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Master of Education (MEd) International Student Program (MEd ISP) |
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Social and Cultural Contexts of Education Teaching, Learning, and Development Administration and Leadership in Education Educational Inquiry Dean Fiona Blaikie Faculty of Education Interim Associate Dean Susan Sydor (until June 30, 2013) Faculty of Education Graduate Faculty Core Faculty Professors Sharon M. Abbey (Teacher Education), Sheila M. Bennett (Teacher Education), Fiona Blaikie (Graduate and Undergraduate Studies), R. Terrance Boak (Graduate and Undergraduate Studies), Maureen Connolly (Physical Education & Kinesiology), Susan M. Drake (Graduate and Undergraduate Studies), David Hutchison (Teacher Education), Michael Kompf (Graduate and Undergraduate Studies), Zopito Marini (Child and Youth Studies), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Teacher Education), Ruth McQuirter Scott (Teacher Education), Coral Mitchell (Graduate and Undergraduate Studies), John M. Novak (Graduate and Undergraduate Studies), Lissa Paul (Graduate and Undergraduate Studies), Susan Tilley (Graduate and Undergraduate Studies), Vera Woloshyn (Graduate and Undergraduate Studies) Associate Professors Lorne Adams (Physical Education & Kinesiology), Denise Armstrong (Graduate and Undergraduate Studies), Rodger J. Beatty (Teacher Education, Associate Dean), Sandra Bosacki (Graduate and Undergraduate Studies), Mary Breunig (Recreation and Leisure Studies), Lorenzo Cherubini (Teacher Education), Darlene Ciuffetelli Parker (Teacher Education), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Xavier Fazio (Teacher Education), Candace Figg (Teacher Education), Nancy Francis (Physical Education and Kinesiology), Tiffany Gallagher (Teacher Education), Shelley Griffin (Teacher Education), Ann Marie Guilmette (Recreation & Leisure Studies), Kamini Jaipal-Jamani (Teacher Education), Doug Karrow (Teacher Education), Julian Kitchen (Teacher Education), Renee Kuchapski (Graduate and Undergraduate Studies), Xiaobin Li (Graduate and Undergraduate Studies), Chunlei Lu (Teacher Education), John McNamara (Child and Youth Studies), Joyce Mgombelo (Teacher Education), Dolana Mogadime (Graduate and Undergraduate Studies), Jonathan Neufeld (Graduate and Undergraduate Studies), Michael O'Sullivan (Graduate and Undergraduate Studies), Gail Phillips (Teacher Education), Jennifer Rowsell (Teacher Education), Camille Rutherford (Teacher Education), Nancy Taber (Graduate and Undergraduate Studies), Mary-Louise Vanderlee (Graduate and Undergraduate Studies), Peter Vietgen (Teacher Education), Louis Volante (Teacher Education), Rosemary E. Young (Graduate and Undergraduate Studies), Dawn Zinga (Child and Youth Studies) Assistant Professors Joe Barrett (Teacher Education), Hilary Brown (Teacher Education), Joe Engemann (Graduate and Undergraduate Studies), Catherine Hands (Graduate and Undergraduate Studies), Debra Harwood (Graduate and Undergraduate Studies), Lionel LaCroix (Teacher Education), Trevor Norris (Graduate and Undergraduate Studies), Susan Sydor (Teacher Education), Leanne Taylor (Graduate and Undergraduate Studies), Kari-Lynn Winters (Teacher Education) Lecturer Michael Savage (Graduate and Undergraduate Studies) Participating Faculty Professors Emeriti Michael Manley-Casimir Associate Professors Scott Forrester (Recreation and Leisure Studies), Gail Frost (Physical Education and Kinesiology), Shannon Moore (Child and Youth Studies), Tim O'Connell (Recreation and Leisure Studies) Adjunct Faculty Ken McClelland, Nicola Simmons Administrative Offices Chair/Graduate Program Director Renee Kuchapski (Graduate and Undergraduate Studies) Renee.Kuchapski@brocku.ca Administrative Coordinator Lynn Duhaime 905-688-5550, extension 3340 WH114 Lynn.Duhaime@brocku.ca Administrative Assistant, MEd Program Wanda Burger 905-688-5550, extension 5496 WH 113 Graduate Assistant Janet Pollock 905-688-5550, extension 5353 WH127 Janet.Pollock@brocku.ca Manager, International Initiatives Sylvester Chen 905-688-5550, extension 3155 WH66 schen@brocku.ca |
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The Master of Education (MEd) degree program is designed to enhance the capacity of students to engage in critical reflection, scholarly inquiry, and informed practice. Students have flexibility of course selection and upon admission into the program are assigned a Faculty Program Consultant to assist them plan their program of study. Students enrolled in the Research Pathways will select a Research Advisor before they begin their research plan. All students new to Graduate Studies are expected to attend the Orientation Day held in September. The Course Pathway is normally completed within three terms (full-time students). The Research (Major Research Paper) Pathway is normally completed within four terms (full-time students). The Research (Thesis) Pathway is normally completed within six terms (full-time students). The completion time for part-time students will vary according to individual circumstances. Students who entered the program before 2009/2010 may complete the 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 notify the Graduate Program Director, and the Faculty of Graduate Studies, of their request. Students who interrupt their studies for one or more years by not registering in at least one-half credit course will be subject to the Calendar regulations in effect at the time of their re-registration. Admission Requirements Students will normally hold a four year honours undergraduate degree, or its equivalent, from an accredited university with a minimum 75% (Brock University equivalent) average over the last two years of full-time undergraduate study. Successful teaching or other professional experience is an asset. Part-time study is available. Applicants who have not completed their undergraduate degree at a university where English was not the primary language of instruction will be required to provide proof of English Language Proficiency as follows: IELTS (7.0 with no section under 6.0); TOEFL (88 with no section under 20). |
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Social and Cultural Contexts of Education This field of specialization engages in a critical exploration of ideological, sociological, and literary influences on local and global educational experiences, curriculum, and pedagogical practices. 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. Degree Requirements The program consists of required Field of Specialization core course(s), Field of Specialization electives, program electives, the Introduction to Educational Research (EDUC 5P92) course and an exit requirement course. Students must complete 10 half-credit course equivalents to graduate. All courses are worth one half-credit, except for exit courses, which vary. Course Pathway: Nine half-credit courses plus EDUC 5Q97 Research (Major Research Paper - MRP) Pathway: Seven half-credit courses plus EDUC 5Q91 Research (Thesis) Pathway: Five half-credit courses plus EDUC 5F95. Course Pathway and Research Pathway (Major Research Paper - MRP)Pathway: All students must complete a minimum of four courses in their Field of Specialization. Students enrolled in Social and Cultural Contexts of Education, Administration and Leadership in Education, and Educational Inquiry (EI) must complete two required introductory courses and two elective courses in their Field of Specialization. Students enrolled in Teaching and Learning Development must complete one required introductory course and three elective courses in their Field of Specialization. Students enrolled in the Research (MRP) Pathway in Teaching and Learning Development, and students enrolled in all Fields of Specialization in the Course Pathway, may enroll in both the Independent Study Course (EDUC 5P96) and the Internship Course (EDUC 5P98). However, students enrolled in the Research (MRP) Pathway in Social and Cultural Contexts of Education, Administration and Leadership in Education, and Educational Inquiry (EI) may register in the Independent Study Course (EDUC 5P96) or the Internship Course (EDUC 5P98), but not both. Research (Thesis) Pathway Students are required to take three courses in their Field of Specialization, and may enroll in either the Independent Study Course (EDUC 5P96) or the Internship Course (EDUC 5P98), but not both. |
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Core courses: EDUC 5P00 and EDUC 5P01 Field of Specialization Electives: EDUC 5P07, 5P09, 5P11, 5P13, 5P14, 5P15, 5P20, 5P21, 5P24 |
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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: EDUC 5P43, 5P48, 5P49, 5P52, 5P54, 5P55, 5P56, 5P57, 5P59, 5V34, 5V51 |
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Core courses: EDUC 5P60 and EDUC 5P62 Field of Specialization Electives: EDUC 5P64, 5P65, 5P72, 5P73, 5P74 |
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Core courses: EDUC 5P80 and one of EDUC 5P81, 5P82, 5P83 or 5P95 Field of Specialization Electives: EDUC 5P84, 5P85, 5P86, 5P87, 5P88 |
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The Master of Education (ISP) is situated in the Administration and Leadership in Education Field of Specialization. It is designed to provide students with an understanding of theories and practices related to educational leadership and to schools as organizations. The ISP is a 14-month cohort program that begins in the summer term. Students are required to complete a sequence of 10 half-credit courses. Normally, students follow the Course Pathway. If students excel academically, and have the approval of the Department Chair, students may apply to transfer into the Research (MRP) Pathway in the Winter term. |
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Students will normally hold a four year honours undergraduate degree, or its equivalent, from an accredited university with a minimum 75% (Brock University equivalent) average over the last two years of full-time undergraduate study. Successful teaching or other professional experience is an asset. Applicants who have not completed their undergraduate degree at a university where English was not the primary language of instruction will be required to provide proof of English Language Proficiency as follows: IELTS (6.5 with no section under 5.5); TOEFL (80 with no section under 19) 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. |
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The MEd (ISP) is available on a full-time basis only. Students must complete 10 half-credit courses as follows. Required Courses: Term 1 (Summer): EDUC 5N99, EDUC 5P99 Term 2 (Fall): EDUC 5P60, EDUC 5P73, EDUC 5P92, EDUC 5Q96 |
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A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the online MEd registration weblink: http://www.brocku.ca/graduate-studies/current-students/Registration Courses may be cancelled in the event of insufficient student registration numbers. Selection of courses is usually made with a program consultant. |
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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. 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 required withdrawal from the program. Successful completion is required in order to register in EDUC 5P01. Part II: Developing a Critical Language Theoretical approaches to practical educational situations using a problem-based approach. Prerequisite(s): EDUC 5P00 Note: Failure to obtain a minimum grade of 70% in EDUC 5P01 may result in required withdrawal from the program. 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. 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. 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. 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. 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. 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. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V08. 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. 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. 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. 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. 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. 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. 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. 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. Understanding 21st Century Literacy Education: New, Digital, and Design Literacies Past, new and emerging strands of literacy education in the classroom, policy, and within pedagogy. An examination of critical literacy, new literacy studies, family literacy, multimodality to multiliteracies, digital literacies, and design literacies. |
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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. 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 required withdrawal from the program. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Emotional Lives in the Classroom Investigation of students' emotional experiences and self-knowledge through psycho-educational research, inclusive philosophies and educational practices. 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. 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 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. 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. 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. 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 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. 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. Special Topics in Teaching, Learning, and Development Seminar for students wishing to study a specific problem area Teaching, Learning, and Development. Individuals, Institutions and Lifelong Learning in Higher and Adult Education An exploration of higher and adult education roles, rights, responsibilities and expectations of learners, educators and administrators in the design, delivery, and accountability of and for educational services. Aspects of structure, function, and valuation are considered against the backdrop of change through globalization, population diversity, and contemporary relevance. Teaching and Learning in Higher Education Critical examination of the theoretical foundations and processes, principles, and practice of teaching and learning in higher education. Exploration of topics including educational development; Scholarship of Teaching and Learning (SoTL); designing, facilitating, and evaluating teaching and learning in higher education; online and blended learning; reflective practice; and additional topics of interest. Special Topics in Administration and Leadership in Education Seminar for students wishing to study a specific problem area in Administration and Leadership in Education. |
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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. 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. Successful completion is required in order to register in the EDUC 5P62. Note: Failure to obtain a minimum grade of 70% in EDUC 5P60 may result in withdrawal from the program. 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. Prerequisite(s): EDUC 5P60 Note: Failure to obtain a minimum grade of 70% in EDUC 5P62 may result in withdrawal from the program. 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. 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. 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. 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. 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. 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. 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. 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. Living with(in) the Law Examination of issues, interests and judgments in education case law. Analyzing how legal decisions influence administrative and professional practice. 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. |
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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. 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. 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. 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(s): EDUC 5P92 or permission of the instructor. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V94. 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. 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. 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. 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. 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. 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. 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(s): EDUC 5P92 or permission of the instructor. Note: Completion of this course will replace previous assigned grade and credit obtained in EDUC 5V90. |
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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. 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. Prerequisite(s): 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. Graduate Seminar in Education A non-credit graduate seminar that focuses on issues for graduate students may encounter while developing their programs of study and preparing their proposals for major research papers and theses. Note: This course is a required course for all full-time students. 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. Restriction: Registration restricted to students completing degree requirements following a Graduate Calendar prior to 2009-2010. Prerequisite(s): 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. 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 required withdrawal from the program. Project Tutorial in Educational Studies Individual investigation or analysis of an issue/area in contemporary educational practice. Topics 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(s): EDUC 5P90. 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. Educational Internship A one-term field experience in which students are supervised by a faculty member and apprentice with a field mentor to achieve specific learning goals. Note: Students are required to find a faculty member and a field mentor and submit a proposal form for approval. Independent Study in Education Specialized study on an individual basis under the direction of a faculty supervisor. Prerequisite(s): Permission of Department Chair on the basis of a written application. Note: Only one independent study course may count towards the MEd degree. Students completing the five half-credit research-based thesis route are restricted to completing one of either EDUC 5P98 (Independent Study) or EDUC 5P96 (Educational Internship) as either a Field of Specialization or general elective course. 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. Major Research Paper in Educational Studies Individual investigation or analysis of an issue/area in contemporary educational practice. Topics 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. Restriction: Registration restricted to students completing degree requirements following the 2009-2010 Graduate Calendar. Prerequisite(s): All required core courses and electives, including EDUC 5P92 or permission of the Department Chair. Note: The major research paper proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5Q91. Full-time students normally submit the major research paper proposal application form in their first term of full-time study. Field Experience A one-semester field experience for the International Student Program (ISP). Students visit elementary and secondary schools to observe school practices and to reflect on coursework theories and concepts. Restriction: Only available to ISP students 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. Restriction: Registration restricted to students completing degree requirements following the 2009-2010 Graduate Calendar and enrolled in the course-based route. Prerequisite(s): All required core courses and electives, including EDUC 5P92. |
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2013-2014 Graduate Calendar
Last updated: April 2, 2013 @ 03:43PM