Educational Leadership, K-12 M.Ed. -Fall 2013
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 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 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 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 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 904-5 Fieldwork III
The Faculty Sponsor will provide further information regarding the Fieldwork course.
EDUC 883-5 M.Ed. Comprehensive Examination
The examination is graded on a satisfactory/unsatisfactory basis.
* Program courses and order of delivery may be subject to change.
Applicants must meet SFU master's admission requirements.
- A bachelor's degree with a cumulative grade point average of at least 3.0/4.33 (B), or a grade point average of at least 3.33/4.33 (B+) based on the last 60 credits of undergraduate courses from a recognized university, or the equivalent. In exceptional cases, applications will be considered where the applicant has followed an alternate educational path and the applicant has extensive experience in an educational or professional setting.
- Submitted evidence that the applicant is capable of undertaking advanced work in the area of interest. This is usually judged from letters of reference from qualified referees and an academic writing sample.
- Several years of exemplary and varied educational and professional experience, preferably in the area of interest.
Students whose primary language is not English may be required to satisfy the University and the graduate program committee as to their capability in English (i.e. TOEFL / IELTS scores). Academic equivalency by country.
Frequently Asked Admission Questions on the Graduate and Postdoctoral Studies website.
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