1. Disciplinary courses (32 credits)

All students begin with the introductory course Bio-ecological models: State-of-the-art (2 credits) and additionally they choose five out of seven disciplinary courses (6 credits each). The bio-ecological model serves as an organising principle of all research that is covered by the disciplinary courses.

The first four disciplinary courses are so-called ?domain courses?, as they give an overview of all research that is carried out by the four research groups that participate in the Educational Sciences programme (short titles):

1. Childhood education and family support,
   
2. Learning and social-emotional disorders,
   
3. Developmental and rearing problems,
   
4. Distal and proximal processes at school. 
   The other disciplinary courses concern specific research topics:
   
5. Micro-processes at school, 
   
6. Criminal behaviour of juveniles, and 
   
7. Dyslexia. 

2. Courses in methods and statistics (32 credits)

There are four courses in methods and statistics, covering the statistical techniques that are most commonly used in educational research.  Multivariate statistics are treated in

1. Methods and statistics in educational research (10 credits), which covers the best known generalised linear models, and

2. Structural equation modelling in educational research (10 credits), which covers path models, factor models, and their extensions. 

The other two courses go more deeply into the analysis of data that are typical of educational research:

3. Multilevel data analysis (6 credits) and
4. Longitudinal data analysis (6 credits).

See the information brochure for course descriptions. Be aware that it is not only statistical theory that is taught in these courses. In each of the four courses, through practical assignments, students learn how to use statistical software, and to apply the statistical techniques to real data sets from educational research.  Moreover, articles from academic journals are used to illustrate how the statistical techniques are applied and described in published educational research. In this way, and through writing assignments, students also learn how to report and interpret statistical results.

In the supporting course Skills students are trained in writing and presenting.  They learn how to report research in accordance with the American Psychological Association (APA) publication manual, and they learn how to present research results in professional meetings. See the information brochure for the course description.

4. Research projects (52 credits)

Students carry out two research projects, resulting in Thesis 1 (20 credits) in the first year and Thesis 2 (32 credits) in the second year.

Halfway the first year each student chooses the subject of the first thesis. Supervised by the associated staff member, the student participates in the research group of the staff member, and contributes to ongoing research of the research group, by carrying out part of the research, and writing a research report (Thesis 1).

Preparations for the second research project may begin as early as the outset of the second study year. The student chooses the subject of research and a supervising staff member, and writes a research proposal. The proposed research project can be carried out within one of the research groups of the department, but it can also be carried out outside the department, possibly at another university. The full research project may be described in an internal research report, but the student must also present the research results in a paper that can be submitted to an international, peer-reviewed academic journal. Both research report and journal article may qualify as Thesis 2.

Personal programme

Each student proposes his or her personal programme to the programme director, dr. F.J. Oort.  After checking whether the personal programme complies with the research master criteria (i.e., quality and coherence) and consulting staff members, the programme director establishes the personal programme and sends it to the Examination Board for approval.

The personal programme may deviate from the general programme described above. In the near future, the number of elective disciplinary courses will increase, when courses in, for example, Micro-processes in the family, Educable mental retardation, and Philosophy of education will be developed. The number of courses in methods and statistics will also increase, when the already planned courses Test theory and Test construction will be established, so that the student has a choice between these courses and the two data analysis courses.  Moreover, students are allowed to replace a limited number of courses of the general programme with so-called ?outside courses?, that is, courses that are offered by other departments of the Universiteit van Amsterdam, or by other universities.

Schedule

The following scheme shows the programming over the four semesters.

First year (60 EC)

• first semester
  - Disciplinary courses (20 EC: 2 EC + 3x6 EC)
  - Methods and Statistics (10 EC)
  
• second semester
  - Skills (how to write and present) (4 EC)
  - Multilevel Data Analysis (6 EC)
  - Research project (Thesis 1) (20 EC)

Second year (60 EC)

• first semester
  - Disciplinary courses (12 EC: 2x6 EC)
  - Structural Equation Modelling (10 EC)
  - Longitudinal Data Analysis (6 EC)
  
• second semester
  - Research project (Thesis 2) (32 EC)*

* The preparation of the research project starts in the first semester

Selection procedure

The Admission Committee, consisting of the programme director, and at least one other member of the teaching staff, interviews the candidates and decides on the admission of students. In addition to the above mentioned criteria, the content of the preparatory programme is explicitly taken into account. In case of doubt, in particular with respect to research methodology and statistics, or to the command of the English language, the Admission Committee will opt to apply relevant tests.