Course Descriptions and Timetables
Courses & Descriptions |
Timetables/Scheduling (3-Year Plan) |
|
Joint Ph.D. - Educational Studies M.Ed. - Counselling Psychology M.Ed. - Educational Studies - Core Courses |
Summer Term: Intersession/Summer On-line 2008 Course Schedule Summer Term: Summer Session 2008 Course Schedule Winter 2008 Course Schedule |
Please Note: The Two Year Plan is revised annually and courses are subject to change. There may be changes throughout the two years that affect course offerings. Not all courses are offered in any one year. Please see below for full titles and descriptions of courses.
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Ph.D. (Education Studies)
9700. Theories of Education. This course focuses on the advanced study of
enduring questions and current issues in education. Using a cross-disciplinary approach, students
will examine topics from a variety of theoretical perspectives in order to understand, analyze,
and evaluate theories of education. Particular emphasis will be placed on situating educational
theories within their social context.
Full course; two terms.
Offered: Every Fall & Winter Term
9701. Research in Education. This course reviews issues of theory and methods
in education research. Language, principles, reasoning, methodologies, and tests of validity
for both quantitative and qualitative research will be critically examined.
Full course; two terms.
Offered: Every Fall & Winter Term.
9702a. Doctoral Seminar. Students will draw together theoretical concepts from 700 and 701, and apply those frameworks to their own research. Students will present work in progress, and discuss and critique the work of other graduate students, faculty members and visiting scholars. Published research reports which exemplify a variety of research methodologies will be discussed.
9710a/b. Ph.D. - Independent Reading and Research. Independent
Reading and Research course guidelines. 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
9789. Ph.D. Qualifying Examination. All candidates are required to satisfactorily
complete two written qualifying papers in the second year of the program, no later than the
end of term 5. Candidates are expected to bring a variety of theoretical perspectives and research
methodologies to their intended area of research, consistent with the commitment to the program's
cross-disciplinary approach to education studies.
No Credit Weight.
Offered: Every Fall & Winter Term
9790. Ph.D. Thesis. See Ph.D. Thesis Guide
Joint Ph.D. (Educational Studies)
9703W. Core Seminar I: Current Research, Theories and Issues. The Introductory
Core Seminar.
Full course.
Offered: Every Summer Term; July 2004 at Brock University.
and
9704W. Core Seminar II: Current Research, Theories and Issues. The Advanced
Core Seminar.
Full course.
Offered: Every Summer Term; July 2004 at Brock University.
Two Core Seminars are compulsory for all students. The Seminars promote breadth in understanding the interdisciplinary dimensions of educational studies and will focus on current research, theories, and issues. The Core Seminars are the primary vehicle for integration across fields and universities and operate face-to-face. The Core Seminars are held each July and rotate to different home university campuses annually.
9721a. Educational Policy and Leadership: Historical Contexts. The global
development of theories related to educational policy and leadership is analyzed. Candidates
critically examine the history of Canadian schools at all levels and consider how policy and
leadership practices relate to theoretical traditions.
Offered via distance.
Half course; one term.
Offered: Every Fall Term
9731a. Sociocultural Contexts of Curriculum. The traditional bases of curriculum
theory are examined in relation to the perspectives drawn from diverse disciplines such as
comparative education, cultural psychology, history, philosophy, and sociology to advance
understanding of the social, historical, and cultural influences on curriculum, teaching
and learning. Candidates will analyze existing theories and models and construct alternative
frameworks.
Offered via distance.
Half course; one term.
Offered: Every Fall Term
9741a. Conceptual Bases for Cognition and Learning. Current theories and models
of teaching, learning, and assessment are analyzed from the perspective of the potential and
implications of such models for research on cognition and learning.
Offered via distance.
Half course; one term.
Offered: Every Fall Term
9751a/b. Directed Study. Under the supervision of a faculty member with appropriate
expertise, the candidate may complete a sustained program of study relating to a topic of current
theoretical and/or empirical interest within the program field and leading to the production
of a substantial research paper. Subject to the approval of the Joint Program Committee, directed
studies are intended for students with special interests which cannot be satisfied by courses
that are otherwise available. See UWO guidelines for Independent
Reading and Research courses.
Half course; one term.
Offered: Every Term
9769b. Research Proposal Colloquium. Candidates develop the dissertation proposal.
Participants registered in the colloquium will be in contact through a computer conferencing
program.
Offered via distance.
Half course; one term.
Offered: Every Winter Term
9780. Comprehensive Portfolio.
9791. Ph.D. Dissertation. See Ph.D. Thesis Guide
M.Ed. (Counselling Psychology)
9542b. Assessment in Career and Counselling Psychology. Basic principles and
statistical procedures underlying assessment and evaluation in counselling. Topics include:
theoretical concepts of measurement, tests of aptitude, personality, attitude and achievement,
interest inventories, interviewing procedures, observation methods.
Half course; one term.
Offered: Every Winter Term
9544a. Theories of Counselling Psychology. An examination of current cognitive,
affective, and behavioural theories of counselling psychology and their applicability to a
broad range of client populations in a variety of counselling contexts.
Half course; one term.
Offered: Every Fall Term
9545a. Practicum in Counselling. Development of basic counselling methods
and conceptual skills in a micro-counselling setting.
Half course; one term.
Offered: Every Fall Term
9546a. Research Design in Counselling. Review of basic and advanced concepts
of research in counselling, including various designs, measurement issues, and counselling-related
methodological considerations.
Antirequisite: 622
Half course; one term.
Offered: Every Fall Term
9549. Internship in Counselling. For counselling interns, who have completed
the major part of their course work, to study cases, examine current problems and apply theory.
Prerequisite: completion of core courses or equivalent
Full course; two terms.
Offered: Every Fall & Winter Term
9550a. Ethics and Human Development. Ethical issues in service delivery are
examined for life span development taking into consideration individual differences among children
and adults in both school and community settings.
Half Course; one term.
Offered: Every Fall Term
9553a. Counselling and Diversity. An examination of counselling issues related
to client diversity including gender, ethnicity, race, sexual orientation, class, and disability.
Both theory and counselling strategies will be discussed in relation to specific problem areas
for these clients in school and community settings.
Half course; one term.
Offered: Every Intersession
9554a/b. Individual Reading and Study in Counselling. Independent
Reading and Research course guidelines. 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
9555a/b. Trauma and Recovery. The goal of this course is to examine
current literature and review the main concepts of psychological trauma and recovery, and to
develop a foundation for the continued development of knowledge and skills based on the integration
of theory, research evidence, expert practice and approaches, and critical thinking.
Half course; one term.
Offered: Every Winter Term
NOTE: Counselling courses are open to M.Ed. (Educational Studies) students and Ph.D. students with permission of the instructor.
OPTIONS FOR M.Ed. (COUNSELLING PSYCHOLOGY)
9590. Master's Thesis.
Master's Thesis Guidelines
The School of Graduate and Postdoctoral Studies
Thesis Guidelines
Two full credits.
Offered: Every Term.
M.Ed. (Educational Studies) - Core Courses
9500a. Power, Politics and Policy in Education: Historical and Contemporary Perspectives. This
course analyses the various factors that have influenced the evolution of school systems and
recent changes in pedagogy, curriculum and school management. The development of scholarly
research and writing skills will be emphasized.
Half course; one term.
Offered: Every Fall Term
9526a. Psychology in Education: Issues, Theories and Practices. This course
covers recent advances in the field of psychology that are applied to education. Theories of
attentional processes, memory structures, problem solving, attribution, motivation and affect
are investigated.
Half course; one term.
Offered: Every Fall Term
9580a. An Introduction to Curriculum. Topics include: definitions of curriculum;
analysis of curricular language; concepts in curriculum design and organization; introduction
to curriculum evaluation and curriculum implementation.
Half course; one term.
Offered: Every Fall
9600b. The Management of Educational Policy in Ontario, 1960 to the Present. Consideration
will be given to current theoretical approaches to the nature, development and implementation
of educational policy, the role of research in the formulation and evaluation of policy and
the skills necessary for the critical appraisal of research reports.
Prerequisite: 500a
Half course; one term.
Offered: Every Winter Term
9621a/b. Introduction to Statistics in Education. The selection of appropriate
statistical procedures for analyzing data. Various descriptive and inferential statistics.
Introduction to analysis of variance and nonparametric procedures.
This course is compulsory for Educational Psychology/Special Education students who plan to
write a thesis, and strongly recommended for students planning to write a DRP.
Half course; one term.
9622a. Research Design in Education. Review of basic and advanced concepts
of research in education, including various designs, measurement issues, and both education-related
and special-education related methodological considerations.
Antirequisite: 546; Prerequisite: 526 and 657
Half course; one term.
Offered: Every Winter Term
9657b. Problems & Issues in Special Education This course will cover major
areas of contemporary psychological theories and their impact on models of assessment, etiology,
curriculum and instruction with exceptional students.
Half course; one term.
Offered: Every Fall Term
9678a/b. Diverse Traditions: Approaches to Educational Research. An introduction
to the major approaches to researching questions about education. The methods arising from
their assumptions are reviewed, with emphasis on the nature of questions addressed and the
forms of explanations sought. Students will apply the emergent issues in their own areas of
interest.
Half course; one term.
Offered: Every Fall Term (Policy focus) and every Winter Term (Curriculum focus)
9684a/b. Individual Proposal Preparation. New for MEd - Educational
Studies students commencing studies in September 2007. This course* 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.
*Please note that the IPP counts as a course only for those students who
commenced their program in 2007. For all other students it is a
milestone and a part of the Thesis/Directed Research Project.
Half course; one term.
Offered: every term.
M.Ed. (Educational Studies) - Electives
Please Note: Courses offered on-line are restricted to students registered in the Curriculum on-line program; no special permissions. Please refer to the 3-Year Plan of course offerings to confirm on-line courses.
9501b. Theories of Educational Administration. An introduction to concepts
and theories fundamental to the study and practice of educational administration. Reference
will be made to theories of organizational and administrative behaviour with emphasis on such
topics as bureaucracy, systems, leadership, motivation and planned change.
Half course; one term.
Offered: Every Winter Term
9502a/b. 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.
9503a/b. Educational Finance for School Leaders. While situating
the financing of education generally within its larger economical and related socio-political
contexts, and while surveying contemporary issues in the financing of education in Ontario,
this course focuses primarily on issues, such as school-based budgeting, with most relevance
to and impact on the school level. (Developed for the Leadership program.)
Half course; one term.
9505a/b. 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.
9507a/b. Graduate Seminar in School Leadership. The various models,
theories and concepts associated with leadership in schools will be examined. Particular
focus will be on the major theoretical elements of leadership that are specific, relevant and
practical. Throughout, students will examine critically the current and seminal pieces
of research in the area to identify possible trends in the study of leadership.
Half course; one term.
9508a/b. Educators and the Law. This course affords opportunities to explore
areas of intersection of education and law, e.g., judicial involvement with administrative
decision-making, teacher dismissal, pupil suspension, liability of educators, human rights
and labour relations. This course is taught through discussion of readings and cases.
Half course; one term.
9511a/b. 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.
9514a/b. 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.
9520a/b. 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.
9521a/b. 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.
9523a/b. 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.
9533a/b. 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.
9535a/b. 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.
9538a/b. 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
9543b. Group Counselling. Theory and practice in group procedures related
to remedial, preventive, and developmental aspects of counselling in school and related contexts.
Group counselling and group instructional methods are examined. Principles of behaviour in
groups are highlighted.
Half course; one term.
Offered: Every Winter Term
9550a. Ethics and Human Development. Ethical issues in service delivery are
examined for life span development taking into consideration individual differences among children
and adults in both school and community settings
Half Course; one term.
Offered: Every Fall Term
9555b. Trauma and Recovery. The goal of this course is to examine current
literature and review the main concepts of psychological trauma and recovery, and to develop
a foundation for the continued development of knowledge and skills based on the integration
of theory, research evidence, expert practice and approaches, and critical thinking.
Half Course; one term.
Offered: Every Winter Term.
9557a/b. 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.
9560a/b. (Cross-listed with UBC) Foundations of Home Economics Education. This
course will look back to understand what family studies/home economics has been as a
school subject. What should it be? What kind of knowledge and learning does it
foster? What discourses have shaped family studies/home economics over the years and
what are the current resources and trends influencing the subject area? The course will
examine origins, beliefs, purposes, and contexts that shape family studies/home economics
in the past and currently.
Half course; one term. Offered on-line through UBC. *Not restricted to Curriculum
on-line students.
9561a/b. (Cross-listed with UBC) Research Perspectives in Family Studies/Home
Economics Education. What is known about the impacts of Fst/HEc education
content and practices? What is known about learning in and retention of Fst/HEc? This
course will focus on the study of kinds of knowledge and ways of knowing relevant to Fst/HEc,
and how we understand and incorporate our ways of knowing with our ways of being teachers
and researchers.
Half course; one term. Offered on-line through UWO. *Not restricted to Curriculum
on-line students.
9562a/b. (Cross-listed with UBC) Curriculum and Instruction in Home Economics
Education. What influences the form and content of curriculum? What
are the different ways that curriculum can be understood from the different perspectives
of teachers, students, administrators, and other stake holders? How do values, principles,
and beliefs translate into practices at the classroom level? How do we know the impacts
of curriculum practices? This course will focus on processes of curriculum development,
the teacher as curriculum leader and decision-maker, and models for collaborative curriculum
development.
Half course; one term. Offered on-line through UBC. *Not restricted to Curriculum
on-line students.
9563a/b. (Cross-listed with UBC) Enacting Transformative Pedagogies in
Family Studies/Home Economics Education. The language used to describe and
discuss teaching, and the understandings that underpin that language are labeled for purposes
of critical examination: forms of pedagogic discourse. To what extent do forms
of pedagogic discourse in Fst/HEc depend on and reflect particular social, economic or political
interests and understandings? We will review the relationship of pedagogic discourse
to your professional practice and personal research in Fst/HEc, continually asking ourselves "Who
is the self that teaches?"
Half Course; one term. Offered on-line through UWO. *Not restricted to Curriculum
on-line students.
9564a/b. 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.
9565a/b. 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.
9566a/b. 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.
9568a/b. 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.
9570a/b. 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.
9571a/b. 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.
9572a/b. 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.
9574a/b. 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.
9575a/b. 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.
9576a/b. 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.
9577a/b. 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.
9578a/b. 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.
9579a/b. 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.
9581a/b. 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.
9582a/b. 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.
9586a/b. 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.
9587a/b. 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.
9588a/b. 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.
9601a/b. 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.
9609a/b. 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.
9612a/b. 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.
9613a/b. 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.
9614a/b. 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.
9615a/b. 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.
9617a/b. 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.
9618a/b. 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.
9623a/b. 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.
9624a/b 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.
9625a/b. 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.
9626a/b. 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.
9627a/b. 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.
9628a/b. 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.
9629a/b. 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.
9641a/b. 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.
9651a/b. 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.
9652a/b. 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.
9658a/b. 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.
9660a/b. Special Topics in Educational Psychology and Special Education. Selected
topics of current interest in educational psychology and special education.
Half course; one term.
9679a/b. 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.
9680a. 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.
9685a/b. First Independent Reading and Research. Independent
Reading and Research course guidelines.
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
9686a/b. Second Independent Reading and Research. Independent
Reading and Research course guidelines.
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.
9687a/b. Special Topics in Curriculum.
Half course; one term.
9688a/b. Special Topics in Educational Policy Studies.
Half course; one term.
9689a/b. Special Topics in Equity and Social Justice.
Half course; one term.
OPTIONS FOR M.Ed. (EDUCATIONAL STUDIES)
9589. Directed Research Paper/Project.
Directed Research Paper/Project Guidelines
One full credit.
Offered: Every Term.
9590. Master's Thesis.
Master's Thesis Guidelines
The
School of Graduate and Postdoctoral Studies Thesis Guidelines
Two full credits.
Offered: Every Term.
9591. Comprehensive Examination. *PLEASE NOTE: This option is being phased out and is only available to students who commenced studies in September 2006 or earlier.
Students must meet with their Focus Advisor at least one full semester before they plan to
write the comprehensive examination. No credit weight.
Comprehensive Exam Guide - Curriculum Studies
Comprehensive Exam Guide - Educational Policy Studies
Offered: Every Term.
Also from this web page:
Program Information
- Ph.D. in Education Studies
- Joint Ph.D. Program
- M.Ed. Counselling Psychology
- M.Ed. - Onsite
- M.Ed. - Online
- Course Descriptions and Timetables
- Program Policies
- Faculty Research
- Fees and Funding Sources
