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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.
間眅埶AV Requirements
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the 間眅埶AV Calendar. 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. Application information is available from the .
Program Requirements
This program consists of course work and the requirements from either project or comprehensive examination option for a minimum of 30 units. After successful completion of three courses, students admitted to the MEd program may, on the supervisor's recommendation, and with the approval of the graduate director, transfer to the MA program.
Students must complete
Covers research methods, with special reference to research in Education Leadership. Fundamental theories, practices, and ethical issues of educational research are discussed. The course addresses some of the fundamental challenges and decisions in designing and using educational research.
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 |
|---|---|---|---|
|
Rebecca Cox |
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Meaghan Dougherty |
TBD |
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.
and the requirements from one of the options below
Project Option
and one additional graduate course (three to five units) as approved by the student's supervisor
and a project
An action research or original research project dealing with a specific problem in education practice, leadership, administration, organizational theory, or policy. The study must result in the preparation of a formal paper and public presentation. Projects are evaluated per 間眅埶AV Graduate General Regulation 1.9.1 and submitted to the library. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 719. Students with credit for EDUC 881 may not take this course for further credit.
Comprehensive Examination Option
and 13 units of elective graduate courses as approved by the student's supervisor
and a comprehensive examination
*Students are required to complete this course and consult with their supervisor prior to enrollment in either the project or the comprehensive examination option.
Community Graduate Programs – Themed Cohort Option
This program is also offered as a themed program that is often situated in communities. 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.