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Curriculum and Instruction
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.
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.
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.
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.
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.
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.
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.
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:
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.