The course gives students an opportunity to practise and improve their writing skills in English. It focuses on the basics of academic writing and provides a strong foundation for writing and publishing scholarly papers. Moreover, it equips students with the skills of academic design standards as per the American Psychological Association’s (APA) style manual (7th ed.).  The general aim of the course is therefore to help students develop as writers and prepare them for future academic career. The course basically helps students to identify and address writing issues that they, as novice researchers, commonly experience. Moreover, it will enable them to plan, write and organize their scholarly work effectively. The scope of the course covers aspects of the writing process, internal organization, formatting style (citation and references), external structure, academic integrity and more. Attending this course will not make you a prolific writer overnight, but will certainly make you a better prepared scholar who can cope with the challenges of academic writing in post-graduate courses at Kathmandu University School of Education and beyond.

This course intends to build students’ knowledge and skills of conceptualizing, planning, and carrying out research activities. The students are expected to participate in extensive practices of different aspects of education or social research. At the end of the course, students are expected to be able to carry out social or educational research independently or as a team member. 

The course aims MPhil/PhD students to acquaint educational praxes through the philosophical, curricular/pedagogical, sociocultural, political, and autobiographical dimensions. The philosophical dimension unpacks pragmatism, perennialism, constructivism and beyond. Likewise, the curricular/pedagogical dimension deals with different concepts related to curricular and pedagogical traditions arising from prescriptive, descriptive and critical curricular/pedagogical traditions. The sociocultural dimension deals with ideas pertaining to situated cognition and education as a social/cultural process whereas the political dimension draws from the reconstructionist and Freirean schools. The autobiographical dimension enables research students to explore their lived experience as educational practitioners through the lenses of adult learning, reflective practice and Freirean notion of conscientization.

EDUC 522 Statistical Methods in Education and Social Science Research (3)