research master child development and education

MSc in Education (Child Development and Education)

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

The MSc Education (Child Development and Education) aims to promote a critical understanding of theories and research on child development and their relevance to the design and evaluation of educational programmes and policies in diverse contexts. It also aims to promote a critical understanding of the current challenges for a global and inclusive science of child development. 

This is a full-time, one year master’s course. You will participate in lectures, seminars, and workshops. You will also complete either field work or conduct secondary data analysis for your master's dissertation. You will choose a topic for your master's project in discussions with your supervisor. Together, the course will provide opportunities for you to deepen your understanding of child development theories and their relevance to decisions about children’s education and well-being.

The course is structured with two papers that focus on the disciplinary underpinnings to child development and education (Foundation Learning and Wellbeing and Cognitive Development and Educational Attainment). Two further papers in the first term aim to develop students’ research skills (Foundations of Educational Research 1: Concepts and Design and Introduction to Quantitative Research). In the second term, students take a required module (Cognitive Development and Educational Attainment) and select two other options from a selection of disciplinary-focused modules that will be confirmed at the beginning of the course (some examples include Core Principles of Child Assessment, The Implementation of the Rights of Children, Critical Digital Innovation, Education, the Internet & Society, Global Higher Education, Perspectives and Debates in Qualitative Research, Intermediate Quantitative Research, Researching with the South: Decolonizing communication practices in education research). Some students may choose to audit additional electives, but these are not formally assessed. In addition, you will complete either field work or conduct secondary data analysis for your master's dissertation. You will choose your master’s project in discussions with your supervisor.

Throughout the course, you will participate in lectures, seminars, and workshops. Teaching involves a combination of tutor and student input, including group activities and students’ presentations. You will benefit from the expertise available through the Quantitative Methods Hub and the Qualitative Methods Hub at the Department of Education. You will also benefit from access to seminars across the wider university.

You are encouraged to explore the department’s website and find out about the research carried out by the course team and the Children Development and Learning research group.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Education. This will be done on the basis of the topic of research and the availability of individual supervisors. It is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside the Department of Education. You should expect around ten hours of supervision throughout the year. Discussions on the theoretical basis of the work, research design and methodology, field work, analysis plan and write-up will be through approximately four supervision meetings per term.

Students will complete six modules each assessed by coursework, usually in the form of submitted essays, and a dissertation on a topic chosen in discussions with the supervisor.

Graduate destinations

Past alumni of the MSc Education (Child Development and Education) course have gone on to academic and research careers at universities.  Many are employed across a wide range of other sectors including policy making, monitoring and evaluation, and programme development for government departments, the public sector, NGOs, charities and international organisations such as OECD. Some have gone on to open educational institutions and child development consultancies.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

Publications are not expected.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process.

Candidates will be shortlisted based on academic ability, potential and fit of interests with the course content. Interviews for shortlisted candidates are normally held two to six weeks after the closing date of the admissions round. They are normally conducted by two interviewers, in person or using Teams video-conferencing, and will focus on your academic background. You may be asked to outline your research interests and how these might be developed during the dissertation element of the course, although students are not expected to already have a fully developed research plan, as this will be developed in discussions with your supervisors once you have started the course. You may also be asked why you want to study in this area and the reasons why this particular course is of interest to you.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Initiatives to improve access to graduate study

This course is taking part in a continuing pilot programme to improve the selection procedure for graduate applications, in order to ensure that all candidates are evaluated fairly.

For this course, socio-economic data (where it has been provided in the application form) will be used to contextualise applications at the different stages of the selection process.  Further information about how we use your socio-economic data  can be found in our page about initiatives to improve access to graduate study.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

The Oxford University Department of Education has been making a major contribution to the field of education for over 100 years and the department has a world class reputation for research, for teacher education and for its master's and doctoral programmes. The department combines international standing as a research-intensive department with the highest quality teaching.

In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. The department has ESRC recognition for its graduate training, and its teacher training was rated ‘outstanding’ by the Office for Standards in Education (OfSTED) in its most recent inspection in 2019.

Research in the department is organised around three major themes:

• Language, Cognition and Development
• Policy, Economy and Society
• Learning: Pedagogy, Learning and Knowledge.

Within each of these themes there are several research groups and centres. All staff and doctoral students belong to one or more of these research groups, each of which has its own seminar programme to which graduate students often contribute. In addition, the department as a whole sponsors regular seminars and public lectures which attract distinguished national and international speakers.

The Bodleian Education Library, located at the centre of the Department of Education, specialises in material on education and related fields. As well as a print collection of books, journals and statistics, the library provides access to a wide range of electronic resources. The library also houses a collection of teaching resources, primarily in support of subjects covered by the department's secondary PGCE course. The Social Sciences Library provides valuable additional resource to students pursuing programmes in the Department of Education.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

View all courses   View taught courses View research courses

The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Further details about fee status eligibility can be found on the fee status webpage.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees and living costs. As part of your course requirements, you will need to choose a dissertation topic. Please note that, depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs yourself, although you may be able to apply for small grants from your college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students on the MSc in Education (Child Development and Education):

• Blackfriars
• Brasenose College
• Campion Hall
• Green Templeton College
• Harris Manchester College
• Jesus College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• New College
• Pembroke College
• Regent's Park College
• Reuben College
• St Anne's College
• St Catherine's College
• St Cross College
• St Edmund Hall
• St Hilda's College
• St Hugh's College
• Wolfson College
• Worcester College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees: Three overall, academic preferred

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

One of your references should be from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer alongside academic references which comment on your academic suitability for the course.

Your references will support intellectual ability, academic achievement, motivation and ability to work in a group.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Personal statement: A maximum of 1,000 words

Your statement should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for:

• your reasons for applying to this particular course
• the areas of study in the subject which interest you
• your relevant academic, research and/or practical experience
• what you want to achieve from the programme you are applying for
• your future aspirations, ie where you will take what you have learnt from the course
• the nature of the research project that you hope to undertake (if you have ideas about this).

Written work: Two essays, a maximum of 2,000 words each

Academic essays or other writing samples, written in English, are required. Extracts of the requisite length from longer work are also permissible.  

You may submit written work previously completed for a prior course of study if the topic is relevant ie an assignment or chapter of a dissertation etc, provided it meets the requirements. 

If you do not have any existing material that fits this requirement, we would suggest that you may like to critique an empirical article or write a book review based on the course subject.

The written work should be related to the course, and should be on two separate topics. The word count should not include any bibliography or brief footnotes.

This will be assessed for understanding of the subject area, an ability to construct and defend an argument, and proficiency in academic English.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 5 January 2024 Latest deadline for most Oxford scholarships

Friday 1 March 2024 Applications may remain open after this deadline if places are still available - see below

A later deadline shown under 'Admission status' If places are still available,  applications may be accepted after 1 March . The 'Admissions status' (above) will provide notice of any later deadline.

*Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the Department of Education

• Course page on the department's website
• Funding information from the department
• Academic and research staff
• Departmental research
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 274183

Application-process enquiries

See the application guide

Other courses to consider

You may also wish to consider applying to other courses that are similar or related to this course:

View related courses

Oxford 1+1 MBA

You can study this course in combination with our MBA, as part of our  1+1 MBA programme .

Child Development and Education (research master)

A unique blend of research skills and expertise in both Child Development and Education, along with the freedom to pursue your individual interests, defines this two-year, smallscale research Master's programme.

The Research Master's programme trains students to do research into the nature, development and explanation of children's attributes. While topics vary, they share the bioecological model as a common theoretical framework. Students conduct two projects to apply the knowledge and technical skills that they will acquire throughout the programme. After the programme, students are qualified for research positions in fundamental or applied research.

The Faculty of Social and Behavioural Sciences at the University of Amsterdam has a strong tradition in empirical research and in connecting the teaching with the practice of research. In learning to develop their research skills, students will benefit from the department's extensive experimental research facilities, among which video-monitored observation rooms, a baby lab and an ERP research lab equipped with facilities for taking electro-physiological measurements. Students may also participate in observational and interventional research in families or classrooms, in large-scale skills-testing research on children and adults, or in conducting educational surveys using questionnaires for different target groups.

Ready to apply?

Master of Science

ECTS credits

The European Credit Transfer and Accumulation System (ECTS) is a student-centred system based on the student workload required to achieve the objectives of a programme of study. Its aim is to facilitate the recognition of study periods undertaken by mobile students through the transfer of credits. The ECTS is based on the principle that 60 credits are equivalent to the workload of full-time student during one academic year.

Accreditation

Numerus fixus, no numerus fixus.

Without numerus fixus.

Tuition fee 2024/2025

The EU/EEA rate is the regular fee for students from within the EU/EEA.

The non-EU/EEA rate is the rate for students from outside the EU/EEA .

Institutional

The institutional rate is for all students who have already obtained a bachelor’s or master’s degree and who want to start a second programme leading to a degree at the same level or at a lower level.

Application requirements

Language requirements, check when you can start and what you have to pay.

Scholarships

You can check if you're eligible for scholarships that apply to this course.

Amsterdam Merit Scholarships

University of Amsterdam

Department of

Department of Education

Msc in education, welcome & course overview, scholarships.

The MSc in Education degree is a one year full-time degree which aims to provide a grounding in educational research methods and theoretical and methodological understanding of the field of education through one of the following five specialist pathways.

Clarendon Scholarships

The very strongest applicants for all our MSc programmes who apply by the course’s January application deadline are automatically considered for University Clarendon scholarships. There is no separate application process. These are highly competitive and each year only one or two of our students are successful. During our initial admissions screening, supervisors nominate applicants with outstanding academic records to be considered. They then prepare a supporting statement.  The Admissions tutor puts forward a shortlist of the strongest applicants to the divisional committee.

Mastercard Foundation AfOx Scholarships

Up to 70 Mastercard Foundation AfOx Scholarships are available each year for applicants to any full-time one-year taught master’s who are African nationals, are ordinarily resident in African countries who are applying and intending to return to Africa upon completion of their studies.

The Mastercard Foundation AfOx Scholarships cover course fees and a grant for living costs for full-time students at the UKRI minimum doctoral stipend rate. Awards are made for the full duration of your fee liability for the agreed course.

To be considered for this scholarship, submit your application for graduate study by the relevant December/January deadline for your course, and tick the relevant box on the graduate application form. If you are eligible for this scholarship, you will be contacted by email in late March and asked to submit additional material to show how you meet the selection criteria.

In awarding the Scholarships the panel looks at four areas: 1) Academic merit and potential 2) Leadership experience and capacity development 3) Alignment with AfOx values and themes 4) Commitment to Africa’s development.

For more information about these scholarships, visit the  Mastercard Foundation AfOx Scholarships page .

Oxford-Weidenfeld and Hoffmann Scholarships and Leadership Programme

MSc Education (Comparative and International Education), MSc Education (Digital and Social Change) and MSc Education (Higher Education) applicants who meet the eligibility criteria are encouraged to  apply for the Oxford-Weidenfeld and Hoffmann Scholarships and Leadership Programme . In order to be considered for this scholarship, you must select the Weidenfeld-Hoffmann Scholarships and Leadership Programme in the University of Oxford Scholarships section of the University’s graduate application form and submit your application for graduate study by the January application deadline for your course.

The WHT scholarship is for students from emerging economies including Africa, India and China as well as those who have been displaced due to conflict in their home countries.

Oxford Pershing Square Graduate Scholarship

The 1+1 programme is a unique, two-year postgraduate experience which offers you the opportunity to combine the depth of our specialised, one-year MSc in Education with the breadth of Saïd Business School’s top-ranking, one-year MBA. As a result, you will embark from Oxford with the skills to translate specific domain knowledge into practical and innovative solutions to the many challenges facing our 21st century world.

In addition, the Oxford Pershing Square Graduate Scholarship is available for up to five extraordinary 1+1 students who are committed to addressing world-scale social challenges. The Scholarship provides full funding for tuition, college fees and living expenses for both the MSc and MBA year. Please see further details about the Oxford Pershing Square Graduate Scholarship here .

FirstRand FNB Fund Oxford Education Scholarship

When funding is available, the scholarship will provide full funding for a South African citizen to study a one year full-time MSc in Education or MSc in Applied Linguistics and Second Language Acquisition at the Department of Education. The scholarship will be awarded based on academic excellence, leadership ability, community involvement and the candidate’s potential to be a destiny changer. The successful candidate will be a member of Wadham College. Candidates need to apply by the January application deadline for their course.

Further information about the FirstRand FNB Fund Oxford Education scholarship can be found here.

Economic and Social Research Council (ESRC)

This scholarship is available to applicants for the MSc in Education (Research Design and Methodology) who wish to be considered for an ESRC 1+3 studentship. Applicants should signal in their application their intention to continue to doctoral study.

The ESRC is the UK’s largest organisation for funding research on social and economic issues. The University, in collaboration with Brunel University and the Open University, hosts the Grand Union Doctoral Training Partnership – one of 14 Doctoral Training Partnerships accredited by the ESRC as part of a Doctoral Training Network.

In order to be considered for a Grand Union DTP ESRC studentship, you must select ‘ ESRC Grand Union DTP Studentships in Social Sciences ’ in the University of Oxford scholarships section of the University’s graduate application form. You must also complete a  Grand Union DTP Application Form and upload it, together with your graduate application form, by the January application deadline for your course.

Information about ESRC studentships at Oxford can be found here . Please ensure you have read all of the guidance available on the website before you  complete the Grand Union DTP Application Form . Please direct your queries to the Grand Union DTP Office at [email protected].

Routledge Scholarship

Each year a Routledge Scholarship of £6,000 is awarded to one student taking the MSc course in Comparative and International Education. Given in collaboration with St Edmund Hall, the scholarship is awarded on the basis of: (1) strength of academic qualifications; (2) fit between the proposed research project and the research interests of the Department and (3) financial need.

All those who apply by the March deadline are automatically considered – no separate application is necessary. The Routledge Scholarship cannot be used as evidence of funding to secure a place on the course.

How many students do you recruit to each programme?

The following number of places are available for each of the programme’s pathways:

MSc Education (Research Design and Methodology) – 15 MSc Education (Research Design and Methodology, part-time) – 2 MSc Education (Child Development and Education) – 18 MSc Education (Comparative and International Education) – 18 MSc Education (Higher Education) – 15 MSc Education (Digital and Social Change) – 16

Can I study online or through distance learning?

It is not possible to study at a distance or on-line on our MSc in Education programme.

What are the backgrounds of students recruited to your programmes?

The Department offers a very wide range of courses. As well as a comprehensive Doctoral programme attracting students from all over the world, we offer full-time one year MSc in Education and in MSc Applied Linguistics and Second Language Acquisition (ALSLA) courses, as well as a range of part-time courses, some aimed primarily at active teachers (e.g. MSc Learning & Teaching, MS Teacher Education) and some at distance learning (e.g., Applied Linguistics and Language Teaching). Consequently our courses cater to students from a diverse range of backgrounds.

For example in 2021/22, the Department had a total complement of 780 students of whom 414 were studying full-time and 366 were studying part-time. For 2021/22, across the MSc Education, MSc ALSLA, and DPhil programmes, approximately 29% of our students came from the UK, and the remaining 71% from the EU or overseas. The cohort from those programmes included students from Afghanistan, Australia, Japan, Germany, India, Malaysia, China, Mexico, Estonia, Australia, Russia, South Africa, South Korea, Turkey and the United States, among many others.

What our students share is exceptional academic achievement in their previous learning and an ambition to excel academically.

Can I study part time?

Part-time study is possible on the MSc in Education (Research Design and Methodology).

How much will it cost to study and live in Oxford?

To find out how much it will cost to undertake your studies at the University, please visit the Fees and Living Costs webpage for details.

Can I apply for more than one course?

Yes, however we would strongly encourage you to focus your application on the course for which you have the most interest and experience.

Can I apply for your courses if I am in the process of achieving my qualification to gain entry onto the programme?

Yes, you may apply for any of our courses whilst studying for another degree. If you are successful in achieving a place on one of our programmes, we would make a conditional offer which would include the condition of you achieving your qualification. You are required to submit an interim transcript at application. However, your final outcome would need to be available prior to you commencing the course at Oxford.

English is not my first language; which higher level language qualification is acceptable? And what score do you require?

If you do not have English as your first language, we would like you to have achieved the higher level competence in English Language proficiency. A list of standardised English language tests accepted by the University can be found here . Your test must have been taken no more than two years before the start date of your course. We encourage applicants to apply with a successful language test however if evidence that you successfully meet the English language requirements cannot be provided with your application your application will still be considered as long as all other required documents have been submitted. Any offer of a place will require you to submit English language test results at the required level by a deadline set in the offer letter. Further information can be found by visiting the Application Guide .

Can I apply for a waiver of proof of proficiency in English?

For information on applying for a waiver of the English test requirement please visit the Application Guide .

Should I declare a college preference in my application?

Find here guidance about colleges and making an open application .

How do I apply?

For a more detailed explanation of the process, please click here for the application guide .

Not all of my qualifications will fit on the application form, what shall I do?

If you require more space on the application form, please contact Graduate Admissions for advice .

What should I do if there is not enough space on the application form?

Please contact Graduate Admissions for advice .

I have been outside of an academic setting for some time now; who shall I have to act as my referees?

One of your references should be from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer alongside academic references which comment on your academic suitability for the course.

What do I need to include in my ‘Personal Statement’ (‘Statement of Purpose’)?

Further information can be found in the “how to apply” section of the relevant course page .

What do I need to include for the samples of written work?

How is my supervisor decided.

Your supervisor will be decided by the Department following your successful offer of a place on the course on the basis of staff research interests and staff workload and availability.

Am I required to attend for interview?

Candidates will be shortlisted based on academic ability, potential and fit of interests with the course content. Interviews for shortlisted candidates are normally held 2-6 weeks after the closing date of the admissions round. You will be given advance notice of your interview date and time and we require confirmation of attendance.

All interviews will be held online via Microsoft Teams.

What will the interview be like?

The interviews are normally conducted by two interviewers on Microsoft Teams, and will focus on your academic background. You may be asked to outline your research interests and how these might be developed during the dissertation element of the course. You may also be asked about your reasons for wanting to study in this area and the reasons why this particular course is of interest to you.

When will the outcome of my application be known?

Applications will be considered by the admissions panel within the Department and decisions will be made in accordance with the following deadlines:

Application submitted in January will receive a decision by mid March Applications submitted in March  will receive a decision by early April

You will be informed of our decision by email to ensure that you receive the outcome as soon as possible.

In the event that we are not able to offer you a place, we regret that it is not possible to provide you with feedback on your application.

Can I defer entry to a course?

The University will only consider requests for deferral of entry due to exceptional unforeseen circumstances, and only after all conditions set for the offer (both academic and financial) have been met.

Couldn’t find your answers under our FAQ section?

Please direct any queries or questions to a member of the administrative team and they will be happy to assist you.

Phone: +44 (0)1865 274183 Email: [email protected]

Comparative & International Education

The MSc Education (Comparative and International Education) is a full-time, one-year, Master’s course that engages students in developing a critical understanding of theoretical approaches, methods, policies and practices in comparative and international education. The course aims to develop students’ understanding of the factors that shape educational systems in different parts of the world and the research skills to compare policy choices and critically evaluate major debates, policies, histories and practices of education globally.

Many alumni of MSc Education (Comparative and International Education) course have gone on to academic and research careers at universities in the UK and abroad. Others are employed across a wide range of other sectors such as policy for government departments, NGOs or think tanks, international organisations, administration at local and national levels, as well as state and non-state schools in different parts of the world.

Aims of the course

The course aims to engage students in developing:

• the knowledge, skills and understanding of social, economic, political, cultural, and institutional factors that shape educational systems in different parts of the world
• the ability to analyse current issues and historical trends in comparative and international education;
•  the ability to critically assess the historical development and theoretical and methodological underpinnings of comparative and international education;
• the ability to define and formulate research problems and questions in the field of comparative and international education;
• the research skills to undertake contextualised, nuanced examination of policies, practices and systems of education globally.

By the end of the course students should have:

• an understanding of the historical development and theoretical and methodological underpinnings of comparative and international education
• the knowledge of major theoretical and methodological approaches used in comparative and international education and the ability to apply these to current issues
• developed familiarity with the education systems of a number of countries and the ability to describe and analyse those systems critically, with due regard of social, economic, political, cultural, and institutional factors;
• the ability to define and formulate research problems and questions in the field of comparative and international education and the research skills to examine policies, practices and systems of education developed detailed knowledge of major issues affecting education at all levels and be familiar with the work of the various non-governmental agencies concerned with educational planning, research and development.

The course consists of six papers and a dissertation. Students undertake five compulsory modules.  For 2023/2024, these compulsory modules are:

• Comparative and International Education: An Overview of the Field
• Foundations of Educational Research I: Concepts and Design
• Systems Thinking in Comparative and International Education
• Foundations of Educational Research II: Strategies and Methods
• The Implementation of the Rights of Children

Students may also choose one option from a list of option papers. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Intermediate Quantitative Research
• Perspectives and Debates in Qualitative Research
• Global Higher Education
• Education, the Internet & Society
• Core Principles in Child Assessment
• Critical Digital Innovation

These papers are taken during Michaelmas and Hilary Terms. In Trinity Term, students work on a research-based dissertation, reporting on an empirical study, of 15,000-20,000 (max.) words. The dissertations should demonstrate the students’ research and critical analysis skills as well as the ability to write clear and concise reports to a high level of academic competence.

Seminars during the course are a combination of tutor and student input, and are based on preparation, response to a presentation and/or analysis of documents and various group activities. There is a programme of visiting speakers from around the world.

Examples of recent dissertations

• Thomas Brotherhood Japanese Student Perspectives on Spatial Inequality During Transition to High School
• Naseemah Mohamed Education in a Time of War: The Experiences of Victims of Gukurahundi in Zimbabwe.
• Charleen Ning Chiong Unstable Boundaries: Analyzing Change in Citizenship Education Policy in England (1984-2014)
• Danijel Cuturic Academic Integrity at Universities in Bosnia and Herzegovina: Plagiarism Regulations
• Elodie Broady Opening a Black Box of Influence in the Transnational Governance of Education: a Case Study Inside the OECD
• Rone McFarlane Mediating the Effects of Gang Violence and Related Activities in South African Schools
• Kathleen Maffei Cultural Advocacy Strategies Amongst Parents of Intellectually Disabled Children in UK Schools
• Morten Hansen A Way forward for EEPS: Interrogating and Consolidating Theories on the European Education Policy Space

During their time in Oxford, course members will be part of a lively research community with interests in a wide range of topics in comparative and international education. The University of Oxford provides an ideal environment for graduate study: its resources are first-class and its graduate population is among the best qualified in the world. The Department of Education is a particularly friendly institution within the University, and the international constitution of the student body makes everyone feel at home.

MSc CIE pathway 2023 cohort

Child Development & Education

The MSc Education (Child Development and Education) aims to promote a critical understanding of theories and research on child development and their relevance to the design and evaluation of educational programmes and policies in diverse contexts. It also aims to promote a critical understanding of the current challenges for a global and inclusive science of child development.

Our students come from varied professional backgrounds: experienced Early Years professionals and primary school teachers; professionals working with children and aiming to prepare themselves for a leadership role (e.g. head teachers, professionals engaged in programme evaluation research, including in governmental and non-governmental agencies). We welcome graduates with psychology degrees who wish to develop their knowledge of psychology in the field of child development and education; those seeking to pursue a doctoral degree will find that this course offers them a solid disciplinary and research foundation.

This is a full-time, one-year Master’s course.

• To promote a critical understanding of theories and research on child development and their relevance to the design of educational programmes and policies;
• To provide students with a critical knowledge of programmes and interventions aimed at pre- and primary-school children and the development of the cognitive-linguistic and social-emotional domains;
• To develop students’ knowledge and skills required for the analysis of current issues in the education of children from diverse cultural and linguistic backgrounds in different early childhood settings and in schools;
• To promote students’ reflective knowledge of different ways of approaching the assessment of children;
• To provide students with experience with a range of research methods used in the evaluation of educational programmes (including those for families and institutional settings) and to develop their ability to analyse critically evaluation reports;
• To encourage discussion on how theories of child development inform practice and how challenges faced in educational and care settings call for further theoretical and research enquiry;
• To promote a critical understanding of the current challenges for a global and inclusive science of child development.
• To provide a strong basis for further studies in Child Development and encourage future applications to doctoral studies in this domain.

Programme features

For 2023/24, the course is structured with two compulsory modules that focus on the disciplinary underpinnings to child development and education ( Foundation Learning and Wellbeing  and Cognitive Development and Educational Attainments ), one in each term.  Two further papers in the first term aim to develop students’ research skills ( Foundations of Educational Research 1 and Introduction to Quantitative Research). In the second term, students chose two options from a list of electives. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

You will also complete either field work or conduct secondary data analysis for your master’s dissertation. You will choose your master’s project in discussions with your supervisor. Together, the course will provide opportunities for you to deepen your understanding of child development theories and their relevance to decisions about children’s education and wellbeing.

Throughout the course, you will participate in lectures, seminars, and workshops.  Teaching involves a combination of tutor and student input, including group activities and students’ presentations. You will benefit from the expertise available through the Quantitative Methods Hub and the Qualitative Methods Hub at the Department of Education. You will also benefit from access to seminars across the wider university.

You are encouraged to explore the department’s website and find out about the research carried out by the course team and the Children Development and Learning research group.

A sample of dissertation titles from previous years is presented below.

• The effect of story grammar contained in wordless picture books: A study of children’s narrative
• Dialogue & empathy in middle school aged children – A configurative narrative review
• Cognitive predictors of early reading and arithmetic skills
• Effects of feedback on learner characteristics in a computerized learning environment
• Children’s use of personal knowledge and adult testimony in fantasy/reality distinctions
• The relationship between ability grouping, academic self-concept and having English as an additional language: A secondary data analysis
• A study investigating the relationship between the home literacy environment and children’s readiness for school in Costa Rica
• Chinese children’s morphological awareness in English and Chinese
• Family income and child developmental outcomes – A relationship mediated by the quality of the home environment?
• Let’s talk about diversity: A reading intervention targeting language and socio-emotional development in young children
• Primary school students’ self-regulation and motivation during well- and ill-structured tasks
• Quality in early childhood settings: A comparison of the views of parents and professionals within Minnesota’s Twin Cities Metro Area, USA
• The effects of imaginative play props on the oral narratives of 4-5 year old children
• The relationship between maternal vocalisations with 10-month old infants and child language scores at 36 months
• Investigating the effects of the Singapore Model Method in solving mathematical word problems

WANT TO HEAR MORE ABOUT THE CHILD DEVELOPMENT & EDUCATION PATHWAY?

Watch our online video with Dr Sonali Nag , who gives an overview of the course, what kind of students it attracts, and what they go on to do.

Digital & Social Change

The MSc Education (Digital and Social Change) is an exciting and innovative course, in which you will develop a theoretical understanding of new technologies, education and society. At the core of the programme is a strong commitment to digital inclusion and social justice that addresses contemporary issues regarding the impact of digital and social change in education. Consequently, you will conceptualise and design learning technologies through participatory approaches, examining how they impact the marginalised in the UK and globally.

At a time when many people are discussing significant moral questions regarding technology and its use in education, including for example, the ethics of Artificial Intelligence, there is a pressing need for a new generation of researchers and practitioners that can affect social change through stronger theoretically-informed practice, design and policy.

Building on the past success of our MSc Education (Learning and Technology), we welcome students from a range of disciplinary backgrounds including but not limited to education, computer science, sociology, communications and international development. You will have a commitment to social justice in education, a questioning stance on technology and an interest in developing interdisciplinary knowledge.

• Critically assess and understand the role of technology in education across the lifecourse
• Develop the expertise to address the challenges posed by digital inequality
• Understand how to embed innovative learning technologies in practice
• Cultivate design prototyping skills
• Understand the relationship between social justice, technology and learning

Learning outcomes

By the end of the course you will develop:

• The ability to integrate educational theory and practice
• An in-depth and comparative understanding of learning theories and their appropriate use to develop informative research questions
• The necessary research skills for progression to the next stage of your career, including DPhil study
• Specialist technical and social knowledge, enabling the evaluation of technologies for digital and social change
• An understanding of the ethics of technology when working with marginalised communities
• Informed insights into state-of-the-art technical tools utilised in machine learning and critically evaluate their application to, and limitations for, digital and social change in education
• The ability to develop and manage a research project, and work collaboratively and reflectively on contemporary research issues

Pathway Modules

MSc Education (Digital and Social Change) consists of six modules.

• Key Concepts in Digital Education and Social Change
• Social Justice and Technology
• Education, the Internet and Society

You will take the two core research methods modules, which are common to all pathways:

• Foundations of Education Research I
• Foundations of Education Research II OR Perspectives and Debates in Qualitative Research OR Intermediate Quantitative Research

You can also choose from the optional papers from the other MSc Education pathways. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

You are encouraged to explore the department’s website and find out about the research carried out by the course team, including the Learning and New Technologies Research Group.

Although this was a new pathway beginning 2021, it builds on the success of our MSc Education (Learning and Technology). Alumni from that pathways have gone on to academic and research careers at universities in the UK and abroad, including MIT, LSE, Stanford, The Turing Institute and UCLA. Others have worked for international NGOs, various international organisations and also founded their own technology and consultancy start-ups.

Higher Education

The MSc Education (Higher Education) at Oxford University attracts students from a wide range of educational and professional backgrounds and offers them a critical introduction into research, theory, and practice in the complex field of higher education at a global level.

During this course, students will have the opportunity to consider a wide range of issues that higher education systems around the world are facing today, including internationalisation, the relationship between higher education and labour markets, access and social justice, student fees, and rankings. Teaching sessions will combine tutor input, class discussion, and working in small groups in order to examine these key issues and the discourses that shape them. In addition to seminars on core concepts, students are taught by leading researchers, giving them the opportunity to engage directly with current thinking and evolving themes in the field.

This mix, which builds on the firm foundations of the Oxford Department of Education’s research strengths, is relevant to people at different stages in their professional lives – from recent graduates, those hoping to forge an academic career in higher education studies, to those who have established careers in, or are working closely with, higher education institutions.

Recent graduates of the programme have continued onto doctoral research and academic careers, or have taken positions in higher education management, administration, and policy-formation.

The programme is studied full-time over a single year, with the final term devoted to work on a dissertation.

The course is aimed at future academic, professional and policy leaders in the field of higher education and provides a strong foundation for:

• conducting doctoral, post-doctoral and professional research
• using research to analyse and evaluate current structures and past and future reforms of higher education in different international contexts
• developing higher education provision to meet a range of local and international needs
• understanding the economic impacts of higher education and their implications for policy making
• analysing transitions of higher education graduates into the labour market and further studies

The Department of Education offers a challenging but supportive atmosphere for conducting graduate studies. The course is run by the Department of Education but also draws on the expertise of colleagues elsewhere within the University and more widely.

Studying for the MSc Education (Higher Education)

Course sessions consist of a combination of seminars, lectures and collaborative course work. These sessions take place three half-days a week during the first two terms. Throughout the course:

• you will have the opportunity to work together with your course colleagues on selected higher education topics and problems
• you will reflect on your own higher education experience, and on the University of Oxford as your new educational context
• you will be able to select the focus for your MSc dissertation from a range of relevant international higher education contexts
• you will have one-to-one meetings with your dissertation supervisor from early in your course to discuss your progress and the design of your own research study
• you will spend extended time in your chosen research setting during the third term in order to carry out fieldwork for your dissertation
• you will be assessed through a combination of course-work, examination and dissertation.
• Kira Brayman A love-hate relationship”: Canadian laypeople’s construction of academic theories as diffusing innovations
• Rachel Kolb All-Around Inclusion: Mainstreamed Deaf and Hard-of-Hearing Students’ Perceptions on Accommodations and Access in American Universities
• Tara Nicola Measuring Success? The Predictive Validity of the Undergraduate Admissions Interview at the University of Oxford
• Naveen Amblee The Development of managerial competencies in MBA programmes: An empirical Study of MBA core curricula
• Yushi Inaba Higher Education in a depopulating society: survival strategies of Japanese Universities
• Elizabeth Miller Degree apprenticeships in England: how do they work and who and what are they for?
• Yu Yang Who got the information – an investigation into the equity and equality of China’s Gaokao reform

Who should apply?

The full-time Masters is aimed at students and professionals with an interest in higher education at all levels and areas:

• researchers and those interested in research in higher education
• higher education tutors and lecturers
• administrators and managers
• policy and decision makers

The course will help you to develop your knowledge, expertise and skills in the following aspects:

• higher education theory, research and policy
• international higher education systems and comparative questions
• higher education institutional and administrative structures
• access, completion and transition to the labour market
• philosophical and historical underpinnings of higher education research and policy
• research strategies, design and methods

We accept students from a wide range of disciplines and educational backgrounds – a previous degree in education is beneficial but not necessary for successfully participating in and completing the MSc in Higher Education. However, a keen interest in the key debates in higher education nationally and internationally and an openness to engage with new and challenging ideas is necessary.

Structure of the course

The course consists of six modules and a dissertation.  For 2023/2024, the required modules are:

• Higher Education Systems, Structures and Institutions
• Higher Education in the Economy and Society
• Foundations of Educational Research 1: Concepts and Design
• Foundations of Educational Research 2: Strategies and Methods

Students also choose one option from a list of option papers. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

These papers are taken during the first two terms. In their third term, students undertake work towards the production of a dissertation of between 15,000 and 20,000 words (including footnotes/endnotes but excluding appendices and references or bibliography).

Learning approaches and strategies

Learning in the course is organised around tutor presentations, small group work, student led presentations, seminars and workshops, project work, input from external experts and tutorials.

All students participate in course projects in which they co-operate with other class members to produce presentations on a given topic. Supervisions support students in identifying research questions, selecting areas for literature review, carrying out field work, and reviewing drafts of the dissertation. Supported ICT sessions and literature searching skills (including electronic searches) are provided by library staff.

Additionally, students are expected to attend departmental research seminars and seminars hosted by the Centre for Global Higher Education which are held usually during the course of the year in order to broaden the scope of their learning and further develop their own critical skills. Oxford University provides the opportunity to participate in a wealth of further academic-related activities and students are encouraged to attend lectures and research seminars in other departments within the University.

Research Design & Methodology

The course covers a range of quantitative and qualitative methods of data collection and data analysis, and introduces students to the challenges of carrying out social research in the field of education. A particular feature of the course is that all students have the option to take part in a research internship where they work in a research group within the Department on ongoing research projects. During this time they experience some of the variety of activities that are an everyday part of doing educational research.

The course is offered on both a full time (one year) and part time (two year) basis. The degree and expectations for both modes of study are equally rigorous: part time students attend classes with full time students, but these are spread over two years to balance work and personal circumstances. Part time students attend classes and receive supervision one day per week during term time and are encouraged to spend at least one further day a week working in Oxford libraries and participating in relevant research seminars and research events or taking non-assessed courses.

The teaching methods include tutor presentations, small group work, student led presentations, seminars and workshops, project work, and tutorials. All students undertake classes on quantitative and qualitative data analysis and there is substantial ‘hands-on’ experience in methods of data collection and analysis. Dissertation supervision supports students in identifying research questions, selecting areas for literature review, carrying out field work, and reviewing drafts of the dissertation. Supported ICT sessions are provided by Department of Education staff and sessions on literature access skills (including electronic searches) are provided by Bodleian Education Library staff.

This course is recognised as providing a high quality comprehensive grounding in educational and social research methods, and can be the first year of an ESRC ‘1 + 3’ studentship. Please note progression from MSc Education (RDM) to DPhil is not automatic – students will be required to apply for admission to DPhil by the January application deadline in the year preceding the start date of their DPhil.

• To provide students with the knowledge, skills and understanding necessary to design and carry out rigorous research in the field of education
• To develop in students the ability to define and formulate research problems and questions, and to select appropriate methods to address their chosen research problems
• To develop in students the critical analysis, problem solving and research skills necessary for them to critically assess their own research as well as the research of others
• To enable students to understand the relationships between, and the rationales for using, a wide range of research methods and approaches
• To enable students to understand the philosophical underpinnings of a variety of approaches to educational research, and to articulate their own philosophical positioning
• To develop in students an understanding of the role and use of theory in qualitative, quantitative and mixed methods approaches to research design, data analysis and interpretation
• To develop in students an understanding of the role of educational research in the development, implementation and critique of educational policy and practice

Programme outcomes

By the end of the programme, you will have developed a good understanding of:

• A variety of philosophical and theoretical underpinnings and assumptions of educational research
• Major research paradigms and fundamental concepts of research design
• A range of approaches to collecting and analysing different types of data
• Ethical issues associated with research in education
• Strengths and limitations of different methods in and approaches to educational research
• The role of the researcher in collecting and interacting with participants and various types of data
• Various modes of presenting and disseminating research findings
• Major debates and controversies in the field of educational research, and their methodological implication
• Introduction to Quantitative Research
• Philosophy of Educational Research
• Either Intermediate Quantitative Research or Perspectives and Debates on Qualitative Research

You can also choose one module from the optional papers from the other MSc Education pathways. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

We encourage applications from students throughout the world who wish to benefit from this course and the opportunities available at Oxford. We welcome students with backgrounds in social sciences and a range of other disciplines. The course is suitable for those with a good honours degree/MSc or MA in a relevant field who have a strong interest in education and developing their research skills. While many of our students have teaching experience in schools or higher education, this is not a requirement. It is an excellent basis for those planning further academic study (DPhil/PhD) and those who wish to pursue an academic or research related career.

WANT TO HEAR MORE ABOUT THE RESEARCH DESIGN & METHODOLOGY PATHWAY?

Watch our online video with pathway leader, Dr Ariel Lindorff , who gives an overview of the course, what kind of students it attracts, and what they go on to do.

Oxford 1+1 MBA programme

This course can be studied as a part of the  Oxford 1+1 MBA programme . The Oxford 1+1 MBA programme is a unique, two-year graduate experience that combines the depth of a specialised, one-year master’s degree with the breadth of a top-ranking, one-year MBA.

• Entry Requirements
• Fees and funding

Meet our Masters Students

Child Study and Human Development

The Tufts MA in Child Study and Human Development will provide you with a strong theoretical foundation in child development; coursework in an area of specialization; mentorship; research skills; and applied opportunities and fieldwork. Graduates of the program go on to become scholars and practitioners who are making a difference in the lives of children and adolescents.

Program Outcomes

Graduates of the Child Study and Human Development MA Program understand how to use theory and research to positively impact the lives of children and families. Many graduates do direct service work in the field of education, while others enter doctoral or other degree or licensure programs, and some work for a few years before going on to pursue further advanced study. Recent graduates of the MA program have secured positions such as:

• Developmental specialist in an early intervention program
• Child development specialist in a community-based nonprofit
• Child advocate in juvenile and family courts
• Family therapist in a therapeutic school
• Mental health specialist in a psychiatric hospital
• Research coordinator in a pediatric unit of a hospital
• Curriculum specialist in a public school
• Technology consultant in an after-school program
• Assistant to the director of a children's television program
• Director of summer camp programs
• Bilingual intensive care coordinator in a community-based nonprofit
• Assistant program coordinator in a hospital-based nonprofit working with individuals with autism
• Transition specialist in an autism program

Application Requirements

• Application fee
• Why you are applying to the Eliot-Pearson master’s program
• Your lived experiences, past work experiences, academic work, and other relevant experiences
• Your aspirations for a career after the graduate program (the role and kind of work you hope to be doing), and which aspects of our program would best support your goals
• If admitted, how do you see yourself developing in ways you wish to develop
• Which faculty connect to your interests and why?
• Please also share any additional information that you think will help the admissions committee understand you and why you are applying to the program
• Official TOEFL, IELTS, or Duolingo English Test scores, if applicable
• Transcripts
• Three letters of recommendation
• (1) integrating strengths-based theory, research, and practice to enhance the well-being of children, youth, families, and communities through systems change; (2) adopting learner-centered teaching and applied research; and (3) striving to inspire, educate and hold accountable ourselves and others to become active citizens, practitioners, scholars and change makers, in order to (4) promote an accessible, equitable, and just world.
• How do you envision learning to carry out these themes during your time in the MA program? 
• What do you find in our program that will help you implement these themes? 
• What challenges do you see in your ability to implement each of these themes?  
• On your application, please indicate which faculty members you might like to work with if you are admitted to the program. These faculty must have one of the following titles: Assistant Professor, Associate Professor, Professor, Lecturer, Senior Lecturer, or Distinguished Senior Lecturer. Please do not list Research Assistant Professors, Research Associate Professors, Part-Time and Adjunct Faculty, or Affiliated Faculty Members, as they cannot be advisors for master’s students.
• Please note that some applicants may be asked to interview with a faculty member as part of their admissions process.

Tuition and Financial Aid

See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.

After their first semester, students determine whether they want to pursue the applied track or the thesis track of the master's program. In the applied track , students work in field placements, such as after school programs, juvenile justice facilities, and hospitals, while receiving support and guidance from Tufts faculty. In the thesis track, students participate in faculty research labs and projects. They attend meetings, conduct literature reviews, locate subjects, collect data, analyze data, and draft research reports, articles, and books for publication.

In addition, students are able to concentrate in one of two specific areas or follow an individualized program of study:

• Clinical-Developmental Health and Psychology ;
• 21st Century Literacies: Media and Technology ;
• Identity in Global Context ;
• Individualized Program of Study

View our  Alumni Spotlights . 

The Power of Research

Program video.

All of the professors I had were incredibly supportive and wanted to see us learn and grow. They were always willing to sit down and talk through ideas, and just be there in any way they could.

Krishna Kaneria, MA in Child Study and Human Development ’22

Career outcomes.

Average Salary: $70K - $90K

Would Recommend the Program: 100%*

Average Age: 25

*Sources: GSAS-SOE Graduate Exit Survey 2020 - 2021 and Academic Analytics (Alumni Insights)

Sara Johnson

Research/Areas of Interest: Adolescence and young adulthood; identity development; civic development and engagement; youth contribution; critical consciousness; quantitative methods (including mixture models such as latent class and latent profile analyses); positive youth development

Emma Armstrong-Carter

Research/Areas of Interest: child development; research practice partnerships; prosocial development; children's caregiving for family; school policies educational success

Research/Areas of Interest: Parent-child relations

Eileen Crehan

Research/Areas of Interest: Neurodevelopmental disorders; autism spectrum disorder; sexuality education; social perception; eye tracking; dimensional measurement of psychological symptoms

Julie Dobrow

Research/Areas of Interest: Children and media; ethnicity/gender and media; adolescents and media use; women's history and biography I am currently working on a three-tiered interdisciplinary research project along with Chip Gidney, Mary Casey, and Cynthia Smith at Eliot-Pearson, as well as faculty in several other departments at Tufts. The first piece of this project is a long-running content analysis of children's animated programming. We are updating prior work we've done that investigates images of race, ethnicity and gender in children's animated programming using both content and sociolinguistic analysis. The second part of this research is an exploration of why stereotyping persists in children's media. We are examining this through intensive interviews with content creators, writers, directors, vocal casting directors, and actors. The third part of the project is empirical research we're conducting with children, to see how children make sense of gender, race, and ethnicity in the animated programs they see. My applied work includes doing many media literacy workshops for parents and for children and for children in a variety of settings, and consulting work with colleagues at GBH, one of the leading creators of children's educational media. I have written about children and media issues in a variety of academic and popular venues. My other research is historical in nature. I serve as co-PI, along with Jennifer Burton, of the Half the History Project at Tufts, which utilizes short-form biography, film, and podcast to tell the untold and under-told stories of women's lives. I've written one biography of the relatively unknown mother/daughter team who made Emily Dickinson into one of the most-known women anywhere in the world. After Emily: Two Remarkable Women and the Legacy of America's Greatest Poet was published by WW Norton in 2018. My next dual biography, Crossing Indian Country: From the Wounded Knee Massacre to the Unlikely Marriage of Ohíye'Sa, Charles Alexander Eastman, will be published by NYU Press in Fall 2025.

M. Ann Easterbrooks

Research/Areas of Interest: Developmental risk and resilience; child maltreatment; parent-child emotional availability and attachment relationships; maternal depression; adolescent parenting; relational and contextual supports for thriving

Calvin Gidney

Research/Areas of Interest: Linguistics; literacy, sociolinguistic development; dyslexia in African-American children; language of children's cartoons; children's name-calling

Theo Klimstra

Research/Areas of Interest: Adolescence and young adulthood; identity development; personality development; narrative identity; quantitative methods (including structural equation models)

Richard Lerner

Research/Areas of Interest: The application of developmental science across the life span; developmental systems theory; personality and social development in adolescence; developmental methodology; programs and policies for children, youth, and families; university-community collaboration and outreach scholarship. Developmental Science

Tama Leventhal

Research/Areas of Interest: Neighborhood and community context; housing context; family context; poverty and socioeconomic status; social policy; adolescence; immigrant young children

Christine McWayne

Research/Areas of Interest: Early childhood education, school success of young children at risk due to poverty, parenting and family-school partnerships in diverse ethnocultural communities, culturally inclusive STEM curriculum, community-based research collaborations.

Jayanthi Mistry

Research/Areas of Interest: Theoretical perspectives on the integration of culture and human development; Narratives of identity and place in communities; Navigating multiple cultural worlds, with a focus on ethnic minority, immigrant, and under-represented communities; Interpretive and Narrative Analysis methods in the study of children and families.

Kerri Modry-Mandell

Research/Areas of Interest: Pediatric psychology; Developmental Psychopathology; Family Functioning and Adaptation to Pediatric Chronic Illness; Children's Sibling Relationships; Psychological Consultation and Collaboration and Therapeutic Space Design; Grief Support; Pediatric Health Promotion and Disease Prevention Developmental Initiatives

Ellen Pinderhughes

Research/Areas of Interest: Families and children in challenging circumstances; parenting and family functioning among diverse families; ethnic-racial socialization processes; cultural and contextual influences; child and youth outcomes; adoption and foster care

Martha Pott

Research/Areas of Interest: Personal and social development; biological & evolutionary roots of human development Biological and evolutionary substrates of human development; the role of eye-contact in social development.

Fernando Salinas-Quiroz

Research/Areas of Interest: I approach my research through a lens of reflexivity, with an understanding that my own experiences and positions in the world have shaped the focus of my work. It is perhaps unsurprising, then, that as the effeminate child of a single mother, raised by a network of powerful women, with aspirations to raise children and in daycare throughout childhood, I was driven to study clinical and developmental psychology, as well as to deepen my studies of gender. I've always been fascinated by children and the relationships they co-construct with adults. For eight years I mostly focused on studying those raised outside of the context of a "traditional" family using (developmental) psychology lenses. My previous research projects demystified and reimagined Attachment Theory. We assessed the quality of Mexican public daycare settings -becoming the first study in Latin America that used the q-sort methodology to describe professional secondary caregiver-child interactions-; described parental sensitivity and attachment security in lesbian and gay parented families -an avant-garde project in testing the universality and the sensitivity hypothesis with other than heterosexual parents-, and centered the experiences of Black and Brown scholars to push the attachment field toward anti-racism. I lead a research team that analyzed the pedagogical function of legal protections of LGB individuals for promoting social changes, specifically the role of contact and comfort in shaping attitudes toward same-sex parenting in 15 countries. I also lead another group that examined parenting aspiration among folks with diverse sexual orientations and gender identities, and its association with internalized homo/transnegativity and community connectedness to the LGBTQ community -the first world-wide study including trans and plurisexual participants-. In Fall 2021, I joined the Eliot-Pearson Department of Child Study and Human Development at Tufts University as an Assistant Professor. I dedicated my first months in the U.S. to wrap up ongoing projects in Latin America. In 2022, Dr. Ellen Pinderhughes asked me to conduct further analysis on their pioneering "Gay Fathers" dataset and lead an article. I decided to focus on Latinx gay fathers' pathways to parenthood, social stigma, helpfulness of social relationships and comfort being out (manuscript in progress). Now I had the resources to book an eye examination and renew my prescription. It turns out that my near vision ([developmental] psychology) was okay but I needed to correct my farsightedness. Since my times in my beloved Mexico City, I've been thinking that psychology is often a frustratingly narrow discipline which tends to privatize, individualize, and depoliticize the phenomena it studies (Kitzinger, 1995). Don't get me wrong, is not that we don't have top Optometrists in the Majority World, but now I had the privilege to be covered by an elite health insurance that allows me to choose a provider. Via by my Faculty Research Funds, and the Summer Scholars Program 2022, Office of the Provost, I led the project "How Do Children Identifying Beyond the Gender Binary and Their Parents Understand Gender?" To the best of my knowledge, no research team had directly asked 5-8 y/o non-binary (enby) children about what being enby means to them (i.e., a child-centered approach which prioritizes their experiences over adult–centric narratives). When recruiting for the aforementioned project, I learned about Trans formative Schools (TfS) and my life transformed. TfS is a new, progressive education initiative centering transness and social justice. We are a community of students, educators, and families whose collective mission is to support trans futures. To trans is a way of seeing and knowing; an epistemological position to produce dissident forms of knowledge (i.e., brand new prescription lenses). Our mission of transing education embodies the work of liberation through rigorous academics, joyful connections, identity exploration, and progressive practice. TfS seeks to move toward societal systemic change, equipping our students with the scaffolding to challenge racist, ableist, transphobic, transmisogynistic, and other white supremacist systems of oppression. TfS co-founder Alaina Daniels and I co-constructed a longitudinal research proposal to facilitate trans-led ways of building, identifying, and testing evidence in order to trans education by centering and uplifting trans people in the design, execution, and application of research as the practice of education is fundamentally a relational one. We will apply a Youth Participatory Action Research-mixed-methods approach to explore how a middle school, designed toward subverting the cis-supremacist systems that govern educational practice, impacts the belongingness, health, wellness, and learning outcomes of trans students and communities. Through this condensed overview of my past, present, and future as a researcher I intend to illustrate not only how my vision has changed and will keep changing, but my commitment to investigate how historical and contemporary structural inequalities disproportionately shape outcomes for marginalized folks, families, communities, and institutions that serve them.

W. George Scarlett

Research/Areas of Interest: Children's development as earth stewards, children's play, Approaches to children's challenging behaviors, religious and spiritual development across the lifespan, the arts in support of children's development.

Related Programs

Cognitive science (joint phd), school psychology.

• Twin Cities

University of Minnesota

• Bachelor's Degrees
• Master's Degrees
• Doctorate Degrees
• Certificates
• Coursera Online Courses
• Licensing Programs
• Post-Secondary Enrollment Options (PSEO)
• Credit Online Courses
• Professional Development Online Courses
• Student Stories
• Health and Well-being
• Learn Online

Master of Arts in Applied Child and Adolescent Development

• Program Website
• Contact Department
• On-Campus Component No
• Cost $1,665.00 per credit (part-time)
• Total Credits 32
• Credential Graduate Degree
• Admission GPA 3.0 preferred
• Application Deadlines February 15
• Campus Twin Cities
• College College of Education and Human Development
• Department Institute of Child Development

Gain insight from scholars in cognitive and biological development, social and emotional development, research methods, and ethics. Acquire the field experience and strategies you need to put theory into practice when and where it benefits children and adolescents most.

Choose one of three specialized tracks:

Infant and Early Childhood Mental Health

Individualized studies.

Infant and early childhood mental health professionals support the social-emotional development of infants and toddlers by assessing family needs and recommending developmentally appropriate prevention strategies and interventions.

If you reside in Minnesota, you have the option to take in-person courses through the University of Minnesota College of Continuing and Professional Studies concurrently with your MA coursework to complete the licensed professional clinical counselor (LPCC) licensure application requirements.

This track will also provide you with the developmental science background, reflective practice experience, and professional guidance necessary to apply for Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting Infant Mental Health® through the Minnesota Association for Children’s Mental Health, Infant, and Early Childhood Division.

Endorsement levels include:

• Infant Family Specialist (Prevention/Early Intervention)
• Infant Mental Health Specialist (Treatment/Intervention)
• Infant Mental Health Mentor (Clinical, Faculty, or Policy Leadership)

Learn more about the Infant and Early Childhood Mental Health track.

Required Courses (15 credits)

In addition to core and prerequisite courses, you will take:

• CPSY 5503 – Development and Psychopathology in Early Childhood (3.0 cr)
• CPSY 5506 – Infant Observation Seminar I (1.0 cr)
• CPSY 5508 – Infant Observation Seminar II (1.0 cr)
• CPSY 5511 – Infant Observation Seminar III (1.0 cr)
• CPSY 5513 – Early Childhood Assessment (3.0 cr)
• CPSY 5518 – Prevention and Intervention in Early Childhood: Principles (3.0 cr)
• CPSY 5521 – Prevention and Intervention in Early Childhood: Practice (3.0 cr)

Career Options

This track prepares you to work as a mental health provider or practitioner in fields such as:

• social work
• family and marriage counseling
• nursing and related disciplines
• early care and education
• advocacy or policy
• licensed clinical professional

Child Life Track

Child life specialists help children cope with the stress and uncertainty of illness, injury, disability, and hospitalization. Learn more about the Child Life track.

• CPSY 5601 – Child Life Theory, Practice and Program Development (3.0 cr)
• CPSY 5602 – Developmental Perspectives on Illness and Injury in Healthcare (3.0 cr)
• CPSY 5603 – Therapeutic Play for Child Life Practice (3.0 cr)
• CPSY 5604 – Therapeutic Relationships: Supporting Children in Healthcare (3.0 cr)
• CPSY 5605 – Childhood Death and Bereavement (3.0 cr)

A 600-hour clinical internship is also required.

Certification

If you successfully complete the MA Child Life track (including the 600-hour child life clinical internship), you will be eligible for the Child Life Professional Certification Examination and the Association of Child Life Professionals Eligibility Assessment .

This track helps individuals advance their careers in fields that intersect with child development, such as law, juvenile justice, child welfare, education, the arts, advocacy, policy-making, nonprofit management, pediatric nursing, and parent education. Learn more about this track .

Curriculum (15 credits)

• CPSY 5310 – Current Issues in Applied Child and Adolescent Development (3.0 cr)
• CPSY 5413 – Early Childhood and Public Policy (3.0 cr)
• EPSY 5261 – Introductory Statistical Methods (3.0 cr)
• At least 6 credits of electives, selected in consultation with an advisor

• jump to main navigation
• jump to main content
• jump to zum Seitenende mit Direkt-Links springen
• Faculties & Institutes
• Accessibility

Faculties & Facilities

• Central institution

Faculty of Chemistry and Mineralogy

work Hauptgebäude Chemie Johannisallee 29 04103 Leipzig

Phone: work +49 341 97 - 36000 Fax: fax +49 341 97 - 36094

Dean Prof. Dr. Christoph Schneider

Vice-Dean Prof. Dr. Holger Kohlmann

Dean of Studies Prof. Dr. Reinhard Denecke

Deanery Marco Weiß

Institutes & Facilities

• Centralised faculty body

Chemistry Didactics

Institute of Analytical Chemistry

• Institute of Bioanalytical Chemistry

Institute of Chemical Technology

Institute of Inorganic Chemistry and Crystallography

Institute of Mineralogy, Crystallography and Materials Science

Institute of Organic Chemistry

• Inter-institute body within the faculty

Wilhelm Ostwald Institut of Physical and Theoretical Chemistry

Faculty of Economics and Management Science

work Institutsgebäude Grimmaische Straße 12 04109 Leipzig

Phone: work +49 341 97 - 33500 Fax: fax +49 341 97 - 31133500

Vice-Dean Prof. Dr. Martin Friedrich Quaas

Dean Prof. Dr. Rainer Alt

Dean of Studies Prof. Dr. Roland Happ

Vice-Dean Prof. Dr. Utz Dornberger

Deanery Dr. Martina Diesener

Secretariat Cathérine Krobitzsch

Information Systems Institute

Institute for Infrastructure and Resource Management (IIRM)

Institute for Theoretical Economics (ITVWL)

Institute of Accounting, Finance and Taxation (IUFB)

• Institute of Business Education and Management Training (IFW)

Institute of Economic Policy (IWP)

Institute of Empirical Economic Research (IEW)

Institute of Insurance Science (IVL)

Institute of Public Finance and Public Management (PFPM)

Institute of Service and Relationship Management (ISRM)

Institute of Trade and Banking (IHB)

Institute of Urban Development and Construction Management (ISB)

Faculty of Education

work Haus 3 Marschnerstraße 31 04109 Leipzig

Phone: work +49 341 97 - 31400 Fax: fax +49 341 97 - 31131400

Dean Prof. Dr. Brigitte Latzko

Vice-Dean Prof. Dr. Conny Melzer

Dean of Studies Prof. Dr. Jonas Flöter

Vice-Dean Prof. Dr. Katrin Liebers

Deanery Nadja Straube

Academic body in the Faculty of Education

Institute of Educational Sciences

Institute of Pre-Primary and Primary Education

Institute of Special and Inclusive Education

Faculty of History, Arts and Regional Studies

work Institutsgebäude Schillerstraße 6 04109 Leipzig

Phone: work +49 341 97 - 37000 Fax: fax +49 341 97 - 37049

Dean of Studies Prof. Dr. Holger Kockelmann

Dean of Studies Prof. Dr. Katja Werthmann-Kirscht

Dean Prof. Dr. Markus A. Denzel

Vice-Dean Prof. Dr. Nadja Horsch

Deanery Uta Al-Marie

Academic body in the Faculty of History, Arts and Regional Studies

• Centralised faculty body in the Faculty of History, Arts and Regional Studies

Department of History

Institute for South and Central Asian Studies

Institute for the Study of Religions

Institute of African Studies

Institute of Ancient Near Eastern Studies

Institute of Anthropology

Institute of Art Education

Institute of Art History

Institute of East Asian Studies

Institute of Egyptology

Institute of Musicology

Institute of Oriental Studies

Institute of Theatre Studies

Faculty of Law

work Juridicum Burgstraße 27 04109 Leipzig

Phone: work +49 341 97 - 35100 Fax: fax +49 341 97 - 31135100

Dean of Studies Prof. Dr. Justus Meyer

Dean Prof. Dr. Katharina Beckemper

Vice-Dean Prof. Dr. Marc Desens

Deanery Dr. Christian Kraus

Secretariat Sylvia Proksch

Ernst Jaeger Institute for Corporate Restructuring and Insolvency Law

Institut für Energie- und Regulierungsrecht

Institut für Internationales Recht

Institut für Recht und Politik

Institut für Steuerrecht

Institute for Broadcasting Law

Institute for Environmental and Planning Law

Institute for Foreign and European Private and Procedural Law

Institute for German and International Law of Banking and Capital Markets

Institute for Labour and Social Law

Institute for Public International Law, European Law and Foreign Public Law

Institute for the Foundations of Law

Institute for the Legal Profession

• Professorships not bound to an institute

Faculty of Life Sciences

work Institutsgebäude Talstraße 33 04103 Leipzig

Phone: work +49 341 97 - 36700 Fax: fax +49 341 97 - 36749

Dean of Studies Prof. Dr. Immo Fritsche

Dean of Studies Prof. Dr. Irene Coin

Dean Prof. Dr. Marc Schönwiesner

Vice-Dean Prof. Dr. Stefan Schmukle

Vice-Dean Prof. Dr. Tilo Pompe

Deanery Markus Lorenz

Institute of Biochemistry

Institute of Biology

• Other inter-institute body

Wilhelm Wundt Institute for Psychology

wissenschaftliche Einrichtung der Fakultät für Lebenswissenschaften

Faculty of Mathematics and Computer Science

work Neues Augusteum Augustusplatz 10 04109 Leipzig

Phone: work +49 341 97 - 32100 Fax: fax +49 341 97 - 32199

Vice-Dean Prof. Dr. Andreas Maletti

Dean Prof. Dr. Bernd Kirchheim

Dean of Studies for Mathematics Prof. Dr. Judith Brinkschulte

Dean of Studies for Computer Science Prof. Dr. Martin Bogdan

Deanery Claudia Wendt

Institute of Computer Science

Institute of Mathematics

Faculty of Medicine and University of Leipzig Medical Center

work Liebigstraße 04103 Leipzig

Phone: work 109

• Administration of the Faculty of Medicine

Carl Ludwig Institute for Physiology

• Facilities of the Faculty of Medicine

General Medicine Unit

• Independent Division for Clinical Pharmacology

Institute of Anatomy

Institute of Forensic Medicine

Institute of Medical Informatics, Statistics and Epidemiology (IMISE)

Institute of Medical Physics and Biophysics

Institute of Pharmacy

Karl-Sudhoff-Institute of History of Medicine and Science

• Midwifery Bachelor of Science

Paul Flechsig Institute of Brain Research

• Research Facilities of the Faculty of Medicine

Rudolf Boehm Institute of Pharmacology and Toxicology

Rudolf Schönheimer Institute of Biochemistry

Social Medicine, Occupational Health and Public Health (ISAP)

• University of Leipzig Medical Center

Faculty of Philology

work Geisteswissenschaftliches Zentrum Beethovenstraße 15 04107 Leipzig

Phone: work +49 341 97 - 37300 Fax: fax +49 341 97 - 37349

Dean Prof. Dr. Beat Siebenhaar

Dean of Studies Prof. Dr. Benjamin Lucas Meisnitzer

Dean of Studies Prof. Dr. Eduard Werner

Dean of Studies Jun.-Prof. Dr. Julia Fuchs

Dean of Studies Prof. Dr. Katja Kanzler

Dean of Studies Prof. Dr. Klaus Grübl

Vice-Dean for Research Prof. Dr. Tinka Reichmann

Deanery Dr. Stephan Thomas

Secretariat Annett Lutschin

Herder-Institute (German as a Foreign Language)

Institute for American Studies

Institute of Applied Linguistics and Translatology

Institute of British Studies

Institute of Classical Studies and Comparative Literature

Institute of German Language and Literature

Institute of Linguistics

Institute of Romance Studies

Institute of Slavonic Studies

Institute of Sorbian Studies

Faculty of Physics and Earth System Sciences

work Institutsgebäude Linnéstraße 5 04103 Leipzig

Phone: work +49 341 97 - 32400

Dean of Studies Prof. Dr. Christoph Zielhofer

Vice-Dean for Research Prof. Dr. Frank Cichos

Vice-Dean Prof. Dr. Johannes Quaas

Dean Prof. Dr. Marius Grundmann

Dean of Studies for Physics and Meteorology Prof. Dr. Michael Ziese

Deanery Dr. Annett Kaldich

Secretariat Susan Baeumler

Felix Bloch Institute for Solid State Physics

Institut für Didaktik der Physik

Institute for Earth System Science and Remote Sensing

Institute for Geography

Institute for Meteorology

Institute of Theoretical Physics

Peter Debye Institute for Soft Matter Physics

• Serviceeinrichtungen der Fakultät für Physik und Erdsystemwissenschaften

Faculty of Social Sciences and Philosophy

Phone: work +49 341 97 - 35600 Fax: fax +49 341 97 - 35699

Dean Prof. Dr. Astrid Lorenz

Vice-Dean Prof. Dr. Patrick Donges

Dean of Studies Prof. Dr. Thorsten Schneider

Deanery Barbara Harrmann

Secretariat Carola Vater

• Centralised faculty body/Faculty of Social Sciences and Philosophy

Global and European Studies Institute

Institute for the Study of Culture

Institute of Communication and Media Studies

Institute of Philosophy

Institute of Political Science

Institute of Sociology

Faculty of Sport Science

work Haus 1, T-Trakt Jahnallee 59 04109 Leipzig

Phone: work +49 341 97 - 31600

Dean Prof. Dr. Gregor Hovemann

Vice-Dean for Research Prof. Ph.D. Patrick Ragert

Dean of Studies Prof. Dr. Thomas Wendeborn

Deanery Marco Morgner

Secretariat Simone Stüwe

Abteilung Natursportarten (Ski/Kanu/Rad)

• Experimentelle Sporternährung

Institute of Exercise and Public Health

Institute of General Kinesiology and Athletics Training

Institute of Movement and Training Science in Sports I

Institute of Movement and Training Science in Sports II

Institute of Sport Medicine and Prevention

Institute of Sport Psychology and Physical Education

International Trainer Course

Faculty of Theology

work Institutsgebäude Beethovenstraße 25 04107 Leipzig

Phone: work +49 341 97 - 35400 Fax: fax +49 341 97 - 35499

Dean Prof. Dr. Alexander Deeg

Dean of Studies Prof. Dr. Jens Herzer

Vice-Dean Prof. Dr. Roderich Andres Barth

Deanery Lena Seehausen

Secretariat Jana Tulke

Academic body in the Faculty of Theology

• Begegnungszentrum Universitätskirche
• Fakultätszentrale Einrichtungen/Theologische Fakultät

Institut für Alttestamentliche Wissenschaft

Institut für Kirchengeschichte

Institut für Neutestamentliche Wissenschaft

Institute of Practical Theology

Institute of Religious Education

Institute of Systematic Theology

Teaching Unit for Classical Languages

Faculty of Veterinary Medicine

work KVR, KFP (Lehrgebäude) An den Tierkliniken 19 04103 Leipzig

Phone: work +49 341 97 - 38000 Fax: fax +49 341 97 - 38099

Vice-Dean Prof. Dr. Florian Hansmann

Dean of Studies Prof. Dr. Katharina Luise Lohmann

Dean Prof. Dr. Dr. Thomas Vahlenkamp

Deanery Dr. Kathy Busse

Secretariat Ina Scherbaum

Department for birds and reptiles

Department for horses

Department for ruminants and swine

Department for small animal

Institute of Anatomy, Histology and Embryology

Institute of Animal Hygiene and Veterinary Public Health

Institute of Animal Nutrition, Nutrition Diseases and Dietetics

Institute of Bacteriology and Mycology

Institute of Food Hygiene

Institute of Immunology

Institute of Parasitology

Institute of Pathology

Institute of Pharmacology, Pharmacy and Toxicology

Institute of Physiological Chemistry

Institute of Physiology

Institute of Virology

Oberholz Farm for Teaching and Research

• Serviceeinrichtungen der Fakultät

work Haus 5 Marschnerstraße 29d/e 04109 Leipzig

work Haus E Liebigstraße 27 04103 Leipzig

Phone: work +49 341 97-15500 Fax: fax +49 341 97-15509

Carl-Ludwig-Institut für Physiologie - Abteilung 1

Carl-Ludwig-Institut für Physiologie - Abteilung 2

Phone: work +49 341 97-15500 Fax: fax +49 341 97-15529

Carl-Ludwig-Institut für Physiologie - Abteilung 3

Phone: work +49 341 97-15520 Fax: fax +49 341 97-15529

Phone: work +49 341 97 - 36339 Fax: fax +49 341 97 - 36397

Institute Head Prof. Dr. Rebekka Heimann

work KVR,Dekanat, KFP An den Tierkliniken 17-21 04103 Leipzig

Phone: work +49 341 97 - 38405 Fax: fax +49 341 97 - 38409

work KFP (Stallgebäude) An den Tierkliniken 21 a 04103 Leipzig

Phone: work +49 341 97 - 38250 Fax: fax +49 341 97 - 38269

Secretariat Claudia Baumgärtel

work KFK, Pharmakologie An den Tierkliniken 11 04103 Leipzig

Phone: work +49 341 97 - 38320 Fax: fax +49 341 97 - 38349

Secretariat Tina Dögl, Ines Sackersdorff

work Klinik für Kleintiere An den Tierkliniken 23 04103 Leipzig

Phone: work +49 341 97 - 38700 Fax: fax +49 341 97 - 38799

Secretariat Kathrin Fischer

Phone: work +49 341 97 - 37050 Fax: fax +49 341 97 - 37059

Institute Head Prof. Dr. Julia Schmidt-Funke

Secretariat Antina Jordan

Phone: work +49 341 97 - 35310 Fax: fax +49 341 97 - 35319

Phone: work +49 341 97 - 32650 Fax: fax +49 341 97 - 32668

Institute Head Prof. Dr. Jan Berend Meijer

Secretariat Anja Heck

work Haus W Philipp-Rosenthal-Straße 55 04103 Leipzig

Phone: work +49 341 97-15710 Fax: fax +49 341 97-15719

work Institutsgebäude Emil-Fuchs-Straße 1 04105 Leipzig

Phone: work +49 341 97 - 30230 Fax: fax 9605261

Phone: work +49 341 97 - 37505 Fax: fax +49 341 97 - 31139204

Institute Head Prof. Dr. Christian Fandrych

Secretariat Ulrike Kersting

Phone: work +49 341 97 - 33720 Fax: fax +49 341 97 - 33729

Institute Head Prof. Dr. Ulrich Eisenecker

Fax: fax +49 341 97 - 35419

work Institutsgebäude Prager Straße 34-36 04317 Leipzig

Phone: work +49 341 97 - 32753

work Institutsgebäude Burgstraße 21 04109 Leipzig

Phone: work +49 341 97 - 35180 Fax: fax +49 341 97 - 35189

Phone: work +49 341 97 - 35210 Fax: fax +49 341 97 - 35219

Phone: work +49 341 97 - 35430 Fax: fax +49 341 97 - 35439

Institute Head Prof. Dr. Klaus Fitschen

Phone: work +49 341 97 - 35420 Fax: fax +49 341 97 - 35429

Institute Head Prof. Dr. Jens Herzer

Secretariat Sylvia Kolbe

Phone: work +49 341 97 - 35250 Fax: fax +49 341 97 - 35259

Phone: work +49 341 97 - 35270 Fax: fax +49 341 97 - 35279

Phone: work +49 341 97 - 37330 Fax: fax +49 341 97 - 37339

Institute Head Prof. Dr. Katja Kanzler

Secretariat Anne Keyselt

Phone: work +49 341 97 - 35190 Fax: fax +49 341 97 - 35199

work Institutsgebäude Talstraße 35 04103 Leipzig

Phone: work +49 341 97 - 32900 Fax: fax +49 341 97 - 32809

Institute Head Prof. Dr. Miguel Mahecha

Secretariat Madlen Wild

Phone: work +49 341 97 - 35130 Fax: fax +49 341 97 - 31135130

Phone: work +49 341 97 - 35230 Fax: fax +49 341 97 - 31135230

Institute Head Prof. Dr. Konrad Duden

work Institutsgebäude Johannisallee 19a 04103 Leipzig

Phone: work +49 341 97 - 32790 Fax: fax +49 341 97 - 32799

Institute Head Prof. Dr. Vera Denzer

Phone: work +49 341 97 - 35240 Fax: fax +49 341 97 - 35249

Secretariat Marion Kluge

Phone: work +49 341 97 - 33517 Fax: fax +49 341 97 - 33538

Institute Head Prof. Dr. Thomas Bruckner

Phone: work +49 341 97 - 35320 Fax: fax +49 341 97 - 35329

Secretariat Yvonne Apitz

work Institutsgebäude Stephanstraße 3 04103 Leipzig

Phone: work +49 341 97 - 32850 Fax: fax +49 341 97 - 32899

Institute Head Prof. Dr. Manfred Wendisch

Phone: work +49 341 97 - 37120 Fax: fax +49 341 97 - 37148

Institute Head Prof. Dr. Jowita Kramer

Phone: work +49 341 97 - 35350 Fax: fax +49 341 97 - 35359

Secretariat Nikola Schurig

Secretariat Andrea Kuntzsch

Phone: work +49 341 97 - 35670 Fax: fax +49 341 97 - 35698

Institute Head Prof. Dr. Dirk Quadflieg

Phone: work +49 341 97 - 37160 Fax: fax +49 341 97 - 37169

Institute Head Prof. Dr. Markus Dreßler

Secretariat Steffi Rüger

Phone: work +49 341 97 - 33540 Fax: fax +49 341 97 - 33549

Institute Head Prof. Dr. Thomas Steger

Phone: work +49 341 97 - 33690 Fax: fax +49 341 97 - 33699

Institute Head Prof. Dr. Matthias Schmidt

Phone: work +49 341 97 - 37030 Fax: fax +49 341 97 - 37048

Secretariat Claudia Günther

Institute Head Prof. Dr. Jörg Matysik

Secretariat Uta Zeller

work Haus A Liebigstraße 13 04103 Leipzig

Phone: work +49 341 97-22000 Fax: fax +49 341 97-22009

work Anatomie, Tierhygiene An den Tierkliniken 41-43 04103 Leipzig

Phone: work +49 341 97 - 38030 Fax: fax +49 341 97 - 38029

Institute Head Prof. Dr. Christoph Mülling

Secretariat Janet Reichenbach

work Kroch-Hochhaus Goethestraße 2 04109 Leipzig

Phone: work +49 341 97 - 37020 Fax: fax +49 341 97 - 37047

Institute Head Prof. Dr. Michael Peter Streck

work Biochemie, TH, Lemi An den Tierkliniken 1 04103 Leipzig

Phone: work +49 341 97 - 38150 Fax: fax +49 341 97 - 38198

Institute Head Prof. Dr. Uwe Truyen

work Tierernährung, Mykologie An den Tierkliniken 9 04103 Leipzig

Phone: work +49 341 97 - 38370 Fax: fax +49 341 97 - 38399

Phone: work +49 341 97 - 37220 Fax: fax +49 341 97 - 37229

Institute Head Prof. Dr. Andrea Behrends

Institute Head Dr. Stefanie Mauksch

Secretariat Annette Veit

Phone: work +49 341 97 - 37600 Fax: fax +49 341 97 - 37649

Institute Head Prof. Dr. Oliver Czulo

work Institutsgebäude Ritterstraße 8-10 04109 Leipzig

Phone: work +49 341 97 - 37250 Fax: fax +49 341 97 - 37259

Institute Head Prof. Andreas Wendt

Secretariat Kerstin Rösel

work Wünschmanns Hof Dittrichring 18-20 04109 Leipzig

Phone: work +49 341 97 - 35550 Fax: fax +49 341 97 - 35559

Institute Head PD Dr. Armin Bergmeier

work KFK, Viro, Bakteriologie An den Tierkliniken 29 04103 Leipzig

Phone: work +49 341 97 - 38180 Fax: fax +49 341 97 - 38199

Secretariat Anja Ladenthin

work Institutsgebäude Johannisallee 23 04103 Leipzig

Phone: work +49 341 97 - 36780 Fax: fax +49 341 97 - 36798

Institute Head Prof. Dr. Tilo Pompe

Phone: work +49 341 97 - 36840 Fax: fax +49 341 97 - 36848

Phone: work +49 341 97 - 37310 Fax: fax +49 341 97 - 37329

Institute Head Prof. Dr. Arne Lohmann

work Technikum Analytikum Linnéstraße 3 04103 Leipzig

Phone: work +49 341 97 - 36300 Fax: fax +49 341 97 - 36349

Institute Head Prof. Dr. Dirk Enke

Phone: work +49 341 97 - 37710 Fax: fax +49 341 97 - 37709

Institute Head Prof. Dr. Oliver Schelske

Secretariat Anja Arndt

work Zeppelinhaus Nikolaistraße 27-29 04109 Leipzig

Phone: work +49 341 97 - 35700

work Paulinum Augustusplatz 10 04109 Leipzig

Phone: work +49 341 97 - 32250 Fax: fax +49 341 97 - 32252

Institute Head Prof. Dr. Andreas Maletti

Secretariat Karin Wenzel

Phone: work +49 341 97 - 37155 Fax: fax +49 341 97 - 37159

Institute Head Prof. Ph.D. Philip Clart

Secretariat Dany Habich

Phone: work +49 341 97 - 33560 Fax: fax +49 341 97 - 33569

Institute Head Prof. Dr. Gunther Schnabl

Phone: work +49 341 97 - 31580 Fax: fax +49 341 97 - 31589

Institute Head Prof. Dr. Anne Deiglmayr

Phone: work +49 341 97 - 37010 Fax: fax +49 341 97 - 37029

Institute Head Prof. Dr. Holger Kockelmann

Phone: work +49 341 97 - 33530 Fax: fax +49 341 97 - 33789

Institute Head Prof. Dr. Bernd Süßmuth

work Haus 1, I-Trakt Jahnallee 59 04109 Leipzig

Phone: work +49 341 97 - 31650 Fax: fax +49 341 97 - 31798

Institute Head Prof. Dr. Petra Wagner

Secretariat Bianka Hünemeyer

Phone: work +49 341 97 - 38220 Fax: fax +49 341 97 - 38249

Secretariat Stephanie Schlobach

work Haus H Johannisallee 28 04103 Leipzig

Phone: work +49 341 97-15100 Fax: fax +49 341 97-15109

Phone: work +49 341 97 - 31670 Fax: fax +49 341 97 - 31679

Institute Head Prof. Dr. Maren Witt

Phone: work +49 341 97 - 37350 Fax: fax +49 341 97 - 37359

Institute Head Prof. Dr. Dieter Burdorf

Secretariat Annett Kämmerer

work Biotechnologisch-Biomedizinisches Zentrum Deutscher Platz 5 04103 Leipzig

Phone: work +49 341 97 - 31220 Fax: fax +49 341 97 - 31229

Institute Head Prof. Dr. Gottfried Alber

Institute Head Prof. Dr. Berthold Kersting

work Institutsgebäude Gottschedstraße 12 04109 Leipzig

Phone: work 355305-55 Fax: fax 355305-99

Institute Head Prof. Dr. Fred Wagner

Phone: work +49 341 97 - 37610 Fax: fax +49 341 97 - 37609

Institute Head Prof. Dr. Jochen Trommer

Secretariat Sabine Tatzelt

Institute Head Prof. Dr. Bernd Kirchheim

work Haus V Härtelstraße 16-18 04107 Leipzig

Phone: work +49 341 97-15700 Fax: fax +49 341 97-15709

Phone: work +49 341 97 - 36250

Phone: work +49 341 97 - 31820 Fax: fax +49 341 97 - 31829

Secretariat Birgit Rother

Phone: work +49 341 97 - 31700 Fax: fax +49 341 97 - 31719

work Städtisches Kaufhaus, Aufgang E Neumarkt 9 04109 Leipzig

Phone: work +49 341 97 - 30450 Fax: fax +49 341 97 - 30459

Institute Head Prof. Dr. Stefan Keym

Secretariat Katja Jehring

Phone: work +49 341 97 - 36550 Fax: fax +49 341 97 - 36599

Institute Head Prof. Dr. Thorsten Berg

Secretariat Katrin Hengst

Phone: work +49 341 97 - 37200 Fax: fax +49 341 97 - 37219

Institute Head Prof. Dr. Sebastian Maisel

work Pathologie, Parasitologie An den Tierkliniken 35 04103 Leipzig

Phone: work +49 341 97 - 38080 Fax: fax +49 341 97 - 38095

work Pathologie, Parasitologie An den Tierkliniken 33-37 04103 Leipzig

Phone: work +49 341 97 - 38270 Fax: fax +49 341 97 - 38299

Institute Head Prof. Dr. Reiner Georg Ulrich

Secretariat Gesine Kubaile-Jahn, Daniela Michel

work KFK, Pharmakologie An den Tierkliniken 15 04103 Leipzig

Phone: work +49 341 97 - 38130 Fax: fax +49 341 97 - 38149

Institute Head Prof. Dr. Angelika Richter

Secretariat Annett Hoffmann

work Eilenburger Str. 15a 04317 Leipzig

Phone: work +49 341 97-11901 Fax: fax +49 341 97-11813

Phone: work +49 341 97 - 35820 Fax: fax +49 341 97 - 35849

Institute Head Prof. Dr. Andrea Kern

Secretariat Katharina Krause

Phone: work +49 341 97 - 38100

Secretariat Alexandra Gück

work Veterinär-Physiologie An den Tierkliniken 7/7a 04103 Leipzig

Phone: work +49 341 97 - 38060 Fax: fax +49 341 97 - 38097

Secretariat Jana Kirchner

Phone: work +49 341 97 - 35610 und -35620 Fax: fax +49 341 97 - 35619

Secretariat Birgit Ruß

Office hours Montag - Freitag 09:00 - 11:00 Uhr

Phone: work +49 341 97 - 35460 Fax: fax +49 341 97 - 35469

Institute Head Prof. Dr. Alexander Deeg

Phone: work +49 341 97 - 31490 Fax: fax +49 341 97 - 31498

Institute Head Prof. Dr. Kim Lange-Schubert

Phone: work +49 341 97 - 33580 Fax: fax +49 341 97 - 33589

Institute Head Prof. Dr. Thomas Lenk

Phone: work +49 341 97 - 35470 Fax: fax +49 341 97 - 35499

Phone: work +49 341 97 - 37410 Fax: fax +49 341 97 - 37429

Institute Head Prof. Dr. Klaus Grübl

Secretariat Angela Berge

Office hours Montag 09:00 – 12:00 Uhr, Dienstag 14.00 – 16.00 Uhr, Freitag 09.00 – 10.00 Uhr sowie nach Vereinbarung.

Phone: work +49 341 97 - 33750 Fax: fax +49 341 97 - 33759

Phone: work +49 341 97 - 37454 Fax: fax +49 341 97 - 37499

Institute Head Prof. Dr. Grit Mehlhorn

Secretariat Claudia Twrdik, Silke Pracht

Phone: work +49 341 97 - 35660 Fax: fax +49 341 97 - 35669

Institute Head Prof. Dr. Marc Keuschnigg

Phone: work +49 341 97 - 37650 Fax: fax +49 341 97 - 37659

Institute Head Prof. Dr. Eduard Werner

Phone: work +49 341 97 - 31544 Fax: fax +49 341 97 - 31549

Institute Head Prof. Dr. Saskia Schuppener

work INTERIM - SportMed Rosa-Luxemburg-Straße 20-30 04103 Leipzig

Phone: work +49 341 97 - 31660 Fax: fax +49 341 97 - 31689

Secretariat Ulla Gerlach

Phone: work +49 341 97 - 31630 Fax: fax +49 341 97 - 31639

Secretariat Anke Bresler

Office hours nach Vereinbarung

Phone: work +49 341 97 - 35450 Fax: fax +49 341 97 - 35459

work Rotes Kolleg Ritterstraße 16-22 04109 Leipzig

Phone: work +49 341 97 - 30400 Fax: fax +49 341 97 - 30409

Institute Head Prof. Dr. Patrick Primavesi

Secretariat Christiane Richter

work Institutsgeb. Theor.Phys. Brüderstraße 16 04103 Leipzig

Phone: work +49 341 97 - 32420 Fax: fax +49 341 97 - 32450

Phone: work +49 341 97 - 33820 Fax: fax +49 341 97 - 33829

Institute Head Prof. Dr. Gregor Weiß

Phone: work +49 341 97 - 33740 Fax: fax +49 341 97 - 33749

Phone: work +49 341 97 - 38200 Fax: fax +49 341 97 - 38219

Phone: work +49 341 97 - 31690 Fax: fax +49 341 97 - 31799

Secretariat Claudia Woog

Phone: work +49 341 97-25601 Fax: fax +49 341 97-25609

work Verwaltungsgebäude Rudolf-Breitscheid-Straße 38 04463 Großpösna

Phone: work +49 34297 651020 Fax: fax +49 34297 41215

Secretariat Doris Böhmert

work Haus C Liebigstraße 19 04103 Leipzig

Phone: work +49 341 97-25720 Fax: fax +49 341 97-25729

Phone: work +49 341 97 - 32654 Fax: fax +49 341 97 - 32598

Institute Head Prof. Dr. Frank Cichos

Secretariat Andrea Kramer

Phone: work +49 341 97-24600 Fax: fax +49 341 97-24609

work Haus J Johannisallee 30 04103 Leipzig

Phone: work +49 341 97-22150 Fax: fax +49 341 97-22109

Phone: work +49 341 97-15406 Fax: fax +49 341 97-15409

Phone: work +49 341 97 - 35494 Fax: fax +49 341 97 - 35498

work Wilhelm-Ostwald-Institut Linnéstraße 2 04103 Leipzig

Phone: work +49 341 97 - 36500 Fax: fax +49 341 97 - 36399

Institute Head Prof. Dr. Reinhard Denecke

work Städtisches Kaufhaus Neumarkt 9 04109 Leipzig

Phone: work +49 341 97 - 35961

Institute Head Prof. Dr. Jörg Jescheniak

Centre for Biotechnology and Biomedicine

Phone: work +49 341 97 - 31300 Fax: fax +49 341 97 - 31309

Centre for French Studies

work Strohsackpassage Nikolaistraße 10 04109 Leipzig

Phone: work +49 341 97 - 37889

Centre for Media production

Phone: work +49 341 97 - 35850 Fax: fax +49 341 97 - 35859

Centre for Teacher Training and School Research

work Institutsgebäude, ZLS wAL Prager Straße 38-40 04317 Leipzig

Phone: work +49 341 97 - 30480 Fax: fax +49 341 97 - 30489

Centre for University Sport

work Haus 1, H-Trakt Jahnallee 59 04109 Leipzig

Phone: work +49 341 97 - 30320 Fax: fax +49 341 97 - 31749

German Centre for Integrative Biodiversity Research (iDiv)

work iDiv BioDivForschg Lpz Puschstraße 4 04103 Leipzig

Graduate Academy Leipzig

work INTERIM-Staatsanwalts.LPZ Straße des 17. Juni 2 04107 Leipzig

Phone: work +49 341 97 - 30234

Higher Education Didactics Centre Saxony

work Leipzig

Phone: work +49 341 97 - 30082 Fax: fax +49 341 97 - 30045

Interdisciplinary Centre for Clinical Research

Kustodie (Art Collection)

Phone: work +49 341 97 - 30170 Fax: fax +49 341 97 - 30179

Language Centre

Phone: work +49 341 97 - 30270 Fax: fax +49 341 97 - 30299

Leipzig Institute of German Literature

work Literatur Institut Wächterstraße 34 04107 Leipzig

Phone: work +49 341 97 - 30300 Fax: fax +49 341 97 - 30319

Institute Head Prof. Dr. Kerstin Preiwuß

Leipzig Research Centre Global Dynamics (ReCentGlobe)

Leipzig University Music

Phone: work +49 341 97 - 30190 Fax: fax +49 341 97 - 30198

Saxon Preparatory Courses

work Studienkolleg Sachsen Lumumbastraße 4 04105 Leipzig

Phone: work +49 341 97 - 30240 Fax: fax +49 341 97 - 30259

Saxonian Incubator for Clinical Translation

work Flügel A und B Philipp-Rosenthal-Straße 55 04103 Leipzig

Phone: work +493419739600 Fax: fax +49 341 97 - 39609

University Archive

work Universitätsarchiv Prager Straße 6 04103 Leipzig

Phone: work +49 341 97 - 30200 Fax: fax +49 341 97 - 30219

University Computer Centre

Phone: work +49 341 97 - 33300 Fax: fax +49 341 97 - 33399

University Library

work Bibliotheca Albertina Beethovenstraße 6 04107 Leipzig

Phone: work +49 341 97 - 30500 Fax: fax +49 341 97 - 31130500

• Degree programmes
• Student info portal (German)
• Job opportunities
• Welcome Centre
• Research portal
• Leipzig University House Rules
• Visual Help
• go to menu level 1
• go to menu level 2
• go to menu level 3
• go to menu level 4
• go to menu level 5

Information for

Prospective Students

Researchers and Lecturers

Partners and Industry

• Internationals
• Media and Communications

Master of Science

Child Development and Intervention MSc

The Child Development and Intervention Master of Science program focuses on understanding and promoting the positive and healthy development of children. It is characterized by small cohorts that allow for intensive exchange between faculty and students, hands-on research and internship opportunities, and a curriculum that moves beyond research to train students on translating cutting-edge science into effective practical solutions for children and families.

The Child Development and Intervention MSc (CDI) succeeds the Master's program Early Childhood Research (ECR). More information about the ECR can be found here .

At a glance

Field of study

Degree type

Language of instruction

Full/part-time

Course start

Admission restriction

Standard period of study

four semesters

ECTS credits

Requirements

Subject-Specific Admission Requirements

• A first academic degree
• Knowledge of English at C1 level of the Common European Framework of Reference for Languages
• Basic knowledge in research methods and statistics

The faculty will check whether the above requirements have been met and then issue an official notification. This serves as proof that the candidate fulfils the admission requirements.

Programme Overview

The Child Development and Intervention Master of Science program offers courses in three core modules: research, research - practice, and policy.

Research : Students receive a solid foundation in clinical-developmental theory and analytical methods for childhood and intervention studies in diverse contexts. This ideally prepares them to pursue a PhD in the field of child development and mental health, as well as immediately engaging in the design and implementation of research on positive and healthy child development in academic, non-profit, governmental, or industry settings.

Research - Practice : Core knowledge is put into practice with training on strengths- and science-based assessment, intervention, and prevention techniques to strengthen children’s social-emotional development and mental health in different socialization contexts. These applied modules prepare graduates for careers in the areas of counselling, including the design, delivery, and evaluation of interventions in diverse institutions like, for instance, schools or ambulator care centers.

Policy : Research should have impacts beyond the walls of academia. Students learn how to transfer the results of basic and applied research into comprehensive materials and directives that are made accessible for the children themselves, their parents, educators, clinicians, and policymakers in national and international contexts. These modules prepare graduates to enter knowledge transfer roles in social and political institutions at the local, national, and international levels.

The two-year degree program is offered entirely in English and provides a unique curriculum. The range of subjects includes:

• empirical methods and statistics
• scientific practice
• child development in an interdisciplinary context
• social-emotional development of children
• Psychopathology
• strength-based assessments
• intervention and prevention methods to enhance child development and well-being
• transferring research into social policy
• science communication and public outreach

Programme Structure

The master’s program is comprised of 120 credit points, of which 25 are allocated to the master’s thesis and 5 to a compulsory, applied 4-week research internship. To reflect the interdisciplinary nature of developmental research, research-practice, and policy, courses are offered by lecturers specializing in a range of subjects, including educational science, developmental psychology, clinical-developmental psychology, and philosophy.

Special Features

• English-language degree programme
• Many international students
• Small cohorts
• Intensive exchange between instructors and students
• Interdisciplinary
• Applied research internship opportunities
• Unique curriculum focused on translating research skills into practice and policy solutions

Career Prospects

The Child Development & Intervention master's program prepares students to work in research, research-practice, and transfer settings.

Research : The CDI is a thesis-based degree — graduates will be eligible to pursue a PhD in a related field. Graduates will also be immediately qualified to conduct experimental and applied research in academic, non-profit, education, government, and industry settings.

Research - Practice : CDI graduates can also start applied careers to promote positive child development and well-being, including the design, delivery, and evaluation of child- and group-level interventions in schools, kindergartens, and ambulatory care centers.

Transfer : Policy-minded graduates of the CDI can enter knowledge transfer roles in social and political institutions at the local, national, and international levels to translate empirical findings on positive child development into effective messaging for the public and stakeholders.

Internships and periods abroad

A mandatory internship is included in the master’s programme. Details are set down in the Internship Regulations for the programme.

It is generally recommended that students carry out a study stay abroad. This must by organised by the students themselves.

Application

Applying as a First-Semester Student

Course start: Winter semester Admission restriction (NCU): yes Application period: 2 May–31 May Application portal: AlmaWeb

Please ensure that you read and take note of the further information provided on the pages “ Online application ” and “ Applying for a master’s programme ”.

International students can find information about application periods and how to apply on the page “ International ”.

Applying for a Higher Semester of Study

Options in the winter semester: 3rd semester – without restrictions on admission Options in the summer semester: 2nd semester and 4th semester – each without restrictions on admission Application period: 2 May–15 September for the winter semester; 1 December–15 March for the summer semester Application portal: AlmaWeb Special enrolment requirements: credits form ( Anrechnungsbescheid )

You can find more information on our page for “ Applying for higher semesters of study ”.

Internationality

Programme Offered in a Foreign Language

Compulsory curriculum in English

PhD programme

Research Institute of Child Development and Education

• PhD applications
• PhD training

The Research Institute of Child Development and Education (RICDE) and the Graduate School of Child Development and Education (GSCDE) closely collaborate to train (research) master students and PhD candidates to become competent and self-reliant researchers who can substantially contribute to the research programmes, and subsequently make a successful career in research inside or outside academia.

PhD candidates are supervised by at least two experienced researchers, a full professor who acts as promotor and one daily supervisor often an assistant or associate professor who can also act as co-promotor. PhD candidates are embedded in the programme group where their research is conducted and fully participate in the research activities and lab meetings of the supervisors’ research lines.

PhD monitoring

All PhD candidates are asked to complete a report that contains information about their research project (description), a publication plan and table of content of their thesis, and an education programme form. This form is updated every year. If the information gives reason for concerns about the progress of the project, the research director contacts the candidate and supervisors to resolve stagnation or problems. PhD candidates are also encouraged to contact the research director themselves, should they experience any problems or stagnation. 

Training and supervision plan

At the start of a PhD project, PhD candidates hand in a description of the project and planning (PhD monitoring form), and draw up a training plan, which specifies (a) the general skills the PhD candidate needs to further develop; (b) the national research school of which the PhD candidate will become a member; (c) courses, conferences or workshops that he or she will attend; (d) the size of the PhD training programme (in EC). The education and supervision plan must be approved by the Graduate Studies Committee and the national research school.

Monitoring of progress of the PhD candidate

In the first year of the PhD project, the first formal evaluation takes place after 9 months and before 12 months. At the same time the PhD candidate updates the progress report (PhD monitoring form), and the promotor writes a letter about the continuation of the project, in which he or she addresses the following criteria: quality of the written work to date, independence, knowledge and skills, academic attitude, and English proficiency. The decision to continue or end the project will be taken within the first 12 months on the basis of these criteria.

In subsequent years PhD candidates and supervisors are required to have annual performance interviews and also fill out progress reports, which are discussed in meetings in which the PhD candidate and the supervisors are present. The content of the annual performance interviews is confidential and archived by Human Resources. 

Every year the PhD candidates are approached by the secretary of RICDE to update the PhD monitoring form that reports on the progress and further planning of the project. The report is appraised by the director of RICDE and archived. If necessary the director can contact the PhD candidate and or the supervisor to discuss and solve possible problems with the project. The form is updated every year.

Guidance of PhD candidates to the job market

PhD candidates with academic perspectives are encouraged to build a network in academia. Because in academics, a BKO (Basis Kwalificatie Onderwijs - University Teaching Qualification) is compulsory for teaching in higher education (as lecturers), all PhD candidates are also encouraged to start building up a teaching portfolio already during their PhD project. 

For candidates who will probably not stay in the university we encourage contacts with research or professional organizations within the Netherlands. They are invited to teach courses that are relevant for the career they envision (e.g. clinically-oriented courses).

Confidential adviser

The counsellor in our department especially assigned to PhD candidates is Drs Mariëlle de Reuver. 

Faculty of Social and Behavioural Sciences

Department of Child Development and Education

[email protected] +31 (0)20 525 6050

Cookie Consent

The UvA uses cookies to measure, optimise, and ensure the proper functioning of the website. Cookies are also placed in order to display third-party content and for marketing purposes. Click 'Accept' to agree to the placement of all cookies; if you only want to accept functional and analytical cookies, select ‘Decline’. You can change your preferences at any time by clicking on 'Cookie settings' at the bottom of each page. Also read the UvA Privacy statement .

• Research & Initiatives
• Research Centers & Labs
• Center for Advanced Study of Teaching and Learning
• CASTL Projects
• Infant, Toddler & PreK Projects

Early Childhood Education Resource Hub

The Early Childhood Education (ECE) Resource Hub is a collection of high-quality, professional development resources that help educators foster young children’s development (birth to five). Created by UVA-CASTL in collaboration with the Virginia Department of Education, the hub aims to provide educators with evidence-based classroom strategies and promote equitable learning opportunities for every child. Hub resources are free to use and are publicly available.

Developed through funding and partnership with the Virginia Department of Education, the ECE (Early Childhood Education) Resource Hub offers free, high-quality educational resources for those caring for children from birth to five.

The ECE Resource Hub is a trusted place where educators can deepen their understanding of children’s development, find new ways to engage children and families, and get support for effective professional development sessions. The initiative is led by a team of ECE educators, coaches, researchers, and experts at CASTL who select and create the materials. 

The Hub was launched during the COVID-19 pandemic with a primary focus on supporting children’s social-emotional skills. Its focus is expanding into other areas of early learning like inquiry, imagination, math, language and literacy, motor skills, and more. Resources are organized around five Core Skills that children are working to develop: 

• Communicate

Educators can find overview guides, classroom videos, strategies, and book recommendations to support the development of these skills.

In addition to a focus on young children’s developing skills, the ECE Hub also supports equity, inclusion, and family engagement. Visitors to the site can access resources such as articles, podcasts, and age-specific guides for considering equity and supporting families with respect to each of the Core Skills.

The initiative serves those in the ECE field in Virginia and beyond. Updates can be accessed by subscribing to the newsletter . 

Visit the Full ECE Resource Hub

"Our partnership with VDOE is focused on applying the science of early childhood education to practice and policy at scale in Virginia… The ECE Resource Hub was designed with our strong commitment to both scholarship and service." –Amanda Williford 

New Free Resource Hub Provides Comprehensive Tools for Early Childhood Educators

The new website gives educators access to resources they can use to help children develop the important skills they need to thrive.

Project Leaders

Kate Matthew

• Senior Project Manager
• STREAMin3 Project Director

Kathy Neesen

• Research Scientist
• Instructional Technology Director

Amanda P. Williford

• Batten Bicentennial Professor of Early Childhood Education Associate Director for Early Childhood Education
• CASTL Clinical Psychologist

Related Projects

Advancing effective interactions & instruction in birth-to-five classrooms.

The Advancing Effective Interactions and Instruction (AEII) initiative supports teachers in birth-to-five classrooms to provide children with high-quality preschool experiences through individualized coaching and professional development (PD).

STREAMin³ Curriculum Model

STREAMin³ is a comprehensive curriculum model for birth to five that seamlessly blends a focus on academic and social-emotional learning. For more details about the initiative, visit the STREAMin³ website.

Virginia Kindergarten Readiness Program

VKRP measures mathematics, self-regulation, and social skills to complement Virginia's statewide assessment of literacy skills using  Phonological Awareness Literacy Screening (PALS) .

Admission Requirements 

Early Childhood Education, M.S.

How to Apply

Thanks for your interest in the Early Childhood Education, M.S. program. Review the information below to apply.

Initial/Professional certification (39 credits): You have little or no teaching experience and are seeking certification at the early childhood level.

Admission Requirements

M.s. in early childhood education initial/professional certification program (39 credits).

• B.S. degree or its equivalent from an accredited college or university with a major or its equivalent (minimum of 30-credit concentration) in one of the following areas: biology, chemistry, economics, English, history, life science, math, physics, or psychology.
• Completed required general education core in the liberal arts and sciences, including but not limited to: artistic expression; communication; information retrieval; concepts in history and social sciences; humanities; a language other than English; scientific and mathematical processes; and written analysis and expression.
• Minimum cumulative undergraduate GPA of 3.0.
• Students who have a GPA between 2.85 and 2.99 may be considered for conditional admission by the program chair. If students are admitted conditionally, they must achieve a 3.0 GPA in the first six graduate credits to continue in the M.S. in Early Childhood Education program.

Students graduating from this program are eligible for teaching certification once they have passed all required portions of the New York State Teacher Certification Exam (NYSTE). Students may also apply for internship certification after completing the first 18 credits. Internship certification permits students to begin teaching while they complete their degrees.

Master Of Science In Early Childhood Education, Birth To Grade 2 (39 Credits Initial/professional Certification), Online Or Blended

Upon completion of all NYS certification requirements, this program leads to a master’s degree and eligibility for NYS initial certification in Early Childhood Education, Birth to Grade 2. This program facilitates the development of an understanding of early childhood development, curriculum design; effective instruction practices to teach young children; and the integrating of technology in teaching and learning. It prepares candidates for teaching in a variety of educational settings within the birth to grade 2 levels.

Master Of Science In Early Childhood Education, Birth To Grade 2 With Bilingual Education Extension (48 Credits Initial/professional Certification) , Online Or Blended

The Bilingual Extension program is offered to candidates who are already certified to teach in New York State and wish to teach English Language Learners (ELLs) in a bilingual setting. Upon successful completion of the Bilingual Education Assessment (BEA) and course requirements for this extension, teacher candidates will be certified to teach English Language Learners in a bilingual setting. As part of the required clinical experience, candidates must complete college supervised field experiences of 50 hours within a bilingual setting.

Application Process

Apply online today . Applying is easy with our online application. The completed online application form requires general contact information as well as information about undergraduate coursework and GPA. It is possible for you to begin an online application, save the initial information entered, and return at a later time to complete and submit the full materials.

For initial/professional certification in M.S. in Early Childhood Education program:

• Online application
• Personal statement: Why do you want to become an early childhood educator?
• Two letters of recommendation
• A copy of your initial teaching certification
• Immunization form
• $50 application fee
• Official copies of all undergraduate and graduate transcripts
• An interview with the program chair. The interview may be held electronically.

Special Note New York education law now permits nonresident aliens to qualify for an initial license. Individuals with U.S. citizenship or permanent resident status may qualify for a permanent or professional New York State Teaching Certificate. Read More At NYSED .

Applications are reviewed on a rolling admission basis, as long as space is available.

Once your application is completed, you will be contacted if you are selected for an interview.

• If you have any questions about admissions or eligibility, please contact the Office of Graduate Admissions at  [email protected]  or 516.686.7520.
• If you have questions about the program, contact Dr. Minaz Fazal at  [email protected]  or call 516.686.7777.

Submit your application to the Early Childhood Education, M.S program. We look forward to learning more about you.

Low Incidence: Severe Disabilities

Serve students with intellectual disability, autism, multiple disabilities and other intensive support needs.

• Request Information

Program Overview

The Severe Disabilities track prepares master's level scholars to teach children and young adults with autism, intellectual disability, multiple disabilities, and other developmental disabilities. Our goal is to prepare future special education teachers with evidence-based strategies to enhance the learning and outcomes of students with severe disabilities.

• Special education teacher for students with complex support needs
• Community-based transition special education teacher
• Special education coach
• Special education advocate
• Behavior analyst

Program Facts

Director of Professional Studies and Admissions Representative: Alexandra Da Fonte Admissions Coordinator: Kelly Limina Admission Term: Fall Credit Hours: 30-60

Application Dates

Application deadline 1, application deadline 2, rolling admissions.

*Applications received after the Feb 3rd second deadline are reviewed on a rolling basis and accepted as space and funds allow.

Funding and Scholarships

Generous funding for this training is provided by personnel preparation grants from the Office of Special Education Programs. No additional application is needed. All scholars will be considered for these funds during the admissions application review. For more information about these grants, contact Dr. Alexandra Da Fonte .

Funding is also available for students seeking initial licensure or an additional teaching endorsement. Through college scholarships, training grants, or research grants, students may receive (full or partial) tuition remission, as well as stipend support.

• SPED 7000 Education and Psychology of Exceptional Learners
• EDUC 6010/PSY-PC 7040 Psychological Foundations of Education
• SPED 7400 Management Procedures for Academic and Social Behaviors
• SPEDS 7000 Issues in Family Intervention
• SPEDS 7100 Augmentative and Alternative Communication
• SPEDS 7200 Access to General Education and Teaching Functional Academics
• SPEDS 7250 Methods of Instruction for Students with Autism, Intellectual, and Multiple Disabilities
• SPEDS 7300 Procedures for Transition to Adult Life
• SPEDS 7600 Teaching Reading to Students with Severe Disabilities
• SPEDS 7700 Characteristic of Students with Autism, Intellectual, and Multiple Disabilities
• SPEDS 7710 Current Issues in Autism and Severe Disabilities
• SPEDS 7951 Fieldwork in Autism, Intellectual and Multiple Disabilities
• SPEDS 7953 Advanced Fieldwork in Autism, Intellectual, and Multiple Disabilities
• SPEDS 7954 Fieldwork in Severe Disabilities
• SPEDS 7991 Extended Student Teaching for Graduate Students in Severe Disabilities
• See Degree Audit for potential elective courses.
• SPEDS 7960 Reading and Research in Special Education (Independent Studies)
• SPED 7989 Specialty Project in Special Education
• SPED 7990 Master’s Thesis in Special Education
• SLP 5335 Augmentative and Alternative Communication

Research Labs

• Lambert Lab

College of Community Innovation and Education

At the College of Community Innovation and Education, you will gain the knowledge, experience and confidence needed to positively change our world. Through our nationally ranked academic programs, high-impact research and prominent public and private partnerships, you will have the opportunity to participate in first-hand experiences with communities, creating innovative solutions to complex social issues.

UCF is one of the nation’s most innovative universities, which is why we provide several learning options for our students. You can attend classes in person either at UCF's main campus or at UCF Downtown . Both campuses offer access to a wide range of internships, opportunities, and networks in Orlando. Alternatively, you can choose to learn online, with digital learning resources and support to help you stay engaged and achieve success.

Whether you aspire to work in criminal justice, education, global health management and informatics, legal studies or public administration, our award-winning faculty and staff will help you unleash your potential and achieve your goals. Explore the possibilities at the College of Community Innovation and Education — where education transcends boundaries and transforms lives.

UNLEASH YOUR POTENTIAL WITH A SCHOLARSHIP

Top-Ranked Graduate Programs

The U.S. News & World Report ranked several of the UCF College of Community Innovation and Education's graduate programs among the top 50 in the nation.

Degrees, Minors and Certificates

Academic Success Coaching

Graduate Affairs

Scholarships

Interdisciplinary Research

Disability, Aging and Technology Cluster

Learning Sciences Cluster

Resilient, Intelligent and Sustainable Energy Systems Center

UCF Coastal: National Center for Integrated Coastal Research

Departments

Department of Counselor Education & School Psychology

Department of Criminal Justice

Department of Educational Leadership & Higher Education

Department of Learning Sciences & Educational Research

Department of Legal Studies

School of Global Health Management and Informatics

School of Public Administration

School of Teacher Education

Centers and Institutes

Center for Community Schools

Center for Decision Support Systems and Informatics

Center for Public and Nonprofit Management

Center for Research in Education Simulation Technology

Center for Social and Civic Prosperity

Community Counseling and Research Center

Florida Center for Students with Unique Abilities

Morgridge International Reading Center

Program Evaluation and Educational Research Group

Toni Jennings Exceptional Education Institute

UCF Marriage and Family Research Institute

In the News

Introducing New Faculty

CHECK OUT MORE STORIES

Upcoming Events

Child Development, B.S.

Help create a happy home..

A safe and happy home life is essential in the growth of a child. In this program, you will develop the specialized skills to help families create the environment a child needs for healthy development.

This program explores normal developmental stages of children and families. You will study current research and take courses in human development and behavior, parent-child relationships, nutrition and other topics. Depending on your career goals, you could also explore the needs of families experiencing domestic violence, substance abuse, illness, death or mental health issues.

Much of your education will take place in real-world settings, such as the Child Development Laboratory, where you will observe and document children playing and interacting, create stimulating learning environments and meet with parents to discuss the progress of their children.

This program could be a good fit if you:

• Enjoy working with children, the elderly or other special-needs groups
• Want to help others and contribute to healthy families
• Are involved in your community
• Work well with other people
• Have strong communication skills

Career Outcomes

With this degree, you could become a/an:

• Program coordinator
• Family or child advocate
• Child life specialist
• Director of early child care program
• Child care provider

Moscow Coeur d'Alene

Available On-Campus

You may also be interested in:

Entomology, B.S.

Develop the skills to solve complex pest-control problems, tackle pressing pollination issues and battle insect-borne diseases.

Crop Science and Management, B.S.

You will explore soils, weeds, plant breeding, microbes, insects and other areas related to plant growth.

More degrees below. Enjoy!

Agricultural science, communication and leadership.

Gain proficiency in several areas of agriculture and master at least one area that best prepares you for your career goals.

Water Science and Management

Gain the scientific expertise to better manage water for farming, forestry and other water-dependent industries.

Nutritional Sciences

Explore the science of human nutrition and how food affects health and wellness.

Agricultural Education

Gain the industry knowledge and practical teaching skills to become a secondary school teacher of agriculture (grades 6–12).

Agricultural Economics: Applied Economics

Learn to apply the tools of economics to analyze problems and reach solutions in agriculture, the food industry, community development, natural resources, international trade and related fields.

Environmental Soil Science

Study soil systems and learn how to improve soil and water quality for a healthier environment, better farming and safer development.

Early Childhood Education

Gain the skills to become a certified teacher or special educator for infants, toddlers, preschoolers and children in grades K-3.

Global Disease Ecology

Learn the impact disease has on plants, animals and humans across different ecosystems for a better Idaho and better world.

Sustainable Food Systems

Growing demand for food and fiber crops requires the need to maximize long-term sustainability of our agricultural systems and reimagine how we grow, market and transport food.

Apparel, Textiles & Design

Prepare for a career in the dynamic world of the apparel industry with skills in apparel design, product development, merchandising and more.

Biotechnology and Plant Genomics

Learn how to improve plants for food, fuel, fiber and landscapes through modern molecular technology.

Family and Consumer Sciences

Study a wide array of social sciences to improve the lives and well-being of others.

Agricultural Economics

Learn about management, marketing, finance, economics, policy and other business topics in the context of agriculture and the food industry.

Horticulture and Urban Agriculture

Learn the science of growing plants from seed to final plant product and apply this knowledge to raise horticultural crops or manage urban landscapes.

Human Development and Family Studies

Learn how to help families improve quality of life through positive choices in family development across the lifespan.

Animal & Veterinary Science

Gain valuable knowledge in animal health, growth and nutrition for a career in veterinary science, livestock management, dairy production or agribusiness.

Agricultural Systems Management

Learn how to analyze agribusiness productivity and to improve operations through better design, use and management of equipment and systems.

Animal & Veterinary Science: Business

Explore business fundamentals — such as management, marketing, accounting and communication — as they apply to livestock industries.

Animal & Veterinary Science: Dairy

Examine all aspects of milk production, from the physiology of lactation to the management of a modern dairy.

Career & Technical Education: Agricultural Education

Agricultural economics: agribusiness, food and nutrition.

Study the nutritional needs of the body and learn to educate others about healthy eating.

Crop Science and Management

• Newsletters
• Best Industries
• Business Plans
• Home-Based Business
• The UPS Store
• Customer Service
• Black in Business
• Your Next Move
• Female Founders
• Best Workplaces
• Company Culture
• Public Speaking
• HR/Benefits
• Productivity
• All the Hats
• Digital Transformation
• Artificial Intelligence
• Bringing Innovation to Market
• Cloud Computing
• Social Media
• Data Detectives
• Exit Interview
• Bootstrapping
• Crowdfunding
• Venture Capital
• Business Models
• Personal Finance
• Founder-Friendly Investors
• Upcoming Events
• Inc. 5000 Vision Conference
• Become a Sponsor
• Cox Business
• Verizon Business
• Branded Content
• Apply Inc. 5000 US

Inc. Premium

Child Development Experts Reviewed More Than 100 Studies on Screens and Kids. Here are Their 4 Practical Takeaways for Parents

Parents are bombarded by contradictory advice on kids and screens. a huge new study cuts through the noise..

As the parent of a soon-to-be teenager, I can attest that every parent I know is worried about kids and screens . 

With headlines constantly blaring about the youth mental health crisis and a parade of experts lining up to suggest technology is at least part of the explanation , basically every parent -- including entrepreneur parents -- is asking themselves, "What's the right approach when it comes to kids and screens?" 

Asking this question is obvious. Answering it, unfortunately, isn't. 

Most advice out there is based on limited or faulty data, driven by panic, or hotly disputed . But a recent review of more than 100 studies offers parents at least a few data-backed recommendations to stand on. 

Why getting definitive advice about kids and screens is so hard

While a gazillion articles and books with titles like " Have smartphones ruined a generation? " and The Anxious Generation are just a Google away, the experts who write them can't seem to agree on practical advice for parents.  

Should you forbid social media before 16 as suggested by NYU psychologist and Anxious Generation author Jonathan Haidt ? Or listen to the studies and experts who say taking too active a role in managing your kid's screen time deprives them of the opportunity to learn to manage it themselves? 

This confusion is not entirely the experts' fault. As Emily Oster , an economist known for translating complicated research into practical advice for parents, has explained , it is ethically and logistically impossible to design a study that randomly assigns some kids to eight hours a day of TikTok and YouTube and compares them to kids who are forced to go tech-free . 

Instead, researchers are forced to observe the real world, which is wildly messy and complicated. 

"In the end, I would argue that we learn almost nothing from papers that use data like this," Oster insists. 

Still, parents have to make decisions. In the absence of a definitive randomly controlled trial, where can they look for guidance? Individual studies, as Oster notes, might not be worth much, but if you put together a hundred of them and look for consistent results, you can do better. 

Which is just what the team behind a new paper published in JAMA Pediatrics did. The researchers combed through 100-plus studies looking at more than 100,000 young children from across the world to find research-backed suggestions for how parents can help smaller kids use screens in ways that promote health and flourishing. They found four: 

1. Watch together. 

"The studies we analyzed show that if children and caregivers use screens together (also called co-viewing or co-use), it is beneficial for children's thinking and reasoning skills. It is especially beneficial for their language development," the study co-authors report in The Conversation. 

I know from personal experience that asking adults to stomach significant doses of Peppa Pig or Daniel Tiger can be tough. But if you can manage it, the researchers insist asking questions like, "Why did Bluey hide that from Chilli?" or "How do you think Bingo is feeling right now?" can help lead to real-world learning. 

This particular study didn't cover tweens and above, who may bristle when you try to sit down and enjoy MrBeast's latest production with them. But it stands to reason that, for this group too, discussing things like the economics of the attention economy and the yawning gap between how people portray themselves online and real life can only be good for their mental health and development. 

2. Choose age-appropriate content. 

This isn't earth-shattering advice, but the researchers underline the importance of playing an active role in choosing quality content that is thoughtfully designed for your child's age. Questions parents might ask themselves include: 

What age or developmental stage is the content designed for? 

Does it promote learning and development? 

Does it stimulate imaginative play and creativity in the real world? (My daughter spent literally two years acting out Katy Perry's "Roar" music video with items from her dress-up box, so the definition here might be broader than you think.) 

Does the content have positive social messages? 

Does it encourage movement, like dancing to music? (Katy Perry scores again.) 

"Parents can use trustworthy guides like those from Common Sense Media if they have any doubts," the researchers add. 

3. Don't let screens come between you and your child. 

It's not just children who can have problematic relationships with their screens--so can parents. And your kids notice. So don't just ask yourself what guardrails you need to put on your family's screen time. Ask  whether you also need to put some on your own . 

"In our study, children had better social skills, behavior and ability to regulate their emotions when parents avoided screen use during interactions and routines like family meals," the researchers report, underlining the obvious: "When parents are distracted, it can affect the quality and quantity of interactions with their child."

4. Don't leave the TV on in the background. 

Having some random Disney show chattering in the background as you go about your day may seem harmless, but "background TV may divert a child's attention from play and learning. Our research found children had better thinking, reasoning and language abilities when there was less background TV in the home," the researchers warn. So if you're not actively watching it, just switch it off. 

This research is aimed at parents of younger children, so it won't answer some of the most burning questions about kids and screens. But Oster offers a framework for thinking though questions about screen time for any age based on the idea of opportunity cost -- what are your kids missing out on because of their screen time?

Unfortunately, though, there is no definitive one-size-fits-all guidance on this thorny issue. Different families and kids need different things. That makes space for a lot of panic headlines about contradictory studies. These particular guidelines might not be comprehensive, but they are at least both actionable and genuinely science-backed. 

Sign up for our weekly roundup on the latest in tech

Privacy Policy

Publications

On-demand strategy, speaking & workshops, latest articles, write for us, library/publications.

• Competency-Based Education
• Early Learning
• Equity & Access
• Personalized Learning
• Place-Based Education
• Post-Secondary
• Project-Based Learning
• SEL & Mindset
• STEM & Maker
• The Future of Tech and Work

Betsy Revell and Marie Mackintosh on EmployIndy and Modern Apprenticeships

Lisa gevelber on grow with google, career certificates and artificial intelligence, sonoma county’s approach to career and technical education and pathways, todd smith and stacey ocander on pathways strategies to address the healthcare workforce shortage in nebraska and beyond, recent releases.

Health Science Pathways Guide

New Pathways Handbook: Getting Started with Pathways

Unfulfilled Promise: The Forty-Year Shift from Print to Digital and Why It Failed to Transform Learning

The Portrait Model: Building Coherence in School and System Redesign

Green Pathways: New Jobs Mean New Skills and New Pathways

Support & Guidance For All New Pathways Journeys

Unbundled: Designing Personalized Pathways for Every Learner

Credentialed Learning for All

AI in Education

For more, see Publications |  Books |  Toolkits

Microschools

New learning models, tools, and strategies have made it easier to open small, nimble schooling models.

Green Schools

The climate crisis is the most complex challenge mankind has ever faced . We’re covering what edleaders and educators can do about it. 

Difference Making

Focusing on how making a difference has emerged as one of the most powerful learning experiences.

New Pathways

This campaign will serve as a road map to the new architecture for American schools. Pathways to citizenship, employment, economic mobility, and a purpose-driven life.

Web3 has the potential to rebuild the internet towards more equitable access and ownership of information, meaning dramatic improvements for learners.

Schools Worth Visiting

We share stories that highlight best practices, lessons learned and next-gen teaching practice.

View more series…

About Getting Smart

Getting smart collective, impact update, community-centered research & development in education.

Research and development (R&D) has emerged as a critical skill for driving innovation in public school districts, particularly in the context of artificial intelligence (AI) and ensuring equitable educational practices.

Effective R&D in education involves deep community collaboration through equitable design processes, empathy-driven solution testing, and scenario planning to create innovative and equity-focused solutions that meet the needs of students, families, and educators.

By: Shannon Murtagh 

In 2021, deep in the midst of COVID, we surveyed Chief Innovation Officers (CIOs) working in public school districts across the country about the skills, core work, and mindsets that were most important to innovate for equity. These CIOs identified research and development (R&D) as the most important skill and the missing piece in driving innovation in their district. This reality–that those tasked with systems innovation are not sufficiently equipped with the skills to innovate and scale new solutions–must be addressed to improve public education at scale.

In the intervening three years, R&D has emerged as a priority in public education circles. Conferences, webinars, and think pieces are all buzzing with mentions of R&D–particularly in the context of artificial intelligence (AI) within schools. Well-designed R&D–rooted in clear needs with equal clarity about the intended and actual outcomes–manages risk, acknowledging not all things will work. It provides safeguards for students and families while creating space for innovation. It ensures that students, teachers, and communities are involved not just as “end users” but as part of the design and testing process.  

What does this look like in practice? While involving the community in R&D may seem intimidating, systems actually have multiple ways to do so. Practitioners are accustomed to learning by doing, and there is an opportunity for district innovation leaders to build their R&D skills through deep, authentic community collaboration in three key areas: 

• Equitable design processes
• Empathy-driven solution testing
• Scenario planning.

Solutions do matter but how you get to a solution matters just as much if not more. R&D is the way in which school districts can and should be developing innovative solutions so that positive, equity-driven, change can be achieved for students at scale. 

So what do these three components look like in practice? Let’s explore a scenario.

A Scenario: Franklin Public Schools

Imagine a district, we’ll call them Franklin Public Schools (FPS), where the district leadership failed to employ any of these skills as they spent their Elementary and Secondary School Emergency Relief (ESSER) COVID funding. FPS, like all public districts nationally, received a significant one-time infusion of additional funding to help recover from the impact of the pandemic. The district leadership announced, to great fanfare, that they would be spending the funding to expand the world languages program in the school district to begin at Kindergarten rather than in middle school. To the district’s surprise, the plan was met with outrage. 

Parents could not understand how world language expansion was the spending decision being made. They argued that students needed more social-emotional support, more tutoring, and other targeted interventions to ensure students made up ground lost during the pandemic, and that the plan to expand world languages would cause a future funding challenge. The FPS administration downplayed these concerns. They explained that in Franklin, a fairly well-off suburban district, the students were overall fine and the schools were already resourced to provide extra support. Money was needed to launch an expanded world language program, but the administration was confident that after the ESSER funding expired, continued funding would not be a problem.

Teachers were also against expanding the world language program. To make time for language classes in the elementary schedule the district would be eliminating ½ day Thursdays that had been a long-standing feature of the calendar and provided weekly teacher prep and in-service time. Teachers did not want to lose this ½-day worth of planning and development time and could not believe that the administration had announced a plan that involved a major calendar change without consulting the teachers’ union. 

Ultimately, due to overwhelming pushback, the plan was scrapped. The language program, and school calendar, stayed as they were. And what (or if) the ESSER funding was spent on is unclear to the school community. If the funding was not spent, it was returned to the federal government and never used to enhance the learning experience of students in the district. And if it was spent on students, it was done so quietly without building community and educator support. The teachers ended up in a protracted contract battle with the school district, in part due to anger over possibly losing the ½-day without being consulted. FPS did not just fail to expand the language program–the attempt and failure to launch a language program left sustaining negative impacts. Most notably, eroding trust in the district at a time when public education was already experiencing a trust crisis from parents and communities. 

It is easy, in retrospect, to see all the ways the administration went wrong. But a more valuable exercise is to think about how the administration could have done right. Imagine a scenario where the administration used a rigorous R&D process rooted in community collaboration to reach a better outcome for students, families, the community, teachers, and the district. Below we explore how each of the four components introduced previously could have been used by FPS to spend ESSER funding in a better way.

Equitable Design Processes

Equitable design processes use empathy exercises and inclusive practices to identify and center end-users, interrogate problems in community with others, acknowledge how historic inequities play into the problem and potential solutions, and create new solutions in collaboration with those proximate to the problem. In school districts, the community, families, and students that have been most underserved must be engaged in the design process to make sure that new solutions do not simply maintain the status quo or even widen the equity gap. To come up with new, innovative, equity-focused solutions the design process must include those voices.

An Example: FPS brought a fully formed plan to the community. They allowed community voting around the languages that would be taught in elementary school, but the idea to spend ESSER funds on expanding the world language program was brought to the community pre-decided. This lack of problem exploration, identification, and definition with the most impacted stakeholders led to multiple breakdowns. First, at least externally facing, they started with a solution without identifying all of the needs of students, families, and educators. Second, once a solution was decided by the district, the lack of meaningful, inclusive engagement and shared decision-making resulted in significant pushback and ultimately caused the idea to fail.

How R&D practices help: FPS could have built a design process that enabled the community to help define the highest need and identify possible spending solutions in the wake of the pandemic. Data would be part of this design process–using state test results, formative assessments from the schools, behavioral data, and qualitative data (such as conversations with parents and teachers regarding academic and non-academic support needs to learn post-pandemic)–in order to understand and define the current barriers to learning as the district emerged from COVID. From there, FPS would likely land on a different need and design a different solution for this one-time Federal investment.. 

If, within this process, there was space for the district to introduce possible spending options, expansion of the world language program could have been included. At the end of the engagement process, whatever the district ended up focusing ESSER spending on would have had support from a group of community members and be responding to real needs felt by students, parents, teachers, and others. For a great example of what this might look like check out this blog by Maggie Favretti and Kyle Wagner.  

Empathy-Driven Testing  

As new solutions are unveiled they need to be evaluated via empathy-driven testing. This is testing that anchors itself in the experience of and feedback from the users in addition to collecting quantitative data tied to what is being tested. Empathy-driven testing enables districts to understand how solutions feel to students and families and creates space for innovation that meets the needs of students.

An Example: FPS never tested the world languages expansion, they were confident it was the right plan and should be expanded district-wide. However, they did have an existing world languages program that started in middle school with both students and teachers who could have been engaged in empathy interviews to understand the value, as well as the challenge, of successful program implementation. This invaluable context about how middle school students and educators experience world languages would be useful when considering piloting or wholescale expansion at other grades This is common in public education settings–new curriculum, classroom technology, scheduling models, and other changes are often adopted without an understanding of how they current practices are being experienced. New programs and practices are also often implemented without a plan for user testing and experiential feedback that is critical to understanding the impact of new practices. . 

How R&D practices help: The world languages program, if it had been enacted, should have been put in place with clear evaluation criteria that looked at both how students were faring on traditional quantitative measures of success but also at how the expansion of languages was experienced by the families and teachers in the district. Did it feel like it was addressing needs the pandemic surfaced? Were students and families happy with the program, did it need additional changes or support to better meet the needs of families, teachers, and the community? A plan for empathy-driven testing–even if the district had gone ahead with the language program expansion–would have given the community a continued voice during implementation, made space to improve and innovate to fit needs as well as possible, and potentially developed further buy in due to the commitment to only having programs that work for students on multiple measures.

Scenario Planning

Scenario planning starts by articulating some of the ways in which policies, practices, programs, or other variables may be planned out over the future–Once scenarios are envisioned,  they can be navigated to determine what the impact would be on different individuals, enabling districts to build a collective understanding of what success looks like for students. Scenario planning creates a shared future vision and creates space to design new solutions that will put the district (or other designers) on track to the future scenario they want to be a reality. It also helps set clear, equity-tethered outcomes for R&D work.

An Example: FPS planned to expand world languages without playing out what that might look like or mean. What is the profile of a graduate they aim to achieve? How does an expanded world languages program prepare a student for that future and under what circumstances? What other shifts or changes (like the known ESSER end date) impact the longer-term viability of the program expansion? Without building a collectively held definition of what success looks like for students, articulating scenarios for how the change may be executed and impacted over time, and charting a path toward the best scenario, new ideas and programs often have a short run.

How R&D practices help: FPS could have framed their ESSER spending decisions with a longer view, not just in the context of trying to recover from the pandemic but also about recovery and preparation. Together with key stakeholders, scenario building and planning could build a collective understanding of what student success (rather than simply recovery) would look like moving past the pandemic. Had they done this work they could have defined future success and then examined, with the community, how different spending options would impact the likelihood of students achieving it. This may have helped families select world language expansion over increased mental health services, high-impact tutoring, additional teacher development, or the many other things families asked for when FPS presented its spending plan.  

These three suggestions are examples of just some of the ways that communities and students can be involved in education R&D to develop new solutions that meet their needs.  Utilizing equitable design processes, empathy-driven solution testing, and scenario planning are straightforward ways that districts can, and should, involve the community. These actions will ensure that R&D is a process districts are using to create space to innovate in sustainable and equity-focused ways and avoid R&D just being a thing that is attached to any AI-related tool. 

Shannon is the co-founder and network director at the Imagine Network. Based in Massachusetts she’s the parent of three public school students, an avid baker, and bikes everywhere.

Guest Author

Discover the latest in learning innovations.

Sign up for our weekly newsletter.

Related Reading

Health Science Pathways

How Design Thinking Transforms Communities, One Project at a Time

The School as a Whole Community Resource

Designing at the Margins

Leave a comment.

Your email address will not be published. All fields are required.

Nominate a School, Program or Community

Stay on the cutting edge of learning innovation.

Subscribe to our weekly Smart Update!

Smart Update

What is pbe (spanish), designing microschools download, download quick start guide to implementing place-based education, download quick start guide to place-based professional learning, download what is place-based education and why does it matter, download 20 invention opportunities in learning & development.

Amsterdam Merit Scholarship

Research Master Child Development and Education

The applicant must meet the eligibility criteria in order to be considered for the AMS scholarship. The applicant should:

• hold a non-EEA nationality or nationalities only;
• not be entitled to receive a Dutch study grant or loan ( Studiefinanciering );
• not be eligible to pay the reduced tuition fee rate for EEA students at the UvA;
• not receive a full coverage scholarship for the same period of study as the AMS scholarship;
• have submitted a complete application to one of the (Master’s) programmes of the UvA;
• have been (or will be) admitted to one of the (Master’s) programmes of the UvA;
• be able to comply with the conditions to obtain a Dutch visa (if applicable).

Selected students for our Research Master's programme who meet the criteria (please check them first!) wishing to apply for an AMS scholarship should send an email with their letter of motivation and a budget plan attached to [email protected] .

Applications for an AMS scholarship for the Research Master’s programme Child Development and Education should be submitted before 15 January 2024 ( for starting in September 2024).

Only students who have been admitted to the Research Master's programme Child Development and Education or to the Master's programme Pedagogical Sciences, track Youth at Risk, can be awarded a scholarship. Selection will take place in June. Applicants will be notified before the end of June.

Please note that the scholarship cannot be used as a (partial) tuition waiver. The applicant must still pay the full tuition fee. This study year a maximum of €4,000 in scholarships can be awarded.

Amsterdam Merit Scholarships are only awarded to applicants who have been admitted to the Research Master's programme of the Graduate School of Child Development and Education. A scholarship granted for a specific academic year cannot be transferred to another academic year. Students who have been granted an Amsterdam Merit Scholarship are required to assent to the conditions for applying to the scholarship in writing before the scholarship amount will be transferred.

Please direct any questions to [email protected] .

Cookie Consent

De UvA gebruikt cookies voor het meten, optimaliseren en goed laten functioneren van de website. Ook worden er cookies geplaatst om inhoud van derden te kunnen tonen en voor marketingdoeleinden. Klik op ‘Accepteren’ om akkoord te gaan met het plaatsen van alle cookies. Of kies voor ‘Weigeren’ om alleen functionele en analytische cookies te accepteren. Je kunt je voorkeur op ieder moment wijzigen door op de link ‘Cookie instellingen’ te klikken die je onderaan iedere pagina vindt. Lees ook het UvA Privacy statement .

Kathryn Howell – Information for Prospective Graduate Students

Dr. Kathryn Howell – Information for Prospective Graduate Students

Website: In development

Current research : My program of research centers on the health and well-being of children and families. Across my studies, I assess individual, relational, and contextual factors that enhance resilience or reduce risk for psychopathology following exposure to traumatic events. My work represents two independent research areas: 1) examining how adversities in the family system (e.g., intimate partner violence, death of a loved one) affect psychopathology and resilience in parents and children; and 2) developing strengths-based interventions and evaluating their mechanisms of change for children and families exposed to adversity. My Google Scholar profile is a good resource to review recent publications, including those by students in the lab.

Communication Prior to Applying : It is my policy to not have video calls/meetings with prospective students prior to the application process. I also don’t prioritize applications from prospective students who have contacted me prior to applying. This is for reasons of fairness – in particular to ensure that I am able to read every application that I receive with an open mind and from the same initial starting point. That said, if there are questions about my research or lab that you have that would be helpful to have answered as you prepare your application, I’m happy to answer them via email at [email protected], especially since my UW lab website is still forthcoming. If you have questions about completing/submitting the UW Madison Psychology Department application itself, the best person to contact is our graduate coordinator, [email protected]

Areas I’m Willing to Advise Students in : Clinical

How I Evaluate Applicants : Like all faculty members in the Psychology Department, I evaluate prospective graduate students in a holistic manner. I therefore consider all of the possible ways in which students’ application materials can demonstrate excellence and a strong likelihood to thrive in the graduate program and in my lab.  As such, the information below highlights some of the attributes that I look for among applicants; they should be treated as general rules of thumb rather than a highly proscriptive “checklist” that candidates must have in order to be considered for admittance to my lab.

In evaluating applicants, I consider their research experience and aptitude, their academic record and potential, and their demonstrated interest in scientific questions that are the focus of research in my lab. Most successful applicants have had previous research experience – for example, as a research assistant in a psychology lab (or a related field). More competitive applicants have typically also conducted some type of independent research, whether a senior thesis, an independent research project, etc. Notably, as all students may not have the same access to opportunities, I also consider the extent to which applicants have sought out and taken advantage of experiences available to them (e.g., summer research programs). Finally, I am looking for applicants that have a strong motivation to conduct research in my lab and a demonstrated interest in studies related to trauma and resilience. Given that several of the studies active in my lab involve research with children, it is also helpful for applicants to have previously worked with children.