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Dean Michael Manley-Casimir Chair, Graduate and Undergraduate Studies in Education Rosemary Young Professors R. Terrance Boak, Michael Manley-Casimir, Susan M. Drake, John M. Novak, G. Patrick O'Neill, Alan E. Wheeler Associate Professors Richard Bond, Kristian Kirkwood, Michael Kompf, Hedy M. McGarrell, Coral E. Mitchell, Jonathan Neufeld, James Wagner, Vera Woloshyn, Rosemary Young Assistant Professors Sandra Bosacki, Michelle McGinn, Carmen Shields, Susan A. Tilley Lecturer Denise Paquette-Frenette |
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Administrative Assistant Lynn Duhaime, extension 3340 Education 126 http://www.ed.brocku.ca/Departments/grad/ The Faculty of Education offers a Master of Education and a PhD in Educational Studies (joint program with the Universities of Lakehead, Western and Windsor). |
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The Master of Education (MEd) degree program at Brock 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 related to a focus area in one of four options: Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education, Integrated Studies. Several focus areas in each option are suggested in this calendar but students may work with their program consultant to develop other focus areas related to particular interests. All exit projects or theses must have an explicit connection to education. |
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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, research components, program electives and a required exit project or thesis. Course selection will be governed by the following conditions (except for the TESL focus, as noted below):
Note: The thesis/project proposal and thesis/project requirements must be scheduled only after all course work has been completed although planning for this work should be underway by the mid-point of the student's program. Students who receive a final mark for the proposal course and have completed all the course work, will automatically be registered for either the project course or the thesis course in the following term. A selection of courses are given during each term: Fall September-December; Winter January-April; and the Summer Session July-August. Students may commence a degree program only when the required entry core course is offered for their chosen option. Courses are offered at sites at the following locations: Brock, McMaster University, Brock University Hamilton Campus, Executive Centre (Mississauga) Royal Conservatory of Music (Toronto), Seneca College (North York campus) and Sheridan College (Oakville), St. Dominic School (Oakville) and Trillium School (Milton). The number of courses offered at each site will vary from term to term. |
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This option stresses issues, theories and research related to curriculum. The development and analysis of curricular enterprises are emphasized, including a possible focus on theoretical and practical work in English as a Second Language. All candidates choosing this option begin their program by taking EDUC 5P00, (Curriculum Theory and Design) and then select at least four half credit courses which the student and the program consultant agree constitute an area of focus. The following are some suggested areas of focus but other alternatives are also possible. Note: attendance at the Annual Graduate Conference, held in the Fall Term, is expected for all entering graduate students. Curriculum Processes 5P01 Innovative Models of Integrated Learning 5P16 Designing Curriculum to Develop Thinking Abilities 5P17 The Implementation Process in Curriculum Design 5P18 Contemporary Issues in Curriculum 5P26 Curriculum Design Processes I 5P27 Curriculum Design Processes II 5P43 Invitational Approaches to Education 5P51 Holistic/Global Perspectives in Education 5P58 The Reflective Practitioner 5P80 Gender Issues in Education 5P91 Tests, Measurement and Evaluation for the Classroom teacher Language Education 5P03 Writing Development 5P08 Language Development 5P09 Literacy Development 5P15 Productive Writing: Linguistic and Cognitive Elements 5P38 Clinical Diagnosis for Learning Disabilities in Literacy Acquisition 5P39 Understanding Literacy Problems 5P91 Tests, Measurement and Evaluation for the Classroom Teacher Mathematics, Science and Technology 5P02 Science in the School Curriculum 5P07 Social and Environmental Studies in Context 5P12 An Introduction to School Mathematics 5P22 Technology, Change and the Curriculum 5P91 Tests, Measurement and Evaluation for the Classroom Teacher Teaching English as a Second Language Course selection for students choosing this focus in the Curriculum Studies option will be governed by the following conditions:
In special cases, candidates with a TESL focus may seek approval from the Chair to complete a thesis rather than a project (i.e., replace EDUC 5P93 with EDUC 5F95) and will need to adjust their program accordingly. |
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This option considers the application of psychology, philosophy, history and sociology to educational concerns. Emphasis is placed on making connections between defensible theory and improved teaching practices. Candidates begin their program by taking EDUC 5P30 (Introduction to Studies in Teaching and Learning) and then select at least four half credit courses which the student and the program consultant agree constitute an area of focus. The following are some suggested areas of focus but other alternatives are also possible. Note: attendance at the Annual Graduate Conference, held in the Fall Term, is expected for all entering graduate students. Applied Philosophy 5P40 Developing a Personal Philosophy of Educational Practice 5P43 Invitational Approaches to Education 5P51 Holistic Global Perspectives in Education 5P58 The Reflective Practitioner 5P80 Gender Issues in Education Educational Psychology (Cognition and Development) 5P08 Language Development 5P09 Literacy Development 5P15 Productive Writing: Linguistic and Cognitive Elements 5P16 Curriculum Design to Develop Thinking Skills 5P32 Concepts and Issues in Learning 5P33 Developmental Issues in Teaching and Learning 5P39 Understanding Literacy Problems 5P91 Tests, Measurement and Evaluation for the Classroom Teacher Sociology 5P07 Social and Environmental Studies in Context 5P31 Sociological Foundations of Education 5P34 Sociology of Minority Groups in Canadian Education 5P40 Developing a Personal Philosophy of Educational Practice 5P47 Deviance as Defined by theSchool and Community 5P70 Educational Administration: The Social Context 5P80 Gender Issues in Education Special Education and Counselling 5P43 Invitational Approaches to Education 5P45 Learning Problems in the Classroom 5P47 Deviance as Defined by the School and the Community 5P48 Counselling Theories and Skills for the Helping Professions I 5P49 Counselling Theories and Skills for the Helping Professions II 5P91 Tests, Measurement and Evaluation for the Classroom Teacher Early Childhood Education 5P08 Language Development 5P09 Literacy Development 5P32 Concepts and Issues in Learning 5P41 Special Issues in Early Childhood Education I 5P42 Special Issues in Early Childhood Education II 5P91 Tests, Measurement and Evaluation for the Classroom Teacher Adult Education 5P35 Adult Teaching and Learning 5P36 Critical Perspectives in Adult Learning 5P29 Leisure Education 5P33 Developmental Issues in Teaching and Learning 5P40 Developing a Personal Philosophy of Educational Practice 5P43 Invitational Approaches to Education 5P58 The Reflective Practitioner 5P80 Gender Issues in Education 5V93 Seminar in Active Living |
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Studies in this option are based upon an understanding of education in its social, legal, structural and political contexts. The emphasis is on organizational administrative behaviour. Candidates begin their program by taking EDUC 5P60 (Educational Administration: The Theorectical Context) and then select at least four half credit courses which the student and the program consultant agree constitute an area of focus. The following are some suggested areas of focus but other alternatives are also possible. Note: attendance at the Annual Graduate Conference, held in the Fall Term, is expected for all entering graduate students. Educational Administration in Context 5P62 Educational Administration: The Political Context 5P70 Educational Administration: The Social Context 5P75 Educational Administration: The Financial Context 5P76 Educational Administration: The Legal Context 5P80 Gender Issues in Education Educational Leadership 5P01 Innovative Models of Integrated Learning 5P24 Critical Perspectives in Adult Learning 5P62 Educational Administration: The Political Context 5P65 Planning and Decision Making 5P72 Effecting Change in Organizations 5P73 Educational Leadership and Management 5P74 Organizational Behaviour in Educational Organizations 5V83 Ethics in Educational Leadership Organizational Dynamics 5P62 Educational Administration: The Political Context 5P65 Planning and Decision Making 5P70 Educational Administration: The Social Context 5P72 Effecting Change in Organizations 5P74 Organizational Behaviour in Educational Organizations 5P80 Gender Issues in Education 5V83 Ethics in Educational Leadership Organizational Learning 5P62 Educational Administsration: The Political Context 5P65 Planning and Decision Making 5P70 Educational Administration: The Social Context 5P72 Effecting Change in Organizations 5P73 Educational Leadership and Management 5P74 Organizational Behaviour in Educational Organizations 5V89 Learning in Organizations |
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This program option stresses the value of integrating study in two (or all three) of Curriculum Studies, Studies in Teaching and Learning, and/or Organizational and Administrative Studies in Education. Candidates who choose this option begin their program by taking EDUC 5P97 (An Introduction to Educational Studies) and then select at least four half credit courses which the student and the program consultant agree constitute a theme and which integrate Curriculum Studies, Studies in Teaching and Learning, and/or Organizational and Administrative Studies in Education. The following are some suggested themes but other alternatives are also possible. Note: attendance at the Annual Graduate Conference, held in the Fall Term, is expected for all entering graduate students. Educational Change 5P01 Innovative Models of Integrated Learning 5P17 The Implementation Process in Curriculum Design 5P18 Contemporary Issues in Curriculum 5P22 Technology, Change and the Curriculum 5P33 Development Issues in Teaching and Learning 5P40 Developing a Personal Philosophy of Educational Practice 5P43 Invitational Approaches to Education 5P51 Holistic/Global Perspectives in Education 5P58 The Reflective Practitioner 5P65 Planning and Decision Making 5P72 Effecting Change in Organizations 5P80 Gender Issues in Education Inclusive Education 5P07 Social and Environmental Studies in Context 5P11 Understanding Literacy Problems 5P18 Contemporary Issues in Curriculum 5P34 Sociology of Minority Groups in Canadian Education 5P35 Adult Teaching and Learning 5P36 Critical Perspectives in Adult Learning 5P43 Invitational Approaches to Education 5P47 Deviance as Defined by the School and Community 5P51 Holistic/Global Perspectives in Education 5P62 Educational Administration: The Political Context 5P70 Educational Administration: The Social Context 5P72 Effecting Change in Organiza tions 5P80 Gender Issues in Education Physical Education, Recreation and Leisure 5P07 Social and Environmental Studies in Context 5P28 Curriculum in Elementary and Secondary Physical Education 5P29 Leisure Education 5P43 Invitational Approaches to Education 5P80 Gender Issues in Education 5V93 Seminar in Active Living |
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Regular classes are held in July; the first two weeks in August are for individual conferences and completion of final requirements. Some summer courses require pre-sessions. These are indicated in the academic timetable in the Graduate Studies in Education BIRT Registration Guide. |
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Part-time students The normal course load for a part-time student is as follows: Fall and Winter No more than two half credit courses in each term. Spring and Summer No more than two half credit courses in each term. Full-time students The normal course load for a full-time student is as follows: Fall and Winter A maximum of four half credit courses in each term. Spring and Summer A maximum of two half credit courses in each term. Full-time students must register in the program for at least three terms before the degree will be awarded. |
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Early application for admission is advised (see application deadline dates). Incomplete or late applications will not be considered. The program is competitive as there are strict limitations on the number of students admitted each year. |
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Degree candidates may be granted transfer credit at the time of admission only for a maximum of one credit (or equivalent) for graduate courses completed at another university that are approved by the Dean, Faculty of Education. Only graduate courses completed with a grade of B+ or higher within the last five years will be considered for advanced standing. The request for transfer credit must be made at the time of application. Credit will not be granted for courses which have been credited toward another degree or diploma at Brock or another university. Candidates must submit official transcripts, course descriptions and other supporting documentation before consideration will be given to granting transfer credit. |
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All MEd students must be continuously registered in the program by maintaining status in one of the following categories: Course registration: there are three academic terms per year: Summer, Fall and Winter. Course registration is done via BIRT, Brock's registration system. Students register via the Web. Once registration has been completed, registration is confirmed by payment of the course fee by the due date indicated in the BIRT Guide or on the invoice. Inactive registration: for terms during which a student is unable to register for a course. During an inactive term, the student pays the inactive fee and retains library privileges. Inactive status is not applicable once a student has registered for the project/thesis proposal, project or thesis course. Students may be inactive for five terms during the time allotted to complete the MEd program. Inactive terms do not extend the final completion date by which degree requirements must be completed. It is the student's responsibility to ensure that the inactive fee is paid by the due date indicated on the invoice. Continuous registration: for the project/thesis proposal, project or thesis course. Following initial registration in EDUC 5P90, 5P93 or 5F95, continuous registration must be maintained and the continuing fee paid, until degree requirements are completed. A student who fails to maintain continuous registration will be withdrawn from the program and thus such students will not be permitted access to the University resources or be permitted to schedule a thesis defence. |
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Students who receive a final mark for the proposal course, EDUC 5P90 and who have completed all other course work, will automatically be registered for either the project course or the thesis course in the following term and will be continuously registered for subsequent terms until course requirements are completed. |
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A student withdrawn from the program because of non-payment of tuition, inactive or continuous registration fees, may be readmitted by appeal to the Graduate Admissions' Committee and upon payment of all fees outstanding, a late fee calculated on the basis of $35 per term in arrears and a $50 reinstatement fee. Reinstatement will be granted only once. If enrolment is allowed to lapse a second time, the student will not be readmitted. |
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A selection of the courses listed below will be offered each session. Students should consult the schedule of course offerings published in the MEd registration guide. It is to be noted that in the event that insufficient numbers register in a given course, the course may be cancelled. Selection of courses is usually made with a program consultant. |
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Curriculum Theory and Design Curriculum development, models and fundamental theory questions within a Canadian context will be examined. Foundational theory will be reviewed together with organization, design and planning of curriculum. Curriculum trends and problems will also be emphasized. Note: Core course in Curriculum Studies and the TESL focus in Curriculum Studies. Innovative Models of Integrated Learning Based on learning/teaching principles, innovative curriculum models appropriate for our changing times are explored. Applicable to all levels of education, multidisciplinary, interdisciplinary and transdisciplinary approaches are investigated from a holistic perspective. Epistemological assumptions, conceptual frameworks, learning outcomes, and assessment procedures underlying each approach are explored from an active learning perspective. Students completing this course will forfeit credit in EDUC 5V01. Science in the School Curriculum An analysis of science (elementary and secondary) curriculum organization and rationale including an overview of current approaches. Curriculum emphases in science teaching are examined via multimedia approach and the use of classroom ideas and science activities relevant to the primary, junior and intermediate student. Writing Development Explores current theories of writing development, both in terms of 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. Student completing this course will forfeit credit in EDUC 5V04. EDUC 5P07*** Social and Environmental Studies in Context Identification, analysis and critique of contemporary and recurring social and environmental issues. Attention given to historical, political, economic and geographic contexts and to responses of agencies and individuals. Trends and cycles explored and the role of education critiqued. Language Development The changes in language from childhood to maturity and the ways in which education can enhance them. Issues in the psychology of language will be analysed in terms of their implications for language teaching and the language curriculum. A particular emphasis will be given to unresolved problems in language development and language teaching. Literacy Development Major models of literacy development examined in terms of their instructional implications. Acquisition of literacy competencies emphasized within cognitive and social frameworks. Methods of instruction analyzed in light of research and practice. An Introduction to School Mathematics The goals, methods and content of school mathematics at the elementary- and secondary-levels; emphasizes the major issues and trends in mathematics instruction and curriculum. Productive Writing: Linguistic and Cognitive Elements An investigation of curriculum issues within current perspectives: basic literacy, rhetoric, language experience, linguistic development, whole language, rhetoric, and cognitive operations. A description of the writing process which reconciles these viewpoints and offers a more powerful model for both creative and technical writing. Implications for designing writing curriculum for all levels, from the primary division to the university level. Designing Curriculum to Develop Thinking Abilities An investigation of the relationship between models of the intellect and curriculum design. Specifying the teachable components of thinking, including basic operations, visual information organizers, and inquiry strategies, and designing procedures to embed these in the various school curricula. Describing effective instructional methodology for the progressive development of thinking across the curriculum and over time, and investigating approaches to the assessment of growth in thinking. Applications to all subject areas. The Implementation Process in Curriculum Design Making the implementation of educational change more effective through an instructional model of the change process. Specifying the learning required by the various stakeholders for their new roles, to achieve change, which is significant in nature and amount and affects a sizeable portion of the educational system. Designing approaches to curriculum implementation through the integration of implementation, supervision and professional development. Contemporary Issues in Curriculum Current curriculum issues are researched, presented and discussed. Prerequisite: at least one credit in Curriculum Studies or permission of the instructor. Technology, Change and the Curriculum An overview and understanding of the impact of computer technology and the emerging information age on society and schools and the need to reflect resulting changes in the school curriculum. Candidates will examine ways to integrate new technology (including microcomputers) and information age skills into the curriculum. Curriculum Design Processes I Procedures for designing defensible curriculum to bridge the gap between general goals and specific classroom practice. This first of a two course sequence emphasizing the clarification of goals, the elaboration of learning, the specification of instructional contexts, the construction of curriculum organizers for complex objectives and the design of growth strands for learning. Curriculum Design Processes II Emphasis on the translation of growth strands into instructional objectives, procedures for developing appropriate methodologies and principles of design for the effective formatting of curriculum materials. Implications for student assessment and program evaluation will be examined. Prerequisite: EDUC 5P26 or permission of the instructor. Curriculum in Elementary and Secondary Physical Education An advanced course in physical education in which the nature and scope of public and secondary school physical education is considered. Issues and research in physical education curriculum theory will be reviewed within the context of general curriculum theory. Developmental consideration with respect to children, instructional strategies, evaluation and problems and future trends will be examined. Leisure Education The concept and application of leisure education with emphasis on "education for leisure" in the schools. Special consideration is to be given to the development of integrated and interdisciplinary units of instruction in leisure education and lifestyle planning. Application of leisure research in education as it relates to Canada and other countries will be covered. Explorations in Applied Linguistics Linguistic foundations for second-language learning, teaching and evaluation. Examination of relevant contemporary theory, classroom based research and practice. Integration of theoretical models, research evidence and experience. Pedagogical Grammar Models of pedagogical grammar and their relationship to theories of second-language acquisition. Focus on issues arising in classroom learning. Application of grammatical analyses to teaching/learning problems. Speech Processing in a Second Language Principles of articulatory and acoustic phonetics in second-language pedagogy. Theory and practice of listening instruction, including a critique and evaluation of comprehension-based methods in a communicative syllabus. Theory and practice of second-language pronunciation and speaking. Critique of computerized speech processing in second-language instruction. Critical Developments in Second-Language Reading Models of the process and pedagogy of second-language reading. Practical and theoretical foundations for decisions regarding materials design and instructional methodology. Rationale and methodology for the definition and use of literary texts in second-language pedagogy. Theory and Practice in Second-Language Writing Theoretical models of writing and instructional practices. Relationship between writing and grammar, first-language literacy skills and second-language writing. CALL materials for the development of writing skills, their theoretical foundations and practical implications. Process in Second-Language Instruction Study of key processes in second-language instruction. Integration of the four skill areas from the viewpoint of encoding and decoding. Special Topics in Curriculum Seminar for students wishing to pursue a special topic in Curriculum Studies. 2001-2002: Innovative Assessment*** Concepts, information and strategies for designing multiple approaches to assessing "authentic" student performance. Emphasis is on developing comprehensive assessment plans and implementing these plans in the classroom. 2001-2002: Narrative: Learning, Teaching and Research*** Explores the nature of story from a variety of perspectives. How can we use story in our teaching to become better teachers? How can story be a framework for all curriculum? What can we learn from our personal narratives to clarify our philosophy of education? How can we use narrative as a res earch tool? Can story be a tool for transformation? 2001-2002: Mathematical and Scientific Problem Solving*** Introduces various models and theoretical formulations of problem solving in the fields of mathematics and science education. Participants in the course will study empirical research findings and the underlying methodological approaches adopted in problem solving research. Students will also conduct case studies of problem solving interactions. 2001-2002: Families, Schools and Education An examination of research, issues and policy related to family influences on literacy development and academic achievement home and community partnerships in education and school councils. Explores curriculum models and evaluation research related to family literacy and parental involvement program development. Reviews research methods used in the study of family influences in education. 2001-2002: Global Issues in Curriculum*** Current issues in curriculum with a global perspective are researched, presented and discussed. Emphasis will be placed on a comparison of curriculum theory between industrialized and developing countries and the varying contemporary structures of each of these countries. *Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning or Integrated Studies. ***Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. |
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Introduction to Studies In Teaching and Learning An overview and application of basic educational foundational theory to the types of decisions educators make before, during and after contact with students, peers, administrators and community groups. Emphasis on a variety of perspectives for critical and personal analysis of issues related to teaching behaviour. Note: core course in Studies in Teaching and Learning. Sociological Foundations of Education Changing relationships between groups within the school system, the local community and the larger society from different sociological perspectives. Emphasis on both theoretical and practical aspects of current educational concerns. Concepts and Issues in Learning Familiarizes students with factors that influence learning and memory. A developmental perspective is used to review factors that influence the mind including long and short term memory, attention, and metacognition. Reviews the importance of providing students ing the principles of explicit instruction and scaffolding. Students will have the opportunity to participate in learning and memory experiments and the teaching of a learning strategy. Developmental Issues in Teaching and Learning Issues from adult life span psychology are used to formulate a personal developmental framework understood through the use of lifemapping techniques. Renewal, reflection and critical awareness are used as ways of understanding life and career paths and other effects on teaching and lifelong learning. Sociology of Minority Groups in Canadian Education The equality of educational opportunity as it relates to various ethnic-linguistic, socio-economic and religious minorities in Canada. Educational policy making will be examined in relation to changing rural and urban school populations resulting from past and present immigration and migratory trends. EDUC 5P35*** Adult Teaching and Learning A practitioner's examination of literature and practice relating to adult education. Topics include the unique identity of the adult learner; theoretical foundations of adult education; the workplace as an educational setting; a ction research. Institutional and public settings for consideration originate from the interests of those in the class. Students completing this course will forfeit credit in EDUC 5P23. EDUC 5P36*** Critical Perspectives in Adult Learning Questioning the theoretical origins and possibilities of adult learning in light of a variety of field-based practices and experiences. Some topics may be learner determined; others might relate to thinking, technology, aging processes, work, personal and professional identity, spirituality and ethics. Students completing this course will forfeit credit in EDUC 5P24. Clinical Diagnosis of Learning Disabilities in Literacy Acquisition Clinical diagnosis of difficulties in acquiring reading and writing skills. The student will be trained to administer diagnostic tests, make observations and write a report for a client of the Reading Clinic. Prerequisites: one of EDUC 5P09, 5P32, 5P39, 5P45. Students completing this course will forfeit credit in EDUC 5P10. Understanding Literacy Problems Examination of theories and research on literacy acquisition problems. Emphasis on understanding developmental lag in oral language, reading and writing. Critical study of research and practice related to instructional strategies for students with such difficulties. Students completing this course will forfeit credit in EDUC 5P11. EDUC 5P40*** Developing a Personal Philosophy of Educational Practice A critical examination of the concepts, principles and ideals that underlie contemporary education. Emphasis will be placed on making connections between educational visions and practices so that students can develop defensible philosophies of education. Special Issues in Early Childhood Education I Evaluation of early childhood education programs. Research on the effect of past and present program models on child development will be considered with a view to designing curricula for young children that encourage optimal growth. Special Issues in Early Childhood Education II Contemporary research on cognitive, affective, volitional and/or language processes in early childhood with a view to identifying factors that encourage optimal development. Prerequisite: EDUC 5P41 or permission of the instructor. EDUC 5P43*** Invitational Approaches to Education A critical analysis of the principles and educational implications of invitational theory. Emphasis is placed on connecting invitational theory to emotional intelligence, self concept, interpersonal skills, organizational strategies and democratic practice. Learning Problems in the Classroom: Diagnosis and Programming in Special Education Major theories, research and instructional strategies developed for the learning disabled child. Current perspectives and controversies on identification, intervention and causative factors will be critically evaluated. An emphasis will be placed on implementation of effective intervention strategies through case study. Behavioural Disorders in Special Education An analysis of the behavioural disturbances of children and adolescents. Topics include aggression, hyperactivity, autism and other significant behavioural disorders. Since controversies exist over cause, symp-tomology and treatment of many of these disorders, several viewpoints will be presented. Case study analysis will be used to promote critical thinking skills and help relate theory to practice. Deviance as Defined by the School and Community Theoretical foundations of social deviance as defined by society-at-large and the school system. Particular emphasis on finding transformative solutions to practical problems. Topics may include the effects of school failure, special education labelling and student resistance, social class differences and stereotypical reactions to the elderly and minorities. Counselling Theories and Skills for the Helping Professions I Counselling theories applicable to a variety of helping environments and human growth and development issues; developing helping relationships as a process and way of life. Professional roles within the context of education, health, career and social service are highlighted within the framework of proactive intervention counselling and professional helper models. Counselling Theories and Skills for the Helping Professions II Intervention skills appropriate to specific counselling modalities applicable to a variety of helping professional roles and responsibilities. Core skills associated with the attending, responding, exploring and terminating stages of counsellor intervention theory will be highlighted within the context of relationship building and client well being as it pertains to education, career, social service, health and general human management needs and concerns. Prerequisite: EDUC 5P48. Holistic/Global Perspectives in Education Focusses on learning and the whole person (adult or child). Educational programs with holistic/global perspectives will be examined in their philosophical, psychological and social contexts. Topics to be explored include integrated studies, multiple intelligences, guided imagery, metaphor, story, collaborative learning and creative problem solving. Evaluating Teaching Effectiveness A survey course with the focus on the types of teacher evaluation currently employed locally, nationally and internationally. Principles and procedures involved in assessing teaching effectiveness are examined from different perspectives including self, students and superordinates. EDUC 5P58*** The Reflective Practitioner Explores the notion of the reflective practitioner and what this means in professional practice. Participants will explore a wide range of views of thinking, the production of knowledge, the creation of meaning and being in the world. Participants will actively engage in a collaborative reflective process that utilizes readings, dialogue, writing and images. Special Topics in Teaching and Learning Seminar for students wishing to pursue a special topic in Studies in Teaching and Learning. 2001-2002: Developmental and Educational Issues in Children and Adolescents*** Issues from child and adolescent developmental psychology are used to examine a personal developmental framework. Renewal, reflection, and critical awareness are used as ways of understanding past educational experiences and their links to teaching and lifelong learning. 2001-2002: The Social Nature of Learning*** An examination of current theoretical and methodological perspectives that emphasize the social nature of learning. Consideration will be given to learning in both formal and informal settings, including the workplace. 2001-2002: Problems and Possibilities in Adult Learning*** Adult learning issues will be examined from Canadian and European perspectives. The analysis of the relationship between theory and practice will provide some possibilities to address common problems in their different contexts. 2001-2002: Learning Problems in the Classroom: Part II*** Additional study of theories, research and instructional strategies for children with learning disabilities. Current perspectives and controversies in the areas of identification, causation, and remediation will be critically evaluated. Prerequisite: EDUC 5P45 or permission of the instructor. 2001-2002: Advanced Topics in Learning Disabilities*** Current research on the cognitive, affective, and linguistic correlates of learning disabilities will be considered. Controversies over identification and intervention strategies will be evaluated. Advanced technological supports will also be reviewed. Prerequisite: EDUC 5V40 or permission of the instructor. 2001-2002: Self-motivation: Encouraging Students to become Enthusiastic Learners*** Theories of student self-motivation and their implementation in the classroom. 2001-2002: Sexual Health Education: Practice and Policy*** Development, practical applications and policy implications of sexual health education will be explored. Attention will be given to the influence of attitudes, values and morals. Focus will be on special interest groups. 2001-2002: Education Through The Arts*** Explores the contribution which educating through art, drama, music and writing can have for all children in the curriculum. Insights are gained from examining the cognitive, social, kinetic and problem-solving strategies used by creative people. Such strategies, when used in the classroom, become a tool for enhanced and meaningful learning for all children. *Course may be counted for credit in either Curriculum Studies or Studies of Teaching and Learning or Integrated Studies. **Course may be counted for credit in Studies of Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. ***Course may be counted for credit in Curriculum Studies, Studies of Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. |
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Educational Administration: The Theoretical Context Constitutes a retrospective analysis of administrative theory and practice in organizations. Traces the development and evolution of organizational studies through modernist, critical theory and postmodernist discourses. Emphasis is on critical analyses of various foundations underlying organizational and administrative practices throughout the 20th century. Topics range among the historical, political, ethical and social aspects of administering organizations from an educational perspective. Educational Administration: The Political Context The structure, pattern and process of political influence on levels of education in Ontario. Policy making and implementation. The use of commissions, task forces and other devices to determine policy. Intra- and extra-organizational bodies and their influence on the educational system. Planning and Decision Making Case studies and theory are used to illuminate the value and limits of planning, conditions affecting decision making and processes for school improvement. Changes in educational policy, technology and systems of management are studied to develop an understanding of how school cultures are renewed. Educational Administration: The Social Context A theoretical and structural study of the social context of supervision and administration in institutions along with the ethical implications of those functions. Relevant case studies focus on the relationship between schools and society, the microculture of educational institutions, the sociology of power. Effecting Change in Organizations Current trends and issues underlying organizational change processes analysed to understand and facilitate change initiatives in educational organizations. Modern and postmodern orientations, models, strategies and leadership initiatives examined. Integration of theory and practice to develop "situated cognition," i.e., thinking grounded in personal contexts. Educational Leadership and Management Principles, practices, trends and issues of leadership and management in educational settings. Attention to leadership and management styles, practices, tasks and models. Participants encouraged to reflect on and analyze their own leadership experiences in light of theories studied. Organizational Behaviour in Educational Institutions Attention to ways that individual, group and organizational characteristics affect behaviours of individuals in educational organizations. Communication, decision making, conflict resolution, leadership, motivation, learning and change processes are explored to uncover some principles and practices of organizational behaviour. EDUC 5P75*** Educational Administration: The Financial Context An analysis of major problem areas in the financing of education in Canada, including the demand for and supply of educational services, factors influencing educational cost, approaches to educational planning, taxation for education grant structures, budgeting and collective bargaining. Educational Administration: The Legal Context Legal requirements, constraints and influences on education in Ontario. Federal and provincial statutes and regulations and case law as related to education law. EDUC 5P80*** Gender Issues in Education Gender as an important aspect of school life. Emphasis is on classroom interaction patterns, curriculum materials and the procedures used to evaluate and promote teachers into administrative roles such as school principal. Historical, sociological and psychological explanations for differences in men's and women's experiences in schools are explored. Students completing this course will forfeit credit in EDUC 5V80. Organizational and Administrative Problems in Education Seminar for students wishing to study a specific problem area in Organizational and Administrative Studies. 2001-2002: International Education*** A cross-disciplinary study of international and intercultural problems in their social context including all educative efforts that aim at fostering an international orientation in knowledge and attitudes. Examines various theoretical and conceptual frameworks of International Education and their relationship to associated areas such as Multicultural Education, Comparative Education, Global Education, Development Education, and other topics. Implications for creating curriculum and pedagogical strategies for enhancing International Education will be explored. 2001-2002: Ethics in Educational Leadership*** Familiarizes participants with principles, practices, trends and issues related to ethics in educational leadership. Participants will explore various moral philosophies, ethical principles and ethical reasoning frameworks. Emphasis is on ethical and moral reasoning underlying dilemmas of administrative practice in a variety of organizational settings. 2001-2002: Learning in Organizations*** An overview of the theory and research in the emerging field of organizational learning. Examines the implications and applications of organizational learning concepts in education, health care and business. Of interest to teachers, nurses, trainers and consultants seeking to increase their understanding of the role of learning within the context of organizations. **Course may be counted for credit in Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. ***Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. |
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Thesis Tutorial in Educational Studies A research project carried out in collaboration with a faculty adviser and relevant resource personnel. Prerequisite: EDUC 5P90 and approval of the Department of Graduate and Undergraduate Studies in Education. Students are required to complete EDUC 5P90 before registering in EDUC 5F95. EDUC 5N99*** Graduate Seminar in Education A non-credit graduate seminar which focusses on contemporary issues in educational research that students encounter while preparing their proposals, projects and theses. Students and their supervisors will present their proposals and/or their research to seminar participants. EDUC 5P90*** Project/Thesis Proposal The development of a proposal which will provide the framework for the student's project or thesis. The proposal will be formally presented to the project supervisor. The proposal contract form must be completed and returned to the graduate department of the Faculty of Education before students will be allowed to register for this course. May be taken concurrently with any other course except EDUC 5P93 or 5F95. Note: students are required to complete EDUC 5P90 before registering in either EDUC 5P93 or EDUC 5F95. EDUC 5P91*** Tests, Measurement and Evaluation for the Classroom Teacher The various types of evaluation data teachers use to make judgments about student growth, data source management, interpretation and communication. EDUC 5P92*** An Introduction to Educational Research An 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. Project Tutorial An individual investigation or analysis of a special problem in contemporary educational practice. The topic of the project must be approved by a faculty adviser 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. Students are required to complete EDUC 5P90 before registering in EDUC 5P93. EDUC 5P94*** Advanced Writing Seminar An interdisciplinary approach to technical writing and scholarly publishing in higher education. The different stages of the writing and publishing cycle are explored in relation to students' interest. EDUC 5P97*** Introduction to Integrated Studies An introduction to education as a scholarly field, including the history of educational research, the development of the four options in the Brock MEd program. The course looks at current educational issues from multiple perspectives and examines changing roles and strategies for graduate students in education. Note: core course in Integrated Studies. Students completing this course will forfeit credit in EDUC 5V95. EDUC 5P98*** 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. EDUC 5P99*** Teaching and Learning in Higher Education Theories of learning and curriculum design are examined through personal teaching goals, instructional objectives, teaching strategies, evaluation procedures and student motivation The course combines theoretical and practical knowledge to develop a personal theory of teaching by discussing critical thinking, self-directed and lifelong learning and through investigating practical strategies. Note: taught in conjunction with EDUC 4P10. Students completing this course will forfeit credit in EDUC 4P10 and 5V05. Special Topics in Graduate Education Seminar for special topics of a general nature. 2001-2002: Qualitative Methods in Educational Research*** Examines 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. Students completing this course will forfeit credit in EDUC 5V59. Prerequisite: EDUC 5P92 or permission of the instructor. 2001-2002: Advanced Concepts of Statistics for Research Design*** A follow-up to the basic introductory course in research methods for graduate studies in Education. Students will review typical research designs used by graduate students in Education and be introduced to parametric and non-parametric analytical procedures which can be used in a variety of designs. Prerequisite: EDUC 5P92 or permission of the instructor. Students completing this course will forfeit credit in EDUC 5V64. 2001-2002: Managing Educational Data*** Focus on skills used in analysing and interpreting educational data not the actual calculation but what to use for different categories of data. Examines methods of presenting data, e.g., tables, graphs, figures. Students familiarize themselves with WordPerfect or Word, Harvard graphics, Minitab, SPSSPC as well as other analytical programs. Lectures, discussions and assignments in one of Brock's computer labs. Students completing this course will forfeit credit in EDUC 5V87. 2001-2002: Seminar in Active Living*** An overview of findings and implications of current research in the fields of health, physical education and recreation, from an educational perspective. Students completing this course will forfeit credit in EDUC 5V63. 2001-2002: 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 a supervised placement that may entail one or more of the following outcomes: limited fieldwork; writing of an analytical report; critical self-performance evaluation with supervisory assistance; effective professional networking. Prerequisite: Permission of department chair on the basis of a written application. Note: Only one internship course may count towards the MEd degree. *Course may be counted for credit in Curriculum Studies or Studies in Teaching and Learning or Integrated Studies. **Course may be counted for credit in Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. ***Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. Doctor of Philosophy in Educational Studies The PhD in Educational Studies is offered jointly by Brock University, Lakehead University, The University of Western Ontario and the University of Windsor. The designation of "home university" is applied to the home university of the doctoral candidate's dissertation supervisor. The student has the right to take courses and seminars or to use the academic facilities at any of the participating universities in accordance with the approved plan. The regulations governing the preparation of theses and conduct of examinations will be of those of the supervisor's home university. The degree requirements, regulations and procedures for the Joint PhD program have been approved by the appropriate governing body of each institution. Where there is a conflict in regulations and procedures:
Program Goals and Objectives The joint program will accomplish the following goals:
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The minimum academic requirement for admission to the PhD is successful completion of a Master of Education or a Masters degree in a cognate discipline, normally with an A standing. Applicants must provide evidence of research competence normally demonstrated by a master's thesis. Students who have not completed a thesis must submit evidence of equivalent research capability. English is the primary language of communication and instruction in the program. Applicants from other countries who have not completed a degree at a university where the primary language of instruction is English must pass the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (250 computer-based) or an equivalent demonstration of proficiency. Candidates who are working on the degree at a distance from the home university must purchase the software and access to the internet which will enable them to participate fully in the required courses. |
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Students may receive advance credit for a maximum of one-half course specialization elective at the graduate level provided that this course has not been credited to a degree or certificate already awarded, is relevant to the proposed area of study and has been taken within three years of admission. Requests for advanced credit must be declared prior to admission. No substitution may be made for Core Seminars I and II or the joint specialization elective via distance. |
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Applicants must submit a description of their proposed area of research (approximately 2-3 typed pages). When an applicant meets the basic requirements for admission the Program Director and a potential supervisor will assist the applicant in developing a plan of study which will be presented to the Program Committee for approval. If approved, the applicant will proceed to register as a doctoral student at the home university of the dissertation supervisor and will be subject to the general degree regulations of that university. The offer of admission will be made to the applicant by the home university. Dissertation supervisors will be required to report candidates' progress annually to the Program Committee and to appropriate authorities at the participating universities. Normally, candidates will be expected to complete course requirements and the comprehensive portfolio, and to submit a research proposal within three years of their initial registration. Changes to the approved plan of study must be approved in advance by the supervisor and the Program Director. |
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Fields of Study |
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This field focuses upon the study of policy and leadership within educational systems. It draws upon organizational and administrative studies to construct critical perspectives on actions and structures at the macropolitical and micropolitical levels and examines how these influence the climate and the quality of curriculum and learning. |
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This field draws upon diverse disciplines such as comparative education, cultural psychology, history, philosophy, sociology and traditional curriculum areas to advance understanding of the sociocultural contexts which influence curriculum, teaching and learning, to generate theory and to plan, develop, implement and evaluate programs, teaching and learning. |
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This field draws primarily upon psychology and educational psychology to examine critically the cognitive processes of teachers and learners as they engage in teaching and learning. Integral components of this field are assessment and the adaptation of instruction to the needs of the individual learners. Applicants to the program must declare a field of study prior to admission to the program. |
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PhD students are expected to complete the following course requirements: both core seminars, a half-course Joint PhD specialization elective via distance, a half-course specialization elective and a research proposal colloquium via distance. Students must also complete a comprehensive portfolio as well as the PhD dissertation. |
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Doctoral candidates must be familiar with the academic regulations governing graduate studies at the home university. (a) Course Requirements Candidates may meet the requirement for a specialization elective in the field through a graduate level course offered at any of the participating institutions. (b) Comprehensive Portfolio The portfolio requires doctoral candidates to demonstrate their potential as scholars through the satisfactory completion of authentic tasks. The criteria used by the dissertation supervisory committee to set tasks and assess a candidate's performance are:
The tasks candidates are expected to complete include the dissertation research proposal and three other tasks. Candidates must defend their portfolios. The candidate's defence will be evaluated by the dissertation supervisory committee and at least one other member of the core faculty selected by the Program Director. Candidates are required to present their completed portfolio to an audience in a forum such as the Core Seminar. Candidates may not begin their dissertation research until the portfolio requirements have been completed successfully. (c) Dissertation The dissertation supervisory committee will involve faculty from at least two participating universities, including whenever possible and reasonable, a member from the university closest to the candidate's home to serve as co-supervisor in cases where the supervisor is at some distance. The regulations and procedures governing the preparation of theses and conduct of examinations will be those of the supervisor's university. (d) Residency Requirement Candidates must meet a minimum residency of four terms. Two terms of residency may be fulfilled by completion of the Core Seminars I and II. The other two terms of residency must be consecutive. It is strongly recommended that candidates complete two of the terms of residency after they have defended their comprehensive portfolio and are authorized to commence their doctoral research. Credit for residency may be given, with the approval of the Program Committee and the home university, for research carried out off-campus. Candidates are required to maintain continuous registration. They shall complete the requirements for the degree within a minimum of three years and a maximum of six years. Recommendations for a time extension or leave of absence are subject to the regulations and procedures at the home university and must be approved in advance by the supervisor and the Joint Program Committee. |
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1. Policy and Leadership Education Policy and Leadership:Historical Contexts Contemporary Issues in Educational Policy and Leadership 2. Sociocultural Contexts of Education Sociocultural Contexts of Curriculum Selected Topics in Sociocultural Contexts of Education 3. Cognition and Learning Conceptual Bases for Cognition and Learning Contemporary Issues in Research on Cognition and Learning |
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Not all courses are offered in every session. Students should refer to the academic timetable. Comprehensive Portfolio (Lakehead 6080, Western 780, Windsor 680) Core Seminar I: Current Research, Theories and Issues (Lakehead 6020, Western 702, Windsor 602) The Introductory and Advanced Core Seminars are compulsory for all students. The seminars promote breadth in understanding and interdisciplinary dimensions of educational studies and will focus on current research, theories and issues. The Core Seminars are the primary vehicle for integration across fields and universities and operate face-to-face. The Core Seminars are held each July and rotate to different home university campuses annually. Core Seminar II: Current Research, Theories and Issues (Lakehead 6040, Western 704, Windsor 604) The Introductory and Advanced Core Seminars are compulsory for all students. The seminars promote breadth in understanding the interdisciplinary dimensions of educational studies and will focus on current research, theories and issues. The Core Seminars are the primary vehicle for integration across fields and universities and operate face-to-face. The Core Seminars are held each July and rotate to different home university campuses annually. Educational Policy and Leadership: Historical Contexts (Lakehead 6211, Western 721, Windsor 621) The global development of theories related to educational policy and leadership are analysed. Candidates critically examine the history of Canadian schools at all levels and consider how policy and leadership practices relate to theoretical traditions. Contemporary Issues in Educational Policy and Leadership (Lakehead 6213, Western 723, Windsor 623) Selected case studies are used to analyse contemporary social, economic and political issues affecting educational policy and leadership in Canadian and international contexts. Current debates and research approaches inform candidates' decisions about their dissertation work and its likely impact upon the field. Sociocultural Contexts of Curriculum (Lakehead 6311, Western 731, Windsor 631) The traditional bases of curriculum theory are examined in relation to the perspectives drawn from diverse disciplines such as comparative education, cultural psychology, history, philosophy and sociology to advance understanding of the social historical and cultural influences on curriculum, teaching and learning. Candidates will analyse existing theories and models and construct alternative frameworks. Selected Topics in Sociocultural Contexts of Education (Lakehead 6313, Western 733, Windsor 633) Sociocultural issues related to such themes as gender, race, ethnicity and their influences on education are examined and deconstructed. Conceptual Bases for Cognition and Learning (Lakehead 6411, Western 741, Windsor 641) Current theories and models of teaching, learning and assessment are analysed from the perspective of the potential and implications of such models for research on cognition and learning. Contemporary Issues in Research on Cognition and Learning (Lakehead 6413, Western 743, Windsor 643) Selected contemporary research issues relating to cognition and learning are studied. Topics will vary from term to term. Candidates' research concerns and interests will help to guide the selection of topics. Directed Study (Lakehead 6511, Western 751, Windsor 651) Under the supervision of a faculty member with appropriate expertise, the candidate may complete a sustained program of study relating to a topic of current theoretical and/or empirical interest within the program field and leading to the production of a substantial research paper. Subject to the approval of the Joint Program Committee, directed studies are intended for students with special interests which cannot be satisfied by courses that are otherwise available. Research Proposal Colloquium (Lakehead 6219, Western 769, Windsor 669) Candidates develop the dissertation proposal. Participants registered in the colloquium will be in contact through a computer conferencing program. PhD Dissertation (Lakehead 6901, Western 791, Windsor 798) |
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2001-2002 Graduate Calendar
Last updated: July 27, 2001 @ 11:46AM