Course Offerings

This course explores the ways that theory transacts and informs personal learning, professional practices, policy, and research. Students are expected to generate personal and professional lines of inquiry that will inform their current and future professional practices in educational (broadly defined) contexts. Half course, 0.50 credit units, one term.

In this course, participants develop the capacity to be informed consumers of educational research. Participants will discuss and analyze research from quantitative, qualitative and mixed-methods designs in order to make evidence-based decisions relating to the application of research to specific contexts. In addition, participants develop and refine their scholarly writing and apply the basics of APA writing conventions (e.g., in-text citations, references) to their written assignments. Half course, 0.50 credit units, one term.

This course involves analysis and application of learning theories from psychological, socio- cultural, and physiological disciplines to educational settings for children, adolescents, and young adults. Participants will examine their students' learning from biological, behavioural, cognitive and socio-cultural lenses to gain insights into origins and concomitants of students' educational experiences and achievement. Half course, 0.50 credit units, one term.

• Prerequisites: EU501 - Investigating the Relationship Between Theory and Practice, EU502 - Interpreting Research in Education

Note: This course may be substituted with quantitative methods course from another program only if the course is not offered at the Faculty of Education during the calendar year.

This course provides an introduction to quantitative research designs and statistical principles used in educational research, including survey techniques, correlational designs and experimental methods for investigating causal relations. Topics related to the general linear model will be addressed, including simple and multiple regression, analysis of variance, confidence intervals and tests of significance. Decision making with respect to reliability and validity, violation of assumptions, and related issues will be considered in the context of examples in educational research. Half-course, 0.50 credit units, one term.

• Prerequisites: EU501 - Investigating the Relationship Between Theory and Practice; EU502 - Interpreting Research in Education

Note: This course may be substituted with qualitative methods course from another program only if the course is not offered at the Faculty of Education during the calendar year.

This course will examine the assumptions, design, and use of a range of methodologies associated with qualitative research in education, including participant observation, asking questions (e.g., interviews, focus groups, surveys), and document review (e.g., content analysis). Critical review and discussion of issues inherent in reviewing, conducting, and reporting qualitative research will be a major component of the course. Half-course, 0.50 credit units, one term.

• Prerequisites: EU501 - Investigating the Relationship Between Theory and Practice; EU502 - Interpreting Research in Education

The Capstone course is the required culminating course of the Master of Education degree program. Using the lens of the four program objectives, this course requires participants to integrate knowledge developed throughout the courses taken in the program. Students will engage in presentations relevant to individual lines of inquiry and formulate a defining narrative linking program learning to objectives.

Students in the Students Affairs field will complete this capstone seminar through case study analyses and by preparing a functional area report based on practical experience in a student affairs area of specialization (e.g., Indigenous student life, gendered violence prevention and support, community service learning, co-curricular activities, digital citizenship and e-learning).

• Prerequisite: Successful completion of all required courses and electives.

This course involves analysis and application of learning theories from psychological, socio- cultural, and physiological disciplines to educational settings for children, adolescents, and young adults. Participants will examine their students' learning from biological, behavioural, cognitive and socio-cultural lenses to gain insights into origins and concomitants of students' educational experiences and achievement. Half course, 0.50 credit units, one term.

• Prerequisites: EU501 - Investigating the Relationship Between Theory and Practice, EU502 - Interpreting Research in Education

• Prerequisite: Successful completion of all required courses and electives.

The organization of schooling and the role of theory have been associated with curriculum design, ideologies, policies, and concepts. This course focuses on a critical analysis and study of definitions and theories of curriculum. Curriculum is examined as a product, a process, and a context within education. Half course, 0.50 credit units, one term.

This course provides an opportunity to critically consider the context within which educational systems exist.  An examination of changing patterns of immigration, socio-economic factors, and government policy are among the areas considered. Half course, 0.50 credit units, one term.

Whether in the classroom or in other educational contexts, effective practice hinges on leadership. This course examines intellectual traditions that have influenced education. It also encourages creative thinking about current and future issues in educational leadership, policy, and organizations. Half course, 0.50 credit units, one term.

This course considers how the culture of educational organizations is developed and changed.  An examination of how policy, resources, research, and leadership link with educational culture is provided. Half course, 0.50 credit units, one term.

The goal of this course is to examine the ways in which mathematical cognition develops and changes through the lifespan. Research from psychology and neuroscience will be addressed. Research related to special populations will also be explored. Half course, 0.50 credit units, one term.

This course examines contemporary and seminal mathematics education research. Research explored in this course will consider central issues for mathematics education for teaching and learning, as well as relevant theories in the discipline. Half course, 0.50 credit units, one term.

This course will focus on an examination of the formal and informal components of evaluation, appropriate evaluation techniques, procedures, collection, and utilization of research data for improving literacy learning for elementary school students. Research based instruction for prevention and remediation of reading difficulties of students will be explored. Half course, 0.50 credit units, one term.

This course will address theories of learning as they relate to teaching and learning in a digital age. Participants will ask and answer questions around how technology is changing learning and instruction, how to integrate technology in effective pedagogy, and how technology can enhance learning in particular content areas. Critical examination of current and emerging learning technologies will be conducted using examples in the field and through evaluation of existing and future research. This examination will include measurement and application of Technological Pedagogical Content Knowledge and the impact of digital technologies on self-regulated learning, higher order thinking, and collaborative knowledge construction. Half course, 0.50 credit units, one term.

This course involves an exploration of the theoretical literature and research on the relationships between literacy and technology in various socio-cultural contexts. Consideration will be given to instructional frameworks, methods, and materials for technology-enhanced literacy instruction with diverse learners will be given. Half course, 0.50 credit units, one term.

This course will explore the theory and practice of second language teaching and learning while focusing on the issue of student engagement and active learning activities within the L2 class. By researching current pedagogical trends on second language teaching, students will learn to create new and engaging activities taking advantage of their own students’ technological capabilities. Half course, 0.50 credit units, one term.

The purpose of this course is to allow a student, in consultation with an instructor, to articulate an independently developed course in which the student does research and reading on a topic of professional interest. Assignments of appropriate rigor and scope will also be agreed upon and negotiated between the instructor and the student. Students may be permitted to take up to one independent reading course. Availability of independent reading courses is subject to faculty interest and availability. Students enrolling in an independent reading course must complete the Independent Study – Letter of Agreement form, as well as a Graduate Program Change Request form and a Directed Studies form that are obtained from the graduate program assistant, approved by the academic advisor, and submitted to the Faculty of Graduate and Postdoctoral Studies. Half course, 0.50 credit units, one term.

This course is reserved for one-time or limited time offered courses. The course will cover special topics in education that may be related to current cohort needs or particularly contemporary or current issues in education. Half course, 0.50 credit units, one term.