Faculty of Education Master Of Education Degree

Lakehead University offers a Master of Education program in the field of Educational Studies.

Program goals include:
1. the advancement of educational research and practice at all levels of education; and
2. the professional development of educators.

Application deadline is February 1. Late applications may be considered for admission, but may not be eligible for funding.

COLLABORATIVE GRADUATE PROGRAM WITH SPECIALIZATION IN GERONTOLOGY

The Faculty of Education offers a Specialization in Gerontology to students registered in the Master of Education program. See the Specialization in Gerontology, page 271 for details.

COLLABORATIVE GRADUATE PROGRAM WITH SPECIALIZATION IN WOMEN'S STUDIES

The Faculty of Education offers a Specialization in Women's Studies to students registered in the Master of Education program. See the Specialization in Women's Studies, page 272 for details.

ADMISSION REQUIREMENTS

Normal minimum requirements for admission to the MEd program are:

1. an acceptable three year or four year Bachelor's degree and Bachelor of Education or equivalent, each with at least a second class standing (B).
OR
2. Two years professional experience and a minimum B average in a four-year Bachelor's degree or equivalent.

Although the above requirements should be considered as normal minimum requirements for admission, equivalent qualifications may be considered. The University retains the right to select candidates and to limit enrolment in accordance with available resources.

Students who are applying to the Master of Education program should include at least one reference from a faculty member outside the Faculty of Education. This referee should be able to comment on the applicant's capacity for scholarly writing and potential for graduate-level research. Applicants who have difficulty obtaining an academic reference because they have been out of school for a considerable time, should contact the Office of Graduate Studies and Research in Education for further information.

Applicants with an average between 70% and 75%, if accepted, are initially admitted to the portfolio route. Once admitted, a student may request a transfer to the thesis route. Requests must include a written confirmation from a full-time faculty member who is prepared to act as the student's thesis supervisor.

ADMISSION WITH ADVANCED STANDING

Applicants who have credit for graduate courses from another faculty/university may be granted credit for up to two half-courses in their MEd program. Such courses must be approved by the Graduate Studies Education Committee based on the following criteria:

1. The courses have not been used as credit toward another degree, certificate or diploma;

2. A minimum of B standing was obtained;

3. The courses are considered to be directly relevant to the area of specialization chosen by the applicant; and

4. The courses will have been taken within three years of the time of admission to the MEd program.

ACADEMIC REGULATIONS

MEd candidates should be familiar with all general academic regulations pertaining to master's degrees.

1. Electives In Other Academic Units
With permission, elective courses may include a maximum of one full graduate course, or the equivalent, in another cognate academic unit.

2. Portfolio
The portfolio topic and its components must be approved by the Supervisory Committee.

3. Thesis
General academic regulations pertaining to Master's theses will apply.

4. Full-time Students
Full-time MEd students may register for no more than four half-courses per term and no more than two half-courses in any Summer Session; full-time MEd students may proceed to take further graduate courses providing that not more than one half-course standing is recorded as "Incomplete".

5. Part-Time Studies
Part-time MEd students may register for no more than two half-courses a term and no more than two half-courses in any Summer Session; part-time MEd students may proceed to take further graduate courses providing that not more than one half-course standing is recorded as "Incomplete". A minimum of two half-courses must be done on campus.

6. Special Student Status
Students eligible for admission to the MEd program may take up to two half-courses without registering in the program. Registering in a graduate course DOES NOT in itself imply admission to the program.

 

PROGRAMS

To complete the MEd degree graduate students must successfully complete the equivalent of five full graduate courses including the thesis or portfolio. Graduate students must maintain minimum satisfactory academic standing as noted in the regulations for Graduate Studies (see page 268). Each student must plan a program in consultation with a faculty Advisor.

A. THESIS ROUTE:
(a) Compulsory courses:
Education 5010 - Introduction to Research Approaches in Education
and either
Education 5110 - Quantitative Research Methods in Education
or Education 5111 - Qualitative Research Methods in Education
(Students may take both 5110 and 5111, but the second will be taken as an elective course.)
(b) Two FCE electives (four half-courses) selected in consultation with Supervisor and reflecting student's area of interest
(c) Education 5901 - Master's Thesis (credit weight of 2 FCEs)

B. PORTFOLIO ROUTE:
(a) Compulsory courses:
Education 5010 - Introduction to Research Approaches in Education
Education 5112 - Research Seminar
(b) Three FCE electives (six half-courses) selected in consultation with Supervisor and reflecting student's area of interest)
(c) Education 5909 - Master's Portfolio (credit weight of 1 FCE)

 

GRADUATE COURSES

Courses not offered this academic year (fall/winter terms) are indicated by the words "NOT OFFERED THIS YEAR" below the course description. Nevertheless, students should refer to the Timetable as a final check.

The following courses are offered for the MEd program.

(Information about Course Numbering System)

COURSE GROUPS LIST

1. Research Methods
Education 5010 - Introduction to Research Approaches in Education
Education 5110 - Quantitative Research Methods in Education
Education 5111 - Qualitative Research Methods in Education
Education 5112 - Research Seminar

2. Curriculum
Education 5210 - The Foundations of Curriculum
Education 5311 - Curriculum Assessment and Evaluation

3. Policy and Leadership
Education 5230 - Educational Administration Theory
Education 5233 - Educational Leadership
Education 5234 - Policy and Change
Education 5339 - Educational Law and Finance

4. Foundations
Education 5412 - Philosophy of Education
Education 5417 - Sociology of Education
Education 5419 - History and Comparative Education

5. Special Education
Education 5312 - Learning Processes
Education 5316 - Issues in Special Education
Education 5317 - Issues in Early Childhood Education

6. Specialized Electives
Education 5611 - Critical Pedagogy
Education 5614 - Issues in Technology and Distance Education
Education 5634 - Outdoor Ecological and Experiential Education
Education 5635 - Issues in Aboriginal Education

7. Curriculum Specializations
Education 5435 - Curriculum Studies in Mathematics Education
Education 5436 - Curriculum Studies in Science Education
Education 5437 - Curriculum Studies in Language Arts
Education 5438 - Curriculum Studies in Social Studies

8. Other
Education 5414 - Special Topics
Education 5570 - Directed Study
Education 5901 - Master's Thesis
Education 5909 - Master's Portfolio

Education 5010
Introduction to Research Approaches in Education
3-0; 0-0
A critical introduction to major paradigms and basic issues in educational research. This course is normally taken as the first course in the program.

Education 5110
Quantitative Research Methods in Education
0-0; 3-1
The design and analysis of quantitative research including measurement concepts, validity, reliability and methods for the analysis of empirical data. Students must complete a compulsory 12-hour lab component.

Education 5111
Qualitative Research Methods in Education
0-0; 3-0
Examination of the assumptions, characteristics, methods, and criteria for trustworthiness within a naturalistic paradigm. The course includes a theoretical component and field work in natural settings.

Education 5112
Research Seminar
Designed for students selecting the portfolio option, this course supports the development of portfolio content that students have decided on with their committee. It will include topics such as introductory survey design and analysis, classroom-based action research approaches, applying research to curriculum (materials) design, critiquing educational documents using empirical approaches, and topics specifically related to individuals' portfolio development, including technical, creative, and scholarly components.

Education 5210
The Foundations of Curriculum
3-0; 0-0
A critical survey of the foundations of curriculum decision making through an examination of the influence of major curriculum perspectives on practice. The effect of one's conception of the nature of knowledge, processes and conditions of learning, the characteristics of learners, values and culture, social aims, political, economic and technolgical influences on the elements of curriculum as reflected in selected curriculum models will be explored.

Education 5230
Educational Administrative Theory
3-0; 0-0
An examination of modern organization and administrative theory and its application to schools and school systems. The nature and characteristics of formal and informal organizations are examined.

Education 5233
Educational Leadership
3-0; or 3-0
This course is designed to stress a critical approach to traditional and emerging trends in educational leadership. An attempt is made to link emerging theory to continuing practice through a process of study, personal reflection and theory to practice integration.
NOT OFFERED THIS YEAR

Education 5234
Policy and Change
3-0; or 3-0
Policy development, analysis, and implementation of change processes in educational organizations will be examined. Special attention will be paid to the roles and concerns of various agencies and actors in developing and implementing policy change in education.
Students who have taken Education 5232 previously may not take Education 5234 for credit.
NOT OFFERED THIS YEAR

Education 5311
Curriculum Assessment and Evaluation
0-0; 3-0
Current developments in assessment and evaluation will be examined in terms of purpose and procedures. Connections between curriculum, instruction, and assessment and evaluation will be emphasized.
NOT OFFERED THIS YEAR

Education 5312
Learning Processes
3-0; or 3-0
Cognitive science studies in learning processes and implications for assessment, teaching and individualized educational programming will be examined. Other topics will include the effects of schooling, and the influence of cultural factors upon cognition and learning. In addition, cognitive factors influencing learning process in exceptional learners will be examined.

Education 5316
Issues in Special Education
Contemporary issues in special education including alternative conceptions of exceptionality, and diverse approaches to the education of the exceptional student will be examined. Other topics will include an examination of policy, legal and ethical considerations in the identification, placement and education of exceptional students. Models for working with families of special needs children and advocacy in relation to the special needs student will also be examined.

Education 5317
Issues in Early Childhood Education
A comprehensive introduction to research, policy and practice in early childhood education will be presented. The contemporary literature on early childhood education will be reviewed with emphasis on the developmental, cultural, and linguistic appropriateness of models, programs and policies. Topics will include a comparison of early childhood education policy and programs internationally, availability and effectiveness of services throughout Canada, French immersion and bilingual models, the developmental effects of early childhood education including the impact of programs for children at risk due to poverty (for example Head Start in the United States), early identification and intervention for children with special needs, and transitions to school.
NOT OFFERED THIS YEAR

Education 5339
Educational Law and Finance
Sources and methods of distributing funding at provincial and local levels will be examined. Other topics will include the impact of provincial and federal law in relation to finance and the administration of schools in Ontario and Canada.
Students who have taken Education 5332 and/or Education 5334 previously may not take Education 5339 for credit.
NOT OFFERED THIS YEAR

Education 5412
Philosophy of Education
3-0; or 3-0
This course takes as its organizing principle the notion that teachers are necessarily philosophers. Emphasis will be placed on three areas of study: ethics; pedagogy and curriculum; and power and knowledge.

Education 5414 (ST)
Special Topics
3-0; or 3-0
Topical courses which examine theories, teaching practices and emerging trends in education, related disciplines, and core subjects in the curriculum.

Education 5417
Sociology of Education
3-0; or 3-0
A study of the social contexts within which schools operate, the social relations which constitute and are constituted by school communities, and political influences upon schools, communities, and knowledge. Throughout our analyses of tests, media, and personal accounts, a persistent focus will be maintained on the socio-political dynamics which affect sociological research in education. Two premises define this focus: (1) as educators and inquirers, we do not stand outside of social relations; and (2) when mapping social relations in education we must begin with ourselves.

Education 5419
Comparative and International Education
3-0; or 3-0
Comparative and international education provides the framework for understanding how social, economic, political, historical, cultural and educational forces determine educational needs and outcomes in various societies. The course will examine the growing globalization and internationalization of education, and outline the objectives, methods, and approaches of comparative education as well as broad cross-cultural perspectives of the traditions, missions, structures, and environments of primary, secondary, tertiary institutions, and lifelong learning in different systems.

Education 5435
Curriculum Studies in Mathematics Education
3-0; or 3-0
Current research concerning how children and young adults learn mathematics will be examined, as well as assessment practices such as performance-based assessment, writing, portfolios, observation, and questioning. Other topics will include classroom teaching practices and modes of delivery such as guided instruction, hands-on activities, and constructivist environments. Students need not have a background in mathematics to enroll in this course.
NOT OFFERED THIS YEAR

Education 5436
Curriculum Studies in Science Education
Current conceptions of students' learning in science will be examined, leading to an analysis of potential approaches for teachers to enhance student understanding. Students do not need to have a background in science to enrol in this course.
Students who have taken Education 5434 previously may not take Education 5436 for credit.
NOT OFFERED THIS YEAR

Education 5437
Curriculum Studies in Language Arts
Students will examine their own assumptions about language and text. As well, they will explore their own literacy through linguistic and cultural perspectives. Analysis will be undertaken of theoretically based approaches and strategies for language teaching and learning.
NOT OFFERED THIS YEAR

Education 5438
Curriculum Studies in Social Studies
Current issues and a variety of paradigms in social studies will be examined. These will include curriculum development, design, assessment and reporting in history, geography, sociology, law, and economics, as these areas are delivered in elementary and secondary schools.
NOT OFFERED THIS YEAR

Education 5570 (ST)
Directed Study
3-0; or 3-0
Directed study under the direction of a faculty member on a specialized topic of interest to the student is subject to availability of an instructor. To be eligible, students must have completed at least two required half courses and be registered to complete the remainder of the required courses in the term in which they enrol for independent study. Any deviation from this sequence requires prior approval of the Chair of Graduate Studies and Research in Education.
Note:
Normally no more than one independent reading course is permitted in a student's program.

Education 5611
Critical Pedagogy
3-0; or 3-0
The social, cultural and political contexts of learning, both in and out of schools, will be examined from a critical perspective. Issues to be explored and problematized include knowledge production and power relations, various "isms" in educational theory and practice, hegemony, praxis, experience, empowerment, resistance, and the relationship between education and advocacy.
NOT OFFERED THIS YEAR

Education 5614
Issues in Technology and Distance Education
3-0; or 3-0
Technology curricula, as well as epistemological relationships between technology, science, art and spirituality will be examined. The course will encompass a broad view of technology as it applies to human processes, physical products, environmental ecosystems, and distance based learning.
Students who have taken Education 5613 previously may not take Education 5614 for credit.

Education 5634
Outdoor Ecological and Experiential Education
3-3; or 3-3
An examination of the theoretical and practical underpinnings of ecological education and experiential learning, as well as the fusion of the two into one perspective. The course involves indoor and outdoor activities. The term "ecological education" is used in a holistic, interdisciplinary manner while "experiential learning" describes a way of interacting in order to derive meaning. The course focuses on human involvement within the natural world in order to achieve self-actualization.

Education 5635
Issues in Aboriginal Education
Aboriginal Education will be viewed from a bi-cultural perspective. The focus will be on historical and current issues influencing curriculum design, instructional and learning styles, measurement and assessment, public policy-making and administration in Aboriginal Education.

Education 5801 (9801)
Curriculum Project and Report
Students are required to complete under faculty supervision a theoretically defensible project in an area of curriculum studies. It is the student's responsibility to obtain the necessary approval for the intended project.
Restricted to students completing the Curriculum Studies project route.

Education 5802 (9802)
Administration Project and Report
Students are required to complete under faculty supervision a project that has a strong theoretical basis in an area of educational administration. It is the student's responsibility to obtain the necessary approval for the intended project.
Restricted to students completing the Educational Administration project route.

Education 5901 (9901)
Master's Thesis

Education 5909 (9909)
Master's Portfolio


See also:
Faculty of Graduate Studies
- Information/Regulations
- Faculty of Education
- Faculty
- Joint PhD Programs

Faculty of Education - Undergraduate Programs

 

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