MASTER OF
EDUCATION
2006-2007 description

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Course Descriptions

A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the MEd registration guide. It is to be noted that in the event that insufficient numbers register in a given course, the course may be cancelled. Selection of courses is usually made with a program consultant.

Curriculum Studies

(C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses)

EDUC 5P00 (C)
Curriculum Theory and Design
An introductory overview of the historical and epistemological foundations of curriculum theory and design. The course includes critical analysis of various conceptions and orientations to curriculum, and connections to past and current classroom practice. This course is a pre-requisite for other courses in the curriculum stream.
Note: Core course in Curriculum Studies.

EDUC 5P01 (R)
Innovative Curriculum
Based on learning/teaching principles, innovative curriculum models appropriate for our changing times are explored. Applicable to all levels of education, multidisciplinary, interdisciplinary and transdisciplinary approaches are investigated from a holistic perspective. Epistemological assumptions, conceptual frameworks, learning outcomes, and assessment procedures underlying each approach are explored from an active learning perspective. Students completing this course will forfeit credit in EDUC 5V01.

EDUC 5P02 (R)
Science in the School Curriculum
An analysis of science (elementary and secondary) curriculum organization and rationale including an overview of current approaches. Curriculum emphases in science teaching are examined via multimedia approach and the use of classroom ideas and science activities relevant to the primary, junior and intermediate student.

EDUC 5P03 (R)
Writing Development
Explores current theories of writing development, both in terms of developmental stages and implications for pedagogy. The Ontario Curriculum and Provincial Language Standards are examined. Participants take part in a writing process experience throughout the course.
Student completing this course will forfeit credit in EDUC 5V04.

EDUC 5P04 (O)
Innovative Assessment***
Concepts, information and strategies for designing multiple approaches to assessing “authentic” student performance. Emphasis is on developing comprehensive assessment plans and implementing these plans in the classroom.
Students completing this course will forfeit credit in EDUC 5V02.

EDUC 5P06 (R)
Narrative: Learning, Teaching and Research***
Explores the nature of story from a variety of perspectives. How can we use story in our
Master teaching to become better teachers? How can story be a framework for all curriculum? What can we learn from our personal narratives to clarify our philosophy of education? How can we use narrative as a research tool? Can story be a tool for transformation?
Students completing this course will forfeit credit in EDUC 5V06.

EDUC 5P07 (O)
Social and Environmental Studies in Context
Identification, analysis and critique of contemporary and recurring social and environmental issues. Attention given to historical, political, economic and geographic contexts and to responses of agencies and individuals. Trends and cycles explored and the role of education critiqued.

EDUC 5P08 (O)
Language Development*
The changes in language from childhood to maturity and the ways in which education can enhance them. Issues in the psychology of language will be analysed in terms of their implications for language teaching and the language curriculum. A particular emphasis will be given to unresolved problems in language development and language teaching.

EDUC 5P09 (R)
Literacy Development*
Major models of literacy development examined in terms of their instructional implications. Acquisition of literacy competencies emphasized within cognitive and social frameworks. Methods of instruction analyzed in light of research and practice.

EDUC 5P12 (O)
An Introduction to School Mathematics
The goals, methods and content of school mathematics at the elementary- and secondary-levels; emphasizes the major issues and trends in mathematics instruction and curriculum.

EDUC 5P16 (R)
Designing Curriculum to Develop Thinking Abilities
A critical investigation of past and current conceptions and theories on teaching thinking will be examined. The pedagogical challenges of addressing various modes of thinking in educational contexts will be explored. Consideration will be given to approaches to teaching thinking across the curriculum. Students will be encouraged to explore specific modes of thinking in relation to their practice.

EDUC 5P18 (R)
Contemporary Issues in Curriculum
Current curriculum issues are researched, presented and discussed.
Prerequisite: at least one credit in Curriculum Studies or permission of the instructor.

EDUC 5P22 (R)
Technology, Change and the Curriculum
An overview and understanding of the impact of computer technology and the emerging information age on society and schools and the need to reflect resulting changes in the school curriculum. Candidates will examine ways to integrate new technology (including microcomputers) and information age skills into the curriculum.

EDUC 5P26 (R)
Curriculum: Design and Implementation
An examination of procedures for designing and implementing large and small-scale curriculum initiatives in educational contexts will be investigated. Past and current curriculum design and implementation models will be critically examined from various perspectives including student, teacher, and administrator.

EDUC 5P27 (R)
Curriculum: Evaluation and Change
Evaluation and change theories in relation to educational contexts will be examined. Underlying assumptions of evaluation and change processes as they inform curriculum initiatives will be addressed. Specifically, the complexity of the change process and procedures necessary for successful implementation will be explored. Future directions in program evaluation will also be considered.

EDUC 5P28 (O)
Curriculum in Elementary and Secondary Physical Education
An advanced course in physical education in which the nature and scope of public and secondary school physical education is considered. Issues and research in physical education curriculum theory will be reviewed within the context of general curriculum theory. Developmental consideration with respect to children, instructional strategies, evaluation and problems and future trends will be examined.

EDUC 5P29 (O)
Leisure Education
The concept and application of leisure education with emphasis on “education for leisure” in the schools. Special consideration is to be given to the development of integrated and interdisciplinary units of instruction in leisure education and lifestyle planning. Application of leisure research in education as it relates to Canada and other countries will be covered.

EDUC 5Q01 (O)
Explorations in Applied Linguistics
Linguistic foundations for second-language learning, teaching and evaluation. Examination of relevant contemporary theory, classroom based research and practice. Integration of theoretical models, research evidence and experience.

EDUC 5Q02 (O)
Pedagogical Grammar
Models of pedagogical grammar and their relationship to theories of second-language acquisition. Focus on issues arising in classroom learning. Application of grammatical analyses to teaching/learning problems.

EDUC 5Q03 (O)
Speech Processing in a Second Language
Principles of articulatory and acoustic phonetics in second-language pedagogy. Theory and practice of listening instruction, including a critique and evaluation of comprehension-based methods in a communicative syllabus. Theory and practice of second-language pronunciation and speaking. Critique of computerized speech processing in second-language instruction.

EDUC 5Q04 (O)
Critical Developments in Second-Language Reading
Models of the process and pedagogy of second-language reading. Practical and theoretical foundations for decisions regarding materials design and instructional methodology. Rationale and methodology for the definition and use of literary texts in second-language pedagogy.

EDUC 5Q05 (O)
Theory and Practice in Second-Language Writing
Theoretical models of writing and instructional practices. Relationship between writing and grammar, first-language literacy skills and second-language writing. CALL materials for the development of writing skills, their theoretical foundations and practical implications.

EDUC 5V01-5V18
Special Topics in Curriculum
Seminar for students wishing to pursue a special topic in Curriculum Studies.

EDUC 5V03 (O)
2005-2006: Culture, Identity, and Pedagogy: Advancing a Lived Curriculum***
Examines the complex process by which curriculum is enacted in educational contexts, in particular, the influence of culture, identity and pedagogy. Explores culture and identity(s) in relation to both teachers and students. Emphasized pedagogies that support equitable educational experiences. Examines multicultural and antiracist frameworks and theories underpinning the practices these perspectives support.

EDUC 5V07 (O)
2005-2006: Mathematical and Scientific Problem Solving***
Introduces various models and theoretical formulations of problem solving in the fields of mathematics and science education. Participants in the course will study empirical research findings and the underlying methodological approaches adopted in problem solving research. Students will also conduct case studies of problem solving interactions.

EDUC 5V09 (O)
2005-2006: Narrative for Professional Development***
Focuses on an ongoing professional development model that is based on narrative. Explores the creation of a personal and living set of standards of professional practice. Narratives will be explored using narrative research techniques such as concentric storying. Dominant themes from our stories will be explored from the perspective of their effectiveness in our professional lives. New stories will be generated to encourage professional development and transformation.

EDUC 5V10 (O)
2005-2006: The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry***
Examines the scholarship on embodiment in order to deepen an understanding of various ways the body has been inscribed by political, social and cultural factors. It will also consider the implications for ways of knowing in and through the body in relationship to arts-based curricula and inquiry. Embodied knowing will be defined and examined from a variety of perspectives: philosophical, holistic/environmental, literary/poetic, feminist, health, educational and arts-based. The relationship of philosophies of the body and their relevance to us as researchers, educators, artists, care-givers, health practitioners and human beings will be addressed.

EDUC 5V15 (O)
2005-2006: Families, Schools and Education***
An examination of research, issues and policy related to family influences on literacy development and academic achievement home and community partnerships in education and school councils. Explores curriculum models and evaluation research related to family literacy and parental involvement program development. Reviews research methods used in the study of family influences in education.


*Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning or Integrated Studies.

***Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies.


Studies in Teaching and Learning

(C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses)

EDUC 5P30 (C)
Introduction to Studies In Teaching and Learning
An overview and application of basic educational foundational theory to the types of decisions educators make before, during and after contact with students, peers, administrators and community groups. Emphasis on a variety of perspectives for critical and personal analysis of issues related to teaching behaviour.
Note: Core course in Studies in Teaching and Learning.

EDUC 5P31 (R)
Sociological Foundations of Education
Changing relationships between groups within the school system, the local community and the larger society from different sociological perspectives. Emphasis on both theoretical and practical aspects of current educational concerns.

EDUC 5P32 (R)
Concepts and Issues in Learning***
Familiarizes students with factors that influence learning and memory. A developmental perspective is used to review factors that influence the mind including long and short term memory, attention, and metacognition. Reviews the importance of providing students ing the principles of explicit instruction and scaffolding. Students will have the opportunity to participate in learning and memory experiments and the teaching of a learning strategy.

EDUC 5P33 (R)
Developmental Issues in Teaching and Learning
Issues from adult life span psychology are used to formulate a personal developmental framework understood through the use of lifemapping techniques. Renewal, reflection and critical awareness are used as ways of understanding life and career paths and other effects on teaching and lifelong learning.

EDUC 5P34 (0)
Sociology of Minority Groups in Canadian Education
The equality of educational opportunity as it relates to various ethnic-linguistic, socio-economic and religious minorities in Canada. Educational policy making will be examined in relation to changing rural and urban school populations resulting from past and present immigration and migratory trends.

EDUC 5P35 (R)
Adult Teaching and Learning***
A practitioner’s examination of literature and practice relating to adult education. Topics include the unique identity of the adult learner; theoretical foundations of adult education; the workplace as an educational setting; action research. Institutional and public settings for consideration originate from the interests of those in the class.

EDUC 5P36 (R)
Critical Perspectives in Adult Learning***
Questioning the theoretical origins and possibilities of adult learning in light of a variety of field-based practices and experiences. Some topics may be learner determined; others might relate to thinking, technology, aging processes, work, personal and professional identity, spirituality and ethics.

EDUC 5P37 (R)
Developmental and Educational Issues in Children and Adolescents***
Issues from child and adolescent developmental psychology are used to examine a personal developmental framework. Renewal, reflection, and critical awareness are used as ways of understanding past educational experience and their links to teaching and lifelong learning.
Students completing this course will forfeit credit in EDUC 5V31.

EDUC 5P38 (R)
Clinical Diagnosis of Learning Disabilities in Literacy Acquisition*
Clinical diagnosis of difficulties in acquiring reading and writing skills. The student will be trained to administer diagnostic tests, make observations and write a report for a client of the Reading Clinic.
Prerequisites: one of EDUC 5P09, 5P32, 5P39, 5P45.

EDUC 5P39 (R)
Understanding Literacy Problems*
Examination of theories and research on literacy acquisition problems. Emphasis on understanding developmental lag in oral language, reading and writing. Critical study of research and practice related to instructional strategies for students with such difficulties.

EDUC 5P40 (R)
Developing a Personal Philosophy of Educational Practice***
A critical examination of the concepts, principles and ideals that underlie contemporary education. Emphasis will be placed on making connections between educational visions and practices so that students can develop defensible philosophies of education.

EDUC 5P41 (R)
Special Issues in Early Childhood Education I*
Evaluation of early childhood education programs. Research on the effect of past and present program models on child development will be considered with a view to designing curricula for young children that encourage optimal growth.

EDUC 5P43 (R)
Invitational Approaches to Education***
A critical analysis of the principles and educational implications of invitational theory. Emphasis is placed on connecting invitational theory to emotional intelligence, self concept, interpersonal skills, organizational strategies and democratic practice.

EDUC 5P45 (O)
Learning Problems in the Classroom: Diagnosis and Programming in Special Education*
Major theories, research and instructional strategies developed for the learning disabled child. Current perspectives and controversies on identification, intervention and causative factors will be critically evaluated. An emphasis will be placed on implementation of effective intervention strategies through case study.

EDUC 5P46 (O)
Behavioural Disorders in Special Education*
An analysis of the behavioural disturbances of children and adolescents. Topics include aggression, hyperactivity, autism and other significant behavioural disorders. Since controversies exist over cause, symptomology and treatment of many of these disorders, several viewpoints will be presented. Case study analysis will be used to promote critical thinking skills and help relate theory to practice.

EDUC 5P50 (R)
Gender Issues in Education***
Gender as an important aspect of school life. Emphasis is on classroom interaction patterns, curriculum materials and the procedures used to evaluate and promote teachers into administrative roles such as school principal. Historical, sociological and psychological explanations for differences in men’s and women’s experiences in schools are explored.
Students completing this course will forfeit credit in EDUC 5P80.

EDUC 5P51 (O)
Holistic/Global Perspectives in Education*
Focusses on learning and the whole person (adult or child). Educational programs with holistic/global perspectives will be examined in their philosophical, psychological and social contexts. Topics to be explored include integrated studies, multiple intelligences, guided imagery, metaphor, story, collaborative learning and creative problem solving.

EDUC 5P53 (R)
Evaluating Teaching Effectiveness**
A survey course with the focus on the types of teacher evaluation currently employed locally, nationally and internationally. Principles and procedures involved in assessing teaching effectiveness are examined from different perspectives including self, students and superordinates.

EDUC 5P58 (R)
The Reflective Practitioner***
Explores the notion of the reflective practitioner and what this means in professional practice. Participants will explore a wide range of views of thinking, the production of knowledge, the creation of meaning and being in the world. Participants will actively engage in a collaborative reflective process that utilizes readings, dialogue, writing and images.

EDUC 5V30-5V70
Special Topics in Teaching and Learning
Seminar for students wishing to pursue a special topic in Studies in Teaching and Learning.

EDUC 5V32 (O)
2005-2006: The Social Nature of Learning***
An examination of current theoretical and methodological perspectives that emphasize the social nature of learning. Consideration will be given to learning in both formal and informal settings, including the workplace.

EDUC 5V40 (O)
2005-2006: Learning Problems in the Classroom: Part II***
Additional study of theories, research and instructional strategies for children with learning disabilities. Current perspectives and controversies in the areas of identification, causation, and remediation will be critically evaluated.
Prerequisite: EDUC 5P45 or permission of the instructor.

EDUC 5V41 (O)
2005-2006: Advanced Topics in Learning Disabilities***
Current research on the cognitive, affective, and linguistic correlates of learning disabilities will be considered. Controversies over identification and intervention strategies will be evaluated. Advanced technological supports will also be reviewed.
Prerequisite: EDUC 5V40 or permission of the instructor.

EDUC 5V60 (O)
2005-2006: Art, Culture and Museums in Education***
This course is intended to familiarize practising and potential school educators with the philosophy and practice of education in museums and art galleries, emphasizing a sociocultural approach. Explores trends and issues surrounding field trips, outreach programs, educational kits, and "virtual museums." Considers the impact of the use of these teaching resources on the quality of the learning experience. Focuses on the development of practical knowledge through an action research project.

EDUC 5V69 (O)
2005-2006: Education Through The Arts***
Explores the contribution which educating through art, drama, music and writing can have for all children in the curriculum. Insights are gained from examining the cognitive, social, kinetic and problem-solving strategies used by creative people. Such strategies, when used in the classroom, become a tool for enhanced and meaningful learning for all children.

EDUC 5V70 (O)
2005-2006: Comparative Studies of Education in Developed and Developing Nations***
Current education issues with a global perspective are researched, analyzed and discussed within a theoretical comparative framework. A central focus is placed on the role education plays in national development in selected developed and developing nations.


*Course may be counted for credit in either Cur-riculum Studies or Studies of Teaching and Learning or Integrated Studies.

**Course may be counted for credit in Studies of Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies.

***Course may be counted for credit in Curriculum Studies, Studies of Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies.


Organizational and Administrative Studies in Education

(C = Core Courses, R = Rotating Electives, O = Oc-casional Electives, I = Independent Courses)

EDUC 5P60 (C)
Educational Administration: The Theoretical Context
A retrospective analysis of administrative theory and practice in organizations. Traces the development and evolution of organizational studies through modernist, critical theory and postmodernist discourses. Topics range among the historical, political, ethical and social aspects of administering organi-zations from an educational perspective.
Note: Core courses in Studies in Organizational and Administrative Studies in Education.

EDUC 5P62 (R)
Educational Administration: The Political Context
The structure, pattern and process of political in-fluence on levels of education in Ontario. Policy making and implementation. The use of commis-sions, task forces and other devices to determine policy. Intra- and extra-organizational bodies and their influence on the educational system.

EDUC 5P64 (O)
Ethics in Educational Leadership***
Familiarizes participants with principles, practices, trends and issues related to ethics in educational leadership. Participants will explore various moral philosophies, ethical principles and ethical reasoning frameworks. Emphasis is on ethical and moral reasoning underlying dilemmas of administrative practice in a variety of organizational settings.
Students completing this course will forfeit credit in EDUC 5V83.

EDUC 5P65 (R)
Judgment in Administrative Decision Making
The exercise of discretion, a central element in administrative decision-making, is studied from a multi-disciplinary perspective. This will enable students to understand administrative decision making, to appreciate the link between discretion and policy implementation, and to improve their decision making abilities through case study analysis built on real life situations.

EDUC 5P70 (O)
Educational Administration: The Social Context**
A theoretical and structural study of the social context of supervision and administration in institutions along with the ethical implications of those functions. Relevant case studies focus on the relationship between schools and society, the microculture of educational institutions, the sociology of power.

EDUC 5P72 (R)
Effecting Change in Organizations***
Current trends and issues underlying organizational change processes analyzed to understand and facilitate change initiatives in educational organizations. Examines modern and postmodern orientations, models, strategies and leadership initiatives examined.

EDUC 5P73 (R)
Educational Leadership and Management***
Principles, practices, trends and issues of leadership and management in educational settings. Attention to leadership and management styles, practices, tasks and models. Participants are encouraged to reflect on and analyze their own leadership experiences in light of theories studied.

EDUC 5P74 (R)
Organizational Behaviour in Educational Institutions***
Attention to ways that individual, group and organizational characteristics affect behaviours of individuals in educational organizations. Communication, decision making, conflict resolution, leadership, motivation, learning and change processes are explored to uncover some principles and practices of organizational behaviour.

EDUC 5P75 (O)
Educational Administration: The Financial Context
An analysis of trends and issues in the financing of education in Canada, including the demand for and supply of educational services, factors influencing educational cost, approaches to educational planning, taxation for education grant structures, budgeting and collective bargaining.

EDUC 5P76 (O)
Educational Administration: The Legal Context
Legal requirements, constraints and influences on education in Ontario. Federal and provincial statutes and regulations and case law as related to education law.

EDUC 5P85 (R)
International Education***
A cross-disciplinary study of international and intercultural problems in their social context including all educative efforts that aim at fostering an international orientation in knowledge and attitudes. Examines various theoretical and conceptual frameworks of International Education and their relationship to associated areas such as Multicultural Education, Comparative Education, Global Education, Development Education, and other topics. Implications for creating curriculum and pedagogical strategies for enhancing International Education will be explored.

EDUC 5V80-5V89
Special Topics in Organizational and Administrative Studies in Education
Seminar for students wishing to study a specific problem area in Organizational and Administra-tive Studies.

EDUC 5V82 (O)
2005-2006: The Accountability Challenge***
Reviews accountability from ancient times to the present day. Discussion is informed by literature from education, health, government, and business. Examines the inherent challenges of accountability, underlying principles and elements, current practices and dilemmas, and future trends. A comparative, multi-disciplinary course.

EDUC 5V89 (O)
2005-2006: Learning in Organizations***
An overview of the theory and research in the emerg-ing field of organizational learning. Examines the implications and applications of organizational learning concepts in education, health care and business. Of interest to teachers, nurses, trainers and consultants seeking to increase their under-standing of the role of learning within the context of organizations.

**Course may be counted for credit in Studies in Teaching and Learning, Organizational and Adminis-trative Studies in Education or Integrated Studies.

***Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies.


Cross-Focus/General Purpose Courses

(C = Core Courses, R = Rotating Electives, O = Oc-casional Electives, I = Independent Courses)

EDUC 5F95 (I)
Thesis Tutorial in Educational Studies
A research project carried out in collaboration with a faculty adviser and relevant resource personnel.
Prerequisite: EDUC 5P90 and approval of the De-partment of Graduate and Undergraduate Studies in Education. Students are required to complete EDUC 5P90 before registering in EDUC 5F95.

EDUC 5N99 (O)
Graduate Seminar in Education
A non-credit graduate seminar which focusses on contemporary issues in educational research that students encounter while preparing their proposals, projects and theses. Students and their supervisors will present their proposals and/or their research to seminar participants.

EDUC 5P55 (R)
Introduction to Studies in Education***
Introduces graduate students to education as a field of study, and to multiple ways of knowing. The course will provide an overview of current educational trends and issues and a foundation of research literacy. In addition to these content areas, the course will assist students with developing a master’s level of scholarship, establishing a research community, planning a coherent program, and accessing available support services.

EDUC 5P90 (I)
Project/Thesis Proposal Tutorial
The development of a proposal which will provide the framework for the student’s project or thesis. The proposal will be formally presented to the project supervisor. The proposal contract form must be completed and returned to the graduate depart-ment of the Faculty of Education before students will be allowed to register for this course. May be taken concurrently with any other course except EDUC 5P93 or EDUC 5F95.
Note: students are required to complete EDUC 5P90 before registering in either EDUC 5P93 or EDUC 5F95.

EDUC 5P91 (O)
Tests, Measurement and Evaluation for the Classroom Teacher***
The various types of evaluation data teachers use to make judgments about student growth, data source management, interpretation and communication.

EDUC 5P92 (C)
An Introduction to Educational Research
An interdisciplinary analysis of research methods used in education with an emphasis on basic re-search concepts and their application.
Note: this is a required course for all students.

EDUC 5P93 (I)
Project Tutorial in Educational Studies
An individual investigation or analysis of a special problem in contemporary educational practice. The topic of the project must be approved by a faculty adviser who will also supervise and guide the student during the preparation of the project. Students are required to prepare two copies of the final document according to the published MEd project guidelines.
Prerequisite: EDUC 5P90. Students are required to complete EDUC 5P90 before registering in EDUC 5P93.

EDUC 5P94 (R)
Advanced Writing Seminar***
An interdisciplinary approach to scholarly writing and publishing in higher education. The dif-ferent stages of the writing and publishing cycle are explored in relation to students’ interests. The main objective is to give students a sense of self as writer.

EDUC 5P95 (R)
Qualitative Methods in Educational Research***
Examines research approaches using a variety of qualitative methods including: case studies, inter-view strategies, action research approaches, biography, ethnography and historical methods. Combined designs will be discussed as ways of gaining novel insights into educational events.
Prerequisite: EDUC 5P92 or permission of the instructor.
Students completing this course will forfeit credit in EDUC 5V90.

EDUC 5P96 (I)
Educational Internship***
A one-semester field experience for MEd students not normally available through either coursework or the exit requirements. Provides an opportunity for a supervised placement that may entail one or more of the following outcomes: limited fieldwork; writing of an analytical report; critical self-performance evaluation with supervisory assistance; effective professional networking.
Prerequisite: Permission of department chair on the basis of a written application.
Note: Only one internship course may count towards the MEd degree.
Students completing this course will forfeit credit in EDUC 5V96.

EDUC 5P97 (C)
Introduction to Integrated Studies
An introduction to education as a scholarly field, including the history of educational research, the development of the three fields of study in the Brock MEd program. The course looks at current educational issues from multiple perspectives and examines changing roles and strategies for graduate students in education.
Note: Core course in Integrated Studies.

EDUC 5P98 (I)
Independent Study in Education
Specialized study on an individual basis under the direction of a faculty supervisor.
Prerequisite: permission of Department Chair on the basis of a written application.
Note: only one independent study course may count towards the MEd degree.

EDUC 5V90-5V98
Special Topics in Graduate Education
Seminar for special topics of a general nature.

EDUC 5V94 (O)
2005-2006: Quantitative Methods in Educational Research***
This course examines quantitative approaches used in educational research, which include experimental designs, correlational studies, and surveys. Students will review basic statistical procedures and learn skills for analysing and interpreting data in educa-tional research studies.

***Course may be counted for credit in Curriculum Studies, Studies in Teaching and Learning, Organi-zational and Administrative Studies in Education or Integrated Studies.

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