This paper describes an on-going action research project designed to evaluate and effect change in current research training on taught masters’ programmes in the area of psychology and special educational needs. The main aim of this research was to identify ‘what works’ and what is considered relevant in terms of research for students most of whom are or were practicing school teachers. Teachers are becoming more involved in evidence based practice, and this involvement is seen as a key part of teacher professionalism (Elliot, 2001). Surveys were conducted with various cohorts of students regarding their experiences of conducting their research studies in terms of skills training, choice of topic, sample and design, ethical considerations, fieldwork, analysis, report writing, general institutional support and supervision, dissemination, impact of the research and their own professional development. Data are presented in terms of the distribution of descriptive categories and themes arising from open-ended questions. The analysis of findings attempts to establish how research training matches the needs of students embarking on original research and to identify what are realistic expectations with respect to research quality, research writing and impact. Comparisons are made across different student cohorts to identify changing patterns in terms of topic areas and research paradigms. Consideration is given to the balance in the students’ research training of skills provision and the application of these skills in the students’ research projects. The role of writing emerges as a major concern for students who like Aitchison & Lee (2006) frequently report a mismatch between their production of knowledge and the representation of this knowledge in their research writing. Recent changes in training and support are reviewed with particular reference to new more structured formats for research projects which have recently been introduced for masters’ students. Critically the students’ experiences of the benefits of the move from the single thesis model to a staged model of research proposal, literature review and journal article will be examined. Based on the outcomes of our analyses, recommendations will be made with respect to the restructuring of expectations for masters’ research (Deem & Lucas, 2006) and facilitating student ownership of their research through the provision of appropriate skills and support.

Questionnaires were distributed to three successive cohorts of former taught masters’ students in both special educational needs and educational psychology courses. Just about half (n=32) of the target sample (n=65) returned questionnaires. Basic frequency and thematic data will be presented and discussed under the main research objectives outlined in the above abstract.

The above study is part of an Action Research Project being conducted by the authors and is designed to transform our own practice in supporting the changing needs of our students and those of the professional and research communities in which they work.