web 2.0 tools for online teaching sessions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words

Continuing

Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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