CHICHESTER INSTITUTE OF HIGHER EDUCATION



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M.A. (EDUCATION)

DISSERTATION GUIDELINES

2013 - 2014

|CONTENTS |Page No. |

|Introduction |3 |

|Dissertation plan and time scale |4 |

|When to start and finish |4 |

|Intermission |4 |

|Mitigating Circumstances |5 |

|Extensions |6 |

|Writing up |6 |

|Group support |6 |

|Supervision |6 |

|Drafting and writing |7 |

|Towards the end… |8 |

|What to do if you’re not getting on with your supervisor |8 |

|Evaluation |9 |

|Notes to staff supervising dissertations |11 |

|Suggested schedule for preparation and writing |12 |

|How to organise the finished work |18 |

|Locating the ethics form |20 |

|Relative size of different sections |22 |

|Theoretical literature, or document-based dissertations |22 |

|Assessment criteria |22 |

|Grade criteria |24 |

|Some other important notes |27 |

|Accessing Results |27 |

|Production and Submission of Dissertations |28 |

|Bibliography example |30 |

|New anti-plagiarism software and procedures |31 |

|Binding |32 |

|Sample title page |33 |

|Tutorial record |34 |

|Supervision record |35 |

|Final checklist |37 |

|Key contacts |38 |

DOING THE MA(Ed) DISSERTATION

Introduction

By now you have completed the first two stages of the MA(Ed) degree. You have a basic knowledge of methodological issues as well as experience of doing some small scale research and relating your findings to other studies and/or theory.

You now have to identify an issue on which to focus your dissertation. It will need to be:

a) capable of holding your interest and motivation for two semesters;

b) on a manageable scale, given your other roles and responsibilities;

c) a feasible focus for you, whatever role, position or influence you have in your work setting;

d) capable of examination and analysis in sufficient academic depth.

In general, we adopt a rather conservative or traditional approach, seeing the MA dissertation as an exercise or apprentice piece in conventional approaches to systematic academic-professional enquiry. While a certain amount of idealism may be appropriate (even necessary!) we encourage a fairly hard-nosed instrumental attitude. In particular, as a busy practitioner, you are encouraged to investigate a narrow and deep aspect of some on-going practice, so that you make it pay ‘twice’: first as practice and then again as part-and-parcel of your dissertation. In other words, a successful dissertation could be an enhancement of the reflection on practice you probably already undertake.

You are now expected, with your supervisor’s help, to generate your own structures for the remainder of the dissertation work, i.e. you are expected to:

• develop a theoretical framework for the research;

• devise clear research questions;

• adopt appropriate methods to carry out the research;

• analyse and interpret the data effectively.

This will involve a literature search and a critical reading of any theory and existing research, the collection of data of some kind, and its analysis and interpretation in relation to the theoretical ideas informing the work. The aim of this stage of the degree therefore, is not only that you develop expertise in a particular area of professional interest, but also that you become more skilled in the process of educational research and produce findings of potential interest to other educators.

If at all possible set yourself a schedule and some targets for the period prior to starting your dissertation, for example conducting some background reading, especially if you are leaving a gap before you formally start.

Dissertation plan and time scale

As part of this process and ideally before your first meeting with your supervisor, you will need to produce a fairly formal Dissertation Plan, which should contain:

1. a paragraph about the overall context, aims, reason for your interest, your post/position in relation to the topic, etc;

2. a draft title and a list of your key research question(s);

3. some indication of what research methods you intend to use, and with whom;

4. your proposed timescale for data collection;

5. key texts/sources/existing relevant literature.

The whole document need not be more than 2 typed sides of A4.

When to start and finish

The most straightforward course is usually to continue with the dissertation straight after your final module, since you may lose momentum otherwise. The submission date is then almost a year after you formally start.

SUBMISSION DATE

|September 2013 starters |Tuesday 17 June 2014 |

|February 2014 starters |Tuesday 16 December 2014 |

A cautionary note:

Please beware of starting data gathering before you have discussed it fully with your supervisor. There have been cases recently where students have gathered data with insufficient advice about research design and methods, seriously weakening the outcomes of their work.

Intermission

If you experience unforeseen difficulties once you have started your dissertation that prevent you from continuing, you can apply to intermit, but this must be done in complete blocks of time, i.e. full semesters or years. For example, if you commence your dissertation in September (semester 1) and you find that by February (semester 2) you are not in a position to continue, your intermission period would commence from semester 2 onwards. This is because you have ‘used up’ a semester already and you cannot get this time back. When you return from intermission, the time and supervision hours you have already had will be deducted from time and supervision remaining. Please note the period of intermission taken must not exceed a maximum of 2 years throughout the whole programme.

If you wish to intermit you must inform us by email (MEdu@chi.ac.uk) in order that this can be formally approved and recorded.

Retrospective Intermission

Please note that retrospective intermission will not normally be permitted other than in exceptional circumstances, e.g. serious illness. In such circumstances the student should in the first instance contact their supervisor and Sue Bentham, Programme Coordinator (s.bentham@chi.ac.uk). An intermission form will need to be completed (available on Moodle via Portia) and this must be accompanied by details in writing/evidence of the extenuating circumstances, which prevented timely notification. This will also have to be approved by the Deputy Dean (Academic Provision).

Intermission Queries should be directed to:

Academic Registry (Student Records)

Bishop Otter Campus

University of Chichester

College Lane

Chichester

West Sussex

PO19 6PE

Email: StuRecords@chi.ac.uk

For more information refer to the section on Intermission in the on-line Student Handbook on Portia.

Mitigating Circumstances

If you intend to hand in your dissertation on time, but unforeseen difficulties occur close to the hand in date that prevent this or affect the quality of your work (possibly resulting in a fail), you can apply for mitigating circumstances. These will be considered at the Board of Examiners and, if accepted, a new submission date will be offered.

Procedure for applying for Mitigating Circumstances:

1) inform your supervisor and Sue Bentham, MA(Ed) Programme Coordinator (s.bentham@chi.ac.uk) by email;

2) complete mitigating circumstances form (available on Portia, under UniServices and then Academic Standards Unit);

3) submit completed Mitigating Circumstances form, together with supporting paperwork, as appropriate to:

Helen Bicknell

Academic Quality and Standards Unit

Bishop Otter Campus

University of Chichester

College Lane

Chichester

West Sussex

PO19 6PE.

Tel: 01243 816021

Email: h.bicknell@chi.ac.uk

Extensions

Academic Regulations state that dissertation extensions should not normally be for more than 2 weeks. If you are granted an extension and you cannot meet this, you need to inform Sue Bentham, MA(Ed) Programme Coordinator, in advance in writing. If you do not honour the extended date and fail to communicate with the Programme Coordinator, this would be recorded as a non-submission, which would result in a fail.

Writing up

If you are unable to complete your dissertation on time and do not have mitigating circumstances or an extension, you must let Sue Bentham know (in writing) before the due date, otherwise it will be recorded as a fail.

Students who have not completed at the final Board of Examiners and wish to carry on into a further academic year, will be allowed up to two years “writing up” period to complete. This is subject to you having communicated to the Programme Coordinator before the due date that you are unable to submit your dissertation on time and that the maximum time of 7 years to complete the full Masters has not been exceeded. An annual writing-up fee is payable (please contact the MA(Ed) Admin Office for up-to-date fees). Please note that you would not be entitled to any further supervision.

Group Support

Doing your dissertation can be lonely! It is really important that you keep in contact with other MA students, by whatever means suits you; email, telephone or informal meetings. Discuss your work and progress with them. This may make you feel a bit vulnerable at first, it is always unnerving to have your work read by others. Remember that they will be going through similar stages to you and will be sharing similar feelings. It is good to talk! You must also keep in regular contact with your dissertation tutor. It is tempting sometimes to ’keep a low profile’ if you are not keeping to schedule, but this can be fatal! If you are having problems, you must contact your tutor and also keep Sue informed.

Supervision

The Dissertation is obviously very important to you; it’s the culmination of two or more years on the MA already and will preoccupy you for almost another year. It is largely an individual effort with support and guidance from your supervisor.

Supervisors are usually drawn from the Department of Education, but there may be situations if you have a particular expertise, we will draw on the expertise of the wider Faculty. Students quite often request a particular supervisor and we try to oblige within the limits imposed by the tutor’s other commitments. All supervisors have a professional background relevant to the student’s work, and normally all have (at least) an MA of their own. Supervisors are allocated at the end of the semester when you take your final module and you can contact him/her as soon as you know who it is.

Thereafter you meet (or email, or phone) at mutually convenient times (though it's unlikely you'll be able to meet your supervisor in the latter half of July or in August).

As explained in the run-up to the dissertation, the purpose of the list of dates (set out on subsequent pages) is to provide a timescale - for supervisors and students - in which there are definite stages marked by seven key tutorials. There is some flexibility in arranging them and in addition, of course, students may negotiate tutorials at other times. Tutors are allocated 10 hours per dissertation for tutorials.

It’s a good idea for you and your supervisor to be mutually informed about busy periods when response speed may be low. We too have spells of considerable pressure from teaching, marking and admin!

Drafting and writing

You should keep a beady eye on the dissertation as an assessment task. You should see it as a platform to demonstrate and display a wide range of knowledge, understanding, competence and skill. However wonderful your dissertation is as a project, it will cut no ice with your examiners; their judgement of your performance will be on the quality of the dissertation as a research report. The supervisor’s job is helping you to write a coherent, informative, lively, interesting, polished and well-argued report, and all have considerable experience in academic discourse and in student writing.

In order to make the most of tutorials, you should ensure that drafts are posted or emailed to your supervisor in good time - ideally at least a week beforehand - and that you have prepared a list of your concerns and questions. Tutors, in turn, will ask questions, make comments and expect you to explain, expand, defend or re-consider points. At the end of the tutorial, try to sum up what has been achieved, what new actions you may have to take, make clear your intentions for the next tutorial and then agree the date. A page is provided for this in this handbook and tutors are encouraged to keep a record themselves on a similar sheet.

After the initial stages an actual draft, however rough and ready, is much more effective at eliciting feedback than a tutorial or conversation. Though individuals will vary, it is often preferable to send a ‘little and often’. If you send hard copies, make drafts double spaced and on one side of the paper, leaving plenty of space for comments. Please date your work and indicate clearly the address you would like the draft sent back to if it is not focused upon a tutorial. As plans and lists of proposed contents evolve it’s a good idea to send these too. It can also be a good idea to make sure that your tutor can easily relate a draft to something s/he has seen before, so if you add sections to an earlier draft, it’s useful to put the new parts in bold, another colour, or in a different font.

We place considerable stress on the quality of writing and we would expect most chapters of the final report to go through several drafts. It may surprise you to know that errors in spelling and punctuation appear fairly often in completed, bound dissertations (apostrophes, in particular, are either under- or over-used). Please be sure to weed out these errors - it is not part of the supervising tutor's job to be this kind of proof reader and a large number of errors could mean the dissertation having to be resubmitted. On the one hand it may seem harsh to penalise you for such errors, when the quality of work may be otherwise very good, but on the other hand the expectation in principle of master’s dissertations is that they should be publishable. Publishers would not think highly of manuscripts with punctuation mistakes. This aside, comments should be taken as ‘food for thought’, in the spirit of an academic-professional dialogue, rather than as instructions.

Towards the end…

There comes a stage when supervision stops and you are ‘on your own’. This is essential, because at the very final stages the conclusions you reach must be your own and not something in which your supervisor has been heavily involved. Partly for this reason you need to bear in mind that a supervisor cannot guarantee that a dissertation will pass - all s/he can do is give advice and support to help you achieve the best dissertation you can, within all the constraints that usually exist for busy teachers. In the end, the finished product is yours and the supervisor is only one of two or possibly three examiners.

What to do if you are not getting on with your supervisor

Evaluations of our supervision are particularly positive, but in about 2% of cases there is a request to change supervisors. If you have problems with your supervisor you should try, in the first instance, to resolve issues between yourselves. If this is not successful, you should contact the Programme Coordinator (s.bentham@chi.ac.uk or tel 01243 812162) who will try to resolve your difficulties. It may be the case that you have a change of supervisor.

Supervision is evaluated using an online form, shown overleaf. This, together with the staff notes on the page after that, give you some idea of what mutual expectations should be. The link for the online form will be emailed to you on completion of the dissertation.

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MA(Ed)

Dissertation and Programme Completion Evaluation (online)

|1. How would you rate ease of contact with your supervisor? |

| very good |good |satisfactory |poor |

| | | | |

|Comment |

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|2. How would you rate the quality of the contact that you had with your supervisor? |

|very good |good |satisfactory |poor |

| | | | |

|Comment |

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|3. How would you rate the response time to drafts sent to your supervisor? |

|very good |good |satisfactory |poor |

| | | | |

|Comment |

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|4. How would you rate the comments on your drafts? |

|very good |good |satisfactory |poor |

| | | | |

|Comment |

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|5. How would you rate tutorial meetings with your supervisor? |

|very good |good |satisfactory |poor |

| | | | |

|Comment |

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PTO

|6. Any other comments about dissertation supervision? |

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|7. Do you have any general suggestions as to how we could improve dissertation supervision? |

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In order that we can track the effectiveness of our Masters level provision, we would be grateful if you could supply us with the following information.

|8. What was your job title when you started the MA(Ed)? |

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|9. What is your job title now? |

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|10. If you have gained promotion, do you think that your MA(Ed) studies have assisted this process in any way? |

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Notes to staff supervising dissertations –

all tutors are asked to address the following:

➢ At your initial meeting set up a ‘contract’ with the student to establish agreement over mutual expectations, regarding the nature and purpose of the supervision and the respective roles of tutor and student.

➢ Remind the student of the assessment criteria.

➢ Arrange regular meetings and keep a record of these.

➢ Make sure that you and your student(s) know the periods when either party may be very busy with other work, on leave, or otherwise unavailable.

➢ Give constructive and positive written feedback to students on drafts you have seen.

➢ Encourage independence.

➢ Stimulate, enthuse and be contentious as appropriate.

➢ Refer to colleagues for specialist advice.

➢ If you identify a problem, direct the student accordingly or refer to the Programme Coordinator for the MA(Ed).

FOR SEPTEMBER 2013 STARTERS ONLY

Suggested schedules for preparation and writing

You might find this a useful checklist to consult regularly

JULY (according to individual commitments)

|WEEK |Contact and meet supervising tutor if possible. |

|1 or 2 |Discuss topic overall; set targets, especially literature review |

|WEEKS |Tracing and reading existing research |

|3 & 4 | |

SEPTEMBER

|WEEK 5 |Tracing and reading existing research |

|WEEK 6 |Tracing and reading existing research |

|WEEK 7 |Drafting key issues and themes from reading. Meet tutor to discuss issues/questions |

|WEEK 8 |Complete draft Literature Review |

OCTOBER

|WEEK 9 |Draft Literature Review to tutor |

| |Assemble methodology books |

| |Discuss ethics form with supervisor |

|WEEK 10 |Begin reading for and drafting methodology |

|WEEK 11 |Begin reading for and drafting methodology |

|WEEK 12 |Begin reading for and drafting methodology |

NOVEMBER

|WEEK 13 |Meet with tutor to discuss draft Literature Review and ethical approval form. |

| |Reading for and drafting methodology |

|WEEK 14 |Complete methodology and hand in to tutor |

| |Start data gathering |

|WEEK 15 |Revisit literature chapter if necessary. Reconsider data gathering strategies |

|WEEK 16 |Revisit literature chapter if necessary. Reconsider data gathering strategies |

DECEMBER

|WEEK 17 |Revisit literature chapter if necessary. Reconsider data gathering strategies |

| |Discuss methodology chapter with tutor |

|WEEK 18 |Finalise research practicalities |

|WEEK 19 |Christmas! |

|WEEK 20 |Christmas! |

JANUARY

|WEEK 21 |Tutorial on data gathering |

| | |

|WEEK 22 |Data gathering |

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|WEEK 23 |Data gathering |

| | |

|WEEK 24 |Data gathering |

| |Tutorial on process of data gathering, problems etc |

FEBRUARY

|WEEK 25 |Begin preliminary analysis and coding of data |

|WEEK 26 |Data gathering |

| |Tutorial on preliminary analysis and coding of data and key themes emerging from the data |

|WEEK 27 |Preliminary analysis and coding of data |

| | |

|WEEK 28 |Preliminary analysis and coding of data |

| |Start drafting results |

MARCH

|WEEK 29 |Drafting results |

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|WEEK 30 |Tutorial on results and analysis |

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|WEEK 31 |Redrafting results and preliminary analysis and send to tutor |

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|WEEK 32 |Reworking all chapters as necessary |

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APRIL

|WEEK 33 |Reworking all chapters as necessary |

| | |

|WEEK 34 |Re working all chapters as necessary |

| |Final draft to supervisor |

|WEEK 35 |Spring Holiday |

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|WEEK 36 |Spring Holiday |

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MAY

|WEEK 37 |Tutorial on draft results and analysis |

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|WEEK 38 |Redrafting and polishing results and analysis |

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|WEEK 39 |Finalise all chapters |

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|WEEK 40 |Final proof reading and polishing |

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JUNE

|WEEK 41 |Final proof reading and polishing |

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|WEEK 42 |Finalise all chapters/to bindery (book ahead) |

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|WEEK 43 |Submit dissertation |

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Please upload a copy of your dissertation to TurnItIn before submitting one assignment cover sheet, plus two soft bound copies of the completed Dissertation to the MA(Ed) Admin Office, Room 7, Arran House (not to supervisor).

|HAND IN |September 2013 starters to submit on Tuesday 17 June 2014 |

| | |

|RESULTS |[Results to be presented and agreed at September 2014 Board of Examiners] |

| | |

| |Formal publication of results and feedback on SONAR |

| |Results and feedback will be on SONAR a few days after the Board of Examiners. To access your |

| |results and feedback, please log onto Portia, click on the SONAR tab and then enter your name. |

| |Please do not contact the MA(Ed) admin office or tutors until you have accessed your results in this |

| |way. |

| | |

| |If you would like to discuss your results, for example in the case of failure, then you should |

| |contact your dissertation supervisor. Please note resit dates will be set by the Board of Examiners.|

| | |

|GRADUATION |Graduation takes place once a year in October or November |

FOR FEBRUARY STARTERS ONLY

Suggested schedules for preparation and writing

You might find this a useful checklist to consult regularly

FEBRUARY

|WEEK |Contact and meet supervising tutor if possible |

|1 or 2 |Discuss topic overall; set targets, especially literature review |

|WEEKS 3-4 |Tracing and reading existing research |

MARCH

|WEEK 5 |Tracing and reading existing research |

|WEEK 6 |Tracing and reading existing research |

|WEEK 7 |Drafting key issues and themes from reading |

| |Meet tutor to discuss issues/questions |

|WEEK 8 |Complete draft Literature Review |

APRIL

|WEEK 9 |Draft Literature Review to tutor |

| |Assemble methodology books |

| |Discuss ethics form with supervisor |

|WEEK 10 |Begin reading for and drafting methodology |

| |Discuss pattern of work over Spring Holiday |

|WEEK 11 |Spring Holiday |

|WEEK 12 |Spring Holiday |

MAY

|WEEK 13 |Reading for and drafting methodology |

|WEEK 14 |Reading for and drafting methodology |

|WEEK 15 |Meet with tutor to discuss draft Literature Review and ethical approval form |

| |Reading for and drafting methodology |

|WEEK 16 |Complete methodology and hand in to tutor |

| |Start data gathering |

JUNE

|WEEK 17 |Revisit literature chapter if necessary. Reconsider data gathering strategies |

|WEEK 18 |Revisit literature chapter if necessary. Reconsider data gathering strategies |

|WEEK 19 |Revisit literature chapter if necessary. Reconsider data gathering strategies |

| |Discuss methodology chapter with tutor |

|WEEK 20 |Finalise research practicalities |

JULY

|WEEK 21 |Tutorial on data gathering |

| | |

|WEEK 22 |Data gathering |

| | |

|WEEK 23 |Data gathering |

| | |

|WEEK 24 |Data gathering |

| |Tutorial on process of data gathering, problems etc |

| |Discuss plan of work for the summer |

AUG

|WEEK 25 |Begin preliminary analysis and coding of data |

|WEEK 26 |Data gathering |

| |Tutorial on preliminary analysis and coding of data and key themes emerging from the data |

|WEEK 27 |Preliminary analysis and coding of data |

|WEEK 28 |Preliminary analysis and coding of data |

| |Start drafting results |

| |Tutorial to discuss results – agree schedule of work over summer holidays |

SEPTEMBER

|WEEK 29 |Drafting results |

| | |

|WEEK 30 |Drafting results and analysis |

| | |

|WEEK 31 |Drafting results and analysis |

| | |

|WEEK 32 |Drafting results and analysis |

| | |

OCTOBER

|WEEK 33 |Tutorial on holiday work |

| | |

|WEEK 34 |Reworking all chapters as necessary |

| | |

|WEEK 35 |Final draft to supervisor |

| | |

|WEEK 36 |Reworking all chapters as necessary |

| | |

NOVEMBER

|WEEK 37 |Tutorial on draft results and analysis |

| | |

|WEEK 38 |Redrafting and polishing results and analysis |

| | |

|WEEK 39 |Finalise all chapters |

| | |

|WEEK 40 |Final proof reading and polishing |

| | |

DECEMBER

|WEEK 41 |Final proof reading and polishing |

| | |

|WEEK 42 |Finalise all chapters/to bindery (book ahead) |

| | |

|WEEK 43 |Submit dissertation |

| | |

Please upload a copy of your dissertation to TurnItIn before submitting one assignment cover sheet, plus two soft bound copies of the completed Dissertation to the MA(Ed) Admin Office, Room 7, Arran House (not to supervisor).

|HAND IN |February 2014 starters to submit on Tuesday 16 December 2014 |

| | |

| | |

|RESULTS |[Results to be presented and agreed at February 2015 Board of Examiners] |

| | |

| |Formal publication of results on SONAR |

| |Results will be on SONAR a few days after the Board of Examiners. To access your results, please log|

| |onto Portia, click on the SONAR tab and then enter your name. Please do not contact the MA(Ed) admin|

| |office or tutors until you have accessed your results in this way. |

| | |

| |If you would like to discuss your results, for example in the case of failure, then you should |

| |contact your dissertation supervisor. Please note resit dates will be set by the Board of Examiners.|

| | |

|GRADUATION |Graduation takes place once a year in October or November |

How to organise the finished work

Please note that the following is a suggested structure, not a straitjacket. Your supervisor will advise on variations.

The title

This may be a working title initially, to be confirmed or amended later, but it should be as brief as possible, and adequate for the content. Sometimes a snappy or enigmatic, brief title, followed by a sub-title, can be effective (e.g. one suggested by a student: Ladies in Waiting: female deputies and male heads in primary schools).

Abstract

This is written last, when the results of the study are known and its significance evident. It is usually not more than about 200 words and states briefly:

• why you carried out the study;

• what research methods did you use;

• what the study told you;

• what its most significant findings are.

It also acknowledges any known limitations of the study.

Introduction

• Set the overall context: e.g. why were you interested in investigating the issue; is it a current educational concern; a gap in current research; explain your own professional situation in light of this interest.

• Briefly link the context to your own research question(s) and argue for its/their importance.

The Context and the subject of the investigation.

In this section you should describe:

• the context in which you work (school, class, department, college, other workplace) and in which the research took place …

• followed by a succinct statement of what you set out to investigate and why you thought the investigation was worthwhile.

N.B. There is obviously potential overlap between this and the previous section, so amalgamate them if you wish.

The Theoretical Background and Literature Review

The process of investigation in social science builds upon earlier research and theory. Previous wider reading (begun for the seminar paper in your final taught module, Research Seminars) may now provide the agenda for reviewing the literature and locating the work on the research 'map'.

You should address the following:

• demonstrate how your study relates to relevant aspects of theory, particularly in education;

• clarify the ideas you want to highlight and justify them;

• explain why some issues cannot or will not be explored.

In addition review published studies, which you find relating to your study, considering critically:

• their explicit or implicit theoretical assumptions, and how these may come out in their research methods and their analyses;

• whether their conclusions are justified by their findings;

• whether there are significant gaps in your view.

You should be highly selective about this - the key word is 'relevance'.

This section should end by demonstrating that your enquiry and the way that it has been conducted, relate in some way with what has gone before. Logically therefore, most or all of this chapter should be at least drafted before you start your own research, since it will inform and shape it.

Remember too to clarify other writers' uses of terms/concepts and define your own for research purposes (e.g. ‘marketing’; ‘reference group’; ‘informal status’; ‘innovation’).

Students need to be advised not to be too literal in the area of the literature they review. The literature review should locate the study not only in the immediate context suggested by the substantive topic of investigation, but also in the wider theoretical context, including the social and cultural significance of the area under investigation.

Students need to consider how better to integrate the ideas reviewed in this chapter with their analysis of evidence, possibly by using the literature review more creatively to construct analytical or conceptual frameworks which they then apply to their evidence, rather than just reviewing.

(a previous External Examiner)

Methodology

You need to demonstrate in this section that you are familiar with arguments and debates about how worthwhile educational research is carried out, as well as your own competence in the methods you have chosen.

• You need to discuss and justify the methods of data collection and analysis which you adopted in order to pursue your sharpened, operationalised questions, or to test your hypothesis (for quantitative researchers only).

• The techniques of whatever kind that you used, should be briefly described and their technical characteristics (validity, reliability) presented.

• The way in which they were used should be described in detail.

• The methods, by which the data collected were analysed, should also be discussed in detail, with examples of any computations, analysis of interviews, etc. included as a (brief) appendix in your report.

• Where appropriate, the statistical levels of significance that will be accepted should be stated here in advance of the presentation of the results.

• You should reflect, however briefly, on notions of ‘truth’ and objectivity, and show that you have considered any relevant ethical issues.

• The University’s research ethics form must be included as an appendix. (This can be found via the front page of Portia. Click on Uni Services tab; REEO; REEO Portal; Application for Ethical Approval (Form E1). It’s a PDF so can be printed out and completed by hand, or copied and completed electronically). The form should be filled in by yourself and discussed with your supervisor. After you and your supervisor have signed the ethics form, your supervisor will send an electronic PDF copy to Sue Bentham, MA(Ed) Programme Coordinator. Sue will store this copy. Please note that if there are any concerns with the ethics form, Sue will contact both yourself and your supervisor before forwarding the form to the ethics committee.

This chapter should be drafted before the research itself, so there is a tendency to write it in the future tense. Bear in mind that the finished dissertation describes what you have done, so should all be in the past tense.

Your timetable for the data collection should also be presented and discussed. In addition, the limitations imposed by your context and constraints of working within the time scale of the study should be considered.

As this section nears completion, ensure you have addressed the following questions:

– Could people who read your report carry out a similar investigation for themselves?

– Will it be absolutely clear how any data that you present have been collected in terms of groups, samples, your relationship to the people researched, etc?

– Do you critically examine any concepts involved in the adoption of certain methods. For example, if you want to take the social context into account in analysing certain behaviour, how widely are you defining 'social context', and how does this relate to the way in which other researchers in your area of interest have used the term?

– If you are measuring some specific behaviour (for example, on-task - off-task classroom activity), how exactly are you defining those terms, and what research precedents are there for your definitions (which may of course be modified as your work progresses)?

In the sample of four dissertations I read, there were several good reflexive passages about the role of the researcher, the validity of limited evidence, ethical considerations etc. However, there was not much about why a particular methodology matched the research questions being pursued through the research project.

(a previous External Examiner)

Results and Analysis

Present these in as concise a way as possible consistent with the methods used, though make sure you present enough data to warrant the analysis and conclusions.

In particular consider:

• the relative balance and accessibility for the reader of tables, graphs, transcripts etc;

• the representativeness of quotations;

• whether results are more effective stated baldly and analysed separately or …

• whether, as is more usual, it makes better sense to analyse them as you go.

N.B. Whichever of the latter two approaches you adopt, please ensure that you have discussed this aspect fully with your supervisor, prior to writing this section.

Remember that you will probably need some key themes or topics with which to relate and link your findings to the data on the one hand, and to the theory or existing literature on the other.

There was a tendency in some of the weaker dissertations to present undigested evidence in great detail. This wastes space and achieves very little. Students should be encouraged to use empirical evidence judiciously and selectively to illustrate points in their argument. In particular, they should be strongly discouraged from organising their 'results' chapter according to types or sources of evidence, or according to the chronology of their fieldwork. Instead, their results should be organised according to the main themes of their analysis, and evidence brought in to support that analysis. If some students feel that the character of their project is such that a certain amount of 'pure' description is necessary in order to set their analysis in context, this should nevertheless reflect (both in content and structure) an initial stage of analysis and selection.

(a previous External Examiner)

In general then, your dissertation should avoid a chronological account in favour of a logical account. In other words, the dissertation is best envisaged as a thoroughly retrospective logical re-construction, rather than a faithful account of what actually happened.

Discussion of results

In this section consider the implications of your results (with an eye to their reliability, validity and generalisability).

Ask yourself the following questions:

– Have you done anything to fill possible gaps in the existing research you identified at the outset?

– How helpful was the theoretical background in interpreting your data?

– Do you want to use your results to challenge any prevailing theoretical or methodological assumptions?

In general in your dissertation, you are aiming to provide a strong overall argument in your own voice based on clearly identified themes or issues. Quotes should be used in a subordinate way to support what you say. Some of your themes may come from a clear research design prior to the production of information, but some may also emerge during the course of your enquiry.

Conclusions

These should be brief, and restate or perhaps extend the key points of your discussion. You should make a brief evaluative comment on your study along the lines of:

If I were to do this study again I would consider…

Appendices

Do not include pages and pages of these.

- Ideally they should illustrate points where it would have been disruptive to do so in the text.

- If you think they add something, then include here observation schedules, questionnaires, plans of teaching rooms etc.

- If you think you have communicated enough about them in the main text, then don't put them in here at all. You do not need to put in interview transcripts.

- N.B Appendices should be numbered, using Roman numerals.

Relative size of different sections

Students often ask about the relative lengths of these different sections. We would not like to be prescriptive about this, but the pattern from previous dissertations is broadly this:

Abstract 100 words

Introduction 650 words

Context 1250 words

Theoretical background

Literature review 4500 words

Methodology 3000 words

Results }

Analysis } 7500 words

Discussion/Conclusions 1000 words

Bear in mind however, that there is great variation within this and some people merge and blur these section boundaries. Please bear in mind that the dissertation should be no more than 18,000 words.

The bibliography and any appendices do not count in your word total, but references and quotations in your text do.

Theoretical literature, or document-based dissertations

Much on the preceding pages is directed at 'empirical' dissertations, which is the mode of working adopted by almost all students. It is also possible to undertake a dissertation entirely from documentary or library-based sources, an option which may appeal to some. It ought to be stressed, however, that this is by no means an easier option, in some ways it can be much more demanding. While a few students in the past have initially indicated that they would like to be able to do their dissertations in this way, all have said with hindsight, that they much appreciated the gains from an action-research or exploratory study of some aspect from their own setting or practice.

Assessment Criteria

The Dissertation will be assessed on a five point scale as follows:

A - Distinction, B – Good Pass, C- Pass, D – Minimal Pass or E -Fail.

To achieve one of the four pass grades, you have to show evidence of your ability to engage in independent study by fulfilling the following criteria:

Grounding in current research:

( make precise links with existing known studies or other relevant literature;

( critically summarise key debates in the chosen field.

Methodological issues:

( identify an area worthy of investigation;

( analyse the problems arising from the issue;

( offer a critical commentary on the chosen methodology;

( offer a critical commentary on their role as practitioner-researcher or on other appropriate research roles;

( discuss the origins of the issue;

( justify the strategies and techniques employed.

Analysis:

( find ways of teasing out findings;

( show an understanding of the differing viewpoints of those involved;

( analyse evidence from different sources and relate it to the findings;

( consider alternative interpretations of events and evidence;

( develop new analyses and insights from documentary sources (particularly in library research).

Discussion and implications:

( demonstrate how changes necessitated by the findings might be presented to interested audiences (particularly in practitioner research);

( synthesise from the evidence and speculate upon the implications of the findings.

Presentation:

← In addition students will be expected to present and submit dissertations in accordance with accepted conventions of academic writing and in accordance with the requirements set out in the ‘Production and Submission of Dissertation’ section of these guidelines.

← In terms of written accuracy dissertations should be of publishable quality, and further guidelines may be found in the MA(Ed) Programme Handbook which is available on

Grade Criteria

The grading system below is based on Section 6.5 of PGAS, Definitive Document, 2001, pp.17-18, and will operate for each module, and for dissertations, according to how well the relevant assessment criteria have been met:

Distinction - Grade A

Displays evidence of meeting each criterion listed for a good pass and in addition demonstrates ability to:

( gain insight into complex social issues;

( evince individual flair in producing original approaches and solutions;

( abstract and synthesise hypotheses from areas of research studied;

( communicate methodology and arguments fluently and effectively to

others.

Good Pass - Grade B

Displays evidence of ability to:

( organise and interpret material well;

( reflect on and critically analyse material with no omissions,

errors or irrelevancies;

( use an extensive range of literature and published research to support

study;

( make strong links between content and practice;

( communicate understanding cogently;

( study aspects of the module thoroughly and pursue enquiries in depth.

Pass - Grade C

Displays evidence of ability to:

( organise and interpret material satisfactorily;

( reflect on and critically analyse material with few omissions,

errors or irrelevancies;

( use a wide range of literature and published research to support study;

( make a number of effective links between content and practice;

( communicate understanding effectively;

( study aspects of the module satisfactorily and pursue enquiries effectively.

Minimal Pass - Grade D

Displays evidence of ability to:

( organise and interpret material adequately;

( reflect on and critically analyse material, despite some

omissions, errors or irrelevancies;

( use an adequate, though reduced, range of literature and published

research to support study;

( make some satisfactory links between content and practice;

( communicate understanding sufficiently;

( study aspects of the module and pursue enquiries with some degree of

success.

Fail - Grade E

Displays a lack or weak evidence of meeting many of the PASS criteria above plus an inability to:

( treat descriptive work reflectively;

( organise material coherently;

( make links between content and practice;

( produce a balanced study that pays due regard to requirements;

( submit work on time unless a prior request has been made for an extension

or for consideration of mitigating circumstances;

( submit the work at all;

( comply with regulations concerning plagiarism or other forms of academic

malpractice.

Classification of Final Awards

(in accordance with section 6.9 of PGAS Definitive Document, 2001, p.19)

The Postgraduate Certificate/Diploma in Professional Practice and MA(Ed) will each be awarded on a two-point scale: Distinction or Pass.

Failure to obtain an award is also detailed below:

| |PGCiPP |PGDiPP |MA(Ed) |

| | | | |

|Distinction: |at least |at least |at least |

| |1 A + 1 B/C |2 As + 2 B/Cs |2 As and 2 B/Cs, with at least |

| | | |one A gained in each phase, |

| | | |incl. the dissertation. |

| | | | |

|Pass: |2 |4 |4 + dissertation |

|Any combination of grades, | | | |

|except those listed for | | | |

|distinction or fail | | | |

| | | | |

| | |

|Fail: |An E grade in any one module or stage after resubmission has been allowed; |

| |N.B. a second E grade in any one stage will also result in failure. |

Some other important notes

1. ONE completed assignment cover sheet plus TWO copies of the soft bound dissertation must be submitted by each candidate to the MA(Ed) Office at Bognor (Room 7, Arran House) by no later than 5.00 p.m. on the due date. The office will be open until this time but it closes at 5.00 p.m.

In light of the increasing incidence nationally of academic malpractice, Chichester has joined other universities in using electronic plagiarism detection services. You must therefore submit an electronic version of your written work to TurnItIn before submitting your two hard copies.

2. You should think of the submission date as an almost immoveable deadline. Exceptionally however, in the case of delays due to serious circumstances outside your control, you should discuss your situation with Sue Bentham, Programme Coordinator, and a short extension of no more than 2 weeks may be granted. When this is unlikely to be enough, you must put in Mitigating Circumstances, with evidence, by the original due date and the situation will be considered by the Exam Board. Therefore, if you feel yourself slipping seriously behind your schedule, please contact Sue Bentham sooner rather than later.

3. Your Dissertation will be marked by your supervisor and fully second-marked by another tutor. You will receive a copy of their comments.

4. We do not normally hold vivas.

5. Results will be on SONAR a few days after the Board of Examiners. To access your results and feedback, please log onto Portia, click on the SONAR tab and then enter your name. Please do not contact the MA(Ed) admin office or tutors until you have accessed your results in this way. If you would like to discuss your results, for example in the case of failure, then you should contact your dissertation supervisor. As regards formal notification, letters will be sent out to all students following the Board. Graduation is in October or November every year.

6. You should bear in mind that if any of your fees are unpaid at this stage then the University will not award the degree, nor even officially inform you of the result! It may be worth checking with the Finance office, particularly if your school or LA pays your fees in order to avoid any such difficulty occurring.

Production and Submission of Dissertations

The dissertation should be set out and typed in accordance with the following requirements. Don’t be too intimidated by these regulations, you won’t fail for having an eccentric layout, but the more important requirements are printed below in bold. You will keep one copy (the other goes in the library).

LAYOUT

1. The dissertation should be typed on white, good quality A4 paper (good photocopier paper is fine), at 1.5 or double spacing on one side of the paper only. Each page should have a left-hand margin of at least 33 mm (1.5") to assist any necessary guillotining by the binder. A right-hand margin of approximately 13 mm (0.5") is fine.

2. It is usual to number the preliminary pages in Roman figures (ix) and the body of the work in Arabic (9). Numbering should ideally be in the centre of the page, either at the top or the bottom, but consistently throughout. It’s not a hanging offence to vary these conventions, but be consistent.

3. When using a word processor, please ensure that the quality of the printout is of letter quality (i.e. inkjet or laser printer quality).

4. The order of contents and details on presentation are as follows:

(a) Cover: This will be done in accordance with the format detailed on page 34.

(b) Blank Page: Normally included as part of the binding process.

(c) Title Page: Example given on page 35.

(d) Acknowledgements Page: This is at the author's discretion but normally includes recognition of special help given, copyright, particular support etc.

(e) Contents Page: List, chapter by chapter, the contents of the dissertation, including Summary, Appendices and Bibliography. Each item should have a page reference number.

(f) List of Illustrations, Diagrams etc: If appropriate, including page number references.

(g) Summary/Abstract: A précis of the work on one page.

(h) Body of the Dissertation: The conventions of referencing etc. are the same as those used in your assignments or in articles in any education journal. The following are notes for guidance, not laws.

(i) Quotations: short quotations (less than two lines or about 20 words) may be included in the text in single inverted commas. Longer quotations should be indented about ½", without quotation marks, and typed in single spacing (but 1.5 spacing is all right too). You should be fairly confident by now of the conventions for naming and citing authors, and remember examples are given in the MA(Ed) Student Handbook, including web referencing. Again, any recent educational journal article will illustrate these.

(ii) Footnotes: short elucidations of extensions of material in the text may come at the bottom of the text page, indicated by numbers or symbols (* etc). For example, translations of material quoted in a foreign language, relevant bibliographical matter that would otherwise clutter the text, comments on the interpretation of technical terms.

(iii) Illustrations and Photographs: (if included) must be mounted on paper of the same size and quality as the text sheets, or of course scanned and embedded in the text. Do not use black and white photocopies of photographs unless they are really good.

(iv) Folded Material: can either be bound with the text (usually expensive) or, once suitably numbered and indexed, gathered into a pocket inside the back cover.

(i) Bibliography: A complete list of books, magazines, programmes, articles, websites, etc., which have been consulted in the preparation of the work, should be presented alphabetically. As regards layout of the bibliography, there are some common conventions:

italicise or underline the titles of books or journals;

titles of articles should not be italicised or underlined, but enclosed in single inverted commas.

if you are citing two works by the same author published in the same year, then refer to them in the text as (1984a) and (1984b);

the date of publication should be placed after the author's name, which should include one initial;

for books you must include the place of publication, followed by the publisher, as the final items of your reference;

(j) Appendices/Sets of Tables and Figures: These should be appropriately numbered in Roman numerals. Please remember to include the ethics form at the back;

(k) The following extract from a book's bibliography may help, it includes: TV programmes, newspaper articles, a government publication, journal articles, books, chapters in books and an Internet source. Please note the punctuation used and be consistent.

Bibliography example

Adler, M. (1997) ‘Looking backwards to the future: parental choice and education policy’. British Educational Research Journal, 23 (3) pp. 297-314

Ball, S. (1990a) Politics and Policy Making in Education. London: Routledge

Ball, S. (1990b) Markets, Morality and Equality in Education. Brighton: Hillcole Group

Bell, C. & Roberts, H. (Eds.) (1984) Social Researching: Politics, Problems, Practice. London: Routledge & Kegan Paul

Berkshire LEA. (1989) Education is the Key. Reading: Berkshire Education Dept. Resources Unit

Bernstein, B. (1970) ‘Social class, language and socialisation’, in P. Giglioli (Ed.) Language and Social Context. Harmondsworth: Penguin

Board of Education (1923) Report of the Consultative Committee on Differentiation of the Curriculum for Boys and Girls Respectively in Secondary Schools. London: HMSO

Bodine, A. (1975) ‘Androcentrism in prescriptive grammar’. Language in Society, 4(2):pp.129-56 (reprinted in Cameron, D. (Ed.) (1990) The Feminist Critique of Language, London: Routledge)

British Broadcasting Corporation (1996) East: Relative Values. BBC TV, 24/4/96

Cameron, D. (1990) The Feminist Critique of Language. London: Routledge

Drew, D., Gray, J. & Sporton, D. (1994) unpublished paper cited in Gillborn & Gipps, 1996

Gaine, C. (1998) Britkid (online). Chichester Institute of Higher Education/Comic Relief, [accessed 7th July 2006]

Gillborn D. & Gipps, C. (1996) Recent Research on the Achievements of Ethnic Minority Pupils. London: Office for Standards in Education/Institute of Education

Louis, K. & Miles, M. (1990) Improving the Urban High school: What Works and Why. New York: Teachers’ College Press

Singh Raud, H. (1997) ‘British Asian Girls: education, employment and aspirations’. Paper presented at European Conference on Educational Research, Frankfurt

Walford, G. (1996) ‘Diversity and choice in education: an alternative view’. Oxford Review of Education 22, pp. 143-157

SUBMISSION OF DISSERTATION

NEW ANTI-PLAGIARISM SOFTWARE AND PROCEDURES

TurnItIn is a web-based plagiarism-prevention service, which checks assignments and dissertations for unoriginal content. The results can be used to help students learn how to avoid plagiarism as it provides better and faster feedback to improve their writing or to identify similarities to existing sources. TurnItIn encourages best practice in using and referencing other people's written material.

• You are no longer required to hand in a digital version of your written dissertation on CD. Submission of written dissertations must be uploaded to TurnItIn and submitted to the MA(Ed) admin office as 2 hard copies.

• You must upload your written dissertation into the link set up on the module's Moodle page (Module Code MAED31). This must be done before the dissertation deadline. If for any reason Moodle or TurnItIn are unavailable on the day your dissertation is due in, you must upload it into TurnItIn as soon as possible thereafter. Details of system downtimes can be found on Portia (the Traffic Light) and on the Help Pages (help.chi.ac.uk).

• Once uploaded into TurnItIn, an Originality Report will be generated, highlighting unoriginal content. This is useful for you to check that you have referenced everything correctly.

• Please note that you are not aiming for a 0% score as TurnItIn will recognise all unoriginal text, including quotes, templates and text which you have referenced correctly.

• Generation of the Originality Report usually takes between 5 and 10 minutes but can take longer at busy times.

• If you choose to edit and resubmit your dissertation (before the due date), the Originality Report will be available the following day. Your lecturer will only see the most recent submission.

• Very importantly, you must still hand in 2 printed versions of your dissertation as normal. Failure to do so may result in failing the dissertation module.

• When you submit to TurnItIn, please write the Paper ID (available from your TurnItIn receipt) number onto the dissertation submission sheet attached to your hard copy dissertation.

•

Your dissertation should be accompanied by ONE submission sheet available from the Student Downloads page of the website: ; and

- ID number from your TurnItIn receipt written on the submission sheet;

- put into MA(Ed) pigeon hole in the Staff Club in St Michael’s House at BRC; or

brought in to the MA(Ed) office in room 7, Arran House at BRC; or

posted to MA(Ed) Office (Dissertation), Room 7 Arran House, University of

Chichester, Bognor Regis Campus, Upper Bognor Road, Bognor Regis, West

Sussex, PO21 1HR, provided it:

▪ is postmarked on or before the deadline date. Posting a dissertation after the last collection time on the day of submission will make it late;

▪ has the correct amount of postage.

Binding

Submission for marking

1. You should submit 2 copies of your dissertation for marking. For the initial submission, your work should be bound in a soft binding with a dark red back. This can be done by our Reprographics department, open from 8.30 am to 5.00 pm, (email: PrintShop@chi.ac.uk , tel. 01243 812100). Please give at least 24 hours’ notice. At the point of going to press each copy will cost only £1.50.

The soft binding was put into place in order to help students with costings for dissertation submissions. Originally, both dissertations had to be submitted in hard bound copies, which was expensive if amendments had to be made. It is, however, common and good practice across universities that once dissertations have been approved as passes, that students provide a hard copy for the library which is in fact a celebration of your work! It would be good for you and other students if you would do this.

2. The front paper page should have your name and the title of your dissertation clearly shown on the front.

3. Once the dissertation has been finally marked, all corrections completed and one of the PASS grades awarded, your two soft bound copies will be returned to you and it is your responsibility to take or send a copy to a book bindery.

One bindery recommended is:

GB Bookbinding Ltd

Unit 23

Abbey Enterprise Centre

Abbey Park Industrial Estate

Premier Way

Romsey

Hants

SO51 9AQ

Tel/Fax: 01794 522820

Email: gbbook@

Website: .uk

It will be bound in dark red, case bound, cloth cover, with gold foil block. The spine should show student name, followed by MA(Ed) title, followed by the year of submission. Candidate names and dates need only be embossed on the spines and front covers may be left blank. The colour cannot be varied, since different ones are allocated for different degrees.

4. At the point of going to press, the standard cost at GB Bookbinding Ltd is £28.00 per copy, if at least 7 working days’ notice are given. Lesser notice will increase the cost.

SAMPLE TITLE PAGE

UNIVERSITY of CHICHESTER

FOOD FOR THOUGHT: Refreshments for MA(Ed) Students

- the Introduction and Impact of Omega 3

by Antonia Nigella OTHER

A dissertation submitted in

partial fulfilment of the

degree of MA (Education)

Year Submitted, i.e. 2014

LOGGING OUR DISCUSSIONS

It is really important that both students and tutors have a clear understanding of “next steps”. Please use either/both of these proformas to track your progression towards a successful completion.

UNIVERSITY OF CHICHESTER

MA (Ed)

Individual Tutorial Record Sheet

Tutor: cc.

Student: Date

Year:

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|Issues for discussion | |

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|Record of discussion | |

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|Agreed action by student | |

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|Agreed date for completion | |

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|Agreed action by tutor | |

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|Agreed date(s) for completion | |

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|Student signature…………………………………………… |

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|Tutor signature………………………………………………. |

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SUPERVISION RECORD

|Tutorial 1 |Comments on work reviewed |

|date: | |

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| |Next step |

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| |Date of next tutorial |

|Tutorial 2 |Comments on work reviewed |

|date: | |

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| |Next step |

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| |Date of next tutorial |

|Tutorial 3 |Comments on work reviewed |

|date: | |

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| |Next step |

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| |Date of next tutorial |

|Tutorial 4 |Comments on work reviewed |

|date: | |

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| |Next step |

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| |Date of next tutorial |

|Tutorial 5 |Comments on work reviewed |

|date: | |

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| |Next step |

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| |Date of next tutorial |

|Tutorial 6 |Comments on work reviewed |

|date: | |

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| |Next step |

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| |Date of next tutorial |

|Tutorial 7 |Comments on work reviewed |

|date: | |

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| |Next step |

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FINAL SUBMISSION CHECKLIST

| |pending |done |

|Wordage stated after abstract | | |

|Ethics form completed, signed off and included as an appendix | | |

|Names and places anonymised, including any headed notepaper and appendices | | |

|Everything about own research process written in past tense | | |

|Quotes of more than twenty words indented without quotation marks | | |

|Single quotation marks for short quotations | | |

|All quotes have dates and page references | | |

|Consistent use of italics for book, journals, titles mentioned in text | | |

|Consistent use of bold for sub-headings etc. | | |

|Consistent use of justified or left-aligned format | | |

|All references in Harvard format (see MA Student Handbook) | | |

|Bibliography complete: | | |

|-all texts referred to | | |

|-all books’ places of publication listed | | |

|-all book publishers listed | | |

|-sequence correct: Author (date). Title. Place of publication: Publisher | | |

|-book titles italicised | | |

|-names of journals italicised (not titles of journal articles) | | |

|-punctuation logical and consistent | | |

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|Punctuation and apostrophes checked at least twice | | |

|Punctuation and apostrophes checked by someone else | | |

|Contents page numbers accurate | | |

|Cross references in place with page nos. accurate | | |

|Final proof reading for sense and meaning | | |

|Margins etc okay for binder | | |

|Binder forewarned | | |

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CONTACTS

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|SUE BENTHAM |01243 812162 |

|Coordinator of M-Level provision |s.bentham@chi.ac.uk |

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|AILEEN ARTHUR/DEBBIE BROOKS |01243 812045/812141 |

|MA(Ed) Admin Assts. |MAEducation@chi.ac.uk |

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|ANDY WILD |01243 812147 |

|Head of CPD |a.wild@chi.ac.uk |

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|SUPERVISOR | |

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|EDUCATION LIBRARIAN |01243 812094 |

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