Guidelines for writing Master theses at the Chair for the Conception and Evaluation of School Support with Focus on Learning
Statement level
Master theses must represent independent scientific achievements. This means that, in the truest sense of the word, "knowledge is to be created" in some form or other. Of course, one cannot expect any significant contributions to the acquisition of knowledge in the context of a specific topic. As a rule, the findings that are brought to light by a Master thesis represent only a very small step forward in the scientific process. Nevertheless, they should be innovative, i.e. contain something new. This means that it is either a matter of working on a completely new problem or one devotes oneself to the replication of a finding whose confirmation is still pending. Written essays that merely provide an overview of the literature on a particular topic are out of the question (systematic literature reviews or meta-analyses are not meant by this). Master theses are less similar to books or book essays in terms of their purpose and structure than research contributions in high-quality specialist journals (such as "Education and Treatment of Children", "Empirical Special Education", "Journal of Learning Disabilities", "Learning Disabilities: A Contemporary Journal", "Learning Disabilities Research & Practice" or "Learning Disability Quarterly"). An important prerequisite for writing a successful Master thesis is therefore to be well acquainted with the distanced and objective style of language, the stringent argumentation and logical structure in scientific journal articles.
Selection of topics
The topics for Master theses at our chair are usually assigned by us. We usually provide a selection of options that fit the denomination of our chair and the respective expertise of the supervisor. Under certain circumstances, however, it is not impossible to implement your own ideas.
Supervision
The preparation of a Master thesis is carried out in the following four steps:
1. preparation
2. implementation
3. evaluation
4. written form
In the preparation phase, we provide a topic or help to narrow down the question so that it can be worked on within the specified time, we correct submitted exposés and outlines, we give tips on essential literature and, if necessary, we help to obtain the necessary permissions for the collection of data. After the topic has been agreed upon, an exposé (about five pages long) must be submitted, which contains a detailed time schedule and describes the research background and the research question. During the implementation, we provide advice, especially in case of difficulties that arise. In the course of the evaluation, we give tips with regard to the analysis of the data material, offer short introductions to special procedures and give advice on computational problems. During the final writing of the paper, we help with special questions.
A Master thesis is intended to prove that someone is able to work independently under supervision within a limited time frame. It is assumed that one already has the necessary skills for this. This means, among other things, that one is able to search for relevant literature in subject databases, understand and classify scientific texts (also in English), quote according to common APA guidelines, structure a text according to common practice and apply the most important methods of quantitative and qualitative research. Of course, these skills do not have to be mastered to perfection. Many of them can only be deepened in the course of intensive study. However, it is not the purpose of supervising Master theses to introduce students to systematic literature research or the nature of statistical data analysis. Nor can we proofread a complete work before submitting it.
Formal characteristics
As a rule, a Master thesis comprises 45 to 50 DIN A 4 pages (110,000 to 125,000 characters, including spaces). Rigid guidelines do not exist here. With regard to guidelines on margins, fonts, cover pages, page counting, sworn statements and curricula vitae, the regulations of the Centre for Teacher Education (ZfL) must be observed, if available. If there are no guidelines here, you can design your work as it seems sensible to you. The circumstances under which a work can be written by several students are determined by the ZfL.
With regard to the preparation of tables and illustrations, the use of footnotes, the way of citing in the text and the way of citing in the bibliography, the APA guidelines usual in special education apply. A summary, a list of abbreviations and an explanation of the use of female and male spelling may be included, but is not required. Detailed tables covering more than one page should normally be moved to an appendix. This can also include materials and test or protocol sheets. The appendix does not count in the calculation of the total number of pages.
Evaluation
The assessment of Master theses is carried out from the point of view of content and form. In addition, the grading also takes into account how independently a project was carried out. Works graded "very good" have the following characteristics in terms of content:
- The structure follows a scheme generally used in the empirical social sciences and is coherent in itself. The individual chapters and sub-chapters are appropriately detailed.
- The introduction leads from a general theoretical and empirical background to a concrete question in a coherent way. The necessary terms are clarified and the relevant models are presented with appropriate precision. Central and current studies in German and English language relevant to the specific topic are considered. All essential statements are supported by reliable sources.
- The procedure for dealing with the research question is comprehensively described. All essential information (e.g. about the sample, the survey instruments, the design of the study, the course of the study, ...) is included. In addition, the procedure is suitable for working on the research question.
- The evaluation is carried out using appropriate procedures and in a correct manner. All tables and figures used to present the results are clear and understandable.
- After the presentation of the findings, the question formulated at the end of the introduction is explicitly answered. The interpretation is done in a factual and realistic manner. This is followed by a critical reflection on the own methodological approach and an examination of possible practical implications of the results. Finally, a summary is given of how one's own results fit into the current state of knowledge, which questions have remained open and where there are starting points for future scientific work.
From a formal perspective, the papers rated "very good" meet the following criteria:
• All components of a Master thesis are present.
• Insofar as the ZfL formulates guidelines for the preparation of Master theses, these will be taken into account.
• The outline fulfils all requirements set out in the current guidelines for manuscript design.
• The citation in the text and the citation in the bibliography are uniform and also comply with the usual standards.
• The explanations are easy to read and understand, the linguistic style is precise and scientifically neutral.
• The text contains little or no spelling, grammar or comma errors.
In relation to the degree of independence, a supervisor relationship with very good work is characterised by the following features:
• Candidates contact us of their own accord to discuss the direction of the work (specification of the research question, definition of the structure, choice of research procedure and evaluation methods, ...) and to inform us about the current state of affairs.
• There are no questions to be clarified which are due to the candidate's lack of basic skills.
• The candidate will quickly and independently familiarise himself/herself with special theories, survey instruments, support methods, evaluation procedures, etc. and will require little assistance from us.
• The candidate will endeavour to find solutions to any problems that arise and only discuss them with us afterwards.
• The candidate brings his or her own ideas into the work.
• The supervision of the colloquium does not include more than seven individual appointments.