Oxf. Univ. Gazette, 16 December 2004: Examinations and Boards

Examinations and Boards

Contents of this section:

[Note. An asterisk denotes a reference to a previously published or recurrent entry.]

Return to Contents Page of this issue


CHANGES IN REGULATIONS

With the approval of the Educational Policy and Standards Committee of Council, the following changes in regulations made by the Social Sciences Board will come into effect on 31 December.

Social Sciences Board

(a) M.Sc. in Economics for Development

With effect from October 2005 (for first examination in 2006)

In Examination Regulations, 2004, p.777, after l.9 insert:

`6. The examiners may award a Distinction for excellence in the whole examination.'

Return to List of Contents of this section


(b) M.Sc. in Applied Linguistics and Second Language Acquisition

With immediate effect

1 In Examination Regulations, 2004, p. 759, ll. 16–17, delete `(including appendices, endnotes and a reference section)' and substitute `(including footnotes/endnotes but excluding appendices and references or bibliography)'.

2 Ibid., ll. 29--32, delete `Candidates wishing to . . . exceptional circumstances.'.

Return to List of Contents of this section


(c) M.Sc. in Educational Research Methodology

(i) With immediate effect

1 In Examination Regulations, 2004, p. 778, l. 11, after `15,000 words' insert `(including footnotes/endnotes but excluding appendices and references or bibliography)'.

2 Ibid., l. 18, delete `, except as provided below'.

3 Ibid., ll. 20–25, delete `Candidates wishing to . . . later date for submission.'

Return to List of Contents of this section


(ii) With effect from 1 October 2005 (for first examination in 2006)

1 In Examination Regulations, 2004, p. 778, l. 1, delete `two' and substitute `three'.

2 Ibid., after l.2 insert:

`Part II: A third paper which involves the completion of a portfolio of statistical work and a report on the internship experience (as prescribed in cl. 4 below).'

3 Ibid., delete l. 3, and substitute:

`Part III: A dissertation (as prescribed in cll. 5 and 6 below).'

4 Ibid., after l. 10 insert the following, and renumber subsequent clauses accordingly:

`4. Candidates will be required to submit a portfolio of statistical work and a report of up to a maximum of 3,000 words on the internship experience. One typewritten/wordprocessed copy of the portfolio and two typewritten/wordprocessed copies of the report must be delivered to the M.Sc. Examiners, c/o Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY, not later than noon on Friday of Eighth Week of Hilary Term in the year in which the examination is completed.'

5 Ibid., l. 11, delete `12,500 to 15,000' and substitute `15,000 to 20,000'.

6 Ibid., delete ll. 28--29 and substitute:

`7. The oral examination may be on any or all of the elements specified in clause 2 above.'

7 Ibid., delete from p. 778, l.31 to p. 780, l.42 inclusive, and substitute:

`(i) Strategies for Educational Research 1

(a) Truth and verification; positivism, interpretivism, and critical theory; types of educational research questions in relation to diverse purposes of educational research; a brief history of educational research; the politics of educational research.

(b) Formulating research problems and questions, and hypotheses; issues in framing of research questions.

(c) Philosophical and conceptual analysis; the links between educational research and epistemology, philosophy of mind, ethics, and the philosophy of the social sciences.

(d) Introduction to experimental and quasi-experimental research, surveys, action research, ethnographic and case study research strategies, life history research; focus groups; strategies for educational evaluation studies; historical, cross-sectional, longitudinal, and comparative research in education.

(e) Assumptions, rationales and purposes, disciplines and political, ethical and technical problems of various research strategies.

(f) Relation of research strategies to philosophical traditions, socio-political positions and economic constraints; understanding the significance of alternative epistemological positions for theory construction, research design and the selection of appropriate analytical techniques.

(g) Introduction to a range of interviewing and to observational strategies.

(h) Generalisability, validity, reliability, and replicability of research.

(i) Frameworks for evaluating research reports.

(j) Ethics and access.


(ii) Strategies for Educational Research 2

(a) An introduction to contemporary social theory and research methods.

(b) Techniques of questioning; questionnaires; attitude scales; repertory grids; attainment tests; structured and semi-structured interviews; ethnographic interviews; focus groups; telephone and e-mail interviews; the use of the internet for data collection.

(c) Techniques of observation (e.g. structured classroom observation; participant observation).

(d) Measurement and assessment strategies, e.g. tests, task and rating scales.

(e) Types of primary and secondary documentary evidence including historical archives.

(f) Procedures for interpretation of qualitative data in non-quantitative terms; semiological techniques for the analysis of educational texts, official documents and writings through the formalised study of textual code systems and discursive structures; discourse, and narrative analysis.

(g) Secondary data analysis and the use of data from large-scale surveys, longitudinal and cross-sectional studies.

(h) Introduction to qualitative data analysis and data management.


(iii) Statistical Methods for Educational Research

(a) Types of quantification and measurement, and their use in educational practice and research.

(b) Types of data and pitfalls of confusion—discrete, continuous, time series, panel data.

(c) Descriptive statistics: measures of central tendency, dispersion, association, and correlation.

(d) Use of computers for analysis of quantitative data including graphs, charts, and flow diagrams.

(e) The normal distribution and its significance in educational and psychological research and measurement.

(f) Samples: sampling frames, simple and stratified random samples; estimation of statistics and confidence intervals; sampling error and bias in the interpretation of research results.

(g) Concepts of hypothesis testing, size and power, use of Z, t, chi-squared, F and non-parametric tests.

(h) Purpose of statistical modelling; introduction to linear models, including linear regression, logistic regression, log-linear models for contingency tables, and multi-level modelling.

(i) Principal components and factor analysis.


(iv) Internship Experience

All students will be attached to a research project within the department or in another research centre for a period of two weeks. This will normally be the first two weeks of Hilary Term, but alternative times will be negotiable. During this period students will take part in a range of routine research activities assigned to then by their research internship supervisor.


(v) Current Issues in Educational Research

This seminar-based unit will examine current issues in educational research. It will not be formally assessed.


(vi) General Academic and Employment Skills

(a) Organisation of the research process; identification of library resources and how to use them; bibliographic sources and methods; the use of annals, theses, journals, and conference proceedings; maintaining a personal research bibliography including the use of bibliographic packages such as EndNote.

(b) Basic computing skills including the use of word processors, spreadsheets, databases, and graphical presentation.

(c) Evaluating research, including refereeing and book reviews.

(d) Ethical and legal issues; privacy and confidentiality; the attribution of ideas and intellectual property rights, including copyright; ownership of data; the Data Protection Act; informed consent; the role of ethical committees; constraints on researchers involved in contract and consultancy work; the political context of research, including the uses made of published work; BERA, AERA, and BPS codes of practice.

(e) Exploitation of research and intellectual property rights.

(f) Writing and presentation skills; publishing research; writing for, and presenting to, different audiences.

(g) Research management and team-working skills; setting appropriate time scales; writing research proposals; costing research proposals.

( h) Career development; searching for employment opportunities; networking and negotiation; critical evaluation of personal and career development needs; (long and short-term career planning).


Schedule B

(i) Strategies for Educational Research 1.

(ii) Strategies for Educational Research 2.'

Return to List of Contents of this section


(d) M.Sc. in Educational Studies

With immediate effect

1 In Examination Regulations, 2004, p. 781, l. 21, after `20,000 words' insert `(including footnotes/endnotes but excluding appendices and references or bibliography)'.

2 Ibid., l.28, delete `, except as provided below'.

3 Ibid., ll. 30--34, delete `Candidates wishing to . . . later date for submission.'

Return to List of Contents of this section


(e) M.Sc. in Professional Development in Education

With immediate effect

1 In Examination Regulations, 2004, p. 820, ll. 14–15, delete `(including appendices, endnotes, and a bibiliography)' and substitute `(including footnotes/endnotes but excluding appendices and references or bibliography)'.

2 Ibid., ll. 25--28, delete `Candidates wishing to . . . exceptional circumstances.'

Return to List of Contents of this section


(f) Special regulations of divisional and faculty boards concerning the status of probationer research student and the degrees of D.Phil: Educational Studies

With immediate effect

In Examination Regulations, 2004, p. 950, ll. 2-3, delete `excluding the bibliography' and substitute `including footnotes/endnotes but excluding appendices and references or bibliography'.

Return to List of Contents of this section


(g) Postgraduate Diploma in Diplomatic Studies

(i) With immediate effect

1 In Examination Regulations, 2004, p. 1082, l. 26, after `Diploma.' insert:

`To be awarded a distinction, either a candidate must obtain a mark of 70 or above in three of the five programme elements, one of which must be the dissertation, or a candidate must obtain a mark of 70 or above in the dissertation and an average of 70 overall in the five programme elements.'

2 Ibid., after l. 26 insert the following, and renumber subsequent paragraphs accordingly:

`7. A candidate for the Diploma who fails to meet the standard required for award of the Diploma, but who has met the examination standards and requirements stipulated in the regulations governing the Certificate in Diplomatic Studies, may be offered the option of resitting the examination for the Diploma, or (having satisfied the examination standards and requirements of that qualification) of being awarded the Certificate'.

(ii) With effect from 1 October 2005 (for first examination in 2006)

In Examination Regulations, 2004, p. 1082, 11. 14--16, delete `, there will be two parts'. . . from part B'.

Return to List of Contents of this section