Through studies of theories, allied empirical research, methods of inquiry and professional practice, the program provides a foundation of knowledge across fundamental areas of educational psychology.
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the SFU Calendar. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
Admission is granted to a specific degree and to a particular program or specialization. Application information is available from the Faculty of Education.
This program consists of courses and a thesis for a minimum of 30 units.
Students must complete
An introduction to major paradigms of inquiry in educational psychology including their inherent assumptions, central concepts and dominant procedures. The practices of ethical scholarship and presentation and dissemination of knowledge in educational psychology are additional foci.
A required seminar for first-year students in master programs in Educational Psychology that is also open to graduate students from any program of study. Each week we will explore seminal topics in Educational Psychology. Weekly meetings will consist of guest lectures by faculty members in Educational Psychology, group activities, and writing workshops.
and one of
Theories and research about cognition, metacognition, motivation and self-regulated learning; applications to educational practice. Prerequisite: An undergraduate course in educational psychology or a cognate area of psychology.
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.
and one of
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.
Sociocultural criticisms of traditional views of psychological development and learning are examined, and alternatives advanced by an array of sociocultural theories and research pertaining to individual and collective development are explored with particular attention to their relevance for educational contexts, practices, and aims.
Mo 4:30 PM – 7:20 PM
HCC 2290, Vancouver
and one of
Students will learn to administer, interpret and evaluate norm-referenced measures of academic performance and behaviour (Level B) and curriculum based measures of learning in school-aged children and adolescents. Prerequisite: EDUC 805 or EDUC 842. Students must successfully complete a Criminal Record Check. Students with credit for EDUC 862 may not take this course for further credit.
Selective issues important and current in the fields of learning and developmental disorders are examined in depth. The objective is to enable students to master a significant body of knowledge in these areas and to identify areas of interest.
We 4:30 PM – 7:20 PM
WMC 3517, Burnaby
and a thesis
The thesis is a research investigation designed to generate and/or critically examine new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms. Students must also orally defend a written thesis proposal to their supervisory committee members prior to completing and defending the thesis. Graded on a satisfactory/unsatisfactory basis.
Students are expected to complete the program requirements within nine terms.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.