SFU Calendar 2001-2002

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Graduate Programs


8655 Education Building, (604) 291-4787 Tel, (604) 291-4320 Fax, www.educ.sfu.ca/gradprogs/

Graduate Program Director

P.H. Winne BSEd, MSEd (Bucknell), PhD (Stanford)

Graduate Degrees Offered

Master of Arts

Master of Education

Master of Science

Doctor of Education

Doctor of Philosophy

The Faculty of Education offers graduate programs leading to MEd, MA, MSc, EdD and PhD degrees in select fields of scholarly and professional studies. The nature of and requirements for degrees vary by degree and by field of study.

The MEd is a professional degree signifying advanced knowledge about and advanced training in educational practice. Minimal requirements for MEd course work/comprehensive exam programs is the completion of 35 credit hours in required and elective courses, plus a final comprehensive examination. The content of EDUC 883 MEd Comprehensive Examination varies by program.

In some programs, the MEd culminates in a project that materially and substantially relates theory to practice or that systematically examines a significant problem in education. Students enrolled in MEd programs that include a project must successfully complete a minimum of 33 credit hours divided between courses (at least 28 credit hours) and EDUC 881 Master's Project (5 credit hours).

The MA, MSc, EdD and PhD are degrees signifying advanced knowledge in a field of specialization and advanced competence in conducting significant and original research in education.

Minimal requirements for the MA and MSc degrees are successful completion of 33 credit hours of graduate work divided between required and elective courses (at least 23 credit hours) and EDUC 898 Master's Thesis (10 credit hours).

Minimal requirements for the PhD degree are successful completion of 30 credit hours of graduate work beyond requirements for a MA or MSc, consisting of 20 credit hours divided among required and elective courses and EDUC 899 Doctoral Thesis (10 credit hours).

The EdD in Educational Leadership is a professional degree signifying the acquisition of advanced knowledge and expertise in educational leadership.

Minimal requirements for the EdD degree are successful completion of 44 credit hours of graduate work, consisting of 34 credit hours divided among required and elective courses and EDUC 899 Doctoral Thesis (10 credit hours).

Admission

See Graduate General Regulation 1.3 (page 297) for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.

Applications for master's and doctoral programs in education are reviewed once each year. All parts of an application to the master's program in counselling psychology must be complete and received by January 31. All parts of an application to all other master's or doctoral programs must be complete and received by February 15. Applicants to an Individual master's program (see below) are urged to begin the application process well in advance of this deadline. In some cases, an interview may be required.

Admission is granted to a specific degree and to a particular program or program specialization. Decisions about admissions are available on April 15 or the first business day thereafter. Application packages, available after November 30, are available from the office of Graduate Programs by post, telephone, fax or e-mail: Graduate Programs, Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC, V5A 1S6.

MA, MEd, MSc, PhD and EdD program information

778.782 -4787 tel, 778.782 4320 fax, educgdpg@sfu.ca

Off-campus MEd program information

778.782 -5897 tel, 778.782 -4320 fax; ida_clayton@sfu.ca

Internet information

www.educ.sfu.ca/gradprogs

Supervision

A pro-tem advisor will be appointed by the director of graduate programs upon admission. The pro tem advisor offers counsel regarding elective courses and other matters and, in those programs requiring a project or thesis, about selecting a committee to supervise this work. For additional information on supervisory committees, refer to the Graduate General Regulations, section 1.6 (page 300) and the Faculty of Education Graduate Programs Policies, Procedures, and Protocols Handbook.

Master's Programs

The MA and MSc degrees signify the acquisition of advanced knowledge in the student's field of specialization and competence in conducting significant and original research in education. Graduate programs leading to these degrees culminate with a master's thesis (EDUC 898).

The MEd is a professional degree signifying advanced knowledge about and advanced training in educational practice. All MEd programs, except an Individual program, culminate with a comprehensive exam (EDUC 883). In an Individual program, a project (EDUC 881) is undertaken that materially and substantially relates theory to practice or that systematically examines a significant education problem.

MEd Off Campus Programs

Two year MEd programs in Educational Leadership and in Curriculum and Instruction, offered in communities through the province, focus on a theme that integrates scholarly inquiry with local interests and professional practice needs. During fall and spring semesters, classes normally are scheduled every second weekend in the community where the program is situated. In the summer semesters, students typically attend classes on the SFU campus.

School districts, educational institutions, groups and individuals interested in an MEd off campus program should contact the assistant to the director for offcampus graduate programs.

Residence Requirements

see "1.7 Residence and Course Requirements"..

Research Competence Requirement

Master's students must demonstrate research competence that is appropriate to their program or program specialization to the supervisory committee's satisfaction. see "1.7.3 Course Requirements for the Master's Degree"..

Comprehensive Examinations for MEd Programs (except Individual Program)

All MEd candidates, except those in an Individual program, must take a comprehensive examination by enrolling in EDUC 883. Normally, this occurs in the semester in which course requirements are completed or in the immediately following semester. Students are advised to observe deadlines for adding courses in planning the semester in which they enrol in EDUC 883. The Faculty of Education Graduate Programs Policies, Procedures, and Protocols Handbook provides details about the comprehensive examination.

MEd Project

This option is available only to students in an Individual program. See Individual Program below.

MA and MSc Thesis

Normally, before the fifth program course, the student presents a master's thesis research plan to the pro-tem advisor or a tenured or tenure track member of the Faculty of Education whom the student proposes to be senior supervisor. Following the plan approval by the senior supervisor and at least one other University faculty member chosen in consultation with the senior supervisor, the supervisory committee is formed and the student proceeds to the thesis. The master's thesis will be examined as prescribed in the Graduate General Regulations sections 1.9 (page 301) and 1.10 (page 302).

Programs of Study for a Master's Degree

Educational Leadership

This part time, cohort program leads to the MA or MEd degree and is intended for current or prospective leaders engaged in educational activities in a variety of societal workplaces (e.g. schools, colleges, community agencies, health agencies, justice agencies, arts agencies).

The MA consists of five required courses (25 credit hours) plus a thesis; the MEd consists of seven courses (35 credit hours) plus a comprehensive exam. Courses are offered in the late afternoon/evening and during the day in summer session. While the program is grounded both in research and in practice, it has a strong philosophical and conceptual orientation. All these features, reflected in the program and in each course, encourage students to view issues and problems in the workplace in deeper, more complex and educative ways.

Students in both the MEd and MA programs must complete the following core courses.

Core Courses

EDUC 813-5 Organizational Theory and Analyses

EDUC 815-5 Administrative Processes

EDUC 817-5 Policy Processes

EDUC 818-5 Leadership Studies

MEd Requirements

Students will normally be admitted to the MEd course work/comprehensive exam program. In addition to the four core courses, students will complete this required course

EDUC 811-5 Fieldwork I

plus two additional courses (10 credit hours) approved by the coordinator.

EDUC 883 follows completion of course work requirements. It is held once a year, during summer session.

MA Requirements

Students admitted to the MEd course work/comprehensive examination program may, on the senior supervisor's recommendation, transfer into the MA program. The MA program requires the four core courses above plus EDUC 864. MA students must demonstrate appropriate research competence which may necessitate taking one or both of

EDUC 863-5 Quantitative Methods in Educational Research

EDUC 867-5 Qualitative Methods in Educational Research

Students may also take one or more electives as required or approved by the senior supervisor.

EDUC 898 follows completion of course work requirements.

Curriculum and Instruction

This program leads to the MA degree, which requires at least 25 credit hours of course work and a thesis (EDUC 898); or the MEd degree, which requires at least 35 credit hours of course work and a comprehensive examination (EDUC 883). It is offered to students who wish to study current literature and research in education, and use schools, classrooms, and other educational settings such as learning laboratories in which to apply and test this knowledge. Also, the program offers teachers and other educators the opportunity to update knowledge in their subject or field of specialization, as well as to critically examine their practices and underlying theories.

The Curriculum and Instruction program can be pursued as a general program or can focus on an area of specialization such as diversity in education, French education, second language education, learning disabilities and reading. Information about specializations is available from the Graduate Programs office or on the web site.

The general program's required courses are at least three core courses from the list below. Each Curriculum and Instruction program specialization adds course work requirements to the general program requirements.

Core Courses

EDUC 816-5 Development of Educational Programs

EDUC 820-5 Educational Objectives and Teaching Strategies

EDUC 822-5 Evaluation of Educational Programs

EDUC 823-5 Curriculum and Instruction in an Individual Teaching Speciality

EDUC 830-5 Implementation of Educational Programs

EDUC 833-5 Seminar in Social and Moral Philosophy and Education

EDUC 851-5 Perspectives on Technology-Supported Learning

EDUC 864-5 Research Designs in Education

Additional courses, which are core courses for specializations in curriculum and instruction, include some of the following.

EDUC 804-5 Selected Problems in Educational Technology

EDUC 811-5 Fieldwork I

EDUC 819-5 Studies in Teacher-Student Interaction

EDUC 826-5 The Reading Process

EDUC 827-5 Individual Differences in Learning

EDUC 828-5 Instructional Practices in Reading

EDUC 829-5 Contemporary Issues in Learning Disabilities

EDUC 832-5 Teaching Composition: Research and Practice

EDUC 857-5 Issues and Topics in Environmental Education

EDUC 858-5 Contemporary Research and Classroom Practices in French Immersion

Arts Education

This program leads to a master of education course work/comprehensive exam (MEd) or MA degree. The MEd requires 35 credit hours and a final comprehensive examination including the following.

Foundational Studies

all of

EDUC 848-5 Ideas and Issues in Aesthetic Education

EDUC 849-5 Artists, Society and Arts Education

EDUC 850-5 Creativity and Education

Curriculum Areas

all of

EDUC 852-5 Education and Dramatic Art

EDUC 868-5 Curriculum Theory and Art Education

EDUC 869-5 Music Education as Thinking in Sound

Electives

Students must complete one course from the Faculty of Education or from the School for the Contemporary Arts. These include the following.

FPA 811-5 Interdisciplinary Graduate Seminar I

FPA 883-5 Studio in FPA I

FPA 887-5 Selected Topics in Fine and Performing Arts

FPA 889-5 Directed Study in Fine and Performing Arts

The course chosen must be justified by reference to the student's educational background, goals and to the relevance and coherence of the electives in relation to the rest of the program. Students may move to the MA after completing four courses.

Comprehensive Examination/Thesis

A final comprehensive exam is required for MEd students. A thesis is required for MA students.

Secondary Mathematics Education

This cohort program, leading to the MSc (thesis) or MEd (course work/comprehensive exam) in the teaching of secondary school mathematics, is offered jointly by the Faculty of Education and the Department of Mathematics.

For the MSc (thesis) degree, as well as writing a thesis which will be supervised by a member of the Faculty of Education or the Department of Mathematics, students complete 25 credit hours (see below). Students pursuing the MEd (course work) option will, in addition to 25 credit hours, take a minimum of 10 credit hours of graduate electives in education and/or mathematics, and a comprehensive exam. Students will select a degree option in consultation with faculty members.

Core Courses

EDUC 844-5 The Research Basis of Mathematics Education

EDUC 846-4 Foundations of Mathematics Education

EDUC 847-4 Teaching and Learning Mathematics

MATH 603-4 Foundations of Mathematics

MATH 604-4 Geometry

MATH 605-4 Mathematical Modelling

Intermediate and Elementary Mathematics Education

This program leads to the MA or MEd course work/comprehensive exam degree and meets the needs of practising elementary and intermediate grade teachers. Students complete 25 credit hours in education and mathematics and a master's thesis (10 credits). MEd students complete 35 credit hours, of which 25 are core courses with a minimum of 10 elective hours in education and/or mathematics and a comprehensive exam. After the first four courses are completed, the student, in consultation with faculty members, will choose either the MA or MEd option.

Core Courses

EDUC 844-5 The Research Basis of Mathematics Education

EDUC 845-4 Learning Mathematics with Computers

EDUC 846-4 Foundations of Mathematics Education

EDUC 847-4 Teaching and Learning Mathematics

MATH 601-4 Discovering Mathematics I

MATH 602-4 Discovering Mathematics II

Electives

The remaining courses are selected from graduate level courses in the Faculty of Education or in the Department of Mathematics and Statistics.

Counselling Psychology

This program leads to an MA or an MEd degree. The MA program is for students interested in careers as counsellors in schools, colleges, and community agencies. Students pursue a general program with opportunities for specialization provided in course work and field work. Students in the counselling MA program must complete a minimum of 35 hours of course work and a thesis. All MA students must complete the core requirements listed below.

MA Core

EDUC 811-5 Fieldwork I

EDUC 812-5 Fieldwork II

EDUC 862-4 Individual Assessment Procedures

EDUC 870-5 Theories of Counselling

EDUC 874-5 Counselling Skills and Strategies

EDUC 898-10 Masters Thesis

MA students must also complete one methodology research course selected from the list below in consultation with the senior supervisor.

EDUC 863-5 Quantitative Methods in Educational Research

EDUC 864-5 Research Designs in Education

EDUC 866-5 Advanced Qualitative Research in Education

EDUC 867-5 Qualitative Methods in Educational Research

EDUC 975-5 Advanced Quantitative Methods in Educational Research

In addition, MA students must complete a minimum of two elective courses selected in consultation with the senior supervisor. Electives may be selected from the MA/MEd electives list.

The MEd program is for students who wish to become counsellors in educational settings. The program consists of a minimum of 50 credit hours of course work and a comprehensive exam. All MEd students must complete the core requirements listed below.

MEd Core Courses

EDUC 811-5 Fieldwork l

EDUC 812-5 Fieldwork II

EDUC 862-4 Individual Assessment Procedures

EDUC 864-5 Research Designs in Education

EDUC 870-5 Theories of Counselling

EDUC 874-5 Counselling Skills and Strategies

EDUC 877-5 Contemporary School Counselling

EDUC 883-0 MEd Comprehensive Examination

In addition, MEd students must complete a minimum of four elective courses selected in consultation with the senior supervisor. Electives may be selected from the MA/MEd electives list.

MEd Comprehensive Examination (EDUC 883)

Students take a comprehensive examination after the completion of the course work and supervised field experiences. The examination will be set by the faculty members associated with the program, in association with the director, and will cover two areas: ethics and professional practice.

MA/MEd Electives

A course may not count as a core and an elective. Acceptable courses may include the following.

EDUC 803-5 Educational Program Supervision

EDUC 805-5 Social Development in the School Context

EDUC 819-5 Studies in Teacher-Student Interaction

EDUC 822-5 Evaluation of Educational Practice

EDUC 829-5 Contemporary Issues in Learning Disabilities

EDUC 833-5 Seminar in Social and Moral Philosophy and Education

EDUC 839-5 Western Perspectives on Childhood, Child-Rearing and Education

EDUC 860-5 Contemporary Psychology of Education and Instructional Applications

EDUC 863-5 Quantitative Methods in Educational Research

EDUC 866-5 Advanced Qualitative Research in Education

EDUC 867-5 Qualitative Methods in Educational Research

EDUC 871-5 Family Counselling

EDUC 873-4 Vocational Counselling

EDUC 876-5 Cognitive Intervention Research

EDUC 878-5 Group Counselling

EDUC 970-5 Systems and Paradigms in the Psychology of Education

EDUC 975-5 Advanced Quantitative Methods in Educational Research

Psychology of Education

This program, leading to the MA degree, studies theories, basic and applied research, and research methods in the psychology of education. Students admitted to the MA program may apply to transfer to the PhD program in Psychology of Education upon successfully completing MA course work as described below and apply course credits and residence accumulated in the MA program to the PhD program. see "1.7 Residence and Course Requirements".. Students may apply for transfer credit if graduate work completed at another institution duplicates courses in this program.

Core (required courses)

EDUC 805-5 Social Development in the School Context

EDUC 827-5 Individual Differences in Learning

EDUC 840-0 Graduate Seminar

EDUC 860-3 Contemporary Psychology of Education and Instructional Applications

EDUC 864-5 Research Designs in Education

and one of

EDUC 863-5 Quantitative Methods in Educational Research

EDUC 867-5 Qualitative Methods in Educational Research

Electives

Students will select one additional graduate course relevant to their interests and the study of the Psychology of Education in consultation with and approved, in advance, by their pro-tem advisor.

Thesis

EDUC 898-10 Master's Thesis

Individual Program

In exceptional cases, when no other regularly offered master's program can accommodate special interests, an applicant may propose a unique curriculum called an Individual Program. The curriculum of an Individual Program must include a minimum of (a) 30 credit hours of course work plus EDUC 881 Master's Project for a MEd Degree, or (b) 25 credit hours of course work plus EDUC 898 Master's Thesis for a MA Degree

Individual Program applicants must file with their application a plan of study and research. The plan should clearly and thoroughly described: (a) the inquiry to be pursued for the master's project or thesis, (b) courses proposed and their sequence (using a form supplied), (c) a rationale for how the proposed courses contribute toward the master's project or thesis, and in light of (a) - (c), (d) how the applicant's interests are not met by a regularly offered master's program. The plan must be developed with and approved by a faculty sponsor who automatically becomes the senior supervisor of the master's project or thesis. A second person suitably qualified in relation to the project or thesis joins the supervisory committee normally before the completion of the fourth course in an Individual Program.

In addition to other criteria considered for admission, the director of graduate programs will adjudicate the plan of study and research regarding availability of resources to support it and whether it can be completed in reasonable time.

Doctoral Programs

Doctoral degrees signify the acquisition of advanced knowledge in a field of specialization and advanced competence in conducting significant and original education research. The EdD program emphasizes leadership in education. The PhD programs accentuate theoretical and professional studies plus advanced scholarly inquiry in education. Both degrees culminate in a comprehensive examination (EDUC 983) and a doctoral thesis (EDUC 899). Requirements for doctoral degrees vary by program.

Residence Requirements

see "1.7 Residence and Course Requirements"..

Comprehensive Examination

All doctoral candidates must take a comprehensive examination by enrolling in EDUC 983. This is a prerequisite to EDUC 899. Normally, the comprehensive exam is taken in the semester in which course requirements are completed or the immediately following semester. Students are advised to observe deadlines for adding courses for the semester in which they enrol in EDUC 983. The Faculty of Education Graduate Programs Policies, Procedures, and Protocols Handbook provides details about the comprehensive examination.

EdD and PhD Thesis

Normally, before the fourth program course, the student presents a doctoral thesis research plan to the pro-tem advisor or a tenured or tenure track Faculty of Education member whom the student proposes to be senior supervisor. Following the senior supervisor's approval and at least one other member of the University faculty chosen in consultation with the senior supervisor, the supervisory committee is formed and the student proceeds to the thesis. The thesis will be examined as in Graduate General Regulations 1.9 (page 301) and 1.10 (page 302).

For EdD students, the supervisory committee should include a third member who is a qualified professional educator from the world of practice.

Upon supervisory committee approval, the completed thesis is examined as in the Graduate General Regulations, sections 1.9 (page 301) and 1.10 (page 302).

Programs of Study
Arts Education

This program, leading to a PhD, is for those interested in becoming scholars and leaders in art education. Students are required to complete the following.

Educational Theory

EDUC 901-5 Seminar in the History of Educational Theory

EDUC 902-5 Interdisciplinary Seminar in Contemporary Educational Theory

Arts Core

EDUC 945-5 Doctoral Seminar in Arts Education

Curriculum Specialization

EDUC 910-5 Directed Readings

Thesis

EDUC 899-10 PhD Thesis

Courses in research methodology may be required depending upon the student's research interests.

Curriculum Theory and Implementation

This program leads to the PhD degree. It requires successful completion of the following course work, amounting to a total of 20 credit hours beyond the requirements for the MA, MSc or MEd.

EDUC 901-5 Seminar in the History of Educational Theory

EDUC 902-5 Interdisciplinary Seminar in Contemporary Educational Thought

EDUC 911-5 Colloquium in Curriculum Theory I

EDUC 912-5 Colloquium in Curriculum Theory II

The supervisory committee may require further work in the Faculty of Education or other faculties. Students are encouraged to draw additional courses from related departments outside the Faculty of Education.

Mathematics Education

Curriculum Theory and Implementation PhD program candidates who wish to specialize in mathematics education must have prior knowledge of issues related to mathematics teaching and learning.

Students must complete the following.

EDUC 901-5 Seminar in the History of Educational Theory

EDUC 902-5 Interdisciplinary Seminar in Contemporary Educational Theory

EDUC 910-5 Directed Readings

EDUC 946-5 Doctoral Seminar in Mathematics Education

and one of

EDUC 911-5 Colloquium in Curriculum Theory (I)

EDUC 912-5 Colloquium in Curriculum Theory (II)

Psychology of Education

This PhD program studies theories, basic and applied research, and research methods in the psychology of education. The program does not prepare students for registration with the BC College of Psychologists. Students may apply for transfer credit if the course is deemed acceptable to the degree. Exact transfer credit equivalence is not required, providing the courses are assessed as such. Admitted students must satisfy all requirements for the MA program in the Psychology of Education. If EDUC 975 was taken in the MA program, it is waived from the core.

Core

EDUC 840-0 Graduate Seminar

EDUC 970-5 Systems and Paradigms in the Psychology of Education

EDUC 971-5 Advanced Topics in the Psychology of Education

EDUC 972-5 Colloquium in the Psychology of Education

EDUC 975-5 Advanced Quantitative Methods in Educational Research

Electives

Students will select two additional graduate courses relevant to their interests and the study of the psychology of education in consultation with and approved, in advance, by their pro-tem advisor.

Thesis

EDUC 899-10 Thesis

EdD in Educational Leadership

This program, leading to an EdD degree, is for educational administrators who work full time so classes are held on extended weekends and during the summer. This degree looks beyond educational leadership as the application of generic management techniques. It prepares leaders for situations where technique is insufficient and prepares educational leaders to deal with currently pressing issues and to understand deeper ethical, political, socio-cultural, technological, and educational matters.

Courses are divided into four areas of required courses as follows.

Intellectual Foundations (10 credit hours)

EDUC 901-5 Seminar in the History of Educational Theory

EDUC 902-5 Interdisciplinary Seminar in Contemporary Education Theory

Professional Foundations (20-25 credit hours)

EDUC 960-5 Doctoral Seminar: Ethics, Law and Professional Leadership

EDUC 961-5 Doctoral Seminar: Educational Governance, Reform and Diversity

EDUC 962-5 Organizational Leadership, Accountability, and the Public Interest

EDUC 963-5 Critical Approaches to Problem Definition

and one or more electives as required or approved by the senior supervisor (3 or 5 credit hours)

Research Methods Seminars (6 credit hours)

EDUC 950-3 Educational Research Paradigms A

EDUC 951-3 Educational Research Paradigms B

Thesis (10 credit hours)
Thesis Preparation Seminars (no credit)

EDUC 840-0 Graduate Seminar

Thesis

EDUC 899-10 Thesis

Graduate Courses

EDUC 702-2 Directed Readings
EDUC 703-3 Directed Readings
EDUC 704-4 Directed Readings
EDUC 705-5 Directed Readings
EDUC 710-714-3,4,5 Special Topics
EDUC 720-724-3,4,5 Special Topics
EDUC 803-5 Educational Program Supervision

The course systematically examines school-based variables amenable to administrative manipulation and associated with student achievement.

EDUC 804-5 Selected Problems in Educational Uses of Technology
EDUC 805-5 Social Development in the School Context

This course involves an examination of theoretical, empirical and practical literature on social and emotional development in young children and its application to education and school settings.

EDUC 806-5 Selected Problems in Higher Education
EDUC 809-5 Graduate Seminar
EDUC 811-5 Fieldwork I
EDUC 812-5 Fieldwork II
EDUC 813-5 Organizational Theory and Analyses

This course critically examines organizations in which educational leaders work from different theoretical perspectives and in light of research evidence. It also critiques several past and current reform initiatives, and explores specific topics in-depth. A central and pervasive question of the course concerns organizational purposes, especially with respect to learning, and how these purposes are served by organizational structures and processes.

EDUC 815-5 Administrative Processes

This course examines the administrative world in which educational leadership occurs, including: administrative ideologies, theories of practice and institutional arrangements; values analysis; and technical fields such as financial, legal and human resources. This is complemented by an introduction to current research findings and to distinct theoretical traditions (e.g. structural-functional, interpretive and critical) in which research examining administrative processes is conducted. Topical issues and problems will be explored within the conceptual framework of the course

EDUC 816-5 Development of Educational Programs

Theories and practices for planning and developing programs in educational institutions.

EDUC 817-5 Policy Processes

This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.

EDUC 818-5 Leadership Studies

This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.

EDUC 819-5 Studies in Teacher-Student Interaction

Consideration of systems for analysing teacher interaction and their use in analysing the student's own classroom teaching. The course will also deal with models of instruction designed to achieve various categories of educational objectives.

EDUC 820-5 Educational Objectives and Teaching Strategies

Focuses on the development of appropriate teaching strategies to achieve particular educational objectives.

EDUC 821-5 Philosophical Issues in Classroom Practices

Philosophical examination of assumptions underlying practical problems in classroom teaching. Some of the main issues examined include: distinguishing teaching, indoctrination, and conditioning; the use of compulsion, manipulation, and discipline; student/teacher relationships; child-centered education; alternative education; punishment and behavior modification. It also focuses on assumptions underlying such practices as play, learning by discovery, individualized instruction, and open education.

EDUC 822-5 Evaluation of Educational Programs

Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.

EDUC 823-5 Curriculum and Instruction in an Individual Teaching Speciality

An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.

EDUC 824-5 Seminar in English as a Second Language

Students examine the use of grammars in language teaching, linguistic influences on learner English, current models in English as a second language, and learning acquisition.

EDUC 825-5 Curriculum and Instruction in English as a Second Language

Students examine the principles underlying curriculum design and evaluation materials based on various teaching methods. Students will design curricula for non-native speakers of English.

EDUC 826-5 The Reading Process

This course has a decidedly theoretical emphasis. Topics for study include: reading as a physiological process; psychological models of word processing; models for language and reading comprehension. The literature for this course will draw heavily upon current educational, psycholinguistic and psychological writings. Prerequisite: EDUC 473.

EDUC 827-5 Individual Differences in Learning

Students will examine current conceptions of individual differences that characterize the heterogeneity of students' abilities in school. Educational implications will also be addressed.

EDUC 828-5 Instructional Practices in Reading

The history of reading materials and methods will be discussed, and past and present instructional practices in reading evaluated in terms of state-of-the-art knowledge of instructional research; methods of analysing reading materials will be critiqued. Prerequisite: EDUC 826 or consent of the instructor.

EDUC 829-5 Contemporary Issues in Learning Disabilities

Selective issues important and current in the learning disabilities field are examined in depth. The objective is to enable students to master a significant body of knowledge in the learning disabilities field, and to identify areas of interest for their eventual thesis research. Prerequisite: EDUC 422.

EDUC 830-5 Implementation of Educational Programs

Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.

EDUC 831-5 Seminar in Philosophy and Educational Theory

Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/schooling/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making.

EDUC 832-5 Teaching Composition: Research and Practice

This course leads students to understand, examine, and evaluate research and practice in the teaching of English composition, stressing a writing process and the integration of literature and language study.

EDUC 833-5 Seminar in Social and Moral Philosophy and Education

An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.

EDUC 836-5 Advanced Seminar in Epistemology and Education

An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can `rationality' be defended as a central educational objective?

EDUC 837-5 Seminar in Education, Social Philosophy, and Sociological Theory

An in-depth study of selected topics in education and social philosophy and sociological theory.

EDUC 838-5 Judgment in Administrative Decision-Making

Students examine the exercise of judgment (discretion) as a key element in administrative decision-making, and investigate the various dimensions of the exercise of discretion: conceptual, empirical, normative and prescriptive using perspectives drawn from diverse administrative contexts.

EDUC 839-5 Studies in the History of Childhood and Education in the Western World

This course will consist of a study of origins of 20th century concepts of childhood and their relationship to child-rearing and education in Europe and North America.

EDUC 840-0 Graduate Seminar
EDUC 841-3 Graduate Seminar
EDUC 844-5 The Research Basis of Mathematics Education

An examination of critical issues, current research and research practices in mathematics education.

EDUC 845-4 Learning Mathematics with Computers

Experience in incorporating computers in mathematical problem solving, adaptation of materials for use in intermediate mathematics classroom.

EDUC 846-4 Foundations of Mathematics Education

An examination of historical, cultural, and psychological forces shaping the secondary school mathematics curriculum. Current developments in mathematics curriculum and in mathematics education research.

EDUC 847-4 Teaching and Learning Mathematics

The theory and practice of mathematics teaching at the secondary level. Emphasis on the nature of the learner and the function of the teacher.

EDUC 848-5 Ideas and Issues in Aesthetic Education

This course relates critical ideas in aesthetics to questions concerning the nature, purpose, and provision of the arts (visual art, music, drama, dance, literature) in education.

EDUC 849-5 Artists, Society and Arts Education

A major survey of the educational theories and practices of musicians and artists generally from medieval times to the present. The special focus will be on modern responses of musicians and artists to modern demands for mass arts education. Material will be drawn from Europe, North America, Asia, and other parts of the world where mass arts education provision occurs.

EDUC 850-5 Creativity and Education

This course involves an exploration of the concept of creativity used in educational theory and practice. Through an examination of philosophical writings, psychological studies, first hand accounts of creators, biographical and historical material, and works of art and science themselves, an attempt will be made to come to grips with some of the problems which surround this concept and thereby to evaluate views about creativity put forth in theoretical accounts and exhibited in educational practice.

EDUC 851-5 Perspectives on Technology-Supported Learning

Examines applications of technology in teaching and learning emphasizing the progression of theory and research in this area from the early 20th century through the present to predictions about the future. Related fields of inquiry to be examined include: educational technology, artificial intelligence (AI), computer assisted instruction (CAI), computer-supported collaborative learning (CSCL), distance education, and socio-political perspectives on technology.

EDUC 852-5 Education and Dramatic Art

This course involves an exploration of basic issues and questions which underlie the nature and provision of drama education in the schools. It includes a critical examination of the claims made in the theoretical literature regarding the nature and aims of drama education and an exploration of the implications for drama education curriculum and pedagogy.

EDUC 853-5 Tools, Theories and Practices of Computer Supported Colleaborative Learning

Computer-supported collaborative learning environments are designed with three principal objectives: (a) to upgrade the conceptual quality of what is learned; (b) to increase students' abilities to monitor, control and improve their own learning; and (c) to provide improved support for social aspects of learning. In this course students will critically examine the theoretical underpinnings of the design of such learning environments, and examine and contribute to developing practices in K-12 classrooms and other educational settings that make use of them.

EDUC 855-5 Multicultural and Race Relations Education: Policy Development and Program Implementation

Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.

EDUC 857-5 Issues and Topics in Environmental Education

Examines the origins of environmental education, the range of program offerings, and the educational concepts which appear to underlie them. Prerequisite: consent of the instructor.

EDUC 858-5 Contemporary Research and Classroom Practices in French Immersion

Students examine studies, reports and articles relating to French Immersion methodology, curriculum and program exploration. Students derive classroom applications and curriculum changes from these studies. Prerequisite: EDUC 481.

EDUC 859-5 Philosophy of Science and Perspectives on Education

An introductory examination of various philosophical positions about the nature of science, including logical positivism, naive realism, instrumentalism, relativism and social constructionism, and their relation to curriculum and instruction in science.

EDUC 860-3 Contemporary Psychology of Education and Instructional Applications

A survey of theory and empirical research on psychology as it relates to education. Topics include motivation, learning, group and peer interactions in classrooms, and classroom environments. In design projects, students examine and create educational activities based on research, and investigate individually chosen topics. Prerequisite: EDUC 220.

EDUC 862-4 Individual Assessment Procedures

An overview of assessment procedures used in educational and community counselling settings, including interviewing, standardized testings, and observational procedures. Review of assessment related issues such as diagnosis, ethics, bias, psychometrics, and the integration of assessment procedures into the overall counselling process. Students who have taken EDUC 872 in previous semesters may not take this course for credit.

EDUC 863-5 Quantitative Methods in Educational Research

Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 864.

EDUC 864-5 Research Designs in Education

Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit.

EDUC 866-5 Advanced Qualitative Research in Education

Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 867. Prerequisite: EDUC 864 and 867.

EDUC 867-5 Qualitative Methods in Educational Research

This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments. Prerequisite: EDUC 864.

EDUC 868-5 Curriculum Theory and Art Education

The course examines and relates conceptions of creativity and response in the visual arts to the fundamental questions of curriculum theory.

EDUC 869-5 Music Education as Thinking in Sound

This course presents the theory and practice of music education based on theories of auditory perception, musical theory, and various cross-cultural perspectives on musical behavior.

EDUC 870-5 Theories of Counselling

Students examine analytic, phenomenological, existential, behavioral and cognitive approaches to counselling, and the philosophical and personality theories upon which they are based.

EDUC 871-5 Family Counselling

Students discuss models of family dynamics and instructional interventions applicable by school personnel in family counselling interactions. Concepts and techniques will be explicated through discussion and simulation. Prerequisite: EDUC 870.

EDUC 873-4 Vocational Counselling

Provides a sound theoretical basis for career counselling activities. Major vocational theorists will be discussed along with relevant assessment considerations. Skill will be developed in such areas as utilizing community resources, obtaining vocational information, building a career information centre, job search techniques, and procedures for enhancing occupational placement.

EDUC 874-5 Counselling Skills and Strategies

Counselling skills and strategies are analysed, practiced, and critically examined. Counsellor decision-making, counselling effectiveness, and professionalism in counselling are also considered. Prerequisite: consent of the instructor.

EDUC 876-5 Cognitive Intervention Research

This course examines issues in research designed to enhance learners' cognitive processes. This research is subsumed under the broad term `cognitive interventions,' which in turn, refers to research purported to increase learners' success in learning. The issues examined include the historical context, problems and prospects of cognitive interventions. Prerequisite: EDUC 829.

EDUC 877-5 Contemporary School Counselling

An examination of contemporary approaches to school counselling. Program development, consultation skills, counselling interventions, and ethics of school counselling are considered.

EDUC 878-5 Group Counselling

An examination of contemporary approaches to group counselling. Prerequisite: EDUC 874.

EDUC 881-5 Master's Project

The project is a study that may take a variety of different forms including a survey, case study, extended essay, curriculum development project inter alia; central to its character is a concern with the application of relevant academic knowledge to professional practice. The project should normally be completed and approved in two semesters.

EDUC 883-0 MEd Comprehensive Examination

The examination is graded on a satisfactory/unsatisfactory basis.

EDUC 898-10 Masters Thesis

The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three semesters.

EDUC 899-10 Doctoral Thesis

Prerequisite: EDUC 983.

EDUC 901-5 Seminar in the History of Educational Theory

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice.

EDUC 902-5 Interdisciplinary Seminar in Contemporary Educational Theory

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal.

EDUC 903-5 Research Apprenticeship

The apprenticeship is designed to provide the student with practical experience in scholarly inquiry in close co-operation with a faculty member in the student's area of specialization.

EDUC 904-5 Fieldwork III
EDUC 905-5 Fieldwork IV
EDUC 907-5 Selected Topics
EDUC 908-5 Selected Topics
EDUC 910-5 Directed Readings
EDUC 911-5 Colloquium in Curriculum Theory (I)
EDUC 912-5 Colloquium in Curriculum Theory (II)
EDUC 945-5 Doctoral Seminar in Arts Education

The course provides a broad theoretical overview of problems and ideas associated with the nature and provision of arts education in the schools.

EDUC 946-5 Doctoral Seminar in Mathematics Education

This seminar is designed to extend and deepen students' understanding of the discipline of mathematics education. It will examine international developments, research programs, special interest groups, recent theories in learning and teaching mathematics, and issues in mathematics teacher education. Prerequisite: EDUC 846 and 847.

EDUC 950-3 Educational Research Paradigms A

The broad paradigms encompassing much current educational research are examined, with emphasis on their philosophical and assumptional bases, as well as general ethical and methodological issues. Particular attention is paid to the critical reading of research and the implications for educational leadership. In addition, students begin to identify a research topic and to develop a defensible research orientation.

EDUC 951-3 Educational Research Paradigms B

Specific methodological and ethical issues of conducting a study within the traditions of current educational research are considered, through examination of published research and through a class project. Particular attention is paid to the critical reading of research and the implications for educational leadership. In addition, students are expected to complete a preliminary proposal for their own doctoral research. Prerequisite: EDUC 950.

EDUC 960-5 Ethics, Law and Professional Leadership

This seminar examines the ethical and legal environment of professional leadership. Specifically, the course addresses moral issues and dilemmas embedded in professional practice including occupational and ordinary morality, issues of deception and honesty, informed consent, privacy and confidentiality, conflict of interest, individual and collective responsibility, inter alia. The course will use cases and personal experience as heuristics for learning.

EDUC 961-5 Educational Governance, Reform and Diversity

The nature and impact of recent wide-ranging systemic educational reform in several different countries are critically examined, through two major themes. One theme is the politics and dynamics of governance, with a particular emphasis on participatory forms of political life in a heterogeneous society. The other theme is the politics and culture of difference, and the development of community which respects these differences.

EDUC 962-5 Leadership, Accountability, and the Public Interest

The special responsibilities of leaders in educational institutions for accountability both to learners and to the wider community with respect to policies, practices and programs are the focus of this seminar. Contemporary approaches to program assessment and to ensuring cost-effectiveness in educational management are applied to cases emerging from student experience.

EDUC 963-5 Critical Approaches to Problem Definition

This course examines how problems in practice are identified, defined and understood from a variety of different theoretical perspectives. Within the common framework of the course, students will investigate a problem or issue of signficance to their individual workplaces or to their individual research endeavors.

EDUC 970-5 Systems and Paradigms in the Psychology of Education

A survey of major 20th century systems and paradigms that underlie research and theories in instructional psychology; addresses learning, cognition, motivation, methods of inquiry, and other cornerstones of the field. Prerequisite: one of EDUC 826, 829, 860, 870 or equivalent graduate course.

EDUC 971-5 Advanced Topics in the Psychology of Education

Critical analysis and synthesis of recent theoretical and empirical research in psychology of education and cognate areas. Students who have taken EDUC 865 in previous semesters may not take this course for further credit. Prerequisite: EDUC 860.

EDUC 972-5 Colloquium in the Psychology of Education

Survey of methods for synthesizing knowledge gleaned from primary and secondary research, including meta-analysis and integrative reviewing. Assignments culminate in presenting a colloquium about a topic of the student's choice to the faculty.

EDUC 975-5 Advanced Quantitative Methods in Educational Research

Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Prerequisite: EDUC 863 and 864 or permission of instructor.

EDUC 983-0 Doctoral Comprehensive Examination

The examination is graded on a satisfactory/unsatisfactory basis.



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