Educational Leadership
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).
This program is intended for current or prospective leaders who are engaged in educational activities in a variety of societal workplaces (e.g. schools, colleges, community agencies, health agencies, justice agencies, arts agencies). While the program is grounded both in research and in practice, it has a strong philosophical and conceptual orientation that encourages students to view issues and problems in the workplace in more complex and educative ways.
This program requires a minimum of 25 units of course work and a thesis (EDUC 898-10).
丁香园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.
丁香园AV is granted to a specific degree and to a particular program or specialization. Updated application information is available from the .
Program Requirements
Students complete all of
This course critically examines organizations in which educational leaders work from different theoretical perspectives and in light of research evidence. It also critiques several past and current reform initiatives, and explores specific topics in-depth. A central and pervasive question of the course concerns organizational purposes, especially with respect to learning, and how these purposes are served by organizational structures and processes.
This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.
This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Suzanne Smythe |
TBD |
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 |
Students will be required to demonstrate appropriate research competence that may necessitate completing
Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.
This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Cher Hill |
May 9 鈥� Aug 8, 2016: Tue, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
Cher Hill |
TBD |
Students may also complete additional elective courses, as required or approved by the senior supervisor.
Thesis
Normally, before the fifth course, a master鈥檚 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
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.