Please note that not all focus areas have
an intake of students every year. All
programs are delivered onsite at UWO's
Faculty of Education unless noted otherwise.
Prospective students are not required to secure a Thesis Supervisor at the time of application;
however, one of the criteria taken into account in the
admissions process is the potential to work with a faculty
member in the Faculty of Education who researches in a student's area
of interest. Students are encouraged to review the Faculty Research page
and contact faculty in their area of interest to confirm that
this potential exists.
At
the time of admission, students are assigned an Academic Advisor who will guide them through
course and program planning. When students are ready to begin work on their theses, they
are welcome to approach their Advisor or another Faculty of
Education member to act as Thesis Supervisor.
For more information about securing a Supervisor, please
see the PhD
Thesis Guide and the
Program Policies web page.
Study Routes
Program requirements are completed in
combination with course work, Individual
Proposal Preparation and either a Thesis,
Directed Research Project (DRP) or other
culminating activity (currently a
Comprehensive Exam). Each field has required
core courses that must be completed, as
detailed below. Please also see the
Program Policies page with
regard to administrative policies and
procedures relating to successful course and
program progression.
- Thesis: 6 half courses, Individual
Proposal Preparation (IPP) and a Thesis.
Students who started their program in
2007, or TVDSB Leadership students
complete 5 half courses + IPP + Thesis. This option is recommended for students
intending to continue on to Ph.D. studies.
- Directed Research Project: 8 half
courses, Individual Proposal Preparation
(IPP) and a Directed Research Project (DRP).
Students who started their program in
2007, or TVDSB Leadership students
complete 7 half courses + IPP + DRP.
- Course-based: will be offered
but is currently under
review.
Thesis or Directed Research Project
(DRP) Supervisor: Prospective
students are not required to secure a Thesis
or Directed Research Project (DRP)
Supervisor at the time of application;
however, those wishing to ensure there are
faculty members on staff who research in
their area of interest are invited to review
the
Faculty Research page. At the
time of admission, students are assigned an
Academic Advisor who will guide them through
course and program planning. When students
are ready to begin work on their IPP, they
may approach any Faculty of Education
faculty member to act as Thesis or DRP
Supervisor (more information about this is
available in the Thesis and DRP guides).
Please Note: It is the
responsibility of a student who is intending
to write a Thesis or DRP to maintain an
accurate record of courses taken and a
portfolio of original papers as marked by
instructors. If the student wishes a
faculty member to supervise a Thesis or DRP,
the student is responsible for submitting
the portfolio to the instructor for review
at the time the request for supervision is
made (i.e. before commencing the IPP).
9684. Individual Proposal Preparation. This
provides a structure for the writing of a
thesis/project proposal. An initial
review of relevant research provides the
background for the proposed study. The
methodological framework and the method to
be employed are studied and developed.
Ethical considerations are investigated and,
where appropriate, an ethical review
document prepared. This is a milestone
and *compulsory part of the Thesis or
Directed Research Project. Please see
the Thesis or DRP Guides below for more
information, as well as the
IPP Supervisor Approval Form.
*Compulsory for students commencing
studies in 2007 or later.
9589. Directed Research Project (DRP)
Directed Research Project Guide
Credit weight - One full course.
9590. Master's Thesis
Master's Thesis Guidelines
The
School of Graduate and Postdoctoral Studies Thesis Guidelines
Credit weight - Two full courses.
9591. Comprehensive Examination.
**Please note that there will be a
course-based option, but the culminating
activity (currently the Comprehensive Exam),
is under review.
Students must submit the "Application for
Comprehensive Examination" two full terms
prior to the term in which they wish to
write the exam. This form can be found below in the various
Comprehensive Exam Guides. No credit weight.
Comprehensive Exam Guide - Curriculum Studies
Comprehensive Exam Guide - Educational Policy Studies
|
 |
Full-time/Part-time;
Onsite/On-line Study
Full-time - minimum
three terms of registration; normally takes
4-6 terms to complete the program. A
typical full-time course load is three
courses per term.
Part-time - normally
takes 6-8 terms (2-3 years) to complete
the program. A typical part-time course
load for those working full time is one
course per term. Where opportunity
allows, part-time students may seek
permission to take two courses per term
maximum.
The following summarizes which programs
are offered full and part time, as well as
onsite and on-line.
| Program |
Full-time |
Part-time |
Onsite |
On-line |
| M.Ed. Educational Studies - Field of
Curriculum Studies |
[ |
[ |
[ |
|
M.Ed. Educational Studies - Field of
Curriculum Studies (including Art Focus)
*For information on the Curriculum First Nation
Cohort program (2009 intake), please contact the Graduate Programs & Research
Office. |
|
[ |
|
[ |
| M.Ed. Educational Studies - Field of
Educational Policy Studies |
[ |
[ |
[ |
|
M.Ed. Educational Studies - Field of
Educational Policy Studies, Leadership Focus*
*For information on other Leadership Focus Cohort programs
such as the Leadership for First Nation Schools and
Thames Valley District School Board programs, please
contact the Graduate Programs & Research Office. |
[ |
[ |
[ |
|
| M.Ed. Educational Studies - Field of
Educational Psychology/Special Education |
[ |
[ |
[ |
|
Typical Program of Study
Students who started their program in
2007 and TVDSB Leadership students take one
less course than indicated below.
|
Term |
Thesis
Full-time |
Thesis
Part-time |
DRP
Full-time |
DRP
Part-time |
Course-Based
Full-time |
Course-Based
Part-time |
|
1-Fall |
3 courses |
1 courses |
3 courses |
1 course |
Currently under
review; TBA |
Currently under
review; TBA |
|
2-Winter |
3 courses |
1 courses |
3 courses |
1 course |
|
|
|
3-Summer |
*IPP & Thesis |
2 courses |
2 courses (& *IPP,
or as below) |
2 courses |
|
|
|
4-Fall |
Thesis |
1 course |
*IPP & DRP |
1 course |
|
|
|
5-Winter |
(Thesis) |
1 course |
DRP |
1 course |
|
|
|
6-Summer |
(Thesis) |
*IPP & Thesis |
(DRP) |
2 courses |
|
|
|
7-Fall |
|
Thesis |
|
*IPP |
|
|
|
8-Winter |
|
Thesis |
|
DRP |
|
|
|
9-Summer |
|
|
|
DRP |
|
|
| |
|
|
|
|
|
|
*IPP = Individual Proposal Preparation
(calendar description above in "Study
Routes")
The "3
Year Plan of Study"
illustrates which courses are offered in
which term and timetables are posted on-line
one at a time a few weeks before the start
of each new term. Classes generally meet as
follows:
Fall Term 6:30-9:30 pm
(onsite courses meet one night per week for
12 weeks September to December; on-line
courses run for 12 weeks)
Winter Term 6:30-9:30 pm
(onsite courses meet one night per week for
12 weeks January to April, excluding March
Break; on-line courses run for 12 weeks
on-line, excluding March Break)
Summer Term - Summer On-line (courses
run for 12 weeks on-line beginning in May)
Summer Term - Intersession
6:30-9:30 pm (onsite courses meet two
evenings per week for 6 weeks beginning in
May)
Summer Term - Summer Session
9:00-12:00 noon or 1-4 pm - (onsite courses
meet 3 mornings or afternoons per week for 4
weeks in July)
Courses
Core/Required Courses
Please link to field web pages above for details
on core courses.
Elective Courses
9502. Theories of Supervisory Relationships. A study of the theoretical
basis for the behaviour of individuals and groups. Particular attention will be paid to instructional
supervision. Topics include morale and motivation, communication, and the interaction of leadership
styles in groups with various functions.
Half course; one term.
9505. Economic Context of Educational Administration. Situates the financing
of education with economic and socio-political context. While focusing on contemporary issues
in the financing of education in Ontario, this course also traces the history of topics such
as accountability and cost-benefit assessments, equity, approaches to grants-in-aid of education,
taxation, and measures of productivity and efficiency. Computer simulations allow students
without advanced mathematical or computation skills to understand concepts.
Half course; one term.
9511. Canadian Education and Social Change. An introduction to the literature
and theories of the sociology of education with an application to the sociological analysis
of selected issues within contemporary Canadian educational and social contexts.
Half course; one term.
9514. Introduction to Comparative Education. This course discusses the
methodology and theory of comparative education. The content examines domestic and international
research on significant educational issues, and explores the comparative approach to the definition
of educational problems and to the formulation of appropriate solutions.
Half course; one term.
9520. Teaching in a Virtual World. The course
provides a critical examination of issues and research involving the on-line interaction and
the framing of pedagogy. The interdisciplinary and focus generates reflection about pedagogical,
curricular and technological issues embedded within topics such as interface and instructional
design, equity of access, the politics of the technological imperative and the re-shaping of
the teacher/learner relationship.
Half course; one term; on-line.
9521. Research Issues in Information Technology Education. An
introduction to the issues, theories and uses of new information technologies in conducting
educational research in an on-line environment. Conducted primarily on-line with two face-to-face
sessions.
Prerequisite: 678
Half course; one term; on-line.
9523. Developmental Psychology and Education. Theories of child and adolescent
development are examined with respect to their application for education. Various aspects of
development are covered, e.g., cognition, socialization, language, emotions, and motivation.
Half course; one term.
9533. Philosophical Issues in the Curriculum. The structure and justification
of a school's total curriculum; theories of curriculum reform; selected issues such as concepts
of teaching, learning and creativity, and the structure of a discipline.
Half course; one term.
9535. Moral and Spiritual Leadership in Catholic Education. This
course will assist Catholic school leaders to situate their present work in Catholic Education
in its broader context of the Catholic tradition. The call of Catholic educators to ongoing
spiritual and moral leadership will be fostered in the course through the integration of prayer,
justice, service, community and celebration. (Developed for the first cohort of the Leadership
program.)
Half course; one term.
9538. Minority Language Issues (Cross-listed with the French Department 814 a/b). The
objectives of this course are to introduce students to principles of minority language learning
and teaching, identify issues which often arise in different settings, and raise students'
awareness of the how beliefs, assumptions and educational structures may shape minority language
students' educational experiences.
Half course; one term
9557. English Teaching: Current Issues. This course explores a number of
significant issues in the teaching and learning of English raised by recent research and practice,
with a focus on the developmental aspects of reading,
writing, speaking and listening beyond the stage of initial literacy (grades four to twelve).
Half course; one term.
9564. Teaching and Learning Mathematics. The theoretical perspectives associated
with learning and pedagogy in mathematics. Participants will be expected to reflect critically
on both theory and practice, based upon psychological, epistemological and mathematical perspectives.
A specialized mathematics background is not a prerequisite for the course.
Half course; one term.
9565. Mathematics Curriculum: A Critical Appraisal. An integrative, in-depth
critique of a variety of exemplary mathematics curricula, past and present. Chosen to be representative
of various forces and issues that have shaped mathematics education, the focus will be on critical
rather than descriptive analyses. A specialized mathematics background is not a prerequisite
for the course.
Half course; one term.
9566. Mathematics, Science, and Technology Education: Policy and Society. An
analysis of the political, social and economic forces that interact to form and reform the
structure and content of school mathematics, science and technology courses. Current trends
will be compared to past and international cases. A specialized background is not a prerequisite
for the course.
Half course; one term.
9568. Critical and Transdisciplinary Studies in Health Professional Education. The
course provides a critical examination of issues and research affecting the education of health
professionals across the disciplines. The interdisciplinary and client-centred focus generates
thought about pedagogical and curricular issues embedded within topics such as illness and
marginality, the politics of health care policy, transcultural health care, disability culture,
gender and the politics of care. The course will interest graduate students in health science
and education programs who are interested in the health professions. Cross-listed with
the Faculty of Health Science.
Half course; one term.
9570. Perspectives on the Environment: Global Education in a Technological Society. This
course focuses on those areas of the curriculum variously known as environmental education,
global education, and STS (science, technology, society) education. A variety of theoretical
perspectives on the conceptualization, analysis, and resolution of socio-environmental problems
are illustrated. These form the basis for a critical examination of curricular and instructional
alternatives for teacher.
Half course; one term.
9571. Learning in Science. A study of the science education research that
is based on a constructivist view of learning -- a view that takes into account the effect
on learning of the ideas that students bring to the classroom.
Half course; one term.
9572. Science and Science Teaching. An introduction to various theoretical
perspectives on the nature of both science and teaching. Participants are assisted in using
these perspectives to analyse their own classroom practice.
This course is offered through partial distance.
Half course; one term.
9574. Talking About Teaching: Forms of Pedagogic Discourse and Practice. Alternative
forms of pedagogic discourse, including scientific, behavioural, artistic, dramatic, and liberatory,
will be examined critically. The relationship of pedagogic discourse to professional practice
and personal research will be reviewed.
Half course; one term.
9575. The Analysis of Teaching: Bridging Theory and Practice. This course
introduces students to a variety of theoretical perspectives on classroom teaching. These perspectives
are then employed by students to analyse and reflect on examples of their own and others' teaching.
Half course; one term, on-line.
9576. Narrative Inquiry: Teachers, Stories and Critical Pedagogy. This
course introduces students to narrative as a disciplined form of inquiry. Storying and narrative
are presented as ways of making sense of experience and of reconnecting practice with theory.
Central constructs explored during the course are voice, perspective, collaboration and transformation
of experience.
Half course; one term.
9577. Action Research: Teachers as Researchers. Action research strategies
will be developed with students to enable them to engage in systematic strategies directed
to reflective practice. The rationales and conflicts within the action research movement will
be explored.
Half course; one term.
9578. Issues in Second Language Teaching and Learning. An examination of
trends in applied linguistic theory in relation to second or foreign language teaching, with
an emphasis on core French immersion instruction.
Half course; one term.
9579. The Education of Teachers. An introduction to research in teacher
education, focusing on preservice, induction, staff development, practicum, and the development
of teachers' knowledge. Theories of learning and teacher development, studies of teacher socialization,
current themes in teacher education research, and conceptual alternatives for teacher education
provide a basis for reflection and critique.
Half course; one term.
9581. Writing, Reading, and Representing Across the Curriculum. A critical
examination of issues in writing and reading across the curriculum. The course will focus on
the nature of representations and their role in the communication and construction of knowledge.
Implications for curriculum planning, instructional methods, and assessment will be discussed.
Students will have the opportunity to carry out both theoretical and applied projects.
Half course; one term; on-line.
9582. The Theory and Practice of Sport Pedagogy. The purpose of this course
is to consider the nature and scope of research on teaching and learning in physical activity
settings. Issues in the theory of sport pedagogy will be reviewed within the context of both
the physical education and general education literature. Course content will include studies
of teacher behaviour, teacher-students interaction, curricular concerns such as aims and objectives,
content, methodological strategies and process evaluation in physical education and sport.
Half course; one term.
9586. The Development of Literacy in Young Children. This course traces
literacy development from infancy through the primary grades. Preschool language experiences
and language development in the early school years are examined. Traditional and current practices
in reading and writing instruction in the primary grades are critically evaluated.
Half course; one term.
9587. Alternative Methods in Education Research. This course provides an
opportunity to explore a variety of research approaches in greater depth, depending on the
needs of the participants. Provision will be made for conceptualizing individual research topics.
Half course; one term.
9588. First and Second Language Acquisition. An examination of theories
of first and second language acquisition and their implications for second or foreign language
learning and teaching.
Half course; one term.
9601. Organizational Theory and Educational Administration. Attention will
be paid to the organizational nature of schools and their administrative context, and the analysis
of these through contemporary theories of formal organizations, with reference to the potential
that these models offer for the improvement of administrative practice.
Half course; one term.
9609. Adult Education and Lifelong Learning. This course examines recent
developments in lifelong and continuing education, and considers the findings of research on
adult learning, the implications of current social and economic trends for policy, and appropriate
provision for the middle and later years.
Half course; one term.
9612. Education Through Artistic Themes and Processes. An historical and
philosophical examination of the characteristics of humanities education. The aim of this course
is to develop a clearer understanding of the contribution of humanities learning to primary,
secondary, and tertiary curricula.
Half course; one term.
9613. Teaching and Learning in the Arts: A Critical Review of Curriculum Issues. Visual
art, music, and drama have been converted recently from discrete curriculum courses into a
generic curriculum area called arts education, that also includes dance and media arts. This
course critically examines arts' education through an appraisal of past and current practices
of curriculum development, implementation, and evaluation.
Half course; one term.
9614. Place as Curriculum. An interdisciplinary course addressing education
from the perspectives of geographical and social concepts of place. Language, ecology, and
culture are examined. Postmodern theories that address tensions and multiple realities of individual,
communal and global identities and practices are discussed.
Half course; one term.
9615. Family and School in Historical Perspective. An examination of the
relationship between the growth of formal schooling and the structure of the family in Western
Society, and of changing perceptions of childhood and adolescence, in the light of recent documentary
research and analysis.
Half course; one term.
9617. Globalization and Educational Restructuring: The Dialectic of Global and Local. This
course examines the meaning of globalization and educational restructuring by focusing on the
changes in the education system of several Western nations. Testing and standardization of
curriculum and assessment, increasing control over teachers' work and the changes in managerial/administrative
structures are considered. Students will apply some of the theoretical and conceptual frameworks
to current issues in Ontario and Canada.
Half course; one term.
9618. Introduction to Canadian Educational History. This course traces
the development of schools and universities from the middle of the nineteenth century to the
present. The impact of economics, politics, religion, demography and family strategies on the
development of education is stressed.
Half course; one term.
9623. Ethics and Educational Policy. By means of various case studies,
this course will consider the extent to which ethical considerations enter into the making
of sound policy decisions. Sample issues are: censorship and textbook selection; compulsory
schooling and liberty; the distribution of education and justice.
Half course; one term.
9624 An Introduction to Gender Issues in Education. This course provides
an overview of gender issues in education, from early childhood through post-secondary education,
including feminist theories and perspectives, historical and contemporary issues, and the intersections
of gender with other social justice concerns such as: race, social class and sexual orientation;
and changing understandings of masculinities and femininities.
Half course; one term.
9625. Critical Issues in Language and Education. Basic philosophical issues
related to language acquisition and linguistic competence together with implications of these
issues for language curricula in the classroom will be examined. Among other topics to be discussed
are sign language, sociolinguistics, gender dialects, pornography, and censorship.
Half course; one term.
9626. Theories of Gender/Theories of Curriculum. This course investigates
the relationship between curriculum and gender, creating a dynamic dialogue between theories
of gender and theories of curriculum. Students will reflect intensely on the "texts" through
reading, writing, and discussion, and engage in the active rewriting of "curriculum" in
the context of their own professional/personal lives.
Half course; one term.
9627. Critical Theory and Transformative Pedagogies. A critical exploration
of the relationships among education, social justice, and equity issues, drawing together current
theory in the sociology of education and interdisciplinary work in feminist, post-colonial,
cultural, and queer studies. Students will also examine specific forms of transformative pedagogy
in efforts to further their own praxis.
Half course; one term.
9628. Masculinities and Schooling: Images Constructed, Voices Interrupted. This
course provides a lens for examining masculinities, plural, and schooling from points of intersection;
namely, the raced, class and gendered lives of boys, young men, and male teachers. Both at
a practical and theoretical level, this course offers opportunities for students to challenge
and question current practices and the ways for approaching masculinities in education.
Half course; one term.
9629. Equity and Social Justice in Education. This course introduces students
to a range of equity issues in education. The aim is to provide a conceptual and analytic framework
for examining gender, race, sexuality, and social class differences as they relate to pedagogy,
curriculum and policy issues.
Half course; one term.
9641. Testing and Assessing Student Learning. This course has three major
purposes: to clarify central questions about assessing student learning; to consider critically
the advantages and disadvantages of the various testing, measurement and interpretive approaches
to student assessment; and to consider the issues which arise when the focus shifts from student to school to school
system to national system.
Half course; one term.
9651. Assessment and Evaluation in Regular and Special Education. Principles
of selecting and employing measurement instruments. Descriptive statistics applied to testing,
norm and criterion-referenced testing, formal and informal testing, and systematic observation.
Antirequisite: 542
Half course; one term.
9652. Students with Low-Incidence Exceptionalities; Developmental Disabilities,
Chronic Childhood Illnesses. This course focuses on the education of students
with developmental disabilities, such as intellectual disabilities, autism, severe/multiple
disabilities and students with chronic childhood illnesses. Biological and social etiologies
are investigated. Issues related to social understanding and acceptance are analyzed. Curriculum
adaptation and modification are considered, critiqued, and developed with an emphasis on
self-determination and inclusion.
Half course; one term.
9658. Psycho-educational Perspectives and Learning in the Gifted. This
course will consider major social, cultural, and learning issues in the education of the gifted
and talented as they relate to identification, programming, and service delivery in both regular
and special settings.
Half course; one term.
9660. Special Topics in Educational Psychology and Special Education. Selected
topics of current interest in educational psychology and special education.
Half course; one term.
9679. Curriculum, School and Society. This course involves study of curricula
from a variety of social perspectives both from within and without schools. It examines social
factors that influence the curriculum and the social implications which arise from the curriculum
experience of teachers and students.
Half course; one term.
9680. Problems in History and Social Studies Education. A critical
examination of selected topics in history and social studies education. Designed to
introduce past, current and new creative ways of understanding the disciplines, both at junior
and senior levels. While "civic" and "historical understanding" are
the key themes, the approach for this course is interdisciplinary.
Half course; one term.
9685. First Independent Reading and Research. Independent
Reading and Research (IRR) Guide.
Directed readings and study of contemporary theoretical trends and issues, current research
methods and findings relevant to areas of special interest not available in other course offerings.
Half course; one term.
Offered: Every Term.
9687. Special Topics in Curriculum.
Half course; one term.
9688. Special Topics in Educational Policy Studies.
Half course; one term.
9689. Special Topics in Equity and Social Justice.
Half course; one term.
9691. Special Topics - Interdisciplinary.
Half course; one term.
9692. Special Topics in Curriculum On-line.
Half course; one term.
