Last updated: October 19, 2009 @ 08:23AM
Education
Master of Education
(MEd)Master of Education
International Student Program (MEd ISP)
Fields of Specialization
Social and Cultural Contexts of Education
Teaching, Learning, and Development
Administration and Leadership in Education
Educational Inquiry
Dean
James L. Heap
Faculty of Education
Associate Dean
Rodger J. Beatty
Faculty of Education
Graduate Faculty
Professors Emeriti
Ralph Connelly, Merle Richards, Alan R. Wheeler, Sybil E. Wilson
Professors
Sharon M. Abbey (Teacher Education), Sheila M. Bennett (Teacher Education), R. Terrance Boak (Graduate and Undergraduate Studies, Vice-President, Academic and Provost), Maureen Connolly (Physical Education & Kinesiology), Susan M. Drake (Graduate and Undergraduate Studies), Anne Elliott (Teacher Education), James L. Heap (Graduate and Undergraduate Studies), Michael Kompf (Graduate and Undergraduate Studies), Michael Manley-Casimir (Graduate and Undergraduate Studies), Zopito Marini (Child and Youth Studies), Ruth McQuirter Scott (Teacher Education), Coral Mitchell (Graduate and Undergraduate Studies), John M. Novak (Graduate and Undergraduate Studies), G. Patrick O'Neill (Graduate and Undergraduate Studies), Lissa Paul (Graduate and Undergraduate Studies), Vera Woloshyn (Graduate and Undergraduate Studies)
Associate Professors
Lorne Adams (Physical Education & Kinesiology), Rodger J. Beatty (Teacher Education, Associate Dean), Sandra Bosacki (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Donald H. Dworet (Teacher Education), Ann Marie Guilmette (Recreation & Leisure Studies), David Hutchison (Teacher Education), Renee Kuchapski (Graduate and Undergraduate Studies), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Teacher Education), 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), Louis Volante (Teacher Education)
Assistant Professors
Denise Armstrong (Graduate and Undergraduate Studies), Lorenzo Cherubini (Teacher Education), Darlene Ciuffetelli Parker (Teacher Education), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Joe Engemann (Graduate and Undergraduate Studies), Xavier Fazio (Teacher Education), Candace Figg (Teacher Education), Tiffany Gallagher (Teacher Education), Shelley Griffin (Teacher Education), Debra Harwood (Graduate and Undergraduate Studies), Kamini Jaipal-Jamani (Teacher Education), Doug Karrow (Teacher Education), Julian Kitchen (Teacher Education), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Teacher Education), Joyce Mgombelo (Teacher Education), Michael O'Sullivan (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Camille Rutherford (Teacher Education), Alice Schutz (Graduate and Undergraduate Studies), Susan Sydor (Teacher Education), Nancy Taber (Graduate and Undergraduate Studies)
Adjunct Professors
Katharine Janzen (Ontario Institute for Studies in Education/University of Toronto), Jeanne Kentel (Leeds Metropolitan University), Michael Owen (Ontario College of Art and Design)
Lecturers
Hilary Brown (Teacher Education), Lionel LaCroix (Teacher Education), Gail Phillips (Teacher Education), Peter Vietgen (Teacher Education)
Chair/Graduate Program Director
Vera E. Woloshyn (Graduate and Undergraduate Studies)
woloshyn@brocku.ca
Administrative Coordinator
Lynn Duhaime
905-688-5550, extension 3340
WH127
Lynn.Duhaime@brocku.ca
Administrative Assistant
Betty Chambers
905-688-5550, extension 3082
WH127
bchambers@brocku.ca
Graduate Assistant
Janet Pollock
905-688-5550, extension 5353
WH 32A
Janet.Pollock@brocku.ca
Office Assistant
Wanda Burger
905-688-5550, extension
3082WH 127
wburger@brocku.ca
http://www.ed.brocku.ca/graduate
Manager, International Initiatives
Sylvester Chen
905-688-5550, extension 3155
WH 5cchen@brocku.ca
Master of Education
Program Description
The Master of Education (MEd) degree program at Brock University is designed to improve the professional competence of practitioners and researchers. The program allows for considerable flexibility as to course selection. Candidates work with their assigned program consultant to choose courses in one of four fields of specialization: Social and Cultural Contexts of Education, Teaching, Learning, and Development, Administration and Leadership in Education, and Educational Inquiry. Note: all students who are new to Graduate Studies are expected to attend Orientation/Annual Graduate Conference, held in the Fall Term. All continuing students are encouraged to attend this event.For full-time students commencing their studies prior to 2009/2010, the program is normally a six term or two year program.For full-time students commencing their studies in 2009/2010 and completing the course-based route, the program is normally a three-term or one-year program. For full-time students commencing their studies in 2009/2010 and completing the major research paper route, the program is normally a three-term or one-year program. For full-time students commencing their studies in 2009/2010 and completing the thesis route, the program is normally a six-term or two-year program.
As of Spring 2008, the MEd fields of specialization changed. Students commencing their studies in 2009/10 will follow the field of specialization as outlined in the 2009/2010 Graduate Calendar. Students who commenced their studies prior to 2008/09 have the choice of field of specialization according to the Graduate Calendar in which they commenced their studies or any subsequent Calendar. As of Spring 2009, the MEd degree requirements were revised. Students commencing their studies in 2009/10 will follow the degree requirements as outlined in the 2009/2010 Graduate Calendar. Students who commenced their studies prior to 2009/2010 have the choice of completing degree requirements according to the Graduate Calendar in which they commenced their studies or any subsequent Calendar.
Students wishing to complete their studies according to a subsequent Calendar must identify this to the graduate program and the Faculty of Graduate Studies. Students who interrupt their studies for one or more years by not enrolling in at least one credit, however, become subject to the Calendar regulations in effect at the time of their re-registration.
Fields of Specialization
Social and Cultural Contexts of EducationBeneath the day-to-dayness of pedagogical practice, there are strong philosophical and ideological supporting pillars: social justice, the right to know, the right to be creative and intellectually awake to our social and literary inheritance, a duty of care, and an awareness of local and international rights and responsibilities. Studies in this field of specialization will provide access to these supporting principles of education.Teaching, Learning, and DevelopmentThis field of specialization considers educational and discipline-related theories and practices related to the cognitive, social, emotional, psychological and behavioural development of learners across the lifespan.Administration and Leadership in EducationThis field of specialization engages students in a critical examination of theories that influence administrative practice, with the aim of understanding, creating, and sustaining ethical and humane educational institutions and developing an informed administrative identity.Educational InquiryThrough this field of specialization, students will develop personal paths of educational inquiry, self-assessment, and growth. Students select among empirical (data-based), conceptual, and personal inquiry courses directed toward scholarly and professional development.
Admission Requirements
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of 75%. Successful teaching or other professional experience is considered an asset.The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates.Part-time study is available.
Degree Requirements
Course-based route: Five credits (or ten half-credit courses) are required to complete the MEd program. Major Research Paper route: Three and one-half credits (or seven half-credit courses) plus the major research paper.
Thesis route: Two and one-half credits (or five half-credit courses) plus the thesis. The program consists of required core course(s) (see below), EDUC 5P92, field of specialization electives (see below), program electives (see below), and EDUC 5Q97 or either a major research paper (5Q91) or thesis (EDUC 5F95). Students completing either course-based or major research paper routes and enrolled in Social and Cultural Contexts of Education, Administration and Leadership in Education, or Educational required core courses. Students completing either course-based or major research paper-based route and enrolled in Teaching Learning and Development must complete a minimum of three half-credit electives in their field of specialization (field of specialization electives or special topics). Students completing thesis-based route and enrolled in Social and Cultural Contexts of Education, Administration and Leadership in Education, or Educational Inquiry must complete a minimum of one half-credit elective in their field of specialization (field of specialization electives or special topics).
Students completing thesis-based route enrolled in Teaching Learning and Development must complete a minimum of two half-credit electives in their field of specialization (field of specialization electives or special topics). Remaining electives may be selected from any of the four fields of specialization or general purpose courses.
Full-time students must register for a non-credit graduate seminar (EDUC 5N99) in each Fall term of full-time studies.
Social and Cultural Contexts of Education
Core courses: EDUC 5P00 and EDUC 5P01Field of Specialization Electives: EDUC 5P07, 5P09, 5P11, 5P13, 5P15, 5P20, 5P21, 5P24Special Topics: 5P10, 5P17, 5P19, 5P25
Teaching, Learning, and Development
Core course: EDUC 5P30Field of Specialization Electives: EDUC 5P31, 5P32, 5P33, 5P35, 5P36, 5P37, 5P38, 5P39, 5P41, 5P42, 5P44, 5P45, 5P46, 5P47Special Topics: 5P43, 5P48, 5P49, 5P52, 5P54, 5P55, 5P56, 5P57, 5P59
Administration and Leadership in Education
Core courses: EDUC 5P60 and EDUC 5P62Field of Specialization Electives: EDUC 5P64, 5P65, 5P72, 5P73, 5P74Special Topics: 5P63, 5P70, 5P75, 5P76, 5P77
Educational Inquiry
Core courses: EDUC 5P80 and one of EDUC 5P81, 5P82, 5P83 or 5P95Field of Specialization Electives: 5P84, 5P85, 5P86, 5P87, 5P88
MEd International Student Program (MEd ISP)Program Description
The Master of Education (International Student Program) (MEd ISP) at Brock has a strong focus on Administration and Leadership in Education designed to provide international students an opportunity to enhance their academic background in educational leadership, gain a greater understanding of Canadian issues and challenges in educational administration for comparative purposes, and to achieve a higher level of academic enquiry skills in educational research.
While the emphasis is on organizational and administrative practice and behaviour, the field is examined in its social, legal, structural and political contexts to reflect a holistic perspective. The MEd ISP program is organized into an intensive four-term course-based program consisting of ten half-credits. Candidates begin their program by taking introductory graduate study courses in the first term. This is followed by a sequence of interrelated graduate courses in Terms 2, 3 and 4 concluding with the culminating seminar. In rare instances, and with the approval of the Department Chair, students may choose to complete a Major Research Paper (MRP).
Candidates in the MEd ISP are provided continual English Language support throughout their studies and work closely with designated faculty members to develop their focus areas related to particular academic research interests. All exit requirements have an explicit connection to educational administration, educational leadership and educational change.
Admission Requirements
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of 75%. Professional work experience is a valuable asset but not necessary. Applicants who have not completed three or more years of post-secondary work at a Canadian institution, or at an institution where English was the primary language of instruction, will be required to provide proof of English language proficiency through a TOEFL score of 550 (PBT); 213 (CBT); 80 (IBT); or an IELTS score of 6.5 or ITELP score of 520 (620 is recommended).Admission into the MEd ISP in any one year is dependent, in part, on sufficient student enrolment and/or the availability of supervisory and teaching resources.Intake into the MEd ISP is July 1 of each calendar year.
Degree Requirements
The MEd ISP program consists of a series of required 10 half-credits. In addition, students must complete EDUC 5N99 (non-credit seminar) successfully.The MEd (ISP) is available on a full-time basis only.Required Courses:Term 1 (Summer): EDUC 5N99, EDUC 5P99Term 2 (Fall): EDUC 5P60, EDUC 5P73, EDUC 5P85, EDUC 5P96Term 3 (Winter): EDUC 5P21, EDUC 5P62, EDUC 5P72Term 4 (Spring/Summer): EDUC 5P92, EDUC 5Q97Course DescriptionsA selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the on-line MEd registration guide: http://www.brocku.ca/gradstudies/registration Courses may be cancelled in the event of insufficient student registration numbers. Selection of courses is usually made with a program consultant.
Social and Cultural Contexts of Education
EDUC 5P00
Part I: Preparing the Ground
A team-taught interdisciplinary overview of the philosophical, sociological and literary pillars of pedagogical practice.Note: Failure to obtain a minimum grade of 70% in EDUC 5P00 may result in withdrawal from the program.
EDUC 5P01
Part II: Developing a Critical Language
Theoretical approaches to practical educational situations using a problem-based approach.Note: Failure to obtain a minimum grade of 70% in EDUC 5P01 may result in withdrawal from the program.
EDUC 5P07
Contemporary Issues in Global Education
Identification, analysis and critique of contemporary and recurring social, economic, political and environmental issues within a global educational framework. Exploration of how issues apply to elementary and secondary curriculum and instructional practices.
EDUC 5P09
Theories of Literacy
Historical analysis of literacy instruction as a continuously contested site of educational discourse.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P08.
EDUC 5P10
The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry
Examines the scholarship on embodiment to understand how the body has been inscribed by political, social and cultural factors. Consider ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Exploration of the relevance to researchers, educators, artists, caregivers and health practitioners.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V10.
EDUC 5P11
Culture, Identity, and Pedagogy: Advancing a Lived Curriculum
Examines the enactment of curriculum in educational contexts in relation to teachers and students. Analysis of multicultural and antiracist frameworks, theories and pedagogies that support equitable educational experiences.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V03.
EDUC 5P13
Sociological Foundations of Education
Analysis of the relationships among and between schools, communities and societies from sociological perspectives. Exploration of the theoretical and practical aspects of current educational concerns.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P31.
EDUC 5P15
Developing a Personal Philosophy of Educational Practice
Critical analysis of concepts, principles and ideals that underlie contemporary education. Emphasis on the connections between educational visions and practices for the development of a defensible educational philosophy.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P40.
EDUC 5P17
Theoretical Orientations in Sociology and Equity Studies in Education
Analysis of the development of sociological studies in education, which address the social, economic and political concerns of diverse groups in Canada. Exploration of how the social construction of race, class and gender intersect to produce hierarchies in our stratified society.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P34.
EDUC 5P19
Children's Literature and Theory in Education
Contemporary children's fiction, poetry and theoretical approaches including reader-response and feminist theory. Intended for those interested in putting literature back into literacy.
EDUC 5P20
History and Philosophy of Education
Critical analysis of historical and contemporary theories and educational philosophies in light of current debates about purposes of education in pluralistic societies. Explore contemporary cultural contexts using alternative educational theories.
EDUC 5P21
Comparative and International Education
Cross-disciplinary study of international and intercultural issues in social context. Exploration of the implications for curriculum and pedagogical strategies in associated areas including Multicultural, Comparative, Global and Development Education.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V70 and/or 5P85.
EDUC 5P24
Socially and Culturally Situated Learning
Examination of contemporary theoretical and methodological perspectives that emphasize the social construction of learning and knowing. How these perspectives influence the ways that we understand the content and process of learning in individual and group settings.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V32.
EDUC 5P25
Gendering Educational Histories
Exploration of conflicted histories of masculine and feminine pedagogical philosophies, traditions and discourses. Recover women's voices buried under the masculine pedagogical practices of benchmarks, goals and other authoritarian measures.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P50, 5P80 and/or 5V49.
EDUC 5V01-5V18
Special Topics in Social and Cultural Contexts in Education
Seminar for students wishing to study a specific problem area in Social and Cultural Contexts in Education.
EDUC 5V08
2009-10: War, Gender and Learning
Exploration of the ways in which gender, war and militarism interact with human learning processes and the associated implications for educators concerned with social justice.
Teaching, Learning, and Development
EDUC 5P30
Development, Learning and Curriculum
Overview and application of basic educational foundational theory to the types of decisions educators make before, during and after contact with students, colleagues, administrators and community members. Emphasis on a variety of perspectives for critical and personal analysis of current issues in the field.Note: Failure to obtain a minimum grade of 70% in EDUC 5P30 may result in withdrawal from the program.
EDUC 5P31
Families, Schools and Learning
Examination of research, educational policy and issues related to family literacy, academic achievement, and home/ community partnerships. Exploration and analysis of curriculum models and research related to family literacy and parental involvement.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V15.
EDUC 5P32
Learning and the Mind
Exploration of cognitive factors that influence learning including long and short-term memory, attention, and metacognition. Review of principles of explicit instruction and scaffolding. Participation in mini-experiments related to memory, learning and strategic instruction.
EDUC 5P33
Development, Life-Long Learning and Meaning-Making
Critical understandings of developmental issues in education using life-span psychology and narrative methodologies. Exploration of professional aging and development using theoretical and practical approaches and implications for teaching and learning.
EDUC 5P35
Adult Teaching and Learning
Examination of theoretical foundations of adult teaching and learning, characteristics of adult learners in diverse contexts, and guiding principles for practice. Exploration of current topics including women as learners, technology, self-directed learning, andragogy and transformative learning. Designing, facilitating and evaluating adult learning activities.
EDUC 5P36
Critical Perspectives on Adult Learning
A critical examination of a variety of perspectives on adult education. Understanding and analyzing the conceptual frameworks that underlie adult education practices across a variety of contexts. Critical perspectives to personal practice and topics of interest.
EDUC 5P37
Developmental and Educational Issues in Children and Adolescents
Explores issues from child and adolescent developmental psychology. Develops a personal framework for understanding past, present and future educational experiences.
EDUC 5P38
Clinical Diagnosis of Reading Difficulties and Disabilities
Participation in a practicum-based course with a client of the Reading Clinic. Using formal reading assessments to determine client's reading strengths and weakness. Engaging in parent intake, report writing and parent debriefing.
EDUC 5P39
Understanding the Reading Process and Reading Difficulties
Exploration of the reading process and associated theories of reading ability. Examining factors that influence students' reading abilities and evidence-based practices that support the development/ enhancement of these skills. Exploring topics of related interest.
EDUC 5P41
Early Childhood Education
Exploration of the research on the effectiveness of past and present program models of child development with the intent of designing curriculum for young children that encourages optimal growth.
EDUC 5P42
Innovative Practices in Curriculum/Assessment (K-16)
Examination of contemporary practices that bridge accountability and relevance based on learning/teaching principles. Exploration of curriculum alignment with an emphasis on assessment into instructional strategies.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P01 and/or 5P04.
EDUC 5P43
Invitational and Holistic Approaches to Education
Creative application of invitational and holistic theory to teaching, learning, and curriculum practices. Connecting theory to multiple intelligences, emotional intelligence and self-concept, interpersonal skills, integrated studies, collaborative learning and creative problem solving, and organizational strategies and democratic practice.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P51.
EDUC 5P44
Curriculum Design, Implementation and Evaluation
Examination of past and current curriculum design, implementation and assessment models from the perspective of students, teachers and administrators. Exploration of future directions in program design, implementation and evaluation.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P18, 5P26 and/or 5P27.
EDUC 5P45
Learning Difficulties in the Classroom: Diagnosis and Programming
Examination of major theories, research and instructional strategies developed for students with exceptionalities. Critical analysis of current perspectives and controversies on identification, intervention and causative factors. Exploration of effective intervention strategies through case study.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V40 and/or 5V41.
EDUC 5P46
Behavioural Disorders in the Classroom
Analysis of the behavioural disturbances of children and adolescents. Examination of biological, psychological, behavioural and cognitive models regarding etiology, diagnosis and interventions. Topics include oppositional defiant disorder, conduct disorder, hyperactivity anxiety and depression. Case study analysis to connect theory to practice.
EDUC 5P47
Emotional Lives in the Classroom
Investigation of students' emotional experiences and self-knowledge through psycho-educational research, inclusive philosophies and educational practices.
EDUC 5P48
Science in the Curriculum
Analysis of elementary and secondary science curriculum including current approaches. Emphasis on the use of multimedia and instructional activities.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P02.
EDUC 5P49
Writing Development
Exploration of current theories of writing development, in terms of both developmental stages and implications for pedagogy. The Ontario Curriculum and Provincial Language Standards are examined. Participants take part in a writing process experience throughout the course.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P03 and/or 5V
EDUC 5P52
Contemporary Issues in Higher Education
Exploration of expectations, roles and stakeholder functions in relation to changing educational and professional environments in higher education. Topics include information and communication technology, distance learning, public accountability and performance indicators.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V48.
EDUC 5P54
Designing Curriculum to Develop Thinking Abilities
Analysis and application of past and current conceptions and theories on how to develop critical and reflective thinking skills across the curriculum.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P16.
EDUC 5P55
Mathematics in the Curriculum
Analysis of elementary and secondary mathematics curriculum including current approaches. Emphasis on major issues and trends.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P12 and/or 5V07.
EDUC 5P56
Technology in the Curriculum
Analysis of the impact of computer technology and the information age on society and schools. Examination of the integration of new technology (including microcomputers) and information-age skills into the curriculum.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P22
.EDUC 5P57
Physical Education in the Curriculum
Exploration of the nature and scope of elementary and secondary school physical education. Examination of the issues and research in physical-education curriculum theory. Future trends with respect to student development, instructional strategies and evaluation.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P28 and/or 5P29.
EDUC 5P59
The Arts in the Curriculum
Examination of the contributions of educating through art, drama, music and writing for meaningful learning. The cognitive, social, kinesthetic and problem-solving strategies used by creative persons.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V60 and/or 5V69.
EDUC 5V30-5V70
Special Topics in Teaching, Learning, and Development
Seminar for students wishing to study a specific problem area Teaching, Learning, and Development.
Administration and Leadership in Education
EDUC 5P60
Constructions of Organization
Analysis of organizational theories as they relate to educational institutions. Emphasis on how people shape and are shaped by organizations and how reciprocal processes affect administrative and professional practice.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P60 may result in withdrawal from the program.
EDUC 5P62
Politics, Power, and Policy in Education
Examination of policymaking as a political process. Focus on the actors who negotiate educational policy and their conflicting and shared interests.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P62 may result in withdrawal from the program.
EDUC 5P63
Accountability and Education
Critical and historical examination of accountability. Influence of ideology and governance on educational practice.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V82.
EDUC 5P64
Ethics in Educational Decision Making
Exploration of the consequential nature of decision making. Analysis of the impacts of discretionary power, ethical frameworks and decision-making models on administrative practice.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V83.
EDUC 5P65
Constructing an Administrative Identity
Confronting common and sensitive administrative challenges in educational organizations using issue-based approach. Focus on social and psychological dimensions of defining and constructing administrative identity.
EDUC 5P70
The Social Context of Administration
Examination of the role of educational administrators in perpetuating and/or disturbing social order. Focus on educational administrators' obligations and entry points into social justice policies, practices, and discourses.
EDUC 5P72
Effecting Change in Education
Analysis of mandated and emergent change in educational institutions. Focus on developing informed responses that balance stability and change for sustainable improvement.
EDUC 5P73
Challenges of Educational Leadership
Exploration of purposes and assumptions of leadership in educational contexts. Examining tensions and connections between leadership and management in administrative and professional practice.
EDUC 5P74
Life in Educational Organizations
Examination of interpersonal tensions and dynamics in educational settings. Focus on shared and contested norms and assumptions that affect growth, development, and practice of all organizational members.
EDUC 5P75
Resource Allocation in Education
Examination of political economies of education through theories and practices of resource acquisition and distribution. Analyzing linkages among interests, resources, decisions, and outcomes.
EDUC 5P76
Living with(in) the Law
Examination of issues, interests and judgments in education case law. Analyzing how legal decisions influence administrative and professional practice.
EDUC 5P77
Learning in Organizations
Examination of contested theories and practices in organizational learning and knowledge systems. Exploration of the influence of personal learning experiences on organizational learning.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V89.
EDUC 5V80-5V89
Special Topics in Administration and Leadership in Education
Seminar for students wishing to study a specific problem area in Administration and Leadership in Education.
Educational Inquiry
EDUC 5P80
Foundations of Educational Inquiry
Examination of the philosophical and historical foundations of educational inquiry through an issues-based teaching and learning model that treats knowing as an active, analytic, creative, and personal process. Connections between educational inquiry and personal and professional development through empirical (data-based), conceptual, and personal inquiry approaches.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P80 may result in withdrawal from the program.
EDUC 5P81
Personal Narratives in Educational Research
Exploration of the nature and understanding of story from a variety of perspectives. Consider the use of story as a framework and tool for teaching, learning, research, and personal and professional development.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V06 and/or 5P06.
EDUC 5P82
Quantitative Methods in Educational Research
Examination of quantitative approaches used in educational research including experimental designs, correlational studies, and surveys. Review of statistical procedures and skills for analyzing and interpreting data.Prerequisite: EDUC 5P92 or permission of the instructor.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V94.
EDUC 5P83
Conceptual Methods in Educational Research
Extensive and comprehensive glossary of educational concepts upon which contemporary educational theory is based. Application to various learning contexts, especially conceptual essays and foundational arguments.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V34.
EDUC 5P84
Exploring Approaches to Professional Development
Exploration of theoretical and experiential approaches to professional development. Personal set of "living" standards of practice, appreciative inquiry, ongoing study groups, and narrative approaches. Analyzing the role of professional development for teacher development, learning organizations, and educational reform.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P05.
EDUC 5P85
Reflective Practice
Exploration of the notions of reflective practice and reflective scholarship, including self-study narratives and practical action research. Personal forms of inquiry involve reflection in, on, for, and about practice.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P58.
EDUC 5P86
Data-Based Decision Making
Examination of statistical techniques and data-mining strategies that facilitate the use of data for decision making related to classroom, school, and organizational planning.
EDUC 5P87
Evaluating Teaching Effectiveness
Examination of methods for evaluating teaching at all levels of education. Issues related to student ratings and teacher performance appraisal as determinants of teaching quality, and relationship between teaching effectiveness and student achievement.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P53.
EDUC 5P88
Belief and Experience in Qualitative Research
Interpret and represent qualitative research beginning with intuitive experiences including personal, cultural and religious. Examining contradictions between experience and personal beliefs. Exploring broader understandings of how educational research is applied to improve the lives of others.
EDUC 5P95
Qualitative Methods in Educational Research
An examination of research approaches using a variety of qualitative methods including: case studies, interview strategies, action research approaches, biography, ethnography and historical methods. Combined designs will be discussed as ways of gaining novel insights into educational events.Prerequisite: EDUC 5P92 or permission of the instructor.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V90.
General Courses
EDUC 5F95
Thesis in Educational Studies
The preparation and public defence of a thesis which will demonstrate the candidate's capacity for independent research, integration of knowledge, and depth of understanding.
Prerequisites: All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. Note: For students commencing the program in 2009-2010, the thesis proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5F95. Full-time students normally submit the thesis proposal application form in their first term of full-time study.
EDUC 5N99
Graduate Seminar in Education
A non-credit graduate seminar that focuses on issues in graduate studies and educational research student's encounter while developing their programs of study and preparing their proposals, projects and theses.Note: This course is a required course for all full-time students.
EDUC 5P90
Project/Thesis Proposal Tutorial
A proposal that provides the framework for the student's project or thesis. The proposal will be formally presented to the project supervisor.
Prerequisite: All required core courses and electives, including EDUC 5P92 or permission of the Department Chair.Note: The proposal contract form must be completed and returned to the Graduate Department of the Faculty of Education before students are allowed to register for this course. Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010.
EDUC 5P92
An Introduction to Educational Research
Interdisciplinary analysis of research methods used in education with an emphasis on basic research concepts and their application.Note: this is a required course for all students; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
EDUC 5P93
Project Tutorial in Educational Studies
Individual investigation or analysis of an issue/area in contemporary educational practice. Topic must be approved by a faculty advisor who will also supervise and guide the student during the preparation of the project. Students are required to prepare two copies of the final document according to the published MEd project guidelines.
Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010.
Prerequisite: EDUC 5P90.
EDUC 5P94
Advanced Writing Seminar
An interdisciplinary approach to scholarly writing and publishing in higher education. Exploration of the stages of the writing and publishing cycle in relation to personal interests, and a sense of self as writer.
EDUC 5P96
Educational Internship
A one-semester field experience for MEd students not normally available through either course-work or the exit requirements. Provides an opportunity for students to work as an apprentice to a field mentor on specific learning goals.Prerequisite: Permission of Department Chair on the basis of a written application.Note: Only one internship course may count towards the MEd degree. Applications must specify the name and role of the field mentor as well as the name of a faculty supervisor. Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V96.
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
Introduction to Studies in Education
Education as a field of study and multiple ways of knowing. Review of current educational theories, trends, and issues. Provides a foundation for research literacy.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P55.
EDUC 5Q91
Major Research Paper in Educational Studies
Individual investigation or analysis of an issue/area in contemporary educational practice. Topic must be approved by a faculty advisor who will also supervise and guide the student during the preparation of the document. Students are required to prepare two copies of the final document according to the published MEd major research paper guidelines. Prerequisites: All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. Notes: The major research paper proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5P91. Full-time students normally submit the major research paper proposal application form in their first term of full-time study. Restriction: Registration restricted to students completing degree requirements following the 2009-2010 Graduate Calendar.
EDUC 5Q97
Culminating Seminar in Educational Studies
Culminating seminar integrating theory and accumulated knowledge related to fields of specialization and to practice. Exit paper must be approved by course instructor. Prerequisite: All required core courses and electives, including EDUC 5P92. Restriction: Registration restricted to students completing degree requirements following the 2009-2010 Graduate Calendar and enrolled in the course-based route.
Assistant Professors
Denise Armstrong (Graduate and Undergraduate Studies), Lorenzo Cherubini (Teacher Education), Darlene Ciuffetelli Parker (Teacher Education), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Joe Engemann (Graduate and Undergraduate Studies), Xavier Fazio (Teacher Education), Candace Figg (Teacher Education), Tiffany Gallagher (Teacher Education), Shelley Griffin (Teacher Education), Debra Harwood (Graduate and Undergraduate Studies), Kamini Jaipal-Jamani (Teacher Education), Doug Karrow (Teacher Education), Julian Kitchen (Teacher Education), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Teacher Education), Joyce Mgombelo (Teacher Education), Michael O'Sullivan (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Camille Rutherford (Teacher Education), Alice Schutz (Graduate and Undergraduate Studies), Susan Sydor (Teacher Education), Nancy Taber (Graduate and Undergraduate Studies), Louis Volante (Teacher Education)
Adjunct Professors
Katharine Janzen (Ontario Institute for Studies in Education/University of Toronto), Jeanne Kentel (Leeds Metropolitan University), Michael Owen (Ontario College of Art and Design)
Lecturers
Hilary Brown (Teacher Education), Lionel LaCroix (Teacher Education), Gail Phillips (Teacher Education), Peter Vietgen (Teacher Education)
Chair/Graduate Program Director
Vera E. Woloshyn (Graduate and Undergraduate Studies)
woloshyn@brocku.ca
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
bchambers@brocku.ca
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
wburger@brocku.ca
http://www.ed.brocku.ca/graduate
Manager, International Initiatives
Sylvester Chen
905-688-5550, extension 3155
WH 5
cchen@brocku.ca
Master of Education
Program Description
The Master of Education (MEd) degree program at Brock University is designed to improve the professional competence of practitioners and researchers. The program allows for considerable flexibility as to course selection. Candidates work with their assigned program consultant to choose courses in one of four fields of specialization: Social and Cultural Contexts of Education, Teaching, Learning, and Development, Administration and Leadership in Education, and Educational Inquiry. Students are required to work with their program consultant to develop their program. All exit projects or theses must have an explicit connection to education.
Note: all students who are new to Graduate Studies are expected to attend Campus Day/Annual Graduate Conference, held in the Fall Term. All continuing students are encouraged to attend this event.
For full-time students the program is normally a six term or two year program.
As of Spring 2008 the fields of specialization and degree requirements of the MEd have changed. Students commencing their studies in 2008/09 will follow the degree requirements outlined in the 2008/09 Graduate Calendar.
Students who commenced their studies prior to 2008/09 have the choice of completing degree requirements according to the Graduate Calendar in which they commenced their studies or any subsequent Calendar. Students wishing to complete their studies according to a subsequent Calendar must identify this to the graduate program and the Faculty of Graduate Studies. Students who interrupt their studies for one or more years by not enrolling in at least one credit, however, become subject to the Calendar regulations in effect at the time of their re-registration.
Fields of Specialization
Social and Cultural Contexts of Education
Beneath the day-to-dayness of pedagogical practice, there are strong philosophical and ideological supporting pillars: social justice, the right to know, the right to be creative and intellectually awake to our social and literary inheritance, a duty of care, and an awareness of local and international rights and responsibilities. Studies in this field of specialization will provide access to these supporting principles of education.
Teaching, Learning, and Development
This field of specialization considers educational and discipline-related theories and practices related to the cognitive, social, emotional, psychological and behavioural development of learners across the lifespan.
Administration and Leadership in Education
This field of specialization engages students in a critical examination of theories that influence administrative practice, with the aim of understanding, creating, and sustaining ethical and humane educational institutions and developing an informed administrative identity.
Educational Inquiry
Through this field of specialization, students will develop personal paths of educational inquiry, self-assessment, and growth. Students select among empirical (data-based), conceptual, and personal inquiry courses directed toward scholarly and professional development.
Admission Requirements
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of 75%. Successful teaching or other professional experience is considered an asset.
The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates.
Part-time study is available.
Degree Requirements
Five credits (or ten half-credit courses) are required to complete the MEd program. Thesis route: Four credits (eight half-credit courses) plus the thesis. Project route: Four and one-half credit courses (nine half-credit courses) plus the project.
The program consists of required core course(s) (see below), EDUC 5P92, program electives (see below), project/thesis proposal tutorial (EDUC 5P90), and a required exit project (EDUC 5P93) or thesis (EDUC 5F95). At least one half-credit elective must be selected from the student's field of specialization electives. Remaining electives may be selected from any of the four fields specializations or general purpose courses.
Full-time students must register for a non-credit graduate seminar (EDUC 5N99) in each Fall term of full-time studies.
Social and Cultural Contexts of Education
Core courses: EDUC 5P00 and EDUC 5P01
Field of Specialization Electives: EDUC 5P07, 5P09, 5P11, 5P13, 5P15, 5P20, 5P21, 5P24
Special Topics: 5P10, 5P17, 5P19, 5P25
Teaching, Learning, and Development
Core course: EDUC 5P30
Field of Specialization Electives: EDUC 5P31, 5P32, 5P33, 5P35, 5P36, 5P37, 5P38, 5P39, 5P41, 5P42, 5P44, 5P45, 5P46, 5P47
Special Topics: 5P43, 5P48, 5P49, 5P52, 5P54, 5P55, 5P56, 5P57, 5P59
Administration and Leadership in Education
Core courses: EDUC 5P60 and EDUC 5P62
Field of Specialization Electives: EDUC 5P64, 5P65, 5P72, 5P73, 5P74
Special Topics: 5P63, 5P70, 5P75, 5P76, 5P77
Educational Inquiry
Core courses: EDUC 5P80 and one of EDUC 5P81, 5P82, 5P83 or 5P95
Field of Specialization Electives: 5P84, 5P85, 5P86, 5P87, 5P88
MEd International Student Program (MEd ISP)
Program Description
The Master of Education (International Student Program) (MEd ISP) at Brock has a strong focus on Administration and Leadership in Education designed to provide international students an opportunity to enhance their academic background in educational leadership, gain a greater understanding of Canadian issues and challenges in educational administration for comparative purposes, and to achieve a higher level of academic enquiry skills in educational research.
While the emphasis is on organizational and administrative practice and behaviour, the field is examined in its social, legal, structural and political contexts to reflect a holistic perspective. The MEd ISP program is organized into an intensive four-term program consisting of ten half-credits. Candidates begin their program by taking introductory graduate study courses in the first term. This is followed by a sequence of interrelated graduate courses in Terms 2 and 3 concluding with a research term involving the development of a formal proposal and research project whereby candidates synthesize and reflect on their development over the entire program in a portfolio.
Candidates in the MEd ISP are provided continual English Language support throughout their studies and work closely with designated faculty members to develop their focus areas related to particular academic research interests. All exit requirements have an explicit connection to educational administration, educational leadership and educational change.
Admission Requirements
Successful completion of an Honours Bachelor's degree, or equivalent, in any discipline with an overall average of 75%. Professional work experience is a valuable asset but not necessary. Applicants who have not completed three or more years of post-secondary work at a Canadian institution, or at an institution where English was the primary language of instruction, will be required to provide proof of English language proficiency through a TOEFL score of 550 (PBT); 213 (CBT); 80 (IBT); or an IELTS score of 6.5 or ITELP score of 520 (620 is recommended).
Admission into the MEd ISP in any one year is dependent, in part, on sufficient student enrolment and/or the availability of supervisory and teaching resources.
Intake into the MEd ISP is July 1 of each calendar year.
Degree Requirements
The MEd ISP program consists of a series of required 10 half-credits including an exit project (EDUC 5P93). In addition, students must complete EDUC 5N99 (non-credit seminar) successfully.
The MEd (ISP) is available on a full-time basis only.
Required Courses:
Term 1 (Summer): EDUC 5N99, EDUC 5P99
Term 2 (Fall): EDUC 5P60, EDUC 5P73, EDUC 5P85, EDUC 5P96
Term 3 (Winter): EDUC 5P21, EDUC 5P72, EDUC 5P92
Term 4 (Spring/Summer): EDUC 5P90, EDUC 5P93
Course Descriptions
A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the on-line MEd registration guide: http://www.brocku.ca/gradstudies/registration Courses may be cancelled in the event of insufficient student registration numbers. Selection of courses is usually made with a program consultant.
Social and Cultural Contexts of Education
EDUC 5P00
Part I: Preparing the Ground
A team-taught interdisciplinary overview of the philosophical, sociological and literary pillars of pedagogical practice.Note: Failure to obtain a minimum grade of 70% in EDUC 5P00 may result in withdrawal from the program.
EDUC 5P01
Part II: Developing a Critical Language
Theoretical approaches to practical educational situations using a problem-based approach.Note: Failure to obtain a minimum grade of 70% in EDUC 5P01 may result in withdrawal from the program.
EDUC 5P07
Contemporary Issues in Global Education
Identification, analysis and critique of contemporary and recurring social, economic, political and environmental issues within a global educational framework. Exploration of how issues apply to elementary and secondary curriculum and instructional practices.
EDUC 5P09
Theories of Literacy
Historical analysis of literacy instruction as a continuously contested site of educational discourse.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P08.
EDUC 5P10
The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry
Examines the scholarship on embodiment to understand how the body has been inscribed by political, social and cultural factors. Consider ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Exploration of the relevance to researchers, educators, artists, caregivers and health practitioners.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V10.
EDUC 5P11
Culture, Identity, and Pedagogy: Advancing a Lived Curriculum
Examines the enactment of curriculum in educational contexts in relation to teachers and students. Analysis of multicultural and antiracist frameworks, theories and pedagogies that support equitable educational experiences.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V03.
EDUC 5P13
Sociological Foundations of Education
Analysis of the relationships among and between schools, communities and societies from sociological perspectives. Exploration of the theoretical and practical aspects of current educational concerns.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P31.
EDUC 5P15
Developing a Personal Philosophy of Educational Practice
Critical analysis of concepts, principles and ideals that underlie contemporary education. Emphasis on the connections between educational visions and practices for the development of a defensible educational philosophy.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P40.
EDUC 5P17
Theoretical Orientations in Sociology and Equity Studies in Education
Analysis of the development of sociological studies in education, which address the social, economic and political concerns of diverse groups in Canada. Exploration of how the social construction of race, class and gender intersect to produce hierarchies in our stratified society.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P34.
EDUC 5P19
Children's Literature and Theory in Education
Contemporary children's fiction, poetry and theoretical approaches including reader-response and feminist theory. Intended for those interested in putting literature back into literacy.
EDUC 5P20
History and Philosophy of Education
Critical analysis of historical and contemporary theories and educational philosophies in light of current debates about purposes of education in pluralistic societies. Explore contemporary cultural contexts using alternative educational theories.
EDUC 5P21
Comparative and International Education
Cross-disciplinary study of international and intercultural issues in social context. Exploration of the implications for curriculum and pedagogical strategies in associated areas including Multicultural, Comparative, Global and Development Education.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V70 and/or 5P85.
EDUC 5P24
Socially and Culturally Situated Learning
Examination of contemporary theoretical and methodological perspectives that emphasize the social construction of learning and knowing. How these perspectives influence the ways that we understand the content and process of learning in individual and group settings.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V32.
EDUC 5P25
Gendering Educational Histories
Exploration of conflicted histories of masculine and feminine pedagogical philosophies, traditions and discourses. Recover women's voices buried under the masculine pedagogical practices of benchmarks, goals and other authoritarian measures.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P50, 5P80 and/or 5V49.
EDUC 5V01-5V18
Special Topics in Social and Cultural Contexts in Education
Seminar for students wishing to study a specific problem area in Social and Cultural Contexts in Education.
EDUC 5V08
2009-10: War, Gender and Learning
Exploration of the ways in which gender, war and militarism interact with human learning processes and the associated implications for educators concerned with social justice.
Teaching, Learning, and Development
EDUC 5P30
Development, Learning and Curriculum
Overview and application of basic educational foundational theory to the types of decisions educators make before, during and after contact with students, colleagues, administrators and community members. Emphasis on a variety of perspectives for critical and personal analysis of current issues in the field.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P30 may result in withdrawal from the program.
EDUC 5P31
Families, Schools and Learning
Examination of research, educational policy and issues related to family literacy, academic achievement, and home/ community partnerships. Exploration and analysis of curriculum models and research related to family literacy and parental involvement.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V15.
EDUC 5P32
Learning and the Mind
Exploration of cognitive factors that influence learning including long and short-term memory, attention, and metacognition. Review of principles of explicit instruction and scaffolding. Participation in mini-experiments related to memory, learning and strategic instruction.
EDUC 5P33
Development, Life-Long Learning and Meaning-Making
Critical understandings of developmental issues in education using life-span psychology and narrative methodologies. Exploration of professional aging and development using theoretical and practical approaches and implications for teaching and learning.
EDUC 5P35
Adult Teaching and Learning
Examination of theoretical foundations of adult teaching and learning, characteristics of adult learners in diverse contexts, and guiding principles for practice. Exploration of current topics including women as learners, technology, self-directed learning, andragogy and transformative learning. Designing, facilitating and evaluating adult learning activities.
EDUC 5P36
Critical Perspectives on Adult Learning
A critical examination of a variety of perspectives on adult education. Understanding and analyzing the conceptual frameworks that underlie adult education practices across a variety of contexts. Critical perspectives to personal practice and topics of interest.
EDUC 5P37
Developmental and Educational Issues in Children and Adolescents
Explores issues from child and adolescent developmental psychology. Develops a personal framework for understanding past, present and future educational experiences.
EDUC 5P38
Clinical Diagnosis of Reading Difficulties and Disabilities
Participation in a practicum-based course with a client of the Reading Clinic. Using formal reading assessments to determine client's reading strengths and weakness. Engaging in parent intake, report writing and parent debriefing.
EDUC 5P39
Understanding the Reading Process and Reading Difficulties
Exploration of the reading process and associated theories of reading ability. Examining factors that influence students' reading abilities and evidence-based practices that support the development/ enhancement of these skills. Exploring topics of related interest.
EDUC 5P41
Early Childhood Education
Exploration of the research on the effectiveness of past and present program models of child development with the intent of designing curriculum for young children that encourages optimal growth.
EDUC 5P42
Innovative Practices in Curriculum/Assessment (K-16)
Examination of contemporary practices that bridge accountability and relevance based on learning/teaching principles. Exploration of curriculum alignment with an emphasis on assessment into instructional strategies.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P01 and/or 5P04.
EDUC 5P43
Invitational and Holistic Approaches to Education
Creative application of invitational and holistic theory to teaching, learning, and curriculum practices. Connecting theory to multiple intelligences, emotional intelligence and self-concept, interpersonal skills, integrated studies, collaborative learning and creative problem solving, and organizational strategies and democratic practice.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P51.
EDUC 5P44
Curriculum Design, Implementation and Evaluation
Examination of past and current curriculum design, implementation and assessment models from the perspective of students, teachers and administrators. Exploration of future directions in program design, implementation and evaluation.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P18, 5P26 and/or 5P27.
EDUC 5P45
Learning Difficulties in the Classroom: Diagnosis and Programming
Examination of major theories, research and instructional strategies developed for students with exceptionalities. Critical analysis of current perspectives and controversies on identification, intervention and causative factors. Exploration of effective intervention strategies through case study.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V40 and/or 5V41.
EDUC 5P46
Behavioural Disorders in the Classroom
Analysis of the behavioural disturbances of children and adolescents. Examination of biological, psychological, behavioural and cognitive models regarding etiology, diagnosis and interventions. Topics include oppositional defiant disorder, conduct disorder, hyperactivity anxiety and depression. Case study analysis to connect theory to practice.
EDUC 5P47
Emotional Lives in the Classroom
Investigation of students' emotional experiences and self-knowledge through psycho-educational research, inclusive philosophies and educational practices.
EDUC 5P48
Science in the Curriculum
Analysis of elementary and secondary science curriculum including current approaches. Emphasis on the use of multimedia and instructional activities.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P02.
EDUC 5P49
Writing Development
Exploration of current theories of writing development, in terms of both developmental stages and implications for pedagogy. The Ontario Curriculum and Provincial Language Standards are examined. Participants take part in a writing process experience throughout the course.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P03 and/or 5V
EDUC 5P52
Contemporary Issues in Higher Education
Exploration of expectations, roles and stakeholder functions in relation to changing educational and professional environments in higher education. Topics include information and communication technology, distance learning, public accountability and performance indicators.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V48.
EDUC 5P54
Designing Curriculum to Develop Thinking Abilities
Analysis and application of past and current conceptions and theories on how to develop critical and reflective thinking skills across the curriculum.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P16.
EDUC 5P55
Mathematics in the Curriculum
Analysis of elementary and secondary mathematics curriculum including current approaches. Emphasis on major issues and trends.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P12 and/or 5V07.
EDUC 5P56
Technology in the Curriculum
Analysis of the impact of computer technology and the information age on society and schools. Examination of the integration of new technology (including microcomputers) and information-age skills into the curriculum.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P22
EDUC 5P57
Physical Education in the Curriculum
Exploration of the nature and scope of elementary and secondary school physical education. Examination of the issues and research in physical-education curriculum theory. Future trends with respect to student development, instructional strategies and evaluation.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P28 and/or 5P29.
EDUC 5P59
The Arts in the Curriculum
Examination of the contributions of educating through art, drama, music and writing for meaningful learning. The cognitive, social, kinesthetic and problem-solving strategies used by creative persons.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V60 and/or 5V69.
EDUC 5V30-5V70
Special Topics in Teaching, Learning, and Development
Seminar for students wishing to study a specific problem area Teaching, Learning, and Development.
Administration and Leadership in Education
EDUC 5P60
Constructions of Organization
Analysis of organizational theories as they relate to educational institutions. Emphasis on how people shape and are shaped by organizations and how reciprocal processes affect administrative and professional practice.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P60 may result in withdrawal from the program.
EDUC 5P62
Politics, Power, and Policy in Education
Examination of policymaking as a political process. Focus on the actors who negotiate educational policy and their conflicting and shared interests.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P62 may result in withdrawal from the program.
EDUC 5P63
Accountability and Education
Critical and historical examination of accountability. Influence of ideology and governance on educational practice.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V82.
EDUC 5P64
Ethics in Educational Decision Making
Exploration of the consequential nature of decision making. Analysis of the impacts of discretionary power, ethical frameworks and decision-making models on administrative practice.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V83.
EDUC 5P65
Constructing an Administrative Identity
Confronting common and sensitive administrative challenges in educational organizations using issue-based approach. Focus on social and psychological dimensions of defining and constructing administrative identity.
EDUC 5P70
The Social Context of Administration
Examination of the role of educational administrators in perpetuating and/or disturbing social order. Focus on educational administrators' obligations and entry points into social justice policies, practices, and discourses.
EDUC 5P72
Effecting Change in Education
Analysis of mandated and emergent change in educational institutions. Focus on developing informed responses that balance stability and change for sustainable improvement.
EDUC 5P73
Challenges of Educational Leadership
Exploration of purposes and assumptions of leadership in educational contexts. Examining tensions and connections between leadership and management in administrative and professional practice.
EDUC 5P74
Life in Educational Organizations
Examination of interpersonal tensions and dynamics in educational settings. Focus on shared and contested norms and assumptions that affect growth, development, and practice of all organizational members.
EDUC 5P75
Resource Allocation in Education
Examination of political economies of education through theories and practices of resource acquisition and distribution. Analyzing linkages among interests, resources, decisions, and outcomes.
EDUC 5P76
Living with(in) the Law
Examination of issues, interests and judgments in education case law. Analyzing how legal decisions influence administrative and professional practice.
EDUC 5P77
Learning in Organizations
Examination of contested theories and practices in organizational learning and knowledge systems. Exploration of the influence of personal learning experiences on organizational learning.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V89.
EDUC 5V80-5V89
Special Topics in Administration and Leadership in Education
Seminar for students wishing to study a specific problem area in Administration and Leadership in Education.
Educational Inquiry
EDUC 5P80
Foundations of Educational Inquiry
Examination of the philosophical and historical foundations of educational inquiry through an issues-based teaching and learning model that treats knowing as an active, analytic, creative, and personal process. Connections between educational inquiry and personal and professional development through empirical (data-based), conceptual, and personal inquiry approaches.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P80 may result in withdrawal from the program.
EDUC 5P81
Personal Narratives in Educational Research
Exploration of the nature and understanding of story from a variety of perspectives. Consider the use of story as a framework and tool for teaching, learning, research, and personal and professional development.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V06 and/or 5P06.
EDUC 5P82
Quantitative Methods in Educational Research
Examination of quantitative approaches used in educational research including experimental designs, correlational studies, and surveys. Review of statistical procedures and skills for analyzing and interpreting data.Prerequisite: EDUC 5P92 or permission of the instructor.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V94.
EDUC 5P83
Conceptual Methods in Educational Research
Extensive and comprehensive glossary of educational concepts upon which contemporary educational theory is based. Application to various learning contexts, especially conceptual essays and foundational arguments.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V34.
EDUC 5P84
Exploring Approaches to Professional Development
Exploration of theoretical and experiential approaches to professional development. Personal set of "living" standards of practice, appreciative inquiry, ongoing study groups, and narrative approaches. Analyzing the role of professional development for teacher development, learning organizations, and educational reform.Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P05.
EDUC 5P85
Reflective Practice
Exploration of the notions of reflective practice and reflective scholarship, including self-study narratives and practical action research. Personal forms of inquiry involve reflection in, on, for, and about practice.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P58.
EDUC 5P86
Data-Based Decision Making
Examination of statistical techniques and data-mining strategies that facilitate the use of data for decision making related to classroom, school, and organizational planning.
EDUC 5P87
Evaluating Teaching Effectiveness
Examination of methods for evaluating teaching at all levels of education. Issues related to student ratings and teacher performance appraisal as determinants of teaching quality, and relationship between teaching effectiveness and student achievement.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P53.
EDUC 5P88
Belief and Experience in Qualitative Research
Interpret and represent qualitative research beginning with intuitive experiences including personal, cultural and religious. Examining contradictions between experience and personal beliefs. Exploring broader understandings of how educational research is applied to improve the lives of others.
EDUC 5P95
Qualitative Methods in Educational Research
An examination of research approaches using a variety of qualitative methods including: case studies, interview strategies, action research approaches, biography, ethnography and historical methods. Combined designs will be discussed as ways of gaining novel insights into educational events.Prerequisite: EDUC 5P92 or permission of the instructor.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V90.
General Courses
EDUC 5F95
Thesis in Educational Studies
The preparation and public defence of a thesis which will demonstrate the candidate's capacity for independent research, integration of knowledge, and depth of understanding.
Prerequisites: All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. Note: For students commencing the program in 2009-2010, the thesis proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5F95. Full-time students normally submit the thesis proposal application form in their first term of full-time study.
EDUC 5N99
Graduate Seminar in Education
A non-credit graduate seminar that focuses on issues in graduate studies and educational research student's encounter while developing their programs of study and preparing their proposals, projects and theses.Note: This course is a required course for all full-time students.
EDUC 5P90
Project/Thesis Proposal Tutorial
A proposal that provides the framework for the student's project or thesis. The proposal will be formally presented to the project supervisor.
Prerequisite: All required core courses and electives, including EDUC 5P92 or permission of the Department Chair.Note: The proposal contract form must be completed and returned to the Graduate Department of the Faculty of Education before students are allowed to register for this course. Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010.
EDUC 5P92
An Introduction to Educational Research
Interdisciplinary analysis of research methods used in education with an emphasis on basic research concepts and their application.Note: this is a required course for all students; failure to obtain a minimum grade of 70% in this course could result in withdrawal from the program.
EDUC 5P93
Project Tutorial in Educational Studies
Individual investigation or analysis of an issue/area in contemporary educational practice. Topic must be approved by a faculty advisor who will also supervise and guide the student during the preparation of the project. Students are required to prepare two copies of the final document according to the published MEd project guidelines.
Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010.
Prerequisite: EDUC 5P90.
EDUC 5P94
Advanced Writing Seminar
An interdisciplinary approach to scholarly writing and publishing in higher education. Exploration of the stages of the writing and publishing cycle in relation to personal interests, and a sense of self as writer.
EDUC 5P96
Educational Internship
A one-semester field experience for MEd students not normally available through either course-work or the exit requirements. Provides an opportunity for students to work as an apprentice to a field mentor on specific learning goals.Prerequisite: Permission of Department Chair on the basis of a written application.Note: Only one internship course may count towards the MEd degree. Applications must specify the name and role of the field mentor as well as the name of a faculty supervisor. Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V96.
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
Introduction to Studies in Education
Education as a field of study and multiple ways of knowing. Review of current educational theories, trends, and issues. Provides a foundation for research literacy.
Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5P55.