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Dissertation Topics in Education [Updated 2018] ~ WritePass

| October 15, 2012 | 0 Comments

WritePass: Dissertation Topics in Education

1.0. Introduction

The aim of this guide is to aid in selecting Dissertation Topics in Education and to give practical assistance in how to structure said work. Education dissertations cover a wide range, from child development and early years education to the impact of government policy. Generally, writing an Education dissertation involves careful selection of the research question, how to design the data collection vehicle and how to interpret the results.


2.0. Categories and Dissertation Titles

2.1. The Influence on Achievement of Social Factors such as Class, Gender and Ethnicity

  1. The degree to which Piaget’s concept of a fixed developmental sequence in children is a social construct: critically evaluate in relation to research into the developmental experience of ethnic minority children in the UK.
  2. Has the ‘Narrowing the Gap’ agenda made a significant difference to the achievement of any underachieving group in UK schools. Evaluate in relation to the experience of one such group.
  3. In what ways does the ‘self-fulfilling prophecy’ of gender differentiation influence classroom interactions in secondary school. A qualitative study.
  4. The impact of financial cuts to local authority central support services for children from ethnic minorities: a qualitative study of the impact on primary schools.
  5. Monolingualism and bilingualism; how do young children with a home language other than English fare in Early Years education: a qualitative study of Foundation stage.


2.2. Child Development

  1. To what extent is Bowlby et al’s emphasis on mother-child attachment a product of its social and cultural background? Evaluate in relation to more recent research emphasizing the importance of significant others in a child’s development.
  2. How important is play in promoting success in early literacy; a quantitative study.
  3. The more limited a child’s experiences with language and literacy the more likely he or she will have difficulty learning to read. Evaluate this statement in the light of recent research.
  4. Teacher knowledge, respect and support for the diversity of children’s families, cultures, and linguistic backgrounds are as important in early literacy development as high quality teaching: a qualitative study.


2.3. Parents and schools

  1. Do activities which link home and school improve children’s achievement: a qualitative study.
  2. How important is the link between supportive parental involvement and children’s early literacy development: a qualitative study/
  3. Do primary school teachers view parents as assets: a qualitative study.


2.4. Curriculum

  1. Should curriculum and assessment be more closely linked and what methods could be used to achieve this. Evaluate in relation to the experience of secondary school children.
  2. Has the National Curriculum been a success? Critically examine in the light of research into pupils perceptions.
  3. Using IT for teaching for literacy, maths and science: a qualitative study of teacher’s perceptions.
  4. Is the ‘dumbing down’of exams a reality or a media creation : a qualitative study of GCSE exam papers.


2.5. Teaching methodology

  1. Should EFL/ESL teaching methods be used in teaching native speakers of English. Assess in relation to a particular group of primary school children.
  2. What can teachers learn from the practice of problem-based learning and should  these methods be more common in our schools : a qualitative study


2.6. Learning

  1. In order for students to learn efficiently and effectively, it is essential for teachers to understand the different learning styles that they possess. A quantitative study of primary school children.
  2. Can the concept of reflective practice be used to help children learn in UK schools:  a qualitative study of secondary education
  3. What methods, policies and strategies are in place in UK schools to improve the achievement of diverse learners: a quantitative study.
  4. Do cooperative and collaborative learning methods have a positive effect on student achievement: a quantitative study
  5. Teaching children to read: an overview of different methods used and evaluation of the ‘real’ books vs reading schemes debate


2.7. Politics and Policy in Education

  1. Has Sure  Start brought about improved outcomes for young children? Evaluate in the light of recent research.
  2. Do SATs create a curriculum where ‘teaching to the tests’ becomes the norm? Evaluate in respect of recent research.
  3. Has Every Child a Talker improved language outcomes for young English language learners in inner city schools: a quantitative study.
  4. Have 14-19 policies in the UK been a success: a qualitative study


2.8. Early Years Education

  1. To what extent is the structure of early years education in the UK influenced by Piaget et al’s theory of a fixed developmental sequence. Critically evaluate in the light of childrens’ experience in ‘alternative’ forms of education.
  2. In what ways has our understanding of the processes of learning and teaching been influenced by Vygotsky’s theory? Critically evaluate in relation to the experience of a group of primary school pupils.
  3. How important is rich teacher talk in developing early literacy: evaluate in the the light of current research.
  4. Teaching children to read; a qualitative study of the impact of phonological awareness on early readers.
  5. Managing the transition from Foundation stage to Year 1: an evaluation of best practice.


2.9. Teacher Education

  1. What knowledge about IT is taught in teacher education and how do teachers use it to support teaching and learning. A qualitative study.
  2. The teacher as facilitator: a quantitative study of the weight given to the facilitator as opposed to knowledge provider in teacher education.
  3. Is continuing professional development for teachers in the UK effective: a qualitative study based on teacher’s perceptions.


2.10. Primary Education

  1. The impact of support staff in small rural primary schools: a qualitative study
  2. Teacher or child-initiated: a qualitative study of best practice in the primary classroom


2.11. Home Schooling

  1. How significant is the role of IT in home schooling: a qualitative study.
  2. Motivational factors for choosing home schooling: a qualitative study.
  3. Academic achievement and socialization amongst home-schooled university students: a quantitative study.
  4. How well do home-schooled children perform when they return to school: a qualitative study.


2.12. SEN

  1. Do learners with SEN benefit from personalized learning programmes: a qualitative study in primary school
  2. Does inclusion in the mainstream classroom benefit pupils with SEN: a qualitative study of primary schools

3.0. How to structure an Education dissertation

  1. The dissertation paper needs to consist of an abstract, introduction, review of literature, methods, findings, references and appendices.
  2. The abstract section needs to include a summary of  the research problem or purpose, summary of the research design, summary of the treatment(s), and summary of the results.
  3. Introduction section – background of the study and significance of the problem in context
  4. The Review of Literature Section – review of the relevant and related literature, including a theoretical rationale of the problem, need for the study, potential significance of the results, and the specific research hypothesis
  5. Methodology Section – Identification and description of the subjects, instrumentation used in the data collection, any ethical issues involved and the procedures used to collect the data
  6. Reference Section-alphabetical listing of all referenced text
  7. Appendices

4.0. References

2.2 Child Development

Ainsworth, M.1985. “Patterns of Attachment.” Clinical Psychologist 38 (2):27–29.

Bowlby, J.. 1988. A Secure Base: Parent-Child Attachment and Healthy Human Development. New York: Basic Books.


2.3. Parents and Schools

Epstein J, Sheldon S. (2002) Present and accounted for: improving student attendance through family and community involvement. The Journal of Educational Research;

Green CL, Walker JMT, Hoover-Dempsey KV, Sandler HM. (2007) Parents’ motivations for involvement in children’s education: an empirical test of a theoretical model of parental involvement. Journal of Educational Psychology

Izzo CV, Weissberg RP, Kasprow WJ, Fendrich M. (1999) A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology

2.4. Curriculum

Lord, P. & Jones, M. (2006) Pupils’ experiences and perspectives of the national curriculum and assessment: final report for the research review; QCA


2.5. Teaching Methodology

Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press,

Richards, J. & Renandya, W. (eds.). 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press


2.6. Politics and Policy

Dockrell, J. ; Stuart, M. & King, D. (2010) Supporting early oral language skills for English language learners in inner city preschool provision ; British Journal of Educational Psychology


2.8. Teacher Education

Pedder, D. & Darleen Opfer, V. (2011) Are We Realising the Full Potential of Teachers’ Professional Learning in Schools in England?  Professional Development in Education


2.9. Primary Education

Blatchford, P., Russell, A., Bassett, P., Brown P. & Martin, C. (2004) The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000-2003

Sanders, D., White, G., Burge, B., Sharp, C., Eames, A., McCune, R & Grayson, H. (2005) A study of the transition from the Foundation Stage to Key Stage 1.

Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj Blatchford, I. and Taggart, B. (2004) The impact of pre-school on young children’s cognitive attainments at entry to reception.


2.11. SEN

Dyson, A., Farrell, P., Polat, F., Hutcheson, G. and Gallanaugh, F. (2004) Inclusion and pupil achievement

Kalambouka, A., Farrell, P., Dyson, A. and Kaplan, I. (2005) The impact of population inclusivity in schools on student outcomes

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