Science education dissertation
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The point of the thesis is to show your ability to think critically about a topic and to knowledgeably discuss the information in-depth. Also, with a thesis, you usually take this opportunity to expand upon a subject that is most relevant to a specialty area you wish to pursue professionally. In a dissertation, you utilize others' research merely as guidance in coming up with and proving your own unique hypothesis, theory or concept. The bulk of the information in a dissertation is attributed to you. Finally, there is a difference in length between these two major works.
A master's thesis should be at least pages in length, likely a bit beyond that. However, a doctoral dissertation should be much longer, because they involve a great deal of background and research information, along with every detail of your proposal and how you arrived at the information, according to Purdue University.
A dissertation is an extremely complex work. It will likely be two, possibly even three, times the length of a thesis. Panayiotis Antoniou Tristan Igglesden The affordances of learning management systems that support dialogue Sara Hennessey and Louis Major Hanne Jensen From 'fountain-of-knowledge' to facilitator: exploring professional learning among early educators in South Africa. Ros McLellan Lenka Janik Blaskova Playing together: Series of case studies investigating the friendships and wellbeing of children with primary difficulties in language development Jenny Gibson Gulmira Kanayeva Qanay Facilitating teacher leadership in Kazakhstan David Frost and Ros McLellan Aliya Khalid Exploring the influence of maternal commodities on their daughters' school access and learning: A multiple case study of mothers in rural Punjab Pakistan.
- ESERA - Doctoral Studies in Science Education Research.
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Pamela Burnard Farida Larry Discursive assessment practices in special education: a systemic functional analysis of talk and text in a special school for young girls identified with a disability in Saudi Arabia. Susan Robertson Min Kyung Lee Parenting and children's executive functioning: a comparative study between UK and Korean parents of 4-year-old children. Andreas Stylianides Juljana Mandra Conceptualisations of global learning and primary school teachers' perceptions of pedagogy for global learning.
Ruth Kershner Anub Mannaan Education and violence: a qualitative study of the educational experience of conflict affected Kashmiri migrants in Mumbai for Higher Education. Sara Hennessy Lauren Marston An exploration into what it is to receive assistance conditional on school attendance from a cash transfer program in Jamaica: an interpretative phenomenological analysis Pauline Rose Daphne Martschenko A Brave "New" World: Investigating the impacts of behavioural genetics research on cognitive ability on teacher conceptualizations of intelligence, genetics, race, and socioeconomic status.
Susan Robertson Aikaterini Mourelatou The contribution of the curriculum to developing inclusive practices for primary aged students with disabilities and special educational needs in Greece.
Kenneth Ruthven and Nidhi Singal Mansi Nanda Exploring teacher motivations and engagement with the community in rural India Pauline Rose Seema Nath Education for Children with Disabilities in India - A case study to critically understand teaching and learning practices in schools that include all learners. Madeleine Arnot and Anna Vignoles Robert Neal Investigating the intelligibility of young beginner learners of Chinese at an inner-city secondary school in the north of England. Pamela Burnard Patrick Nketia Higher education and advancement of capabilities: A study of AHSS University graduates' experiences and employability Arathi Sriprakash Alanna O'Beirne A complex adaptive systems approach to exploring the development of a health promoting school network in the mid-west region of Ireland.
John Gray Babatunde Ojewunmi Pastoral care, academic outcomes and institutional behaviour of Further Education Colleges following the implementation of the Equality Act a case study approach. Zoe Jaques and David Whitley Karen Ottewell Looking behind the writing: the design and implementation of a framework to provide transitional support for the development of written articulacy at PG level - a University of Cambridge case study.
Yongcan Liu Tanya Paes The efficacy of a pretend play intervention on the self-regulation, language, and pre-literacy skills of 4- to 5-year-olds with English as an Additional Language. Michelle Ellefson Rosemary Penford Investigating the modality specific cognitive abilities predictive of arithmetic competence, using a developmental trajectories approach.
Maria Nikolajeva and Dr. Pamela Burnard Zhen Rao Pretend play and its relationship to the experience and regulation of emotions: an exploration among seven- to ten-year-old children in a Chinese boarding school Jenny Gibson Christopher Rauch Trainee teachers in transition: A cross-context, longitudinal study of epistemology and teaching beliefs in teacher education Jan Vermunt Luke Roberts Developing systems thinking to address the sustainability of anti-violence interventions in schools.
Hilary Cremin Marie Ryan What are we doing in the name of assessment? A multi-site case-study of assessment practices and conceptions of assessment purpose in junior infant classrooms in Ireland. Neil Mercer and Christine Howe Sahar Shah An Analysis of the interaction of the gender of head teachers with their leadership styles in secondary schools within Pakistan's context: A Pragmatist perspective. Anna Vignoles Richard Shakeshaft On the road to utopia? Exploring the representation of technology and the posthuman in contemporary Young Adult speculative fiction.
Yongcan Liu Assel Sharimova An exploration of knowledge-sharing behaviour within virtual professional networks of teachers in Kazakhstan. Elaine Wilson Harper Staples Exploring dynamic identities of multilingual adolescents in contexts of L3 learning. Ruth Kershner Karolina Szynalska An exploration of the value of the evolutionary perspective in establishing the characteristics of learning-sensitive architectural design using a bespoke digital participatory tool.
Sue Swaffield Sally Po Tsai Exploring levels of teaching skills based on the dynamic model in Taiwan: constrains and perspectives. Panayiotis Antoniou Maria Tsapali Effects of different learning conditions in the fostering of late primary school children's decision-making skills on socio-scientific issues: An experimental study. Hilary Cremin Gavin Turner Life-worthy learning skills: An investigation of a curriculum intervention to promote self-regulated learning. Michelle Ellefson Sarah Upjohn Every body matters: Using action research to move towards injury prevention and health promotion in elite young instrumental musicians at a specialist music school.
Maria Nikolajeva Georgios Villias Educational escape rooms: Design, Implementation and Impact Analysis of immersive, problem-solving learning experiences in science education.
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Arathi Sriprakash Julia Wang Multiverses in Contemporary Adolescent Literature Maria Nikolajeva Tianyi Wang Chinese learners' motivation in learning a third languagea mixed-method inquiry at one Chinese university Linda Fisher Xiao Wang Exploring data-driven learning in academic writing education: the acquisition of hedging devices. Nidhi Singal Joseph Watson Educational cartoons and mathematics attainment: an investigation into primary-age viewers in Tanzania. Zoe Jaques Yuxiu Wei Gender disparity in the access to higher education: Assessing the impact of schools and socio-economic backgrounds using data mining approaches Mark Winterbottom Alison Wells Postgraduate blended learning for NHS Educational Supervisors: A realist evaluation of impact on practice.
Sue Brindley and Yongcan Liu Mandy Winters What can secondary music educators learn from multi-perspectival conceptions of composing? Three voices - different worlds. Sara Hennessy and Pascual Perez-Paredes. Connect with us Twitter Facebook Youtube Instagram. Study at Cambridge Undergraduate Graduate International students Continuing education Executive and professional education Courses in education. About research at Cambridge.
Abstracts of Dissertations
Morag Morrison-Helme and Ruth Kershner. Generational differences in perceptions of medical student experiences of clinical attachments in surgery. Seeking a Peace-full Man: Exploring pedagogies to transition from boyhood to an adequate manhood. A dynamic model of skill development: empirically modelling the role of parental investment in the development of cognitive and non-cognitive skills in longitudinal samples of British and Canadian children.
What are the barriers to successful transition to Primary school headship and how might they be overcome? Ros McLellan and Ruth Kershner.
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Professional dialogues to foster dialogic pedagogy in mathematics: design and trial of a school-based teacher professional development program in Chile. Sara Hennessy and Christine Howe. Carol Holliday and Ruth Kershner. An activity theory perspective on English medium instruction as a language policy in higher education: A comparative case study of EMI in the sciences and humanities in one university in Taiwan.
The experiences of cooperation and leadership amongst choristers, organists, and conductors to reach performance flow in university choirs.
A sociocultural perspective on understanding change in beliefs and practices regarding vocabulary teaching and learning: A case study of English language teachers in Hong Kong. Cosmopolitan capital or cultural intelligence? Thomas Cowhitt Research Website. A social-cognitive perspective on the development of academic-, social and entrepreneurial- self-efficacies in adolescent Caribbean students: relationships with computer and social media use, socioeconomic status, gender, school type and ethnicity.
Investigating the development of conceptual understanding in secondary science students engaged in project-based learning.
NAEd/Spencer Dissertation Fellows - National Academy of Education
Designing and evaluating a virtual English enrichment course for improving Chinese learners' communicative competence in English. Sara Hennessy and Andreas Stylianides. Ed because it opens up opportunities:. The Master of Education degree can be done either by coursework and research report or by dissertation only. Students can study full time one year to complete the course or part time two years to complete the course.
Click here for advantages and disadvantages of full and part time study. For the M Ed in coursework and research report, students select three courses, of which two are normally selected from the 'package' most closely related to their likely area of research see below.
The third course may be selected from another 'package' in the School of Education or, subject to approval, from those offered by other schools in the Faculty of Humanities or in Science Education. In addition, a course in research design prepares students for the research report which comprises half the requirements for the degree. Click here for more information about the research design course and the research report.