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Doctor of Philosophy in Educational Studies (Joint Program) Fields of Specialization Educational Leadership and Policy Studies Social/Cultural/Political Contexts of Education Cognition and Learning Dean James L. Heap Faculty of Education Interim Associate Dean Debra McLauchlan Faculty of Education Graduate Faculty Professors Emeriti Ralph Connelly, Merle Richards, Alan R. Wheeler, Sybil E. Wilson Professors Sharon M. Abbey (Pre-service), Sheila M. Bennett (Pre-service), R. Terrance Boak (Graduate and Undergraduate Studies, Vice-President, Academic and Provost), 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), Lissa Paul (Graduate and Undergraduate Studies), Vera Woloshyn (Graduate and Undergraduate Studies) Associate Professors Rodger J. Beatty (Pre-service, Associate Dean), Sandra Bosacki (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Donald H. Dworet (Pre-service), David Hutchison (Pre-service), Renee Kuchapski (Graduate and Undergraduate Studies), Alistair Martin-Smith (Pre-service), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Pre-service), Dolana Mogadime (Graduate and Undergraduate Studies), Jonathan Neufeld (Graduate and Undergraduate Studies), Susan Tilley (Graduate and Undergraduate Studies), Mary-Louise Vanderlee (Graduate and Undergraduate Studies), Rosemary E. Young (Graduate and Undergraduate Studies) Assistant Professors Denise Armstrong (Graduate and Undergraduate Studies), Lorenzo Cherubini (Pre-service), Darlene Ciuffetelli-Parker (Pre-service), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Joe Engemann (Graduate and Undergraduate Studies), Xavier Fazio (Pre-service), Candace Figg (Pre-service), Tiffany Gallagher (Pre-service), Kamini Jaipal-Jamani (Pre-service), Doug Karrow (Pre-service), Julian Kitchen (Pre-service), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Pre-service), Joyce Mgombelo (Pre-service), Michael O'Sullivan (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Camille Rutherford (Pre-service), Alice Schutz (Graduate and Undergraduate Studies), Susan Sydor (Pre-service), Nancy Taber (Graduate and UndergraduateStudies), Louis Volante (Pre-service) Lecturers Shelley Griffin (Pre-service), Lionel LaCroix (Pre-service), Gail Phillips (Pre-service), Peter Vietgen (Pre-service) Adjunct Faculty Katharine Janzen, Shannon Moore (Child and Youth Studies), Michael Owen (Ontario College of Art & Design) Chair/Graduate Program Director Vera E. Woloshyn (Graduate and Undergraduate Studies) Administrative Coordinator Lynn Duhaime 905-688-5550, extension 3340 WH127 Lynn Duhaime@brocku.ca Administrative Assistant Betty Chambers 905-688-5550, extension 3082 WH 127 Graduate Assistant Janet Pollock 905-688-5550, extension 5353 WH 32A Janet Pollock@brocku.ca Office Assistant Wanda Burger 905-688-5550, extension 3082 WH 127 |
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The PhD in Educational Studies is offered jointly by Brock University, Lakehead University, and the University of Windsor. The program will prepare graduates to contribute to the development of knowledge and expertise in teaching/learning across all levels of the education continuum, promote scholarly enquiry and participate in the development of methodological advances in the study of education. |
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The minimum academic requirement for admission to the PhD is successful completion of a Master of Education or a Master's degree in a cognate discipline, normally with an A standing. Applicants must provide evidence of research competence normally demonstrated by a master's thesis. English is the primary language of communication and instruction in the program. Applicants who have not completed a degree at a university where the primary language of instruction is English must pass the Internet Based Test (IBT) version of the Test of English as a Foreign Language (TOEFL), with a minimum total score of 100, including a minimum score of 27 in the Written component and a minimum score of 27 in the Reading component or an equivalent demonstration of English Language proficiency on one of the other tests acceptable to Brock Graduate Studies, see: http://www.brocku.ca/gradstudies/admissions/#8. 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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Educational Leadership and Policy Studies This field of study encompasses a range of humanities and social science disciplines to explore the moral, social, and cultural purposes of educational organizations, policy and leadership. It draws upon the works of key scholars in organizational, administrative and policy studies to articulate the philosophical, theoretical and methodological frameworks that inform scholarship and practice. These frameworks situate the major issues and debates confronting educational systems within their larger socio-political and socio-cultural contexts. Social/Cultural/Political Contexts of Education Education occurs in a dynamic, complex, and contested milieu. The Social/Cultural/Political Contexts of Education field of study critically explores the interplay between culture and education from varied historical, philosophical, and theoretical perspectives with the intent of fostering emancipatory research and democratic practice. Consideration is given but not limited to social constructs of race, class, gender, sexuality, and ability/disability, and how they intersect and influence educational experiences. Cognition and Learning Cognition and learning draws primarily upon cognitive, developmental, social, and educational psychology as well as science and technology to examine critically the cognitive, behavioural, emotional, and social processes of educators and students as they engage in teaching and learning. Integral components of this field include, but are not limited to, issues concerning best practices, remedial and contemporary instruction, assessment and evaluation, professional development, curriculum development and implementation, metacognition, and learning theories. Applicants to the program must declare a field of study prior to admission to the program. |
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PhD students complete the following course requirements: Core Seminars I and II (2 full-course credits), Joint PhD specialization elective (one half-course credit), specialization elective (one half-course credit) and research proposal colloquium (one half-course credit). Students must also complete a comprehensive portfolio (one and a half course credit) as well as the PhD dissertation (5 full-course credits). 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. For full-time students, the program is a twelve term or four year program. |
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Not all courses are offered in every session. Refer to the Timetable for scheduling information: http://www.brocku.ca/registrar/guides/grad/timetable/terms.php Comprehensive Portfolio (Lakehead 6080, Windsor 680) A portfolio of documents and academic artifacts that demonstrate research skills and knowledge of the field of study. Comprehensive Portfolios are defended in a public forum. Core Seminar I: Research, Theories and Issues (Lakehead 6020, Windsor 602) History and philosophical foundations of education are examined. Qualitative methods of research in education including interview, phenomenological, ethnographic, constructivist, and case study approaches to data collection, analysis, and interpretation. Core Seminar II: Research, Theories and Issues (Lakehead 6040, Windsor 604) Research, theories, and issues in the fields of study via a specified Quantitative methods of research in education, including experimental, quasi experimental, and correlational studies. Educational Leadership and Policy Studies (Lakehead 6211, Windsor 621) Origins and intellectual traditions of theories that influence education. Understanding of sociological paradigms that have influenced educational systems over time, and develop perspectives that enable them to think critically and creatively about contemporary and future issues in educational leadership, policy and organizations. Social/Cultural/Political Contexts of Education (Lakehead 6311, Windsor 631) Critical examination of cultural, historical, and theoretical perspectives in education. Bodies of knowledge related to understanding the complexities of sociocultural influences in education. Power relations at play and how they are negotiated in everyday practice. Cognition and Learning (Lakehead 6411, Windsor 641) An analysis of epistemological theories through a critical examination of foundational and current research and a reflection on historical and philosophical orientations as they relate to contemporary issues in cognition and learning. Directed Study (Lakehead 6511, Windsor 651) Sustained program of study relating to a topic of current theoretical and/or empirical interest leading to the production of a substantial research paper. Research Proposal Colloquium (Lakehead 6219, Windsor 669) Examination of theory and research in relation to intended dissertation topic. Identification of a topic idea for dissertation proposal, defining a research question and theoretical base for intended study. Examine research questions in relation to varied methodologies. PhD Dissertation (Lakehead 6901, Windsor 798) Preparation of a dissertation investigating a relevant issue in education. Demonstration of knowledge of relevant educational theory and research methods. Public defense of the dissertation. Prerequisite: Successful completion of EDUC 7D80. |
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2008-2009 Graduate Calendar
Last updated: March 20, 2008 @ 08:44AM