Guidelines for Master's Theses at the Chair of Developing and Evaluating School-Based Interventions for Students with Learning Disabilities
Level of contribution
A Master's thesis must be an independent scientific contribution; in the literal sense, it should "create knowledge". Of course, it cannot be expected to make a major contribution to a field. As a rule, the findings of a Master's thesis represent only a very small step in the scientific process. Nevertheless, they should be innovative, i.e. contain something new: either a completely new research question is addressed, or a finding that has not yet been confirmed is replicated. Papers that merely give an overview of the literature on a topic are not acceptable (this does not apply to systematic reviews or meta-analyses). In purpose and structure, Master's theses resemble research articles in high-quality journals (e.g. Empirische Sonderpädagogik, Insights into Learning Disabilities, Journal of Learning Disabilities, Learning Disabilities: A Contemporary Journal, Learning Disabilities: A Multidisciplinary Journal, Learning Disabilities Research & Practice or Learning Disability Quarterly) rather than books or book chapters. An important prerequisite for a successful thesis is therefore familiarity with the detached and objective style, stringent argumentation and logical structure of scientific journal articles.
Choice of topic
Topics for Master's theses are usually assigned by the chair. We generally offer a selection of options that fit the profile of the chair and the expertise of the respective supervisor. Under certain circumstances, students may also pursue their own ideas.
Supervision
Writing a Master's thesis involves four steps:
1. Preparation
2. Data collection
3. Analysis
4. Writing
In the preparation phase, we provide a topic or help narrow down the research question so that it can be completed within the set period; we give feedback on submitted proposals and outlines, recommend key literature and, where necessary, help obtain the permissions required for data collection. Once the topic has been agreed, a proposal of about five pages is submitted that describes the research background and the research question and includes a detailed timetable. During data collection, we advise in particular when difficulties arise. During analysis, we give advice on analysing the data, offer short introductions to specific methods and help with computational problems. During writing, we help with specific questions.
A Master's thesis demonstrates the ability to work scientifically and independently, under supervision, within a limited time frame. The necessary skills are therefore assumed. These include searching subject databases for relevant literature, understanding and evaluating scientific texts (including texts in English), citing according to APA guidelines, structuring a text according to common conventions and applying the main methods of quantitative and qualitative research. These skills need not be mastered perfectly; many are deepened only through intensive engagement with a topic. However, supervision of Master's theses is not intended to introduce systematic literature searches or the basics of statistical data analysis. We are also unable to proofread a complete thesis before submission.
Formal requirements
A Master's thesis usually comprises 45 to 50 A4 pages (110,000 to 125,000 characters including spaces); there are no rigid rules. Regarding margins, fonts, title pages, page numbering, statutory declarations and CVs, the regulations of the Centre for Teacher Education (ZfL) apply where available. Where there are no regulations, you may design your thesis as you see fit. The ZfL determines the circumstances under which a thesis may be written by more than one student.
Tables and figures, footnotes, in-text citations and the reference list follow the APA guidelines customary in special education. An abstract, a list of abbreviations and a statement on gendered language may be included but are not required. Extensive tables of more than one page should normally be placed in an appendix, which may also contain materials, test forms or protocols. The appendix does not count towards the total page number.
Assessment
Master's theses are assessed on content and form; the degree of independence with which the project was carried out is also taken into account. In terms of content, theses graded “very good” have the following characteristics:
- The structure follows a scheme common in the empirical social sciences and is coherent; chapters and subchapters are appropriately balanced in length.
- The introduction leads coherently from a general theoretical and empirical background to a specific research question. Key terms are defined and relevant models are presented with appropriate precision. Central and recent studies in German and English relevant to the topic are considered. All essential statements are supported by reputable sources.
- The procedure is described comprehensively. All essential information (e.g. on the sample, instruments, study design and procedure) is provided, and the approach is suitable for addressing the research question.
- Data are analysed using appropriate methods and correctly. All tables and figures used to present results are clear and comprehensible.
- After the results are presented, the research question formulated at the end of the introduction is answered explicitly. Interpretation is sober and realistic. This is followed by a critical reflection on the methods and a discussion of possible practical implications. Finally, the thesis summarises how the results fit into the current evidence, which questions remain open and where future research could start.
In formal terms, theses graded “very good” meet the following criteria:
- All components of a Master's thesis are present.
- Any guidance issued by the ZfL on preparing Master's theses is followed.
- The structure meets all requirements of common manuscript guidelines.
- In-text citations and the reference list are consistent and follow common standards.
- The text is easy to read and understand; the style is precise and scientifically neutral.
- The text contains few or no spelling, grammar or punctuation errors.
In terms of independence, supervision of very good theses is characterised as follows:
- Students contact us on their own initiative to discuss key decisions (refining the research question, structure, study design and methods of analysis, etc.) and to keep us informed of their progress.
- No questions arise that are due to a lack of basic skills.
- Students familiarise themselves quickly and independently with specific theories, instruments, intervention methods, analysis procedures, etc., and need little support from us.
- Students try to find solutions to problems themselves before discussing them with us.
- Students contribute their own ideas.
- Supervision requires no more than seven individual meetings in total.