間眅埶AV

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間眅埶AV Calendar | Fall 2013

Curriculum and Instruction

Master of Arts

The master of arts (MA) degree signifies the acquisition of advanced knowledge in the student’s field of specialization and competence in conducting significant and original research in education. Graduate programs leading to this degree culminates with a master’s thesis (EDUC 898).

The program is for educators who wish to critically examine current educational theory, research and practice. Participants are encouraged to examine their own instructional practices and to consider the match between practices and developing education theories.

間眅埶AV Requirements

See 1.3 for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.

間眅埶AV is granted to a specific degree and to a particular program or specialization. Updated application information is available from the . All applications are reviewed once a year.

Program Requirements

This program requires a minimum of 25 units of course work and a thesis (EDUC 898-10).

The program can focus on an area of specialization such as imaginative education, inclusion, foundations, health and French education, or can be pursued as a general program. Each specialization will determine a minimum of three courses that will be considered core for the specialization from the list below. Current information about the specializations is available from the Graduate Programs office in the Faculty of Education. Each program is subject to the normal faculty approval process.

EDUC 816 - Developing Educational Programs and Practices for Diverse Educational Settings (5)

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

EDUC 820 - Current Issues in Curriculum and Pedagogy (5)

Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.

EDUC 822 - Evaluation of Educational Programs (5)

Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.

EDUC 823 - Curriculum and Instruction in an Individual Teaching Speciality (5)

An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.

EDUC 830 - Implementation of Educational Programs (5)

Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.

EDUC 833 - Social and Moral Philosophy in Education (5)

An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.

EDUC 858 - Intercultural Perspectives and Practices in Francophone School Contexts (5)

In this course, students will be introduced to the foundations of intercultural education, and engaged in critically analyzing school practices - including their own underlying assumptions and teaching practices - relating to cultural diversity and identity in multicultural Francophone school contexts. Students will derive classroom applications and become familiar with policies, contemporary research, and practices in the field of intercultural education in Canada and other Francophone countries.

EDUC 864 - Research Designs in Education (5)

Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814.

Thesis

Normally, before the fifth course, a master’s thesis research plan is presented to the tenured or tenure track member of the faculty whom the student proposes to be senior supervisor. The senior supervisor and at least one other faculty member chosen in consultation with the senior supervisor constitutes the supervisory committee and the student proceeds to the thesis by completing:

EDUC 898 - Master's Thesis (10)

The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms.

The master’s thesis is examined as prescribed in 1.9 and 1.10.

Academic Requirements within the Graduate General Regulations

All graduate students must satisfy the academic requirements that are specified in the  (residence, course work, academic progress, supervision, research competence requirement, completion time, and degree completion), as well as the specific requirements for the program in which they are enrolled, as shown above.

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