The MEd program is designed to provide experienced educators with the knowledge and skills required to become more effective educational leaders. The overall aim of the program is to promote and support educational scholarship, research, and improved practice.<\/p>\r\n
A) PROGRAM REQUIREMENTS<\/strong><\/p>\r\n Students enrolled in the graduate program are required to choose a thesis-based or course-based option. In the thesis-based option students will complete five compulsory courses, one elective course, and a thesis (4 course equivalents). In the course-based option, students will complete seven compulsory courses and three elective courses.\u00a0The course-based MEd program includes focus areas in 21st Century Teaching & Learning, Inclusive Education, Global Perspectives, and College Education.\u00a0 Not all focus areas are offered each year.<\/p>\r\n THESIS-BASED OPTION<\/strong><\/p>\r\n Compulsory Courses (5 required courses)\r\n<\/strong>Education 6110 Introduction to Research Methods in Education\r\nEducation 6140 Theories of Research and Learning\r\nEducation 6150 Educational Leadership\r\nEducation 6190 Critical Pedagogy\r\nand one of the following:<\/p>\r\nEducation 6120 Quantitative Research Design\r\nOR\r\nEducation 6130 Qualitative Research Design\r\nOR\r\nEducation 6160 Action Research in Education\r\nOR\r\nEducation 6180 Learning, Leadership and Reflective Practice\r\nOR\r\nEducation 6290 Program Evaluation\r\n Elective Courses (1 required)<\/strong>\r\nEducation 6010 Selected Topics in Education\r\nEducation 6020 Student Diversity and Inclusive Education\r\nEducation 6030 Instructional and Assessment Practices for Inclusive Education\r\nEducation 6170 Issues in Educational Leadership\r\nEducation 6220 Research on Learning Difficulties\r\nEducation 6225 Assessment for Students with Learning Challenges\r\nEducation 6240 Change: Leadership in Learning\r\nEducation 6250 Curriculum: Leadership in Learning\r\nEducation 6260 Technology: Leadership in Learning\r\nEducation 6270 Global Education\r\nEducation 6280 International Education and Development\r\nEducation 6300 Perspectives in Ecology and Sustainable Leadership\r\nEducation 6310 Leadership in Postcolonial Education\r\nEducation 6320 Leadership in Languages and Literacies\r\nEducation 6330 Multiliteracies and New Literacies\r\nEducation 6340 An Introduction to 21st Century Teaching and Learning\r\nEducation 6420 Workplace learning and Leadership\r\nEducation 6910 Directed Study\r\nEducation 6950 Graduate Seminar<\/p>\r\n Thesis<\/strong>\r\nEducation 6990 (4 course equivalents)<\/p>\r\n COURSE-BASED OPTION<\/strong><\/p>\r\n Compulsory Courses (7 required courses)<\/strong>\r\nEducation 6110 Introduction to Research Methods in Education\r\nEducation 6140 Theories of Research and Learning\r\nEducation 6150 Educational Leadership\r\nEducation 6190 Critical Pedagogy\r\nEducation 6250 Curriculum: Leadership in Learning<\/p>\r\nAnd one of the following courses:\r\n\r\nEducation 6120 Quantitative Research Design\r\nOR\r\nEducation 6130 Qualitative Research Design\r\nOR\r\nEducation 6160 Action Research in Education\r\nOR\r\nEducation 6180 Learning, Leadership and Reflective Practice\r\nOR\r\nEducation 6290 Program Evaluation\r\n\r\nAnd one of the following courses:\r\n\r\nEducation 6170 Issues in Educational Leadership\r\nOR\r\nEducation 6270 Global Education\r\nOR\r\nEducation 6280\u00a0 International Education and Development\r\n\r\nElective Courses (3 courses required)\r\n<\/strong>Education 6010 Selected Topics in Education\r\nEducation 6020 Student Diversity and Inclusive Education\r\nEducation 6030 Instructional and Assessment Practices for Inclusive Education\r\nEducation 6210 Current Research in Learning\r\nEducation 6220 Research on Learning Difficulties\r\nEducation 6225 Assessment for Students with Learning Challenges\r\nEducation 6230 Statistics for Research in Education\r\nEducation 6240 Change: Leadership in Learning\r\nEducation 6260 Technology: Leadership in Learning\r\nEducation 6300 Perspectives in Ecology and Sustainable Leadership\r\nEducation 6310 Leadership in Postcolonial Education\r\nEducation 6320 Leadership in Languages and Literacies\r\nEducation 6330 Multiliteracies and New literacies\r\nEducation 6340 An Introduction to 21st Century Teaching and Learning\r\nEducation 6420 Workplace learning and Leadership\r\nEducation 6910 Directed Study\r\nEducation 6950 Graduate Seminar\r\n B) THE THESIS<\/strong><\/p>\r\n Each candidate in the thesis-based option is required to submit a thesis based upon research conducted under supervision as described in this section of the calendar. The thesis must demonstrate the student\u2019s capacity for original and independent research and should extend the knowledge base in the field under study.<\/p>\r\n General specifications as to paper, format, order, and binding are available from the Office of the Co-ordinator of Graduate Studies.<\/p>\r\n The student should consult frequently with the Supervisor and the Supervisory Committee when preparing the thesis. After the final draft has been read and approved by the members of the Supervisory Committee, an electronic copy must be submitted to the Co-ordinator of Graduate Studies for dissemination to members of the Examining Committee. These copies must be submitted no later than four weeks prior to the student\u2019s oral defence.<\/p>\r\n The Master\u2019s Examination <\/strong><\/p>\r\n The final oral examination, which is devoted chiefly to the defence of the thesis, is a Faculty examination, identified as the Master\u2019s Examination. Normally, the Examining Committee consists of the two members of the Supervisory Committee, one other member of the Faculty of Education, and one reader, external to the University, who submits a written report attesting to the quality of the work. The Co-ordinator of Graduate Studies selects the Examining Committee at the request of the Supervisor, appoints the Chair, and is responsible for notifying the Dean of Education of its composition.<\/p>\r\n Normally, the final oral examination is open to the public; however, members of the public may question the student only upon the invitation of the Chair of the Examining Committee.<\/p>\r\n The examination is passed and the thesis approved if there is no more than one negative vote; an abstention is considered to be a negative vote. The Co-ordinator of Graduate Studies is responsible for reporting the result of the examination to the Dean of Education. The result is recorded as \u201cAccepted as is,\u201d \u201cAccepted after minor revision,\u201d \u201cAccepted after substantial revision,\u201d or \u201cUnacceptable.\u201d The result \u201cAccepted after minor revision\u201d normally entails editorial changes. If the result is \u201cAccepted after substantial revision,\u201d the student may be given the opportunity by the Examining Committee to revise the thesis with or without defending again. If the thesis revision is successful, the thesis supervisor is to sign before the thesis is presented to the Graduate Studies Committee. An electronic copy should be submitted to the Graduate Studies Co-ordinator. If the result is \u201cUnacceptable,\u201d the student may be given one opportunity by the Examining Committee to revise the thesis and to defend it again.<\/p>\r\n Submission of Thesis<\/strong><\/p>\r\n When the thesis, in its final form, has been prepared after the final oral examination, the student will submit an electronic copy to the Co-ordinator of Graduate Studies at least three weeks prior to Convocation.<\/p>\r\n\r\n ED 6010 SPECIAL TOPICS IN EDUCATION\r\nIn this course, students investigate special topics in the field of education. Permission of the Coordinator of Graduate Studies and the Dean is required.\r\nHOURS OF CREDIT: 1, 2 or 3 credit hours<\/p>\r\n ED 6020 STUDENT DIVERSITY AND INCLUSIVE EDUCATION\r\nThis course explores student diversity within the context of inclusive education. Current theoretical and conceptual frameworks in the field of inclusive education and critical disability studies will be examined to better support a \u2018capacity approach\u2019 to diverse students learning. Specifically, students will examine and critique dominant views informing schooling policies and practices regarding current issues related to diversity and equity in learning environments.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6030 INSTRUCTIONAL AND ASSESSMENT PRACTICES FOR INCLUSIVE EDUCATION\r\nThis course involves the examination of theoretical and practical aspects regarding inclusive strategies and practices for diverse learners in educational settings. The principles of Universal Design for Learning (UDL) will be examined in relation to instructional methods, materials, activities, and evaluation procedures for diverse learners.\r\nPRE OR CO-REQUISITE: Education 6110 and Education 6020 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6110 INTRODUCTION TO RESEARCH METHODS IN EDUCATION\r\nIn this course, students are introduced to a variety of methods that are appropriate for conducting research in educational settings. Students develop an understanding of qualitative and quantitative research methodologies. Students are introduced to the process of planning, conducting, and reporting research on learning and instruction, and to the critical analysis of current studies reported in educational literature.\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6120 QUANTITATIVE RESEARCH DESIGN\r\nIn this course, students explore the characteristics of quantitative methodology and examine their usefulness in conducting educational research. The methods discussed include causal-comparative, correlational, and experimental. Students learn how to state hypotheses, define and measure variables, select samples, collect and analyze data, and prepare research reports. Students design a research study on a topic related to learning and instruction.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6130 QUALITATIVE RESEARCH DESIGN\r\nIn this course, students study the development of qualitative research methodology and explore approaches drawn from this model that are used frequently by educational researchers. Students examine the use of observational techniques, interviews, questionnaires, and personal and official documents. Students design studies using qualitative methods.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6140 THEORIES OF RESEARCH AND LEARNING\r\nIn this course, students address the role of theory in educational research. The aim is to familiarize graduate students with various theoretical frameworks including theories and principles of learning.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6150 EDUCATIONAL LEADERSHIP\r\nIn this course, students examine the field of educational leadership. Educational leadership extends beyond the role of the school administrator and focuses upon the development of teachers as leaders who impact on creating effective educational environments. Students research aspects of leadership that impact on schools, and explore models of effective leadership through case studies and simulation.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6160 ACTION RESEARCH IN EDUCATION\r\nIn this course, students explore ways in which teachers can systematically examine their own classroom practices using action research strategies. Emphasis is placed on issues such as topic selection, methodology, data collection and analysis, and interpretation of results. This process of inquiry is directed towards reflective practice.\r\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6170 ISSUES IN EDUCATIONAL LEADERSHIP\r\nIn this course, students examine current issues in educational leadership. Students research the factors that influence educational leadership, such as socio-economic trends, school restructuring, curriculum development, and educational technology.\r\nPREREQUISITE: Education 6110 and Education 6150 or equivalent, or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6180 LEARNING, LEADERSHIP AND REFLECTIVE PRACTICE\r\nIn this course, students examine processes of reflective practice such as analytic problem-solving and self-assessment. Students research reflective practices that have made positive contributions to learning and leadership.\r\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6190 CRITICAL PEDAGOGY\r\nIn this course, students examine the social conditions and practices that shape education. Students explore schools in their historical, economic, political, cultural, and social contexts.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6220 RESEARCH ON LEARNING DIFFICULTIES\r\nIn this course, students examine the research on learning difficulties, and conduct research to identify effective strategies that can be applied in their teaching.\r\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6225 ASSESSMENT FOR STUDENTS WITH LEARNING CHALLENGES\r\nIn this course, you will be introduced to the overall process and considerations involved with formal individualized educational assessment of students (Level B assessment) and become familiar with several specific assessment tools, their administration, and how to write the resulting academic assessment report. We will also study the top three Learning Theories; Behaviorism, Cognitivism, and Constructivism, and apply those theories to learning and, more specifically, assessment.\r\nPREREQUISITE:\u00a0 ED 6110\r\nHOURS OF CREDIT:\u00a0 3<\/p>\r\n ED 6240 CHANGE: LEADERSHIP IN LEARNING\r\nIn this course, students examine the research on models of innovation and change that have had an impact on education over the last 30 years. Students explore the role of leadership in facilitating change in education.\r\nPREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6250 CURRICULUM: LEADERSHIP IN LEARNING\r\nIn this course, students examine research into recent curriculum developments that are based on principles of integration, resource-based learning, and holistic learning, and which require the use of alternative assessment approaches. In addition, the impact of these developments on teachers\u2019 instructional strategies and students\u2019 learning are investigated. The focus is on the integration of knowledge about curriculum design and teaching in order to develop leadership skills for curriculum change.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6260 TECHNOLOGY: LEADERSHIP IN LEARNING\r\nThis course provides an opportunity for students to examine and critique current research trends in information and communication technology in education. Leadership models for the implementation of technology plans are studied and evaluated. A major portion of work for this course takes place in an online learning environment.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6270 GLOBAL EDUCATION\r\nIn this course, students examine the theory and practice of global education as it has developed in Canada and elsewhere. Other curriculum innovations that have contributed to global education (e.g., development education, environmental education, human rights education, peace education) are also examined. Interactive and participatory learning methodologies are used to encourage reflection on the teaching of contemporary social and global issues in a variety of educational contexts.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6280 INTERNATIONAL EDUCATION AND DEVELOPMENT\r\nIn this course, students examine how education is organized and practised in other countries, and its relationship to cultural, economic, and social development. Insights into education systems in Canada are afforded through comparing these with others around the world. In addition to common themes of study, students explore topics of their choice through the methodology of a comparative case study. Electronic communication with teachers in other countries provides first-hand information.\r\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6290 PROGRAM EVALUATION\r\nIn this course, students study the various concepts and issues in program evaluation. Students examine literature on program evaluation to understand the methods and theory required to conduct an evaluation.\r\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6300 PERSPECTIVES IN ECOLOGY AND SUSTAINABLE LEADERSHIP\r\nThis interdisciplinary course explores contemporary topics related to the environment, such as ecological consciousness, place attachment, principles of ecological design, sustainability and responsible stewardship, ecological citizenship, and environmental practice. Students apply a critical inquiry framework and consider philosophical ideologies related to anthropocentric and ecocentric perspectives, environmental ethics, and ecological worldviews. Participatory methodologies are encouraged to promote leadership in ecological knowledge and environmental preservation in a variety of contexts.\r\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6310 LEADERSHIP IN POSTCOLONIAL EDUCATION\r\nIn this course, students consider postcolonial history and key texts as they critically examine a variety of theoretical frameworks within postcolonial education. The postcolonial context of education within particular Indigenous and colonized societies provides a major focus for the course. The role of educational leaders in negotiating complex change in specific contexts is considered.\r\nPREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6320 LEADERSHIP IN LANGUAGES AND LITERACIES\r\nIn this course, students address the role of educational leaders in the implementation of policies and practices sustaining languages and literacies in particular contexts. A variety of theoretical frameworks and principles of language learning and plurilingualism are considered. Successes and challenges related to leadership in language retention and the development of multi-literacies in education are carefully examined.\r\nPREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6330 MULTILITERACIES AND NEW LITERACIES\r\nThis course introduces students to theories of literacy as situated social practice. Drawing on theories of Multiliteracies and New Literacies as developed in classic and current readings, students will be given the opportunity to consider how such theories connect to issues of school, work, and leisure. Students will also be encouraged to experiment with using a variety of Multiliteracies as they work through the course material.\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6340 AN INTRODUCTION TO 21ST CENTURY TEACHING AND LEARNING\r\nIn this course, students will explore, assess, and critique various perspectives on the sociocultural, economic, political, and technological forces that are shaping education in the 21st century. Various forms of synchronous and asynchronous online environments will be introduced.\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6420 WORKPLACE LEARNING AND LEADERSHIP\r\nThis course provides graduate students with a general understanding and awareness of organizational cultures and leadership practices through experiential and reflective learning in diverse educational\/work placement settings. Participants will have opportunities to develop cross-cultural awareness and communication skills while making contributions to the educational\/work settings in which they are placed. Participants will identify action research topics and applications related to workplace-learning and leadership.\r\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6710 FOUNDATIONS OF SCHOOL AND COMMUNITY LIBRARIANSHIP\r\nThis course provides participants working in a wide range of library contexts with the historical foundations and theoretical framework for the role, philosophy, and administration of school and community libraries and to the role of teacher-librarians in the context of 21st century schools and learning.<\/p>\r\n ED 6720 SCHOOL AND COMMUNITY LIBRARIES FOR 21st CENTURY LEARNING\r\nThis course explores the theoretical underpinnings of information and digital literacies and how they are developed within school and local library programs. Participants examine research supporting the guided inquiry process, problem-based learning, the effective use of digital and traditional learning resources, as well as how teacher-librarians, classroom teachers and community members collaborate to design and implement effective multi-literacies instruction.<\/p>\r\n ED 6730 BUILDING A CULTURE FOR READING IN A DIGITAL AGE\r\nThis course examines the emerging principles and practices influencing the development of reading habits in children and youth and the role of libraries in creating a culture for reading in the community. Participants explore gender issues related to reading, diversifying reading choices, building worldmindedness into children\u2019s reading. Using social media to promote and encourage reading as well as critically examining online reading issues are also addressed.<\/p>\r\n ED 6740 COLLECTIONS MANAGEMENT\r\nThis course examines the principles and methods of establishing, managing and sustaining school and community library collections including the formulation of selection\/ circulation policies and criteria for evaluating\/critiquing print, non-print and digital materials. Issues of censorship, influences of digital media and copyright are included as well as a critical examination of the relationship of the publishing industry to collection development and knowledge sharing.<\/p>\r\n ED 6750 INQUIRY PROJECTS IN SCHOOL AND COMMUNITY LIBRARIES\r\nThis is an action research, project-based course. Participants will identify an issue that pertains to learning in contemporary school and community libraries and will design a research project employing the principles of action research. Working from a solid theoretical framework, participants apply the inquiry process to explore critical questions in their practice.<\/p>\r\n ED 6910 DIRECTED STUDIES\r\nIn this course, individual students pursue a special topic or issue in education. Before approval is granted, each student must prepare a detailed outline of the contents of the course, and obtain the consent of a faculty member to supervise the work.\r\nPREREQUISITE: Permission of the Dean and Co-ordinator of Graduate Studies, or permission of the instructor\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6920 HIGHER EDUCATION TEACHING\r\nThis course introduces the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to successful teaching at the post\u00adsecondary level. It examines topics such as the teaching learning process, instructional and curriculum design, addressing student needs, and learning characteristics. Note: This course is graded pass-fail.\r\nCross-listing: None required, but the course could be cross-listed with various graduate programs across the UPEI campus.\r\nPREREQUISITES and\/or CO\u00adREQUISITES: The minimum standard for admission would be the successful completion of an undergraduate degree, as per the admission requirements for graduate programs at UPEI.\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6950 GRADUATE SEMINAR\r\nIn this course, students attend and present seminars on topics in their discipline, are evaluated on their seminars, and provide constructive criticism to others giving seminars in the course.\r\nCO- or PREREQUISITE: Education 6110, or permission of the Graduate Studies Coordinator\r\nHOURS OF CREDIT: 3<\/p>\r\n ED 6990 THESIS\r\nEach student in the Master of Education program is required, under the supervision of a Faculty Advisor and Thesis Committee, to write a thesis based on research into an approved topic. It must demonstrate the candidate\u2019s ability to conduct original independent work, and include a critical evaluation of the principal works published on the subject of the thesis. It should make an original contribution to the body of knowledge in that field of study.\r\nPREREQUISITE: Admission to the MEd program\r\nHOURS OF CREDIT: 12 upon completion of thesis<\/p>","rendered":" The MEd program is designed to provide experienced educators with the knowledge and skills required to become more effective educational leaders. The overall aim of the program is to promote and support educational scholarship, research, and improved practice.<\/p>\n A) PROGRAM REQUIREMENTS<\/strong><\/p>\n Students enrolled in the graduate program are required to choose a thesis-based or course-based option. In the thesis-based option students will complete five compulsory courses, one elective course, and a thesis (4 course equivalents). In the course-based option, students will complete seven compulsory courses and three elective courses.\u00a0The course-based MEd program includes focus areas in 21st Century Teaching & Learning, Inclusive Education, Global Perspectives, and College Education.\u00a0 Not all focus areas are offered each year.<\/p>\n THESIS-BASED OPTION<\/strong><\/p>\n Compulsory Courses (5 required courses) Education 6120 Quantitative Research Design Elective Courses (1 required)<\/strong> Thesis<\/strong> COURSE-BASED OPTION<\/strong><\/p>\n Compulsory Courses (7 required courses)<\/strong> And one of the following courses:<\/p>\n Education 6120 Quantitative Research Design And one of the following courses:<\/p>\n Education 6170 Issues in Educational Leadership Elective Courses (3 courses required) B) THE THESIS<\/strong><\/p>\n Each candidate in the thesis-based option is required to submit a thesis based upon research conducted under supervision as described in this section of the calendar. The thesis must demonstrate the student\u2019s capacity for original and independent research and should extend the knowledge base in the field under study.<\/p>\n General specifications as to paper, format, order, and binding are available from the Office of the Co-ordinator of Graduate Studies.<\/p>\n The student should consult frequently with the Supervisor and the Supervisory Committee when preparing the thesis. After the final draft has been read and approved by the members of the Supervisory Committee, an electronic copy must be submitted to the Co-ordinator of Graduate Studies for dissemination to members of the Examining Committee. These copies must be submitted no later than four weeks prior to the student\u2019s oral defence.<\/p>\n The Master\u2019s Examination <\/strong><\/p>\n The final oral examination, which is devoted chiefly to the defence of the thesis, is a Faculty examination, identified as the Master\u2019s Examination. Normally, the Examining Committee consists of the two members of the Supervisory Committee, one other member of the Faculty of Education, and one reader, external to the University, who submits a written report attesting to the quality of the work. The Co-ordinator of Graduate Studies selects the Examining Committee at the request of the Supervisor, appoints the Chair, and is responsible for notifying the Dean of Education of its composition.<\/p>\n Normally, the final oral examination is open to the public; however, members of the public may question the student only upon the invitation of the Chair of the Examining Committee.<\/p>\n The examination is passed and the thesis approved if there is no more than one negative vote; an abstention is considered to be a negative vote. The Co-ordinator of Graduate Studies is responsible for reporting the result of the examination to the Dean of Education. The result is recorded as \u201cAccepted as is,\u201d \u201cAccepted after minor revision,\u201d \u201cAccepted after substantial revision,\u201d or \u201cUnacceptable.\u201d The result \u201cAccepted after minor revision\u201d normally entails editorial changes. If the result is \u201cAccepted after substantial revision,\u201d the student may be given the opportunity by the Examining Committee to revise the thesis with or without defending again. If the thesis revision is successful, the thesis supervisor is to sign before the thesis is presented to the Graduate Studies Committee. An electronic copy should be submitted to the Graduate Studies Co-ordinator. If the result is \u201cUnacceptable,\u201d the student may be given one opportunity by the Examining Committee to revise the thesis and to defend it again.<\/p>\n Submission of Thesis<\/strong><\/p>\n When the thesis, in its final form, has been prepared after the final oral examination, the student will submit an electronic copy to the Co-ordinator of Graduate Studies at least three weeks prior to Convocation.<\/p>\n ED 6010 SPECIAL TOPICS IN EDUCATION ED 6020 STUDENT DIVERSITY AND INCLUSIVE EDUCATION ED 6030 INSTRUCTIONAL AND ASSESSMENT PRACTICES FOR INCLUSIVE EDUCATION ED 6110 INTRODUCTION TO RESEARCH METHODS IN EDUCATION ED 6120 QUANTITATIVE RESEARCH DESIGN ED 6130 QUALITATIVE RESEARCH DESIGN ED 6140 THEORIES OF RESEARCH AND LEARNING ED 6150 EDUCATIONAL LEADERSHIP ED 6160 ACTION RESEARCH IN EDUCATION ED 6170 ISSUES IN EDUCATIONAL LEADERSHIP ED 6180 LEARNING, LEADERSHIP AND REFLECTIVE PRACTICE ED 6190 CRITICAL PEDAGOGY ED 6220 RESEARCH ON LEARNING DIFFICULTIES ED 6225 ASSESSMENT FOR STUDENTS WITH LEARNING CHALLENGES ED 6240 CHANGE: LEADERSHIP IN LEARNING ED 6250 CURRICULUM: LEADERSHIP IN LEARNING ED 6260 TECHNOLOGY: LEADERSHIP IN LEARNING ED 6270 GLOBAL EDUCATION ED 6280 INTERNATIONAL EDUCATION AND DEVELOPMENT ED 6290 PROGRAM EVALUATION ED 6300 PERSPECTIVES IN ECOLOGY AND SUSTAINABLE LEADERSHIP ED 6310 LEADERSHIP IN POSTCOLONIAL EDUCATION ED 6320 LEADERSHIP IN LANGUAGES AND LITERACIES ED 6330 MULTILITERACIES AND NEW LITERACIES ED 6340 AN INTRODUCTION TO 21ST CENTURY TEACHING AND LEARNING ED 6420 WORKPLACE LEARNING AND LEADERSHIP ED 6710 FOUNDATIONS OF SCHOOL AND COMMUNITY LIBRARIANSHIP ED 6720 SCHOOL AND COMMUNITY LIBRARIES FOR 21st CENTURY LEARNING ED 6730 BUILDING A CULTURE FOR READING IN A DIGITAL AGE ED 6740 COLLECTIONS MANAGEMENT ED 6750 INQUIRY PROJECTS IN SCHOOL AND COMMUNITY LIBRARIES ED 6910 DIRECTED STUDIES ED 6920 HIGHER EDUCATION TEACHING ED 6950 GRADUATE SEMINAR ED 6990 THESISEDUCATION COURSES<\/strong><\/h1>\r\n
\n<\/strong>Education 6110 Introduction to Research Methods in Education
\nEducation 6140 Theories of Research and Learning
\nEducation 6150 Educational Leadership
\nEducation 6190 Critical Pedagogy
\nand one of the following:<\/p>\n
\nOR
\nEducation 6130 Qualitative Research Design
\nOR
\nEducation 6160 Action Research in Education
\nOR
\nEducation 6180 Learning, Leadership and Reflective Practice
\nOR
\nEducation 6290 Program Evaluation<\/p>\n
\nEducation 6010 Selected Topics in Education
\nEducation 6020 Student Diversity and Inclusive Education
\nEducation 6030 Instructional and Assessment Practices for Inclusive Education
\nEducation 6170 Issues in Educational Leadership
\nEducation 6220 Research on Learning Difficulties
\nEducation 6225 Assessment for Students with Learning Challenges
\nEducation 6240 Change: Leadership in Learning
\nEducation 6250 Curriculum: Leadership in Learning
\nEducation 6260 Technology: Leadership in Learning
\nEducation 6270 Global Education
\nEducation 6280 International Education and Development
\nEducation 6300 Perspectives in Ecology and Sustainable Leadership
\nEducation 6310 Leadership in Postcolonial Education
\nEducation 6320 Leadership in Languages and Literacies
\nEducation 6330 Multiliteracies and New Literacies
\nEducation 6340 An Introduction to 21st Century Teaching and Learning
\nEducation 6420 Workplace learning and Leadership
\nEducation 6910 Directed Study
\nEducation 6950 Graduate Seminar<\/p>\n
\nEducation 6990 (4 course equivalents)<\/p>\n
\nEducation 6110 Introduction to Research Methods in Education
\nEducation 6140 Theories of Research and Learning
\nEducation 6150 Educational Leadership
\nEducation 6190 Critical Pedagogy
\nEducation 6250 Curriculum: Leadership in Learning<\/p>\n
\nOR
\nEducation 6130 Qualitative Research Design
\nOR
\nEducation 6160 Action Research in Education
\nOR
\nEducation 6180 Learning, Leadership and Reflective Practice
\nOR
\nEducation 6290 Program Evaluation<\/p>\n
\nOR
\nEducation 6270 Global Education
\nOR
\nEducation 6280\u00a0 International Education and Development<\/p>\n
\n<\/strong>Education 6010 Selected Topics in Education
\nEducation 6020 Student Diversity and Inclusive Education
\nEducation 6030 Instructional and Assessment Practices for Inclusive Education
\nEducation 6210 Current Research in Learning
\nEducation 6220 Research on Learning Difficulties
\nEducation 6225 Assessment for Students with Learning Challenges
\nEducation 6230 Statistics for Research in Education
\nEducation 6240 Change: Leadership in Learning
\nEducation 6260 Technology: Leadership in Learning
\nEducation 6300 Perspectives in Ecology and Sustainable Leadership
\nEducation 6310 Leadership in Postcolonial Education
\nEducation 6320 Leadership in Languages and Literacies
\nEducation 6330 Multiliteracies and New literacies
\nEducation 6340 An Introduction to 21st Century Teaching and Learning
\nEducation 6420 Workplace learning and Leadership
\nEducation 6910 Directed Study
\nEducation 6950 Graduate Seminar<\/p>\nEDUCATION COURSES<\/strong><\/h1>\n
\nIn this course, students investigate special topics in the field of education. Permission of the Coordinator of Graduate Studies and the Dean is required.
\nHOURS OF CREDIT: 1, 2 or 3 credit hours<\/p>\n
\nThis course explores student diversity within the context of inclusive education. Current theoretical and conceptual frameworks in the field of inclusive education and critical disability studies will be examined to better support a \u2018capacity approach\u2019 to diverse students learning. Specifically, students will examine and critique dominant views informing schooling policies and practices regarding current issues related to diversity and equity in learning environments.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nThis course involves the examination of theoretical and practical aspects regarding inclusive strategies and practices for diverse learners in educational settings. The principles of Universal Design for Learning (UDL) will be examined in relation to instructional methods, materials, activities, and evaluation procedures for diverse learners.
\nPRE OR CO-REQUISITE: Education 6110 and Education 6020 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students are introduced to a variety of methods that are appropriate for conducting research in educational settings. Students develop an understanding of qualitative and quantitative research methodologies. Students are introduced to the process of planning, conducting, and reporting research on learning and instruction, and to the critical analysis of current studies reported in educational literature.
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students explore the characteristics of quantitative methodology and examine their usefulness in conducting educational research. The methods discussed include causal-comparative, correlational, and experimental. Students learn how to state hypotheses, define and measure variables, select samples, collect and analyze data, and prepare research reports. Students design a research study on a topic related to learning and instruction.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students study the development of qualitative research methodology and explore approaches drawn from this model that are used frequently by educational researchers. Students examine the use of observational techniques, interviews, questionnaires, and personal and official documents. Students design studies using qualitative methods.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students address the role of theory in educational research. The aim is to familiarize graduate students with various theoretical frameworks including theories and principles of learning.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine the field of educational leadership. Educational leadership extends beyond the role of the school administrator and focuses upon the development of teachers as leaders who impact on creating effective educational environments. Students research aspects of leadership that impact on schools, and explore models of effective leadership through case studies and simulation.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students explore ways in which teachers can systematically examine their own classroom practices using action research strategies. Emphasis is placed on issues such as topic selection, methodology, data collection and analysis, and interpretation of results. This process of inquiry is directed towards reflective practice.
\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine current issues in educational leadership. Students research the factors that influence educational leadership, such as socio-economic trends, school restructuring, curriculum development, and educational technology.
\nPREREQUISITE: Education 6110 and Education 6150 or equivalent, or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine processes of reflective practice such as analytic problem-solving and self-assessment. Students research reflective practices that have made positive contributions to learning and leadership.
\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine the social conditions and practices that shape education. Students explore schools in their historical, economic, political, cultural, and social contexts.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine the research on learning difficulties, and conduct research to identify effective strategies that can be applied in their teaching.
\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, you will be introduced to the overall process and considerations involved with formal individualized educational assessment of students (Level B assessment) and become familiar with several specific assessment tools, their administration, and how to write the resulting academic assessment report. We will also study the top three Learning Theories; Behaviorism, Cognitivism, and Constructivism, and apply those theories to learning and, more specifically, assessment.
\nPREREQUISITE:\u00a0 ED 6110
\nHOURS OF CREDIT:\u00a0 3<\/p>\n
\nIn this course, students examine the research on models of innovation and change that have had an impact on education over the last 30 years. Students explore the role of leadership in facilitating change in education.
\nPREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine research into recent curriculum developments that are based on principles of integration, resource-based learning, and holistic learning, and which require the use of alternative assessment approaches. In addition, the impact of these developments on teachers\u2019 instructional strategies and students\u2019 learning are investigated. The focus is on the integration of knowledge about curriculum design and teaching in order to develop leadership skills for curriculum change.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nThis course provides an opportunity for students to examine and critique current research trends in information and communication technology in education. Leadership models for the implementation of technology plans are studied and evaluated. A major portion of work for this course takes place in an online learning environment.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine the theory and practice of global education as it has developed in Canada and elsewhere. Other curriculum innovations that have contributed to global education (e.g., development education, environmental education, human rights education, peace education) are also examined. Interactive and participatory learning methodologies are used to encourage reflection on the teaching of contemporary social and global issues in a variety of educational contexts.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students examine how education is organized and practised in other countries, and its relationship to cultural, economic, and social development. Insights into education systems in Canada are afforded through comparing these with others around the world. In addition to common themes of study, students explore topics of their choice through the methodology of a comparative case study. Electronic communication with teachers in other countries provides first-hand information.
\nPRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students study the various concepts and issues in program evaluation. Students examine literature on program evaluation to understand the methods and theory required to conduct an evaluation.
\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nThis interdisciplinary course explores contemporary topics related to the environment, such as ecological consciousness, place attachment, principles of ecological design, sustainability and responsible stewardship, ecological citizenship, and environmental practice. Students apply a critical inquiry framework and consider philosophical ideologies related to anthropocentric and ecocentric perspectives, environmental ethics, and ecological worldviews. Participatory methodologies are encouraged to promote leadership in ecological knowledge and environmental preservation in a variety of contexts.
\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students consider postcolonial history and key texts as they critically examine a variety of theoretical frameworks within postcolonial education. The postcolonial context of education within particular Indigenous and colonized societies provides a major focus for the course. The role of educational leaders in negotiating complex change in specific contexts is considered.
\nPREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students address the role of educational leaders in the implementation of policies and practices sustaining languages and literacies in particular contexts. A variety of theoretical frameworks and principles of language learning and plurilingualism are considered. Successes and challenges related to leadership in language retention and the development of multi-literacies in education are carefully examined.
\nPREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nThis course introduces students to theories of literacy as situated social practice. Drawing on theories of Multiliteracies and New Literacies as developed in classic and current readings, students will be given the opportunity to consider how such theories connect to issues of school, work, and leisure. Students will also be encouraged to experiment with using a variety of Multiliteracies as they work through the course material.
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students will explore, assess, and critique various perspectives on the sociocultural, economic, political, and technological forces that are shaping education in the 21st century. Various forms of synchronous and asynchronous online environments will be introduced.
\nHOURS OF CREDIT: 3<\/p>\n
\nThis course provides graduate students with a general understanding and awareness of organizational cultures and leadership practices through experiential and reflective learning in diverse educational\/work placement settings. Participants will have opportunities to develop cross-cultural awareness and communication skills while making contributions to the educational\/work settings in which they are placed. Participants will identify action research topics and applications related to workplace-learning and leadership.
\nPREREQUISITE: Education 6110 or permission of graduate studies coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nThis course provides participants working in a wide range of library contexts with the historical foundations and theoretical framework for the role, philosophy, and administration of school and community libraries and to the role of teacher-librarians in the context of 21st century schools and learning.<\/p>\n
\nThis course explores the theoretical underpinnings of information and digital literacies and how they are developed within school and local library programs. Participants examine research supporting the guided inquiry process, problem-based learning, the effective use of digital and traditional learning resources, as well as how teacher-librarians, classroom teachers and community members collaborate to design and implement effective multi-literacies instruction.<\/p>\n
\nThis course examines the emerging principles and practices influencing the development of reading habits in children and youth and the role of libraries in creating a culture for reading in the community. Participants explore gender issues related to reading, diversifying reading choices, building worldmindedness into children\u2019s reading. Using social media to promote and encourage reading as well as critically examining online reading issues are also addressed.<\/p>\n
\nThis course examines the principles and methods of establishing, managing and sustaining school and community library collections including the formulation of selection\/ circulation policies and criteria for evaluating\/critiquing print, non-print and digital materials. Issues of censorship, influences of digital media and copyright are included as well as a critical examination of the relationship of the publishing industry to collection development and knowledge sharing.<\/p>\n
\nThis is an action research, project-based course. Participants will identify an issue that pertains to learning in contemporary school and community libraries and will design a research project employing the principles of action research. Working from a solid theoretical framework, participants apply the inquiry process to explore critical questions in their practice.<\/p>\n
\nIn this course, individual students pursue a special topic or issue in education. Before approval is granted, each student must prepare a detailed outline of the contents of the course, and obtain the consent of a faculty member to supervise the work.
\nPREREQUISITE: Permission of the Dean and Co-ordinator of Graduate Studies, or permission of the instructor
\nHOURS OF CREDIT: 3<\/p>\n
\nThis course introduces the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to successful teaching at the post\u00adsecondary level. It examines topics such as the teaching learning process, instructional and curriculum design, addressing student needs, and learning characteristics. Note: This course is graded pass-fail.
\nCross-listing: None required, but the course could be cross-listed with various graduate programs across the UPEI campus.
\nPREREQUISITES and\/or CO\u00adREQUISITES: The minimum standard for admission would be the successful completion of an undergraduate degree, as per the admission requirements for graduate programs at UPEI.
\nHOURS OF CREDIT: 3<\/p>\n
\nIn this course, students attend and present seminars on topics in their discipline, are evaluated on their seminars, and provide constructive criticism to others giving seminars in the course.
\nCO- or PREREQUISITE: Education 6110, or permission of the Graduate Studies Coordinator
\nHOURS OF CREDIT: 3<\/p>\n
\nEach student in the Master of Education program is required, under the supervision of a Faculty Advisor and Thesis Committee, to write a thesis based on research into an approved topic. It must demonstrate the candidate\u2019s ability to conduct original independent work, and include a critical evaluation of the principal works published on the subject of the thesis. It should make an original contribution to the body of knowledge in that field of study.
\nPREREQUISITE: Admission to the MEd program
\nHOURS OF CREDIT: 12 upon completion of thesis<\/p>\n","protected":false},"author":1,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-137","chapter","type-chapter","status-publish","hentry"],"part":132,"_links":{"self":[{"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/chapters\/137","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":1,"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/chapters\/137\/revisions"}],"predecessor-version":[{"id":163,"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/chapters\/137\/revisions\/163"}],"part":[{"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/parts\/132"}],"metadata":[{"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/chapters\/137\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/wp\/v2\/media?parent=137"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/pressbooks\/v2\/chapter-type?post=137"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/wp\/v2\/contributor?post=137"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/calendar.upei.ca\/2024-2025\/wp-json\/wp\/v2\/license?post=137"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}