Education

Dean

Michael Manley-Casimir

Chair, Graduate and Undergraduate

Studies in Education

John M. Novak

Professors

R. Terrance Boak, Michael Manley-Casimir, Susan M. Drake, John M. Novak, G. Patrick O'Neill, Alan E. Wheeler

Associate Professors

Richard Bond, Kristian Kirkwood, Michael Kompf, Hedy M. McGarrell, Coral E. Mitchell, Jonathan Neufeld, James Wagner, Vera Woloshyn, Rosemary Young

Assistant Professors

Sandra Bosacki, Renee Kuchapski, Michelle McGinn, Alice Schutz, Carmen Shields, Susan A. Tilley

Lecturer

Denise Paquette-Frenette, Mary Louise Vanderlee

Adjunct Professors

Linda Grant, Katharine Janzen, Milree Latimer, Michael Owen

General Information

Administrative Assistant

Lynn Duhaime, extension 3340

Education WH 127

http://www.ed.brocku.ca/Departments/grad/

The Faculty of Education offers a Master of Education and a PhD in Educational Studies (joint program with the Universities of Lakehead, Western and Windsor).

Master of Education Program

The Master of Education (MEd) degree program at Brock is designed to improve the professional competence of practitioners and researchers. The program allows for considerable flexibility as to course selection. Candidates work with their assigned program consultant to choose courses in one of four options: Curriculum Studies, Studies in Teaching and Learning,Organizational and Administrative Studies in Education, Integrated Studies. Students would work with their program consultant or site coordinator to develop their focus areas related to particular interests. All exit projects or theses must have an explicit connection to education.

Program Requirements

Five credits (or ten half credit courses) are required to complete the MEd program.

Thesis route: Four credits (eight half credit courses) plus the thesis.

Project route: Four and one-half credit courses (nine half credit courses) plus the project.

The program consists of required core course, research components, program electives and a required exit project or thesis.

Course selection will be governed by the following conditions (except for the TESL focus):

	candidates must choose one of the following options: Curriculum Studies, Studies in Teaching and Learning, Organizational and Administrative Studies in Education or Integrated Studies
	candidates must first complete the core course in the specific option: i.e., EDUC 5P00 (Curriculum Studies); EDUC 5P30 (Studies in Teaching and Learning); EDUC 5P60 (Organizational and Administrative Studies in Education); EDUC 5P97 (Integrated Studies)
	candidates must complete as an exit requirement either EDUC 5P93 or EDUC 5F95
	in addition to the core course and the project/thesis requirement, a student should complete a further two credits (four half credit courses) from the chosen option. The Independent Study (EDUC 5P98) and Educational Internship (5V96) may count towards fulfilling the four half-credit requirements. Courses with asterisk(s) in other options may also be used to fulfil this requirement
	students within any option must also take research courses EDUC 5P90 and EDUC 5P92
	remaining courses to make up the full degree requirement may be selected from any of the four options
	the project or thesis requirement for the degree is offered only at Brock and not at any off-campus centre. In addition to either EDUC 5P93 or EDUC 5F95, at least one additional half credit should be taken at the Brock campus. Students choosing to do a thesis need to schedule a thesis proposal meeting with their committee. This is usually arranged by the committee chair before the student registers for the thesis

Note:

The thesis/project proposal and thesis/project requirements must be scheduled only after all course work has been completed although planning for this work should be underway by the mid-point of the student's program. Students who receive a final mark for the proposal course and have completed all the course work, will automatically be registered for either the project course or the thesis course in the following term.

A selection of courses are given during each term: Fall September-December; Winter January-April; and the Summer Session July-August. Students may commence a degree program only when the required entry core course is offered for their chosen option.

Courses are offered at sites at the following locations: Brock, McMaster University, Brock University Hamilton Campus, Executive Centre (Mississauga) Royal Conservatory of Music (Toronto), Seneca College (North York campus) and Sheridan College (Oakville), St. Dominic School (Oakville) and Trillium School (Milton). The number of courses offered at each site will vary from term to term.

Program Options

Note: attendance at the Annual Campus Day held in the Fall Term, and at the Annual Graduate Conference, held in the spring term is expected for all entering graduate students.

Curriculum Studies

This option stresses issues, theories and research related to curriculum. The development and analysis of curricular enterprises are emphasized, including a possible focus on theoretical and practical work in English as a Second Language. All candidates choosing this option begin their program by taking EDUC 5P00, (Curriculum Theory and Design) and then select at least four half credit courses which the student and the program consultant agree constitute an area of focus.

Teaching English as a Second Language

Course selection for students choosing this focus in the Curriculum Studies option will be governed by the following conditions:

Studies in Teaching and Learning

This option considers the application of psychology, philosophy, history and sociology to educational concerns. Emphasis is placed on making connections between defensible theory and improved teaching practices. Candidates begin their program by taking EDUC 5P30 (Introduction to Studies in Teaching and Learning) and then select at least four half credit courses which the student and the program consultant agree constitute an area of focus.

Organization and Administrative Studies in Education

Studies in this option are based upon an understanding of education in its social, legal, structural and political contexts. The emphasis is on organizational administrative behaviour. Candidates begin their program by taking EDUC 5P60 (Educational Administration: The Theoretical Context) and then select at least four half credit courses which the student and the program consultant agree constitute an area of focus.

Integrated Studies

This program option stresses the value of integrating study in two (or all three) of

Curriculum Studies, Studies in Teaching and Learning, and/or Organizational and Administrative Studies in Education. Candidates who choose this option begin their program by taking EDUC 5P97 (An Introduction to Educational Studies) and then select at least four half credit courses which the student and the program consultant agree constitute a theme and which integrate Curriculum Studies, Studies in Teaching and Learning, and/or Organizational and Administrative Studies in Education.

MEd Summer Session

Regular classes are held in July; the first two weeks in August are for individual conferences and completion of final requirements.

Some summer courses require pre-sessions. These are indicated in the academic timetable in the BIRT Master of Education Web Registration Guide.

Course Load

Part-time students

The normal course load for a part-time student is as follows:

Fall and Winter

No more than two half credit courses in each term.

Spring and Summer

No more than two half credit courses in each term.

Full-time students

The normal course load for a full-time student is as follows:

Fall and Winter

A maximum of four half credit courses in each term.

Spring and Summer

A maximum of two half credit courses in each term.

Full-time students must register in the program for at least three terms before the degree will be awarded.

Admissions

Early application for admission is advised (see application deadline dates). Incomplete or late applications will not be considered. The program is competitive as there are strict limitations on the number of students admitted each year.

Transfer credits

Degree candidates may be granted transfer credit at the time of admission only for a maximum of one credit (or equivalent) for graduate courses completed at another university that are approved by the Dean, Faculty of Education. Only graduate courses completed with a grade of B+ or higher within the last five years will be considered for advanced standing. The request for transfer credit must be made at the time of application. Credit will not be granted for courses which have been credited toward another degree or diploma at Brock or another university. Candidates must submit official transcripts, course descriptions and other supporting documentation before consideration will be given to granting transfer credit.

Registration Status

All MEd students must be continuously registered in the program by maintaining status in one of the following categories:

Course registration: there are three academic terms per year: Summer, Fall and Winter. Course registration is done via BIRT, Brock's registration system. Students register via the Web. Once registration has been completed, registration is confirmed by payment of the course fee by the due date indicated in the BIRT Guide or on the invoice.

Inactive registration: for terms during which a student is unable to register for a course. During an inactive term, the student pays the inactive fee and retains library privileges. Inactive status is not applicable once a student has registered for the project/thesis proposal, project or thesis course. Students may be inactive for five terms during the time allotted to complete the MEd program. Inactive terms do not extend the final completion date by which degree requirements must be completed.

It is the student's responsibility to ensure that the inactive fee is paid by the due date indicated on the invoice.

Continuous registration: for the project/thesis proposal, project or thesis course. Following initial registration in EDUC 5P90, 5P93 or 5F95, continuous registration must be maintained and the continuing fee paid, until degree requirements are completed. A student who fails to maintain continuous registration will be withdrawn from the program and thus such students will not be permitted access to the University resources or be permitted to schedule a thesis defence.

Automatic registration

Students who receive a final mark for the proposal course, EDUC 5P90 and who have completed all other course work, will automatically be registered for either the project course or the thesis course in the following term and will be continuously registered for subsequent terms until course requirements are completed.

Reinstatement

A student withdrawn from the program because of non-payment of tuition, inactive or continuous registration fees, may be readmitted by appeal to the Graduate Admissions' Committee and upon payment of all fees outstanding, a late fee calculated on the basis of $50 per term in arrears and a $100 reinstatement fee. Reinstatement will be granted only once. If enrolment is allowed to lapse a second time, the student will not be readmitted.

Course Descriptions

A selection of the courses listed below will be offered each session. 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

EDUC 5P00

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 and the TESL focus in Curriculum Studies.

EDUC 5P01

Innovative Models of Integrated Learning

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

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

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.

Students completing this course will forfeit credit in EDUC 5V04.

EDUC 5P07

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

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

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

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 5P15

Productive Writing: Linguistic and Cognitive Elements

An investigation of curriculum issues within current perspectives: basic literacy, rhetoric, language experience, linguistic development, whole language, rhetoric, and cognitive operations. A description of the writing process which reconciles these viewpoints and offers a more powerful model for both creative and technical writing. Implications for designing writing curriculum for all levels, from the primary division to the university level.

EDUC 5P16

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

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

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

Curriculum Processes I: 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. Course followed by EDUC 5P27.

EDUC 5P27

Curriculum Processes II: 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

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

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

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

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

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

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

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 5V02

2002-2003: 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.

EDUC 5V06

2002-2003: Narrative: Learning, Teaching and Research***

Explores the nature of story from a variety of perspectives. How can we use story in our 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?

EDUC 5V07

2002-2003: 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 5V15

2002-2003: 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

EDUC 5P30

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

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

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

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

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

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.

Students completing this course will forfeit credit in EDUC 5P23.

EDUC 5P36

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.

Students completing this course will forfeit credit in EDUC 5P24.

EDUC 5P38

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.

Students completing this course will forfeit credit in EDUC 5P10.

EDUC 5P39

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.

Students completing this course will forfeit credit in EDUC 5P11.

EDUC 5P40

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

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 5P42

Special Issues in Early Childhood Education II

Contemporary research on cognitive, affective, volitional and/or language processes in early childhood with a view to identifying factors that encourage optimal development.

Prerequisite: EDUC 5P41 or permission of the instructor.

EDUC 5P43

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

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

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, symp-tomology 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 5P47

Deviance as Defined by the School and Community

Theoretical foundations of social deviance as defined by society-at-large and the school system. Particular emphasis on finding transformative solutions to practical problems. Topics may include the effects of school failure, special education labelling and student resistance, social class differences and stereotypical reactions to the elderly and minorities.

EDUC 5P48

Counselling Theories and Skills for the Helping Professions I

Counselling theories applicable to a variety of helping environments and human growth and development issues; developing helping relationships as a process and way of life. Professional roles within the context of education, health, career and social service are highlighted within the framework of proactive intervention counselling and professional helper models.

EDUC 5P49

Counselling Theories and Skills for the Helping Professions II

Intervention skills appropriate to specific counselling modalities applicable to a variety of helping professional roles and responsibilities. Core skills associated with the attending, responding, exploring and terminating stages of counsellor intervention theory will be highlighted within the context of relationship building and client well being as it pertains to education, career, social service, health and general human management needs and concerns.

Prerequisite: EDUC 5P48.

EDUC 5P51

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

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

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 5V31

2002-2003: 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 experiences and their links to teaching and lifelong learning.

EDUC 5V32

2002-2003: 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 5V34

2002-2003: Conceptual Inquiry: Its Method and Its Ends for Education***

Introduces students to conceptual inquiry as a methodology for educational research. Provides an extensive and comprehensive glossary of educational concepts upon which contemporary educational theory is based. Applicable to learning contexts of curriculum theorizing, educational leadership and adult education. This course is useful to participants who want to write a conceptual essay or those who want to build strong conceptual arguments in the project or thesis.

EDUC 5V40

2002-2003: 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

2002-2003: 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 5V44

2002-2003: The Ancient Origins of Learning and Teaching***

An examination of how and where ancient origins provided the fundamental bases for contemporary education. The course follows a genealogy of teaching through its learning practices and complements educational leadership and/or curriculum development, including adult education contexts.

EDUC 5V60

2002-2003: Self-motivation: Encouraging Students to become Enthusiastic Learners***

Theories of student self-motivation and their implementation in the classroom.

EDUC 5V69

2002-2003: 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

2002-2003: 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 Curriculum 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

EDUC 5P60

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 organizations from an educational perspective.

EDUC 5P62

Educational Administration: The Political Context

The structure, pattern and process of political influence on levels of education in Ontario. Policy making and implementation. The use of commissions, task forces and other devices to determine policy. Intra- and extra-organizational bodies and their influence on the educational system.

EDUC 5P65

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

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

Effecting Change in Organizations

Current trends and issues underlying organizational change processes analysed to understand and facilitate change initiatives in educational organizations. Modern and postmodern orientations, models, strategies and leadership initiatives examined.

EDUC 5P73

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

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

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

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

2002-2003: 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

Organizational and Administrative Problems in Education

Seminar for students wishing to study a specific problem area in Organizational and Administrative Studies.

EDUC 5V82

2002-2003: The Accountability Challenge

An interdisciplinary course intended to familiarize participants with the issues and challenges that surround accountability. By tracing the concept through time, and by linking it to notions of the "good society", a greater appreciation of its complexity and its potential for improving organizations is achieved. The course will be of interest to anyone involved in public and private sector organizations who wish to develop a more coherent and balanced view of accountability.

EDUC 5V83

2002-2003: 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.

EDUC 5V89

2002-2003: Learning in Organizations***

An overview of the theory and research in the emerging 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 understanding of the role of learning within the context of organizations.

**Course may be counted for credit in Studies in Teaching and Learning, Organizational and Administrative 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

EDUC 5F95

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 Department of Graduate and Undergraduate Studies in Education. Students are required to complete EDUC 5P90 before registering in EDUC 5F95.

EDUC 5N99

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

Introduction to Studies in Education***

Introduces graduate students to the nature, purposes, and methodologies of educational research and scholarship. 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 5P80

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.

EDUC 5P90

Project/Thesis Proposal

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 department 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 5F95.

Note: students are required to complete EDUC 5P90 before registering in either EDUC 5P93 or EDUC 5F95.

EDUC 5P91

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

An Introduction to Educational Research

An interdisciplinary analysis of research methods used in education with an emphasis on basic research concepts and their application.

Note: this is a required course for all students.

EDUC 5P93

Project Tutorial

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

Advanced Writing Seminar

An interdisciplinary approach to technical writing and scholarly publishing in higher education. The different stages of the writing and publishing cycle are explored in relation to students' interest.

EDUC 5P97

Introduction to Integrated Studies

An introduction to education as a scholarly field, including the history of educational research, the development of the four options 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.

Students completing this course will forfeit credit in EDUC 5V95.

EDUC 5P98

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 5V91

2002-2003: Advanced Concepts of Statistics for Research Design***

A follow-up to the basic introductory course in research methods for graduate studies in Education. Students will review typical research designs used by graduate students in Education and be introduced to parametric and non-parametric analytical procedures which can be used in a variety of designs.

Prerequisite: EDUC 5P92 or permission of the instructor.

Students completing this course will forfeit credit in EDUC 5V64.

EDUC 5V92

2002-2003: Managing Educational Data***

Focus on skills used in analysing and interpreting educational data not the actual calculation but what to use for different categories of data. Examines methods of presenting data, e.g., tables, graphs, figures. Students familiarize themselves with WordPerfect or Word, Harvard graphics, Minitab, SPSSPC as well as other analytical programs.

Lectures, discussions and assignments in one of Brock's computer labs.

Students completing this course will forfeit credit in EDUC 5V87.

EDUC 5V96

2002-2003: Educational Internship***

A one-semester field experience for MEd students not normally available through either course-work 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.

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

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

Doctor of Philosophy in Educational Studies

Director

Rosemary Young

The PhD in Educational Studies is offered jointly by Brock University, Lakehead University, The University of Western Ontario and the University of Windsor. The designation of "home university" is applied to the home university of the doctoral candidate's dissertation supervisor. The student has the right to take courses and seminars or to use the academic facilities at any of the participating universities in accordance with the approved plan.

The regulations governing the preparation of theses and conduct of examinations will be of those of the supervisor's home university.

The degree requirements, regulations and procedures for the joint PhD program have been approved by the appropriate governing body of each institution. Where there is a conflict in regulations and procedures:

	in academic matters, the regulations of the institution offering the course will prevail;
	in non-academic matters, the regulations of the institution at which the student is registered will prevail.

Program Goals and Objectives

The joint program will accomplish the following goals:

	provide greater access to advanced study in education for qualified candidates across a wider geographic range in the province
	promote the growth of research activity and professional development through collaboration among practitioners, scholars, educational institutions and Faculties of Education
	foster inter-university links and promote partnerships among Ontario universities
	further the expansion of research culture and service throughout the province; and
	contribute to the renewal of the professoriate and educational leadership in Ontario during the upcoming period of heavy retirement in the universities and school systems

The objectives of the program are to produce graduate students who will:

	contribute to the development of knowledge and expertise in teaching/learning at all levels on the education continuum
	contribute to the solution of problems/issues in Canadian education
	promote scholarly enquiry and the development of methodological advances in the study of education
	integrate theory and practice in education; and
	assume positions of leadership in Faculties of Education, school systems, and other public-and private- sector institutions concerned with education

Admission Requirements

The minimum academic requirement for admission to the PhD is successful completion of a Master of Education or a Masters degree in a cognate discipline, normally with an A standing.

Applicants must provide evidence of research competence normally demonstrated by a master's thesis. Students who have not completed a thesis must submit evidence of equivalent research capability.

English is the primary language of communication and instruction in the program. Applicants from other countries who have not completed a degree at a university where the primary language of instruction is English must pass the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (250 computer