MEd Programme
Year 2 - Semester II (16 Weeks)
Dissertation or Project Development
CPs will have the choice of undertaking a research dissertation
or a development project, both of which are equivalent to four courses
in their area of specialization. The difference between dissertation
and project draws on the familiar distinction between research and
development (R&D) where research is the discovery or generation
of new knowledge and development is the application of knowledge
in new and innovative ways. Both processes are important for the
advancement and improvement of education and both are based on established
disciplines of knowledge and practice.
- Research is underpinned by the disciplines of research methodology
and the dissertation.
- Development is underpinned by the disciplines of strategic planning,
project management and evaluation.
The rationale for providing the two options is two-fold. First, it
provides increased flexibility in the programme in recognition of
the diversity of roles that graduates will undertake in their own
contexts after completing MEd. For some graduates research skills
will be important, while for others project management skills will
be more important, particularly in activities such as teacher development,
materials development or curriculum development.
Secondly, it recognizes the individual differences of CPs in terms
of their interests and career aspirations. Those with an interest
in a research-orientated career would be advised to undertake the
dissertation option, while those whose interests are more in development
work would be advised to undertake the project. At the end of Semester
II, and with advice from faculty, CPs will be asked to choose the
option they wish to follow.
Comparison of Dissertation and Project
| Dissertation |
Project |
Aim |
| The discovery or generation of new knowledge or new understandings in a particular area of specialization |
The application of existing knowledge for developing
or enhancing educational practice in a particular area of specialization |
Process |
| Through a small-scale research study on an approved topic |
Through a small-scale development project on an approved topic |
Skills Involved |
- Proposal writing
- Research skills, eg, Interviewing
- Review of literature to ascertain existing state of knowledge as a basis for research questions
- Analysis and writing skills in the dissertation
|
- Planning
- Management skills, eg, negotiating
- Review of literature to ascertain available knowledge for making informed choices about application
- Evaluating and reporting skills in the report
|
Outcomes |
- Quality dissertations in AKU-IED library
- Potential publications
- Research knowledge and skills
|
- Visible and identifiable improvement in schools and school systems
- Useful development resources in AKU-IED library
- Project planning, management and evaluation skills
|
Dissertation
A research study on an approved topic resulting in a dissertation,
ranging from 15,000 to 18,000 words, is available for CPs who have
an interest in developing research skills. CPs choosing this option
will need to study an additional course in research methodology
as Elective 2.
In the final semester of the programme, CPs will be allowed two
weeks for formal writing of their research proposals. They will
get an opportunity to share this with colleagues and faculty through
seminar presentations. Each CP will conduct individual fieldwork
research to collect their data during the next six weeks with guidance
from a faculty supervisor. This will be followed by the analysis
of data and writing of the dissertation over a period of eight weeks.
During this time the CPs will share their research in progress with
peers and supervisors in regular weekly sessions arranged for this
purpose. The dissertation is assessed by three examiners: the CP's
supervisor, a second reader and an independent examiner.
Project Development
Project development is an alternative to the dissertation for those
CPs who prefer to acquire skills in development work. The project
is reported and assessed through a project report. It provides CPs
with the opportunity to engage in an educational development activity;
such as teacher professional development, materials development
for teaching, or curriculum development. Engaging in project development
will assist CPs to become pro-active in planning for and leading
improvement efforts at the classroom and/or school and systems level
on return to their own context.
Like dissertation, project development will be carried out in the
final semester of the programme. As in the research project, they
will have an opportunity to share this with colleagues and faculty
through seminar presentations. CPs would work individually or in
small groups to carry out the project with guidance from a faculty
supervisor. The report will contain a written account of the situation
and needs analysis, the development plan, evidence of the activities
carried out and results of the evaluation. Such evidence could be
in the form of photographs, video recording or artifacts, eg, samples
of student and teacher work. The report will also contain the results
of the evaluation and reflections on the CPs' learning from the
project.
Assessment of reports should be equivalent to dissertations and
will be carried out by the CPs' supervisors and an independent examiner.
Re-entry
The re-entry week at the end of the programme is the culmination
of the overall re-entry process which will run throughout the two-year
programme. The purpose of this week is to help CPs consolidate and
contextualize their learning and to scaffold their re-entry into
their schools/institution as Professional Development Teachers.
During this week the CPs will be required to deliberate upon potential
challenges that they may face on re-entry and will be provided opportunities
through role-plays and simulations to practice their skills of negotiating
their professional role in their respective institutions. Opportunities
for CPs to interact with PDTs, representing different educational
systems and working in geographically diverse locations, are an
important part of the re-entry week.
Academic Policy }
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