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Chair Mary-Louise Vanderlee Professors Emeriti Terrance Boak, Ralph Connelly, Anne Elliott, James Heap, Michael Manley-Casimir, Patrick O'Neill, Merle Richards, Alan R. Wheeler, Sybil E. Wilson Professors Fiona Blaikie, Sandra Bosacki, Susan Drake, Michelle McGinn, Coral Mitchell, John Novak, Lissa Paul, Susan Tilley, Mary-Louise Vanderlee, Vera Woloshyn Associate Professors Denise Armstrong, Ann-Marie DiBiase, Joe Engemann, Catherine Hands, Debra Harwood, Renée Kuchapski, Xiaobin Li, Dolana Mogadime, Michael O'Sullivan, Nancy Taber Assistant Professors Robert McGray, Trevor Norris, Michael Savage, Leanne Taylor Adjunct Faculty Ken McLelland Undergraduate Co-ordinator Ann-Marie DiBiase Administrative Director, Concurrent Programs Sandra Regier |
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Administrative Assistant Betty Chambers 905-688-5550, extension 3082 Welch Hall 113 The goals of the Department of Graduate and Undergraduate Studies in Education are threefold: To deliver a high-quality academic program that encompasses the major aspects of four areas of specialization. To engage in research activities that enhances understanding of Social and Cultural Contexts of Education, Teaching, Learning and Development, Administration and Leadership in Education and Educational Inquiry. To provide service to the educational community on how best to conceptualize, plan, deliver, and evaluate education As the only department in the Faculty of Education that is not essentially devoted to professional training, and without a vested interest in the status quo, the department serves to facilitate the autonomous pursuit of knowledge and operates within a system of collegial review. |
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Building on the foundation of a two year Early Childhood Education Diploma program, graduates of the Bachelor of Early Childhood Education (honours) program will have a comprehensive understanding of the issues and trends in early care and education for children from birth to 8 years old and be well prepared for further studies or work in the field of care and education for young children. This program on its own will not provide graduates with an Ontario Teacher Certificate. Rather, graduates of the Bachelor of Early Childhood Education (Honours) program are expected to take on positions that require a strong foundation in early care and education or apply to graduate studies or to teacher education programs that lead to an Ontario Teaching Certificate. Proof of registration in the Ontario College of Early Childhood Educators, or evidence that educational qualifications are being assessed by the Ontario College of Early Childhood Educators. Graduates of a two year Early Childhood Education Diploma program containing a foundation in: child development, developmentally appropriate practice, curriculum planning, practical experiences with children birth to 8 (a minimum of 500 hours of field placement), reflective practice, abnormal/exceptional development, psychology, play-based learning, observation and assessment, code of ethics and standards of practice, with a cumulative 80 percent average are eligible to apply for entry into the limited enrolment Bachelor of Early Childhood Education (Honours) degree program and will be granted up to seven transfer credits if admitted to the program. Students who receive less than seven transfer credits, the Humanities context and/or the Sciences context as transfer credit(s) must consult with the BECE Co-ordinator to discuss relevant electives to be taken in order to fulfil degree requirements. Students deciding to transfer to another program will have their transfer credits reassessed by the Office of the Registrar to align with their major program requirements. Students are strongly encouraged to consult with the Office of the Registrar prior to any program changes. Students have a community and/or school placement and require Identification Cards issued by Ontario Education Services Corporation (OESC) based on a satisfactory police record check. Application packages for OESC are available at oesc-cseo.org. |
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The Masters Preparation Certificate in Education (MPCE) is designed for international students who possess a four-year bachelor’s degree and who intend to pursue graduate studies at a Canadian university. Applicants to MPCE seek to increase their eligibility for admission to graduate studies through the continued development of their existing academic practices and the acquisition of new academic experiences and English language proficiency skills. The MPCE retains its commitment to the English language development needs of international students, yet transcends the traditional ‘English improvement’ model, by embedding English language proficiency education within an intensive academic curriculum. The MPCE integrates Academic English and literacy skills with subject-matter concepts and critical-thinking skills throughout its program delivery. In addition to enhancing their English language proficiency, students are immersed in an academic environment that prioritizes the importance of research competency necessary for successful graduate study. Research is a core requisite within MPCE; three of the program’s ten courses focus exclusively on ‘research as an academic practice’. The significance of academic research is an omnipresent feature throughout MPCE courses. The expectation is for MPCE students to become proficient with the practices necessary to critique, plan, and conduct academic research; the MPCE provides students the platform to achieve this academic goal. Students thrive academically and socially from being immersed in the content-based English language development environment. The ultimate goal of the MPCE is to extend students’ appreciation and understanding of Canadian cultural practices, while preparing them with an essential repertoire of academic skills, to meet the socio-academic expectations of Canadian graduate programs. The Masters Preparation Certificate in Education offers two entry points each year. The MPCE intake options facilitate the diverse academic and social needs of students and recognize the heterogeneity of students’ experiential starting points. Study within the MPCE commences in September or May. The duration for either intake option is eight months of full-time study. The Masters Preparation Certificate in Education is awarded upon completion of the required ten half-courses, while maintaining a minimum 70 percent overall average. Students entering the MPCE at the September intake finish their program in April. Students entering the MPCE at the May intake finish their program in December. Applications to the MPCE are accepted on an on-going basis. The flexibility of multiple program intakes accommodate the diverse schedules of students; however, students are responsible to ensure they are on-campus for the start of their program. |
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Students wishing to apply to the MPCE must meet the following minimum qualifications: A four-year bachelor’s degree, or its equivalent from an accredited University Minimum 75 percent average (Brock University equivalent) over the last two years of full-time undergraduate study In addition, applicants whose first language is not English must provide evidence of proficiency in English, as demonstrated through one of the following: Minimum proof of English language proficiency: TOEFL 500 (PBT), 173 (CBT), 61 (IBT); IELTS 5.0 (Academic); or ITELP 470 |
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Undergraduate courses can be taken as electives for those interested in obtaining a greater understanding of the field of education. Undergraduate degree credit may be given for EDUC 1F95, 2P65, 3F01, 3F02, 3F90, 3P00, 3P40, 3P45, 3P50, 3P52, 3P60, 3P62, 3P70, 3P90, 4P01, 4P03, 4P04, 4P17, 4P18, 4P19, 4P24, 4P27, 4P28, 4P29, 4P35, 4P36, 4P70, 4P80 and ESCI 1P10. |
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Undergraduate courses in education serve as electives and/or are mandated as part of the various concurrent program offerings leading to an Ontario Teaching Certificate. Refer to the following programs for additional information: Education - Concurrent BA (Honours)/BEd (Intermediate/Senior) Education - Concurrent BA CHYS (Honours)/BEd (Primary/Junior) Education - Concurrent BA Integrated Studies (Honours)/BEd (Junior/Intermediate) Education - Concurrent BPhEd (Honours)/BEd (Intermediate/Senior) Education - Concurrent BPhEd (Honours)/BEd (Junior/Intermediate) Education - Concurrent BSc (Honours)/BEd (Intermediate/Senior) Education - Concurrent BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) |
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The Faculty of Education offers a Master of Education degree in Social and Cultural Contexts of Education, Teaching, Learning and Development, Administration and Leadership in Education and Educational Inquiry. For further information and course listings, refer to the Graduate Calendar or contact the Graduate Studies Office. |
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The Master of Education (MEd) degree program at Brock enhances the capacity of students to engage in critical reflection, scholarly inquiry, and informed practice 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 options Fields of Specialization: Social and Cultural Contexts of Education, Teaching, Learning and Development, Administration and Leadership in Education, and Educational Inquiry. Students are expected to work with their program consultant to develop their focus areas related to particular interests. Students will select a research adviser to work with them on all aspects of their exit research requirements. All exit projects must have an explicit connection to education. Additional information on this program is available from the Graduate Calendar. |
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The PhD in Educational Studies is offered jointly by Brock University, Lakehead University and the University of Windsor. The designation of "home university" is applied to the home university of the doctoral candidate's dissertation supervisor. The student has the right to take courses and seminars or to use the academic facilities of any of the participating universities in accordance with the approved plan. The regulations governing the preparation of theses and conduct of examinations will be of those of the supervisor's home university. The degree requirements, regulations and procedures of the joint PhD program have been approved by the appropriate governing body of each institution. Where there is a conflict in regulations and procedures: In academic matters, the regulations of the institution offering the course will prevail; In non-academic matters, the regulations of the institution at which the student is registered will prevail. Additional information on this program is available from the Graduate Calendar. |
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This program does not lead to an Ontario Teacher Certificate. Years 1 and 2 taken at College
Year 3
Spring/Summer Sessions:
Year 4
Under exceptional circumstances, the Department may require the substitution of other relevant courses for those usually required |
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The Masters Preparation Certificate in Education will be awarded upon completion of the following courses with a minimum 70 percent overall average:
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Note that not all courses are offered in every session. Refer to the applicable term timetable for details. # Indicates a cross listed course * Indicates primary offering of a cross listed course |
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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. EDUCATION COURSES Introduction to Education Studies Major issues and problems in the organization, staffing and planning of schools and school services today. Lectures/seminar, 3 hours per week. Restriction: open to students admitted to the Professional Masters Preparation Certificate Program. Introduction to Foundations of Education Historical, philosophical, sociological and psychological dimensions of formal schooling within a Canadian context. Lectures, seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior) and BPhEd (Honours)/BEd (Intermediate/Senior) majors with a minimum of 3.0 overall credits, and BA CHYS (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Diversity Issues in Schooling Issues and directions in a diverse society and their impact in the classroom; includes classism, racism, multiculturalism, ablism and sexism; roles and strategies leading to the goal of equity. Lectures, seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 3.0 overall credits. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P65 and 8P02. The Process of Teaching Introduction to the study of teacher behaviour through a systematic exploration of the assumptions, educational purposes, teaching strategies, curricular designs and materials and the social and psychological theory underlying selected models of teaching. The alternative patterns by which teachers may model their behaviour. Lectures, seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. Note: students will be required to familiarize themselves with current educational concepts and recent literature in the field. Cognition and Learning (also offered as CHYS 3F02) Psychological approaches to cognitive, behavioural and social development. Cognitive processes in learning and instruction (assisting students to use appropriate cognitive processes on specific academic tasks). Cognitive theories applied to school subject areas including reading, writing, mathematics and science. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Junior Intermediate) majors with a minimum of 8.0 overall credits and to BECE majors until date specified in Registration guide. Prerequisite(s): CHYS 1F90 or permission of the Department. Completion of this course will replace previous assigned grade and credit obtained in EDUC (CHYS) 2F01. Independent Study Topic, readings and methods of evaluation chosen in consultation with a faculty member willing to supervise the student. Restriction: permission of the Chair. Note: consultation is done prior to enrolment. A written agreement is signed by the Chair and filed with the department. Foundations of Curriculum Explores models of curriculum from historical, philosophical and pedagogical perspectives. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) majors with a minimum of 8.0 overall credits until date specified in Registration guide. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3F00. Family, Schools and Literacy Research and issues in family literacy and parental involvement in education. Strategies for intervention and home-school collaboration in literacy development. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior) majors with a minimum of 6.0 overall credits and to BECE students until date specified in Registration guide. Note: optional practicum may be available. Reading and Literacy Development Overview of the reading process, acquisition of reading and writing skills and evidence-based instruction. Focus on cognitive, linguistic and sociocultural influences. Lectures, seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) majors with a minimum of 6.0 overall credits until date specified in Registration guide. Note: optional practicum may be available. Students require a current police record check, with a vulnerable sector screening. Early Childhood Education I (also offered as CHYS 3P50) Early childhood education programs for children from birth to age eight. Topics include the historical and societal influences on early childhood education, program models derived from theories of learning and child development and research on the effectiveness of these programs. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS majors with a minimum of 9.0 overall credits and to BECE students until date specified in Registration guide. Early Childhood Education II (also offered as CHYS 3P52) Methods in early childhood education programs for children from birth to age eight. Topics include curricula, instructional strategies and evaluative techniques. Lectures/seminar, 3 hours per week. Restriction: open to BECE students. Prerequisite(s): EDUC 3P50. Ethics, Research and Care in Early Childhood Education Issues of working with young children in light of the ethics and standards of practice governed by the Ontario College of Teachers, the Ontario College of Early Childhood Educators and the Tri-Council Policy Statement. Lectures/seminar, 3 hours per week. Restriction: open to BECE students. Gender Issues in Teaching and Learning (also offered as WGST 3P60) Theoretical and practical aspects of feminist engagement with pedagogic processes within/against both traditional and alternative educational contexts; examination of levels and components of education from a variety of feminist theoretical perspectives; pedagogic and political consequences of ideology critique and alternative practices. Lectures, seminar, 3 hours per week. Restriction: students must have a minimum of 6.0 overall credits. Prerequisite(s): WGST (WISE) 1F90, 2P00 or permission of the instructor. Completion of this course will replace previous assigned grade and credit obtained in WISE 3P60. Video Games in the Classroom (also offered as IASC 3P62) Research and current issues related to the integration of video games and other interactive new media technologies into the elementary and secondary school instructional program. Lectures, seminar, 3 hours per week. Restriction: students must have a minimum 6.0 overall credits. Schooling, Education and Society Experience the difference between “being schooled” and “being educated,” and critically examine the impact on society of schooling versus education. Lectures, seminar, 3 hours per week. Restriction: students must have a minimum of 6.0 overall credits. Note: a recommended elective for students planning to apply to the Administration and Leadership field in the Master of Education program. Directed Studies Guided reading on a topic chosen in consultation with a faculty member willing to supervise the student. Restriction: permission of the Chair. Note: consultation is done prior to enrolment. A written agreement is signed by the Chair and filed with the department. Advanced School-Based Internship School-based field experiences enabling students to explore the Ontario College of Teachers Standards of Practice in relation to a beginning teacher's lived experiences. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior) BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd (Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Note: students require a current police record check with a vulnerable sector screening. Students are expected to cover all expenses associated with the internship and to have reliable transportation throughout the Greater Niagara region. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P96 and 4P95. Advanced Community-Based Internship Examination of community organizations’ mission statements and/or standards of practice in relation to a beginning educator’s lived experiences. Restriction: open to CHYS BA (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) BA (Honours)/BEd (Intermediate/Senior), BPhEd (Honours)/BEd (Intermediate/Senior) and BSc (Honours)/BEd (Intermediate/Senior) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Note: students require a current police record check, with a vulnerable sector screening. Students are expected to cover all expenses associated with the internship and to have reliable transportation throughout the Greater Niagara region. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P95 or 4P95. Early Childhood Education Honours Thesis Research project carried out under the supervision of a faculty adviser. Seminar, 3 hours per week. Restriction: open to BECE students or permission of the instructor. Higher Level Thinking in the Sciences and Mathematics Perspectives on thinking that inform science and mathematics curriculum and teaching including cognitive science, socio-cultural perspectives, and complexity science. Topics include cognitive processes, developmental perspectives on children's thinking, the role of language, tools, and information technology in students' thinking and assessment. Seminar, 3 hours per week. Note: background in science and/or mathematics required. Reflection on Practice Classroom interactions in relation to beliefs, values and pedagogy. Students will plan classroom actions, act, observe their plans in action and reflect on the results before using the experience to replan. The reflective process will include both group interactions and individual responses. Seminar, 3 hours per week. Restriction: students must have a minimum of 12.0 overall credits. Observation and Evaluation for the Early Years Assessment of learning (summative), assessment for learning (formative and diagnostic) and assessment as learning (self-assessment). Assessment tasks and tools to enhance student learning and assessment situated in curriculum design. Seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. Mathematics in the Early Years Theories of early mathematical understanding and best practices in mathematics education for young children. Seminar, 3 hours per week. Restriction: open to BECE students. Research on Teaching How educational research has contributed to the development of teaching. Seminar, 3 hours per week. Restriction: open to Professional Masters Preparation Certificate students. Integrating Curriculum and Assessment - Primary/Junior Explores current research and emerging issues related to assessment 'of', 'for' and 'as' learning and their seamless integration into curriculum. Seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P02, 4P18 and 4P19. Integrating Curriculum and Assessment - Junior/Intermediate Explores current research and emerging issues related to assessment 'of', 'for' and 'as' learning and their seamless integration into curriculum. Seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P02, 4P17 and 4P19. Foundations of Curriculum and Assessment - Intermediate/Senior Explores the integration of curriculum and assessment 'of', 'for' and as' learning from philosophical, pedagogical, and historical foundations. Seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior) and BPhEd (Honours)/BEd (Intermediate/Senior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P06, 4P17 and 4P18. Literacy in the Early Years Acquisition of oral language, reading and writing skills across the curriculum. Focus on sociocultural, cognitive and linguistic influences on literacy development. Seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. Twenty-First-Century Literacies Across the Primary/Junior Curriculum Explores multiliteracy across the curriculum including critical, technological, media and financial literacies. Seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Prerequisite(s): EDUC 4P17. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P25, 4P28 and 4P29. Twenty-First-Century Literacies Across the Junior-Intermediate Curriculum Explores multiliteracy across the curriculum including critical, technological, media and financial literacies. Seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Junior/Intermediate) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Prerequisite(s): EDUC 4P18 (4P02). Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P25, 4P27 and 4P29. Twenty-First-Century Literacies Across the Intermediate/Senior Curriculum Explores multiliteracy across the curriculum including critical, technological, media and financial literacies. Seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BPhEd (Honours)/BEd (Intermediate/Senior) and BSc (Honours)/BEd (Intermediate/Senior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Prerequisite(s): EDUC 4P19 (4P06). Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P26, 4P27 and 4P28. Global Education: A Cross-Curricular Approach Theory and practice of teaching from a global perspective within the framework of the Ontario curriculum. New challenges in requiring the values, skills and knowledge necessary to be world-minded citizens capable of linking the local and the global. Seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. After that date open to CHYS BA (Honours)/BEd (Primary/Junior), BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors, and BECE students until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Global Education: Field Experience Global issues (i.e., development, culture, gender, ecology, human rights, social justice) from the perspective of individuals within a particular geographical context. Restriction: students must have a minimum of 12.0 overall credits and permission of the instructor. Prerequisite(s): EDUC 4P35. Note: consult the Department prior to registration. Students are expected to cover all their own expenses. Mental Health and Wellness Promotion of mental health and wellness health through a variety of theoritical perspectives. Seminar, 3 hours per week. Restriction: students must have a minimum of 12.0 overall credits. Inclusive Programming in Early Childhood Education Theories and best practices for the education of young children across the disabilities spectrum. Seminar, 3 hours per week. Restriction: open to BECE students. Education as a Socio-Political System Concepts and controversies related to legal, ethical, professional, organizational, political and administrative aspects of education in Canada. Seminar, 3 hours per week. Restriction: students must have a minimum of 12.0 overall credits. Note: a recommended elective for students planning to apply to the Administration and Leadership field in the Master of Education Program. Research Methods in Education Trends in research design, ethics and data analysis. Seminar, 3 hours per week. Restriction: students must have a minimum of 12.0 overall credits. International Advanced Internship School or Community-based field experiences in international settings analysed in relation to transnational pedagogy which may include notions of concentric storying, social justice, human rights, and standards of practice. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior) BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd (Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Note: complete online application prior to registration. Students are expected to cover all expenses associated with the internship. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P95 and 3P96. EDUCATION SCIENCE COURSES Science for Primary/Junior Teachers Science instruction and curriculum for the Primary and Junior level. Instruction in individual disciplines provide a foundation appropriate for Primary/Junior science instruction through background, materials, exercises and resources for doing elementary school science. Lectures, lab, 3 hours per week. Restriction: students must have a minimum of 5.0 overall credits. Note: open to students intending to apply to a faculty of education and who have not taken university science courses beyond the science context requirements. Designed to meet the science admission requirement for the Primary/Junior Teacher Education program of the Faculty of Education at Brock University. For additional information contact the Teacher Education Department, Faculty of Education. Science for Elementary School Teachers Focus on teaching the foundations of the science curriculum at the elementary level (grades 4-8). Selected issues in contemporary science education, as well as the application of computer software in the science classroom. Lectures, seminar, practicum, 3 hours per week. Restriction: open to BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors with a minimum of 9.0 overall credits. Note: students must have a Police Record Check deemed appropriate by the Faculty of Education. For additional information contact the Associate Administrative Director of Concurrent Education. MASTERS PREPARATION IN EDUCATION COURSES Graduate Study Preparation Seminar Academic and social skills needed to successfully transition to graduate study in Canada. Topics include identifying appropriate graduate programs, securing referees, understanding application protocols, writing statements of intent, and succeeding in interviews. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Note: activities may include attending university open-houses, peer-mentoring and graduate student shadowing. Canadian Cultural Practices Emphasis on the acculturation process experienced by international students studying in Canada. Introduction to the academic and social expectations of study-life within Canadian post-secondary programs. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Note: cultural enrichment activities include field trips to local landmarks and participation in Canadian cultural celebrations. Critical Pedagogy and Social Justice Exploration of Paulo Freire, Henry Giroux, bell hooks, and others writing within critical pedagogy as the basis for the connection between 'education' and social justice projects. Topics include oppressive regimes of power/knowledge, indigenous knowledges, and critical pedagogy as a social movement, as revolutionary and transformative. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Ontario Education (K-12) Structure and organization of elementary and secondary education within Ontario. Public, private, and alternative school systems; consideration given to the multiple educational paths available to Ontario students. Topics include governance, funding, curriculum, teacher education, student achievement, equity and ethics. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Introduction to Research Qualitative and quantitative research methods undertaken for research within Education and related disciplines. Deeper understanding of the nature and processes of research, and skills to critically read and evaluate research. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Philosophical Perspectives in Education Underlying philosophical frameworks forming the basis for the organization of contemporary educational practices. Original writings in education philosophy for intellectual inquiry. Current critical issues within education through multiple philosophical lenses. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. In/Equity, Diversity and Change in Education Critical understanding of social in/equity through the intersecting discourses of gender, race, class, sexuality, age, ability, and language, and how this discursive matrix frames educational experiences. Institutional and individual strategies developed to re/situate, re/visit, and re/claim the politics of meaning and experience. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. The Organization of Canadian Higher Education Post-secondary education work that supports students' development and learning. Topics include knowledge creation, distribution, and maintenance; academic freedom; dissenting opinion; academic integrity; student agency and accountability; the teacher-student dynamic and regulatory structures within higher education. Emphasis on interconnectedness of issues and acculturation for international students. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Qualitative Research Methods Theory and praxis of using qualitative research methods to investigate social phenomena. Topics include the relation between theory and methods, research design, power dynamics, ethics, accessing participants, interviewing and other methods, and working with school boards and other agencies. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Prerequisite(s): MPCE 6P05. Quantitative and Mixed Methods Research Extending students' understandings of quantitative and mixed methods research. Topics include the identification of an appropriate issue for investigation, project design, ethics, data collection and analysis, and implications. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Prerequisite(s): MPCE 6P05. INTERNSHIP COURSES Internship I Community or school-based placement. Examining the process and theory of teaching in relation to curriculum development, observation, documentation and evaluation. Restriction: open to BECE students. Note: students are responsible for their own transportation and require a current police record check, with a vulnerable sector screening. Internship II Students will be placed in a community or school based placed placement. Developing a foundation for and skills in developmental programming. Restriction: open to BECE students. Note: students are responsible for their own transportation and require a current police record check, with a vulnerable sector screening. |
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2015-2016 Undergraduate Calendar
Last updated: September 3, 2015 @ 09:07AM