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Course Descriptions

Official descriptions of courses are located in the Academic Calendar . While every effort is made to ensure that the list below is current, in the event of disagreement between descriptions below and those in the calendar, those in the calendar are authoritative.

EDEL 6013 Introduction to Research in Education

Introduction to Research in Education introduces participants to methods of educational research. Its primary focus is to help participants understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Basic research methods, information gathering strategies, and analysis procedures are introduced. Participants will begin to outline a possible topic for their capstone project.

(3 credits) (core course)

EDEL 6023 Proposal Writing in Education

Proposal Writing in Education provides participants with an opportunity to develop skills in writing research, program or project proposals. Emphasis is placed on the development of practical skills, particularly in writing. By the end of the course, participants will have the skills necessary to prepare the proposal that will guide their Major Academic Report or Action Research Project activities. Participants will write a proposal and critique proposals prepared by other participants.

(3 credits) (core course)

EDEL 6033 Action Research

Action Research provides participants with an in-depth study of the action-oriented ways teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflective practice.

(3 credits) (elective)

EDEL 6043 Learning and Organizations

Learning and Organizations provides an opportunity for participants to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations.

(3 credits) (core course)

EDEL 6053 Contemporary Issues in Education

This is a directed studies course that allows participants to explore specific areas of interest relevant in their fields but not covered in the required, core, or elective courses in the program. Topics can range greatly but may include: professionalization and credentialing; the responsibility of the field to address such matters as race, gender, and sexual preference; the position of educational professionals in relation to contemporary political actions or positions; and the influence of different levels of government in education policies and practices. Participants must apply for this course and acceptance will depend on their demonstrated capacity to be successful in independent research as well as availability of faculty to support the directed studies.

(3 credits) (elective)

EDEL 6113 Educational Leadership: Perspectives and Practices

Educational Leadership: Perspectives and Practices is a foundational knowledge-based course that is attentive to the ways theoretical knowledge and applied practice can inform each other. A prerequisite for further studies in the field, it explores major theoretical perspectives on leadership in relation to current practices in educational administration and leadership.

(3 credits) (core course)

EDEL 6123 Reflexive Inquiry

Reflexive Inquiry provides participants with grounding in critical reflexive practices that are integral to ongoing self- directed professional development. Honouring foundational principles of leadership and learning, this course centres on the intersection and dynamic relationship between theory and practice.

(3 credits) (core course)

EDEL 6143 Change and Transformation

Change and Transformation prepares participants to successfully manage and champion personal, professional, and organizational change. Collaborative and interest-based approaches are foundational as are discussions of dynamic change theory and the avoidance of change fatigue.

(3 credits) (core course)

EDEL 6153 Ethical Leadership and Social Justice

Ethical Leadership and Social Justice uses tenets of critical pedagogy and ethics to help participants develop as critically conscious leaders guided by the notion that education can simultaneously foster the cultivation of intellect and a commitment to socially just practices.

(3 credits) (elective course)

EDEL 6163 Honouring Differences in the Classroom

Honouring Differences in the Classroom allows participants to discuss the wide range of diverse needs and experiences found among students, and prepares educational leaders with instructional strategies to foster responsive and equitable school cultures.

(3 credits) (elective course)

EDEL 6173 Administrators as Leaders

Administrators as Leaders focuses on developing leadership and managerial skills in school administrators. Particular attention is given to instructional leadership, developing clear, compelling, shared, and supported visions, and encouraging cultures of ongoing learning and professional development.

(3 credits) (elective course)

EDEL 6183 School Culture and Community

School Culture and Community introduces participants to practices that are designed to build cohesiveness both within schools and between schools and the communities that support them.

<(3 credits) (elective course)

EDEL 6213 Assessment and Evaluation in Education

Assessment and Evaluation in Education allows participants to explore various formative and summative methods from both theoretical and practical perspectives. Participants will learn how to pair desired outcomes with appropriate assessment techniques and will have the opportunity to design and develop evaluation methods aligned to an area of professional interest.

(3 credits) (elective course)

EDEL 6223 Supervision of Instruction

Supervision of Instruction introduces participants to various institutional settings for instructional supervision as well as supervisory techniques that support professional development.

(3 credits) (elective course)

EDEL 6413 Diversity in the Workplace

Diversity in the Workplace explores the many kinds of diverse individuals found in the workplace, including diversities based on culture, ethnicity, age/generation, and sexual orientation, with the aim of fostering respectful learning and working environments that honour individual and organizational values.

(3 credits) (elective course)

EDEL 6423 Organizational Behaviour

Organizational Behaviour introduces participants to the study of people at work in various institutions and organizations. It examines the behaviours of individuals working alone and in teams, and how these behaviours inform culture. Emphasis is placed on communication, conflict management, management and leadership practices, and feedback techniques.

(3 credits) (elective course)

EDEL 6433 Stakeholder Engagement

Stakeholder Engagement helps educational leaders understand the importance of stakeholders and explores a variety of approaches to engaging and retaining stakeholder partners.

(3 credits) (elective course)

EDEL 7016 Major Academic Report

The Major Academic Report fulfills the graduation requirement for independent scholarly work. Participants summarize, critique, and apply knowledge in an area of interest within their specialized field of study and choose a contemporary issue for the focus of their report. The topic must be approved by the office of the Dean of Education and the paper is completed under the supervision of a faculty member.

The paper includes: a major literature review on the topic with a summary based on the participant’s understanding of existing knowledge, a critique of the topic as it is discussed in the literature, and a description of how existing knowledge can be used to resolve relevant educational concerns.

After the topic is approved, a formal proposal is submitted to the office of the Dean of Education before the participant begins his/her inquiry activities. This proposal should: outline the topic, clearly state objectives and outcomes, describe planned inquiry activities and deliverable(s), and outline a work schedule. The final paper must be read and approved by the supervisor and at least one other faculty member. Additional details of the major academic report are available from the office of the Dean of Education.

Eligibility for Major Academic Report: Participants are deemed eligible to begin their major academic report after having successfully completed at least eight (8) academic courses, including all required courses. In addition, participants must be in good standing academically and with the University bursar.

(6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of at least eight (8) academic courses one of which must be EDEL 6023)

EDEL 7026 Action Research Project

The Action Research Project provides participants with an opportunity to design and develop a project that is theoretically grounded and practically focused. The participant conducts an individual action research project within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting (Kuhne & Quigley, 1997). The process is supervised by a faculty member with subject expertise and proven credibility in the field as a researcher. The Project involves careful and theoretically sound design, solid literature review, detailed implementation plan, ethical due diligence, and a post-implementation report on outcomes and recommendations.

The Action Research Project is assessed on a pass-fail basis. A written proposal is to be submitted to the Office of the Dean of Education before participants begin their inquiry activities. This proposal must clearly state the research question, describe the setting, describe the literature review, outline the planned activities, address ethical due diligence, and outline plans to share findings.

When the project is complete, it is submitted to the faculty supervisor and one other faculty member for summative assessment. If the work does not receive a pass mark from both faculty members, the participant is granted an opportunity to carry out additional research if required, then to rewrite and resubmit the report within the next term.

Eligibility for the Action Research Project: Students are eligible to begin their Action Research Project after having successfully completed at least eight (8) academic courses including all required courses. In addition, students must be in good standing academically and with the University bursar.

(6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of at least eight (8) academic courses one of which must be EDEL 6023)

 

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