Last updated: January 28, 2008 @ 02:43PM
**Please note that commencing in 2008-09 the MEd program requirements have changed from those outlined below. Students (new and continuing) should review the degree/program requirements outlined at: http://www.ed.brocku.ca/graduate
Master of Education (MEd)
Fields of Specialization
Studies in Teaching and Learning
Organizational and Administrative Studies in Education
James L. Heap
Faculty of Education
Rodger J. Beatty
Faculty of Education
Ralph Connelly, Alan R. Wheeler, Sybil E. Wilson
Sharon M. Abbey (Pre-Service), R. Terrance Boak (Graduate and Undergraduate Studies, Vice-President, Academic and Provost), Susan M. Drake (Graduate and Undergraduate Studies), Anne Elliott (Pre-Service), James L. Heap (Graduate and Undergraduate Studies), Michael Kompf (Graduate and Undergraduate Studies), Michael Manley-Casimir (Graduate and Undergraduate Studies), Ruth McQuirter Scott (Pre-Service), Coral Mitchell (Graduate and Undergraduate Studies), John M. Novak (Graduate and Undergraduate Studies), G. Patrick O'Neill (Graduate and Undergraduate Studies), Michael Owen (Graduate and Undergraduate Studies, Associate Vice-President, Research), Lissa Paul (Graduate and Undergraduate Studies), Merle Richards (Pre-Service), Vera Woloshyn (Graduate and Undergraduate Studies)
Rodger J. Beatty (Pre-Service, Associate Dean), Sheila M. Bennett (Pre-Service), Sandra Bosacki (Graduate and Undergraduate Studies), Tony Di Petta (Pre-Service), Donald H. Dworet (Centre for Continuing Studies), David Hutchison (Pre-Service), Renee Kuchapski (Graduate and Undergraduate Studies), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Pre-Service), Jonathan Neufeld (Graduate and Undergraduate Studies), Adele K. Thomas (Pre-Service), Susan Tilley (Graduate and Undergraduate Studies), Rosemary E. Young (Graduate and Undergraduate Studies)
Denise Armstrong (Graduate and Undergraduate Studies), Lorenzo Cherubini (Pre-Service), Darlene Ciuffetelli-Parker (Pre-Service), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Joe Engemann (Graduate and Undergraduate Studies), Xavier Fazio (Pre-Service), Tiffany Gallagher (Pre-Service), Kamini Jaipal-Jamani (Pre-Service), Doug Karrow (Pre-Service), Jeanne Kentel (Pre-Service), Julian Kitchen (Pre-Service), , Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Pre-Service), Joyce Mgombelo (Pre-Service), Dolana Mogadime (Graduate and Undergraduate Studies), Michael O'Sullivan (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Alice Schutz (Graduate and Undergraduate Studies), Susan Sydor (Pre-Service), Mary-Louise Vanderlee (Graduate and Undergraduate Studies), Louis Volante (Pre-Service).
Gail Phillips (Pre-Service), Peter Vietgen (Pre-Service)
Chair/Graduate Program Director
Vera Woloshyn (Graduate and Undergraduate Studies)
905-688-5550, extension 3340
905-688-5550, extension 3082
905-688-5550, extension 3082
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 three fields of study: Curriculum Studies, Studies in Teaching and Learning, and Organizational and Administrative Studies in Education. An Integrated Studies option is also available for those students who have an area of research interest that requires integration across two or three fields of study. Students are required to work with their program consultant to develop their program. All exit projects or theses must have an explicit connection to education.
Note: all students who are new to Graduate Studies are expected to attend Campus Day, held in the Fall Term, and all students are encouraged to attend the Annual Graduate Conference, held in the Spring Term.
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of not less than 75%. Professional experience: evidence of at least one year full-time or equivalent successful teaching or other acceptable professional experience. Applicants must provide two letters of recommendation, a letter of intent and a résumé
The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates.
Part-time study is available.
Five credits (or ten half-credit courses) are required to complete the MEd program. Thesis route: Four credits (eight half-credit courses) plus the thesis. Project route: Four and one-half credit courses (nine half-credit courses) plus the project. The program consists of a required core course, research components, program electives and a required exit project or thesis.
Full-time students must register for a non-credit graduate seminar (EDUC 5N99) in each Fall term of full-time studies.
Course selection will be determined by the student's field of specialization. Either Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies. Students must first complete the core course in their program option: i.e., EDUC 5P00 (Curriculum Studies); EDUC 5P30 (Studies in Teaching and Learning); EDUC 5P60 (Organizational and Administrative Studies in Education); EDUC 5P97 (Integrated Studies), all students are required to take the research course EDUC 5P92 and the project/thesis proposal tutorial EDUC 5P90, at the end of their program, and students must complete as an exit requirement either EDUC 5P93 (project tutorial) or EDUC 5F95 (research tutorial).
In addition to the core course and the project/thesis requirement, students should complete at least two credits (four half-credit courses) that support their project/thesis research. It is recommended that these courses be selected from the courses in the student's chosen field of specialization, but students may also draw from relevant courses in other areas of study. The Independent Study EDUC 5P98 and Educational Internship EDUC 5P96 may also count toward fulfilling this requirement. Remaining elective courses may be selected from any of the three fields of specialization or general purpose courses.
The thesis/project proposal and thesis/project requirements are scheduled 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 who have completed all their course work, will automatically be registered for either the project course or the thesis course in the following term. A selection of courses are offered during each term: Fall: September-December; Winter: January-April; and the Spring/Summer Session May - June or July - August.
Students may commence a degree program only when the required entry core course is offered for their chosen option. Core courses are usually offered in the Fall term. Courses specified as Rotating Electives will be offered at least once a year, and at least once in each of three geographic locations (St. Catharines, Hamilton, Greater Toronto Area) in each 2-year period, depending on course enrolment and instructor availability. Courses specified as Occasional Electives are typically offered at least once in each 2-year period depending on course enrolment and instructor availability. The number of courses offered at each site will vary from term to term.
Program Planning Options
This field of study stresses issues, theories and research related to curriculum. The development and analysis of curricular enterprises are emphasized. 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.
Courses designated as Rotating Electives for Curriculum Studies are 5P01, 5P02, 5P03, 5P06, 5P09, 5P16, 5P18, 5P22, 5P26, 5P27.
Courses designated as Occasional Elective for Curriculum Studies are 5P04, 5P05, 5P07, 5P08, 5P12, 5P28, 5P29, 5V03, 5V07, 5V10, 5V15.
Studies in Teaching and Learning
This field of study considers the application of psychology, philosophy, history and sociology to educational concerns. Emphasis is placed on making connections between defensible theory and improved educational 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.
Courses designated as Rotating Electives for Studies in Teaching and Learning are 5P31, 5P32, 5P33, 5P35, 5P36, 5P37, 5P38, 5P39, 5P40, 5P41, 5P43, 5P50, 5P53, 5P58.
Courses designated as Occasional Electives for Studies in Teaching and Learning are 5P34, 5P45, 5P46, 5P51, 5V32, 5V40, 5V41, 5V48, 5V49, 5V60, 5V69, 5V70.
Organizational and Administrative Studies in Education
This field of study is intended to develop an understanding of education in its social, legal, structural and political contexts. The emphasis is on organizational and administrative practice and behaviour. Candidates begin their program by taking EDUC 5P60 (Educational Administration: The Theoretical Context) and then select at least four half-credit courses which the student and the program consultant agree constitute an area of focus.
Courses designated as Rotating Electives for Organizational and Administrative Studies in Education are 5P62, 5P65, 5P72, 5P73, 5P74, 5P85.
Courses designated as Occasional Electives for Organizational and Administrative Studies in Education are 5P63, 5P64, 5P70, 5P75, 5P76, 5V89.
This planning option allows students to explore education issues and problems from a variety of perspectives. It serves as a mechanism for integrating a plan of study across two or three fields of study (Curriculum Studies, Studies in Teaching and Learning, and Organizational and Administrative Studies in Education). Courses may be chosen from the Rotating and Occasional Electives listed in the three fields of study. They may also be chosen from the General Purpose Electives which include 5P55, 5P91, 5P94, 5P95, 5V94. Candidates who choose this option begin their program by taking EDUC 5P97 (An Introduction to Integrated Studies) and then select at least four half-credit courses which the student and the program consultant agree constitute a theme.
A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the on-line MEd registration guide: https://brocku.ca/gradstudies/registration/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.
(C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses)
Curriculum Theory and Design (C)
An introductory overview of the historical and epistemological foundations of curriculum theory and design. The course includes critical analysis of various conceptions and orientations to curriculum, and connections to past and current classroom practice. This course is a pre-requisite for other courses in the curriculum stream. Note: Core course in Curriculum Studies; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
Innovative Curriculum (R)
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.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V01.
Science in the School Curriculum (R)
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 (R)
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.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V04.
Innovative Assessment (O)
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.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V02.
Exploring Approaches to Professional Development (O)
Professional development is the key to teacher development and creating a learning organization. Effective professional development is also central to successful educational reform. Several approaches to professional development are explored both theoretically and experientially. These approaches include developing a personal set of "living" standards of practice, appreciative inquiry, ongoing study groups, and narrative approaches.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V09.
Narrative: Learning, Teaching and Research (R)
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 research tool? Can story be a tool for transformation?
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V06.
Social and Environmental Studies in Context (O)
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 (O)
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 analyzed 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 (R)
Access to literature, literary history and theory as required for literacy competency in schools. The focus is on specific literary genres and on techniques for analysis.
An Introduction to School Mathematics (O)
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.
Designing Curriculum to Develop Thinking Abilities (R)
A critical investigation of past and current conceptions and theories on teaching thinking will be examined. The pedagogical challenges of addressing various modes of thinking in educational contexts will be explored. Consideration will be given to approaches to teaching thinking across the curriculum. Students will be encouraged to explore specific modes of thinking in relation to their practice.
Contemporary Issues in Curriculum (R)
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 (R)
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 and Implementation (R)
An examination of procedures for designing and implementing large and small-scale curriculum initiatives in educational contexts will be investigated. Past and current curriculum design and implementation models will be critically examined from various perspectives including student, teacher, and administrator.
Curriculum Evaluation and Change (R)
Evaluation and change theories in relation to educational contexts will be examined. Underlying assumptions of evaluation and change processes as they inform curriculum initiatives will be addressed. Specifically, the complexity of the change process and procedures necessary for successful implementation will be explored. Future directions in program evaluation will also be considered.
Curriculum in Elementary and Secondary Physical Education (O)
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 (O)
(also offered as AHSC 5P29)
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, and the application of leisure research in education as it relates to Canada and other countries.
Special Topics in Curriculum
Seminar for students wishing to pursue a special topic in Curriculum Studies.
2007-2008: Culture, Identity, and Pedagogy: Advancing a Lived Curriculum (O)
Examines the complex process by which curriculum is enacted in educational contexts, in particular, the influence of culture, identity and pedagogy. Explores culture and identity(s) in relation to both teachers and students. Emphasized pedagogies that support equitable educational experiences. Examines multicultural and antiracist frameworks and theories underpinning the practices these perspectives support.
2007-2008: Mathematical and Scientific Problem Solving (O)
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.
2007-2008: The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry (O)
Examines the scholarship on embodiment in order to deepen an understanding of various ways the body has been inscribed by political, social and cultural factors. It will also consider the implications for ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Embodied knowing will be defined and examined from a variety of perspectives: philosophical, holistic/environmental, literary/poetic, feminist, health, educational and arts-based. The relationship of philosophies of the body and their relevance to us as researchers, educators, artists, caregivers, health practitioners and human beings will be addressed.
2007-2008: Families, Schools and Education (O)
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 in program development.
Studies in Teaching and Learning
(C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses)
Introduction to Studies In Teaching and Learning (C)
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; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
Sociological Foundations of Education (R)
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 (R)
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 with 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 (R)
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 (O)
The equality of educational opportunity as it relates to various ethnic-linguistic, socio-economic and religious minorities in Canada. Educational policymaking will be examined in relation to changing rural and urban school populations resulting from past and present immigration and migratory trends.
Adult Teaching and Learning (R)
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; action research. Institutional and public settings for consideration originate from the interests of those in the class.
Critical Perspectives in Adult Learning (R)
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.
Developmental and Educational Issues in Children and Adolescents (R)
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 experience and their links to teaching and lifelong learning.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V31.
Clinical Diagnosis of Learning Disabilities in Literacy Acquisition (R)
In this practicum-based course, students will be assigned to work with a client of the Reading Clinic at Brock University. Individuals will be introduced to a battery of formal reading assessments that collectively provide insights about the client's reading strengths and weakness. With the guidance of the instructor, individuals will participate in all aspects of the assessment process including parent intake, assessment sessions, report writing and parent debriefing.
Note: It is recommended that students also complete at least one of EDUC 5P32, 5P39, or 5P45.
Developing a Personal Philosophy of Educational Practice (R)
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 (R)
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.
Invitational Approaches to Education (R)
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 (O)
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 (O)
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, symptomology 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.
Gender Issues in Education (R)
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.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P80.
Holistic/Global Perspectives in Education (O)
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 (R)
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.
The Reflective Practitioner (R)
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.
2007-2008: The Social Nature of Learning (O)
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.
2007-2008: Learning Problems in the Classroom: Part II (O)
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.
2007-2008: Advanced Topics in Learning Disabilities (O)
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.
2007-2008: Contemporary Issues in Higher Education (O)
Changing educational and professional environments in higher education have altered the expectations, roles and functions of participants and stakeholders in recent years. Topics include information and communication technology, distance learning, collective bargaining, copyright, globalization of education, public funding, policy development, sponsorship, corporatization, careerism, gender and enrolment demographics, public accountability and performance indicators.
2007-2008: Feminine Teaching: History, Philosophy and Practice (O)
By tracing the conflicted histories of masculine and feminine pedagogical philosophies, traditions and discourses, this course will recover feminine and maternal teaching practices and texts.
2007-2008: Art, Culture and Museums in Education (O)
This course is intended to familiarize practising and potential school educators with the philosophy and practice of education in museums and art galleries, emphasizing a sociocultural approach. Explores trends and issues surrounding field trips, outreach programs, educational kits, and "virtual museums." Considers the impact of the use of these teaching resources on the quality of the learning experience. Focuses on the development of practical knowledge through an action research project.
2007-2008: Education Through The Arts (O)
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.
2007-2008: Comparative Studies of Education in Developed and Developing Nations (O)
Current education issues with a global perspective are researched, analyzed and discussed within a theoretical comparative framework. A central focus is placed on the role education plays in national development in selected developed and developing nations.
Organizational and Administrative Studies in Education
(C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses)
Educational Administration: The Theoretical Context (C)
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. Topics range among the historical, political, ethical and social aspects of administering organizations from an educational perspective.
Note: Core course in Studies in Organizational and Administrative Studies in Education; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
Educational Administration: The Political Context (R)
The structure, pattern and process of political influence on levels of education in Ontario. Emphasis is on educational policy making and implementation. Examines the use of commissions, task forces and other devices to determine policy, and the influence of intra- and extra-organizational bodies on the educational system.
The Accountability Challenge (O)
Reviews accountability from ancient times to the present day. Discussion is informed by literature from education, health, government, and business. Examines the inherent challenges of accountability, underlying principles and elements, current practices and dilemmas, and future trends. A comparative, multi-disciplinary course.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V82.
Ethics in Educational Leadership (O)
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.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V83.
Judgment in Administrative Decision Making (R)
The exercise of discretion, a central element in administrative decision making, is studied from a multi-disciplinary perspective. This will enable students to understand administrative decision making, to appreciate the link between discretion and policy implementation, and to improve their decision making abilities through case study analysis built on real life situations.
Educational Administration: The Social Context (O)
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, and the sociology of power.
Effecting Change in Organizations (R)
Current trends and issues underlying organizational change processes analyzed to understand and facilitate change initiatives in educational organizations. Examines modern and postmodern orientations, models, strategies and leadership initiatives.
Educational Leadership and Management (R)
Principles, practices, trends and issues of leadership and management in educational settings. Attention to leadership and management styles, practices, tasks and models. Participants are encouraged to reflect on and analyze their own leadership experiences in light of theories studied.
Organizational Behaviour in Educational Institutions (R)
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.
Educational Administration: The Financial Context (O)
An analysis of trends and issues 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 (O)
Legal requirements, constraints and influences on education in Ontario. Federal and provincial statutes and regulations and case law as related to education law.
International Education (R)
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.
Organizational and Administrative Problems in Education
Seminar for students wishing to study a specific problem area in Organizational and Administrative Studies.
2007-2008: Learning in Organizations (O)
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.
Cross-Focus/General Purpose Courses
Thesis Tutorial in Educational Studies (I)
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.
Graduate Seminar in Education (O)
A non-credit graduate seminar which focuses on issues in program design and educational research.
Note: this course is also used as a bridging course for international cohort students.
Introduction to Studies in Education (R)
Introduces graduate students to education as a field of study, and to multiple ways of knowing. The course will provide an overview of current educational trends and issues and a foundation of research literacy. In addition to these content areas, the course will assist students with developing a master's level of scholarship, establishing a research community, planning a coherent program, and accessing available support services.
Project/Thesis Proposal Tutorial (I)
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 5P92, 5P93 or 5F95.
Note: students are required to complete EDUC 5P90 before registering in either EDUC 5P93 or 5F95.
Tests, Measurement and Evaluation for the Classroom Teacher (O)
The various types of evaluation data teachers use to make judgments about student growth, data source management, interpretation and communication.
An Introduction to Educational Research (C)
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; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
Project Tutorial in Educational Studies (I)
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.
Advanced Writing Seminar (R)
An interdisciplinary approach to scholarly writing and publishing in higher education. The different stages of the writing and publishing cycle are explored in relation to students' interests. The main objective is to give students a sense of self as writer.
Qualitative Methods in Educational Research (R)
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.
Prerequisite: EDUC 5P92 or permission of the instructor.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V90.
Educational Internship (I)
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. Notes:Only one internship course may count towards the MEd degree. Completion of this course will replace previous assigned grade and credit obtained inEDUC 5V96.
An Introduction to Integrated Studies (C)
An introduction to education as a scholarly field, including the history of educational research, the development of the three fields of study 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; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
Independent Study in Education (I)
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.
Special Topics in Graduate Education
Seminar for special topics of a general nature.
2007-2008: EDUC 5V94 Quantitative Methods in Educational Research (O)
This course examines quantitative approaches used in educational research, which include experimental designs, correlational studies, and surveys. Students will review basic statistical procedures and learn skills for analyzing and interpreting data in educational research studies.