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.
丁香园AV Requirements
See 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.
丁香园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 equity studies, foundations, health, French education, imaginative 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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Peter Liljedahl |
TBD | ||
|
Natalia Gajdamaschko |
TBD |
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Ann Chinnery |
May 9 鈥� Aug 8, 2016: Wed, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
Joanne Robertson Larry Johnson |
TBD | ||
|
Vicki Kelly |
TBD |
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Kevin O'Neill |
May 9 鈥� Aug 8, 2016: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
Becky Cox |
TBD |
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.
An in-depth study of selected topics in education, equity, and social theories.
Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Ozlem Sensoy |
May 9 鈥� Aug 8, 2016: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
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 master’s thesis is examined as prescribed in and .
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the , as well as the specific requirements for the program in which they are enrolled, as listed above.