2005-2006 Graduate Calendar

Education  
PhD in Educational Studies Master of Education Acting Dean Sybil E. Wilson Faculty of Education Associate Dean Rodger J. Beatty Faculty of Education Participating Faculty Professors R. Terrance Boak (Graduate and Undergraduate Studies, Vice-President, Academic and Provost), Ralph Connelly (Pre-Service), Susan M. Drake (Graduate and Undergraduate Studies), Donald H. Dworet (Centre for Continuing Studies), Michael Kompf (Graduate and Undergraduate Studies), Michael Manley-Casimir (Graduate and Undergraduate Studies, Acting Vice-President, Academic and Provost), John M. Novak (Graduate and Undergraduate Studies), G. Patrick O'Neill (Graduate and Undergraduate Studies), Michael Owen (Graduate and Undergraduate Studies, Associate Vice-President, Research), Merle Richards (Pre-Service), Alan R. Wheeler (Graduate and Undergraduate Studies), Sybil E. Wilson (Pre-Service, Acting Dean), Vera Woloshyn (Graduate and Undergraduate Studies) Associate Professors Sharon M. Abbey (Pre-Service), Rodger J. Beatty (Pre-Service, Associate Dean), Sheila M. Bennett (Pre-Service), W. Richard Bond (Graduate and Undergraduate Studies), Sandra Bosacki (Graduate and Undergraduate Studies), Anne Elliott (Pre-Service), David Hutchison (Pre-Service), James W. Kerr (Pre-Service), Michelle McGinn (Graduate and Undergraduate Studies), Debra McLauchlan (Pre-Service), Ruth McQuirter Scott (Pre-Service), Coral Mitchell (Graduate and Undergraduate Studies), Jonathan Neufeld (Graduate and Undergraduate Studies), Adele K. Thomas (Pre-Service), Susan Tilley (Graduate and Undergraduate Studies), Rosemary E. Young (Graduate and Undergraduate Studies) Assistant Professors Ann-Marie DiBiase (Graduate and Undergraduate Studies), Tony Di Petta (Pre-Service), Joe Engemann (Graduate and Undergraduate Studies), Jeanne Kentel (Pre-Service), Renee Kuchapski, (Graduate and Undergraduate Studies), Xiaobin Li (Graduate and Undergraduate Studies), Dolana Mogadime (Graduate and Undergraduate Studies), Denise Paquette-Frenette (Graduate and Undergraduate Studies), Alice Schutz (Graduate and Undergraduate Studies), Susan Sydor (Pre-Service), Mary-Louise Vanderlee (Graduate and Undergraduate Studies) Chair Coral Mitchell (Graduate and Undergraduate Studies) Coral.Mitchell@brocku.ca Administrative Coordinator Lynn Duhaime 905-688-5550, extension 3340 WH127 Administrative Assistants Ethna Bernat Gerry Gergely, extension 3082 Graduate Assistant Janet Pollock, extension 3082 http://www.ed.brocku.ca/graduate 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 Go to top of document
The Master of Education (MEd) degree program at Brock University 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 three fields of study: Curriculum Studies, Studies in Teaching and Learning, and Organizational and Administrative Studies in Education. An Integrated Studies option is also available for those students who have an area of research interest that requires integration across two or three fields of study. Students are required to work with their program consultant to develop their program. All exit projects or theses must have an explicit connection to education. Note: all students who are new to Graduate Studies are expected to attend Campus Day, held in the Fall Term, and all students are encouraged to attend the Annual Graduate Conference, held in the Spring Term.  
Admission Requirements Go to top of document
The basic admission requirements for the Master of Education degree are:
a)  Completion of one of the following degrees, acceptable to Brock:
  A four-year undergraduate degree with minimum 75 percent standing
A four-year BEd degree with minimum 75 percent standing
a BA/BEd, BPhEd/BEd or BSc/BEd degree with minimum 75 percent standing
b)  In practice a higher average may be required as spaces are limited. Admission average is determined by grades received on the applicant's undergraduate degree.
c)  Two letters of recommendation; one attesting to the academic ability of the applicant and the other to professional experience.
d)  Professional experience evidence of at least one year full-time or equivalent successful teaching or other acceptable professional-experience in education.
e)  Approved teaching certificate.*
  *Candidates with suitable educational experience in a field that does not require teaching certification (e.g., CAAT instructors) may be considered for special admission.
The program is competitive as there are strict limitations on the number of students admitted each year.
 
Program Requirements Go to top of document
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 a required core course, research components, program electives and a required exit project or thesis. Course selection will be governed by the following conditions:
- candidates must enroll in one of the following program planning options: (1) Curriculum Studies, (2) Studies in Teaching and Learning, (3) Organizational and Administrative Studies in Education or (4) Integrated Studies
- candidates must first complete the core course in their program 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)
- all students are required to take the research course EDUC 5P92 and the project/thesis proposal tutorial EDUC 5P90
- at the end of their program, candidates must complete as an exit requirement either EDUC 5P93 (project tutorial) or EDUC 5F95 (research tutorial)
- in addition to the core course and the project/thesis requirement, students should complete at least two credits (four half-credit courses) from their chosen option. The Independent Study EDUC 5P98 and Educational Internship EDUC 5P96 may count towards fulfilling the four half-credit requirements. Courses with asterisk(s) in other options may also be used to fulfil this requirement
- remaining elective courses may be selected from any of the three fields of study or general purpose courses.
The thesis/project proposal and thesis/project requirements are scheduled 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 who have completed all their course work, will automatically be registered for either the project course or the thesis course in the following term. A selection of courses are offered during each term: Fall: September-December; Winter: January-April; and the Spring/Summer Session May - June or July - August. Students may commence a degree program only when the required entry core course is offered for their chosen option. Core courses are usually offered in the Fall term. Courses specified as Rotating Electives will be offered at least once a year, and at least once in each of three geographic locations (St. Catharines, Hamilton, Greater Toronto Area) in each 2-year period, depending on course enrolment and instructor availability. Courses specified as Occasional Electives are typically offered at least once in each 2-year period depending on course enrolment and instructor availability. The number of courses offered at each site will vary from term to term. Note: a non-credit seminar, EDUC 5N99, may be offered if sufficient numbers of students in any given geographic location request it.
 
Program Planning Options Go to top of document
Curriculum Studies Go to top of document
This field of study stresses issues, theories and research related to curriculum. The development and analysis of curricular enterprises are emphasized. 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. Courses designated as Rotating Electives for Curriculum Studies are 5P01, 5P02, 5P03, 5P06, 5P09, 5P16, 5P18, 5P22, 5P26, 5P27. Courses designated as Occasional Elective for Curriculum Studies are 5P04, 5P07, 5P08, 5P12, 5P28, 5P29, 5Q01, 5Q02, 5Q03, 5Q04, 5Q05, 5V03, 5V07, 5V09, 5V10, 5V15.  
Studies in Teaching and Learning Go to top of document
This field of study considers the application of psychology, philosophy, history and sociology to educational concerns. Emphasis is placed on making connections between defensible theory and improved educational 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. Courses designated as Rotating Electives for Studies in Teaching and Learning are 5P31, 5P32, 5P33, 5P35, 5P36, 5P37, 5P38, 5P39, 5P40, 5P41, 5P43, 5P50, 5P53, 5P58. Courses designated as Occasional Electives for Studies in Teaching and Learning are 5P34, 5P45, 5P46, 5P51, 5V32, 5V40, 5V41, 5V60, 5V69, 5V70.  
Organizational and Administrative Studies in Education Go to top of document
This field of study is intended to develop an understanding of education in its social, legal, structural and political contexts. The emphasis is on organizational and administrative practice and 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. Courses designated as Rotating Electives for Organizational and Administrative Studies in Education are 5P62, 5P65, 5P72, 5P73, 5P74, 5P85. Courses designated as Occasional Electives for Organizational and Administrative Studies in Education are 5P64, 5P70, 5P75, 5P76, 5V82, 5V89.  
Integrated Studies Go to top of document
This planning option allows students to explore education issues and problems from a variety of perspectives. It serves as a mechanism for integrating a plan of study across two or three fields of study (Curriculum Studies, Studies in Teaching and Learning, and Organizational and Administrative Studies in Education). Courses may be chosen from the Rotating and Occasional Electives listed in the three fields of study. They may also be chosen from the General Purpose Electives which include 5P55, 5P91, 5P94, 5P95, 5V92, 5V94. Candidates who choose this option begin their program by taking EDUC 5P97 (An Introduction to Integrated Studies) and then select at least four half-credit courses which the student and the program consultant agree constitute a theme.  
MEd Spring and Summer Terms Session Go to top of document
Students should be aware that reading and assignment expectations for Spring and Summer Terms are the same as for Fall and Winter Terms. For the summer term, regular classes are usually held in July; the first two weeks in August are set aside for individual conferences and completion of course requirements.  
Course Load Go to top of document
Part-time students The normal course load for a part-time student is as follows: Fall and Winter A maximum of two half-credit courses in each term. Spring and Summer A maximum of 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.  
Registration Status Go to top of document
All MEd students must be continuously registered in the program by maintaining status in one of the following categories: Course registration: for three academic terms per year - Spring/Summer, Fall and Winter. Course registration is done via WebBIRT, Brock's registration system. Once registration has been completed, registration is confirmed by payment of the course fee by the due date indicated in the on-line 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 such students will not be permitted access to the University resources or be permitted to schedule a thesis defence.  
Automatic registration Go to top of document
Students who receive a final mark for the project/thesis proposal tutorial, EDUC 5P90 and who have completed all other course work, will automatically be registered for either the project tutorial or the thesis research tutorial in the following term and will be continuously registered for subsequent terms until course requirements are completed  
Course Descriptions Go to top of document
A selection of the courses listed below will be offered each term. Students should consult the schedule of course offerings published in the on-line 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 Curriculum Theory and Design (C) 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 Innovative Curriculum (R) 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 (R) 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 5P04 Innovative Assessment***(O) 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 Narrative: Learning, Teaching and Research***(R) 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? Students completing this course will forfeit credit in EDUC 5V06. EDUC 5P07 Social and Environmental Studies in Context (O) 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*(O) 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 analyzed 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*(R) 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 (O) 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 Designing Curriculum to Develop Thinking Abilities (R) 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 (R) 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 (R) 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 Design and Implementation (R) 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 Curriculum Evaluation and Change (R) 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 (O) 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 (O) 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 (O) 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(O) 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 (O) 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 (O) 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 (O) 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 2005-2006: Culture, Identity, and Pedagogy: Advancing a Lived Curriculum***(O) 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 2005-2006: Mathematical and Scientific Problem Solving***(O) 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 2005-2006: Narrative for Professional Development***(O) 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 2005-2006: The Body as a Site for Knowledge: Embodiment and Curriculum Inquiry***(O) 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, caregivers, health practitioners and human beings will be addressed. EDUC 5V15 2005-2006: Families, Schools and Education***(O) 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 Introduction to Studies In Teaching and Learning (C) 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***(R) 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***(R) 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 with 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 (R) 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***(O) The equality of educational opportunity as it relates to various ethnic-linguistic, socio-economic and religious minorities in Canada. Educational policymaking 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***(R) 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 Critical Perspectives in Adult Learning***(R) 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 Developmental and Educational Issues in Children and Adolescents***(R) 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 Clinical Diagnosis of Learning Disabilities in Literacy Acquisition*(R) 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 Understanding Literacy Problems*(R) 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 Developing a Personal Philosophy of Educational Practice***(R) 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*(R) 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 Invitational Approaches to Education****(R) 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*(O) 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*(O) 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 Gender Issues in Education***(R) 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 Holistic/Global Perspectives in Education*(O) 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**(R) 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***(R) 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 2005-2006: The Social Nature of Learning***(O) 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 2005-2006: Learning Problems in the Classroom: Part II***(O) 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 2005-2006: Advanced Topics in Learning Disabilities***(O) 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 2005-2006: Art, Culture and Museums in Education***(O) 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 2005-2006: Education Through The Arts***(O) 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 2005-2006: Comparative Studies of Education in Developed and Developing Nations***(O) 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 (C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses) EDUC 5P60 Educational Administration: The Theoretical Context (C) 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. Note: Core course in Studies in Organizational and Administrative Studies in Education. EDUC 5P62 Educational Administration: The Political Context (R) The structure, pattern and process of political influence on levels of education in Ontario. Emphasis is on educational policy making and implementation. Examines the use of commissions, task forces and other devices to determine policy, and the influence of intra- and extra-organizational bodies on the educational system. EDUC 5P64 Ethics in Educational Leadership***(O) 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 Judgment in Administrative Decision Making (R) 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**(O) 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, and the sociology of power. EDUC 5P72 Effecting Change in Organizations***(R) 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. EDUC 5P73 Educational Leadership and Management***(R) 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***(R) 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 (O) 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 (O) 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 International Education***(R) 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 2005-2006: The Accountability Challenge***(O) 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 2005-2006: Learning in Organizations***(O) 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 (C = Core Courses, R = Rotating Electives, O = Occasional Electives, I = Independent Courses) EDUC 5F95 Thesis Tutorial in Educational Studies(I) 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 (O) 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***(R) 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 Project/Thesis Proposal Tutorial (I) 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 5F95. EDUC 5P91 Tests, Measurement and Evaluation for the Classroom Teacher***(O) 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 (C) 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 in Educational Studies (I) 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***(R) An interdisciplinary approach to scholarly writing and publishing in higher education. The different 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 Qualitative Methods in Educational Research***(R) Examines research approaches using a variety of qualitative methods including: case studies, interview 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 Educational Internship***(I) 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. Students completing this course will forfeit credit in EDUC 5V96. EDUC 5P97 An Introduction to Integrated Studies (C) 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 Independent Study in Education (I) 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 2005-2006: Quantitative Methods in Educational Research***(O) 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 analyzing and interpreting data in educational research 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 Go to top of document
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 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 Go to top of document
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;
- assume positions of leadership in Faculties of Education, school systems, and other public- and private-sector institutions concerned with education.
 
Admission Requirements Go to top of document
The minimum academic requirement for admission to the PhD is successful completion of a Master of Education or a Master's 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. Applicants must submit a description of their proposed area of research (approximately 2-3 typed pages). 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-based) or an equivalent demonstration of proficiency. Candidates who are working on the degree at a distance from the home university must purchase the software and access to the internet which will enable them to participate fully in the required courses. Admission With Advanced Standing Students may receive advance credit for a maximum of one-half course specialization elective at the graduate level provided that this course has not been credited to a degree or certificate already awarded, is relevant to the proposed area of study and has been taken within three years of admission. Requests for advanced credit must be declared prior to admission. No substitution may be made for Core Seminars I and II or the joint specialization elective via distance.  
Plan of Study Go to top of document
When an applicant meets the basic requirements for admission, the Program Director and a potential supervisor will assist the applicant in developing a plan of study which will be presented to the Program Committee for approval. If approved, the applicant will proceed to register as a doctoral student at the home university of the dissertation supervisor and will be subject to the general degree regulations of that university. The offer of admission will be made to the applicant by the home university. Dissertation supervisors will be required to report candidates' progress annually to the Program Committee and to appropriate authorities at the participating universities. Normally, candidates will be expected to complete course requirements and the comprehensive portfolio, and to submit a research proposal, within three years of their initial registration. Changes to the approved plan of study must be approved in advance by the supervisor and the Program Director.  
Fields of Study Go to top of document
Educational Leadership and Policy Studies This field of study encompasses a range of humanities and social science disciplines to explore the moral, social, and cultural purposes of educational organizations, policy and leadership. It draws upon the works of key scholars in organizational, administrative and policy studies to articulate the philosophical, theoretical and methodological frameworks that inform scholarship and practice. These frameworks situate the major issues and debates confronting educational systems within their larger socio-political and socio-cultural contexts. Social/Cultural/Political Contexts of Education Education occurs in a dynamic, complex, and contested milieu. The Social/Cultural/Political Contexts of Education field of study critically explores the interplay between culture and education from varied historical, philosophical, and theoretical perspectives with the intent of fostering emancipatory research and democratic practice. Consideration is given but not limited to social constructs of race, class, gender, sexuality, and ability/disability, and how they intersect and influence educational experiences. Cognition and Learning Cognition and learning draws primarily upon cognitive, developmental, social, and educational psychology as well as science and technology to examine critically the cognitive, behavioural, emotional, and social processes of educators and students as they engage in teaching and learning. Integral components of this field include, but are not limited to, issues concerning best practices, remedial and contemporary instruction, assessment and evaluation, professional development, curriculum development and implementation, metacognition, and learning theories. Applicants to the program must declare a field of study prior to admission to the program.  
Program Requirements Go to top of document
PhD students are expected to complete the following course requirements: both core seminars (2 full-course credits), a Joint PhD specialization elective via distance (one half-course credit), a specialization elective (one half-course credit) and a research proposal colloquium via distance (one half-course credit). Students must also complete a comprehensive portfolio (one and a half course credit) as well as the PhD dissertation (5 full-course credits). Doctoral candidates must be familiar with the academic regulations governing graduate studies at the home university.
a)  Course Requirements
  Candidates may meet the requirement for a specialization elective in the field through a graduate level course offered at any of the participating institutions.
b)  Comprehensive Portfolio
  The comprehensive portfolio requires students to demonstrate their potential as scholars through the satisfactory completion of authentic tasks. The criteria used by the supervisory committee members in order to define specific tasks and assess are:
evidence of a deep understanding of concepts, theories and issues in the field of study
a knowledge of current literature and research methods in the field of study
the ability to analyze and synthesize current literature on a specific problem within the field of study
understanding of and ability to critique the research literature in the field of study and within related research paradigms.
c)  Dissertation Proposal
  The candidate's defence will be evaluated by the dissertation supervisory committee and at least one other member of the core faculty selected by the Program Director. Candidates are required to present their completed portfolio to an audience in a forum such as the Core Seminar.
Candidates may not begin their dissertation research until the dissertation proposal has been completed successfully.
d)  Dissertation
  The dissertation supervisory committee will involve faculty from at least two participating universities, including whenever possible and reasonable, a member from the university closest to the candidate's home to serve as co-supervisor in cases where the supervisor is at some distance. The regulations and procedures governing the preparation of theses and conduct of examinations will be those of the supervisor's university.
e)  Residency Requirement
  Candidates must meet a minimum residency of four terms. Two terms of residency may be fulfilled by completion of the Core Seminars I and II. The other two terms of residency must be consecutive. It is strongly recommended that candidates complete two of the terms of residency after they have defended their comprehensive portfolio and are authorized to commence their doctoral research. Credit for residency may be given, with the approval of the Program Committee and the home university, for research carried out off-campus.
Candidates are required to maintain continuous registration. They shall complete the requirements for the degree within a minimum of three years and a maximum of six years.
Recommendations for a time extension or leave of absence are subject to the regulations and procedures at the home university and must be approved in advance by the supervisor and the Joint Program Committee.
 
Specialization Electives Course List Go to top of document
The content for this course must relate to the student's dissertation topic and field of study. The course may be selected from the graduate studies calendar of courses from one of the participating universities, or, it may be taken as a directed study.
1.  EDUC 7P21
  Education Leadership and Policy Studies
2.  EDUC 7P31
  Social/Cultural/Political Contexts of Education
3.  EDUC 7P41
  Conceptual Bases for Cognition and Learning
 
Course Descriptions Go to top of document
Not all courses are offered in every session. Students should refer to the academic timetable. EDUC 7D80 Comprehensive Portfolio (Lakehead 6080, Western 780, Windsor 680) In conjunction with their supervisory committees, students will complete a portfolio of documents and academic artifacts that demonstrate research skills and knowledge of the student's field of study. Students must defend their portfolio in a public forum. EDUC 7F20 Core Seminar I: Research, Theories and Issues (Lakehead 6020, Western 702, Windsor 602) In Core Seminar 1 the history and philosophical foundations of education are examined. As well, students are introduced to qualitative methods of research in education, encompassing, for example, interview, phenomenological, ethnographic, constructivist, and case study approaches to data collection, analysis, and interpretation. EDUC 7F40 Core Seminar II: Research, Theories and Issues In Core Seminar 2 students examine research, theories, and issues in the fields of study via a specific theme which is identified annually. For example, the theme might be bullying, or caring education, or gender issues. As well, students are introduced to quantitative methods of research in education, encompassing for example true experiments, quasi experiments, and correlational studies. EDUC 7P21 Educational Leadership and Policy Studies (Lakehead 6211, Western 721, Windsor 621) This course introduces students to the origins and intellectual traditions of theories that influence how we organize education. Students develop an understanding of sociological paradigms that have influenced educational systems over time, and develop perspectives that enable them to think critically and creatively about contemporary and future issues in educational leadership, policy and organizations. EDUC 7P31 Social/Cultural/Political Contexts of Education (Lakehead 6311, Western 731, Windsor 631) This course centres around a critical examination of cultural, historical, and theoretical perspectives in education. Bodies of knowledge related to understanding the complexities of sociocultural influences in education are the main focus. Power relations at play and how they are negotiated in everyday practice are considered. Using the sociocultural framework developed in the course, students also investigate their specific areas of interest (for example curriculum theory and practice). Course assignments are designed to develop students' knowledge of and experience with scholarly activities such as research and conference proposals and publications. EDUC 7P41 Cognition and Learning (Lakehead 6411, Western 741, Windsor 641) This course provides an analysis of epistemological theories through a critical examination of foundational and current research and a reflection on historical and philosophical orientations as they relate to contemporary issues in cognition and learning. EDUC 7P51 Directed Study (Lakehead 6511, Western 751, Windsor 651) A directed study takes place under the supervision of a faculty member with appropriate expertise. Usually, the student completes a sustained program of study relating to a topic of current theoretical and/or empirical interest leading to the production of a substantial research paper. Directed studies are intended for students with special interests which cannot be satisfied by calendar courses. EDUC 7P69 Research Proposal Colloquium (Lakehead 6219, Western 769, Windsor 669) In this course students examine theory and research in relation to their intended dissertation topic. Students develop a topic idea in the form of a dissertation proposal, defining a research question and a theoretical base for intended study. Course participants examine research questions in relation to varied methodologies, so that a diverse examination of research frameworks takes place through WebCT based discourse. In this way, the notion of a research culture is developed further. EDUC 7Z90 PhD Dissertation (Lakehead 6901, Western 791, Windsor 798) Including the Supervisor, the Doctoral Committee is composed of a minimum of three core faculty from at least two participating universities. In place at each home university are specific policies and procedures with regard to dissertation preparation, the final oral defense of the dissertation, final submission of the dissertation, and convocation procedures. For further information please refer to your home university website as well as to the home university office of Graduate Studies in Education.  
Last updated: August 24, 2005 @ 09:32AM