MA in Education

Programme Code: PMM9_EDU9IM

Programme Handbook
2015-2016

UCL Institute of Education

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Contents
Welcome

1. Induction (what you need to know before you start)

2. Pre-course Reading List

3. Introduction to the Programme

4. Programme Aims and Learning Outcomes

10

5. Introduction to the Programme Team

11

6. Programme Structure

12

7. How to Plan Your Bespoke Programme Three Golden Rules!

14

8. Modes of Teaching

18

9. Studying norms and behaviour

19

10. Potential Difficulties arising from Studying at a Distance

20

11. The Roles of Tutors

22

12. The Role of Students

23

13. Assessment

24

14. Academic Literacy and Plagiarism

27

Appendices
Appendix 1: Core Module Outlines

29

Appendix 2: Scheme of Marking, Grade-Related Criteria and

examples of student feedback form

37

Appendix 3: Key contacts

40

Appendix 4: Key dates and deadlines 2015/16

44

Welcome
Welcome to the MA in Education!
In this, your programme handbook, we aim to give you all the information you need to
make the most out of this exciting programme, led by the UCL Institute of Education.
The UCL Institute of Education (IoE) is a global leader in Education. Founded in
1902, as a teacher training college in London, the IoE is now a world-class research
and teaching institution. Our distinguished history and current mission are rooted in a
commitment to social justice. We know that education transforms lives.
The MA in Education is run by the Department of Curriculum, Pedagogy and
Assessment within the UCL IOE. The Department of Curriculum, Pedagogy and
Assessment is one of the largest departments of the Institute housing a diverse and
successful group of nationally and internationally recognised academics with
interests in educational and social research. A major part of our work is concerned
with children, their educational and social contexts, and learning.
Our research and consultancy profile is exceptionally strong, involving scholars with
interests in children and young people's health and wellbeing; children, families and
early learning; learning with digital technologies; formal and informal education;
learning through and across curriculum subjects; research methods development and
tools for synthesis.
In this programme, you will be able to draw upon the expertise of the Department of
Curriculum, Pedagogy and Assessment and from across the UCL Institute of
Education.
The MA in Education as a fantastic opportunity to develop and grow as an education
professional. The programme has been designed to give you a rigorous and detailed
understanding of the field of education.
Any higher level study is going to be challenging. We are excited to be sharing your
learning journey with you, and hope that you find this programme stimulating,
engaging and enlightening.

Dr Clare Brooks
Programme Director

1. Induction (what you need to know before you start)

Before you start the programme we strongly recommend that you read this
Programme Handbook. It contains important information about the aims, structure
and expected outcomes of the programme as well as guidance about how to be
successful.
Also, please feel free to explore our website page Prepare for Success with a series
of activities to prepare yourself before embarking on a UK base MA:
http://www.prepareforsuccess.org.uk/
You will also find an online Moodle Induction on the VLE, which we strongly
recommend you complete before you begin the first core module.

2. Pre-course Reading List

During the MA in Education each module will direct you towards key readings and
course readings. Some modules may have a recommended text that you are
encouraged to purchase. Other modules may supply you with preparatory readings
for individual sessions. In most cases you will also be given a Module Reading list.
What follows below are some suggestions for pre-course readings. These will be
particularly helpful if you are new to the study of education. As the modules on this
programme are taught in the English education system, you may find some modules
make extensive use of English education jargon or acronyms if you are new to this
terminology, some of these readings will help.
These are not core texts for the MA, but are useful preparatory texts to get you
warmed up.
Kay Wood. (2011) Education: the basics. Routledge. London.
This is a helpful introductory text which is useful if you are new to studying education.
James Arthur and Andrew Peterson (eds). 2012 The Routledge Companion to
Education. Routledge London.
Stephen Ward (ed). 2008 (2nd ed) A Students Guide to Education Studies.
Routledge. London.
Dennis Hayes (ed). 2004 The Routledge Guide to Key Debates in Education.
Routledge. London.
Jane Bates and Susan Lewis. 2009 The Study of Education: An Introduction.
Continuum.
The above texts are useful introductions to the debates and issues in the English
education system one of the above would be useful if you are new to this education
system and want to find out about key terms/jargon etc.
4

James Arthur and Ian Davies. (eds) 2010. The Routledge Education Studies Reader.
Routledge London.
This book is a selection of classic chapters and texts in education. Recommended for
more advanced readers who are already confident in aspects of education.
John Furlong and Martin Lawn. (Eds). 2011. Disciplines of Education: Their Role in
the Future of Education Research. Routledge London.
This book makes the case for why a refocus on the disciplines of education is timely.
David Carr. 2003. Making Sense of Education. RoutledgeFarmer. London.
A more advanced text that is a useful overview of some of the philosophical and
theoretical issues.
The following books are useful study support if you are new to studying at postgraduate level.
Gail Craswell. 2005. Writing for Academic Success: A post-graduate guide. Sage.
London.
A useful text if you are not used to writing at post-graduate level, which explains
about coursework and examination preparation.
Dominic Wyse. 2012. Third Edition. The Good Writing Guide for Education Students.
SAGE London.
Gavin Fairbairn and Christopher Winch. 2011 (3rd ed) Reading, Writing and
Reasoning: A guide for students. Open University Press.
Both are useful guides (the Wyse book has a specific focus on education): more
useful for coursework than examinations.

General Reading List

What follows below is an indicative reading list for the whole programme. Each
module will have a separate reading list. In addition, we expect you to read widely
around the modules you are studying and to undertake a full literature review for your
dissertation.
Some modules specify a Core Text that you will be expected to purchase. These
texts are always available in the IOE library and where possible e-versions are
available. Please contact the programme administrator for more details.
Ahmed, S., Bhutta, S. and Khamis, T. (eds.)', (2011) Child-to-Child: A Framework for
Children's Participation in Health and Development Aga Khan University Press.
Apple, M. (1979). Ideology and Curriculum. London, RoutledgeFalmer.
Ball, S. (2008). The Education debate. The Policy Press.

Bowe, R., S. J. Ball, et al. (1992). Reforming Education and Changing Schools: case
studies in policy sociology. London, Routledge.
Brock, C. (2011) Education as a Global Concern. London, Continuum.
Brown, A. and P. Dowling (1998). Doing Research/Reading Research: A mode of
Interrogation for Education. London, Falmer Press.
Bruner, J. (1996). The Culture of Education. Cambridge, Mass, Harvard University
Press.
Carr, D. (2003). Making Sense of Education. Abingdon, Routledge.
Carr, W. (2006). "Education without theory." British Journal of Educational Studies
54(2): 136-159.
Chitty, C. (2002). Understanding Schools and Schooling. London, RoutledgeFalmer.
Cowen, R. and A.Kazamias (eds.), (2009) International Handbook of Comparative
Education . Dordrecht: Springer
Eraut, M. (1994). Developing Professional Knowledge and Competence. London,
Falmer Press.
Fielding, M. and Moss, P. (2011). Radical Education and the Common School.
London, Routledge.
Hargreaves, A. and D. Shirley (2009). The Fourth Way: The inspiring future for
educational change. Thousand Oaks, Corwin Press.
Karras, K. ed (2010)' Comparative Education Series, Teachers Training in the World.
Greek Handbook of Education, Athens.
Lowe, R. (2007). The Death of Progressive Education: how teachers lost control of
the classroom. London, Routledge.
MacGilchrist, B., K. Myers, et al. (2004). The Intelligent School. London, Sage.
Meng Huat, C, and Kerry, T. (eds) (2008) International Perspectives on Education.
London, Continuum.
Moore, A. (2000). Teaching and Learning: Pedagogy, Curriculum and Culture.
London, Routledge Falmer.
Moore, A. (2004). The Good Teacher: Dominant discourses in teaching and teacher
education. London, RoutledgeFalmer.
6

Pring R et al. (2009) Education for All: The future of Education and Training for 14-19
year olds. London: Routledge.
Pring R. (2013) The Life and Death of Secondary Education for all. London:
Routledge.
Schn, D. (1983). The Reflective Practitioner: how professionals think in action.
London, Temple Smith.
Scott, D. (2000). Reading Educational Research and Policy. London, Routledge
Falmer.
Scott, D. (2006). Critical Essays on Major Curriculum Theorists. London, Routledge.
Scott, D. and Usher, R. (2010) Researching Education. London, Continuum.
Stobart, G. (2008). Testing Times; the uses and abuses of assessment. Abingdon,
Routledge.
Unterhalter, E., and Carpentier, V. (eds) (2010) Global Inequalities and Higher
Education: Whose interests are we serving?. Palgrave, London.
Young, M. (2008). Bringing Knowledge Back In: From social constructivism to social
realism in the sociology of education London, Routledge.

3. Introduction to the Programme

The MA in Education has been designed as a balanced Masters programme in
Education. The programme takes a broad and balanced view of education, where
students are given the opportunity to work at Masters level on a range of themes
pertinent to education: curriculum, pedagogy, assessment, the relationship between
education and society, and the importance of education research.
The programme is made up of four modules, and a dissertation:

The core module: What is Education?

The research module: Understanding Research
Two option modules
The dissertation module

Please see section Programme Structure with more information about the core
and option modules.

The MA in Education and the IB (International Baccalaureate)

Advanced Certificate in Teaching and Learning Research
The IOE is delighted that the MA in Education has been recognised for the
IB Advanced Certificate in Teaching and Learning Research.
If you are a teacher in an IB school, you might like to consider this certificate as an
additional recognition of your work on the MA in Education. Details are listed below
as to the specific benefits of the Advanced Certificate.
To be eligible for the certificate you must be an IB educator within an IB
school, and will need to register your interest in the award. If you have not
already done so contact the Programme Administrator or Programme Director
for details.
To fulfil the necessary requirements for the IB advanced certificate in teaching and
learning research you will focus much of your reflective practice and research on IB
practice. We can support you with this, but we need to be aware that you intend to
complete the award. You must therefore inform us that you intend to register for
the award. You will need to fill in an enrolment form, and you will then get access to
the IB website and resources.
Once we are aware of your intention, you will be assigned a tutor who can help you
to focus on IB practice, and to situate your research in an appropriate IB context.
Your tutor will guide you through the module choices, and the selection of your
dissertation topic. To qualify for the advanced certificate, you need to keep IB

practice uppermost in your mind, and will wish to reflect on IB practices in your
examination, coursework, and in particular in your dissertation research proposal.
In addition, you will be especially encouraged to reflect on literature and research
that focuses on IB practice. For more information about the IB Certificate please visit
the
following
website:
http://www.ibo.org/en/professional-development/professionalcertificates/ib-educator-certificates/

4. Programme Aims and Learning Outcomes

This Masters programme offers a broad and balanced view of education. Education
can be viewed as an industry, a product, a philosophy, a process and a project. In
this programme, you will be given the opportunity to explore these different
perspectives on education and to develop a response to them that is informed by
your own educational context and experience.

Aims of the Programme

The MA in Education aims to enable all participants to develop a personal response
to the challenges they encounter in education. The design of the programme
enables a participant to draw upon a wide range of definitions of the field of
education that are relevant to their personal experience and context. The graduate of
the MA in Education will be informed by relevant literature and research from a
variety of fields of education and able to undertake an active and influential role in the
education community, able to describe and articulate practice. With this main aim in
mind, the MA in Education will achieve this through ensuring that graduates:

engage with theoretical perspectives in education studies

are stimulated and challenged intellectually with developments in a range of areas

of interest within education

are able to critically reflect on their current practice and those of others.

These broad aims will be achieved through:

encouraging students to develop a critical understanding of a range of literature

and concepts of education;

ensuring engagement with professionally relevant elements of knowledge,

understanding, skills and values.

stimulating interest and enjoyment so that teachers and education professionals

can continue their personal and professional development beyond the
programme;

encouraging the development of autonomous, reflectively thinking individuals,

capable of taking a leading role in education;

preparing participants for the successful completion of their coursework

assessments and thus the achievement of a valued and widely recognised further
qualification;

enabling education professionals to interact with colleagues from all over the
world

supporting students to meet the assessment criteria for the award of an MA in

Education.

Learning Outcomes
A graduate with an MA in Education will:

ask critical questions about policy and about practices which are often taken for
granted

be well equipped to understand professional challenges and professional

encounters and how to respond to them.

have a wide range of intellectual resources to draw upon (particularly from the
field of education)

be analytical and be able to understand and use different approaches and

traditions in education

be discriminating and evaluative about their professional actions.

understand current practices and appreciate the broader contexts of their

professional practice.

have a broad range of strategic perspectives

be actively involved in contributing to the field of education

be active and creative in curriculum development at a local level.

develop their capacity to make good judgements, concerning content, balance,

choice of pedagogy, and the role of assessment in the field of education.

understand the value of the contribution of research in education and what

constitutes quality in research.

5. Introduction to the Programme Team

The MA Education Programme Team consists of experienced academics in the field
of Education:
Dr. Clare Brooks
Programme Director and Head of Curriculum, Pedagogy and Assessment
http://www.ioe.ac.uk/staff/CPAT/GEMS_15.html

10

Dr. Fiona Rodger

Module Leader for What is Education? module and Critical Perspectives of
Teaching and Learning. Also personal tutor and dissertation supervisor for MA
Education students
http://www.ioe.ac.uk/staff/CPAT/GEMS_75.html
Dr. Sandra Leaton-Gray
Module Leader for Introduction to Social Research and Curriculum, Policy and
Practice. Also personal tutor and dissertation supervisor for MA Education students
http://www.ioe.ac.uk/staff/CPAT/80302.html
Dr. Kaori Kitagawa
Personal tutor and dissertation supervisor for MA Education students. Kaori is also
the Module Leader for Development and Education in Asia.
http://www.ioe.ac.uk/staff/LCEN_30.html
Dr. Natasha Kersh
Personal tutor and dissertation supervisor for MA Education students.
http://www.ioe.ac.uk/staff/LCEN_21.html
Dr. Sean Richards
Personal tutor and dissertation supervisor for MA Education students.
http://www.ioe.ac.uk/staff/CPEN_33.html

6. Programme Structure
Core Module: What is Education? (30 credits)
Module tutors: Dr. Fiona Rodger and Jo Pearce
The core module: What is Education? is the first module you will study on the
programme. This is an important module as it outlines the key questions we expect
you to ask throughout the programme, and introduces you to academic and research
literacy at Masters level. This module is also important as it introduces you to what to
expect from Masters level study on this programme. In this programme you will get to
meet (either virtually or face-to-face) your colleagues on the programme, the
programme team and your personal tutor.
This module is based around key questions which explore the nature of education, its
purpose and how it is experienced by educators and learners. The module runs in
the summer (July September), in the Autumn (October December) and Spring
(January March) terms. The Summer term can be studied in two modes: as a
mixed mode module or as a fully online, distance learning. The mixed mode version
includes an intensive two-week face-to-face series of lectures and seminars at the
UCL Institute of Education during late July-early August, with an 8-week reading
programme attached. During the two weeks at the Institute, top academics will offer
11

their perspective on issues around education, followed by small-group seminar

sessions where participants question the relevance to their own contexts and
settings. The programme also features three sessions on developing academic
arguments and literacy.
The online option will be similarly structured but will be taught via the VLE (Moodle).
The reading programme will be supported by digital recordings of key lectures from
top academics and on-line seminars and discussions. Both versions of the module
cover the same content. Assessment is via submission of a 5,000 word assignment.

Research Module: Understanding Research (30 credits)

The research module: Understanding Research is also core to the programme, and
should be studied before you start your dissertation. This module is taught online,
and will introduce you to social research including research methods and research
design. It will provide a strong foundation to prepare you for undertaking your
dissertation.
This module is available either face-to-face (Monday, 5:30 8:30pm) in the Autumn
and Spring term or as a distance learning module taught via the VLE (Moodle).
Students are able to bring their own research-related interests to the module which
can be explored in preparation for a report or dissertation. Guidance is provided on
preparing the overarching research questions of a study, identifying which research
designs and methods might best provide answers to those questions, exploring
ethical issues, and structuring and preparing a research proposal for a small-scale
study. Assessment is via a 5,000 word written essay.

Two Option Modules (30 credits each)

In addition to these core modules, you will be required to select two option modules.
The modules on offer under this programme have been chosen from across the
range of Masters level modules offered by the IOE. Modules may be offered by
distance learning, as mixed mode or face-to-face and are listed under a range of
specialisms and areas of interest. Students are encouraged to select option modules
that reflect their personal interests and professional needs to create a bespoke
programme. To ensure your degree is broad and balanced, the modules are
arranged in three option blocks. Each of your (two) option modules must be from a
different block.

Curriculum Specialisms and Phases

Designing and Assessing Learning
Education and Society

12

A full table of option modules and individual module descriptors are provided on the
MA in Education website and there is guidance on how to select them in the section
How to Plan Your Bespoke Programme (section 7).

Dissertation (60 credits)

The final part of your programme, the dissertation, is often the most challenging and
the most rewarding. The dissertation is an individual piece of research that you will
undertake with the guidance and support of a personal tutor. We will advise you
separately of who will be acting as your personal tutor and their contact details. You
will discuss your topic, design and approaches with your personal tutor, but the work
is ultimately your own. You will complete and submit a 20,000 word dissertation
report which will be held in the reference section of the IOE library.
In your dissertation, you will be required to conduct an original piece of research into
an aspect of education that interests you. Supported by your personal tutor, you will
be guided through the research process, and be required to complete a dissertation
report of 20,000 words. Note that a dissertation is equivalent to two modules, and
normally takes at least two terms. There is only one dissertation submission
deadline: 1st September each year. Therefore, we strongly advice students that are
taking the MA Education full-time to contact their personal tutors at the beginning of
October to establish a study plan for their dissertation and work throughout the
academic year, in order to submit their dissertation in September.
Students that are taking the MA Education part-time should complete the
Understanding Research module prior to start their dissertation and start their
dissertations by the end of January the latest, in order to submit on 1st September.
For more information about the dissertation, please visit the MA Education Moodle
site, where you can find the Dissertation Handbook with detailed information on what
to do on each step.

7. How to Plan your Bespoke Programme: Three Golden Rules!

With the MA in Education you can tailor your MA to suit your particular interests and
needs. This individualisation is the most obvious in your choice of option modules.
Use the following when considering which option modules are best for you:
Rule 1: Mode of Study
Option Modules are available as distance learning (for which you can be anywhere in
the world as long as you have good and reliable internet access), or with some
period of study in London. Some modules are taught entirely face-to-face. This
normally means there will be a regular weekly class over a ten week period (or term).
Other modules are taught with a combination of some distance learning and face-to13

face sessions: mixed mode. Some modules are taught as both distance learning and
face-to-face. It is important to read the module details carefully so that you are clear
how the module is organised.
In the first instance, you need to decide which modes of study are open to you. If you
are intending to be based in or around London, you will be able to select modules in
any category. Students who do not intend to visit London during their studies will
need to ensure that they do not select modules which have a requirement for a faceto-face session. If you are unclear, check the module descriptions or contact the MA
in Education programme administrator.
Not all modules are available as both distance learning and with some study in
London. You need to be sure that the modules you select are appropriate for you.
Rule 2: Breadth and Balance the right modules!
This is an MA in Education, and therefore your module selection should result in a
broad and balanced degree. To assist you in that choice we have categorised the
modules into three Option Blocks:

Curriculum Specialisms and Phases

Designing and Assessing Learning
Education and Society

Each of your two option modules should come from a different Option Block.
To help you select which modules are appropriate for you, you should read carefully
the module description. You should also check that you meet any additional entry
requirements specified for individual modules.
You may select your modules in any order except you must take the core module
What is Education? as your first module, and then you can plan the rest of the
programme based on your preferred modules. Be aware that most modules only run
once a year. The core module Introduction to Social Research needs to be taken
before you start your dissertation.
When selecting your modules, you may like to consider:

If the content of the module description interests you?

If the timing of the module is appropriate for you?
If you select this module, does it preclude other modules in this block that you
would prefer?
Does the module have an additional entry requirement that you can fulfil?

14

Rule 3: Workload Balance

When planning your individual programme of study you need to consider your own
workload and what is manageable for you. A full-time student can study up to two
modules in one term. A part-time student should consider no more than one module
in each term. You may wish to combine distance and face-to-face learning modules
(if this meets Rule 1). We expect you to complete any module that you start. To
give you an idea of how individual schedules may appear, what follows are two
examples:
Example 1
Student X is living in London and so can study a mixture of modules. Student X also
wants to complete the degree in a short period of time, so has chosen to study fulltime:

July September

Core Module: What is

Education?

Student X can attend the

London-based lectures.

October December

Option Module 1

Mixed mode

October December

Option Module 2

Face to face

January - March

Core Research Module:

Understanding Research

Distance Learning

January March and

April October

Dissertation (note: a
dissertation takes a
minimum of two terms)

Although the dissertation

can be completed entirely
through distance learning,
Student X and her
personal tutor meet
regularly to discuss her
progress.
Hand dissertation report in
1st September

15

Example 2
Student Z is a full-time teacher, a full-time parent and part-time student, living outside
the UK and wanting to study a full distance learning programme. She wants to
spread her studies out over a longer period.

July September

Core Module : What is

Education?

October December

No studying

January March

Option Module 1

Distance Learning

April June
October - December

No studying
Option Module 2

Distance Learning

January March

Core Module:
Understanding Social
Research

April October
October through to
October the following year

No studying
Dissertation (note: a
dissertation takes a
minimum of two terms)

Distance Learning

Distance Learning or faceto-face

Student Z and her

personal tutor to discuss
her progress by email and
Skype.
Hands in dissertation
report on 1st September
the following year

16

8. Modes of Teaching
The MA in Education is taught through a variety of modes including face-to-face,
mixed mode and distance learning through Moodle, our Virtual Learning
Environment. A module consists of the equivalent of ten sessions this will vary
between modules. Normally a session will last for a week, and deal with a single
topic, though some sessions will be multiple and may last for two or three weeks.
Each module has a calendar or schedule which outlines the module structure,
content and expectations. We suggest that you start by looking at the calendar to get
an idea of the structure of each module.
All modules and all sessions will be different and the tasks may require you to reflect
on your experience, readings, your school context, or to work with a colleague. Your
time commitment each week will be approximately 10-15 hours per week. You are
free to work at your own pace, though we would ask that you note the deadline for
each of the activities, and any pre-requisites for any session (face-to-face or on-line).
You will be working with other colleagues and students and some may be relying on
your to complete your preparatory work. Many modules require students to work
collaboratively as we find this gets the best results.
On distance learning modules, your programme materials and guidance will be
provided through the VLE. Core readings will be provided, or directions given for how
you can obtain them through the IOE digitised library services. The VLE induction will
support you in accessing these resources. However, if you are having difficulty then
please contact the module administrator directly.
On face-to-face modules, you may experience a variety of resources, some of
which may be provided in the sessions themselves, or made available through the
VLE.
Regular attendance is vital. Whether you are studying face-to-face or online, our
expectation is that you will endeavour to have 100% attendance. If you are not able
to submit your response for a particular week, or to attend a face-to-face session,
please advise the module leader or the administrator as soon as possible, as too
many absences will mean that you can be refused permission to be assessed in a
module.
We regularly monitor attendance on all modules, including those studied
online. In order to satisfy the requirements of the programme and to be able to
undertake the coursework, participation in the Virtual Learning Environment is
essential. During participation in the Virtual Learning Environment and during all
other on-line contributions, students must observe the code of conduct for on-line
behaviour. Students attending face-to-face or mixed mode modules are required to
have full attendance at all sessions.
Some online courses make use of Blackboard Collaborate as a asynchronous
learning tool. Collaborate acts like a virtual classroom. To participate in Collaborate
sessions you will need internet access, and to download some Java apps to your
computer. A microphone and webcam would also be useful. Additional guidance on
17

using Collaborate will be provided. You should pay special attention to how the
Collaborate sessions contribute to the module attendance and if your participation is
compulsory or not. If you are unclear, then contact the Module Leader to check.
To summarise:
The calendar for each module will illustrate the structure of the module and the
interim deadlines.
You should organise how you will conduct the work of each module to fit in
with your normal schedule.
Attendance is required for every session (for both distance learning and faceto-face modules), and will help you to prepare for your coursework.
The module tutor is there to support you through your studies and they will
outline the particular nature of each module. No two modules are the same!
Although the main body of distance learning modules are studied at home all
students are welcome to arrange to visit the Institute of Education to meet tutors and
discuss their progress and to use the main library.

9. Studying Norms and Behaviours

When students begin a new programme they can always a period of adjustment as
they get used to the expectations of the programme and what is meant by studying
in different institutions. This can be particularly challenging if this is your first time
studying at a post-graduate level. The points below are intended to make explicit
what the IOE expects of our students, and the acceptable modes of behaviour for
both on-line and face-to-face learning.

Students are seen as partners in learning. This means that we expect

students to take responsibility for their own progress. Therefore, we welcome
students:
o Asking questions when they are not clear on a task
o Asking for clarification of a reading or point under discussion
o Asking questions when they disagree with their lecturer
o Using examples from their own experience that either agree or disagree
with the topics under discussion
o Discussing different and alternative viewpoints (even when they dont
agree with the lecturer or readings!)
o Respecting the views and contributions of other students (even when
they dont agree)
o Who are open-minded and willing to question their own assumptions.

Teachers and lecturers are seen as partners in learning too. This means
that you can expect your lecturers to:
o Ask you challenging questions
o Give alternative viewpoints or question accepted ones
o Ask you to justify or explain an opinion
o Disagree (or agree!) with you.

18

We appreciate that not everyone is used to learning in this way, and so we

encourage you to speak up if you are not sure what is going on, or if you are
unhappy with how you are learning. If you dont want to speak directly to the
Programme Director or Module Leader, then feel free to contact the Programme
Administrator who would be happy to help.

10.

Potential Difficulties Arising from Studying at a Distance

A key feature of MA in Education is that you will study at least some modules at a
distance.
Studying at a distance can be difficult. Firstly, many distance students are working
full time, and studying becomes another commitment that needs to be juggled. In
addition, as a distance student you will be working alone rather than as part of a
group at the Institute. The way we have set up this programme will help you
overcome these problems. In order to combat the feeling of loneliness, modules for
this programme include collaborative work using computer-mediated communication
in addition to the studying you will do on your own at home. We hope that you will
form a cohesive group over the internet, and work together on tasks, and offer
personal support to each other by sharing your experiences of combining work and
study. You will be set deadlines for group discussions, which we hope will help you to
progress through the readings and tasks that you will be asked to do.
Using Moodle - the Virtual Learning Environment
If you are having problems accessing Moodle, you should email the Institutes
Computer Helpdesk (see below)
Moodle Support, IOE
Tel: +44 (0)20 7612 6696
Email: vle@ioe.ac.uk
Web link: http://www.ioe.ac.uk/itservices/eLearning.html
The IT Helpdesk is the first point of contact for help with computer hardware, software, IT
accounts or other IT related issues.
There is a helpful guide: Getting Started with your Computing and Library Accounts
http://www.ioe.ac.uk/itservices/documents/Getting_Started_update_2014v2.pdf
IT Support, IOE

http://www.ioe.ac.uk/itservices/helpDesk.html

You will be sent instructions on how to access Moodle, and you are reminded to use
your UCL IOE username and password to access the VLE.
19

Personal, hardware, and software requirements for Moodle access

In order to use Moodle effectively, it is recommended that students meet the
following requirements:
Skills:
Ability to use Web browsers
Familiarity with entering Uniform Resource Locators (URL's )
Ability to download files from the Internet
Ability to complete online forms
Hardware Requirements
A live Internet connection. Students will need access to the Internet using a
telephone connection, DSL, or cable modem. A high speed internet
connection is recommended.
A monitor capable of displaying information at least 800x600 pixels. For best
performance, access Moodle using 1024x768 resolution or higher.
Software Requirements
Any reasonably modern web browser, such as Microsoft Internet Explorer (8
or later), Mozilla Firefox (4 or later), Apple Safari (5 or later), Google Chrome
(17 or later), or Opera (11 or later). Cookies must be activated. Moodle
occasionally uses pop-up windows and is compatible with smartphone
browsers.
Moodle itself does not need browser plugins, but some content or additional
components might do. Typical plugins are Java 6, Adobe Flash Player,
Microsoft Silverlight and Apple Quicktime. These plugins are free.
Learning materials are typically available as Adobe PDF or Microsoft Office
documents. Students therefore need the Adobe PDF Reader (integrated in
Google Chrome) and either Microsoft Office (2003 or later, including Office
365) or Open Office to read these documents.
The Institutes IT Services has fairly recently subscribed to an online training
programme the Microsoft IT Academy. This is available free of charge to all UCL
IOE students. Courses offer training in Microsoft Word, Excel, PowerPoint and
Publisher. You can study online or download to your laptop. For more information
and instructions on getting access to these courses use the link below.
Please note: you will need to provide your IOE Student ID.
Online training - Microsoft IT Academy
How to Communicate
The online modules rely on students respecting and valuing the views of fellow
students. A key feature of these modules is to understand and reflect upon the
perspectives of fellow students. This means there is a need for ground rules to
ensure everyone can feel their views are valued and respected. People who use
email and discussion areas have developed certain conventions and rules. This has
become known as network etiquette or netiquette.
20

Respect for others

The most important point when communicating online is that you show respect for
your fellow students and tutors. Do not use offensive language or insults at any time.
Please show respect for cultural and religious differences when expressing an
opinion. Be polite.
Tone
Capital letters are considered to be the equivalent of SHOUTING, but may be used
with care. You can highlight words by using capitals. Be aware that some responses
may sound rude if they are too terse or short, and that a message sent in haste may
be misinterpreted.
Humour
Whilst humour can sometimes help the learning process, humorous comments may
mean different things within specific cultures. Within this diverse learning community,
take care not to offend your fellow students and tutors.
Writing
Online communications have evolved to be less formal than letters. They often
include jargon or slang terms and abbreviations. When you are communicating
informally it is fine to treat online discussions like a verbal conversation. However,
when you are participating in the online discussions and posting contributions you
should be careful about the grammar, spelling and presentation of your message.
Expectations
Relevant to your use of Moodle is also the programme expectations of students. We
suggest that you read this section carefully, along with the Information on
Coursework.

11.

The Roles of Tutors

The programme team consists of a programme director, module leaders, personal

tutors, all supported by the programme administrator, and module administrators.
Each module is organised and taught by a module leader or module tutor. The
module leader is responsible for the teaching of that module, any queries related to
the module and for providing feedback during the module. Any module-related
queries should be directed to the module leader.
Each student will also be allocated a personal tutor. If you have any concerns
about the programme or your progress on it, then your personal tutor would be the
person to contact in the first instance. (Any module-specific queries should be
directed to the module leader). The personal tutors main role is to support you with
the core module and your dissertation. You will meet your personal tutor during the
core module What is Education?. You will get some time to get to know your
personal tutor and for them to get to know you and your particular context.
Your main contact with your personal tutor will be during the core module and your
dissertation. In formal terms this means that your personal tutor will give you
21

feedback (a) on your coursework proposal (which follows a period of reading and
thinking) and (b) on your examination preparation.
At the appropriate time your personal tutor will adopt the role of dissertation
supervisor. At this point your tutor will be aware of your ways of working and your
academic strengths. They are often best placed to give you support for your
dissertation. There may be good reason (e.g. to do with the specific topic you intend
to research) to change personal tutor at this time. This is not a problem. Simply make
your feelings on this known to your personal tutor who will raise the issue with the
programme director.
It is worth noting that all the tutors that work on the programme do it on a part-time
basis. This can mean that during the week they may be located elsewhere, teaching
on other courses, or attending conferences or out of email contact. The programme
team will endeavour to answer any queries or responses, or provide feedback on
assignments promptly. However, there may be times when quality feedback may
take longer. We ask for your patience and understanding.

12.

The Role of Students

As with any learning experience, your success on this programme relies on what you
put into it. Our expectation of you as a student is that you will engage with the
programme to the best of your ability. This means accessing and engaging with the
readings and activities as directed, and responding to feedback from the module
leader and your personal tutor. We also wish to create a culture of critique and
sharing on the programme, and you may be asked to comment on the work of your
peers. It is our expectation that you will respond accordingly. It is also your
responsibility to keep your personal tutor informed of your progress on coursework
assignments and to raise with them any issues you may have.
Students are also expected to:
Meet coursework assignment deadlines
Complete module tasks on time and ensure that written work is accessible,
through the means specified, to fellow students and the module tutor
Construct personal targets and deadlines for the programme
Take a constructive part in module and programme reviews
Make a regular time commitment to the programme 10-15 hours per week on
average during each ten-week programme module
Make an active contribution to the learning opportunities on offer.
Recognise teaching and learning as a two-way process a matter of
communication
Have access to suitable computer hardware and software to use online links and
be capable of using these productively.
Evaluations and feedback
We take the student experience very seriously, and ask you to provide us with
feedback at a number of different points along the programme. We aim to get
22

feedback on individual modules, the overall programme offer, the student experience
and on other areas take affect you as a student on this programme. We ask for your
co-operation with evaluation to provide us with quality information that we can use to
improve the student experience. Evaluation will include:

Some mid-module evaluations

End of module evaluations
End of programme evaluations
Representation on the Programme Committee.

Each year we will ask for a volunteer to act as the Student Representative. The
Student representative will be invited to attend Programme Committee Meetings
(either virtually or face-to-face if they are able) and to feedback to the programme
team any issues or concerns raised by students.
However, we also encourage students to let us know of any concerns as and when
they arise if we know, we may be able to help!
Please contact either the Programme Administrator or Programme Director.

13.

Assessment

In the MA in Education you will be assessed in a variety of ways. The table below
outlines the different modes of assessment.
Module
Core Module: What is
Education?
Understanding Research
Option Module choice
Option Module choice
Dissertation

Method of assessment
Written assignment

Number of credits
30

Written assignment
Written assignment
Written assignment
Dissertation 20,000 words
(deadline 1st September)

30
30
30
60

Coursework
All option modules are assessed by coursework. The kind of assignment required will
vary depending on the module. Each module will give you detailed information about
what is expected. Below are some common guidelines that hold for all modules
unless the module tutor has informed you otherwise.
Coursework assignments for MA modules will normally require you to write around
5,000 words. This may be one piece of written work or several smaller pieces. A
10% margin of error is usually acceptable (e.g. 4500 5500 words for a 5000-word
assignment)but essays that are too long or too short will receive a fail grade, no
matter how good their content, since they do not meet the requirements of the
programme.)
23

The 5,000 word limit includes the contents page, footnotes, glossary and any maps,
diagrams and tables. However, it excludes appendices, lists of references and
bibliographies. Note that because these are excluded you should not assume that the
assessor will read them. This means that you should only include supplementary
material in appendices; anything important to the argument being made in the essay
must be made in the body of the text. Your submission must include a word count on
the title page, and an abstract.
Your tutor will advise you about the kinds of titles that would be suitable for essays,
and about any expectations in terms of the content for example, if it is expected
that empirical work should be undertaken.

Submission of Coursework
Deadlines for individual option modules will vary. You will need to check modulespecific information so you are clear when coursework is due for each module.
In most cases you will need to submit:

a coursework proposal form

an initial submission, or draft, or extract for formative feedback
a final submission

The dates for these may vary depending on the module, but will be clearly published
either on the VLE or in the module handbook.
As a student, it is your responsibility to check when all the parts of your coursework
are due. We expect you to submit assignments and dissertation by the deadlines
provided, so it is very important to discuss your study plans for the coming year with
your Programme Director/personal tutor early in the term/year. For example, if you
are a part-time student you may find it more appropriate to only take 60 credits (two
modules) instead of 90 (three modules) due to your working pattern/commitments or
personal/home responsibilities. If you are a full-time student you need to be
confident that you will be able to complete all your modules together with your
dissertation in one year.
It is your responsibility to ensure you are clear about when you need to submit your
work, the correct format, and the correct method of submission. Each module will
have different guidelines for how to submit your coursework. You are recommended
to find out what the submission guidelines are for your option modules and to ensure
that you follow these strictly. In most incidences you will be expected to submit an
electronic copy (either by email or through the VLE) and two printed copies.
It is important to make clear for which module the coursework has been written: in
most cases you are required to provide a cover sheet for this purpose. The cover
sheet will also require you to sign a declaration that the assignment is your own work
(please see the section on Citing Sources and Avoiding Plagiarism).
Students are invited to contact their personal tutors to discuss problems or concerns
arising during the writing of the assignment and should take advantage of any
formative assessment opportunity offered by the module team. When submitting
24

formative assessment, or initial submissions you should ensure that it is your best
possible work, in order to get the most out of your feedback comments.
Each module will have different procedures around formative assessment
opportunities, feedback and the amount of support you can expect with your
coursework. This is for very good reasons: often the assessment of a module has
been built into the design and structure of the module curriculum. In some instance
the coursework comes at the end of the module, in others it is developed throughout
the module. You should not expect that each modules procedures will be the same.
However, we are confident that whilst the experience will be different, all the
feedback you get will be of a high quality. If you have any concerns, then do not
hesitate to contact the module leader or programme director.
Before submitting any coursework assignment for final assessment, please ensure:

that it has been spellchecked and proof read

that pages are numbered
that consistent formatting has been applied throughout (e.g. headings, fonts,
etc.) We would suggest you use Arial font, size 12.
that it is double-spaced
that you have included an abstract (if requested)
that the title page of the assignment includes your name, the title of the
assignment, the name of the module and the word count
that references are set out in a consistent, standard style
that you have followed all module-specific guidelines
that a Coursework Coversheet has been attached to all copies

What if I cannot undertake all the work required?

Effective time management is extremely important for the successful completion of
the MA programme. Indeed students are well advised to adopt this as a measure of
success in working at this level. Your personal tutor will monitor your progress and
encourage you to keep to deadlines, but it is only you who knows how best to do this.
For some, weekends are important. For others, weekends are for family or other
commitments. For some, allocating an evening per week to MA work is sufficient.
Whatever your own personal needs and preferences, one thing is certain, saving up
your effort for later rarely works well. A little and often works far better than the
occasional binge.
If you are concerned about your progress on the MA, or an impending deadline, then
we urge you to discuss this as soon as possible with your personal tutor (see also the
following section on Extensions/ Deferrals).

What if I need more time? (Extensions and Deferrals)

There is no automatic right to obtain additional time and students are expected to
submit work by the deadlines notified to them by their tutors or as set out in
programme or module handbooks.
We do recognise that occasionally there are
25

unforeseen circumstances that may impact on your ability to keep to a deadline.

However, requests for additional time will only be considered if there are exceptional
circumstances.
If you need an extension for your dissertation, you need to contact your personal
tutor and inform them as soon as possible and at least two weeks before the
submission deadline. An extension of submission will be granted only in exceptional
circumstances.
Optional modules taken at the UCL IoE are subject to the following Policy and
Procedures:
http://www.ioe.ac.uk/studentInformation/documents/About_Policies/Policy_and_Procedures_
for_Deferral_of_Examination.pdf

Students requesting an extension of submission need to discuss this with their

module tutors in the first instance and then contact the Programme Administrator,
who will guide you through the process and paperwork that needs to be completed.
Please note the following points:

Requests for additional time must be submitted on the relevant form, with
supporting documentary evidence (where appropriate) no later than two
weeks before the submission deadline
If approved, the additional length of time granted will depend on the
circumstances described in the application
Approval will be sought as follows:
o From the Programme Director for up to two weeks
o From the Programme Director and Dean of Faculty - two to four weeks
o From the Programme Director, Dean of Faculty and Pro-Director:
Learning and International - over four weeks
Be realistic about the amount of additional time you will need. Only one
request for additional time will be considered for any one piece of coursework.

The Marking Process

All coursework is independently double marked and a representative sample
moderated by an External Examiner. The two internal markers mark all examination
scripts and coursework separately and then decide the recommended grade
together. In most cases you will be told a provisional grade. Written feedback is
provided for all assessed coursework. The time it takes for you to receive written
feedback may vary from module to module. The grade will be subject to verification
by the Programmes Examination Board, which will normally be held in January, after
you will receive formal notification of the final result. Regulations prevent individual
feedback being given on examination scripts although some generic feedback may
be provided and the External Examiners annual report will be made accessible to
students following the Examination Board Meeting.
Copies of the Marking Scheme and Grade-Related Assessment Criteria are included
on Appendix 2 of this handbook.
26

Remember - please keep all written feedback, including annotated first submissions,
annotated proposal forms and e-mail correspondence until you have completed the
programme.
What happens if I fail?
Should you fail all or part of an assessment, current regulations allow students a
second attempt. If you do not submit your coursework by the deadline (or if you have
been granted additional time, by the revised deadline) you will be marked Absent,
which is considered as a fail, and given one further opportunity to submit. You will
be advised of the final date for your second submission. This may vary but it is
common practice for this to be a year from the original submission date. Grades are
not currently capped for second submissions but you will be charged a resubmission
fee.
If you fail a core module twice it is unlikely you will be permitted to continue on the
programme. If there were contributory factors, it may be possible to request a
suspension of regulations but only in exceptional circumstances.
If you fail an
optional module twice, it is more likely that you will be required to register and pay for
an alternative option module.

What if I need to withdraw from the whole programme?

We hope that this will not happen but we understand that occasionally personal
circumstances may mean you need to consider this option. In the first instance,
please contact either your personal tutor or the Programme Director as early as you
can; there may be other options available if we have time to make the necessary
arrangements.
If, in the end, you decide withdrawal is the right choice, you will be
asked to complete and sign a withdrawal request form.
It may also be helpful to refer to a copy of the programme regulations:
MA in Education Programme Regulations and Specification 2015/16

27

14.

Academic Literacy and Plagiarism

Writing assignments can be both an enjoyable and challenging experience. One

aspect of writing that students often struggle with is plagiarism: the unacknowledged
presentation of another persons thoughts, words, artefacts or software as though
they were your own. This means that direct quotations from the published or
unpublished works of others (including internet sources) must always be clearly
identified as such by being placed inside quotation marks, and a full reference to their
source must be provided in the proper form. Equally, if you summarise another
persons ideas or judgements, you must refer to that person in your text, and include
the work to which you have referred in your bibliography. Failure to observe these
rules may result in an allegation of plagiarism.
At UCL IOE we use Turnitin, a text-matching software tool, to help you to develop
your own work so that you are writing in your own words, and also to scan for
evidence of plagiarism.
Turnitin produces a Similarity Report or Originality Score which provides you with a
percentage that indicates how much of your work matches other sources e.g. other
essays on the internet, webpages, journal articles and published books.
All programmes at UCL IOE will give you access to Turnitin so that you can obtain a
Similarity Report on one occasion before your final submission. You can then use
this to discuss your work with your tutor to develop your academic writing and how
you reference the work of others.
When you submit your final summative assessment you will be required to submit
this to Turnitin through Moodle. Obviously some assessments such as presentations,
software and videos are not amenable to submission through Turnitin.
As part of your programme of study you will be given opportunities to develop your
skills and understanding to demonstrate good academic practice in your written
assessed work. Your tutors will support you in this.
You might also with to make use of the Academic Writing Centre since they can
provide further support and guidance concerning good academic practice and how to
avoid plagiarism.
There are many useful resources on the UCL website:
Guidelines about Plagiarism
Guidance about submitting your work through Turnitin
You should also read:
UCL IOE: Policy on use of Turnitin for student assessed coursework, available via
Moodle
28

UCL IOE: Student Handbook: Understanding plagiarism and how it can be avoided,
available shortly via Moodle

29

Appendix 1
Core Module Outlines
In this section you will find outlines of the three modules specific to this programme:
The Core Module: What is Education?
Understanding Research
Dissertation
This is meant as a general guide for you. More detailed information can be found in
the individual module information and handbooks.

Option Modules
In addition to the three core modules you will need to select two additional modules.
The option modules are arranged under three blocks:

Curriculum Specialisms and Phases

Designing and Assessing Learning
Education and Society

You are required to choose two option modules, each from a different block.

Additional Entry Requirements

You will see that some modules have stipulated an additional entry requirement: for
example, students should have at least two years teaching experience working in a
certain role. This is to ensure that students who select this module are appropriate for
the module content and expectations. If you have any queries regarding additional
entry requirements then please check with the module or programme team. If a
module does not stipulate that it has additional entry requirements then you can
assume that you qualify for entry to that module
Module availability may vary, and some modules may have a maximum number of
students. If there are issues around accessing particular modules then please
contact the programme team in the first instance.
Details of available option modules are published each year on the MA in
Education website.

30

Core Module: What is Education?

IOE Module Code:

MMAEDU_01

Dates:

Summer term (July September; mixed mode or on-line)

Autumn term (October December; face-to-face or online)
Spring term (January March; face-to-face or on-line)

Study Mode:

Mixed mode, distance learning or face-to-face

Module Leader:

Dr Fiona Rodger and Dr. Jo Pearce

Module Aims
Education can be viewed as an industry, a product, a philosophy, a process and a
project. In this module, education professionals are given the opportunity to explore
these different perspectives on education and to develop a response to them that is
informed by their own educational context and experience.
Fielding and Moss pose the following questions as key in understanding education:
What is education for, what is its purpose, both here and now and looking to
the future?
What should be its fundamental values and ethics?
What do we mean by knowledge and learning?
What is our concept of education?
What is our image of the child, the teacher, the school?
Who is responsible for education, and what does it mean to be responsible?
(Fielding and Moss, 2011 Page 18)
These questions are grounded within a predominantly school-context; this module
will use the tenor of these questions to explore a range of educational contexts,
sectors and phases. This module will enable participants to critically explore these
questions in the light of key readings, arguments raised by key speakers and their
own experience. Through this engagement, the module aims to:

Introduce students to, and equip them to evaluate, the key ideas, research and
policies that have helped to shape the fields of curriculum, pedagogy, and
assessment within their national contexts

Examine and evaluate the ways in which educators have responded to national
and local contexts in developing their curricular and pedagogical approaches.

31

Examine and promote critical engagement with the debates about the aims and
practices of education in national and international contexts, and how this relates
to learners

Consider the impact on social justice of different approaches to education, and to

explore and evaluate those approaches intended to develop more inclusive
provision.

Explore the roles of participants and educators in education

Consider the nature and scope of the professional roles of educators in education

Learning Outcomes
A graduate of this module will have developed:

A critical understanding of range of perspectives that can influence how societies

and individuals understand and practice education
A concept of post-graduate scholarship and research: how to read, engage with
debates, and present arguments that enquire into and use theoretical
perspectives and experience appropriately.

Method of Study
Autumn term: on-line or face-to-face (Tues 6th Oct - 15th Dec 2015, 5:30
8:30pm)
Spring term: on-line or face-to-face (Tue 12th Jan 22nd March 2016, 5:30
8:30 pm)
Summer term: on-line or mixed mode with two week intensive lecture
programme (4th July 31st August 2016, with the two week intensive lecture
programme: 25th July 5th August 2016)
Assessment
This module is assessed by a 5,000 word written assignment.

Key Readings
Fielding, M. and Moss, P. (2011) Radical education and the common school: a
democratic alternative. London: Routledge.

32

Understanding Research
IOE Module Code:

MMAIMS_01

Dates:

October December and January March

Study Mode:

Distance Learning or face-to-face

Module Leader:

Jeff Bezemer

This is a recommended module for students doing the MA in Education. The module
runs for ten weeks over the Autumn and Spring term with students completing one
session a week for ten weeks:
Module Aims
The module aims to:
The module aims to provide participants with a grounding in educational and social
research. The module will provide students the opportunity to

explore the politics and purposes of different types of research;

investigate the range of theories of knowledge which underpin different

approaches to research;

critically reflect on ethical issues for research and their own identity as a
researcher;

become familiar with a range of research concepts and methods for data
collection and analysis;

read and critique research within their own and other disciplines.

The following series of topics/ areas will be considered: aims and purposes of
research; approaches and paradigms; research designs; research questions and
hypotheses; choosing data collection methods; what constitutes data?; data analysis;
judging the quality of research; synthesis and use of research. Throughout the
module ethical issues and the identity and role of the researcher will be considered.
Learning Outcomes
The module will enable you to:

develop an understanding of research as a social, political and technical process

that can provide solutions to real life problems
develop critical skills in reading and evaluating social research
33

make informed decisions about research designs and methods for your own
research projects
prepare you to conduct a small scale study (such as a Report or Dissertation)

By the end of the module you will have:

completed a series of activities and worksheets that outline your learning about
the steps of the research process
prepared a proposal for a small-scale study
piloted and reported on a data collection method
demonstrated what you have learned about social research through studying the
module
demonstrated the implications of what you have learned for your professional
practice

Methods of Study
This module is taught as distance learning through the VLE Moodle.
Assessment
The module will be formally assessed by a 5,000 word written assignment

34

Dissertation Module
IOE Module Code:

MMAEDU_99

Dates:
Study Mode:

Either October or January.

Distance Learning

Students need at least two terms to successfully complete their dissertations.

Students that are planning to study full-time will need to contact their Personal Tutor
at the beginning of October to establish a study plan for their dissertations.
The dissertation module is taught via distance-learning and assessed via a 20,000
word dissertation report. The dissertation is an independent study undertaken with
the support and guidance of a dissertation supervisor/personal tutor (hereby known
as supervising tutor). Communication will be via email, phone, web-based or face-toface contact depending on what arrangements fit the circumstances of the student
and tutor.
The MA in Education aims to enable all participants to develop a personalised
professional response to the challenges you encounter in the field of education. The
dissertation module enables you to develop this response within an area of your own
interest. The dissertation requires an original independent scholarly investigation. It is
highly likely (but not required) that this will involve some fieldwork or empirical data
collection. The topic should be relevant to your personal experience and context
within education and will be discussed and agreed with your supervising tutor. The
dissertation will be informed by relevant literature and research from the field of
education and will demonstrate that the author has:

engaged with theoretical perspectives in education

identified a relevant and distinctive topic worthy of research, and identified an
appropriate research design
reflected critically on their current practice and those of others.

These broad aims will be achieved through:

encouraging students to develop a critical understanding of a range of

literature and concepts of education;
stimulating interest and enjoyment by focusing on an area of interest;
encouraging the development of autonomous, reflective thinking;
supporting students in the design and execution of their research;
ensuring engagement with professionally relevant elements of knowledge,
understanding, skills and values.

35

As this dissertation module is taught through distance learning, the dissertation will
comprise five distinct stages:
Stage One: Proposal
Stage Two: Review of relevant literature
Stage Three: Outline of research methodology, design, methods and ethics
Stage Four: Execution and analysis of fieldwork/research
Stage Five: Examination and submission.
Appropriate consideration to the ethics of the research undertaken is an important
part of the dissertation process. In addition to these stages, students will be required
to submit an Ethics Review Form (in line with IOE policy and practice) for approval
before embarking on any data collection. The timing of that submission will be
depend on the research proposed and will be supervised by the supervising tutor.
On completion of stages one, two and three, the student is required to submit a
paper (known as a Formative Assignment) to their supervising tutor for consideration.
Supervising tutors will then provide written feedback on that assignment, indicating to
what extent the work is at the standard expected for the dissertation (as informed by
the M level assessment criteria) and on the progress of the research itself.
The five stages indicated above structure this entitlement to support distance
learning students. The timeline for the completion of each stage will be negotiated
between each student and their supervising tutor. Notionally students will be
expected to complete each stage as follows:
Stage One: Proposal: after 1 month of starting module.
Stage Two: Literature Review: after 2 months of starting module.
Stage Three: Research methodology: after 3 months of starting module.
Stage Four: Data collection and research undertaken within 3-6 months of starting
module
Stage Five: present completed submission (deadline 1st September)
Whilst the stages are laid out in this order, they are designed to be flexible and do not
have to be completed in this order (as some stages may be worked on
simultaneously and in some instances, it may make more sense for a methodological
discussion to take place before a review of the literature.) Only the submission date
of the dissertation is fixed, as the other deadlines need to be flexible to take into
account local schedules. Supervising tutors will seek to agree a challenging but
achievable schedule, and individual deadlines.
36

Once students have completed stages one, two, and three, they will complete their
dissertation research and write-up. Additional support will be offered to students
(either face-to-face or online depending on demand) regarding completing their
dissertation. The extent and nature of this additional support will depend on need and
demand.
The date for the submission of the dissertation is normally at the beginning of
September in the year in which you complete your degree. Please refer to the earlier
section: Key Dates and Deadlines. Students need to read the Dissertation
Handbook in the Moodle space MA Education before they start the dissertation
module.

37

Appendix 2
Scheme of Marking and Grade-Related Criteria

Marking Scheme:
Distinction
Pass
Pass
Fail
Fail

Grade
A
B
C
D
E

Percentage
80 - 100
65 - 79
50 - 64
35 - 49
0 - 34

All assignments are independently double marked by a first and second marker.
Following consultation between the two markers and grade reconciliation, the first
marker is responsible for writing the detailed Summative Feedback Form, including
the agreed reconciled grade. The completed form will be sent to the student. Please
note that grade issued at this stage is provisional and will be recommended to the
Examination Board for approval.
If there is disparity between the first and second marker in relation to the grade
award, reconciliation must take place, and it may be necessary for the Chair of the
Exam Board to nominate a third marker to assist with the reconciliation process.
Where a third marker is used, the reconciled grade, together with a reconciliation
statement, explaining how the reconciled grade was reached, will be presented to the
Examination Board.

Grade-related Criteria for Taught Masters degrees

The following criteria are intended to do duty for a large and wide range of courses
and modules. They should be interpreted in the context of the stated learning
outcomes for courses and modules. In particular, not every criterion will apply to each
module assignment. However, it is expected that there will be considerable overlap in
the criteria deployed for individual assignments and that the full range of criteria will
be utilised across an individuals programme.

38

Criteria for achieving grade A

Grasp of field of study
Outstanding grasp of issues and high level of critical insights into field of study
Extensive, insightful and critical review of literature
High levels of creativity and independence of thought in the application of
knowledge
Understanding & Evaluating Research & Methodologies
Sophisticated conceptual understanding and high levels of critical evaluation
of scholarship, research and methodologies in the field
Outstanding understanding of how established techniques of research and
enquiry are used to create and interpret knowledge and how these apply to
students own research and/or practice
Creative and critical handling, presenting and inferring from data structure,
communication and presentation
Structure, communication and presentation
Exceptional clarity, focus and cogency in organisation and presentation of
arguments and conclusions
Criteria for achieving grade B
Grasp of field of study
Clear understanding of issues and good level of insights into field of study
Wide-ranging, coherent and critical review of literature
Elements of creativity and independence of thought in the application of
knowledge
Understanding and evaluating research and methodologies
Consistent and fluent understanding and critical evaluation of scholarship and
methodologies in the field
Thorough understanding of how established techniques of research and
enquiry are used to create and interpret knowledge and how these apply to
students own research and/or practice
Competent and critical handling, presenting and inferring from data
Structure, communication and presentation
Clarity, focus and fluency in organisation and presentation of arguments and
conclusions

Criteria for achieving grade C

Grasp of field of study
Basic understanding of issues and insights into field of study
Basic critical competence in reviewing literature
39

Little development of ideas in the application of knowledge

Understanding and evaluating research and methodologies

Adequate understanding and evaluation of scholarship, research and
methodologies in the intellectual field
Basic understanding of how established techniques of research and enquiry
are used to create and interpret knowledge and how these apply to students
own research and/or practice
Rudimentary handling, presenting and inferring from data
Structure, communication and presentation
Basic clarity, focus and competence in organisation and presentation of
arguments and conclusions

Criteria for achieving Grade D (fail)

Grasp of field of study
Inadequate understanding of issues and insights into field of study
Unfocused or inaccurate review of literature
Confusion in the application of knowledge
Understanding and evaluating research and methodologies
Lack of understanding and critical evaluation of scholarship, research and
methodologies in the field
Lack of understanding of how established techniques of research and enquiry
are used to create and interpret knowledge and how these apply to students
own research and/or practice
Inadequate or confused handling, presenting and inferring from data
Structure, communication and presentation
Poorly organised and unfocused presentation of arguments and conclusions

40

Appendix 3
Key Contacts
In this section you will find some useful contacts for both the UCL Institute of
Education (IOE) and the University of London International Programmes (UoLIP). If
you are uncertain of who to ask then please contact the Programme Administrator in
the first instance.

Key contact details for the University of London International Programmes

The University of London International Programmes provides the administration of
your degree:
1. University of London Student Advice Centre
The Student Advice Centre acts as a single point of contact for all University of
London International Programmes students and enquirers to ensure enquiries are
dealt with by the appropriate team or individual. You can log your queries through the
Student Portal under the Ask a Question tab. This enquiry management system
provides a history and audit trail of your correspondence with the University, enabling
a more personal and full answer to your questions.
You can use this system for all queries regarding the following issues:
-

Alumni Association

- Applications
- Certificates & Transcripts
-

Exams (all queries) http://www.londoninternational.ac.uk/exams

Fees http://www.londoninternational.ac.uk/courses/postgraduate/instituteeducation/education-ma

- Graduation ceremony http://www.londoninternational.ac.uk/graduation2012/graduation-faqs

- Online library (UoLIP, for UCL IoE please see below)
- Programme Enquiries (questions arising from your studies that are not directly
academic or concerned with admissions, accreditation of prior learning or exams)
- Registration

41

Once you have logged your enquiry through this system you can expect to receive a
response within two working days. Please follow the instructions set out on the
following pages to ensure you correctly log your enquiry.

How to correspond with the Student Advice Centre

1. If you are currently a student with the University of London International Programmes,
go to the Student Portal: https://my.londonexternal.ac.uk/london/portal

2. If you are not currently a student then you can ask a question by following this link:
http://www.londoninternational.ac.uk/contact-us and completing the Student Advice
Centre form.
If you prefer to speak to someone at the Student Advice Centre by telephone please
call: +44 (0)20 7862 8360
2. Key contacts at Institute of Education (IOE)
Below are the contact details for UCL IOE programme directors and administrators
for the programmes. IOE administrators are responsible for looking after academic
related aspects of your studies (assignments, information on your VLE, advice on
deferrals etc) as well as supporting the tutors and programme directors.

CONTACT

AREA OF SUPPORT

Dr Clare Brooks,
Programme Director, IOE

Responsible for overseeing the running of the

programme at the Institute of Education

Room 734, 20 Bedford Way,

London WC1H 0AL
Email: c.brooks@ioe.ac.uk
Tel: +44 (0)20 7612 6047
Conchi Vera-Valderrama,
Programme Administrator, IOE
Room 767, 20 Bedford Way,
London WC1H 0AL

Oversees the administration of the

programme at the Institute of Education and
the first point of contact if you are unsure who
can help

Email: c.veravalderrama@ioe.ac.uk
Tel: +44 (0)20 7612 6158
MA Education Programme Team
Please click below to see details of
42

the MA Education Programme

Team
PMM9_EDU9IZ_2013: Meet the
team
Disability and Special
Arrangements Support, UoLIP
Email:
special.arrangements@london.ac.
uk
Tel: +44 (0)20 7664 4824
Web link: Inclusive Practice

IT Support, IOE
Located within the Newsam
Library (level 4), Bedford Way
Building (see above)

If you have a disability or learning difficulty, or

you just wish to find out whether any special
arrangements might be available to help you
(e.g. for sitting an examination) please
contact the Universitys Inclusive Practice
team in the first instance. With your
permission, they will disclose any relevant
information to the IOEs own Disability and
Wellbeing Support Team who will liaise with
you to ensure you get the support you need.
The Institutes IT Helpdesk is the first point of
contact for help with computer hardware,
software, IT accounts or other IT related
issues, including problems with accessing the
VLE (Moodle).

Tel: +44 (0)20 7612 6696

Email:
computerhelpdesk@ioe.ac.uk

There is a helpful guide: Getting Started with

your Computing and Library Accounts via this
web link http://libguides.ioe.ac.uk/home

Web link: IT Helpdesk

VLE (Moodle) Support, IOE
http://www.ioe.ac.uk/itservices/eLe
arning.html
Academic Writing Centre, IOE
Room 602, Bedford Way Building
(see above)

Please contact the Computer Helpdesk (see

above)

The AWC offers support for students both

before and during their studies at the IOE.
Further information is available via the web
link opposite.

Email: WritingCentre@ioe.ac.uk
Tel: +44 (0)20 7612 6723
Web link: Academic Writing Centre
IOE Library Enquiries Desk
Newsam Library (level 4), Bedford
Way Building (see above)

As an IOE student you will have access to the

library facilities of the IOE, including all the
electronic journals for which we have a
subscription.

Tel: +44 (0)20 7612 6080

Email: lib.enquiries@ioe.ac.uk
Web link: Library Guides

There are plenty of guides to help you to use

the library efficiently and there is also an
online tour of the library: These can all be
accessed via the web link opposite.
43

Web link: LibGuides

Students Union
http://www.ioe.ac.uk/studentInform
ation/1056.html

If you cannot find the item you are looking for

online, there is an Ask Us button you can
use to make a request to a member of library
staff via the link opposite
We encourage students every year to
become a Student Rep for a year to represent
their peers on their course, on both face-toface and on-line MA programmes.

http://www.ioesu.org.uk/
Student Rep handbook
Q:\FCL\Shared\Learning &
Teaching\PD\MA Education\201415\Student Rep\Student Rep
Handbook 2014-15.pdf
Alumni Associations
Web link: IOE Alumni Association
Web link: UoLIP Alumni
Association

Being registered with both institutions means

that on completion of your Masters degree
you can choose to join either or both of these
associations!

Other web links that you may find useful:

IOE Student Policies and Procedures
Careers Guidance (University of London Careers Group)

44

Appendix 4
Key Dates and Deadlines 2015/16
For New Students Starting July 2015
2015

2016

Wednesday 1 July

Core module: What is Education? starts (both

mixed-mode and fully online options)

Monday 20 - Friday 31
July

Core module: Face-to-Face Fortnight in London

(mixed mode students only)

Monday 31 August

Core module: What is Education? finishes

Monday 5th October

5:30 8:30 pm

Understanding Research Autumn term starts

(on-line or face-to-face)

Tuesday 6th October

Autumn term starts at IOE (please note: start

dates for different option modules may vary)

Tuesday 6th October

5:30 8:30 pm

What is Education? Autumn term starts (online or face-to-face)

Friday 12 December

Autumn term finishes (please note: finish dates

for different option modules may vary)

Monday 11th January

5:30 8:30 pm

Spring term starts

Core module Understanding Research starts
(on-line or face-to-face)

Tuesday 12th January

5:30 8:30 pm

Spring term starts

Core module What is Education? starts
(on-line or face-to-face)

January (date to be
confirmed)
Friday 18 March

External Examination Board

Monday 18 April

Summer Term starts

Friday 1 July

Summer Term ends

Tuesday 1 September

Submission date for Dissertation module report

Spring term ends

45