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.

A) PROGRAM REQUIREMENTS

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. The course-based MEd program includes focus areas in 21st Century Teaching & Learning, Inclusive Education, Global Perspectives, and College Education.  Not all focus areas are offered each year.

THESIS-BASED OPTION

Compulsory Courses (5 required courses)
Education 6110 Introduction to Research Methods in Education
Education 6140 Theories of Research and Learning
Education 6150 Educational Leadership
Education 6190 Critical Pedagogy
and one of the following:

Education 6120 Quantitative Research Design
OR
Education 6130 Qualitative Research Design
OR
Education 6160 Action Research in Education
OR
Education 6180 Learning, Leadership and Reflective Practice
OR
Education 6290 Program Evaluation

Elective Courses (1 required)
Education 6010 Selected Topics in Education
Education 6020 Student Diversity and Inclusive Education
Education 6030 Instructional and Assessment Practices for Inclusive Education
Education 6170 Issues in Educational Leadership
Education 6220 Research on Learning Difficulties
Education 6225 Assessment for Students with Learning Challenges
Education 6240 Change: Leadership in Learning
Education 6250 Curriculum: Leadership in Learning
Education 6260 Technology: Leadership in Learning
Education 6270 Global Education
Education 6280 International Education and Development
Education 6300 Perspectives in Ecology and Sustainable Leadership
Education 6310 Leadership in Postcolonial Education
Education 6320 Leadership in Languages and Literacies
Education 6330 Multiliteracies and New Literacies
Education 6340 An Introduction to 21st Century Teaching and Learning
Education 6420 Workplace learning and Leadership
Education 6910 Directed Study
Education 6950 Graduate Seminar

Thesis
Education 6990 (4 course equivalents)

COURSE-BASED OPTION

Compulsory Courses (7 required courses)
Education 6110 Introduction to Research Methods in Education
Education 6140 Theories of Research and Learning
Education 6150 Educational Leadership
Education 6190 Critical Pedagogy
Education 6250 Curriculum: Leadership in Learning

And one of the following courses:

Education 6120 Quantitative Research Design
OR
Education 6130 Qualitative Research Design
OR
Education 6160 Action Research in Education
OR
Education 6180 Learning, Leadership and Reflective Practice
OR
Education 6290 Program Evaluation

And one of the following courses:

Education 6170 Issues in Educational Leadership
OR
Education 6270 Global Education
OR
Education 6280  International Education and Development

Elective Courses (3 courses required)
Education 6010 Selected Topics in Education
Education 6020 Student Diversity and Inclusive Education
Education 6030 Instructional and Assessment Practices for Inclusive Education
Education 6210 Current Research in Learning
Education 6220 Research on Learning Difficulties
Education 6225 Assessment for Students with Learning Challenges
Education 6230 Statistics for Research in Education
Education 6240 Change: Leadership in Learning
Education 6260 Technology: Leadership in Learning
Education 6300 Perspectives in Ecology and Sustainable Leadership
Education 6310 Leadership in Postcolonial Education
Education 6320 Leadership in Languages and Literacies
Education 6330 Multiliteracies and New literacies
Education 6340 An Introduction to 21st Century Teaching and Learning
Education 6420 Workplace learning and Leadership
Education 6910 Directed Study
Education 6950 Graduate Seminar

B) THE THESIS

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’s capacity for original and independent research and should extend the knowledge base in the field under study.

General specifications as to paper, format, order, and binding are available from the Office of the Co-ordinator of Graduate Studies.

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’s oral defence.

The Master’s Examination

The final oral examination, which is devoted chiefly to the defence of the thesis, is a Faculty examination, identified as the Master’s 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.

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.

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 “Accepted as is,” “Accepted after minor revision,” “Accepted after substantial revision,” or “Unacceptable.” The result “Accepted after minor revision” normally entails editorial changes. If the result is “Accepted after substantial revision,” 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 “Unacceptable,” the student may be given one opportunity by the Examining Committee to revise the thesis and to defend it again.

Submission of Thesis

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.

EDUCATION COURSES

ED 6010 SPECIAL TOPICS IN EDUCATION
In this course, students investigate special topics in the field of education. Permission of the Coordinator of Graduate Studies and the Dean is required.
HOURS OF CREDIT: 1, 2 or 3 credit hours

ED 6020 STUDENT DIVERSITY AND INCLUSIVE EDUCATION
This 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 ‘capacity approach’ 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6030 INSTRUCTIONAL AND ASSESSMENT PRACTICES FOR INCLUSIVE EDUCATION
This 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.
PRE OR CO-REQUISITE: Education 6110 and Education 6020 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6110 INTRODUCTION TO RESEARCH METHODS IN EDUCATION
In 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.
HOURS OF CREDIT: 3

ED 6120 QUANTITATIVE RESEARCH DESIGN
In 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6130 QUALITATIVE RESEARCH DESIGN
In 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6140 THEORIES OF RESEARCH AND LEARNING
In 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6150 EDUCATIONAL LEADERSHIP
In 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6160 ACTION RESEARCH IN EDUCATION
In 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.
PREREQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6170 ISSUES IN EDUCATIONAL LEADERSHIP
In 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.
PREREQUISITE: Education 6110 and Education 6150 or equivalent, or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6180 LEARNING, LEADERSHIP AND REFLECTIVE PRACTICE
In 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.
PREREQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6190 CRITICAL PEDAGOGY
In this course, students examine the social conditions and practices that shape education. Students explore schools in their historical, economic, political, cultural, and social contexts.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6220 RESEARCH ON LEARNING DIFFICULTIES
In this course, students examine the research on learning difficulties, and conduct research to identify effective strategies that can be applied in their teaching.
PREREQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6225 ASSESSMENT FOR STUDENTS WITH LEARNING CHALLENGES
In 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.
PREREQUISITE:  ED 6110
HOURS OF CREDIT:  3

ED 6240 CHANGE: LEADERSHIP IN LEARNING
In 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.
PREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6250 CURRICULUM: LEADERSHIP IN LEARNING
In 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’ instructional strategies and students’ 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6260 TECHNOLOGY: LEADERSHIP IN LEARNING
This 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6270 GLOBAL EDUCATION
In 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6280 INTERNATIONAL EDUCATION AND DEVELOPMENT
In 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.
PRE OR CO-REQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6290 PROGRAM EVALUATION
In 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.
PREREQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6300 PERSPECTIVES IN ECOLOGY AND SUSTAINABLE LEADERSHIP
This 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.
PREREQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6310 LEADERSHIP IN POSTCOLONIAL EDUCATION
In 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.
PREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6320 LEADERSHIP IN LANGUAGES AND LITERACIES
In 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.
PREREQUISITE: Education 6110 and Education 6150 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6330 MULTILITERACIES AND NEW LITERACIES
This 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.
HOURS OF CREDIT: 3

ED 6340 AN INTRODUCTION TO 21ST CENTURY TEACHING AND LEARNING
In 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.
HOURS OF CREDIT: 3

ED 6420 WORKPLACE LEARNING AND LEADERSHIP
This 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.
PREREQUISITE: Education 6110 or permission of graduate studies coordinator
HOURS OF CREDIT: 3

ED 6710 FOUNDATIONS OF SCHOOL AND COMMUNITY LIBRARIANSHIP
This 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.

ED 6720 SCHOOL AND COMMUNITY LIBRARIES FOR 21st CENTURY LEARNING
This 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.

ED 6730 BUILDING A CULTURE FOR READING IN A DIGITAL AGE
This 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’s reading. Using social media to promote and encourage reading as well as critically examining online reading issues are also addressed.

ED 6740 COLLECTIONS MANAGEMENT
This 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.

ED 6750 INQUIRY PROJECTS IN SCHOOL AND COMMUNITY LIBRARIES
This 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.

ED 6910 DIRECTED STUDIES
In 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.
PREREQUISITE: Permission of the Dean and Co-ordinator of Graduate Studies, or permission of the instructor
HOURS OF CREDIT: 3

ED 6920 HIGHER EDUCATION TEACHING
This course introduces the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to successful teaching at the post­secondary 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.
Cross-listing: None required, but the course could be cross-listed with various graduate programs across the UPEI campus.
PREREQUISITES and/or CO­REQUISITES: The minimum standard for admission would be the successful completion of an undergraduate degree, as per the admission requirements for graduate programs at UPEI.
HOURS OF CREDIT: 3

ED 6950 GRADUATE SEMINAR
In 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.
CO- or PREREQUISITE: Education 6110, or permission of the Graduate Studies Coordinator
HOURS OF CREDIT: 3

ED 6990 THESIS
Each 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’s 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.
PREREQUISITE: Admission to the MEd program
HOURS OF CREDIT: 12 upon completion of thesis