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Master of Education (MEd) |
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Social and Cultural Contexts of Education Teaching, Learning, and Development Administration and Leadership in Education Interim Dean David Siegel Faculty of Education Associate Dean, Student Affairs, Centres and Services Susan Sydor Faculty of Education Associate Dean, Research and International Initiatives Michelle McGinn Faculty of Education Graduate Faculty Core Faculty Professors Sheila M. Bennett (Teacher Education), Fiona Blaikie (Graduate and Undergraduate Studies), Sandra Bosacki (Graduate and Undergraduate Studies), Lorenzo Cherubini (Teacher Education), Susan M. Drake (Graduate and Undergraduate Studies), David Hutchison (Teacher Education), Julian Kitchen (Teacher Education), Chunlei Lu (Teacher Education), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Teacher Education), Ruth McQuirter Scott (Teacher Education), Coral Mitchell (Graduate and Undergraduate Studies), Lissa Paul (Graduate and Undergraduate Studies), Jennifer Rowsell (Teacher Education), Susan Tilley (Graduate and Undergraduate Studies), Mary-Louise Vanderlee (Graduate and Undergraduate Studies), Louis Volante (Teacher Education), Vera Woloshyn (Graduate and Undergraduate Studies) Associate Professors Denise Armstrong (Graduate and Undergraduate Studies), Joe Barrett (Teacher Education), Hilary Brown (Teacher Education), Darlene Ciuffetelli Parker (Teacher Education), Ann-Marie DiBiase (Graduate and Undergraduate Studies), Tony Di Petta (Centre for Continuing Studies), Joe Engemann (Graduate and Undergraduate Studies), Xavier Fazio (Teacher Education), Candace Figg (Teacher Education), Tiffany Gallagher (Teacher Education), Shelley Griffin (Teacher Education), Catherine Hands (Graduate and Undergraduate Studies), Debra Harwood (Graduate and Undergraduate Studies), Kamini Jaipal-Jamani (Teacher Education), Doug Karrow (Teacher Education), Renee Kuchapski (Graduate and Undergraduate Studies), Xiaobin Li (Graduate and Undergraduate Studies), Joyce Mgombelo (Teacher Education), Dolana Mogadime (Graduate and Undergraduate Studies), Trevor Norris (Graduate and Undergraduate Studies), Michael O'Sullivan (Graduate and Undergraduate Studies), Gail Phillips (Teacher Education), Camille Rutherford (Teacher Education), Nancy Taber (Graduate and Undergraduate Studies), Peter Vietgen (Teacher Education), Kari-Lynn Winters (Teacher Education) Assistant Professors Diane Collier (Teacher Education), Spy Dennone-Welch, (Graduate and Undergraduate Studies), Kimberly Maich (Teacher Education), Robert McGray (Graduate and Undergraduate), Michael Savage (Graduate and Undergraduate Studies), Susan Sydor (Teacher Education), Leanne Taylor (Graduate and Undergraduate Studies) Participating Faculty Professors Emeriti Sharon M. Abbey, R. Terrance Boak, Ralph Connelly, Anne Elliott, James Heap, Michael Manley-Casimir, John M. Novak, Patrick O'Neill, Merle Richards, Alan R. Wheeler, Sybil E. Wilson, Rosemary E. Young Professors Maureen Connolly (Physical Education & Kinesiology), Nancy Francis (Physical Education and Kinesiology), Zopito Marini (Child and Youth Studies), John McNamara (Child and Youth Studies), Tim O'Connell (Recreation and Leisure Studies), Associate Professors Mary Breunig (Recreation and Leisure Studies), Scott Forrester (Recreation and Leisure Studies), Gail Frost (Physical Education and Kinesiology), Shannon Moore (Child and Youth Studies),Dawn Zinga (Child and Youth Studies) Administrative Offices Chair/Graduate Program Director Mary-Louise Vanderlee Field of Specialization Coordinator, Social and Cultural Contexts of Education Leanne Taylor Field of Specialization Coordinator, Teaching, Learning, and Development Ann-Marie DiBiase Field of Specialization Coordinator, Administration and Leadership in Education Xiaobin Li Research Officer Snezana Ratkovic 905-688-5550, extension 4793 WH32E Administrative Coordinator, Graduate Programs Wanda Burger 905-688-5550, extension 5496 WH114 Administrative Coordinator, Undergraduate Program Betty Chambers 905-688-5550, extension 3082 WH113 Graduate Assistant 905-688-5550, extension 3994 WH127 Administrative Assistant, Office of International Initiatives Mae Leong 905-688-5550, extension 5777 WH65 |
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The Master of Education (MEd) program is designed to provide students with a comprehensive understanding of the theoretical perspectives that have influenced education, and a foundational understanding of research. Students apply into one of the following three fields of specialization: Social and Cultural Contexts in Education, Teaching Learning and Development or Administration and Leadership in Education. Each field of specialization has required core and elective courses although the number of required courses varies according to the field of specialization and according to the selected pathway through the program. Students may complete their program following either a Research Pathway or a Course Pathway. Only limited spaces are available for full-time funded students in the research pathway. The decision to complete a thesis or a Major Research Paper (MRP) is made after completion of the fall term for full-time students, and after course work is completed for part-time students. Courses are offered in St. Catharines as well as at Brock's Hamilton campus and Sheridan College in Oakville. The MEd program is intended to enhance the capacity of students to engage in critical reflection, scholarly inquiry, and informed educational practice. Graduates typically obtain jobs in K-12 education, higher education, health related fields, or go on to doctoral studies. Both full and part-time study is available. |
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Students will normally hold a four year Bachelor's 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 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) or equivalent score on other tests of ELP accepted by Brock University. For full listing of accepted tests see: http://brocku.ca/nextstep/international-students/english-language-proficiency/ |
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Students apply into one of the following three fields of specialization: Social and Cultural Contexts in Education, Teaching Learning and Development or Administration and Leadership in Education. Each field has required core and elective courses. The number of required courses varies depending on the field of specialization and the pathway through the program. Social and Cultural Contexts of Education This specialization engages students in a critical exploration of ideological, sociological, and literary influences on local and global educational experiences, curriculum, and pedagogical practices. Students are required to complete two core courses: EDUC 5P00: Part I: Preparing the Ground, and EDUC 5P01: Developing a Critical Language. Students in the Course Option must also complete three specialization electives, students in the MRP Option must complete two specialization electives, and students in the Thesis Option must complete one specialization elective. All electives in this specialization fall within the EDUC 5P02 to EDUC 5P29 numerical range. V-courses are courses that are being piloted and may be taken as field of specialization electives. Students in the Course Pathway may register in both the Independent Study (EDUC 5P98) and the Internship (EDUC 5P96). Students in the MRP or Thesis Pathway may register in either the EDUC 5P98 or EDUC 5P96, but not both and should take an additional researched based course. Teaching, Learning, and Development This specialization considers educational and discipline-related theories and practices related to the cognitive, social, emotional, psychological, and behavioural development of learners across the lifespan. Students are required to complete one core course: EDUC 5P30: Development, Learning and Curriculum. Students in the Course Option and the MRP Option must also complete three field of specialization electives and students in the Thesis Pathway Option must complete two field of specialization electives. All electives in this specialization fall within the EDUC 5P31 to EDUC 5P59 numerical range. V-courses are courses that are being piloted and may be taken as field of specialization electives. Students in the Course Pathway or Research MRP Pathway may register in both the Independent Study (EDUC 5P98) and the Internship (EDUC 5P96). Students in the Thesis Pathway may register in either the EDUC 5P98 or EDUC 5P96, but not both and should take an additional researched based course. 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. Students are required to complete two core courses: EDUC 5P60: Constructions of Organization and EDUC 5P62: Politics, Power, and Policy in Education. Students in the Course Option must also complete three specialization electives, students in the MRP Option must complete two specialization electives, and students in the Thesis Option must complete one specialization elective. All electives in this specialization fall within the EDUC 5P63 to EDUC 5P79 numerical range. V-courses are courses that are being piloted and may be taken as field of specialization electives. Special topic electives are offered less frequently. Students in the Course Pathway may register in both the Independent Study (EDUC 5P98) and the Internship (EDUC 5P96). Students in the MRP or Thesis Pathway may register in either the EDUC 5P98 or EDUC 5P96, but not both and should take an additional researched based course. |
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Students have the option of completing their MEd program following either a Course Pathway or a Research Pathway. Additionally, students in the Research Pathway may elect to complete either a Major Research Paper (MRP) or a thesis. Full-time students in the Research Pathway make the decision to complete either a thesis or an MRP after they have successfully completed their fall term. For this, students must submit an Application to Complete an MRP or an Application to Complete a Thesis, plus a 250-word Research Plan after their course work has been completed. Course Pathway Option: All students in the course pathway must complete: Nine half-credit courses plus the EDUC 5Q97: Culminating Seminar Research Pathway - Major Research Paper Option: All students in the Research Pathway Major Research Paper (MRP) option must complete: Seven half-credit courses plus the EDUC 5Q91: Major Research Paper Research Pathway - Thesis Option: All students in the Research Pathway Thesis option must complete: Five half-credit courses plus EDUC 5F95: Thesis Tutorial All students must complete EDUC 5P92: Introduction to Educational Research. Additionally, all full-time students must register in EDUC 5N99: Graduate Seminar in Education, a non-credit course that runs in the fall term only. Because each field of specialization has different requirements for the number of core and elective courses required, students should refer to field of specialization information, above. As long as students take the number of required courses in their field of specialization, they may take their remaining elective courses from across the fields of specialization. Full-time students in the Course Pathway nomally complete their program within three terms. Full-Time students in the Research Pathway - MRP Option, normally complete their program within four terms. Full-time students in the Research Pathway - Thesis Option, normally complete their program within six terms. The completion time for part-time students varies. |
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The MEd (ISP) is situated in the Administration and Leadership in Education field of specialization and is offered as a cohort program for full-time students only. Students begin the program in the summer term (July 2 start date) and follow a prescribed program of study. All students in this program are registered in the Course Pathway. With permission from the ISP Steering Committee and the Graduate Program Director/Department Chair, a limited number of students may transfer into the Research Pathway – MRP option after they have successfully completed the fall term. |
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Students will normally hold a four year Bachelor's 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 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 equivalent score on other tests of ELP accepted by Brock University. For full listing of accepted tests see: http://brocku.ca/nextstep/international-students/english-language-proficiency/. 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 2 of each calendar year. |
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Students must complete ten half-course credits as well as the EDUC 5N99, a non-credit course. The structure of the ISP is as follows: Summer: EDUC 5P99: Introduction to Studies in Education, EDUC 5N99: Graduate Studies in Education Fall: EDUC 5P60: Constructions of Organization; EDUC 5P73: The Challenges of Educational Leadership: EDUC 5P92: Introduction to Educational Research; EDUC 5Q96: Field Experience. Winter: EDUC 5P21: Comparative and International Education; EDUC 5P62: Politics, Power and Policy in Education; EDUC 5P72: Effecting Change in Education. Spring: EDUC 5P85: Reflective Practice; EDUC 5Q97: Culminating Seminar in Education. |
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Note that not all courses are offered in every session. Refer to the applicable timetable for details. 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. 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: https://brocku.ca/registrar/guides-and-timetable/graduate-students 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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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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 2016-17 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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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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Mathematics in the Curriculum Analysis of elementary and secondary mathematics curriculum including current approaches. Emphasis on major issues and trends. 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. 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. 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. Special Topics in Teaching, Learning, and Development Seminar for students wishing to study a specific problem area Teaching, Learning, and Development. 2016-17 Theory of Mind and Learning Across the Lifespan Engaging with critical theory and cutting edge research to explore how sociocommunicative routines in the classroom, and language development enable new modes of cognition and emotion that in turn support complex school-based social interactions. 2016-17 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. |
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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. 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. 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. 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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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. 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 5D91. Completion of this course will replace previously assigned grade and credit in EDUC 5Q91. 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: The thesis proposal application form must be submitted and approved by the Graduate and Undergraduate Department prior to registration in EDUC 5K95. Completion of this course will replace previously assigned grade and credit in EDUC 5F95. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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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2016-2017 Graduate Calendar
Last updated: December 14, 2020 @ 12:00PM