Last updated: December 14, 2020 @ 12:00PM
Education
Master of Education (MEd)
Field(s) of Specialization
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
mvanderlee@brocku.ca
Field of Specialization Coordinator, Social and Cultural Contexts of Education
Leanne Taylor
ltaylor3@brocku.ca
Field of Specialization Coordinator, Teaching, Learning, and Development
Ann-Marie DiBiase
adibiase@brocku.ca
Field of Specialization Coordinator, Administration and Leadership in Education
Xiaobin Li
xli@brocku.ca
Research Officer
Snezana Ratkovic
905-688-5550, extension 4793
WH32E
sratkovic@brocku.ca
Administrative Coordinator, Graduate Programs
Wanda Burger
905-688-5550, extension 5496
WH114
wburger@brocku.ca
Administrative Coordinator, Undergraduate Program
Betty Chambers
905-688-5550, extension 3082
WH113
bchambers@brocku.ca
Graduate Assistant
905-688-5550, extension 3994
WH127
med@brocku.ca
Administrative Assistant, Office of International Initiatives
Mae Leong
905-688-5550, extension 5777
WH65
oii@brocku.ca
https://brocku.ca/education/currentstudents/graduateed
Master of Education
Program Description
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.
Admission Requirements
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/
Field(s) of Specialization
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.
Degree Requirements
Program Pathway Options
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.
MEd International Student Program (MEd ISP)
Program Description
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.
Admission Requirements
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.
Degree Requirements
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.
Course Descriptions
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.
Social and Cultural Contexts of Education
EDUC 5P00
Part I: Preparing the Ground
A team-taught interdisciplinary overview of the philosophical, sociological and literary pillars of pedagogical practice.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P00 may result in required withdrawal from the program. Successful completion is required in order to register in EDUC 5P01.
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.
EDUC 5P07
Contemporary Issues in Global Education
Identification, analysis and critique of contemporary and recurring social, economic, political and environmental issues within a global educational framework. Exploration of how issues apply to elementary and secondary curriculum and instructional practices.
EDUC 5P09
Theories of Literacy
Historical analysis of literacy instruction as a continuously contested site of educational discourse.
EDUC 5P10
The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry
Examines the scholarship on embodiment to understand how the body has been inscribed by political, social and cultural factors. Consider ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Exploration of the relevance to researchers, educators, artists, caregivers and health practitioners.
EDUC 5P11
Culture, Identity, and Pedagogy: Advancing a Lived Curriculum
Examines the enactment of curriculum in educational contexts in relation to teachers and students. Analysis of multicultural and antiracist frameworks, theories and pedagogies that support equitable educational experiences.
EDUC 5P13
Sociological Foundations of Education
Analysis of the relationships among and between schools, communities and societies from sociological perspectives. Exploration of the theoretical and practical aspects of current educational concerns.
EDUC 5P14
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.
EDUC 5P15
Developing a Personal Philosophy of Educational Practice
Critical analysis of concepts, principles and ideals that underlie contemporary education. Emphasis on the connections between educational visions and practices for the development of a defensible educational philosophy.
EDUC 5P17
Theoretical Orientations in Sociology and Equity Studies in Education
Analysis of the development of sociological studies in education, which address the social, economic and political concerns of diverse groups in Canada. Exploration of how the social construction of race, class and gender intersect to produce hierarchies in our stratified society.
EDUC 5P19
Children's Literature and Theory in Education
Contemporary children's fiction, poetry and theoretical approaches including reader-response and feminist theory. Intended for those interested in putting literature back into literacy.
EDUC 5P20
History and Philosophy of Education
Critical analysis of historical and contemporary theories and educational philosophies in light of current debates about purposes of education in pluralistic societies. Explore contemporary cultural contexts using alternative educational theories.
EDUC 5P21
Comparative and International Education
Cross-disciplinary study of international and intercultural issues in social context. Exploration of the implications for curriculum and pedagogical strategies in associated areas including Multicultural, Comparative, Global and Development Education.
EDUC 5P24
Socially and Culturally Situated Learning
Examination of contemporary theoretical and methodological perspectives that emphasize the social construction of learning and knowing. How these perspectives influence the ways that we understand the content and process of learning in individual and group settings.
EDUC 5P25
Gendering Educational Histories
Exploration of conflicted histories of masculine and feminine pedagogical philosophies, traditions and discourses. Recover women's voices buried under the masculine pedagogical practices of benchmarks, goals and other authoritarian measures.
EDUC 5V01-5V18
Special Topics in Social and Cultural Contexts in Education
Seminar for students wishing to study a specific problem area in Social and Cultural Contexts in Education.
EDUC 5V14
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.
Teaching, Learning, and Development
EDUC 5P30
Development, Learning and Curriculum
Overview and application of basic educational foundational theory to the types of decisions educators make before, during and after contact with students, colleagues, administrators and community members. Emphasis on a variety of perspectives for critical and personal analysis of current issues in the field.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P30 may result in required withdrawal from the program.
EDUC 5P31
Families, Schools and Learning
Examination of research, educational policy and issues related to family literacy, academic achievement, and home/ community partnerships. Exploration and analysis of curriculum models and research related to family literacy and parental involvement.
EDUC 5P32
Learning and the Mind
Exploration of cognitive factors that influence learning including long and short-term memory, attention, and metacognition. Review of principles of explicit instruction and scaffolding. Participation in mini-experiments related to memory, learning and strategic instruction.
EDUC 5P33
Development, Life-Long Learning and Meaning-Making
Critical understandings of developmental issues in education using life-span psychology and narrative methodologies. Exploration of professional aging and development using theoretical and practical approaches and implications for teaching and learning.
EDUC 5P34
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.
EDUC 5P35
Adult Teaching and Learning
Examination of theoretical foundations of adult teaching and learning, characteristics of adult learners in diverse contexts, and guiding principles for practice. Exploration of current topics including women as learners, technology, self-directed learning, andragogy and transformative learning. Designing, facilitating and evaluating adult learning activities.
EDUC 5P36
Critical Perspectives on Adult Learning
A critical examination of a variety of perspectives on adult education. Understanding and analyzing the conceptual frameworks that underlie adult education practices across a variety of contexts. Critical perspectives to personal practice and topics of interest.
EDUC 5P37
Developmental and Educational Issues in Children and Adolescents
Explores issues from child and adolescent developmental psychology. Develops a personal framework for understanding past, present and future educational experiences.
EDUC 5P38
Clinical Diagnosis of Reading Difficulties and Disabilities
Participation in a practicum-based course with a client of the Reading Clinic. Using formal reading assessments to determine client's reading strengths and weakness. Engaging in parent intake, report writing and parent debriefing.
EDUC 5P39
Understanding the Reading Process and Reading Difficulties
Exploration of the reading process and associated theories of reading ability. Examining factors that influence students' reading abilities and evidence-based practices that support the development/enhancement of these skills. Exploring topics of related interest.
EDUC 5P41
Early Childhood Education
Exploration of the research on the effectiveness of past and present program models of child development with the intent of designing curriculum for young children that encourages optimal growth.
EDUC 5P42
Innovative Practices in Curriculum/Assessment (K-16)
Examination of contemporary practices that bridge accountability and relevance based on learning/teaching principles. Exploration of curriculum alignment with an emphasis on assessment into instructional strategies.
EDUC 5P43
Invitational and Holistic Approaches to Education
Creative application of invitational and holistic theory to teaching, learning, and curriculum practices. Connecting theory to multiple intelligences, emotional intelligence and self-concept, interpersonal skills, integrated studies, collaborative learning and creative problem solving, and organizational strategies and democratic practice.
EDUC 5P44
Curriculum Design, Implementation and Evaluation
Examination of past and current curriculum design, implementation and assessment models from the perspective of students, teachers and administrators. Exploration of future directions in program design, implementation and evaluation.
EDUC 5P45
Learning Difficulties in the Classroom: Diagnosis and Programming
Examination of major theories, research and instructional strategies developed for students with exceptionalities. Critical analysis of current perspectives and controversies on identification, intervention and causative factors. Exploration of effective intervention strategies through case study.
EDUC 5P46
Behavioural Disorders in the Classroom
Analysis of the behavioural disturbances of children and adolescents. Examination of biological, psychological, behavioural and cognitive models regarding etiology, diagnosis and interventions. Topics include oppositional defiant disorder, conduct disorder, hyperactivity anxiety and depression. Case study analysis to connect theory to practice.
EDUC 5P47
Emotional Lives in the Classroom
Investigation of students' emotional experiences and self-knowledge through psycho-educational research, inclusive philosophies and educational practices.
EDUC 5P48
Science in the Curriculum
Analysis of elementary and secondary science curriculum including current approaches. Emphasis on the use of multimedia and instructional activities.
EDUC 5P49
Writing Development
Exploration of current theories of writing development, in terms of both developmental stages and implications for pedagogy. The Ontario Curriculum and Provincial Language Standards are examined. Participants take part in a writing process experience throughout the course.
EDUC 5P52
Contemporary Issues in Higher Education
Exploration of expectations, roles and stakeholder functions in relation to changing educational and professional environments in higher education. Topics include information and communication technology, distance learning, public accountability and performance indicators.
EDUC 5P54
Designing Curriculum to Develop Thinking Abilities
Analysis and application of past and current conceptions and theories on how to develop critical and reflective thinking skills across the curriculum.
EDUC 5P55
Mathematics in the Curriculum
Analysis of elementary and secondary mathematics curriculum including current approaches. Emphasis on major issues and trends.
EDUC 5P56
Technology in the Curriculum
Analysis of the impact of computer technology and the information age on society and schools. Examination of the integration of new technology (including microcomputers) and information-age skills into the curriculum.
EDUC 5P57
Physical Education in the Curriculum
Exploration of the nature and scope of elementary and secondary school physical education. Examination of the issues and research in physical-education curriculum theory. Future trends with respect to student development, instructional strategies and evaluation.
EDUC 5P59
The Arts in the Curriculum
Examination of the contributions of educating through art, drama, music and writing for meaningful learning. The cognitive, social, kinesthetic and problem-solving strategies used by creative persons.
EDUC 5V30-5V70
Special Topics in Teaching, Learning, and Development
Seminar for students wishing to study a specific problem area Teaching, Learning, and Development.
EDUC 5V40
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.
EDUC 5V51
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.
Administration and Leadership in Education
EDUC 5P60
Constructions of Organization
Analysis of organizational theories as they relate to educational institutions. Emphasis on how people shape and are shaped by organizations and how reciprocal processes affect administrative and professional practice. 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.
EDUC 5P62
Politics, Power, and Policy in Education
Examination of policymaking as a political process. Focus on the actors who negotiate educational policy and their conflicting and shared interests.
Prerequisite(s): EDUC 5P60
Note: Failure to obtain a minimum grade of 70% in EDUC 5P62 may result in withdrawal from the program.
EDUC 5P63
Accountability and Education
Critical and historical examination of accountability. Influence of ideology and governance on educational practice.
EDUC 5P64
Ethics in Educational Decision Making
Exploration of the consequential nature of decision making. Analysis of the impacts of discretionary power, ethical frameworks and decision-making models on administrative practice.
EDUC 5P65
Constructing an Administrative Identity
Confronting common and sensitive administrative challenges in educational organizations using issue-based approach. Focus on social and psychological dimensions of defining and constructing administrative identity.
EDUC 5P70
The Social Context of Administration
Examination of the role of educational administrators in perpetuating and/or disturbing social order. Focus on educational administrators' obligations and entry points into social justice policies, practices, and discourses.
EDUC 5P72
Effecting Change in Education
Analysis of mandated and emergent change in educational institutions. Focus on developing informed responses that balance stability and change for sustainable improvement.
EDUC 5P73
Challenges of Educational Leadership
Exploration of purposes and assumptions of leadership in educational contexts. Examining tensions and connections between leadership and management in administrative and professional practice.
EDUC 5P74
Life in Educational Organizations
Examination of interpersonal tensions and dynamics in educational settings. Focus on shared and contested norms and assumptions that affect growth, development, and practice of all organizational members.
EDUC 5P75
Resource Allocation in Education
Examination of political economies of education through theories and practices of resource acquisition and distribution. Analyzing linkages among interests, resources, decisions, and outcomes.
EDUC 5P76
Living with(in) the Law
Examination of issues, interests and judgments in education case law. Analyzing how legal decisions influence administrative and professional practice.
EDUC 5P77
Learning in Organizations
Examination of contested theories and practices in organizational learning and knowledge systems. Exploration of the influence of personal learning experiences on organizational learning.
EDUC 5V80-5V89
Special Topics in Administration and Leadership in Education
Seminar for students wishing to study a specific problem area in Administration and Leadership in Education.
General Courses
EDUC 5D91
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.
EDUC 5K95
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.
EDUC 5N99
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.
EDUC 5P80
Foundations of Educational Inquiry
Examination of the philosophical and historical foundations of educational inquiry through an issues-based teaching and learning model that treats knowing as an active, analytic, creative, and personal process. Connections between educational inquiry and personal and professional development through empirical (data-based), conceptual, and personal inquiry approaches.
Note: Failure to obtain a minimum grade of 70% in EDUC 5P80 may result in withdrawal from the program.
EDUC 5P81
Personal Narratives in Educational Research
Exploration of the nature and understanding of story from a variety of perspectives. Consider the use of story as a framework and tool for teaching, learning, research, and personal and professional development.
EDUC 5P82
Quantitative Methods in Educational Research
Examination of quantitative approaches used in educational research including experimental designs, correlational studies, and surveys. Review of statistical procedures and skills for analyzing and interpreting data.
Prerequisite(s): EDUC 5P92 or permission of the instructor.
EDUC 5P83
Conceptual Methods in Educational Research
Extensive and comprehensive glossary of educational concepts upon which contemporary educational theory is based. Application to various learning contexts, especially conceptual essays and foundational arguments.
EDUC 5P84
Exploring Approaches to Professional Development
Exploration of theoretical and experiential approaches to professional development. Personal set of "living" standards of practice, appreciative inquiry, ongoing study groups, and narrative approaches. Analyzing the role of professional development for teacher development, learning organizations, and educational reform.
EDUC 5P85
Reflective Practice
Exploration of the notions of reflective practice and reflective scholarship, including self-study narratives and practical action research. Personal forms of inquiry involve reflection in, on, for, and about practice.
EDUC 5P86
Data-Based Decision Making
Examination of statistical techniques and data-mining strategies that facilitate the use of data for decision making related to classroom, school, and organizational planning.
EDUC 5P87
Evaluating Teaching Effectiveness
Examination of methods for evaluating teaching at all levels of education. Issues related to student ratings and teacher performance appraisal as determinants of teaching quality, and relationship between teaching effectiveness and student achievement.
EDUC 5P88
Belief and Experience in Qualitative Research
Interpret and represent qualitative research beginning with intuitive experiences including personal, cultural and religious. Examining contradictions between experience and personal beliefs. Exploring broader understandings of how educational research is applied to improve the lives of others.
EDUC 5P92
An Introduction to Educational Research
Interdisciplinary analysis of research methods used in education with an emphasis on basic research concepts and their application.
Note: This is a required course for all students; failure to obtain a minimum grade of 70% in this course could result in required withdrawal from the program.
EDUC 5P94
Advanced Writing Seminar
An interdisciplinary approach to scholarly writing and publishing in higher education. Exploration of the stages of the writing and publishing cycle in relation to personal interests, and a sense of self as writer.
EDUC 5P95
Qualitative Methods in Educational Research
An examination of research approaches using a variety of qualitative methods including: case studies, interview strategies, action research approaches, biography, ethnography and historical methods. Combined designs will be discussed as ways of gaining novel insights into educational events.
EDUC 5P96
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.
EDUC 5P98
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.
EDUC 5P99
Introduction to Studies in Education
Education as a field of study and multiple ways of knowing. Review of current educational theories, trends, and issues. Provides a foundation for research literacy.
EDUC 5Q96
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
EDUC 5Q97
Culminating Seminar in Educational Studies
Culminating seminar integrating theory and accumulated knowledge related to fields of specialization and to practice. Exit paper must be approved by course instructor.
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.