Queen's University : Education

School of Graduate Studies
2011-2012 Academic Year

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Education

The actual courses offered each term will be determined by student demand and the availability of faculty. Most courses will take the form of seminars and individual studies for a total of 36 hours. During the fall and winter terms courses normally require three hours per week. The 36 hours for each course are scheduled over four weeks during the summer term period.

EDUC-800*

Curriculum Design and Implementation

Explores the theory and practice of curriculum design. Theoretical bases and practical implications of different models of curriculum innovation in relation to curriculum policies and educational change will be examined. Applicable to both school and professional-based learning environments. Winter; R. Reeve.

EDUC-801*

Special Topics in Curriculum and Instruction

Topics vary from term to term. They include: the curriculum in such areas as Reading, Science, Mathematics, Counselling, Adult Education, English, Social Studies, Health Sciences, Aesthetic Education, Experiential Education, Language Education, etc. Not offered 2011-2012.

EDUC-802*

Curriculum Theory

Explores the theories and philosophies that have shaped the field of curriculum since the late 19th Century. Focuses on understanding the complex contexts of education, schooling, learning and teaching. Deepens awareness of the connections between the theories of curriculum and its manifestation through various teaching and learning practices. Fall; G. Roulet. (online)

EDUC-805*

Information and Communication Technology (ICT) in Teaching and Learning

A critical and experiential examination of computers in education. Topics include computer-mediated learning, telecommunications and multimedia resources, online teaching and learning, problems of classroom integration, and computer support for professional development and administration. This course is designed for all M.Ed. candidates, regardless of computer experience. Not offered 2011-2012.

EDUC-809*

Assessment of Student Growth and Achievement

This course will address basic practices, procedures, and reporting of student assessment as these apply to students, classrooms and schools. Principles of sound teacher-made and standardized assessments of student growth and achievement will be the major topics studied. Summer; L. Colgan.

EDUC-810*

Topics in Literacy Education

This study of the current state of literacy education will include the following topics: definitions and philosophies of literacy in English pedagogy, social and cultural influences, literary theories, writing and reading pedagogies, practices of interpretation, current trends in literacy research, issues of assessment, and influences of media and technology on literacy. Fall; E. Lee

EDUC-811*

Second/Foreign Language Education

Current theories in Second/Foreign Language Education will be examined. Topics will include French as a Second Language, French Immersion, English as a Second Language, Foreign Languages, and the difference between acquisition and instruction. Winter; L. Cheng.

Exclusion: EDUC-829*

EDUC-812*

Adult Education

An introduction to adult education as a field of study and practice that fosters collaborative and learner-directed inquiry in the field of adult education. The course will focus on understanding how adults learn, developing and implementing effective curricula for adult learners, and helping adult educators reflect on the adult education process. It is suitable for all educators who want to learn more about adult learning issues, practices and concepts by applying adult learning theories to their own learning and teaching lives. Not offered 2011-2012.

EDUC-813*

Improving the Art of Teaching

Explores the art of teaching from scholarly and pedagogical perspectives. Literature includes teacher knowledge and thinking, strategies for improving professional development, and processes of change in school settings. The course will involve the use of approaches such as pattern, design, story, metaphor, rhythm, and mystery as strategies to enhance teaching and learning. Winter; B. Bolden

EDUC-815*

Learning as Transformation

Transformative learning is the self-directed process by which we change the assumptions, beliefs, values or perspectives shaping our actions. The goal of this course is to help educators understand and promote transformative learning in our everyday lives and classrooms. The course approach will model its topic: we will use self-directed and transformative learning strategies in class sessions, and decisions about content and process will be the shared responsibility of the group and facilitator. Summer; S. Wilcox

EXCLUSION: EDUC-873*

EDUC-820*

Psychological Foundations of Learning

An introduction to human learning and cognition with implications for instruction and assessment. Topics may include cognitive processes, motivation, situated cognition, and the application of educational psychology to subjects such as reading, writing, mathematics, and the arts. Fall; L. Wade-Woolley.

EDUC-821*

Development of Language and Literacy

An examination of current theories of literacy development in multiple forms and the related instructional approaches. Literacy is defined broadly; topics vary from year to year and may include the cognitive development of writing, digital literacy, and visual literacy. Not offered 2011-2012.

EDUC-822*

Inclusion of Exceptional Learners

An examination of the cognitive processing, social cognition, and learning characteristics of children, adolescents, and adults with a range of exceptionalities, including giftedness, intellectual/developmental disabilities, behavioural disorders, and learning disabilities. A major focus of this course will be on how we can successfully include people with exceptionalities in our classrooms and in our society. Not offered 2011-2012.

EDUC-823*

Psychology of Reading

An examination of current theories of reading processes and their implications for teaching reading and student learning from reading. One or more topics are covered in greater depth; topics vary from year to year and may include comprehension and study strategies, reading disabilities, the measurement of reading abilities, and word recognition skills. Not offered 2011-2012. Pre- or corequisite: EDUC-820* or consent of instructor.

EDUC-824*

Psychology of Learning Disabilities

An examination of the concept of learning disabilities, current theories of the causes of learning disabilities, and instructional approaches. Topics may include assessment, diagnosis and remediation, attention deficit and hyperactivity, social cognition and motivation, and adult learning disabilities. Winter; N. Hutchinson Pre- or co-requisite: EDUC-820* or consent of instructor.

EDUC-825*

Psychology of Situated Cognition

An examination of how cognition is situated, embodied and mediated in human and more-than-human worlds rather than confined to individual minds. Situated cognition offers a dialectal perspective on human development whereby cultures provide the tools of human cognition while cognition and learning create cultures and selves. Sociohistorical, cultural, certain constructivist and/or other relevant psychological traditions are explored through studies of everyday activity and more formal educational situations. Not offered 2011-2012.

EDUC-826*

Motivation in Education

A review of theories of motivation and their practical applications within educational and other applied settings. The course will focus on current principles of motivation and include topics such as psychodynamics, attribution theory, goal theory, goal orientations, competences, interest, intrinsic/extrinsic motivation and biocultural factors. Fall; J. Freeman

EDUC-827*

Principles of Measurement and Learning

This course will address the development, selection, administration, scoring and interpretation of tests and other instruments as these apply to the measurement of learning in both clinical and group settings. Validity, reliability, and utility will be key constructs underlying this course. Not offered 2011-2012.

EDUC-828*

Theories of Evaluation

Determining the merit of educational programs requires that there be a fit between the needs and intentions of the program and the theoretical foundation guiding the evaluation. Students in this course will examine competing theoretical models of evaluation and be able to argue for their uses in particular program contexts. Winter; L. Shulha

EDUC-830*

Advanced Topics in Psychology of Learning and Cognition

An advanced course for treatment of current research interests of graduate faculty and students in Psychology of Learning and Cognition. Topics will vary from term to term. This course is designed for students who have a strong background in Psychology of Learning and Cognition. Winter; J. Kirby

EDUC-833*

Language and Learning

An examination of current theories and practices focusing on the role of language in learning. This course will focus on the study of language acquisition and development and their implications for education through topics such as syntax, lexicology, morphology, phonology, discourse analysis and pragmatics. Summer; M. Myers

EDUC-840*

Issues in Mathematics, Science, and Technology Education

An interdisciplinary seminar critically examining the epistemological, cultural, social and political nature of mathematics, science and technology and how these three disciplines are represented in educational settings. Not offered 2011-2012.

EDUC-842*

Teaching and Learning in Mathematics, Science and Technology

This course will investigate theories of cognition and research on teacher practice as related to mathematics, science and technology. It will include an examination of assessment practices, use of Information and Communication Technology (ICT) in teaching and learning, and translation of curriculum policy into practice. Not offered 2011-2012.

EDUC-850*

Critical Theories and Meaning in Culture, Global, and Technology Studies in Educational Contexts

This introductory course is an exploration of cultural context, the ideologies of globalization and technology in the new Millennium as lived in material, economic, political, geographic, historic and pedagogic contexts. Using critical theory and the major texts in Cultural, Global and Technology Studies, this course will engage a process of practical inquiry and critique of schooling in relation to a wide range of possible areas such as post- and neo-colonial relations; the politics of popular culture; issues in nationality, transnationality and globalization; the performance of gendered, sexual and queer identities; technology, and the organization of power around cultural difference, race, class, ethnicity and other social/cultural markers. (Introductory course in which all associated faculty participate.) Fall; S. Burney

EDUC-851*

Comparative, International and Development Education

This course will address each of the three areas and discuss the overlap and differences among them, as well as the theoretical underpinnings both modernist and post-modernist. This will be achieved through an examination of educational issues from the system to the classroom level from a comparative perspective. The choice of issues will be determined according to student interest or currency in the comparative education literature. Winter; R. Bruno-Jofre

EDUC-852*

History and Philosophy of Education

Policy issues from historical and philosophical perspectives. A seminar course that focuses on the history of thinking and intellectual trends influencing policy developments. This seminar will also include major thinkers and intellectual ideas from western and non western countries and their constellation in historical scenarios. Issues may include excellence, pluralism, democracy, diversity, equity, human rights, global issues in education, transnationality, intersection with transnational political and economic agencies, and others. Not offered 2011-2012.

EDUC-853*

Identity and Meaning in the Negotiation of Educational Situations

Culture is seen as the negotiation of meaning among personal and community experiences, between schooling and community, and among cultures in contact. This course explores the implication of cultural perspectives for communication and the negotiation of educational situations. Not offered 2011-2012.

EDUC-854*

Globalization and Education

This course explores the geopolitical, cultural, racial, and gendered contexts of globalization in relation to education. Using the notion of the "World-as-Text", it critically analyzes generic notions such as global village, global education, global economy, ecology, and international development. The role of the teacher as critical thinker and cultural worker in the present global, social and political climate is probed. Eurocentric models of education, amelioration, globalism, internationalism, and progress, are deconstructed, while stereotypical constructions and categorizations of the World are examined and interrogated. Practices that promote educational and cultural equity are discussed as alternatives. Not offered 2011-2012.

EDUC-855*

Culture, Power and Knowledge: Looking to Possibility

Seminar participants will study issues pertinent to understanding the relationship between schooling and popular culture. Using the theories and methodologies of postmodernism/poststructuralism, particular attention will be paid to the relationship between culture as a social artifact and its expressions within the practices of education in the new Millennium. Not offered 2011-2012.

EDUC-857*

Feminist Theories and Methodologies in their Applications to Education

An introduction to the study of critical theory and method from a feminist perspective. Through study and class discussion of major critical texts, informed by students' experiences, the course uses feminist methods to examine critiques of social and educational systems, and curricula. The intention is to consider analyses and articulate ways of changing those social forms and practices that continue to inhibit marginal social groups. Not offered 2011-2012.

EDUC-858*

Culture and Technology

An introduction to the relationship between culture and technology, where technology is interpreted widely as all aspects of the human built world. From this worldview, technology is understood as a social endeavour. Through study and class discussion, the course critically examines technology and its impact on the world in the context of cultural, human, social, environment, political, economic, and power issues, and its impact on education and learning. Not offered 2011-2012.

EDUC-860*

Introduction to Theories of Organization and Organizational Behaviour

This course provides a survey of key concepts and theories of organization and of organizational behaviour as they apply to schools and other education-oriented organizations, including consideration of the premises and implications of competing paradigms within organization theory; consideration of emerging organizational concepts and theories as they may apply to educational organizations; and a critique of current organizational forms and practices in schools systems, with emphasis on Ontario, Canada and North America. Historical, philosophical and comparative perspectives relating to the various concepts and theories will be discussed as appropriate. Not offered 2011-2012.

EDUC-861*

Policy Studies in Education

This course will introduce students to a critical study of policy in general and of policies in education in particular. The intention of this course is to develop in students a critical awareness of the social construction of policy, of intended and contingent impacts of policy, and of the components constituting the policy cycle. The process of policy-making will be explored using various perspectives and understandings of the phases of policy development, implementation, and evaluation. Not offered 2011-2012.

EDUC-862*

Educational Leadership

This course provides an historical overview of theories of leadership within educational institutions and an evolution of the practices of leadership. Participants will examine the social and cultural construction of leadership, will gain an understanding of the range of roles and responsibilities that a leader has within an organization; will apply effectively selected leadership skills and processes; and will develop conceptual frameworks to understand behaviours within the organization. Various theories of the attributes of a leader (e.g., trait, transformational, distributive, inclusive) are explored. Winter; B. Kutsyuruba.

EDUC-867*

Ethical Issues in Educational Practice

This course will introduce students to the various ethical issues associated with educational practice. Using cases and scenarios, students will examine ethical and moral conflicts and challenges to the legislation, governance, curriculum, as well as the overall aims and purposes, of schools. The focus will be on issues and concerns relevant to Canadian schools. This course is balanced between theory and practice, however, a significant component of the course includes student-led discussions and presentations of existing problems, ethical issues raised by these problems, and attempted solutions, both in theory and practice. Not offered 2011-2012.

EDUC-870*

Theories and Meanings in Aboriginal and Indigenous Education

An introduction to world Indigenous and Aboriginal perspectives on philosophy, research, and leadership in education through the examination of the fundamental differences between Western and world Indigenous philosophies. The course will also focus on the philosophical, developmental and historical influences on curriculum and instruction, including Indigenous conceptions of curriculum. Students will engage in theoretical and practical inquiry by exploring a range of research.

EDUC-871*

Pedagogies and Transformative Practices in Curriculum

An examination of Indigenous and Aboriginal issues relevant to curriculum development and transformation. One or more topics are covered in greater depth; topics vary from year to year and may include Aboriginal ways of knowing; teaching and learning in Aboriginal contexts; an exploration of curriculum models in Indigenous education; and applying curriculum development theory to the practice of creating curriculum for Aboriginal and Indigenous contexts.

EDUC-872*

Educational Research in Aboriginal and Indigenous Contexts

An introduction to educational inquiry that focuses on the principal Western approaches and on the design and implementation of research appropriate for Indigenous contexts. Topics may include oral traditions, narrative research, archival research, Indigenous epistemologies, decolonization of research methodology, and ethical concerns about intellectual property. The course provides initial preparation for thesis and project work and introduces students to the tools and conventions of educational inquiry: for example, library searches, use of primary and secondary sources, ethical review considerations, writing graduate assignments. Not offered 2011-2012.

EDUC-874*

Special Topics in Aboriginal and Indigenous Education

Topics vary from term to term and may include: science education, place-based learning and teaching, revitalizing Indigenous language, current issues facing Indigenous educators worldwide, adult learning, culture and cognition and Aboriginal philosophy. Fall; E. Lee

EDUC-875*

Qualitative Inquiry: Orality in Aboriginal and Indigenous Thought

Prepares students to undertake research using qualitative approaches appropriate to Aboriginal and Indigenous contexts, such as narrative studies based in oral traditions, and their impact on Aboriginal thought, participant observation, and ethnography. Winter; TBA. Prerequisite: EDUC-872 or permission of instructor.

EDUC-876*

Quantitative Inquiry: Governance and Leadership in Aboriginal and Indigenous Contexts

Prepares students to undertake quantitative research in education. Drawing on examples of research in the fields of governance and leadership in Aboriginal contexts, the course explores topics in research methodology including basic methodological problems, statistical design and reasoning. Not offered 2011-2012. Prerequisite: EDUC-872 or permission of instructor.

EDUC-877*

Teaching & Assessing Students with Special Needs in Aboriginal and Indigenous Contexts

An examination of current theories on the contextual and individual factors contributing to special needs and how these theories can inform teaching which appropriately addresses special needs in Aboriginal and Indigenous contexts. Not offered 2011-2012.

EDUC-878*

Master’s Internship

A research-informed internship in a context that enables learning through experience, under the guidance of an approved mentor, about issues germane to Aboriginal and World Indigenous Educational Studies. The Internship will be evaluated by a member of the Graduate Faculty approved by the Associate Dean of Graduate Studies.

EDUC-888*

Advanced Special Topics in Cultural and Policy Studies

Topics vary from term to term, and reflect current research interests of the graduate faculty. Not offered 2011-2012.

EDUC-890*

Introduction to Educational Research

An introduction to educational inquiry and its principal approaches. The course involves students in activities associated with educational inquiry, and is an initial preparation for thesis and project work. Because the course is introductory, it exposes students to the tools and conventions of educational inquiry: for example, library searches, use of primary and secondary sources, writing graduate assignments. Fall; L. Cheng &D. Klinger. Summer; TBA.

EDUC-892*

Topics in Quantitative Research

Prepares students to undertake quantitative research in education. Basic methodological problems, statistical design and reasoning are among the topics addressed. Winter; D. Berg PREREQUISITE: EDUC-890* or permission of instructor.

EDUC-894*

Topics in Action Research

Prepares students to undertake action research in classrooms and other learning contexts. The course considers the literatures of action research and teacher research as well as research methods appropriate to a focus on improving the quality of learning. Ethical issues unique to action research are also considered. Winter; TBA Prerequisite: EDUC-890 or permission of the instructor.

EDUC-895*

Topics in Qualitative Research

Prepares students to undertake research using qualitative approaches such as case studies, participant observation, document analysis, and ethnography. Fall; R. Upitis. Winter; L. Shulha & N. Hutchinson PREREQUISITE: EDUC-890* or permission of instructor.

EDUC-896*

Topics in Discursive Research

Prepares students to undertake research on such topics as the history or philosophy of education, the evaluation of educational or instructional theories, or the jurisprudential aspects of educational policy. The course emphasizes analytical and conceptual techniques. Not offered 2011-2012. PREREQUISITE: EDUC-890* or permission of instructor.

EDUC-897*

Individual Study

A study selected by the student under the guidance of a member of the graduate faculty. Normally, this half course will take the form of a closely supervised reading course in the area of the instructor's expertise.

EDUC-898

Master's Project

An investigation under the guidance of a Project Supervisor terminating in a written report or essay, under the current degree requirements having the equivalence of two half courses. The project is evaluated by the Project Supervisor and one other member of the graduate faculty approved by the Associate Dean of Graduate Studies. (Refer to Graduate Studies in Education: A Handbook.)

EDUC-899

Master's Thesis

A research endeavour under the guidance of a Thesis Supervisor, under the current degree requirements having the equivalence of four half courses. The thesis is completed and examined in accordance with the regulations of the School of Graduate Studies.

EDUC-900*

Doctoral Seminar

This is a required course for all doctoral students usually taken in their second year of study. Faculty and students will present seminars of an interdisciplinary nature. Students registered in the course will be required to present one of the seminars. Grading will be pass/fail. This course is designed to explore the various research paradigms, methods of research, and the problems related to research design. Fall; G.L.C. Hills

EDUC-901*

Advanced Special Topics

Topics vary from term to term and relect current research interests of the graduate faculty and doctoral students. Winter; L. Shulha

EDUC-910*

The Traditions of Curriculum

A research seminar on the development of curriculum as a field of study. It considers the influence of measurement, psychology, philosophy, and literary theory on curriculum during the 20^th century and into the present. Attention is given to the intended curriculum, the enacted curriculum, the learned curriculum, and the interactions among them. The course encourages a critical approach to curriculum issues and practice. Fall; A.M. Hill

EDUC-911*

Contemporary Curriculum Theory

The course is designed to extend doctoral candidates' knowledge of curriculum theory and criticism. By construing curriculum as a tension between individuals and society, the course considers the impact of contemporary thought on central curriculum concepts like knowledge, subject matter, assessment, teaching, and learning. Winter; R. Luce-Kapler. PREREQUISITE EDUC-910*

EDUC-920*

Cognition and Learning

A seminar course reviewing current research and theories of cognition and learning as applied to education. Topics will include cognitive processes, language, and development. Fall; L. Wade-Woolley

EDUC-922*

Social Cognition

A seminar course reviewing current research and theories of social cognition as applied to education. Topics will include situated cognition, self-regulation, and motivation. Not offered 2011-2012.

EDUC-924*

Advanced Topics in Cognitive Studies

An advanced research seminar in Cognitive Studies. Topics will vary and reflect the research interests of students and faculty. Winter; J. Kirby PREREQUISITE EDUC-920* and EDUC-922* or permission of instructor

EXCLUSION EDUC-921*.

EDUC-930*

Issues in Cultural and Global Studies in Education

A seminar course that introduces students to critical social theories, current approaches to cultural analysis, theories of identity, sub-cultural positionings, to the practice and implications of social/cultural theories and global issues. Not offered 2011-2012.

EDUC-931*

Issues in Culture and Technology Studies in Education

A seminar course that introduces students to current critical thinking on technology, imagined within the largest possible framework as the human built world, and as such, as a cultural and social endeavour. Not offered 2011-2012.

EDUC-932*

Seminar in Policy Studies

A seminar course that introduces students to theoretical underpinnings of policy studies and a more in-depth understanding of the processes and challenges of developing, implementing, analyzing, and evaluating policy from different perspectives. The course will examine the construction and deconstruction of educational policy through the lenses of various theoretical frameworks. This course will develop students' insight, knowledge and skills in multiple uses of policy within the historical, social, and political contexts through the discussion of specific policy issues and case studies of policy in practice. Fall; R. Rees.

EDUC-933*

Advanced Studies in History and Philosophy of Education

This course will discuss a variety of topics in educational policy from the perspectives of philosophy and history of education. Various schools of thought, both philosophical and historical, will be considered in discussing policies. Not offered 2011-2012.

EDUC-934*

Advanced Topics in Cultural and Policy Studies

An advanced seminar course in critical social theories, current approaches to cultural analysis, theories of identity and sub-cultural positionings, and the theories and processes of developing, implementing, analyzing and evaluating policy. Winter; M. Lewis. PREREQUISITE: one of EDUC-930* or EDUC-932*

EXCLUSION: EDUC-931*.

EDUC-940*

Educational Assessment

Current theories and practices in generating and interpreting student assessment data are changing the way we measure achievement and learning. Using such data obtained from classrooms, schools, school boards, provincial, national and internal assessment programs, this course explores the use and impact of these evolving theories and practices. Fall; D. Klinger PREREQUISITE EDUC-892* or equivalent and EDUC-827* or equivalent.

EDUC-942*

Program Evaluation

Expanding purposes and contexts for program evaluation draw on multiple theoretical frameworks and methodologies. Exploring evaluation decision making from these multiple perspectives provides insights into the scope, limitations and future territory of evaluation use. Not offered 2011-2012. PREREQUISITE: EDUC-828* or equivalent.

EDUC-999

Ph.D. Thesis

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