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Educational Theory and Practice
Doctor of philosophy (PhD) degrees signify the acquisition of advanced knowledge in a field of specialization and advanced competence in conducting significant and original education research.
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 and, if applicable, specialization. Application information is available from the .
Program Requirements
This program consists of courses, a qualifying examination and a thesis for a minimum of 39 units.
Students must complete a minimum of 18 units of graduate course work*
and a qualifying examination
The Qualifying Examination will follow completion of degree course work. An open oral qualifying examination given by the supervisory committee. The examination consists of a defence of the proposed thesis topic by the student and their responses to supervisory committee questions about related proposed research topics. The examination follows submission of a written PhD research proposal. Graded on a satisfactory/unsatisfactory basis. Students who fail will either successfully complete a second examination within six months or withdraw from the program.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| TBD |
and a thesis
The Qualifying Examination is completed following submission of the research plan and completion of course work. A major part of this program is original research. A thesis describing this is submitted and defended. Upon entry to the program, and every term, students enroll in EDUC 899.
*Students may complete one of two optional streams. In lieu of elective course work, students must complete the listed required courses. The supervisory committee may require further course work in the Faculty of Education or other faculties. Students are encouraged to complete additional courses from other programs in Education and/or related departments outside the Faculty of Education.
Curriculum and Pedagogy Stream
Students complete all of the following required courses
The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Stephen Smith |
Sep 4 鈥� Dec 3, 2024: Thu, 4:30鈥�7:20 p.m.
|
Burnaby |
A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Heesoon Bai |
Sep 4 鈥� Dec 3, 2024: Thu, 7:30鈥�9:20 p.m.
|
Burnaby |
Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.
A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.
Philosophy of Education Stream
This program stream focuses on three interconnecting themes of ecology, culture and consciousness, and brings relevant philosophical and wisdom traditions, theories, innovations, and methods to work with these themes.
Students complete all of the following required courses
The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Stephen Smith |
Sep 4 鈥� Dec 3, 2024: Thu, 4:30鈥�7:20 p.m.
|
Burnaby |
A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Heesoon Bai |
Sep 4 鈥� Dec 3, 2024: Thu, 7:30鈥�9:20 p.m.
|
Burnaby |
Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.
A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.
Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making. Students with credit for EDUC 831 may not take this course for further credit.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Jeannie Kerr |
Sep 4 鈥� Dec 3, 2024: Wed, 7:30鈥�9:20 p.m.
|
Burnaby |
An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective? Students with credit for EDUC 836 may not take this course for further credit.
Program Length
Students are expected to complete the program requirements within 18 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.