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Master of Education Master of Education (MEd) International Student Program (MEd ISP) |
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Social and Cultural Contexts of Education Teaching, Learning, and Development Administration and Leadership in Education Educational Inquiry Dean Fiona Blaikie Faculty of Education Associate Dean Rodger J. Beatty Faculty of Education Graduate Faculty Professors Emeriti Ralph Connelly, Anne Elliott, Merle Richards, Alan R. Wheeler, Sybil E. Wilson Professors Sharon M. Abbey (Teacher Education), Sheila M. Bennett (Teacher Education), Fiona Blaikie (Graduate and Undergraduate Studies), R. Terrance Boak (Graduate and Undergraduate Studies), Maureen Connolly (Physical Education & Kinesiology), Susan M. Drake (Graduate and Undergraduate Studies), 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), Debra McLauchlan (Teacher Education), 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), Susan Tilley (Graduate and Undergraduate Studies), Vera Woloshyn (Graduate and Undergraduate Studies) Associate Professors Lorne Adams (Physical Education & Kinesiology), Denise Armstrong (Graduate and Undergraduate Studies), Rodger J. Beatty (Teacher Education, Associate Dean), Sandra Bosacki (Graduate and Undergraduate Studies), Mary Breunig (Recreation and Leisure Studies), Lorenzo Cherubini (Teacher Education), Darlene Ciuffetelli Parker (Teacher Education), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Xavier Fazio (Teacher Education), Candace Figg (Teacher Education), Nancy Francis (Physical Education and Kinesiology), Tiffany Gallagher (Teacher Education), Ann Marie Guilmette (Recreation & Leisure Studies), David Hutchison (Teacher Education), Kamini Jaipal-Jamani (Teacher Education), Doug Karrow (Teacher Education), Julian Kitchen (Teacher Education), Renee Kuchapski (Graduate and Undergraduate Studies), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Teacher Education), Michelle McGinn (Graduate and Undergraduate Studies), Joyce Mgombelo (Teacher Education), Dolana Mogadime (Graduate and Undergraduate Studies), Jonathan Neufeld (Graduate and Undergraduate Studies), Jennifer Rowsell (Teacher Education), Mary-Louise Vanderlee (Graduate and Undergraduate Studies), Peter Vietgen (Teacher Education), Louis Volante (Teacher Education), Rosemary E. Young (Graduate and Undergraduate Studies), Dawn Zinga (Child and Youth Studies) Assistant Professors Hilary Brown (Teacher Education), Joe Engemann (Graduate and Undergraduate Studies), Shelley Griffin (Teacher Education), Debra Harwood (Graduate and Undergraduate Studies), Lionel LaCroix (Teacher Education), Michael O'Sullivan (Graduate and Undergraduate Studies), Gail Phillips (Teacher Education), Camille Rutherford (Teacher Education), Susan Sydor (Teacher Education), Nancy Taber (Graduate and Undergraduate Studies), Kari-Lynn Winters (Teacher Education) Adjunct Faculty Jackie Delong, Jeanne Kentel, Ken McClelland, Michael Owen, Nicola Simmons Lecturers Joe Barrett (Teacher Education) Participating Professors Hedy McGarrell (Applied Linguistics), Ruth McQuirter Scott (Teacher Education) Associate Professors Scott Forrester (Recreation and Leisure Studies), Gail Frost (Physical Education and Kinesiology), Tim O'Connell (Recreation and Leisure Studies) Assistant Professors Shannon Moore (Child and Youth Studies) Chair/Graduate Program Director Renee Kuchapski (Graduate and Undergraduate Studies) Renee.Kuchapski@brocku.ca Administrative Coordinator Lynn Duhaime 905-688-5550, extension 3340 WH114 Lynn.Duhaime@brocku.ca Administrative Assistant Betty Chambers 905-688-5550, extension 3082 WH113 Graduate Assistant Janet Pollock 905-688-5550, extension 5353 WH127 Janet.Pollock@brocku.ca Office Assistant Wanda Burger 905-688-5550, extension 5496 WH 113 http://www.ed.brocku.ca/graduate Manager, International Initiatives Sylvester Chen 905-688-5550, extension 3155 WH66 schen@brocku.ca |
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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. Note: all students who are new to Graduate Studies are expected to attend Orientation/Annual Graduate Conference, held in the Fall Term. All continuing students are encouraged to attend this event. For full-time students commencing their studies prior to 2009/2010, the program is normally a six term or two year program. For full-time students commencing their studies in 2009/2010 and completing the course-based pathway, the program is normally a three-term or one-year program. For full-time students commencing their studies in 2009/2010 and completing the major research paper pathway, the program is normally a three-term or one-year program. For full-time students commencing their studies in 2009/2010 and completing the thesis pathway, the program is normally a six-term or two-year program. As of Spring 2008, the MEd fields of specialization changed. Students commencing their studies in 2009/10 will follow the fields of specialization as outlined in the 2009/2010 Graduate Calendar. Students who commenced their studies prior to 2008/09 have the choice of field of specialization according to the Graduate Calendar in which they commenced their studies or any subsequent Calendar. As of Spring 2009, the MEd degree requirements were revised. Students commencing their studies in 2009/10 will follow the degree requirements as outlined in the 2009/2010 Graduate Calendar. Students who commenced their studies prior to 2009/2010 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. |
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Social and Cultural Contexts of Education 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. Teaching, Learning, and Development 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. Administration and Leadership in Education 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. Educational Inquiry 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. Admission Requirements Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an average of 75% is required. Successful teaching or other professional experience is considered an asset. The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates. Part-time study is available. Degree Requirements The program consists of required core course(s), An Introduction to Educational Research (EDUC 5P92), field of specialization electives, program electives, and one of culminating seminar (EDUC 5Q97), a major research paper (EDUC 5Q91), or a thesis (EDUC 5F95). Full-time students must register for a non-credit graduate seminar (EDUC 5N99) in each Fall term of full-time studies. Course-based Pathway: Five credits (or ten half-credit courses) are required to complete the MEd program. Major Research Paper Pathway: Three and one-half credits (or seven half-credit courses) plus the major research paper. Students completing either course-based or major research paper pathway and enrolled in Social and Cultural Contexts of Education, Administration and Leadership in Education, or Educational Inquiry must complete a minimum of two half-credit electives in their field of specialization (field of specialization electives or special topics). Students completing either course-based or major research paper pathway and enrolled in Teaching, Learning and Development must complete a minimum of three half-credit electives in their field of specialization (field of specialization electives or special topics). Remaining electives may be selected from any of the four fields of specialization or general purpose courses Thesis Pathway: Two and one-half credits (or five half-credit courses) plus the thesis. Students completing thesis pathway and enrolled in Social and Cultural Contexts of Education, Administration and Leadership in Education, or Educational Inquiry must complete a minimum of one half-credit elective in their field of specialization (field of specialization electives or special topics). Students completing thesis pathway enrolled in Teaching, Learning and Development must complete a minimum of two half-credit electives in their field of specialization (field of specialization electives or special topics). Students completing the five-half credit research-based thesis pathway are restricted to completing one of either EDUC 5P96 (Educational Internship) or EDUC 5P98 (Independent Study) as either a field of specialization elective or general elective course. |
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Core courses: EDUC 5P00 and EDUC 5P01 Field of Specialization Electives: EDUC 5P07, 5P09, 5P11, 5P13, 5P14, 5P15, 5P20, 5P21, 5P24 |
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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: EDUC 5P43, 5P48, 5P49, 5P52, 5P54, 5P55, 5P56, 5P57, 5P59 |
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Core courses: EDUC 5P60 and EDUC 5P62 Field of Specialization Electives: EDUC 5P64, 5P65, 5P72, 5P73, 5P74 |
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Core courses: EDUC 5P80 and one of EDUC 5P81, 5P82, 5P83 or 5P95 Field of Specialization Electives: EDUC 5P84, 5P85, 5P86, 5P87, 5P88 |
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The Master of Education (International Student Program) 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 course-based 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, 3 and 4 concluding with the culminating seminar. In rare instances, and with the approval of the Department Chair, students may choose to complete a Major Research Paper (MRP). 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. |
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Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an 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. |
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The MEd ISP program consists of a series of required 10 half-credits. 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 Term 3 (Winter): EDUC 5P21, EDUC 5P62, EDUC 5P72 Term 4 (Spring/Summer): EDUC 5P92, EDUC 5Q97 Course Descriptions A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the online MEd registration weblink: http://www.brocku.ca/graduate-studies/current-students/Registration Courses may be cancelled in the event of insufficient student registration numbers. Selection of courses is usually made with a program consultant. |
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Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met. |
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Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met. 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 required 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 5V 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. Special Topics in Administration and Leadership in Education Seminar for students wishing to study a specific problem area in Administration and Leadership in Education. |
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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. |
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Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met. 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(s): 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(s): EDUC 5P92 or permission of the instructor. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V90. |
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Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met. Thesis in Educational Studies The preparation and public defence of a thesis which will demonstrate the candidate's capacity for independent research, integration of knowledge, and depth of understanding. Prerequisite(s): All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. Note: For students commencing the program in 2009-2010, the thesis proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5F95. Full-time students normally submit the thesis proposal application form in their first term of full-time study. 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. Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010. Prerequisite(s): All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. 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 required withdrawal from the program. Project Tutorial in Educational Studies Individual investigation or analysis of an issue/area in contemporary educational practice. Topics 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. Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010. Prerequisite(s): 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. Note: Students completing the five half-credit research-based thesis route are restricted to completing one of either EDUC 5P96 (Educational Internship) or EDUC 5P98 (Independent Study) as either a Field of Specialization or general elective course. Independent Study in Education Specialized study on an individual basis under the direction of a faculty supervisor. Prerequisite(s): Permission of Department Chair on the basis of a written application. Note: Only one independent study course may count towards the MEd degree. Students completing the five half-credit research-based thesis route are restricted to completing one of either EDUC 5P98 (Independent Study) or EDUC 5P96 (Educational Internship) as either a Field of Specialization or general elective course. 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. Major Research Paper in Educational Studies Individual investigation or analysis of an issue/area in contemporary educational practice. Topics must be approved by a faculty advisor who will also supervise and guide the student during the preparation of the document. Students are required to prepare two copies of the final document according to the published MEd major research paper guidelines. Restriction: Registration restricted to students completing degree requirements following the 2009-2010 Graduate Calendar. Prerequisite(s): All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. Note: The major research paper proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5Q91. Full-time students normally submit the major research paper proposal application form in their first term of full-time study. Culminating Seminar in Educational Studies Culminating seminar integrating theory and accumulated knowledge related to fields of specialization and to practice. Exit paper must be approved by course instructor. Restriction: Registration restricted to students completing degree requirements following the 2009-2010 Graduate Calendar and enrolled in the course-based route. Prerequisite(s): All required core courses and electives, including EDUC 5P92. |
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2011-2012 Graduate Calendar
Last updated: April 2, 2013 @ 04:16PM