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Master of Education (MEd) Dean Mary Louise Vanderlee Faculty of Education Associate Dean, Research and Graduate Studies Catherine Hands Faculty of Education Graduate Faculty Core Faculty Professors Fiona Blaikie, Sandra Bosacki, Lorenzo Cherubini, Darlene Ciuffetelli Parker, Susan M. Drake, Xavier Fazio, Tiffany Gallagher, Shelley Griffin, Debra Harwood, David Hutchison, Kamini Jaipal-Jamani, Julian Kitchen, Chunlei Lu, Michelle McGinn, Ruth McQuirter, Dolana Mogadime, Michael Owen, Lissa Paul, Nancy Taber, Mary-Louise Vanderlee, Louis Volante, Kari-Lynn Winters, Vera Woloshyn Associate Professors Joe Barrett, Hilary Brown, Diane Collier, Ann-Marie DiBiase, Tony Di Petta, Catherine Hands, Rajiv Jhangiani, Doug Karrow, Xiaobin Li, Robert McGray, Joyce Mgombelo, Trevor Norris, Michael O'Sullivan, Camille Rutherford, Michael Savage, Leanne Taylor, Peter Vietgen Assistant Professors Mira Bajovic, Sandra Della Porta, Dane Di Cesare, Mohammed Estaiteyeh, Stanley Henry, Sally Hooper, Steven Khan, Anjali Khirwadkar, Rahul Kumar, Catherine Longboat, Michael Mindzak, Nicola Simmons, Monique Somma Professors Emeriti Sharon M. Abbey, Ralph Connelly, Coral Mitchell, John M. Novak. Participating Faculty Professors Maureen Connolly (Kinesiology), John McNamara (Child and Youth Studies), Shannon Moore (Child and Youth Studies), Tim O'Connell (Recreation and Leisure Studies), Dawn Zinga (Child and Youth Studies) Administrative Offices Chair David Hutchison Graduate Program Director Michael Savage Graduate Student Academic Coordinator Wanda Burger 905-688-5550, ext. 5496 WH114 Administrative Coordinator Eriona Tarelli 905-688-5550, ext. 3082 WH113 Administrative Assistant Natalie Reynolds 905-688-5550, ext. 4823 WH109 Graduate Assistant 905-688-5550 International Programs Manager Susan Virtue 905-688-5550, ext. 6084 WH9D susan.@brocku.ca |
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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 in the course- and research-based pathways who wish to engage in an in-depth study of one or more topics in their program will be able to examine issues and concepts within particular areas of study, or concentrations. Courses are offered at the main campus in St. Catharines and occasionally online. Both full- and part-time studies are available. The MEd program is intended to enhance the capacity of students to engage in critical reflection, scholarly inquiry, and informed educational practice. Graduates obtain credentials to pursue careers in higher education, adult education, training and / or professional development services, health related fields, or doctoral studies. |
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Applicants 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. For full listing of accepted tests see: brocku.ca/education/programs/graduate-programs/master-of-education/#program-pathway-options, and brocku.ca/education/programs/graduate-programs/master-of-education-international/. |
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Students have the option of completing their MEd program following either a Course Pathway or a Research Pathway. All students must complete EDUC 5P92 Introduction to Educational Research. Research Pathway students must complete a Thesis or Major Research Paper (MRP). Additionally, all students must register in EDUC 5N99 Graduate Seminar in Education, a non-credit course that runs in the fall term only. Students in course-and research-based pathways may take any additional course offered in the program to meet their credit requirements. Students in the course-based pathway or research-based MRP option may choose to complete their coursework in one or two concentrations, or to complete a general MEd degree with no concentrations. Students in the research-based pathway who are completing the thesis option may choose to complete their coursework in one concentration or they may complete a general MEd degree with no concentration. |
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All students in the course pathway must complete: Ten half-credit courses including EDUC 5P92 |
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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 MRP after they have successfully completed their fall term. Part-time students decide after course work is completed. 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. Students in the MRP or Thesis option may register in either the EDUC 5P98 or EDUC 5P96, but not both and should take an additional research-based course. Major Research Paper Option: All students in the Research Pathway Major Research Paper (MRP) option must complete: Seven half-credit courses including EDUC 5P92, plus the exit course EDUC 5D91 Major Research Paper. Thesis Option: All students in the Research Pathway Thesis option must complete: Five half-credit courses including EDUC 5P92, plus the exit course EDUC 5K95 Thesis Tutorial. |
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Students apply into a general MEd program, and are able to register for any course offered in the program. Most of the program's courses are clustered together into five concentrations that allow students to examine topics within particular areas of study. Each concentration has a core course, which provides foundational content for the concentration, and a selection of additional courses from which to choose. In addition to P courses, V courses are special topic electives that may be offered occasionally in response to student interest, and may be taken as concentration electives. Students must complete a minimum of three courses including the core course in a concentration in order to apply for a concentration designation on their transcripts. |
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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 must successfully complete the core course: EDUC 5P60 Constructions of Organization and at least two other courses from the following: EDUC 5P62, 5P63, 5P64, 5P70, 5P72, 5P73, 5P74, 5P75, and 5P76. A minimum of five concentration courses will be offered each academic year; however, the offerings may change from year to year. |
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Engages students in a critical examination of theories, principles, and practices that influence learners across the lifespan. This concentration also examines key issues in post-secondary organizations. Students must successfully complete the concentration’s core course, EDUC 5P05 Foundations of Adult and Postsecondary Education, and at least two other courses from the following: EDUC 5P14, 5P24, 5P33, 5P34, 5P35, 5P36, 5P51, 5P52, 5P84, and 5V40. The concentration’s core course is offered every year. Four additional courses in the concentration are offered each year on a rolling basis. |
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Focuses on critical, innovative, and contemporary approaches to curriculum and pedagogy. This concentration is designed to support preschool to postsecondary practitioners and novice researchers interested or engaged in curriculum and pedagogical reforms in formal and informal settings. In this concentration students must successfully complete the core course EDUC 5P44 and at least two other courses from the following: EDUC 5P09, 5P10, 5P41, 5P42, 5P43, 5P48, 5P54, 5P55, 5P56, 5P59, 5V14 and 5V57. The concentration's core course will be offered each year while four additional courses in the concentration are offered on a rolling basis. |
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Educational psychology applies psychological theory, research and evidence-based practice to inform teaching, learning and wellness across diverse instructional contexts. Consideration is given to evidence-based instructional designs and learning strategies that promote wellness for all learners. Students must successfully complete the concentration’s core course, EDUC 5P50 Foundations of Educational Psychology, and at least two other courses from: EDUC 5P31, 5P32, 5P33, 5P37, 5P38, 5P39, 5P45, 5P46, 5P47, 5P87, 5V40. The concentration’s core course is offered every year. Four additional courses in the concentration are offered each year on a rolling basis. |
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Engages students in a critical analysis of theoretical, political, historical, and sociocultural perspectives that inform socially just approaches to education and schooling. To attain credit for completing this concentration, students must successfully complete the concentration’s core course, EDUC 5P00 Introduction to Social Justice, Power and Politics in Education and a minimum of two additional courses from the following: EDUC 5P01, 5P07, 5P11, 5P15, 5P17, 5P20, 5P21, 5P24, 5P25, 5P62 and 5P64. The concentration's core course will be offered every year. A minimum of 4 elective concentration courses will be offered each academic year; however, the offerings may change from year to year. Note: There are some courses that are cross-listed in more than one concentration. Each cross-listed course counts as one half-credit toward the degree requirement, and students may use a cross-listed course toward the completion of one concentration of their choice, but not more than one concentration. |
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Graduate Micro-Programs (GMPs) are tailored to students interested in gaining graduate-level expertise in the field of education. Each Graduate Micro-Program is comprised of three (3) half-credit courses. Depending on courses taken, students may be able to complete their GMP in 2-3 terms. For a Graduate Micro-Program to be noted on an academic transcript, students must successfully complete all requisite courses with a grade of 70% or higher. Following successful completion of a Graduate Micro-Program and with permission from the Faculty of Graduate Studies and the Graduate Program Committee, students may apply to transfer the credits earned in up to two (2) GMPs toward the Master of Education program. |
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Applications will be considered from those with a variety of experiences and qualifications who demonstrate an ability and aptitude to succeed in graduate-level study. While the standard admissions criteria for graduate studies applies (a four-year degree with a minimum 75% average over the last two years of full-time undergraduate study), applicants who do not meet the university’s minimum academic requirements may be considered if they can demonstrate equivalent competencies. Equivalent competencies may include, but are not limited to: a three-year diploma or degree coupled with relevant work experience (usually 3+ years); significant and related professional experience (usually 5+ years); substantial and relevant learning and skills development. 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. Please see the program website: https://brocku.ca/education/programs/graduate-programs/master-of-education/#program-pathway-options for information regarding tests accepted by the MEd program. Interested applicants should submit their transcripts along with a CV/resume and a letter of intent with their application. |
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Graduate Micro-Program in Administration, Leadership and Policy |
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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 leadership identity.
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Engages students in a critical examination of theories, principles, and practices that influence learners across the lifespan of their learning. Key issues in postsecondary organizations are examined.
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Focuses on critical, innovative, and contemporary approaches to curriculum and pedagogy. The courses promote analysis of curriculum research and practice, and application of this knowledge to diverse educational contexts
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Graduate Micro-Program in Educational Psychology: Teaching, Learning and Wellness |
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Engages students in the field of educational psychology. Students will learn to apply psychological theory, research and evidence-based practice to inform teaching, learning and wellness across diverse instructional contexts.
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Graduate Micro-Program in Social Justice, Power and Politics in Education |
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Engages students in a critical analysis of theoretical, political, historical, and sociocultural perspectives that inform socially just approaches to education and schooling.
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Provides students with a broad introduction to graduate work in the field of educational studies.
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1. Some elective courses are cross-listed in more than one Graduate Micro-Program. Students may use a cross-listed course toward the completion of one Graduate Micro-Program of their choice but not towards more than one. 2. Four to five courses will be offered each academic year within each Graduate Micro-Program, however the course offerings may change from year to year. |
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Note that not all courses are offered in every session. Refer to the applicable timetable for details. Students must 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. Please note that courses may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term Introduction to Social Justice, Power and Politics in Education An interdisciplinary overview of the philosophical, sociological and literary pillars of pedagogical practice. Developing a Critical Language Theoretical approaches to practical educational situations using a problem-based approach. Foundations of Adult and Postsecondary Education Focuses on the roles, characteristics and diversity of learners across the lifespan and the contexts in which their learning occurs. A critical examination of the theories, principles, and practice of teaching and learning in global and Canadian contexts. Understanding the structures, power dynamics, governance issues, their influence on these practices, and their relationships to learning. Emphasis on a variety of perspectives for a critical and personal analysis of current issues in the field. This is the core course for the Adult and Postsecondary Education concentration. 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. Literacy for Change Examination of the ways in which literacy promises to transform lives and society. Past, current, and future issues and tensions surrounding what counts as literacy. The Body as a Site for Knowledge Examines scholarship on embodiment to understand how the body is inscribed by political, social and cultural factors encompassing health, gender, sexuality, dis/ability, class and geography. Considers ways of knowing in and through the body in relation to curriculum theorizing and inquiry. 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. 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. 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. The Right to Education: Historical Frameworks Explores the ideal of state-mandated and publicly supported education for all as a core pillar of democratic societies. This course is about critiquing the historical, philosophical and systemic underpinnings of contemporary schooling. Families, School and Community Collaboration in Education Exploration of home-school-community relations from historic to contemporary perspectives. Through an examination and analysis of research and practice, an understanding of various strategies for engaging families and community members in students' learning is developed. Emphasis is on creating models to promote collaboration for student achievement and wellbeing. 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 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. Assessing Learners' Academic Difficulties Participation in a supervised experiential learning opportunity with a client experiencing academic difficulties. Using formal assessments to determine client's areas of strength and potential improvement. Engaging in intake, report writing and 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. This is the core course for the Curriculum Studies concentration. 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 Examination of contemporary science curriculum research and practice with applications to local, provincial, national and global educational PK-20 contexts. A focus will be on innovative science curriculum models such as STEM and critical analysis of science curriculum and societal perspectives. Foundations of Educational Psychology Explores issues of teaching, learning and wellness across diverse educational settings. This is the core course for the Educational Psychology: Teaching, Learning and Wellness concentration. 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. 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. Developing Critical Thinking Analysis and application of past and current curricular and pedagogical conceptions and theories on how to develop analytical, critical, creative, innovative 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 Examination of the integration of new technologies and information-age skills into the curriculum. The impact of this integration on society and schools will be discussed. The Arts in the Curriculum Examination of the contributions of educating through art, drama, music, dance and writing for meaningful learning. The cognitive, social, kinesthetic and problem-solving strategies used by creative persons. 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. 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. 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. 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. Financing Education Examination of political economies of education through theories and practices of resource acquisition and distribution. Analyzing linkages among interests, resources, decisions, outcomes and political motives. Living with(in) the Law Examination of issues, interests and judgments in education case law. Analyzing how legal decisions influence administrative and professional practice. |
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Special Topics in Social and Cultural Contexts in Education Seminar for students wishing to study a specific problem area in Social and Cultural Contexts in Education. Understanding 21st Century Literacy Education: New, Digital, and Design Literacies Examination of critical literacy, new literacy studies, family literacy, multimodality to multiliteracies, digital literacies, and design literacies. Past, contemporary, and emerging strands of literacy education in pedagogy and theory. Special Topics in Teaching, Learning, and Development Seminar for students wishing to study a specific problem area Teaching, Learning, and Development. 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. Foundations of Environmental and Sustainability Education The history and conceptual foundations of environmental and sustainability education from Canadian and international educational contexts. Focus on key concepts, critical thinking, and dispositions important to an environmentally sustainable future. Special Topics in Administration and Leadership in Education Seminar for students wishing to study a specific problem area in Administration and Leadership in Education. Education, Democracy and the Public Good Examination of current and historical perspectives on the relationship between democracy, education, and the public good. Issues include populism, authoritarianism, political ideology, radicalism, political apathy, academic freedom, teacher freedom of speech, teacher neutrality, indoctrination, and the extent to which education is a public good - and what that might mean. |
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Graduate Seminar in Education A non-credit graduate seminar that focuses on issues for graduate students may encounter while developing their programs of study. Note: This course is required for all students. 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. |
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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. 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. Qualitative Methods in Educational Research An examination of research approaches using a variety of qualitative methods including case studies, interview strategies, action research approaches, biography, ethnography and historical methods. Combined designs will be discussed as ways of gaining novel insights into educational events. Prerequisite(s): EDUC 5P92 or permission of the Graduate Program Director. |
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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. 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. 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. Recommended for students preparing to write their theses, MRPs, or culminating papers. |
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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. Prerequisite(s): Permission of Graduate Program Director on the basis of a written application. Note: Students are required to find a faculty member and a field mentor and submit a proposal form for approval. 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 concentration or general elective course. Independent Study in Education Specialized study on an individual basis under the direction of a faculty supervisor. Prerequisite(s): Permission of Graduate Program Director 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 concentration or general elective course. Experiential Learning in Education Students learn, apply, and reflect on educational work and learning in a Canadian context. Students connect theory to practice and contribute to wider learning communities in an experiential setting. |
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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 Graduate Program Director. Note: The major research paper proposal application form must be submitted and approved by the MEd Program 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 candidate 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 Graduate Program Director. Note: The thesis proposal application form must be submitted and approved by the MEd Program prior to registration in EDUC 5K95. Completion of this course will replace previously assigned grade and credit in EDUC 5F95. Culminating Seminar in Educational Studies Culminating seminar integrating theory, practice and accumulated knowledge. Final project can be presented in multi-modal ways. Restriction: Registration restricted to students enrolled in the course-based route. Prerequisite(s): All required core courses and electives, including EDUC 5P92. |
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2023-2024 Graduate Calendar
Last updated: May 11, 2023 @ 02:53PM