MA Geography Education

Dissertations in Geography Education

The module leader for dissertation and reports is Prof David Lambert

But the key person is your personal tutor/supervisor - this could be David Lambert, Clare Brooks, Mary Fargher or Alex Standish.

This module is a requirement.

Students on the MA Geography in Education write their dissertations (or reports) on a wide variety of topics within the field. Summaries from recent dissertations can be found in Brooks (2010) Studying PGCE Geography at M level. But also, scroll down this page and you will find a list of recent dissertation undertaken recently in the MA GeogEd.

 

But first, let's briefly consider three important questions.

 

Question 1 Is there anything special about a Dissertation (or Report) in Geography Education?

Whether a Dissertation or Report, in the MA GeogEd we insist that the research enquiry addresses questions or issues within, broadly, the field of geography education. The grand overarching questions that shape this field are ‘what is the relationship between geography and education?’ and ‘in what ways does the study of geography contribute to education?’ This encompasses issues to do with teaching and learning, technology and assessment, media and resources, environment and citizenship and many more besides ... but always within the field of geography education.

 

Question 2    What is the difference between a Dissertation and a Report in the MA GeogEd?

A Dissertation is 20,000 words and worth 60 Masters credits. It is undertaken over a period of at least 2 terms.

A Report is 10,000 words and worth 30 Masters credits. It is undertaken over a period of about one term.

Both are substantial pieces of original work, carefully contextualised with an extensive literature review. So the above distinctions do not get us very far. In the MA GeogEd we make additional qualitative distinctions, as follows:

            The Dissertation almost certainly has a substantial element of empirical investigation, involving data gathering, description, analysis and evaluation. To do this requires the careful assessment of ethical dimensions, and procedural matters to do with reliability and validity. Research design and methodology are important considerations.

            The Report may have an empirical research component, but often will not. It may be largely conceptual therefore, or based entirely on secondary resources. A Report may therefore synthesise or evaluate material already in the published domain. A Report may wish to use examples of practice, or testimony from pupils or teachers, but present these openly as illustrations or exemplars rather than artfully dressed up as (pretending to be) systematic research.

 Question 3 How is the dissertation/report module taught?

 The module is not 'taught' in the form of weekly sessions. The key is the relationship you build with your tutor/supervisor.This is a one-to-one relationship. Although it builds on contacts made between student and tutor through module assignments etc, in some ways the relationship is starting pretty well from scratch.It is a new kind of conversation you have.

Clearly this is an individualised form of teaching, depending on whether face-to-face contact is possible, the research topic, the frequency and form of contact desired by the student - and many other things besides. It is not possible to say exactly what 'the best' arrangements are.

However, notwithstanding this personalised, or a la carte, service, it is desirable to identify a ‘set menu’. Indeed, we might say that the a la carte service should only really be available after the set menu has been experienced!

Thus, all students should, with their supervisors,

·         clarify, often repeatedly, their 'Research Questions'. These should be specific, ‘researchable’ and few in number.

·         clarify the kind of research they are undertaking. This is a methodological question. Students should be wary of over-hasty categorisation such a ‘action research’ or ‘case study’ unless substantiated and carefully justified.

·         explore with care the context(s) of their research. This concerns the purpose and function of the literature review: where the research is ‘located’ conceptually in the geography education literature and in broader educational discourse.

·         work hard to say how their research is ‘illuminating’ or informative to a wider audience. This raises the question of ‘consequential validity’ of the research: what can the research tell us and what is the quality of its evidence? To whom is it significant, and why?

 

Note that dissertations and reports that are graded B or above are put into the IOE's library collection and so contribute to the sum total of geography education research in the public domain. 

  

The table below lists titles from recent dissertations/reports:

 

Name

Year

Name of Dissertation/Report

ADELAIDE, Nikki

2013

 

A road map of geography education in a bilingual Argentine school.

BATE, Ryan Stephen Robert

2013

 

 Powerful Knowledge and Geography Education: How might Michael Young’s concept of ‘powerful knowledge’ contribute to school geography?

BELL, Charlotte

2013

“What’s the point?” An investigation into the extent to which curriculum development is limited by the marginalisation of student experience in Geography education

BRADBURY, Faye

2013

How significant are different factors in influencing pupils’ perceptions of topics in GCSE Geography?

 

CHAMBERLIN, Rachel Jacqueline

2013

Exploring young people’s perceptions of locational understanding

DABBS, Laura

2013

What is the location of place in GCSE geography

in the context of GCSE reforms 2012-13?

EVANS (Nee NEED), Layla Jane

2013

 

 In what ways can a knowledge-based primary geography curriculum be enacted through Negotiated Learning strategies?

EVANS, Natasha

2013

To what extent could Young People’s Geographies contribute to school geography?

 

FARRELL, Laura

2013

To what extent does a teacher’s conception of geography influence the pedagogy and content they teach in the curriculum?

FINLAY, Karen

2013

How do students generate a sense of the Geography discipline through their school education?

HALLETT, Joanne

2013

IS IT POSSIBLE TO SHOW HOW ‘THINKING GEOGRAPHICALLY’ DEEPENS STUDENTS’ UNDERSTANDING ABOUT DEVELOPMENT?

LITTLEWOOD, Rupert

2013

Should Geography be compulsory in a knowledge-based curriculum?’

OGDEN, Emily

2013

How does context influence how two schools develop their geography curriculum?

PARHAM, Charlotte Louise

2013

The importance of geographical identity in a changing educational climate

PARSONS, Katie

2013

Merits and Flaws of providing for gifted geographers: what improvements can be made?

PATRICK, Nicola

2013

From differentiation to personalised learning: Is it preferable and really possible? An analysis of particular methods of differentiation in Key Stage 3 Geography.

RILEY, James Michael

2013

To what extent does the Geography curriculum contribute to the development of students’ ‘world knowledge’?

SAVAGAR, Daniel

2013

In what ways can personal storytelling in the geography classroom challenge students’ perceptions of places near and far?

SIMMONS, Garry

2013

 

Towards a greater understanding of the causes of African poverty

SMITH, Rebecca

2013

A case study to evaluate whether students value Geography within the KS3 curriculum.

VANSTONE, Dena

2013

Education for sustainable development: The perspectives of experienced teachers in secondary geography

 

 

 

Name

Year

Name of Dissertation

BEARY, Brighde

2012

What is the impact of a high stakes assessment environment on students learning Geography?

BONSER, Richard Hirst

2012

A case study of Geography in an Inner City School: Why are Afro-Caribbean boys inspired by the subject?

CHAMBERLAIN, Sarah

2012

To investigate how ESD affects students' development of perceptions, attitudes and values towards the environment.

CORNISH, Paul

2012

To what extent can 'Curriculum Making' in Geography using Core, Centent and Procedural Knowledge affect learning outcomes

DOLOR, Tamilia Maria

2012

To what extent does being taught physical geography increase students’ awareness of environmental issues and concerns?

DORBAN, Stephanie

2012

Geography Education's Contribution to Student's Understanding of Social and Political Conflict

FARMER, Suzanne

2012

A New Stage for 'Performativity': Can the theory of 'Performativity' help students to adopt a more critical approach to social geography

GRAY, Rebecca Claire Grace

2012

An avaluative case study of the Kunskapsskolan concept on curriculum making for Geography based on the experiences of curriculum writers at the Learning Schools Trust Academies in the United Kingdom

HOBBS, ALICE

2012

Are young children already thinking like global citizens? An investigation into the nature and extent of young children's values and attitudes concerning global citizenship

HOLLYER, Tom Charles

2012

Where have all the Places gone? Place 'Place' & Places: An investigation into the role of 'Place' within Geography Education

JOINER, Michael James

2012

‘An Analysis of the extent as to which Key Stage 3 Geography textbooks can shape students values, concepts and attitudes on ‘Education for Sustainable Development’.

LEWIS, George Charles Harbert

2012

The use of textbooks in Key Stage 3 geography classrooms: what is the current position and how has this changed?

MCBRIDE, Melissa

2012

NEW FUTURES: Perceptions and Pupil Perceptions on Effective Teaching and Learning in Geography

MEREDITH, Joanne

2012

Unity in diversity or diversity in unity - the European dimension in school geography.  The case of teaching a harmonized geography course in The European Schools.

MOULDS, Karen

2012

Critical Thinking' in Geography Education

OAKLEY, Emma Jayne

2012

Does Geography get 'Lost' in an Integrated Curriculum?

POCOCK/HRUSKA, Laura

2012

Geography textbook use and perception: a study of an inner London school

QUINN, Sara

2012

Metacognition in the Geography Classroom: An assessment of awareness levels and impacts

RAYNER, David

2012

Do you speak Geography? An investigation into the role of specialist subject vocabulary in KS3 Geography

RICHARDS, Caroline

2012

An exploration of how different leisure activities affect young peoples' map skills

RISK, Rosanna

2012

How does Literacy marking affect geographical understanding

SHAH, Jilna Laxmichand

2012

Exploring student learning and responses to the use of games and simulation in Geography lessons

SIDHU, Rajiv Daniel

2012

Secondary School Geography-An Education for Sustainable Development? An Auto-ethnographic Review

SPRY, Letitia Philippa

2012

An investigation in AS-Level students' perceptions of geography

THEWLESS, Abbie- Jane

2012

To what extent can a critical geography education help students to challenge their own assumptions about different groups of people?

WALLACE, Rebecca

2012

An investigation into the value of critical thinking in geography education.

WILLIAMS, Sarah

2012

What should be taught in Key Stage 3 Geography in Schools?

ROPER, Aine

2012

Examining the Educational Benefits of Using Audio-Visual Media to represent places in the Geography classroom

O'SHEA, Adam

2012

The role of ESD in Geography Education

EASON, Gemma

2012

Young People’s conceptualisations of distant places and the role of the tutor.

 

 

 

From 2011 and before

 

Cameron, Alexandra

2011

Education or indoctrination? An analysis of the extent to which GCSE Geography textbooks are promoting particular values, attitudes and concepts in environmental education.

Coad, Gilmour

2011

How do students make sense of Geography?  A Critical Analysis of Key Stage 3 Geography

Cox, Christopher

2011

British geography textbooks: post-war evolution and change

Harrington, Claire

2011

Assessing the visual literacy demands of A-Level Geography

Islam, Sharlina

2011

“Global citizen or the Godly Citizen.”  The place of identity in Global citizenship education From a Muslim perspective

Larsson, Diana

2011

Modernities and Geography Education: A Comparative Study of Romania, Sweden and England

Macklin, Jenna

2011

A detailed case study of KS3 Geography education and dyslexia: improving the experiences of students in Geography lessons

Melson, Nicholas

2011

A study exploring the influence of the English Baccalaureate on students’ decision making in whether or not to choose geography GCSE.

Reed, Judith

 

2011

Primary School Geography Fieldwork: A Valuable Learning Experience?

Standing, Ruth

2011

The role of the geography teacher in influencing teenage perceptions and understanding of climate change

Strydom, Linda

2011

Adapting the geography national curriculum for students with SEN within two conflicting ideological frameworks.

Ward, Laura-Jayne

2011

The English Baccalaureate: reversing the decline of school Geography?

Battram

Hannah

 

2010

 

How does secondary Geography education in the UK help in alleviating racist attitudes and what are the areas for improvement? An investigation into the responsibility of Geography education in alleviating racist attitudes

 

Boland

Denise Mary

 

2010

The Extent to Which the Location of Irish Primary School Children can Influence their “Geographical Imagination” of Urban and Rural Environments

 

Brady

Edel

2010

Geography – Making the Curriculum: An investigation into making the geography curriculum.


Isaac

Alexander

 

2010

An investigation into pupil engagement with feedback in geography

 

Jinks

David

 

2010

A CRITIQUE OF THE NEW OCR A GCSE GEOGRAPHY TEXTBOOK IN TERMS OF CONTENT, TECHNICAL QUALITY AND USABILITY.

 

Kokkinidis

Anestis

 

2010

The Politics of Scale: a comparative study of Greek geography textbooks, 1970-2010

 

Mason

Nick

 

2010

What is the role of the GA?

A survey to explore the role of a subject association for its classroom teachers.

Maxwell

James

 

2010

A small-scale study of Education for Sustainable Development (ESD) with a
whole Year 9 student group at an all-girls independent boarding school:
Can eco-managerialism develop students’ ability to ‘think geographically’?

 

McKenzie

Amy

 

2010

Developing Literacy Through Geography Improving students’ awareness of literacy alongside subject-specific teaching

 

Persaud

Indra

 

2010

‘Teaching Geography’, the journal: a critical discourse analysis

 

Reckless

Nichola

 

2010

‘My Place’: Hacking into the curriculum. How might digital literacy impact geography classrooms?
A teachers response to opportunities for developing geography resources for Key Stage 3 using new technologies.

 

Sammar

Iram Rehman

 

2010

Perceptions of Global Citizenship: To what extent is this Geography in disguise?

 

Shippey

Sarah

2010

An indoor childhood

 

Sidwell

Julius

 

2010

A critical analysis of the assessment practices in the Geography departments of independent schools.

 

Slinger

Jonathan

2010

Threshold Concepts in Secondary Geography Education

 

Toor

Sonia

2010

Values and Global Citizenship in
Geography Education

 

Turnbull

Brenda

2010

An Investigation of ‘Moral Carefulness’ in Geography Teaching

 

Wilcox

Sarah

2010

Evaluating the role of online learning resources in enhancing learning in A- Level Geography

 

Bustin, Richard

2009

Thirdspace in the Geography Curriculum

Cook, Faye

2009

An investigation into the ‘typicalness’ of issues impacting upon GCSE geography uptake at La Sainte Union and the use of best practice to resolve these issues.

Davey, Elizabeth Naomi

2009

What are the effects of adopting a cross-curricular approach to teaching in geography and maths?

Hammond, Lauren Elise

2009

An exploration of how year 7 students at The Royal Docks Community School understand and relate to the cultural landscape of East London

Smalldridge, Lyndsay

2009

To what extent does geography fieldwork stand up to the teaching of the objectives set out by the ‘Learning outside the classroom’ manifesto?

Strand, Jonathan

2009

Geography in the National Curriculum for Wales:

An evaluation of teacher assessment

Bainbridge, Annie

2008

Which “controllable” factors are responsible for the declining uptake of Geography at examination level and to what extent can this decline be reversed by teacher intervention?

Biebrach, Thomas

2008

A Critical Evaluation of a GCSE Controlled Assessment Task in a Secondary School in south Wales

Conradi, Adrian

2008

Cross Cultural Teaching Teams: A Study Into Cooperative Efforts To Enhance Geographic Learning In British Columbia Offshore Schools In China.

Griffin, Ian

2008

Exploring the Interface Between Geography and Content & Language Integrated Learning (CLIL)

Hawker, Natalie

2008

Teaching and Learning using Digital Video Technology: Year 10 use of Windows Movie Maker to study glacial processes and landforms.

Hewitt, Joanna

2008

An Examination into the Declining Numbers of Students Taking Geography for GCSE

Sisou, Kyriaki

2008

Evaluating the significance of ''geographical knowledge'' in determining quality teaching of geography in Cypriot primary schools.

Smalldridge, Lindsay

2008

To what extent does geography fieldwork stand up to the  eaching of the objectives set out by the ‘Learning Outside the Classroom’ Manifesto?

Futcher, Paul

2007

How and why has the Pilot Geography GCSE raised academic achievement?

Hepburn, Iain

2007

Teaching Controversial Issues

Nissinen, Hennariikka

2007

How Do Students Perceive Geography in Schools? A Comparative Study of England and Finland

Baughen, Bernadette

2006

Global Citizenship in Initial Teacher Training – An exploration of Trainees’ Thinking

Chew, Edwin

2006

Fieldwork: Views, Values and Perceptions of Fieldwork in Singapore Schools

Davis, Nigel

2006

Key Stage Three Assessment in Geography using the National Curriculum Level Descriptors: An evaluation of Surrey geography departments’ perceptions of their value and of their current assessment practices

Downes, Kimberly

2006

Unravelling the Legal Myth about Fieldtrips: an Investigation into Geography Fieldtrips within Schools, the Legal Hazards and how they can be minimised

Freeman, Denise

2006

Constructing Geographical Worlds: An Investigation into the Construction of School Geography

Halpin, Roy

2006

The Modern Post-16 Geography Classroom

Hare, Caroline

2006

What Conditions were present to enable a group of AS level Students to think Geographically

Taylor, Alexia

2006

To what extent does Primary School Geography teaching have a negative impact on GCSE choice and how can this be addressed?

Allan, Janet

2005

Beginning to Design a New Key Stage 3 Programme of Study

Buchan, Nicola

2005

Equipping Young People with Transferable Key Skills

Bunce, Howard

2005

Student Perceptions of a Key Stage Four Residential Fieldwork Experience

Bye, Tracey

2005

Evaluating Residential Fieldwork

Gargon, Richard

2005

Individual Learning Styles and Geographical Concept Mapping: The Use of Annotated Resources and Concept Mapping as Ways of Understanding Advanced Subsidiary [AS] Concepts

Halstead, Alan

2005

Geography in the school curriculum: a comparative study between the Dominican Republic and Mexico

Hunt, Paul

2005

Developing an effective Pedagogy for a Geography Virtual Learning Environment

Langton, Richard

2005

An investigation into perceptions and attitudes towards developing countries in secondary geography education

Mitchell, David

2005

Curriculum innovation through continuing professional development: The ‘Local Solutions’ approach

Moody, Alexandria

2005

Primary School Children’s Conceptions and Definitions of Geography and an Analysis of the Influencing Factors

Newman, April

2005

Is there a disparity between boys perception of ICT as a learning tool in Geography and its actual contribution to their achievement?

Oldroyd, Amy

2005

The Key Stage Three Strategy – Is it good geography?

Sadler, Caroline

2005

What is a gifted and talented geographer? A study of gifted and talented pupils in KS2

Thompson, Paul

2005

A critical investigation into the impacts of learning style theory in Key Stage 3 Geography

Bennett, Katryn

2004

A consideration of the value of ICT in developing a more inclusive geography curriculum

Buttigieg, Moira

2004

Teacher’s Perceptions and Use of Geography Textbooks: The Maltese Context

Carr, Margaret

2004

Continuity and Progression at the Primary-Secondary Interface

Chau, Eunice

2004

Experiences of Advanced Level Students in Undertaking Geography Projects in Hong Kong

Fargher, Mary

2004

An Investigation into the Effectiveness of Using Geographic Information Systems (GIS) to Enhance Spatial Skills in Enquiry-Based Learning

Forde, Clare

2004

How Much Does The Image of Geography Help by Students in Secondary Schools Affect Whether They Opt to Study the Subject?

Grayburn, Wendy

2004

An Evaluation of How to Bring the Moral Dimension into the Geography Classroom, Using a Variety of Teaching and Learning Strategies about Fair Trade

Leonard, Alison

2004

School Linking and Geography

Morrow, Zoe

2004

An Investigation into the Role of the Learning Support Assistants in Geography Classrooms and the Support They Can Provide for the Teacher and Puil

Toh, Elaine

2004

Understanding Reflective Practice in Geography: Teachers’ Views, its Role and Feasibility

Aarons, M.

DL

2003

Geographical Information Systems (GIS) as effective tools in geography education.  Their influence on raising pupil’s geographical attainment.  A case-study approach using AEGIS 3 in an international secondary school

Arnold, J.

2003

Effective use and potential of interactive whiteboards in geography

Bury, S.

DL

2003

To investigate the effectiveness and potential of the intranet for teaching and learning of physical geography at AS level with a particular emphasis on coursework

Dixson, I.C.

DL

2003

Pedagogical implications of recent developments in interactive ICT based learning on teaching geography at KS 3/4

Mack, I.

DL

2003

Geography: pilot of the future? Introducing GCSE innovation to a case study school

Narracott, D.S.  DL

2003

Spoken interaction in groups during a geographical internet enquiry

Pavey, W

2003

An examination into how teaching styles affect the use of the internet in the geography classroom

Phillips, H.C.     DL

2003

Use of GCSE performance data to support departmental evaluation

Richmond, C. D.  DL

2003

Are timetabled lessons in Geography necessary for a geographical education? An exploration

Watkins, R.      DL

2003

Creative activities for students should be incorporated into Geography lessons because it increases the possibility of a memory locking experience

Wellstead E.

2003

Learning about the developing world: how pupils make sense of information presented to them

Willis G

2003

An evaluation of the potential for overseas expeditions to develop a harmony of purpose between the aims of geographical and outdoor education

Aspel, M.

2002

Young peoples' perceptions and experiences of private space

Gibson, J.

2002

An evaluation of the impact of a variety of strategies on learning for pupils with specific special educational needs in geography

McCleave,

2002

An investigation into the effective implementation of formative assessment principles in the classroom

McKee,

 

2002

Without criticism can there be integrity?  Teaching the moral dimension of geography models.