B.Ed. (Hons.) Dissertation Committee
B.Ed. (Hons.)
DISSERTATION
GUIDEBOOK
nd
(2 ed.)
2008*
© 2008 B.Ed. (Hons.) Dissertation Committee
B.Ed. (Hons.) DISSERTATION COMMITTEE (2005-2008)
* as amended by Dissertation committee decision 25/02/2014
The following members of staff of the Faculty of Education have contributed to discussing,
updating and revising the B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) at some stage or
throughout the period 2005-2008.
Dr Sandro Caruana
Professor Mary Darmanin
Professor Charles J Farrugia
Dr Simon Galea
Dr Adrian Gellel
Dr Victor Martinelli
Dr Suzanne Piscopo
Ms Sarah Pule′
Ms Lara Said
Dr Doreen Spiteri
Dr Gemma van Vuuren-Cassar
Dr Raphael Vella
EDITORIAL BOARD
Dr Gemma van Vuuren-Cassar
Dr Suzanne Piscopo
Dr Victor Martinelli
Ms Cettina Axiak
CHAIR
Dr Gemma van Vuuren-Cassar ( February 2005-January 2008)
Ms Cettina Axiak (February 2008- )
Disclaimer: All information appearing in this publication is correct as of 31 st March 2008.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
2
TABLE OF CONTENTS
List of Abbreviations ....................................................................................................... 5
List of Useful Links......................................................................................................... 6
1
Preface................................................................................................................. 7
2
Rationale ............................................................................................................. 8
2.1
Why engage in research? ................................................................................. 8
3
The Role of the Supervisor, Advisor and Student ................................................. 9
3.1
Phase one: Proposal ......................................................................................... 9
3.2
Phase two: Research and writing ...................................................................... 9
3.3
Phase three: Examination ............................................................................... 10
4
Writing Up a Dissertation .................................................................................. 11
4.1
Suggestions for getting started on a dissertation ............................................. 11
4.2
Preparing the outline of the study ................................................................... 11
4.3
Preparing and submitting the proposal ........................................................... 12
4.4
Writing up the dissertation ............................................................................. 13
4.5
Reviewing the title and preparing the abstract ................................................ 13
4.6
Submitting the dissertation for examination ................................................... 14
5
Types of Research ............................................................................................. 15
5.1
Issues to consider prior to conducting research ............................................... 15
5.2
Common types of research ............................................................................. 16
6
Ethical Aspects of Research ............................................................................... 20
6.1
Considerations and procedures ....................................................................... 20
6.1.1
Planning ................................................................................................. 20
6.1.2
Proposal writing ..................................................................................... 21
6.1.3
Procedure for approval ........................................................................... 22
6.1.4
Requesting permission to conduct research in schools ............................ 23
6.2
Ethical issues in educational research ............................................................. 23
6.2.1
Risks to human participants .................................................................... 24
6.2.2
The anticipated benefits to the subject and others ................................... 25
6.2.3
The anticipated value of the research ...................................................... 26
6.2.4
Data protection provisions ...................................................................... 26
6.2.5
Additional safeguards for vulnerable participants ................................... 26
6.3
Responsibilities to the community of educational researchers ........................ 27
7
Intellectual Honesty ........................................................................................... 28
7.1
Honest reporting of information ..................................................................... 28
7.2
Acknowledging sources ................................................................................. 28
7.3
Ownership of data .......................................................................................... 29
7.4
Joint research studies ..................................................................................... 29
7.5
Penalties ........................................................................................................ 30
8
Style and Presentation Guide ............................................................................. 31
8.1
Main subdivisions of a dissertation ................................................................ 31
8.2
Presentation ................................................................................................... 33
8.2.1
Pagination .............................................................................................. 33
8.2.2
Page layout ............................................................................................ 33
8.2.3
Fonts and headings ................................................................................. 33
8.2.4
Line spacing and paragraph formatting ................................................... 34
8.2.5
Abbreviations, footnotes and references ................................................. 34
8.2.6
Numbering and bulletting ....................................................................... 34
8.3
Submission for examination ........................................................................... 34
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
3
8.4
Final submission after the examination .......................................................... 35
9
Citing and Referencing ...................................................................................... 37
9.1
Citing references ............................................................................................ 37
9.2
Reference listing ............................................................................................ 40
9.2.1
Referencing: Standard form.................................................................... 40
9.2.2
Referencing: General format .................................................................. 41
9.2.3
Italicising ............................................................................................... 42
9.2.4
Books ..................................................................................................... 42
9.2.5
Dissertations, theses and conference papers ............................................ 43
9.2.6
Periodicals ............................................................................................. 44
9.2.7
Electronic sources .................................................................................. 44
9.2.8
Referencing CD-ROMs & Computer Software ....................................... 46
9.3
The Reference List of a dissertation ............................................................... 46
9.3.1
Common errors ...................................................................................... 46
9.3.2
Example of a Reference List................................................................... 47
Appendix 1: Faculty Policy regarding the Dissertation Study Unit. ................................ 50
Appendix 2: Sample Outlines for the Report on Different Dissertation Types ................ 57
Appendix 3: Forms for students ..................................................................................... 59
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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List of Abbreviations
APA
American Psychological Association
CMS
Chicago Manual of Style
DC
Dissertation Committee
ECTS European Credit Transfer System
FoE
Faculty of Education
IEEE
Institute of Electrical and Electronics Engineers
MLA
Modern Language Association
UoM
University of Malta
UREC University Research Ethics Committee
FREC Faculty Research Ethics Committee
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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List of Useful Links
APA style guide
http://apastyle.apa.org/
Data Protection
ACT XXVI of 2001,
as amended by
Act XXXI of 2002
http://www.dataprotection.gov.mt/.
Director of Services in
Education within the
Secretariat for Education
of the Archdiocese
of Malta
http://www.maltachurch.org.mt/Secretariats/Sec-Kultura.htm
Electronic Reference
Formats (APA Style)
http://www.lib.jjay.cuny.edu/research/erefnew.pdf
FoE Students Downloads
http://www.educ.um.edu.mt
FoE Moodle (for staff)
https://secure.um.edu.mt/auth/moodle/
Institute of Electrical
and Electronics Engineers
(IEEE)
http://www.lib.monash.edu.au/tutorials/citing/ieee.html
Request for Research in
State Schools form
http://www.education.gov.mt/edu/edu_division/research_form.pdf
Request for Research in
Non-State Schools form
http://www.education.gov.mt/resources/forms/research_non_state.htm
Step-by-step guide to
create a user friendly
digitized dissertation
http://www.lib.um.edu.mt/Guides_Library_Services.html
In this web-page, go to section named Guide to E Theses and you
will get access to a booklet and a demo.
UREC guidelines
http://www.um.edu.mt/noticeboard/ethicsguidelines.pdf
UREC form
http://www.um.edu.mt/noticeboard/proposalform.doc
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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1 Preface
The B.Ed. (Hons.) Dissertation Committee (DC) is happy to present the second edition of the
B.Ed. (Hons.) Dissertation Guidebook. The purpose of the guidebook is to assist students and
staff involved in the Dissertation study-unit, which is valued at 12 credits (ECTS, i.e. 300 hours of
work). Normally, students are expected to work on this study-unit from the second semester of the
2nd year till the 4th / final year of studies.
The rationale for the undergraduate Dissertation study-unit is to introduce students to academic
research and academic report writing in education. To this effect, the first Dissertations &
Projects Guidelines were published by the Faculty of Education (FoE) University of Malta (UoM)
in 1998. These were compiled by Dr Valerie Sollars, Mr Charles Calleja, Mr Mario Camilleri, Ms
Tania Muscat and Ms Lilian Sciberras, providing guidance and advice with regard to report
writing for dissertations.
Over the past decade, the General Regulations for University Undergraduate Awards were
revised, the University Research Ethics Committee (UREC) published and put into practice its
procedures, and the University Library started the process of digitising dissertations. Meanwhile,
the B.Ed. (Hons.) DC, the Faculty Board and various Departments within the FoE, were
appraising the processes and procedures adopted in relation to the B.Ed. (Hons.) Dissertation
study-unit. These developments prompted the need for a review of the bye-laws of the B.Ed.
(Hons.) Dissertation, as well as an update of the Dissertations & Projects Guidelines. During the
period February 2005 to March 2008, the members of the DC were engaged in a process of
revising these documents. After faculty-wide consultation through meetings within the
Departments of the Faculty and the Faculty Board, the Faculty Policy Regarding the Dissertation
Study-Unit was approved by the Faculty Board on the 19th December 2007 and has replaced the
bye-laws of the B.Ed.(Hons.) Dissertation. The policy is available online for staff on Moodle, for
students on the FoE website in Students Downloads and in Appendix 1 of this guidebook. The list
of areas of interest of Supervisors and Advisors and the Dissertation Progress Diary are also
available in Students Downloads, and are no longer in the guidebook.
The name of this second edition is B.Ed. (Hons.) Dissertation Guidebook (2nd ed.). All the
previous chapters have been revised and there are the following additions: a chapter on Research
Ethics; a section on Common errors in referencing; a model Reference List; an appendix outlining
sample designs for different types of dissertations; and an appendix including the official forms
that students will need to access and submit at different stages of the process of completing the
dissertation.
The Faculty Policy Regarding the Dissertation Study-Unit is to be consulted alongside this
guidebook.
We trust this guidebook will be of benefit to those engaged in undergraduate research and
academic reporting writing.
Dr Gemma van Vuuren-Cassar
Chairperson
Dissertation Committee
(2005-2008)
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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2 Rationale
2.1
Why engage in research?
The undergraduate dissertation is a compulsory component of the UoM B.Ed.(Hons.) programme,
and is a highly challenging and rewarding part of the course. The range of topics from which the
area of study can be selected is extremely wide and varied. The dissertation helps students
develop their organisational, investigative and analytical research skills, as well as their ability to
present and write an academic report. The primary concern of the FoE is to verify that the
candidate has learnt from the process and has acquired the necessary skills to conduct research.
Contrary to popular belief amongst students, the dissertation does not necessarily have to include
empirical research. There are also literature type, investigative type and project type dissertations,
to mention a few.
The dissertation is a process that requires self-discipline, initiative, creativity and commitment. It
allows students to choose an area for in-depth study. Supervisors will guide the students
throughout the process, but it is the students’ responsibility to read academic literature, to research
material, to collect data, to write up the report and to meet the deadlines.
Students should play a major role in selecting the topic of the dissertation. Students are advised to
consult the list indicating areas of research interest of various members of staff before choosing a
topic. This list is normally available on the FoE website in Students Downloads.
The process of research would generally include the following:

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



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Choice of an area of interest within educational research;
Sourcing, acknowledgement and critical appraisal of the relevant literature;
Identification of the research question/s;
Design of a research project that can address the question/s;
Selection of the appropriate research methods;
Due and sensitive consideration of ethical issues;
Appropriate presentation of results;
Discussion of the research and/or product; and
Conclusions and recommendations.
Ultimately, the dissertation process should contribute to the general development of the students’
reflective and/or creative practice and of academic writing skills.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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3 The Role of the Supervisor, Advisor and Student
For the sake of brevity, and unless explicitly indicated otherwise, in the following pages the term
‘student’ refers to one or more students working on the dissertation study-unit.
The Supervisor shall guide and assist the student in all the phases of the dissertation. The
Supervisor will tutor the student’s work, keep records of student’s progress and examine the
dissertation. At the proposal stage, the Supervisor may request for the appointment of an Advisor.
The Advisor shall assist the Supervisor, and/or guide and assist the student in the various phases
of the dissertation as deemed necessary. The Advisor will also keep records of student’s progress
and examine the dissertation. The student is expected to request appointments for tutorials with
the Supervisor/Advisor and to attend any meetings called by the Supervisor/Advisor. The student
is fully responsible for completing and presenting the dissertation by the set deadline and in the
stipulated formats.
There are three main stages during which the B.Ed. (Hons.) Dissertation Supervisor will offer
specific guidance.
3.1
Phase one: Proposal
During this initial phase the Supervisor normally:



3.2
Helps the student formulate and write the research proposal;
Ascertains that the research exercise is a feasible piece of work in terms of the content,
the research methodology and the time-frame allotted; and
Confirms that the student has checked that the area of study is not an exact duplication of
work in current or past dissertations, or in other published or unpublished material, both
in and outside the Faculty. This excludes cases in which, for research purposes, it may be
legitimate to replicate a study which has already been carried out in the past.
Phase two: Research and writing
During this phase the Supervisor’s main responsibilities include advising on and guiding the
student’s research and as such include:
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
Participating in regular meetings and/or consultations with the student (though it is the
student’s responsibility to seek advice, make appointments and meet deadlines);
Planning with the student definite time-frames and deadlines for the presentation of the
draft of part/s of the dissertation and of the final write up / product.
Recommending the perusal of literature and other material related to the topic and, where
necessary, advising the student to attend other courses, seminars, activities (both at
university and/or elsewhere) which have a direct bearing on the work and which are
essential for a proper and a wider understanding of the topic under research;
Recommending to the student to request permission in writing from the DC to effect any
major/minor amendments in connection with the officially accepted proposal and title,
and/or to request an extension in length/time or to embargo the submitted final
dissertation, stating clearly the reasons for such changes or requests;
Informing the DC, as a matter of urgency, if a major difficulty occurs which might
prejudice the student’s presentation of the dissertation according to established
procedures. On the part of the student, this includes problems of health, problems of
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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
shared responsibilities and workload - in cases where a dissertation is being written by
more than one student -- and other unpredictable circumstances. Supervisors on prolonged
leave of absence are to notify the DC of arrangements which are being agreed with the
student or seek assistance from the DC; and
Noting the student’s progress in writing on the FoE Dissertation Progress Diary. In the
case of dissertations involving more than one student, a Dissertation Progress Diary is to
be completed for each student.
The role of the Advisor is to:
 Advise the student during certain stages of the dissertation, as well as give advice on
selected sections of the student’s draft chapters as necessary; and
 Note the student’s progress in writing on the Dissertation Progress Diary. In the case of
dissertations involving more than one student, the Dissertation Progress Diary is to be
completed for each student.
3.3
Phase three: Examination
The Supervisor and, if there is one, the Advisor, as members of the Examination Board, will
contribute to the final evaluation of the dissertation. They will:


Be present during the examination of the dissertation; and
Participate in the discussion leading to the compilation of the official Examination
Report, as well as agree on a final mark and grade for the dissertation.
The Supervisor will return the examined dissertation to the student. If there are any corrections to
be made, the Supervisor will guide the student accordingly. In such a case, the student will be
required to sign the Declaration of Completion of Corrections to the B.Ed. (Hons)
Dissertation form, confirming that the final copy of the dissertation submitted contains the
corrections decided by the Examination Board.
The official Examination Report will be given to the student by an administrative officer of the
DC at an announced date or via postal mail.
The student will then make final copies of the dissertation and submit them to the FoE by the
stipulated deadlines and in the required formats for bound and digital copies.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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4 Writing Up a Dissertation
4.1
Suggestions for getting started on a dissertation
Owing to the amount of work that is involved in choosing, planning, executing and writing up a
good dissertation, the work has to be carefully conducted in stages. In general, students are
advised to:

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

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

Choose the area and type of dissertation they wish to conduct;
Make a plan of the study;
Establish clearly the overall aim and specific objectives of the study;
Establish and work to a practical timeframe;
Collect data that can be processed to meet the objectives within the timeframe set;
Respect their Supervisor’s own timeframe and commitments;
Keep within the scope of an undergraduate dissertation; and
Regularly hand in proofread chapters or parts of the dissertation as completed, with
appropriate referencing according to established referencing guides.
There are a variety of types of undergraduate dissertations. The most suitable type of dissertation
and the most appropriate methodology to address the research question should be discussed with
the Supervisor. The following are some of the more common types of undergraduate
dissertations:
1. Literature based study (such as researching a concept, or the contribution of a researcher to
knowledge in an area).
2. Investigative or empirical study (such as where data is collected using interviews,
questionnaires, observations, experimental design, ethnographic work or a combination of these).
3. Projects (such as the production of resources, portfolios, models; or planning, implementation
and evaluation of a programme).
The following provides an outline of typical stages involved in the choice, planning, execution
and writing up of a dissertation. Although unpublished, the dissertation is a document available in
the public sphere (e.g. University of Malta Library) and the standard of research and writing
should reflect its status.
See also Appendix 2 for sample outlines of the write-ups for different types of dissertations.
4.2
Preparing the outline of the study
1. The area of study should be identified first. The Supervisors’ and Advisors’ Areas of
Research Interest normally found on the FoE website should be consulted. Other sources
of inspiration include general education journals, as well as journals that are more specific
to the area of interest. These journals can be read in the UoM library or accessed
electronically.
2. In order to ensure that there is no replication of previous research, students should also
search within the UoM library catalogue of dissertations. Knowing what has been
conducted previously helps to identify gaps, whilst also allowing for the possibility of
cumulative or comparative research, or the replication of studies that have been conducted
in a different context or in the remote past.
3. Students should then get in touch with an eligible Supervisor and discuss the preliminary
research idea. At this point the type of dissertation to be conducted should also be
considered.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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4.3
Preparing and submitting the proposal
The proposal is a master plan for the research study. The proposal should be extremely focused
and should help the DC understand the objectives, the research question under study and the
design, methodology and tools proposed for conducting the research.
The following questions could be asked by the student, depending on the nature of the study, to
guide in the drafting of the proposal:
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What is the provisional title for the dissertation?
What are the main issues in this area of research?
Which issue is of most relevance and concern to me as a researcher?
What is the main research question?
What do pertinent and relevant references state about the area of research?
How much is already known about this area of study?
Which methodology best fits the type of research?
What would be an appropriate sample and sample size?
What would be an appropriate age range of the participants?
How will the data be collected and analysed?
How will production or the intervention take place?
What ethical issues need to be considered?
Who will need to be contacted to get permission and consent to carry out the study?
What documentation is needed for ethical considerations and permission to carry out the
research?
What is the timeframe of the study?
For the purpose of an undergraduate dissertation, students may use any one or a combination of
research methods. When more than one student and/or multiple methods are used, the sample
sizes ought to be adjusted as appropriate. For undergraduate dissertations conducted by one
student sample sizes should not be larger than





Interviews
Focus Groups
Case Studies
Questionnaires/Standard Tests
Experimental Teaching
8
3 sessions
1-5
500
2 – 10 sessions
The proposal is to be submitted on the official B.Ed. (Hons.) Dissertation Proposal Form of the
FoE. It may be word processed or handwritten. This form can be downloaded from the website of
the FoE, Student Downloads. In case where clear ethical considerations need to be made, students
are also required to seek approval of their proposal from UREC. The documentation required for
ethical approval to conduct the research will be explained in Chapter 6 Research Ethics (see
section 6.1.2). The procedure for the approval of B.Ed. (Hons.) Dissertation Proposal Form and
for ethical approval is also explained in Chapter 6, Research Ethics (see section 6.1.3). A list of
forms used in the process of the Dissertation study-unit in given is Appendix 3.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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4.4
Writing up the dissertation
The next stages depend on the type of dissertation chosen. It is highly recommended that students
consult literature that explains in more detail the steps that need to be followed in research. In the
library one can find a number of books that discuss methodological issues. It is best if students
obtain their own copies of good research methods and academic writing text books pertinent to
their area of study. Furthermore, it is suggested that students take heed of the suggestions that are
put forward by their Supervisor.
The research process normally includes a number of stages. The order of the stages will vary from
one type of study to another. What is suggested here is not a prescribed list, but a mere indicator.
Common stages of the research include:
1. Drafting and writing the chapters of the Introduction and Literature Review;
2. Developing the research instrument (identifying literature on a concept of research;
producing the method of collecting data; developing a teaching programme and/or
resource; producing a model and so on);
3. Getting permission to conduct the study in schools, institutions or elsewhere;
4. Piloting the study and/or pre-testing resources or a model;
5. Collecting the data and/or implementing a programme and/or trialling resources or a
model;
6. Drafting and writing the chapter of the Methodology;
7. Processing the data and interpreting it;
8. Drafting and writing the chapters of the Production and/or Analyses of the Data/ Results
and of the Discussion of Results;
9. Refining the drafts of chapters; and
10. Writing the Conclusion, Recommendations and Abstract.
Throughout the research process students, are encouraged to work closely with their Supervisor
and Advisor, where applicable. It is the responsibility of the student to present and report
materials in a clear and coherent manner. It is recommended that before presenting final drafts of
chapters to the Supervisor, the work is checked thoroughly, proof read and corrected for style,
consistency of format or any grammatical errors.
Chapter 5 presents an overview of some of the more common types of research. Sample possible
outlines for the design and presentation of the report on these different types of dissertations can
be found in Appendix 2. These are just suggestions. Each student should discuss the most
appropriate design and presentation for their work, which may be different from those
mentioned here, with their Supervisor.
4.5
Reviewing the title and preparing the abstract
The title of the dissertation must accurately and clearly reflect the content. Towards the end of the
research process it may emerge that the provisional title submitted in the proposal may no longer
be appropriate. By the end of February of their final year of study, students will be asked to
complete the Exact Title Form, when they will have the opportunity to revise and modify the title
of the dissertation, if necessary.
Finally, students will be ready to write up the Abstract. The Abstract should include a brief
description of the dissertation to include: the objectives of the research, methods and sample size
where applicable, and the main results and conclusions. The abstract should be as factual as
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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possible- explanations and opinions should be excluded. It is suggested that the Abstract should
be between 150-250 words.
4.6
Submitting the dissertation for examination
For the purpose of examination, students are to submit THREE loose (unbound) copies of the
dissertation on the date announced by the DC. Where there is an Advisor as well as a Supervisor
FOUR loose (unbound) copies of the dissertation must be presented.
References
Bailey, S. (2003). Academic Writing: A Practical Guide for Students. London and New York:
Nelson Thomas.
Brooks, F.E. & Brooks, P.A. (1996). Research Guidelines: Methods, Writing and Assessment.
Malta: University of Malta.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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5 Types of Research
5.1
Issues to consider prior to conducting research
The research topic we are interested in is usually informed by our personal lives and experiences,
by who we are and what we believe in. However, decisions regarding the type of research to
engage in involve more than a mere personal preference based on awareness of the different
techniques of gathering knowledge. The type of research one decides to engage in depends on the
research question or questions and on the methodological reflections about the best way to
develop knowledge in the area to which the question or questions is related.
This section is an introduction to some of the established techniques of gathering knowledge, or in
other words, types of research. Yet, one must keep in mind that there are many types of research
that are continually being updated or coming into application. Therefore, the descriptions of the
research types below are not intended to replace reading the recent literature on research
methodology.
Of note is that the decision to engage in a particular type of research depends on a sound
understanding of why this type was chosen. One should be able to give the reasons for engaging
in a particular kind of research. In short, the questions one needs to ask are epistemological ones
(i.e. a question about knowledge). These include:
What kind of knowledge do I want to generate?
E.g. I want to know if streaming is still being implemented in Year 3 classes.
Why is the research type chosen suitable?
E.g. An interview-based survey with Heads of school is potentially a suitable approach because
Heads of school are typically involved in streaming policies in schools.
When answering these questions, researchers are considering their own particular theories related
to the subject, as well as their ethical and political outlooks as researchers. These questions often
help to develop a methodological account of the research which eventually needs to be included in
the final report. The researchers’ own theories and/or ethical and political outlooks will in fact
affect the whole research process and its various stages.
Reflecting on what type of research to choose: An example
If we are interested in teachers as a research topic, we might need to
consider whether we would like to do a study about teachers or with
teachers. Both are very valid kinds of research, but the choice depends
upon: the research question; whether one wants to present teachers as active
or passive participants or knowledgeable participants; or whether one would
like to give an overview of the common problems of these teachers.
Maybe the goal is to explore the way teachers have been perceived
throughout the years, or to analyse the way a particular contemporary
document related to education speaks about teachers in the present. This
decision will be influenced by our own particular values. For example, a
feminist who strongly believes that women should be given space to voice
their ideas will shape the research to accommodate this principle. The
research will most probably be focused on women teachers’ ideas or their
life stories. For this we might take up interview-based research.
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B.Ed. (Hons.) Dissertation Guidebook (2nd ed.) (2008)
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Alternatively, we might want to know the proportion of primary school
teachers who feel stressed and to identify the common sources of stress for
such teachers. This would involve survey research. The question why many
teachers in primary school are women may involve the researcher in a
historical study, content analysis and maybe some interviews with those
who allocate teachers to schools.
A philosophical study might explore what it means to be a teacher, or
explore a question concerning the kinds of relationship between teachers
and students. This would probably draw on philosophers’ ideas about being
a teacher and teaching and learning in general and about teachers’ relations
to students in particular. This type of study could be solely literature based,
reviewing research carried out so far.
5.2
Common types of research
The following is a descriptive list of some of the research types that one might wish to
consider. This list is not exhaustive. Clearly, decisions as to what kind of research one takes
up should be made after methodological aspects have been considered deeply. The below
descriptions give examples with an educational research orientation.
Content analysis is a kind of research that involves the interpretational analysis of cultural
artefacts or events. The artefacts are texts that can be read and therefore anything that can be read
can be considered for analysis. Content analysis generally makes use of texts that are not created
for the purpose of the study and do not involve interaction with those who produced them. Some
examples of cultural artefacts include written texts or records such as books (fiction, school,
reference, auto/biographies), essays, children’s work, certificates, wills and testaments, diaries,
journals or graffiti; audio records such as recordings of narratives, speeches, or radio programmes;
material culture and visual texts such as movies, television shows, advertisements, magazines,
newspapers, billboards, greeting cards, photos and music. This type of research is also referred to
as text analysis, discourse analysis or archival research. As with any other kind of research, the
theoretical and political interests of the researcher shape the analysis of the text.
Narrative inquiry involves the content analysis of narratives. The researcher may be involved in
searching for and analysing narratives that have been written, or may pursue the creation of
narratives by the participants. Narrative inquiry is usually aimed to capture the interrelatedness
between the personal, social and the political. Examples of narrative inquiry include the analysis
of stories written by children, or their own accounts of life experiences; narratives of teachers or
other persons that focus on particular experiences; as well as autobiographies, and oral and life
histories. Narrative inquiry sometimes involves fictional presentation of narrative data.
Philosophical inquiry is generally involved in the analysis of texts. The research involves a
conceptual and often critical and creative search into an area of study. Philosophical research may
include:



Questions of conceptual clarification: e.g. the idea of lifelong education; the nature of
religious, democratic or prison education; the idea of becoming a teacher;
Questions of justification and value: e.g. women’s autonomy as an educational aim;
learning to be critical; the case of PSD in Maltese schools;
Questions concerning social justice: e.g. children’s rights and examination systems,
systems of inclusion or multiculturalism in the primary/secondary schools; and
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
A study of a particular philosopher: e.g. Maxine Greene’s idea of imagination for
education; Jane Roland Martin and the education of women; Audre Lorde and relations
between women.
Philosophical inquiry is based on the exercise of argumentation and justification of theories,
viewpoints and positions. There is no template for philosophical research because generally ideas
and arguments evolve along the research process. The written dissertation and structural
presentation of ideas are part and parcel of the content one wishes to present.
Historical research is concerned with researching the past; such as the study of individuals,
groups, movements, ideas or institutions. It involves the collection and selection of suitable
sources of data; the evaluation of the sources of data; and use of primary and secondary sources
including, for example, educational documents, reports, timetables, photographs, journals and
letters. A critical reading and analysis of the various sources of data may include an explanation
of the causes of past events and the impact of these causes on present and future events.
Survey research may include interview-based and questionnaire-based research amongst others.
It may involve using structured or unstructured interview guides, or questionnaires with closed
and/or open-ended questions to gather information or to provide an outlook which is relevant to
the research question/s. This kind of research gives space for direct or indirect interaction
between the researcher and the participant. Researchers who are concerned regarding the
implications of the power relations in the production of knowledge and the possible silencing of
voices through structured interviews may adopt a more informal conversational approach.
Ethnographic research is characterised by the role of the researcher exploring real worlds
through multiple methods of data collection, especially interviewing and observation. In
ethnographic research the researcher enters into the social worlds of the participants over an
extended period of time and interacts with the contexts and the participants to understand and give
meaning to the latter’s particular and complex worlds. The key aspects of ethnographic research
include the processes of entry into the field, data collection and data analysis, as well as deep
critical reflection on these various processes.
Case study research is a form of ethnographic research which focuses on a particular ‘population
group’ or phenomenon in real situations. Examples of such groups and phenomena include
students who are dyslexic, the school health team, the multicultural class, the rural school, or the
school development plan, the EkoSkola programme, or a Comenius Project. Generally, case study
research focuses on one or a very limited number of individual groups or examples of a particular
phenomenon in order to construct an in-depth account of what happens or happened to the
individual or groups or during that instance. The emphasis here is on depth rather than breadth of
study.
Action research is a method of inquiry that is characterised by its commitment to bring about
improvement and change in educational contexts and the people involved in these contexts. It is
based on the principle of working with others. Action research requires a process of reflection and
action by individuals as they are involved in the planning, execution and evaluation of educational
activities. Examples of types of action research include:


Action research conducted by individual student-teachers as researchers aimed at
enhancing their own teaching practice and their professional development; and
Action research that involves the researcher in collaborative partnership with others, such
as students, parents, teachers, administrators.
Evaluation research involves the acquisition of information and the assessment of that
information to give feedback about needs, programmes, policies, activities, technologies, teaching
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resources, students, teachers and other persons in the school community. This knowledge
contributes to decision-making processes about the issue being investigated.
Important general evaluation research questions may include:







Who should conduct the evaluative research?
How should the researcher relate to the persons involved in the evaluative study?
Why is the programme, policy, activity, teaching resource, student etc. being evaluated?
What aspects of the programme, policy, activity, teaching resource, student etc. require
evaluating?
What are the data sources?
Where is the problem in the programme, policy, activity, teaching resource, student etc.?
What action is suggested to address the problem? How can it be implemented? How was
the action implemented? Was the action effective?
What was the impact of the evaluative research on the programme, policy, activity,
teaching resource, student etc.?
Correlational research attempts to determine whether, and to what degree, a relationship exists
between two or more numerical variables. It is important to remember however that just because
there is a significant relationship between two variables it does not follow that one variable causes
the other. The numerical data for correlational research is often obtained via surveys and the
researcher frequently uses the correlation coefficient to report the results of correlational tests.
When conducting this type of research it is advisable to become familiar with computer-based
statistical packages such as SPSS.
Experimental research involves two or more groups including a Control group (who is not
influenced by or exposed to any aspect of the area under study) and an Experimental group/s (on
whom the study will intervene directly). An example of such research could include assessing the
effectiveness of a new text book or teaching method by registering its impact on the results of the
Experimental group and comparing these results with those of the Control group who were not
exposed to the new textbook or teaching method.
Practice-based research expands the field of research to include processes of creative enquiry
and production. Studies of this sort can be undertaken in different disciplines, though they are
particularly relevant to the visual arts, technology or school-based programme implementation. A
practice-based dissertation includes both a written part and a non-written, creative part produced
by the student presenting the dissertation. The written part conforms to the normal regulations,
while the production of creative work (e.g. drawings, digital media, models, project programme
and resources) is documented in full and presented as part of the dissertation.
In conclusion, when considering the different types of research to choose for a study, one should
note that sometimes it is useful to use a combination of types of research. However, one should
also ensure that such an approach adds value to the research and does not burden the researcher or
the research participants unnecessarily.
References
Clandinin, D.J., & Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative
Research. San Francisco: Jossey-Bass.
Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education (5th ed.). London:
Routledge.
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Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five
Traditions. Thousand Oaks, CA: Sage.
Griffiths, M. (1998). Educational Research for Social Justice. Buckingham: Open University Press.
Reinharz, S. (1992). Feminist Methods in Social Research. New York: Oxford University Press.
Standish, P. (2005). Writing Essays and Dissertations on the basis of Philosophical Inquiry. Paper
presented at a Philosophy of Education masters students’ seminar, FoE, University of
Malta.
Wasson, J. (n.d.). Minnesota State University Moorhead, Methods of Educational Research: An
Internet Based Course. Retrieved December 2, 2007, from
http://www.mnstate.edu/wasson/ed603/ed603lesson2.htm
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6 Ethical Aspects of Research
When carrying out research in the field of education ethical conduct is of paramount
importance. Though not all types of research studies may require attention to ethical
concerns and considerations, many often do.
Ethical issues in the design and execution of research projects could be related to the
choice of topic, to the timing of certain processes, to the choice, involvement and welfare
of participants, to the role of the researcher, to data collection and use, to trialling of
products and resources, to presentation and reporting of results, just to mention a few.
This section focuses on a number of ethical issues which need to be considered, as well as
different ethics-related procedures which may need to be followed in carrying out the
B.Ed. (Hons.) dissertation.
6.1
Considerations and procedures
6.1.1
Planning
In the planning phase, the value of the research needs to be assessed. One needs to ask if the
research question proposed:








Merits the scale of a dissertation or whether it is more of an investigative project;
Will be harmful (physically, psychologically, emotionally, socially) to any individual
involved, both during the research phase and afterwards;
Will jeopardise any other research currently being undertaken by other researchers with
the goal of improving an individual’s, group’s or societal well-being;
Will result in undue burden on an individual or organisation whether they participate or
assist in the research process;
Will prohibit access to benefits or services for an individual participating in the research;
Will result in undue favour towards an individual or group in the form of tangible items,
knowledge, skills, esteem;
Will not unrealistically raise an individual’s or group’s expectations with regards to
potential outcomes and gains from the research; and
Has the potential of reaping enough benefits when compared to the ‘costs’ (human,
physical, or monetary resources) involved.
In this phase, one also needs to question availability of expertise. With regard to the research
question proposed, one needs to ask whether:




Expertise exists within the FoE, UoM or elsewhere to supervise the research;
Any potential expertise will not be biased as a result of commercial links or other
affiliations;
One has the skills as a researcher to adequately carry out the research study without
jeopardising the safety of any individual or causing harm to equipment; and
One has enough knowledge and skills as a researcher in order to provide instruction or a
service, or develop a programme or resource which is central to the research study.
Finally, one also needs to consider the issue of permission: that is, who will need to be contacted
to obtain permission to carry out the study. This may include:
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

6.1.2
Permission to have access to a group of participants (e.g. children, adolescents, parents/
legal guardians, workers); and/or
Permission to use premises or equipment.
Proposal writing
With respect to appropriate ethical conduct, a number of factors have to be addressed
during the proposal writing stage. In addition to the items mentioned in 4.3, the proposal must
explain clearly and explicitly ethical issues related to:



The age group of any participants involved in the study;
Any tasks individuals will be required to undertake as part of the study; and
The role of the researcher in the research process, either during data collection and/or if
directly involved in execution of the study.
Depending on the type of research proposed, occasionally one or more forms need to be attached
to the B.Ed.(Hons.) Dissertation Proposal Form. These may include the University Research
Ethics Committee (UREC) form and/or consent forms.

The University Research Ethics Committee (UREC) form titled ‘Request for Approval of
Human Subjects Research’:
Where appropriate, Supervisors and/or Advisors are to recommend to their students to
complete and sign the UREC’s Request for Approval of Human Subjects Research form.
Full details of requirements are available online in the UREC guidelines.

Consent Forms:
Full details on requirements for documentation of consent are available online in the UREC
guidelines.
After consultation with the Supervisor and/or Advisor, students may need to produce one or
more consent forms. A Consent Form is required for research on any of the categories
indicated in the UREC form (i.e. race or ethnic origin; political opinions; religious or
philosophical beliefs; trade union memberships; health; sex life; and genetic information) as
well as for research with:








Minors (children and adolescents);
Parents/guardians of minors;
Minors who will be involved in audio or video recordings;
Parents/guardians of minors who will be involved in audio or video recordings;
Minors involved in any therapy or ‘special’ programme;
Parents/guardians of minors involved in any therapy or ‘special’ programme’;
Identifiable adults; and
Others, according to the nature of the study.
The FoE Research Ethics Committee (FREC) Consent Form for Adults (in Maltese or English)
may be downloaded from the FoE website. Other consent forms will need to be produced by the
students as guided by the Supervisor/Advisor and and/or UREC.
The completed Request for Approval of Human Subjects Research form and copies of any
necessary Consent Forms are to be attached and submitted with the B.Ed.(Hons.)Dissertation
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Proposal Form. Students are to submit FOUR copies (original and three copies) of the B.Ed.
(Hons.) Dissertation Proposal Form and any of the above mentioned forms.
6.1.3
Procedure for approval
The B.Ed. (Hons.) DC will vet all B.Ed. (Hons.) Dissertation Proposal Forms. Where relevant,
the DC will first check that the Request for Approval of Human Subjects Research and Consent
Forms are signed by the student and the Supervisor. Once this process has been completed a copy
of the B.Ed. (Hons.) Dissertation Proposals Forms and the submitted Request for Approval of
Human Subjects Research Forms, plus any Consent Forms will be passed on to FREC.
Simultaneously, the DC will evaluate all the B.Ed.(Hons.) Dissertation Proposal Forms. Within
reasonable time, a copy of the B.Ed.(Hons.) Dissertation Proposal Form will be returned to the
student and the Supervisor, indicating any of the following decisions in relation to the proposal:



Accepted, subject to acceptance from UREC.
Rejected, on grounds stated on the official part of the form. In this case the student has to
submit a new proposal (2nd proposal).
To be amended as remarked. The student has to resubmit the proposal, endorsing the
suggestions and/ or recommendations listed on the official part of the form.
In addition, the DC may request the student to submit the documents Request for Approval of
Human Subjects Research form and copies of any necessary Consent Forms.
The DC may also communicate other suggestions and recommendations.
The DC will review any new or re-submitted proposals and follow the same procedure.
The DC will submit a report to FREC which will include a list of all the students who submitted
the Request for Approval of Human Subjects Research form.
In cases where it is deemed necessary to fill in a Request for Approval of Human Subjects
Research form, the FREC will make an assessment of the B.Ed. (Hons.) Dissertation Proposal
Forms and accompanying ethics-related forms. The FREC will submit a report to UREC outlining
its assessment of the research proposals. This report will include the relevant B.Ed. (Hons.)
Dissertation Proposal Forms as well as the accompanying ethics-related forms.
The UREC will make the final assessment regarding ethics of the B.Ed. (Hons.) Dissertation
Proposal Forms and the Request for Approval of Human Subjects Research forms. UREC will
report back to the FREC, who in turn will inform the students and the Supervisor of the final
decision, which is normally one of the following:



Acceptance of the research proposal to be ethically sound and having all required
documentation.
Refusal of the research proposal on ethical grounds, with no possibility of resubmission.
In this case a new B.Ed. (Hons.) Dissertation Proposal Form will need to be submitted
both to the DC and FREC.
Conditional Acceptance of the proposal, where the student will have to write back to
FREC stating the changes which will be made to reflect the recommendations of UREC.
The FREC will eventually review any new or re-submitted Request for Approval of Human
Subjects Research forms and follow the same procedure.
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NOTE: It is the sole responsibility of the student as researcher to consult and abide by the
UREC Guidelines and to fulfil any guarantees listed in any Consent Form used for the
study.
6.1.4
Requesting permission to conduct research in schools
Students may need to obtain permission to conduct research in schools. They need to plan well
ahead for this and use the appropriate application forms.

State Schools:
A special Request for Research in State Schools form needs to be completed and submitted to
the Education Division for research in State schools. This may be downloaded from the FoE
website or the Education Division website.

Non-State Schools:
A special Request for Research in Non-State Schools form needs to be completed and
submitted to the Education Division for research in non-State schools. This may be
downloaded from the Education Division website.

Church Schools:
Research in Church Schools is allowed subject to the written approval of the Director of
Services in Education within the Secretariat for Education of the Archdiocese of Malta,
following consultation with the Head of School.
For all types of schools, students need to allow ample time before the planned research
investigation/data collection period to obtain the necessary approval.
Students are to note that the approval is normally subject to acceptance by the Head of school.
Once permission is obtained, students must abide by any conditions set by the school
administrators regarding access to the school and implementation of the study.
When research is being conducted in other institutions (e.g. private schools for dance, drama,
sports and so on), students are to enquire and write to the head of the institution, requesting
permission to carry out research.
6.2
Ethical issues in educational research
Educational research is designed to promote and extend knowledge and understanding of all
educational activities from the perspectives of learners, educators, parents, policy makers and any
other stakeholders.
Educational research will offer a number of different methodologies which are valid for the topic
being researched; these will often have corresponding ethical dimensions.
Most educational research involves working with human participants, such as children, teachers,
parents, school administrators, policy makers and others.
Working with human participants demands a high degree of respect and responsibility towards
participants. This applies whether one is involved in large-scale survey data collection, or in
qualitative research involving face-to-face contact, usually in the natural setting of the classroom,
playground, school and others,
According to the British Educational Research Ethics Guidelines (BERA, 2004), educational
researchers have to work with an ethic of respect for:
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




The person;
Knowledge;
Democratic values;
The quality of educational research; and
Academic freedom.
The educational researcher has specific responsibilities to:



Participants;
Sponsors of research; and
The community of educational researchers.
The UREC Guidelines, which should be consulted by each student prior to submitting a
dissertation proposal, state that before human participants are involved in research, proper
consideration should be given to:






The risks to the participants;
The anticipated benefits to the participants and others;
The anticipated value of the research;
The informed consent process to be employed;
Data protection provisions; and
Additional safeguards for vulnerable participants.
Each of these factures will be explained in more detail below.
6.2.1
Risks to human participants
Risks to human participants can range from the simple disruption of normal everyday life, to
allowing them (even inadvertently) to be identified, to having their privacy invaded, to making
them susceptible to undesirable labelling, to raising unpleasant and troublesome issues (such as
memories of painful incidents) and many others. It is usually understood that most educational
research should be designed to avoid these risks. However, even in the day-to-day participation in
the classroom, and with the best of intentions, participants in research may easily become
‘identified’ as different, or subject to scrutiny, both positive and negative, simply by virtue of
their participation in the research. Even when safeguards like informed consent and
confidentiality are applied, there might be difficulties.
Regarding consent, a minimum standard would include that consent should be freely given, be
specific and be informed. Therefore, the person giving the consent has to have adequate
information about the research project, has to have the capacity or competence to give the
consent, and is in a situation in which the choice can be made freely and without coercion or any
other pressure.
Information provided by the researcher should include:



Who the researcher is and how she or he can be contacted;
The nature of the research;
What rights participants have (such as to withdraw from the study at any time, to see
results);
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

Assurance that the participants will not be named in the study (except in the case of
consent for attributable data, where other ethical safeguards are also taken); and
Assurance that participation in the study is voluntary, and there is no prejudice to them
whether they participate or not.
Research with minors (children and adolescents below 18 years) sometimes requires the consent
of legal guardians, bearing in mind, however, that the minors still have the right to have
information and to choose not to participate. The latter also applies to vulnerable groups (e.g.
mentally disabled persons), or institutionalised groups (e.g. prisoners) who need information and
choice to be able to refuse to participate, even if a legal guardian or a ‘proxy’ has given consent
on their behalf. There is usually a power imbalance between those who hold proxies and those
who are not considered ‘competent’, which needs to be considered an ethical issue.
In addition, all foreseeable risks, discomforts or inconveniences should be discussed with
participants in a language which is accessible to the participants. This should include a discussion
of the time the research will take; a discussion of the types of activities the participants will be
involved in; any known benefits that may be derived from the research; methods of securing the
safety of the data collected; and some description of how the data results will be disseminated and
to whom (recognising that dissertations can enter the public domain and even journalists can
reproduce sections in the press).
It is frequently the case that even adults who have the competence to give consent have only a
vague idea of what research involves and how it can be used. Both adults and children often
disclose more than they need to, not realising the implications of disclosure. It is therefore up to
the researcher to constantly remind them that they are participating in research which will be
recorded and published. These reminders give them the opportunity to ‘talk off the record’, to
adjust ‘the record’, or even to discontinue their participation, should they so desire.
Moreover, vulnerable groups especially, but other participants also, often find participation in
research therapeutic, and may mistake the research relationship for a form of therapy.
Researchers are obliged to remind participants that the relationship is not a therapeutic one and
therapy or other support should be sought from appropriate individuals or agencies.
In educational research, ethical behaviour includes not disrupting the education of children by
such practices as withdrawing them from the classroom during lesson time. It is also unethical to
encourage teachers to single out pupils or groups of pupils, as it is to encourage the articulation of
anti-democratic prejudicial language and attitudes such as racist, sexist, or exclusionary
discourses.
Qualitative research involves a degree of trust established over time. How one leaves the research
field, whether it is after just one conversation in which a participant has made a discomforting
disclosure or appears upset, or after a period in which the researched has become close to the
researcher, is an ethical issue. The researcher must prepare the participants for the end of the
conversation, or for exit from the field. Enough time to do this is needed. Additionally, all
participants must have contact details such as telephone numbers and email and other addresses,
to permit them to clarify, correct or even withhold data, as well as to avoid abrupt break-up of the
research relationship.
6.2.2
The anticipated benefits to the subject and others
In educational research, there is usually a time-lag between doing the research and the research
being used by policy makers, curriculum developers, teachers and others for the benefit of pupils,
teachers and the educational community. It is therefore the case that much of this research is not
of direct benefit to the participants of the research. Because the research can be disruptive,
discomforting, or create unnecessary administrative burden on schools, students should carefully
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weigh the benefit of their research proposal, to ensure that the benefit would be greater than the
inconvenience. Steps must be taken to produce a final version and presentation format of the
B.Ed. (Hons) dissertation which can be used by the knowledge community, the policymakers, the
school, teachers and even pupils to achieve some benefit from the project.
6.2.3
The anticipated value of the research
In many places, but especially in a small place like Malta, there is the risk that schools and
participants are over-researched. Prudence is therefore called for in planning a project, to ensure
that the type of knowledge that will result is indeed worthy of asking schools to host researchers.
Students should remember that they have a responsibility to the educational community to
guarantee that, neither through inappropriate behaviour in the field, nor through over-researching
for poorly designed projects with little contribution to knowledge, do they spoil the field for other
researchers with more valuable research projects.
6.2.4
Data protection provisions
Students are required to read both the Data Protection Act and the University Ethics Research
Committee Guidelines to make sure they work within the limits imposed by law.
Furthermore, students should recognise that in a small place such as Malta, even giving
pseudonyms may not be sufficient to protect a school, staff or pupils from identification. Certain
unique and distinguishing features need to be concealed. At the same time, factors that are
relevant to the theoretical discussion, such as the sex of the participants or the nationality, may be
included if required. For those participants who cannot be protected by pseudonyms because they
are singular (e.g. an Education Officer), then it should be negotiated with the participant or the
informant what of the data he/she provides should be attributable.
Students should also be aware that participants have a right to request that they be identified with
use of their original work or any inputs they may make to the study. However, as a researcher,
the student must advise them on the consequences of being identified.
6.2.5
Additional safeguards for vulnerable participants
Vulnerable participants include children, vulnerable young people and vulnerable adults. The
British Educational Research Association (BERA) Ethical Guidelines for Educational Research
(2004) remind researchers that they need to comply with Articles 3 and 12 of the United Nations
Convention on the Rights of the Child, which require that in all actions concerning children the
best interests of the child must be a primary consideration. Children who are capable of forming
their own view should have the right to express this view freely, including regarding participation
in research or withdrawal from research. They should be facilitated to give fully informed
consent. Researchers need to word their proposal in such a way that children can understand what
the research is for, what their contribution is to be, and how they can accept or withdraw.
In other words, the relative youth of children should not be a means of depriving them of the right
to decide for themselves whether to participate in research, nor should the consent of responsible
adults who act as guardians, be adequate or used to replace the rights of the child.
The above UN requirements should also apply to vulnerable adults, particularly individuals in
institutions.
In the case of those whose age, intellectual capacity or other vulnerable circumstances limits the
extent to which they can be said to voluntarily take part in research, the consent of guardians or
responsible others must be sought. However, given the power inequalities that exist in these
relationships, the researcher needs to still ensure that the participant is comfortable with the
research process and will not suffer detriment or distress as a result. Many guardians are not
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aware of the effect of research on those in their care, nor do they recognise privacy and other
rights as well as one would wish. It is up to the researcher to respect these rights with vulnerable
groups as much, if not more, as they would with other groups. Thus, the consent of guardians is
not in itself an adequate measure of an ethical position. Further negotiation with the participant
and sensitivity to the participant’s need and wishes must be established, regardless of the consent
of the guardian.
6.3
Responsibilities to the community of educational researchers
The community of educational researchers includes all those engaged in educational research,
such as academics, professionals, teachers, parents and students. A main objective of research is
that it is shared and published (a dissertation placed on the shelf of a library is a publication).
Once published, others may use this research for discussion, policy making, news reports and
others. It is therefore important that the standard of the research is high and is not misleading in
presentation of data, interpretation, discussion or recommendation.
Student researchers may wish to note BERA’s guidelines (2004, p. 11) which consider that any of
the following will bring research into disrepute and impact negatively on the research community:









Falsifying research evidence or findings;
‘Sensationalising’ findings in a manner that sacrifices intellectual capital for maximum
public exposure;
Distorting findings by selectively publishing some aspects and not others;
Criticising other researchers in a defamatory or unprofessional manner;
Exploiting the conditions of work and roles of contract research staff;
Undertaking work for which they are perceived to have a conflict of interest or where
self-interest or commercial gain might be perceived to compromise the objectivity of the
research;
Undertaking work for which they are not competent;
Using work carried out with co-researchers as the basis of individual outputs without the
agreement of the co-researchers concerned; and
Using research for fraudulent or illegal purposes.
Students should not be disheartened by the number of ethical issues and procedures which they
may need to consider in planning and implementing their research. The guidance of their
Supervisor and the various online documents referred to in this Chapter should help them to carry
out the research both ethically and efficiently.
References:
British Educational Research Association. (2004). Revised Ethical Guidelines for Educational
Research. Retrieved December 4, 2007, from
http://www.bera.ac.uk/publications/pdfs/ETHICA1.PDF?PHPSESSID=73b97e31981e44a
5c6ad63980dbc76a8
United Nations - Office of the United Nations High Commissioner for Human Rights. (1989).
United Nations Convention on the Rights of the Child. Retrieved December 4, 2007, from
http://www.unhchr.ch/html/menu3/b/k2crc.htm
University Research Ethics Committee (2004). Guidelines for UoM Research Ethics Committee.
Retrieved December 2, 2007, from
http://www.um.edu.mt/noticeboard/ethicsguidelines.pdf
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7 Intellectual Honesty
Intellectual honesty refers to honest practice in acquiring, analysing, interpreting and transmitting
ideas. Intellectual honesty in research practices is therefore concerned with respect for truth and
respect for persons.
Students are to understand that as researchers and as future teachers they are expected to achieve
good scholarly standards and that they should do so adhering to personal and professional ethical
conduct. Students are acting in an intellectually dishonest way when they DO NOT:





Use and report information honestly;
Credit other people’s work used in the dissertation;
Correctly cite reference material;
Acknowledge the help of persons who have contributed to the research; and
Contribute equitably to the research project when working with others.
Any of the above behaviours will not be tolerated by the FoE. Supervisors will seek to detect any
such intellectual dishonesty and take immediate action.
7.1
Honest reporting of information
Reporting results or interpreting texts and results in a way that gives a false picture of the readings
or findings are all examples of dishonest practice.
Students must demonstrate that the methods of research have been truly and honestly used and
that the data reported is correct. It is important that a detailed and accurate account of the method
for gathering data is included in the report. Fabrication of data, whether wholesale invention, or
exclusion or alteration of data to accommodate a desired conclusion undermines the credibility of
educational research in general.
As researchers, students cannot claim to be ideologically objective. They should therefore clearly
explain the conceptual positions that structure their interpretation of data or texts. Students and
supervisors should avoid being involved in studies that could put them in situations of conflict of
interest, particularly where the interpretation of results is concerned.
7.2
Acknowledging sources
Students are expected to acknowledge their sources of information to enable the reader to clearly
distinguish which opinions and findings reported in the dissertation are the students’ and which
pertain to others. When students submit material as if it were their own, without acknowledging
the published and unpublished work of others, they are plagiarising.
Plagiarism includes:



Copying another’s work;
Using another’s ideas without acknowledgment, or presenting them as if they were one’s
own;
Paraphrasing a source: i.e. summarising another’s work in one’s own words, or altering
the order of the presentation without acknowledgment; and
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
Including more than a single phrase from another’s work without the use of quotation
marks and acknowledgment of source.
Plagiarism also involves using or buying the services of a commercial research corporation, or
any person other than the individual claiming to be the author, in this case, the student. These
practices are considered to be fraudulent.
Students must realise that every reference to a source of information, whether in the form of
printed material, images, electronic document, or verbal communication should carry a citation.
For more information on plagiarism students are encouraged to read the document How to Avoid
Plagiarism produced by the FoE Assessment Committee and available on the FoE website in
Students Downloads.
Students should be highly aware of the fact that lack of knowledge and carelessness in following
standard conventions of citation can be interpreted as acts of plagiarism.
Verbatim quotations should be indicated by the use of:
 Quotation marks for in line quotations ( usually not exceeding 40 words); and
 Indented block quoting for longer quotations (see Chapter 8 on Style and Referencing).
When referring to a secondary source (i.e. a source which they have only read about indirectly in
someone else’s work), students must make it clear that they have not actually read the source
themselves. Failure to do so is considered dishonest practice. Students must make sure to clearly
cite BOTH the original source of the material AND the source from which they obtained the
reference.
7.3
Ownership of data
The storage and use of personal data must follow the legal requirements of the Data Protection
ACT XXVI of 2001, as amended by Act XXXI of 2002. Students should ensure that participants
know that they have a right to access the data they provide and that they have the right to
determine the access of this data by third parties.
As explained earlier in Chapter 6 on Ethical Aspects of Research, students should also ensure that
research participants have been informed about their rights related to their participation in the
research study. Participants are entitled to know why and how their contribution will be used and
to whom it will be disclosed and reported. It is good practice on the part of researchers to present
participants with the transcriptions of the conversations conducted with them. The participants
have the right to change the transcribed write-up, or to allow the researcher to use only parts of
the transcribed data.
7.4
Joint research studies
Students working together will be acting dishonestly if they do not contribute to the research as
pre-established, either by getting credit for the work done by the other as one’s own, or by
jeopardising the success of the other student and the research project.
Representing the work of a group as that of a single student is equally dishonest.
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7.5
Penalties
Acting in an intellectually dishonest manner, like in plagiarism is considered serious; in such
cases, the UoM can issue heavy penalties depending on the severity of the case. (University of
Malta, 1996; 1997).
References
Cross Davis, B. (1993). Tools for Teaching. Preventing Academic Dishonesty. Retrieved
February 6, 2006, from http://www.berkely/edu/bgd/prevent.html
British Educational Research Association. (2000). Good Practice in Educational Research
Writing. Retrieved December 13, 2007, from
http://www.bera.ac.uk/publications/pdfs/GOODPRI.
British Educational Research Association. (2004). Revised Ethical Guidelines for Educational
Research. Retrieved December 13, 2007, from
http://www.bera.ac.uk/publications/pdfs/ETHICAL
University of Dundee, Code of Practice on Plagiarism & Academic Dishonesty.
Retrieved November 2, 2004, from
http://www.somis.dundee.ac.uk/academic/Plagiarism.htm
University of Malta, (1996). University Discipline Regulations 1996.
Retrieved March 20, 2008, from
http://www.um.edu.mt/registrar/regulations/general/discipline
University of Malta, (1997). Regulations governing conduct of examinations 1997.
Retrieved March 20, 2008, from
http://www.um.edu.mt/registrar/regulations/examinations/exam_conductregulations97
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8 Style and Presentation Guide
This chapter includes guidelines and details regarding the styling of the text of the dissertation and
other aspects of presentation.
An overview of typical main subdivisions of a dissertation and the presentation of the report is
provided. Details regarding pagination, page layout, fonts, formatting of paragraphs and headings,
bullets and numbering, footnotes and references as required for digitised and hard copies of the
dissertations are also given. What students need to submit for the examination of the dissertation,
and for the Supervisor and Advisor and the library after the examination is also covered in this
section. Details about how digitalised dissertations should be labelled are provided towards the
end of this chapter.
It is very important for students to refer to the document Step-by-step guide to create a user
friendly digitized dissertation BEFORE they start writing the text of the dissertation. This
document is available on the UoM library website and FoE website in Students Downloads.
8.1
Main subdivisions of a dissertation
A dissertation is normally subdivided into the major sections outlined below; however, this may
differ slightly according to the type of research methodology used and resultant outputs.
Title Page
The title page contains, from top to bottom and centred between the left and right margins:
 The title of the dissertation;
 The full name of the author or authors;
 The statement: A Dissertation Presented to the FoE in Part Fulfilment of the
Requirements for the Degree of Bachelor in Education (Honours) at the University of
Malta;

The month and year of presentation.
Abstract
The abstract page contains, from top to bottom:
 The word ABSTRACT in bold uppercase letters in the top centre;
 The full name of the author or authors;
 The title of the dissertation;
 The text of the abstract as a single paragraph of not more than 250 words in 1½ line
spacing. The abstract should offer the briefest possible description of the dissertation and
a concise summary of the main findings and conclusions;
 The degree title B.Ed. (Hons.);
 The month and year of the presentation of the dissertation;
 3 to 6 keywords (in English) in bold uppercase letters.
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Author's Declaration
The author’s declaration is a signed declaration by the author or authors regarding the originality
of the work.
Dedications and Acknowledgements
It is customary to at least acknowledge those who helped in the dissertation research, amongst
them the Supervisor, Advisor (if applicable) and consultants, as well as Heads and teachers of cooperating schools.
Table of Contents
The Table of Contents must, as a minimum, include all chapter headings and subheadings (up to 3
levels) and Appendices. Where applicable, the Table of Contents should also include a List of
Tables, a List of Figures, a List of Accompanying Material and a List of Abbreviations and
Symbols. Students must draw up a hyperlinked Table of Contents as outlined in the document
Step-by-step guide to create a user friendly digitized dissertation.
Main Text
Although the presentation of the main text varies from one dissertation to another, depending on
the specific discipline and its research traditions within education, a dissertation is typically
organised around the following chapters:






Introduction or Background to the Study;
Literature Review;
Design and Methodology;
Analysis of Data;
Discussion of Findings;
Conclusions and Recommendations.
References
All sources cited in the text must be listed in the References section and vice versa. References
must be listed in alphabetical order by author’s surname. Works by the same author should be
listed in chronological order. More information about formatting of references is given in
Chapter 9 on Citing and Referencing.
Appendices
Supporting material (e.g. lesson plans, interview transcripts, computer programme listings, etc.)
and material which is too long to include in the main text without breaking up continuity should
be placed in one or more appendices.
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8.2
Presentation
8.2.1
Pagination
The Title page, Abstract, Author’s Declaration and Acknowledgement and dedication pages are
counted but should not be numbered. Numbering starts with the Table of Contents (usually
page v) in lower case Roman numerals. The rest of the dissertation should be numbered in a
single sequence in Arabic numerals (1, 2, 3, 4 etc.) starting again with 1 on the first page of the
main text. Illustrations, charts, diagrams and other graphics placed on a separate page within the
text of the dissertation should be paginated as if they were pages of text.
8.2.2
Page layout
The text and, wherever possible, all the material of the dissertation, including illustrations, should
be produced on A4-size paper and printed on one side only. In exceptional circumstances, the DC
may give permission for the use of an alternative format. If it is necessary to bind in material on a
paper size larger than A4, it should be produced on paper that can be folded to fit within the
dissertation. A3 is the largest size allowed within the main text for the purpose of digitisation. The
upper, lower and right-hand side margins should be at least 2.45cm wide, while the left margin
should be 4cm wide to allow for binding. It is strongly recommended that the text is justified
throughout the main text of the dissertation.
All dissertations should be word processed. Students are expected to use the word processor’s
facilities (such as styles and templates) as explained in the Step-by-step guide to create a user
friendly digitized dissertation to ensure typographical uniformity and consistency throughout the
document. It is recommended that students become thoroughly familiar with the following
features of the word processor before starting to work on the dissertation:






8.2.3
Style and template support, including heading styles and how these relate to automatic
generation of a Table of Contents;
Auto-numbering of headings, lists, figures and tables;
Use of tables to create columnar layouts;
Inserting illustrations, graphs and mathematical equations (if applicable) into a document;
Inserting cross-references between pages of a document so that a reference is
automatically updated when the target page or section number changes; and
Widow/Orphan and text-flow control to prevent page breaks from occurring in
inappropriate places.
Fonts and headings
Students are encouraged to consult the Step-by-step guide to create a user friendly digitized
dissertation and to follow the instructions to the letter regarding fonts.
For normal text it is recommended that Arial point size 12 (Microsoft Office 2003 or XP) or
Cambria point size 12 (Microsoft Office 2007) is used.
It is important that all headings are labelled. The headings should be labelled using the Styles and
Formatting menu in word processing. When all headings are properly labelled the built-in Table
of Contents feature should be used. The recommended font and alignment for headings differs
according to level:

Heading 1 should be used for Chapter Titles. Heading 1 should be at least 16 pt., be Bold
and be either aligned left or centred. Double spacing should be applied.
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

8.2.4
Heading 2 should be used for Sections in the Chapter. Heading 2 should be at least 14 pt.,
be Bold and left aligned. At least, 1.5 spacing should be applied.
Heading 3 should be used for Sub-Sections. Heading 3 should be at least 13 pt., be in
Italics and left aligned. At least, 1.5 spacing should be applied.
Line spacing and paragraph formatting
One-and-a-half line spacing should be used throughout the dissertation text, with the following
exceptions which should be single-line spaced:
 The Table of Contents;
 Long (blocked) quotations (typically longer than 40 words);
 Computer programme listings;
 Tables;
 Footnotes and endnotes; and
 References (although a blank line should be left between each reference).
It should be clear when a new paragraph is starting. Either indent the first line of each paragraph
by 10-15mm, or leave extra space between paragraphs (one can use the paragraph formatting
features of the word processor to do this automatically).
Lengthy quotations (exceeding 40 words) should be formatted as a separate single-line-spaced
paragraph indented from the left margin by an additional 10-15mm.
8.2.5
Abbreviations, footnotes and references
Abbreviations, footnotes, references and bibliographical entries should follow accepted
conventions for the particular subject. The conventions adopted should be followed uniformly and
consistently throughout the dissertation from cover to cover.
8.2.6
Numbering and bulleting
Arabic numerals should normally be used for numbering all sequences within a dissertation, with
the exception of page numbers in the front pages before the main text.
To avoid excessive nesting depth, not more than 3 levels of headings should be used, with chapter
headings being at level 1 and numbered sequentially as 1, 2, 3 etc. Level 2 headings (subheadings)
should be numbered as 1.1, 1.2, 1.3 etc. while level 3 headings should be numbered as 1.1.1,
1.1.2, 1.1.3 etc.
If more than one appendix is included, these should be numbered separately and consecutively as
Appendix 1, Appendix 2 etc.
Tables and Figures within the text should either be numbered first according to the chapter and
then consecutively (e.g. Chapter 1: Table 1.1, Table 1.2, Table 1.3 and Figure 1.1, Figure 1.2.
Chapter 2: Table 2.1, Table 2.2, and Figure 2.1, Figure 2.2 and so on), or numbered consecutively
throughout the whole dissertation (e.g. Table 1, Table 2 and Figure 1, Figure 2 and so on). It is
important that, for standardisation issues, not more than 2 types of bullets are used throughout the
whole dissertation
8.3
Submission for examination
When submitting the dissertation for examination, students should present three loose (unbound)
copies of their work; four loose copies if they have an Advisor. Where the dissertation includes
resources or models, when realistically feasible (physically and economically), copies should be
made for each examiner (i.e. three or four copies). This should be discussed with the Supervisor
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and the DC should also be consulted if necessary. When it is unrealistic to produce multiples of an
item, the students should present the original/prototype to the Chairperson of the Examination
Board and photos of the original/prototype plus a brief explanatory write-up to the other
Examination Board members.
8.4
Final submission after the examination
Following the examination phase, students are to present one hard bound copy (where there is an
Advisor two hard bound copies) and three copies of the dissertation on CD-ROM in ‘a readonly’ version to the FoE by mid-July of the year of examination. Students will be notified about
the exact date through a notice issued by the DC on the Student notice board.
For bound copies, the title of the dissertation should be stamped horizontally in clear lettering on
the front cover. Beneath this there should be the full name of the author (or authors), and the
degree title B.Ed.(Hons.) followed by the year of presentation. The degree title B.Ed.(Hons.)
followed by the year of presentation should also be stamped on the lower part of the spine. It is
permissible, in addition to the requirement given above, to stamp on the spine the name of the
author (or authors) and a short title.
Some dissertations may include material that cannot conveniently be bound near the related text
(e.g. audio and video cassettes, CD-ROMs, DVDs, computer diskettes, slides, large maps or
drawings, large music scores, educational resources or games etc). In this case the material should
be packaged in such a way that it can be bound with the dissertation (e.g. stored in a pocket
attached to the inside back cover of the dissertation), or presented in a separate labelled wallet
folder. A List of Accompanying Materials should also be included in the Table of Contents.
The two bound copies and any separate wallet folders will be forwarded to the Supervisor and
Advisor.
The CD-ROM copies are to be formatted as prescribed in the document Step-by-step guide to
create a user friendly digitized dissertation. This document is available on the UoM library
website and FoE website in Students Download. Again, students are encouraged to follow the
instructions to the letter in view of digitisation for library use.
The text of the dissertation must be completely contained on the CD-ROM and processed
according to the Step-by-step guide to create a user friendly digitized dissertation. It is
emphasised that when converting their word-processed document to a pdf document students are
to use a professional version of Adobe Acrobat which is available on all the computers in the
UoM labs.
If programmes other than Microsoft Word are used for part of the dissertation text (e.g. software
for music notation or mathematical symbols), then these parts should be saved as graphics and
inserted in the word processed dissertation document before converting it to a pdf document.
Pictures are always to be saved in jpeg format with a maximum resolution of 300dpi.
The created document should be labelled as follows:
 The first two digits should be the last two digits of the year in which the dissertation is
submitted: e.g. 08;
 The next three letters should be the abbreviated name of the course: e.g. BED; and
 The last three numbers should be the student’s number: e.g. 023.
Therefore a dissertation submitted in 2008 for the B.Ed. (Hons.) course by student number 23
should read as 08BED023.
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When a dissertation is presented in two volumes, the labelling of the pdf documents should read
08BED023.01 and 08BED023.02.
In case a resource pack is also digitalised, this should carry the extension .RP as in
08BED023.RP. Any music or video resources or programmes should carry the extension .AV as
in 08BED023.AV.
Any additional material which is not included on the CD-ROM should be handed in an
accompanying wallet folder. This can include videos, audio-tapes, slides and all other audio and
visual material that has not been digitised and included within the CD-ROM. The items should be
labelled as if they were digitised, as indicated above.
The CD-ROM and any accompanying wallet folders should be clearly labelled with:
 The name of the student/s;



The dissertation title;
The course and year;
The name of the file as it is saved on the diskette; and

A contact telephone number in case of technical difficulties.
Further support is available by emailing disserations@library.um.edu.mt
A ‘read-only’ copy of dissertations awarded grade C+ or higher will be forwarded to the UoM
Library. Two copies of all dissertations recorded on CD-ROM will be kept at the Teachers’
Resource Centre. One will be kept for reference only and the other will be available on loan.
If students require that either their whole dissertation or any part of their work is embargoed (i.e.
they would like to close access for some years to their dissertation, or parts thereof, or to
resources they have created) they need to make a formal request to the DC and to the UOM
library when they submit a final copy of their dissertation on CD-ROM stating clearly the reason
and duration of the embargo.
References
Brooks, F.E. & Brooks, P.A. (1996). Research Guidelines. Methods, Writing and Assessment.
Malta: University of Malta.
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9 Citing and Referencing
In a dissertation, one often refers to or quotes from different documents or sources. This section
is a selective, quick reference indication of the main types of documents or sources used and that
therefore need to be properly cited in the text and listed in the References section. Several
systems, formats or styles, such as those of the American Psychological Association (APA), the
Chicago Manual of Style (CMS), the Modern Language Association (MLA) and the Institute of
Electrical and Electronics Engineers (IEEE) exist. Details for each of these may be found in
published manuals with extensive examples. Such manuals are usually available in libraries.
They may also be bought from or ordered through local bookshops or online.
It is essential in serious academic undertakings to properly document your work using the style of
one system only. Once a style has been adopted no mixing of styles is permitted, and consistency
is, therefore, paramount. For example, this chapter has used the style of the American
Psychological Association (APA) and any examples given are consistent with that format.
Throughout this chapter, the word document is used to mean any information-carrying item
(book, periodical, dissertation, thesis, newspaper article, video or audio tape, electronic source,
etc.) that may be used in academic work and that needs to be quoted from or otherwise used in the
dissertation and that, consequently, needs to be correctly identified and entered in the References
section.
Citing is the process of quoting someone else's work and attributing the source in text. This
involves concisely but correctly naming that work in an identifiable way within the main text of
the dissertation. For example, if you need to use the following quotation from the work of another
person, you may do it within your own text, because it is brief (less than 40 words), correctly
followed by its proper reference in parentheses (round brackets).
Professional isolation is a fact of life for most educators. Teachers seldom get to see the "big
picture" and rarely stand back and view their subject or profession in a philosophical manner
(Simpson, 1995, p.50).
Reference Listing is the process of giving fuller details for each of the documents or sources cited
in your text. Listing of documents is normally done in alphabetical order at the end of the
document.
In dissertations, much use is made of material reported in the literature. This is not only desirable
but obligatory. Scholarship is expected to reflect mastery of the field in the wider sense of
knowledge, rather than only in the narrower acquisition of particular skills. As far as possible,
students are urged to consult primary sources, rather than secondary sources. That is, students
should strive to read and quote from the original book, article, report etc.
9.1
Citing references
In most undergraduate dissertations, the name-date method of referencing is used within the main
text. The rules of the method are given below together with associated examples. Students are
urged to note the different procedures for in-text and off-text referencing.
a) In-text referencing is given as Name(s) (Date).
A recent study by Henderson (1995) showed that the two groups were quite distinct.
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b) Off-text referencing where the citation is not actually part of the text, is given as
(Name(s), Date).
A recent study (Henderson, 1995) showed that the two groups were quite distinct.
The advantage of the latter form is that it does not interrupt the flow of the text.
c) In in-text referencing, as in (a), no comma ever occurs between the name and the
bracketed date. A comma is inserted after the bracketed date only if a comma would
normally follow the name.
Brown and Bright (1997), in a follow-up study to their 1993 work, found that the effect…
In this example, a comma occurs after the date because the phrase that follows it is in
apposition.
d) Two or more references of the same year in in-text referencing are treated as separate -which they are.
The correct referencing reads:
Follow-up studies by Green (1997) and Carter (1997) …
AND NOT
Follow-up studies carried out by Green and Carter (1997)…
e) Two or more references of the same year in off-text referencing are separated by semicolons.
Follow-up studies have been carried out (Carter, 1997; Green, 1997)…
f) When two or more references are given off text, as shown in (e) above, two strategies are
available. Firstly, they can be presented in alphabetical order, and in date order for
references to the same author (or group of authors).
Further summaries can be found in various publications (Adams, 1994; Brown and
McIntosh 1993; Carter, 1997; Green, 1993; 1995a; 1995b; 1997; Winters and Last, 1992).
Secondly, the references can be presented in chronological order. This has the advantage
of putting the most recent reference in a consistent position, i.e. last in the list.
g) Where one author has several references, the name need only be given once, and the dates
are usually separated by semi-colons.
In a recent series, Brown (1992; 1994; 1995) ….’ Or ‘In a recent series (Brown, 1992;
1994; 1995)…
In the References section, these references are organised in ascending date order. (See the
examples of Wertsch in Section 9.3.2)
h) Where a publication has more than two authors, the first citation in the text should refer to
all the authors and the date (e.g. Heinich, Molenda, Russell, and Smaldino, 1996). In
subsequent citations in the text, write the name of the first author followed by et al. and
the date.
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Visuals provide information and attract and hold learner’s interest (Heinich et al., 1996).
In the References section, all authors need to be included. For the above example, the
reference would read as follows:
Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1996). Instructional media and
technologies for learning (5th ed). Merill, OH: Prentice Hall.
i)
Where one author has more than one work of the same year, these items should be
arranged in the Reference List in chronological order of appearance. The suffixes (‘a’),
(‘b’), etc., should be added to the year, as in the example below.
Garton, A.F. (1983a). An approach to the study of determiners in early language
development, Journal Psycholinguistic Research, 12, 513-525.
Garton, A.F. (1983b, November). Children’s language use in collaborative and conflict
patterns of interaction. Paper presented at the Third International Conference on
Social Psychology and Language, Bristol.
j)
When citing a chapter from an edited book, the author(s) of the chapter and the date of
publication appear in the text and not the editor of the book.
‘The attempts to implement assessments in PE have generated some educational and
procedural concerns (Macdonald and Brooker, 1999).’
The Reference List should show the following entry:
Macdonald, D. and Brooker, R. (1999). Assessment issues in a performance-based subject: a
case of Physical Education. In P. Murphy (Ed.), Learners, Learning and Assessment.
London: Paul Chapman.
k) When quoted text contributes more directly than rewriting, this may be put in quotation
marks forming a natural part of the text. If the text is longer than 40 words, the quotation
should be indented (5 spaces) and given in single spacing. The use of quotation marks are
not required for longer indented quotations. The single most important fact about
quotations is that the source must be indicated for the reader to find the original context
without difficulty.
Centres need to be aware that, although they may be specialist in particular areas of
the theoretical aspects of the course, a sound working knowledge of all aspects of
the theory to practice when conducting the observation analysis corrections and
synthesis assessment. This will be essential for the 1998 assessment (AEB, 1997,
p17).
l)
Note that an interview reported in a newspaper is cited in the text as follows:
SEC PE is contributing to an improvement in the standard of teaching of physical
education (van Vuuren-Cassar quoted in Wood, 2001, p 28).
m) When citing text from electronic material the rules are continually being updated.
According to the fifth edition of the APA Publication Manual (p.120), when the material
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does not include page numbers, one can include any of the following in the text to locate
the quotation:
1.
2.
3.
A paragraph number, if provided; alternatively, you could count paragraphs down
from the beginning of the document. See the Fennel example below.
An overarching heading plus a paragraph number within that section. See the
Humphries example below.
When no page or paragraph numbers are provided and the use of headings may be
confusing, just omit the location. The reader can locate the quoted material by
making a word search.
Fennel makes the point that often decision makers do not involve teachers in planning
curricular reform, adding that “this oversight—this disrespect—contributes to the
departure of many mathematics teachers from the profession.” (Fennel, 2007, para. 2)
“The diagnosis of autism is unlikely to be made on the basis of one examination,
especially if the child is very young.” (Humphries, 2000, Assessment, para. 4)
9.2
Reference listing
This section on referencing is strictly for guidance purposes only and is a selective
representation of a mere handful of commonly encountered documents and of ways of dealing
with them, using the APA style. As such, in no way is this brief guide meant to be a substitute for
detailed consultation of the latest version of the reference manual in use, which is highly
recommended. The most recent version to date of the APA manual is the 2001 edition:
Publication manual of the American Psychological Association (5th ed.). Washington, DC:
American Psychological Association.
9.2.1
Referencing: Standard form
There must be no ambiguity or lack of clarity in the reference of a document or source. The
reader must be immediately aware of:






The author or authors;
The type of publication (book, journal, etc.);
The name of the publication;
The date of the publication;
The place of publication and publisher; and
Any other relevant information (e.g. page numbers of journal articles, or whether the
source is a chapter in a book edited by someone else).
Abbreviations of journal names should be avoided. There is a list of standard abbreviations of
journal titles, but the number of journal continues to increase rapidly. The recommended practice
is to give the journal title in full.
The use of standard form requires consistent usage. Slipping in and out of the use of standard
form may confuse readers. It is common for all the facts of publication (city, publisher, and date)
to be given except in the following cases:


Original classical and biblical works.
Legal works and some public documents which usually omit all but the date.
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
Dictionaries, general encyclopaedias and atlases when it is acceptable to omit all but
edition and date.
For the place of publication, give the city. This will often be sufficient; but if the city is not well
known, or may be confused, give more information (e.g. Cambridge refers to Cambridge in
England, but Cambridge, MA must be used for Harvard University Press in the USA.) For foreign
cities use the English version of the name, not the foreign one. It is permissible, when two places
are shown (e.g. London and New York) to use both, but in general this is to be avoided.
The last date of copyright or the last edition date (which will be the same on books still in
copyright) that is shown in the book consulted is the date that you give for that book. Reprint or
new impression dates should not be given. If no date is evident, put 'n.d.' (no date).
9.2.2
Referencing: General format
It should be noted that standard form is something that has grown through requirements and
traditions, and does not derive from a theory or referencing. Thus, standard form is what is
familiar and expected, and not necessarily what is logically the most appropriate.
In the following example a precise format is used.
variations from it must be consistently followed.
This format is not obligatory, but any
Simpson, C.M. (1995). Internet for Library Media Specialists. Worthington, OH: Linworth.
Note that the above reference to the book by Simpson, contains the following elements in the
following order:



Surname of author.
Initials of first and middle names
Year of publication in parentheses (If you have more than one title by the same author
published in the same year, distinguish one from the other by adding lower case letters (a,
b, c, etc.) to the year of publication (1995a) (1995b), etc.
 Title in italics and with each key word starting with a capital letter.
 Place of publication (Name of city. In the case of cities in the US it is customary to also
name the State in abbreviated form. In this case, the State of Ohio is abbreviated in
standard fashion to OH. A full list of American State abbreviations is given in the APA
manual as Table 13).
 Publisher's name (Leave out words such as Co., Ltd., Inc., etc. Therefore, not Linworth
Inc., but Linworth).
The first reference below is an example of a reference to a chapter in a book edited by Olson. The
name of the chapter follows the name of the chapter author; the name of the book follows the
name of the book editor. The second reference provides an example of a reference to a paper
published in the journal Child Development. The third and fourth examples constitute a reference
to a paper presented at a conference and to an unpublished research report respectively.
Wood, D. (1980). Teaching the young child: Some relationships between social interaction,
language and thought. In D.R. Olson (Ed.), The Social Foundations of Language and
Thought: Essays in Honor of Jerome S Bruner. New York: Norton.
Wertsch, J.V., McNamee, G.D., McLane, J.B., and Budwig, N.A. (1980). The adult-child dyad as a
problem-solving system. Child Development, 51, 1215-1221.
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Garton, A.F. (1983). Children's language use in collaborative and conflict patterns of interaction.
Paper presented at Third International Conference on Social Psychology and Language,
Bristol.
Girotto, V. (1991). Children's performance in the selection test: Plausibility and familiarity.
Unpublished research report, Open University, U.K.
Note the use of the following conventions in the above examples:

Entries should be single-spaced.


Entries should be separated by double-spacing.
The first line of each entry should start flush with the left margin.

If the entry runs beyond one line indent the second and subsequent lines as shown in the
examples above, i.e. 2-5 spaces further in. This is organised using the tab ruler in word
processing.

Capitals should only be used as shown. In particular, neither authors' name nor books, nor
journals should be completely in capitals.
Book titles and names of journals should have each word (except conjunctions, etc.) begin
with a capital letter, and the titles of books and names of journals should be either underlined
or italicised.
Titles of journal articles and unpublished works should have no capitals except for the
opening letter and any proper nouns.
Quotation marks should not be used for any title except to pick out words so emphasised in
the original.
Place of publication should precede the publisher and be separated by a colon as shown.
Following the name of a journal there should be: a comma, the volume number (the number
only), the issue number, and the pages covered by the article. It is not strictly necessary to put
'vol.' for volume, or 'pp'. for pages.
Part numbers or months, etc., of journal issues are not strictly necessary.






9.2.3
Italicising
Using the reference examples given in the preceding section, note the following
conventions in the use of italics.


Italicise only the titles of published books or the names of journals, newspapers, etc.
Italicise titles of unpublished dissertations or unpublished work.
9.2.4
Books
The following are examples of referencing for books, chapters in a book and conference
proceedings.
A book with two authors
Donelson, K. L., & Nilsen, A. P. (1997). Literature for Today's Young Adults. New York: Longman.
A book with three or more authors
Cachia, C., Mifsud, C., & Sammut, P, M. (1991). The Marine Shelled Mollusca of the Maltese
Islands: Part One, Archaeogastropoda. Marsa: Grima.
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In the text, the first citation will be Cachia, Mifsud and Sammut (1991) and subsequent citations
will be Cachia et al. (1991). Note that ‘et al.’ is not in italics.
Note that an ampersand (&) or and always precedes the last author. A sub-title, when one exists,
should be stated. It is separated from the title proper by a colon and a space and always starts
with a capital letter, as above.
A chapter in an edited book
Macdonald, D. and Brooker, R. (1999). Assessment issues in a performance-based subject: A case of
Physical Education. In P. Murphy (Ed.), Learners, Learning and Assessment. London: Paul
Chapman.
Note that the title of the book from which the chapter was taken is in italics. The title of the
chapter itself is not in italics.
A corporate author
Workers' Participation Development Centre. (1992). Annual report for the years 1990 & 1991.
Msida: Malta University Press.
In the above example, the corporate author is an institute of the University of Malta. A corporate
author can also be an organisation, a body, an association, etc., but is not usually a person.
Editions following the first edition
Blazek, R., & Aversa, E. (1994). The Humanities: A Selective Guide to Information Sources
(4th ed.). Englewood, CO: Libraries Unlimited.
The edition statement is placed in parentheses and follows the book title, as above.
Conference Proceedings
Gatt, S. ( 2000). Science in the Primary Curriculum. In J. Giordmaina (Ed.) National Curriculum on
its way: Proceedings of a conference of the implementation of the National Curriculum
Malta. Msida: Ministry of Education, Education Division, Faculty of Education, University
of Malta.
9.2.5
Dissertations, theses and conference papers
Dissertations, theses and conference papers are referenced as follows.
Lawer, D. (1993). Libraries for the people: A comparative study of the organisation and
management of public library services in Malta and Cornwall. Unpublished master's
dissertation, University of Central England, England.
Imber, A. (2003). Applicant reactions to graduate recruitment and selection. Unpublished
doctoral thesis, Monash University, Melbourne, Victoria, Australia.
Wertsch, J.V. (1980). Semiotic mechanisms in joint cognitive activity. Paper presented at joint
US-USSR Conference on the Theory of Activity, Moscow.
Boweler, D. L. (1993). Employee assistant programs supervisory referrals: Characteristics of
referral and non referring supervisors. Dissertation Abstracts International, 54, (01)
534B. (UMI NO 9315947)
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In the first three examples above, note that the titles of the dissertation, thesis and conference
paper are in italics.
In the Boweler example, note that for dissertations abstracted from the “Dissertation Abstracts
International” (DAI), the title of the actual dissertation is not in italics.
9.2.6
Periodicals
Examples of referencing for articles in journals, magazines and newspapers are given below.
Journal article in a journal paginated by volume
Du Boulay, J. (1991). Strangers and gifts: Hostility and hospitality in rural Greece. Journal of
Mediterranean Studies, 1, 37-53.
Note that the journal title and the volume number, not the article title, are in italics. The page
numbers are not in italics.
Journal article in a journal paginated by issue
Stutte, H. (1972). Transcultural child psychiatry. Acta Paedopsychiatrica, 38 (9), 229-231.
Note that the issue number is given in parentheses, but is not in italics.
Magazines and Newspapers
Cachia, T. (1988, October). A civilised way of life. The month, p. 8.
Cachia, T. (1988, October 8). A civilised way of life. The week, p. 12.
Cachia, T. (1988, October 8). A civilised way of life. The daily, pp. 17-18
Wood, M. (2001, December 14). Malta needs a sport school. The Times, p 28
The three references to the Cachia article “A civilised way of life” are fictitious, and were made
up to illustrate the methods of referencing for different types of newspapers or magazines.
Moving downwards from the first Cachia reference, they exemplify references to three articles
with the same name and published in a monthly magazine, a weekly magazine and a daily
newspaper respectively.
9.2.7
Electronic sources
Because of the rapidly changing environment within which electronic sources originate, it is
expected that their citation and referencing will continue to evolve with the emerging
technologies. If one is using APA style for the References section, the following basic
information should be included where available:





The author/editor's last name and first initial (if known);
The date (Year, Month Day) "published" in parentheses: include as much of the date as is
available, and use (n.d.) when no electronic publication date is available;
The full title of the work, paper or article;
The title of the complete work in italics;
The edition of the work in parentheses if relevant; and
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
The date of retrieval (i.e. when accessed) and internet source (i.e. the exact URL
address).
Examples of referencing for different electronic sources are given in the following
subsections.
A Sound/Audio Cassette
Bennett, J. G. (Speaker). (1976). Guardjieff: The man (Cassette Recording No. SS 124). London:
Seminar Cassette.
The name and, in parentheses, the function of the principal contributors (in this case, Bennett, the
speaker are first specified. The medium following the title (in this case Cassette Recording)
follows. If a number which is useful for identification accompanies the item, this is also included
as in the example above, enclosed in parentheses. If there is no such number, include the name of
the medium in square brackets, not parentheses, thus: [Cassette recording].
Note that recorded speeches/lectures/presentations/seminars that have not been published may not
be used for referencing. This is because the speaker would not have had the opportunity to
review/edit the speech for the sake of accuracy.
A Video Cassette
Jump, G. (Producer). (1983). Alcoholism: The pit of despair [Video cassette, VHS and Beta]. New
York: AIMS Media.
The principal contributor(s) is specified as in the preceding example. The system used for video
recording is shown next. If the item has a number useful for identification, it should follow the
name of the medium and both should be within parentheses rather than square brackets. When no
date is available, (n.d.) is used instead of the date.
Internet Sources
The following are a few examples based on APA style:
Individual work/document/web page available on university programme or department
website
Trapp, Y. U. (2005). Multiple intelligences: The learning process in our students. Retrieved July 1,
2006, from Yale University, Yale-New Haven Teachers Institute Website:
http://www.yale.edu/ynhti/curriculum/units/2001/6/01.06.10.x.html
Web page that lists no author
New child vaccine gets funding boost. (2001). Retrieved March 21, 2001, from
http://news.ninemsn.com.au/health/story_13178.asp
When there is no author for a Web page, the title moves to the first position of the reference entry.
The text citation would then just cite a few words of the title to point the reader to the right area of
the reference list as in the example below:
…are most at risk of contracting the disease ("New Child," 2001).
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Website material that has no author, no year, and no page numbers
Style list for references. (n.d.). Retrieved January 1, 2001, from http://www.apa.org
9.2.8
Referencing CD-ROMs & Computer Software
CD-ROM
Dorling Kindersley. (1995). World Reference Atlas [CD-ROM]. London: Dorling Kindersley.
Note the use of square brackets in denoting the medium, in this case CD-ROM.
Computer Programme, Software, or Programming Language
Brown, C. J. (1990). Library system software demo [Computer Software]. Brighton: Spiral
Information.
One can consult the following websites for more examples:
APA style guide: http://apastyle.apa.org/
Electronic Reference Formats (APA Style): http://www.lib.jjay.cuny.edu/research/erefnew.pdf
Institute of Electrical and Electronics Engineers (IEEE):
http://www.lib.monash.edu.au/tutorials/citing/ieee.html
9.3
The Reference List of a dissertation
The Reference List should only contain a list of those works cited in the text. If a work has been
consulted but not cited, and is thought to provide an important background to the discussion, it
should be noted in an addendum to the Reference List (e.g. Bibliography or Additional Readings),
but not in the main Reference List.
The presentation of Reference Lists must consistently follow one of the standard forms or
accepted methods. Authors, books and journals must be listed accurately in the correct form.
Names of authors, books and journals must only be listed if the material has been read. Errors
will always lead to the suspicion that the student has not in fact consulted this source at all.
9.3.1
Common errors
Common errors in spelling and referencing in the Reference List are often referred to the student
for correction following the examination of the dissertation.
Word processing has a convenient spell check facility; however, this does not detect all typing
errors (e.g. from instead of form), or misspelling of surnames.
American spelling (e.g. color [American] vs. colour [British]) can pose a further problem. The
word ‘program’ may be accepted when used with computers or in programmed learning, but not
elsewhere. It is wise to conform to British English for the purpose of the dissertation. There are
common errors of usage for words, such as: affect-effect; data-date-datum; except-accept;
homogeneous-homogenous; it’s-its; practice-practise; one’s-ones; and advice-advise.
The following are common errors that are often found in Reference Lists:
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






Incorrect order of items in entry;
Incorrect spelling of authors and titles;
Listing of books not referred to in the main dissertation text.
Omitting the title of a paper in a journal, or the name of the journal, or other detail;
Incorrect indication of the volume number and page number of journal articles;
Using abbreviations and not full titles of journals (unless the referencing system chosen
allows for this);
Generally inconsistent use of standard form.
Many of these errors could be avoided by keeping a physical card-file or Excel file of accurate
references compiled at the time of consulting the source. If these are kept in alphabetical order
they can be extracted to make a Reference List at the end of the process.
9.3.2
Example of a Reference List
The specimen excerpt of a Reference List which follows should be studied carefully. Particular
attention should be paid to the setting out and details. The following points must always be
observed:










Capital letters must only be used as illustrated. It is not good practice to put names
(Surnames) in capitals.
Each entry must be single-spaced.
Double-spacing must be used between entries.
Entries must be in strict alphabetical order.
Note how the eight entries for Wertsch and others are listed. The alphabetical order of the
second authors must be followed.
Note that the 1985 entries for Wertsch are listed in the order they have appeared in the
text.
Titles of journal articles must be consistently shown in full and with as few capital letters
as possible.
Titles of book and journals must be consistently shown with most words initially
capitalised. Articles, conjunctions and prepositions must not be capitalised, unless they
occur as the first word.
Dates, volume numbers and pages must be shown consistently.
The use of commas, colons and full-stops must also be consistent throughout.
Note. The reference system presented on the following pages is a model students are advised to
adopt.
Warren-Leubecker, A., & Bohannon, J.N. (1982). The effects of expectation and feedback on
speech to foreigners. Journal of Psycholinguistic Research, 11, 207-215
Wellman, H.M. (1990). The Child's Theory of Mind. Cambridge, MA: Bradford Books/MIT
Press.
Wells, C.G. (1985a). Language Development in the Preschool Years. Cambridge: Cambridge
University Press.
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Wells, C.G. (1985b). Preschool literacy related activities and later success in school. In D.R.
Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, Language and Learning: The Nature
and Consequences of Reading. Cambridge: Cambridge University Press.
Wells, C.G. (1987). The Meaning Makers. London: Hodder and Stoughton.
Wells, C.G., & Robinson, W.P. (1982). The role of adult speech in language development. In C.
Fraser and K. Scherer (Eds.), The Social Psychology of Language. Cambridge:
Cambridge University Press.
Wertsch, J.V. (1980). Semiotic mechanisms in joint cognitive activity. Paper presented at joint
US-USSR Conference on the Theory of Activity Moscow.
Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. In B. Rogoff
& J.V. Wertsch (Eds.), Children's Learning in the `Zone of Proximal Development`. San
Francisco: Jossey Bass.
Wertsch, J.V. (1985a). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard
University Press.
Wertsch, J.V. (Ed.) (1985b). Culture, Communication and Cognition: Vygotskian Perspectives.
Cambridge: Cambridge University Press.
Wertsch, J.V. (1985c). Adult-child interaction as a source of self-regulation in children. In S.R.
Yussen (Ed.), The Growth of Reflection in Children. New York: Academic Press.
Wertsch, J.V., McNamee, G.D., McLane, J.B., & Budwig, N.A. (1980). The adult-child dyad as a
problem-solving system. Child Development, 51, 1215-1221.
Wertsch, J.V., Minick, N., & Arns, F. (1984). The creation of context in joint problem solving.
In B. Rogoff & J. Lave (Eds.), Everyday Cognition: Its Development in Social Context.
Cambridge, MA: Harvard University Press
Wertsch, J.V., & Rogoff, B. (1980). Editor's notes. In B. Rogoff & J.V. Wertsch (Eds.),
Children's Learning in the `Zone of Proximal Development'. San Francisco: Jossey Bass.
Wexler, K., & Culicover, P.W. (1980). Formal Principles of Language Acquisition. Cambridge,
MA: MIT press.
Whiten, A. (Ed.) (1991). Natural Theories of Mind. Oxford: Basil Blackwell.
Wilcox, B.M. (1969). Visual preferences of human infants for representations of the human face.
Journal of Experimental Child Psychology, 7, 10-20.
Williams, E. (1987). Introduction. In T. Rogers & E. Williams (Eds.), Parameter Setting.
Dordrecht: D. Reidal.
Wood, B. (1976). Children and Communications: Verbal and Nonverbal Language Development.
Englewood Cliffs, NJ: Prentice Hall.
Wood, D. (1980). Teaching the young child: Some relationships between social interaction,
language and thought. In D.R. Olson (Ed.), The Social Foundations of Language and
Thought: Essays in Honor of Jerome S Bruner. New York: Norton.
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References
Pumfrey, P., Jones, L., Lees, C., & Millar, S. (Eds). (1997). Form and Style in Writing
Dissertations and Theses. University of Manchester, Faculty of Education.
American Psychological Association. (2001). Publication Manual of the American Psychological
Association (5th ed.). Washington, DC: American Psychological Association.
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Appendix 1: Faculty Policy regarding the Dissertation
Study Unit.
FACULTY OF EDUCATION
B.Ed. (Hons) Dissertation Committee
Faculty Policy Regarding the Dissertation Study-Unit
In The Bachelor of Education (Honours) Course
As approved by the Faculty Board on the 19th of December 2007
1. GENERAL
1.0
Rationale, aims and objectives:
Rationale:
The rationale for the undergraduate dissertation study-unit is to introduce students to academic
research and academic report writing in education. The main aims and objectives of this
study-unit include the following (the list is neither comprehensive nor exclusive):
Aims:
Through this study-unit, the students will be guided to:
 conduct research to study a specific problem in the field of education in depth;
 carry out an investigation in an ethical, systematic and scientific manner; and
 produce a written academic report of the study.
Objectives:
Through this study-unit, the students will develop reflective and/or creative practice and analytic
and academic writing skills. The main objective is for students to go through the following
experiences and processes of academic investigation and writing:
selection of area of interest within educational research;
critical appraisal and acknowledgement of the relevant literature;
identification of the research question/s;
design of a research project that can address the question/s;
selection of the appropriate research method/s;
explanation of the reasons for taking up a research methodology/ies
consideration of due and sensitive ethical issues; and
 production of a sound, clear and coherent academic written presentation of the
research issues, literature review, methodology, results where applicable, discussion
of the research and/or product and a conclusion.
1.1
In this Faculty Policy, unless the context otherwise requires
“Dissertation” means the final work submitted to and approved by the Dissertation Committee for
the fulfilment of the study-unit EDU 4205 regulated by this policy-document;
“Dissertation Committee” means the Dissertation Committee appointed by the Faculty Board of
the Faculty of Education to co-ordinate the process of the dissertation study-unit for the
B.Ed. (Hons) course;
“Supervisor” means the person appointed by the Faculty Board on the recommendation of the
Dissertation Committee who shall guide and assist the student in all the phases of the
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dissertation. The supervisor will tutor the student’s work, keep records of student’s progress
and examine the dissertation;
“Advisor” means the person appointed by the Faculty Board on the recommendation of the
Dissertation Committee who shall assist the supervisor, and/or guide and assist the student
in the various phases of the dissertation as deemed necessary. The Advisor will examine
the dissertation;
“Student” means the B.Ed. (Hons) undergraduate, who is fully responsible for completing and
presenting the dissertation by the set deadline. The student is expected to request
appointments for tutorials with the Supervisor/Advisor and to attend any meetings called by
the Supervisor/Advisor.
“Examination Board” means the Examination Board appointed by the Faculty Board of the
Faculty of Education on the recommendation of the Dissertation Committee.
1.2
All B.Ed. (Hons.) students are to submit a dissertation, which may either be an individual or
joint project with the work value of twelve (12) credits.
1.3
The Dissertation study-unit is co-ordinated and regulated by the Dissertation Committee.
1.4 The Dissertation Committee establishes and follows its own procedures.
1.5
The topic of the dissertation may be chosen from any area pertaining to education, where
education is understood to incorporate a broad range of subjects. Topics should usually fall
within the range of topics indicated in the list of areas of interest of Supervisors and
Advisors, or within their area/s of specialisation recommended as published by the
Dissertation Committee.
1.6
The Dissertation study-unit will be carried out under the supervision of a recommended
Supervisor. The work shall be presented, in terms of time and format, in conformity with
the guidelines established by the Faculty of Education.
1.7
Recommended Supervisors and Advisors should preferably be full-time or part-time staff of
the University of Malta with formal teaching and/or research duties, in possession of a
Master’s Degree, or its equivalent, or a higher degree. In exceptional circumstances, the
Dissertation Committee may approve ad hoc Supervisors and Advisors on the basis of their
expertise and/or relevant professional qualifications.
1.8
The Dissertation Committee is responsible for updating the list of recommended
Supervisors and Advisors, and their areas of interest.
Supervisors and Advisors shall ensure that there is no conflict of interest in the supervision
of the dissertation. A conflict of interest exists when it can be reasonably determined that a
supervisor’s / advisor’s personal and/or financial concerns could directly and significantly
influence the design, conduct, or reporting of research activities.
1.9
1.10 A change of Supervisor and/or Advisor can be effected by the Dissertation Committee at
the request of the Supervisor, Advisor and/or the student/s.
2. PROCEDURES
2.0 The Dissertation Committee will hold a briefing meeting for B.Ed. (Hons.) students early in
the second semester of their second year of studies.
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2.1 Without prejudice to any other documents that students may be required to refer to, during
this briefing meeting, students will be referred to an information pack containing the
following items: the Dissertation Proposal Form; the List Of Areas Of Interest offered by
Supervisors and Advisors, Faculty of Education Policy regarding the Dissertation Studyunit, the Dissertation Guidelines, the Dissertation Progress Diary, the Guidelines of the
University of Malta Research Ethics Committee, the Research Ethics Form of the
University of Malta Research Ethics Committee and the Faculty of Education Consent
Form.
2.2
The student shall be responsible to propose a topic for the dissertation together with the
endorsement of a prospective Supervisor to the Dissertation Committee.
2.3 The Supervisor, in consultation with the student, may ask for the assistance of an Advisor.
2.4
In compliance with Research Ethics requirements of the University of Malta, students will
be advised on issues related to ethics in the process of research, in the first instance, by their
Supervisor. The Dissertation Committee and the Research Ethics Committee of the Faculty
of Education will liaise as necessary with the University Research Ethics Committee and
notify the students on the relevant Research Ethics issues and requirements.
3. PROPOSALS
3.0 Students' proposals may be submitted either by the end of the third week of May of their 2nd
year of study or by mid-January of the first semester of the 3rd year. Students on exchange
visits have to ensure that they also submit their proposal by the same dates. The dates will
be communicated through the official channels of the University.
3.1
Students who have difficulty finding a Supervisor to supervise their dissertation will inform
the Dissertation Committee by not later than the end of April of their 2nd year of study.
3.2
Failure to hand in the proposal by the deadline of the first semester of the 3rd year will be
penalised by a 5% reduction of the dissertation’s final mark.
3.3
The proposal is to be submitted on the official Dissertation Proposal Form of the Faculty of
Education, and shall include as appropriate:
 a provisional title;
 the date, course year and proposal number (i.e. 1st, 2nd proposal);
 the name of the student/s who is/are submitting the proposal;
 a brief description of the topic and objectives of the dissertation;
 a brief overview of the main issues in the area of research;
 an indication of the research method/s which will be used, including description/s and
size of sample;
 the language / languages of writing the dissertation;
 a list of 3-6 keywords;
 the name, contact details and signed approval of the Supervisor, and, where
applicable, that of the Advisor; and
 the Research Ethics Form of the University of Malta Research Ethics Committee.
3.4
The Faculty of Education Research Ethics Committee will establish the date by which
students are to forward to it all relevant documents required in conformity with the
Research Ethics Form (request for approval of Human Subjects Research) of the University
of Malta Research Ethics Committee.
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3.5
The Dissertation Committee shall meet to review and approve the dissertations proposed to
it.
3.6
Supervisors and students shall be notified when proposals have been approved. The final
approved proposal will be presented to all the members of the Examination Board.
3.7
The Dissertation Committee may refer proposals back to the Supervisor and students
concerned for amendments and/or resubmissions.
4. SUPERVISORS AND ADVISORS
4.0
Supervisors and Advisors are to note students’ progress in writing on the official Faculty of
Education Dissertation Progress Diary. In the case of dissertations involving more than one
student, the Supervisor and Advisor should sign the Dissertation Progress Diary of every
student. The Dissertation Committee may consult such Dissertation Progress Diary while
the study-unit is still on-going. The Dissertation Progress Diary is to be submitted by the
students to the Dissertation Committee upon submission of the dissertation.
4.1
Supervisors and/or students shall inform the Dissertation Committee as a matter of urgency
if a major difficulty arises which in their opinion might prejudice the presentation of the
dissertation according to established procedures.
4.2
A student, with the consent of the Supervisor, shall submit a formal letter to the Dissertation
Committee in order to request consideration for approval of any major change in the topic
or scope of the dissertation. Change will be allowed in the proposed topic/scope of the
dissertation only in exceptional circumstances, and normally, not after the end of June of
the third year.
4.3 The Dissertation Committee will advise the Dean on the appropriate course of action should
a situation develop which in the opinion of the Dissertation Committee makes a change of
Supervisor necessary.
5. STYLE and FORMAT
5.0
Dissertations shall be presented in conformity with the standards of the subject area and the
particular methodology adopted in the field of study. Referencing shall follow established
academic procedures normally followed by the relevant discipline (e.g. American
Psychological Association [APA], Harvard Referencing System, Chicago Manual of Style
and others).
5.1
The title, including any subtitle of the dissertation, should normally not exceed 15 words.
Students will normally be required to submit the final title of their dissertation on the
official Exact Title Form by the end of February of the 4 th year of studies.
5.2
The main text of the dissertation, including all footnotes, shall be between 10,000 and
13,000 words in length. For the purpose of the word limit, references and bibliographies,
ethnographic field-notes, verbatim transcripts of discourse, tables, graphs, worksheets,
programme listings and other media or curriculum material will not be considered. The
work of two students shall be between 14,000 and 16,000 words in length.
5.3. The Dissertation Committee, will establish a word limit or the amount of work required
following the criteria established in 5.2. Mutatis mutandis in the case that more than two
students are working on a write-up or in the case of a project.
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5.4
In exceptional cases the Dissertation Committee may, after considering a recommendation
from the Supervisor, allow the presentation of a longer dissertation, and or an extension in
time. Applications for word/time extensions must be made on the official forms of the
Faculty of Education which have to be handed in at the latest, four weeks prior to the
submission date.
5.5
The dissertation can be written in any language, subject to the approval of the Dissertation
Committee at the proposal stage. Irrespective of the language in which the dissertation is
written, an Abstract in English must be included.
5.6
The dissertation shall be word-processed and must be printed on white A4 paper. Each page
should normally have top and bottom margins of not less than 1.5cm while it is suggested
that the left margin will be of 2cm and the right margin of 4cm (to allow for trimming of
paper and binding)
5.7
Appendices, indices and related material shall normally be bound with the main text of the
dissertation. When they are unsuitable for binding within the main text of the dissertation
the Supervisor shall consult with the Dissertation Committee as to the appropriate format
for their presentation.
6. SUBMISSION
6.0
Dissertations shall be submitted by a date to be determined by the Dissertation
Committee, normally by the Friday of the first week of May of the 4 th year of studies.
Dissertations submitted within two weeks after that date will incur a penalty of 15% of the
mark allotted to it. No dissertation will be accepted after the end of the two week
concession.
6.1
Three loose copies of the dissertation must first be presented and registered at the Faculty of
Education before the end of normal office hours of the submission date established. Where
there is an Advisor as well as a Supervisor four loose copies of the dissertation must be
presented.
6.2
A copy of the final approved proposal shall be included with the dissertation copies when
the latter are submitted for examination.
6.3
By mid-June, the three (or four) unbound copies will be returned to the student/s together
with a copy of the official Examination Report.
6.4
Depending on the official Examination Report, the student may be required to effect
corrections and/or amendments to the dissertation before bound copies are handed in.
6.5
One bound copy (where there is an Advisor two bound copies); and three copies of the
dissertation on CD-ROM in the stipulated format are to be submitted to the Faculty by midJuly. Bound copies will be forwarded to the Supervisor and Advisor. A ‘read-only’ soft
copy of dissertations awarded grade C+ or higher will be forwarded to and made available
at the University Library. Two ‘read-only’ copies of all dissertations recorded on CD-ROM
will be kept at the Teachers’ Resource Centre. One will be kept for reference only, and the
other will be available on loan. ‘Read-only’ soft copies of dissertations awarded less than
grade C+ will be kept at the Teachers’ Resource Centre, for reference only.
6.6
The Faculty of Education reserves the right to publish the Abstract in any form it deems
necessary.
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6.7
On the request of the student a Supervisor may make a recommendation to the Dissertation
Committee to close access to the dissertation for a period of time, only if the reason for
doing so is deemed acceptable by the Dissertation Committee. In such cases, the
dissertation Abstract will be included in the Faculty of Education and the University Library
databases, showing that access to the dissertation is denied for a specific period of time.
6.8
Closed dissertations shall be sealed and stored at the University Library in a manner
determined by the Dissertation Committee. The date of open access shall be written on the
sealed material and on the relevant entries in lists and catalogues of dissertations.
7. EXAMINATION
7.0
The dissertation shall be examined by an Examination Board composed of a Chairperson,
preferably chosen from among the members of the Faculty of Education staff, the
Supervisor, and one or more members. In the case where an Advisor has been appointed to
assist in the research, the Advisor is to be part of the Examination Board in addition to the
Chairperson and the other two members. The Examination Board for each dissertation shall
be appointed by the Faculty Board on the advice of the Dissertation Committee.
7.1
The award of the grade and any revision of a grade will follow the University of Malta
Undergraduate Regulations 2004 (article 36) or any other regulation approved for the
purpose by Senate.
7.2
The Chairperson shall call a meeting of the Examination Board. He or she is responsible for
drawing up the official Examination Report that contains the agreed conclusions and grade
reached by the Examination Board. The official Examination Report needs to be signed by
all the members of the Examination Board.
7.3
Length of text which, in the opinion of the Examination Board, unjustifiably exceeds the
recommended word limits may be penalised by the same Examination Board.
7.4
The Examination Board may refer a dissertation for corrections and amendments. The
Examination Board shall specify what corrections and amendments the candidate/s
concerned is/are required to make. In this case, the Supervisor shall give the list of required
corrections and amendments to the candidate/s. The Examination Board shall recommend to
the Dissertation Committee a time limit by which the dissertation must be submitted,
normally not later than mid-July of the year of examination.
7.5
A dissertation may be referred for amendments and corrections, if, in the opinion of the
Examination Board any of the abbreviations, notations, references and bibliographical
entries diverge unnecessarily from accepted conventions, or if they are inaccurate,
incomplete, insufficient or inconsistent.
7.6
A dissertation may be referred for amendments if in the opinion of the Examination Board
the appendices are excessively lengthy or irrelevant to the dissertation.
7.7
In cases of a potential F [Fail], the Examination Board may require the candidate/s
concerned to submit to a viva voce examination before at least three (3) members of the
Examination Board.
7.8
In exceptional circumstances, the Examination Board may consider awarding different
marks and grades to candidates working on the same project. In such cases, each candidate
will be required to submit to a viva voce examination before at least three (3) members of
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the Examination Board. Each candidate will eventually receive a separate official
Examination Report.
7.9
In the cases described in 7.7 and 7.8, the candidates shall be given one week's notice that
they are required to attend a viva voce examination at a certain date, time and place by
means of an official notice to this effect issued by the Examination Board.
7.10 The Supervisor will monitor amendments and changes submitted. The student and the
Supervisor are to sign a declaration that the alterations required have been completed in the
final version of the dissertation.
7.11 Failed referred work must be resubmitted before the end of April of the following academic
year. Those dissertations that are referred for failed, unsatisfactory or incomplete work
will, if successful, be marked at the pass mark D (45).
7.12 A dissertation may not be referred more than once except for very minor typographical
corrections and with the approval of the Dissertation Committee. In such cases the
dissertation may be referred for a maximum of one week.
7.13 Cases of plagiarism and other intellectual dishonesty will be penalised according to the
University of Malta regulations regarding plagiarism and malpractice.
7.14 The official Examination Report and the final mark and grade will be communicated to the
Dissertation Committee. A list of the final results will be communicated to the Faculty
Office for the publication of results.
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Appendix 2: Sample Outlines for the Report on Different
Dissertation Types
The following are possible outlines of the presentation of the written report for 3 common
dissertation types.
1. Literature based study
Chapter
Standard Components
1. Introduction
Purpose of Research
Significance of Research and what has led you to choose this
subject
Research question
Description of the dissertation’s structure
2. Context
Presentation of the theoretical framework
An account of context related to the Research. This may
include an account of the historical/socio-political/cultural
context or biographical details
3.Major contribution
4.Application
context
to
Outline and discussion of major concepts/issues raised through
the Research question
the Exploration of major concepts/issues in particular contexts
Discussion of implementation of suggested strategies
5. Conclusions
Summary of key issues, arguments and suggestions
Limitations
Conclusions
References
List of all documents and sources referred to in the main text
2. Investigative Style
Chapter
1. Introduction
Standard Components
Purpose of Research
Statement of the Research issues
2. Literature Review
Compiling current academic research
Primary and secondary sources indicated clearly
Building a research argument for the study
Statement of the research questions
3. Methodology
All aspects of methodology chosen supported by literature
Research design
Sample
Method (qualitative and/or qualitative)
Tool
Pilot study
System of analysis
Limitations of the study
Ethical Issues
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Chapter
Standard Components
4. Results
Comprehensive presentation of findings
Text supported by clear and accurate graphical/tabular
representations
5. Discussion
Results analysed in the light of existing literature
Realistic and insightful interpretation of results
6. Conclusions
Summary of key results
Limitations
Linked
and
feasible
recommendations
recommendations for further study)
References
(including
List of all documents and sources referred to in the main text
3. Projects
Chapter
1. Introduction
Standard Components
Purpose of project
Statement of educational value of project
2. Literature Review
3. Production
4.
Trialing
Testing
6. Conclusions
References
Address the topic of the project and pedagogical issues
Critical Review of Current academic research and any similar projects
Synthesis linked with project idea
Analysis of current resources
Design (including description/results of any form of needs assessment or
analysis)
Implementation
Pedagogical application: Aims, objectives, age groups, ability, using the
resources (rules, guidelines, instruction…)
and Methodology
Sample
Outcome of Evaluation
Summary of key results
Limitations
Linked and feasible recommendations (including recommendations for
further study)
List of all documents and sources referred to in the main text
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Appendix 3: Forms for students
The following Forms can be found on the website of the FoE in Students Downloads. Users need
to log in to access the following forms.
1. B.Ed. (Hons.) Dissertation Proposal Form
2. B.Ed. (Hons.) Dissertation Progress Dairy
3. The guidelines of the University of Malta Research Ethics Committee.
4. Dissertation Ethics Committee Approval Request Form
5. Dissertation Ethics: Consent form for Adult
6. Dissertation Ethics: Consent form for a child and young person
7. B.Ed. (Hons.) Dissertation Exact title of Dissertation Sheet
8. B.Ed. (Hons.) Dissertation - Declaration of Completion of Corrections to the B.Ed.
(Hons) Dissertation
9. B.Ed. (Hons.)Dissertation - Application for Extension of Word Length /Time Form
The following Forms can be obtained from the office of the administrator of the
Dissertation Committee.
10. Request for extension of Submission Date Sheet (exceptional circumstances)
The following forms are to be obtained from the relevant authorities, or downloaded,
when possible.
11. Request for Research in State Schools
12. Request for Research in Private Schools
13. Request for Research in agencies (children, young persons, adult learners)
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