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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 students to methods of educational research. Its primary focus is to help them 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. Students will begin to outline a possible topic for their capstone projects.

(3 credits) (core/required)

EDEL 6023 Proposal Writing in Education

Proposal Writing in Education provides students with an opportunity to conceptualize research, and to develop program or project proposals. Emphasis is placed on the development of practical skills, particularly in articulating a research question, reviewing current knowledge in the field, constructing a research design, and establishing the significance of anticipated findings. By the end of the course, each student will have a completed proposal to guide the Major Academic Report or Action Research Project activities.

(3 credits) (core/required)

EDEL 6033 Action Research

Action Research provides students 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 students 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/required)

EDEL 6053 Contemporary Issues in Education

Contemporary Issues in Education is a directed studies course that allows students 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. Students 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 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/required)

EDEL 6123 Reflexive Inquiry

Reflexive Inquiry provides students 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/required)

EDEL 6143 Change and Transformation

Change and Transformation prepares students 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/required)

EDEL 6153 Ethical Leadership and Social Justice

Ethical Leadership and Social Justice uses tenets of critical pedagogy and ethics to help students 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)

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)

EDEL 6183 School Culture and Community

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

(3 credits) (elective)

EDEL 6193 Diversity and Leadership

Diversity and Leadership uses selected readings, weekly discussions, and assignments, to help students develop a greater understanding of diversity as a social construction in relation to the concepts of social identity and social location. The specific areas of diversity included in this course are: Identity and Intersectionality; Privilege and Power; Race and Ethnicity; Gender and Sexual Orientation; Multiculturalism; Inclusiveness and Universal Design for Learning; and Globalization and Leadership.

(3 credits) (core/required)

EDEL 6213 Assessment and Evaluation in Education

Assessment and Evaluation in Education allows students to explore various formative and summative methods from both theoretical and practical perspectives. Students 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)

EDEL 6223 Supervision of Instruction

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

(3 credits) (elective)

EDEL 6423 Organizational Behaviour

Organizational Behaviour introduces students 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)

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)

EDEL 7016 Major Academic Report

The Major Academic Report fulfills the graduation requirement for independent scholarly work. Students discuss and critique research relevant to an area of professional interest, as well as explore related possibilities for practice. The topic must be approved by the Office of the Dean of Education and the paper will be completed under the supervision of a qualified faculty member. After the topic is approved, and a proposal is developed with supervisory support, the proposal is submitted to the Capstone Coordinator and approvals to proceed must be received before the student begins inquiry activities. Both the proposal and final paper ought to include a description of the inquiry, the context or setting of the research, a theoretical framework (this includes methodology, theoretical perspectives relevant to research interest, methods, and researcher’s role), and a discussion of ethics. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the major academic report are available from the Office of the Dean of Education.

(6 credits) (core/required)

EDEL 7026 Action Research Project

The Action Research Project provides students with an opportunity to design and develop a project that is theoretically grounded and practically focused. The project fulfills the graduation requirement for independent scholarly work. The student conducts an action research project within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting. A written proposal is to be submitted to the Office of the Dean of Education before students begin their inquiry activities. This proposal must clearly state the research question, describe the setting, introduce major theoretical areas to be considered, outline the planned activities, address ethical due diligence, and detail plans to share findings. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the action research project are available from the Office of the Dean of Education.

 

(6 credits) (core/required)

 

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