Last updated: September 8, 2010 @ 03:15PM
Educational Studies
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 (until June 30, 2010)
Associate Dean
Rodger J. Beatty
Faculty of Education
Core Faculty
Professors Emeriti
Ralph Connelly, Anne Elliott, Merle Richards, Alan R. Wheeler, Sybil E. Wilson
Professors
Sharon M. Abbey (Teacher Education), Sheila M. Bennett (Teacher Education), R. Terrance Boak (Graduate and Undergraduate Studies), Susan M. Drake (Graduate and Undergraduate Studies), James L. Heap (Graduate and Undergraduate Studies), Michael Kompf (Graduate and Undergraduate Studies), Michael Manley-Casimir (Graduate and Undergraduate Studies), 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 (Teacher Education, Associate Dean), Sandra Bosacki (Graduate and Undergraduate Studies), Lorenzo Cherubini (Teacher Education), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Donald H. Dworet (Teacher Education), David Hutchison (Teacher Education), Julian Kitchen (Teacher Education), Renee Kuchapski (Graduate and Undergraduate Studies), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Teacher Education), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Teacher Education), Joyce Mgombelo (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), Louis Volante (Teacher Education), Rosemary E. Young (Graduate and Undergraduate Studies)
Assistant Professors
Joe Engemann (Graduate and Undergraduate Studies), Susan Sydor (Teacher Education)
Participating
Professors
Ruth McQuirter Scott (Teacher Education)
Assistant Professors
Denise Armstrong (Graduate and Undergraduate Studies), Darlene Ciuffetelli-Parker (Teacher Education), 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), Michael O'Sullivan (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Camille Rutherford (Teacher Education), Alice Schutz (Graduate and Undergraduate Studies), Nancy Taber (Graduate and Undergraduate Studies), Peter Vietgen (Teacher Education), Kari-Lynn Winters (Teacher Education)
Lecturers
Lionel LaCroix (Teacher Education), Gail Phillips (Teacher Education)
Chair/Graduate Program Director
Vera E. Woloshyn (Graduate and Undergraduate Studies)
woloshyn@brocku.ca (until June 30, 2010)
Renee Kuchapski (Graduate and Undergraduate Studies)
Renee.Kuchapski@brocku.ca (as of July 1, 2010)
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
WH32A
Janet Pollock@brocku.ca
Office Assistant
Wanda Burger
905-688-5550, extension 3082
WH127
wburger@brocku.ca
http://www.ed.brocku.ca/graduate
Manager, International Initiatives
Sylvester Chen
905-688-5550, extension 3155
WH66 schen@brocku.ca
Program Description
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.
Admission Requirements
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: 2;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.
Admission with Advanced Standing
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 Doctoral Seminars I and II or the joint specialization elective via distance.
Fields of Specialization
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.
Degree Requirements
PhD students complete the following course requirements: Doctoral 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 Doctoral 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.
Course Descriptions
Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met.
EDUC 7D80
Comprehensive Portfolio
(Lakehead 6080 and 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.
EDUC 7F20
Doctoral Seminar I: Research, Theories, and Issues
(Lakehead 6020 and 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.
EDUC 7F40
Doctoral Seminar II: Research, Theories, and Issues
(Lakehead 6040 and 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.
EDUC 7P21
Educational Leadership and Policy Studies
(Lakehead 6211 and 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.
EDUC 7P31
Social/Cultural/Political Contexts of Education
(Lakehead 6311 and 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.
EDUC 7P41
Cognition and Learning
(Lakehead 6411 and 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.
EDUC 7P51
Directed Study
(Lakehead 6511 and 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.
EDUC 7P69
Research Proposal Colloquium
(Lakehead 6219 and 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.
EDUC 7Z90
PhD Dissertation
(Lakehead 6901 and 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(s): Successful completion of EDUC 7D80.