• University of Southampton Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • Swansea University Featured Masters Courses
  • Anglia Ruskin University Featured Masters Courses
  • Ross University School of Veterinary Medicine Featured Masters Courses
Middlesex University Featured Masters Courses
Queen Mary University of London Featured Masters Courses
FindA University Ltd Featured Masters Courses
Cass Business School Featured Masters Courses
FindA University Ltd Featured Masters Courses
0 miles
Education×

University of Cambridge, Full Time Masters Degrees in Education

We have 9 University of Cambridge, Full Time Masters Degrees in Education

  • Education×
  • University of Cambridge×
  • Full Time×
  • clear all
Showing 1 to 9 of 9
Order by 
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/ededmpepe

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 Primary Masters modules are taught by means of a combination of lectures, seminars, reading groups, workshops and student presentations. Self-directed study includes pre-session readings, preparation for presentations, and practical research activities.

All students also attend educational research methods sessions as part of either the Research Methods Strand (MEd students) or the Educational Research route (MPhil students).

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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

Read less
This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. Read more
This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. The route offers a well-rounded introduction to areas of psychology relevant to the study of children's development, learning and education, together with more advanced routes examining psychological approaches to particular topics within education. At the end of the route, participants are required to devise and carry out their own research projects on topics in which they have brought or developed a particular interest.

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

Course detail

Five introductory level core topic modules are offered: developmental psychology, cognitive psychology; biological psychology; social psychology and individual differences. These are followed by two advanced modules: quantitative and other research methods in psychology; and a series of contemporary psychological explanations and research applications in a broad range of educational contexts. The route is accredited by the British Psychological Society, so that applicants who have the equivalent of six months' study of psychology at undergraduate level will be eligible for BPS Graduate membership and the Graduate Basis for Registration. This enables successful candidates to proceed onto routes offering professional training as a Chartered Psychologist (in, for example, educational or clinical psychology).

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 'Psychology and 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.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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

Read less
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/ededmpesl

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' 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.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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.

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

Read less
The course introduces students to research skills and specialist knowledge. Its main aims are. - to examine the theoretical frameworks used in the study of education and its constituent disciplines;. Read more
The course introduces students to research skills and specialist knowledge. Its main aims are:

- to examine the theoretical frameworks used in the study of education and its constituent disciplines;
- provide training in research methods appropriate to education;
- advance students’ capacity for professional reflection and judgment;
- cater for a range of specialists interested within the field of education or one of its constituent disciplines.

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

Course detail

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 Mathematics Masters modules are taught by means of a combination of lectures, seminars, reading groups, workshops and student presentations. Self-directed study includes pre-session readings, preparation for presentations, and practical research activities.

All students also attend educational research methods sessions as part of Educational Research route.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student online.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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

Read less
The aims of the course are. - to gain an in depth knowledge of the challenges faced by education systems across the world, as well as possibilities for change;. Read more
The aims of the course are:

- to gain an in depth knowledge of the challenges faced by education systems across the world, as well as possibilities for change;
- focus in particular on the educational challenges and aspirations of the poorest countries of the world;
- engage with contemporary issues of globalisation and international development in the field of education in order to interrogate the latest theoretically-grounded and evidence-based research;
- critically investigate dominant paradigms of globalisation and international development, and engage with topical issues of relevance to educational policy and practice;
- develop research and career paths within the wider research culture of both the Faculty and the broader university.

Visit the website: http://www.graduate.study.cam.ac.uk/courses/directory/ededmpegd

Course detail

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 'Education, Globalisation and International Development' 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.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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

Read less
The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. Read more
The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. To become an accredited practitioner candidates are also required to hold the Advanced Diploma in Child and Adolescent Counselling. The increased emphasis on the integration of education, social services and health in the delivery of services to children under the Children's Act 2004, make this route particularly pertinent and valuable, not only to teachers but to a wide range of practitioners within the area.

Visit the website: http://www.graduate.study.cam.ac.uk/courses/directory/ededmpepc

Course detail

The four main elements of the route are:

1. The Therapeutic Relationship and Therapeutic Processes
This element explores an integrative approach to the therapeutic relationship. It will include a study of the working alliance, the transferential relationship and the person to person relationship.

2. Professional Issues in Therapy with Children
In these sessions, the key professional, ethical and legal issues surrounding the practice of therapeutic counselling and research on counselling are examined. Since the context of work with children and adolescents is rapidly changing, with increased emphasis on working with other agencies, systems and groups as well as with individuals, it is important to understand different contexts and the different modes of working within them.

3. Understanding Child and Adolescent Development
This element explores the key theoretical frameworks for individual and group development in childhood and adolescence and their implications for therapeutic practices.

4. Developing Children's Social and Emotional Well Being

Learning Outcomes

By the end of the programme, students will have:

- Demonstrated a comprehensive knowledge and understanding of the theory and practice of an integrative, relational, developmental and ecosystemic approach to psychological therapy with children and young people
- Shown abilities and skills to work therapeutically with children and young people
- Demonstrated a highly developed ethical attitude both in therapeutic practice and research
- Shown a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific topic;
- 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, originality and ethical awareness 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 'Child and Adolescent Psychotherapeutic Counselling' 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.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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

Read less
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. Read more
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. The concept of leadership is treated as problematic and examined as it applies to pupils, teachers and support staff as well as those with formal leadership responsibilities. The route is underpinned by the values and principles of "Leadership for Learning: the Cambridge Network" these beliefs include a democratic concept of leadership rather than a hierarchical one, and a view of learning as a shared enterprise crossing the traditional divisions between 'teachers' and 'learners'.

The route is aimed at a wide audience including practitioners studying part-time as well as full time students. It is of relevance and interest to teachers, middle leaders, headteachers/principals, advisers and others as well as to graduate students interested in the area of leadership and school improvement. We draw on participants' experiences, and students pursue their particular interest by undertaking an individual empirical research project.

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

Course detail

The overall aims of this specialist route are to enable participants to develop:

- An advanced knowledge and understanding of educational leadership and school improvement
- A set of skills for analysing educational leadership and school improvement issues and practices
- The ability to bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship
- The ability to contribute to informed development of policy and practice in educational contexts
- Familiarity with a range of frameworks for understanding pupil, professional and organisational learning

The route content is covered through eight interrelated themes:

1. Leadership for Learning
2. Policy, Structures and Change
3. School Effectiveness and School Improvement
4. Issues and Dilemmas
5. Perspectives on Leadership
6. Perspectives on Learning
7. Schools, Cultures and Communities
8. Education Evaluation

Learning Outcomes

By the end of the Educational Leadership and School Improvment route, students are expected to be able to:

- demonstrate knowledge and understanding of literature and concepts relating to educational leadership, school improvement, and learning; 
- show abilities in the critical analysis of educational leadership and school improvement issues and practices; 
- apply knowledge and understanding of educational research to plan and implement enquiry into an issue related to the route; 
- communicate the outcomes of their study and research through extended writing conforming to stipulated academic expectations and conventions.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Educational Leadership and School Improvement' thematic route. Teaching time is split between both elements, with 32 hours of teaching being provided in research methods and 64 hours in the thematic route. The elements are taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD 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

Read less
This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students. Read more
This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students:

- To become familiar with an appropriate range of intellectual and methodological traditions within the field
- To become skilled and critical readers of educational research
- To develop knowledge in depth of some substantive area of education and educational research
- To develop their capacity to frame research questions and devise appropriate research designs
- To develop confidence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence
- To develop their skills in presenting research-based evidence and argument
- To gain practical experience of educational research through conducting a small-scale investigation.

The course comprises a research training route for students wishing to work towards registration for the PhD degree.

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

Course detail

During their period of study students follow six modules on:

1. Research Aims, Strategies of Enquiry and Design
2. Research Methods and Analysis
3. Research, Reporting and Presentation
4. Perspectives on Research Methodology
5. Issues in Data Analysis and Interpretation
6. Thesis Preparation.

Throughout, a student is supported by a supervisor who has expertise in the substantive field of the student's research project.

Format

Students attend 2-4 hour taught sessions (a mix of lectures and smaller group seminars) twice a week. The course consists of two levels. Introductory Level sessions will offer a general introduction to different aspects of educational research. Intermediate Level sessions are divided into two types: (1) the compulsory main programme of study sessions will offer further elements focused on the foundations of educational research theory and practice; (2) the elective sessions will offer intermediate level topics built on the foundation sessions taught at Introductory Level. Students are required to take all Introductory and Intermediate main programme sessions and should select 11 of the elective elements of the programme. The elective sessions are intended to facilitate students' depth of understanding and application of approaches appropriate to their proposed lines of enquiry. The course has been designed to allow students intending to undertake a particular mode of enquiry to focus more attention on their preferred methods within a framework that still ensures a broad and balanced coverage.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Educational Research to PhD 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.

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

Read less
This course 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 course 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 course 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.

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.

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

Course detail

The course 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 both elements, with 32 hours of teaching being provided in research methods and 64 hours in the thematic route. The elements are taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, 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.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

Either
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

Read less

  • 1
Show 10 15 30 per page



Cookie Policy    X