|
Master of Education (MEd) Master of Education International Student Program (MEd ISP) Fields of Specialization Social and Cultural Contexts of Education Teaching, Learning, and Development Administration and Leadership in Education Educational Inquiry Dean James L. Heap Faculty of Education Interim Associate Dean Debra McLauchlan Faculty of Education Graduate Faculty Professors Emeriti Ralph Connelly, Merle Richards, Alan R. Wheeler, Sybil E. Wilson Professors Sharon M. Abbey (Pre-service), Sheila M. Bennett (Pre-service), R. Terrance Boak (Graduate and Undergraduate Studies, Vice-President, Academic and Provost), Maureen Connolly (Physical Education & Kinesiology), Susan M. Drake (Graduate and Undergraduate Studies), Anne Elliott (Pre-service), James L. Heap (Graduate and Undergraduate Studies), Michael Kompf (Graduate and Undergraduate Studies), Michael Manley-Casimir (Graduate and Undergraduate Studies), Zopito Marini (Child and Youth Studies), Ruth McQuirter Scott (Pre-service), Coral Mitchell (Graduate and Undergraduate Studies), John M. Novak (Graduate and Undergraduate Studies), G. Patrick O'Neill (Graduate and Undergraduate Studies), Lissa Paul (Graduate and Undergraduate Studies), Vera Woloshyn (Graduate and Undergraduate Studies) Associate Professors Lorne Adams (Physical Education & Kinesiology), Rodger J. Beatty (Pre-service, Associate Dean), Sandra Bosacki (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Donald H. Dworet (Pre-service), Ann Marie Guilmette (Recreation & Leisure Studies), David Hutchison (Pre-service), Renee Kuchapski (Graduate and Undergraduate Studies), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Pre-service), Dolana Mogadime (Graduate and Undergraduate Studies), Jonathan Neufeld (Graduate and Undergraduate Studies), Susan Tilley (Graduate and Undergraduate Studies), Mary-Louise Vanderlee (Graduate and Undergraduate Studies), Rosemary E. Young (Graduate and Undergraduate Studies) Assistant Professors Denise Armstrong (Graduate and Undergraduate Studies), Lorenzo Cherubini (Pre-service), Darlene Ciuffetelli Parker (Pre-service), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Joe Engemann (Graduate and Undergraduate Studies), Xavier Fazio (Pre-service), Candace Figg (Pre-service), Tiffany Gallagher (Pre-service), Shelley Griffin (Pre-service), Kamini Jaipal-Jamani (Pre-service), Doug Karrow (Pre-service), Julian Kitchen (Pre-service), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Pre-service), Joyce Mgombelo (Pre-service), Michael O'Sullivan (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Camille Rutherford (Pre-service), Alice Schutz (Graduate and Undergraduate Studies), Susan Sydor (Pre-service), Nancy Taber (Graduate and UndergraduateStudies), Louis Volante (Pre-service) Adjunct Professors Katharine Janzen (Seneca College/Ontario Institute for Studies in Education), Michael Owen (Ontario College of Art and Design) Lecturers Lionel LaCroix (Pre-service), Gail Phillips (Pre-service), Peter Vietgen (Pre-service) Chair/Graduate Program Director Vera E. Woloshyn (Graduate and Undergraduate Studies) Administrative Coordinator Lynn Duhaime 905-688-5550, extension 3340 WH127 Administrative Assistant Betty Chambers 905-688-5550, extension 3082 WH 127 Graduate Assistant Janet Pollock 905-688-5550, extension 5353 WH 32A Office Assistant Wanda Burger 905-688-5550, extension 3082 WH 127 http://www.ed.brocku.ca/graduate Project Manager Office of International Initiatives Sylvester Chen 905-688-5550, extension 3155 WH 5 |
||
 |
||
|
||
|
The Master of Education (MEd) degree program at Brock University is designed to improve the professional competence of practitioners and researchers. The program allows for considerable flexibility as to course selection. Candidates work with their assigned program consultant to choose courses in one of four fields of specialization: Social and Cultural Contexts of Education, Teaching, Learning, and Development, Administration and Leadership in Education, and Educational Inquiry. Students are required to work with their program consultant to develop their program. All exit projects or theses must have an explicit connection to education. Note: all students who are new to Graduate Studies are expected to attend Campus Day, held in the Fall Term, and all students are encouraged to attend the Annual Graduate Conference, held in the Spring Term. For full-time students the program is normally a six term or two year program. As of Spring 2008 the fields of specialization and degree requirements of the MEd have changed. Students commencing their studies in 2008/09 will follow the degree requirements outlined in the 2008/09 Graduate Calendar. Students who commenced their studies prior to 2008/09 have the choice of completing degree requirements according to the Graduate Calendar in which they commenced their studies or any subsequent Calendar. Students wishing to complete their studies according to a subsequent Calendar must identify this to the graduate program and the Faculty of Graduate Studies. Students who interrupt their studies for one or more years by not enrolling in at least one credit, however, become subject to the Calendar regulations in effect at the time of their re-registration. |
||
|
||
|
||
|
Beneath the day-to-dayness of pedagogical practice, there are strong philosophical and ideological supporting pillars: social justice, the right to know, the right to be creative and intellectually awake to our social and literary inheritance, a duty of care, and an awareness of local and international rights and responsibilities. Studies in this field of specialization will provide access to these supporting principles of education. |
||
|
||
|
This field of specialization considers educational and discipline-related theories and practices related to the cognitive, social, emotional, psychological and behavioural development of learners across the lifespan. |
||
|
||
|
This field of specialization engages students in a critical examination of theories that influence administrative practice, with the aim of understanding, creating, and sustaining ethical and humane educational institutions and developing an informed administrative identity. |
||
|
||
|
Through this field of specialization, students will develop personal paths of educational inquiry, self-assessment, and growth. Students select among empirical (data-based), conceptual, and personal inquiry courses directed toward scholarly and professional development. |
||
|
||
|
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of 75%. Professional experience: evidence of at least one year full-time or equivalent successful teaching or other acceptable professional experience. The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates. Part-time study is available. |
||
|
||
|
Five credits (or ten half-credit courses) are required to complete the MEd program. Thesis route: Four credits (eight half-credit courses) plus the thesis. Project route: Four and one-half credit courses (nine half-credit courses) plus the project. The program consists of required core course(s) (see below), EDUC 5P92, program electives (see below), project/thesis proposal tutorial (EDUC 5P90), and a required exit project (EDUC 5P93) or thesis (EDUC 5F95). At least one half-credit elective must be selected from the student's field of specialization electives. Remaining electives may be selected from any of the four fields specializations or general purpose courses. Full-time students must register for a non-credit graduate seminar (EDUC 5N99) in each Fall term of full-time studies. |
||
|
||
|
Core courses: EDUC 5P00 and EDUC 5P01 Field of Specialization Electives: EDUC 5P07, 5P09, 5P11, 5P13, 5P15, 5P20, 5P21, 5P24 Special Topics: 5P10, 5P17, 5P19, 5P25 |
||
|
||
|
Core course: EDUC 5P30 Field of Specialization Electives: EDUC 5P31, 5P32, 5P33, 5P35, 5P36, 5P37, 5P38, 5P39, 5P41, 5P42, 5P44, 5P45, 5P46, 5P47 Special Topics: 5P43, 5P48, 5P49, 5P52, 5P54, 5P55, 5P56, 5P57, 5P59 |
||
|
||
|
Core courses: EDUC 5P60 and EDUC 5P62 Field of Specialization Electives: EDUC 5P64, 5P65, 5P72, 5P73, 5P74 Special Topics: 5P63, 5P70, 5P75, 5P76, 5P77 |
||
|
||
|
Core courses: EDUC 5P80 and one of EDUC 5P81, 5P82, 5P83 or 5P95 Field of Specialization Electives: 5P84, 5P85, 5P86, 5P87, 5P88 |
||
|
||
|
||
|
The Master of Education (International Student Program) (MEd ISP) at Brock has a strong focus on Administration and Leadership in Education designed to provide international students an opportunity to enhance their academic background in educational leadership, gain a greater understanding of Canadian issues and challenges in educational administration for comparative purposes, and to achieve a higher level of academic enquiry skills in educational research. While the emphasis is on organizational and administrative practice and behaviour, the field is examined in its social, legal, structural and political contexts to reflect a holistic perspective. The MEd ISP program is organized into an intensive four-term program consisting of ten half-credits. Candidates begin their program by taking introductory graduate study courses in the first term. This is followed by a sequence of interrelated graduate courses in Terms 2 and 3 concluding with a research term involving the development of a formal proposal and research project whereby candidates synthesize and reflect on their development over the entire program in a portfolio. Candidates in the MEd ISP are provided continual English Language support throughout their studies and work closely with designated faculty members to develop their focus areas related to particular academic research interests. All exit requirements have an explicit connection to educational administration, educational leadership and educational change. |
||
|
||
|
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of 75%. Professional work experience is a valuable asset but not necessary. Applicants who have not completed three or more years of post-secondary work at a Canadian institution, or at an institution where English was the primary language of instruction, will be required to provide proof of English language proficiency through a TOEFL score of 550 (PBT); 213 (CBT); 80 (IBT); or an IELTS score of 6.5 or ITELP score of 520 (620 is recommended). Admission into the MEd ISP in any one year is dependent, in part, on sufficient student enrolment and/or the availability of supervisory and teaching resources. Intake into the MEd ISP is July 1 of each calendar year. |
||
|
||
|
The MEd ISP program consists of a series of required 10 half-credits including an exit project (EDUC 5P93). In addition, students must complete EDUC 5N99 (non-credit seminar) successfully. The MEd (ISP) is available on a full-time basis only. Required Courses: Term 1 (Summer): EDUC 5N99, EDUC 5P99 Term 2 (Fall): EDUC 5P60, EDUC 5P73, EDUC 5P85, EDUC 5P96 |
||
|
||
|
A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the on-line MEd registration guide: http://www.brocku.ca/gradstudies/registrationCourses may be cancelled in the event of insufficient student registration numbers. Selection of courses is usually made with a program consultant. |
||
|
||
|
Part I: Preparing the Ground A team-taught interdisciplinary overview of the philosophical, sociological and literary pillars of pedagogical practice. Note: Failure to obtain a minimum grade of 70% in EDUC 5P00 may result in withdrawal from the program. Part II: Developing a Critical Language Theoretical approaches to practical educational situations using a problem-based approach. Note: Failure to obtain a minimum grade of 70% in EDUC 5P01 may result in withdrawal from the program. Contemporary Issues in Global Education Identification, analysis and critique of contemporary and recurring social, economic, political and environmental issues within a global educational framework. Exploration of how issues apply to elementary and secondary curriculum and instructional practices. Theories of Literacy Historical analysis of literacy instruction as a continuously contested site of educational discourse. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P08. The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry Examines the scholarship on embodiment to understand how the body has been inscribed by political, social and cultural factors. Consider ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Exploration of the relevance to researchers, educators, artists, caregivers and health practitioners. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V10. Culture, Identity, and Pedagogy: Advancing a Lived Curriculum Examines the enactment of curriculum in educational contexts in relation to teachers and students. Analysis of multicultural and antiracist frameworks, theories and pedagogies that support equitable educational experiences. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V03. Sociological Foundations of Education Analysis of the relationships among and between schools, communities and societies from sociological perspectives. Exploration of the theoretical and practical aspects of current educational concerns. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P31. Developing a Personal Philosophy of Educational Practice Critical analysis of concepts, principles and ideals that underlie contemporary education. Emphasis on the connections between educational visions and practices for the development of a defensible educational philosophy. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P40. Theoretical Orientations in Sociology and Equity Studies in Education Analysis of the development of sociological studies in education, which address the social, economic and political concerns of diverse groups in Canada. Exploration of how the social construction of race, class and gender intersect to produce hierarchies in our stratified society. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P34. Children's Literature and Theory in Education Contemporary children's fiction, poetry and theoretical approaches including reader-response and feminist theory. Intended for those interested in putting literature back into literacy. History and Philosophy of Education Critical analysis of historical and contemporary theories and educational philosophies in light of current debates about purposes of education in pluralistic societies. Explore contemporary cultural contexts using alternative educational theories. Comparative and International Education Cross-disciplinary study of international and intercultural issues in social context. Exploration of the implications for curriculum and pedagogical strategies in associated areas including Multicultural, Comparative, Global and Development Education. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V70 and/or 5P85. Socially and Culturally Situated Learning Examination of contemporary theoretical and methodological perspectives that emphasize the social construction of learning and knowing. How these perspectives influence the ways that we understand the content and process of learning in individual and group settings. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V32. Gendering Educational Histories Exploration of conflicted histories of masculine and feminine pedagogical philosophies, traditions and discourses. Recover women's voices buried under the masculine pedagogical practices of benchmarks, goals and other authoritarian measures. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P50, 5P80 and/or 5V49. Special Topics in Social and Cultural Contexts in Education Seminar for students wishing to study a specific problem area in Social and Cultural Contexts in Education. 2009-10: War, Gender and Learning Exploration of the ways in which gender, war and militarism interact with human learning processes and the associated implications for educators concerned with social justice. |
||
|
||
|
Development, Learning and Curriculum Overview and application of basic educational foundational theory to the types of decisions educators make before, during and after contact with students, colleagues, administrators and community members. Emphasis on a variety of perspectives for critical and personal analysis of current issues in the field. Note: Failure to obtain a minimum grade of 70% in EDUC 5P30 may result in withdrawal from the program. Families, Schools and Learning Examination of research, educational policy and issues related to family literacy, academic achievement, and home/ community partnerships. Exploration and analysis of curriculum models and research related to family literacy and parental involvement. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V15. Learning and the Mind Exploration of cognitive factors that influence learning including long and short-term memory, attention, and metacognition. Review of principles of explicit instruction and scaffolding. Participation in mini-experiments related to memory, learning and strategic instruction. Development, Life-Long Learning and Meaning-Making Critical understandings of developmental issues in education using life-span psychology and narrative methodologies. Exploration of professional aging and development using theoretical and practical approaches and implications for teaching and learning. Adult Teaching and Learning Examination of theoretical foundations of adult teaching and learning, characteristics of adult learners in diverse contexts, and guiding principles for practice. Exploration of current topics including women as learners, technology, self-directed learning, andragogy and transformative learning. Designing, facilitating and evaluating adult learning activities. Critical Perspectives on Adult Learning A critical examination of a variety of perspectives on adult education. Understanding and analyzing the conceptual frameworks that underlie adult education practices across a variety of contexts. Critical perspectives to personal practice and topics of interest. Developmental and Educational Issues in Children and Adolescents Explores issues from child and adolescent developmental psychology. Develops a personal framework for understanding past, present and future educational experiences. Clinical Diagnosis of Reading Difficulties and Disabilities Participation in a practicum-based course with a client of the Reading Clinic. Using formal reading assessments to determine client's reading strengths and weakness. Engaging in parent intake, report writing and parent debriefing. Understanding the Reading Process and Reading Difficulties Exploration of the reading process and associated theories of reading ability. Examining factors that influence students' reading abilities and evidence-based practices that support the development/ enhancement of these skills. Exploring topics of related interest. Early Childhood Education Exploration of the research on the effectiveness of past and present program models of child development with the intent of designing curriculum for young children that encourages optimal growth. Innovative Practices in Curriculum/Assessment (K-16) Examination of contemporary practices that bridge accountability and relevance based on learning/teaching principles. Exploration of curriculum alignment with an emphasis on assessment into instructional strategies. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P01 and/or 5P04. Invitational and Holistic Approaches to Education Creative application of invitational and holistic theory to teaching, learning, and curriculum practices. Connecting theory to multiple intelligences, emotional intelligence and self-concept, interpersonal skills, integrated studies, collaborative learning and creative problem solving, and organizational strategies and democratic practice. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P51. Curriculum Design, Implementation and Evaluation Examination of past and current curriculum design, implementation and assessment models from the perspective of students, teachers and administrators. Exploration of future directions in program design, implementation and evaluation. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P18, 5P26 and/or 5P27. Learning Difficulties in the Classroom: Diagnosis and Programming Examination of major theories, research and instructional strategies developed for students with exceptionalities. Critical analysis of current perspectives and controversies on identification, intervention and causative factors. Exploration of effective intervention strategies through case study. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V40 and/or 5V41. Behavioural Disorders in the Classroom Analysis of the behavioural disturbances of children and adolescents. Examination of biological, psychological, behavioural and cognitive models regarding etiology, diagnosis and interventions. Topics include oppositional defiant disorder, conduct disorder, hyperactivity anxiety and depression. Case study analysis to connect theory to practice. Emotional Lives in the Classroom Investigation of students' emotional experiences and self-knowledge through psycho-educational research, inclusive philosophies and educational practices. Science in the Curriculum Analysis of elementary and secondary science curriculum including current approaches. Emphasis on the use of multimedia and instructional activities. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P02. Writing Development Exploration of current theories of writing development, in terms of both developmental stages and implications for pedagogy. The Ontario Curriculum and Provincial Language Standards are examined. Participants take part in a writing process experience throughout the course. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P03 and/or 5V04. Contemporary Issues in Higher Education Exploration of expectations, roles and stakeholder functions in relation to changing educational and professional environments in higher education. Topics include information and communication technology, distance learning, public accountability and performance indicators. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V48. Designing Curriculum to Develop Thinking Abilities Analysis and application of past and current conceptions and theories on how to develop critical and reflective thinking skills across the curriculum. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P16. Mathematics in the Curriculum Analysis of elementary and secondary mathematics curriculum including current approaches. Emphasis on major issues and trends. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P12 and/or 5V07. Technology in the Curriculum Analysis of the impact of computer technology and the information age on society and schools. Examination of the integration of new technology (including microcomputers) and information-age skills into the curriculum. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P22. Physical Education in the Curriculum Exploration of the nature and scope of elementary and secondary school physical education. Examination of the issues and research in physical-education curriculum theory. Future trends with respect to student development, instructional strategies and evaluation. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P28 and/or 5P29. The Arts in the Curriculum Examination of the contributions of educating through art, drama, music and writing for meaningful learning. The cognitive, social, kinesthetic and problem-solving strategies used by creative persons. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V60 and/or 5V69. Special Topics in Teaching, Learning, and Development Seminar for students wishing to study a specific problem area Teaching, Learning, and Development. |
||
|
||
|
Constructions of Organization Analysis of organizational theories as they relate to educational institutions. Emphasis on how people shape and are shaped by organizations and how reciprocal processes affect administrative and professional practice. Note: Failure to obtain a minimum grade of 70% in EDUC 5P60 may result in withdrawal from the program. Politics, Power, and Policy in Education Examination of policymaking as a political process. Focus on the actors who negotiate educational policy and their conflicting and shared interests. Note: Failure to obtain a minimum grade of 70% in EDUC 5P62 may result in withdrawal from the program. Accountability and Education Critical and historical examination of accountability. Influence of ideology and governance on educational practice. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V82. Ethics in Educational Decision Making Exploration of the consequential nature of decision making. Analysis of the impacts of discretionary power, ethical frameworks and decision-making models on administrative practice. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V83. Constructing an Administrative Identity Confronting common and sensitive administrative challenges in educational organizations using issue-based approach. Focus on social and psychological dimensions of defining and constructing administrative identity. The Social Context of Administration Examination of the role of educational administrators in perpetuating and/or disturbing social order. Focus on educational administrators' obligations and entry points into social justice policies, practices, and discourses. Effecting Change in Education Analysis of mandated and emergent change in educational institutions. Focus on developing informed responses that balance stability and change for sustainable improvement. Challenges of Educational Leadership Exploration of purposes and assumptions of leadership in educational contexts. Examining tensions and connections between leadership and management in administrative and professional practice. Life in Educational Organizations Examination of interpersonal tensions and dynamics in educational settings. Focus on shared and contested norms and assumptions that affect growth, development, and practice of all organizational members. Resource Allocation in Education Examination of political economies of education through theories and practices of resource acquisition and distribution. Analyzing linkages among interests, resources, decisions, and outcomes. Living with(in) the Law Examination of issues, interests and judgments in education case law. Analyzing how legal decisions influence administrative and professional practice. Learning in Organizations Examination of contested theories and practices in organizational learning and knowledge systems. Exploration of the influence of personal learning experiences on organizational learning. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V89. Special Topics in Administration and Leadership in Education Seminar for students wishing to study a specific problem area in Administration and Leadership in Education. |
||
|
||
|
Foundations of Educational Inquiry Examination of the philosophical and historical foundations of educational inquiry through an issues-based teaching and learning model that treats knowing as an active, analytic, creative, and personal process. Connections between educational inquiry and personal and professional development through empirical (data-based), conceptual, and personal inquiry approaches. Note: Failure to obtain a minimum grade of 70% in EDUC 5P80 may result in withdrawal from the program. Personal Narratives in Educational Research Exploration of the nature and understanding of story from a variety of perspectives. Consider the use of story as a framework and tool for teaching, learning, research, and personal and professional development. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V06 and/or 5P06. Quantitative Methods in Educational Research Examination of quantitative approaches used in educational research including experimental designs, correlational studies, and surveys. Review of statistical procedures and skills for analyzing and interpreting data. Prerequisite: EDUC 5P92 or permission of the instructor. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V94. Conceptual Methods in Educational Research Extensive and comprehensive glossary of educational concepts upon which contemporary educational theory is based. Application to various learning contexts, especially conceptual essays and foundational arguments. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V34. Exploring Approaches to Professional Development Exploration of theoretical and experiential approaches to professional development. Personal set of "living" standards of practice, appreciative inquiry, ongoing study groups, and narrative approaches. Analyzing the role of professional development for teacher development, learning organizations, and educational reform. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P05. Reflective Practice Exploration of the notions of reflective practice and reflective scholarship, including self-study narratives and practical action research. Personal forms of inquiry involve reflection in, on, for, and about practice. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P58. Data-Based Decision Making Examination of statistical techniques and data-mining strategies that facilitate the use of data for decision making related to classroom, school, and organizational planning. Evaluating Teaching Effectiveness Examination of methods for evaluating teaching at all levels of education. Issues related to student ratings and teacher performance appraisal as determinants of teaching quality, and relationship between teaching effectiveness and student achievement. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P53. Belief and Experience in Qualitative Research Interpret and represent qualitative research beginning with intuitive experiences including personal, cultural and religious. Examining contradictions between experience and personal beliefs. Exploring broader understandings of how educational research is applied to improve the lives of others. Qualitative Methods in Educational Research An examination of research approaches using a variety of qualitative methods including: case studies, interview strategies, action research approaches, biography, ethnography and historical methods. Combined designs will be discussed as ways of gaining novel insights into educational events. Prerequisite: EDUC 5P92 or permission of the instructor. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V90. |
||
|
||
|
Thesis Tutorial in Educational Studies A research project carried out in collaboration with a faculty adviser and relevant resource personnel. Prerequisite: EDUC 5P90. Graduate Seminar in Education A non-credit graduate seminar that focuses on issues in graduate studies and educational research student's encounter while developing their programs of study and preparing their proposals, projects and theses. Note: This course is a required course for all full-time students. Project/Thesis Proposal Tutorial A proposal that provides the framework for the student's project or thesis. The proposal will be formally presented to the project supervisor. Prerequisite: All required core courses and electives, including l "EDUC_5P90" EDUC 5P92 or permission of the Graduate Program Director. Note: The proposal contract form must be completed and returned to the Graduate Department of the Faculty of Education before students are allowed to register for this course. An Introduction to Educational Research Interdisciplinary analysis of research methods used in education with an emphasis on basic research concepts and their application. Note: this is a required course for all students; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program. Project Tutorial in Educational Studies Individual investigation or analysis of an issue/area in contemporary educational practice. Topic must be approved by a faculty advisor who will also supervise and guide the student during the preparation of the project. Students are required to prepare two copies of the final document according to the published MEd project guidelines. Prerequisite: EDUC 5P90. Advanced Writing Seminar An interdisciplinary approach to scholarly writing and publishing in higher education. Exploration of the stages of the writing and publishing cycle in relation to personal interests, and a sense of self as writer. Educational Internship A one-semester field experience for MEd students not normally available through either course-work or the exit requirements. Provides an opportunity for students to work as an apprentice to a field mentor on specific learning goals. Prerequisite: Permission of Department Chair on the basis of a written application. Note: Only one internship course may count towards the MEd degree. Applications must specify the name and role of the field mentor as well as the name of a faculty supervisor. Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V96. Independent Study in Education Specialized study on an individual basis under the direction of a faculty supervisor. Prerequisite: Permission of Department Chair on the basis of a written application. Note: Only one independent study course may count towards the MEd degree. Introduction to Studies in Education Education as a field of study and multiple ways of knowing. Review of current educational theories, trends, and issues. Provides a foundation for research literacy. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P55. Special Topics in Graduate Education Seminar for special topics of a general nature. |
||
 |
||
2008-2009 Graduate Calendar
Last updated: April 15, 2009 @ 01:40AM