Educational Leadership
The master of education (MEd) is a professional degree signifying advanced knowledge about and advanced training in educational practice. This program is intended for current and prospective leaders who are engaged in educational activities in a variety of societal workplaces [e.g. schools, colleges, community agencies, health agencies, justice agencies, art 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.
丁香园AV Requirements
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the 丁香园AV Calendar. 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. Application information is available from the .
Program Requirements
This program consists of courses and a comprehensive examination for a minimum of 35 units. After successful completion of three courses, students admitted to the MEd program may, on the senior supervisor's recommendation, and with the approval of the graduate director, transfer to the MA program.
Students must complete
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Michelle Nilson |
TBD |
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 |
|---|---|---|---|
|
Daniel Laitsch |
TBD |
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Natalia Gajdamaschko |
TBD | ||
|
David Pimm |
Jan 20, 2018: Sat, 9:00 a.m.鈥�4:50 p.m.
Feb 24, 2018: Sat, 9:00 a.m.鈥�4:50 p.m. Mar 3, 2018: Sat, 9:00 a.m.鈥�4:50 p.m. Apr 7, 2018: Sat, 9:00 a.m.鈥�4:50 p.m. Jan 21, 2018: Sun, 9:00 a.m.鈥�4:50 p.m. Feb 25, 2018: Sun, 9:00 a.m.鈥�4:50 p.m. Mar 4, 2018: Sun, 9:00 a.m.鈥�4:50 p.m. Apr 8, 2018: Sun, 9:00 a.m.鈥�4:50 p.m. |
Burnaby Burnaby Burnaby Burnaby Burnaby Burnaby Burnaby Burnaby |
|
|
Charles Scott Laurie Anderson |
TBD |
and one of
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 |
|---|---|---|---|
|
Engida Gebre |
Jan 3 鈥� Apr 10, 2018: Tue, 4:30鈥�9:20 p.m.
|
Surrey |
and one additional course (five units) approved by the student's senior supervisor.
and a comprehensive examination
The examination is graded on a satisfactory/unsatisfactory basis.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| TBD | |||
|
Apr 6, 2018: Fri, 4:30鈥�9:20 p.m.
Apr 13, 2018: Fri, 4:30鈥�9:20 p.m. Apr 7 鈥� Apr 8, 2018: Sat, Sun, 8:00 a.m.鈥�5:00 p.m. Apr 14 鈥� Apr 15, 2018: Sat, Sun, 8:00 a.m.鈥�5:00 p.m. |
Surrey Surrey Surrey Surrey |
||
| TBD |
The comprehensive examination normally occurs in the term in which course requirements are completed or in the term immediately following.
Community Graduate Programs – Two Year Option
This program is also offered as a two year program that is often situated in communities throughout the provinces of British Columbia and Alberta. It caters to practicing educators who wish to improve their abilities to critically read, evaluate and integrate educational theory and research. The program's focus will be on a theme that integrates scholarly inquiry with focal interests and professional practice needs.
Classes normally are scheduled every second weekend at the program location.
Program Length
Students are expected to complete the program requirements within six terms.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.