School of Graduate Studies

School of Graduate Studies
School of Graduate Studies

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.

NOTE: All EDUC-9xx courses are normally open only to Ph.D. students.

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. Fall; L. Colgan.

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.

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; A.M. Hill.

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.

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.

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. Winter; P. Beach

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.
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.

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.

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. Winter; A. Sharkawy.
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; E. Lee.

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.

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.

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. 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. 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.

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. Winter; J. Freeman.

EDUC-827*     Measurement in Learning     
This course focuses on the principles of instrument development, use, and analyses for the measurement of educational outcomes and constructs. Course topics will include survey and test development, factor analysis, reliability and validity.

EDUC-828*     Program 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.

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.

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.

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.

EDUC-850*     Critical Theories in Educational Contexts     
This course introduces students to critical theories in educational contexts and examines and critiques the organization of power around cultural difference, race, class, ethnicity and other social/cultural markers. Teaching practices and policies that contribute to positive social change will also be explored.

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.

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. Fall; R. Bruno-Jofré.

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.

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.

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. Summer; S. Burney.

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.

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.

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. Fall; B. Kutsyuruba.

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.

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.

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.

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. Summer; TBA.

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.

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.

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.  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. Fall; TBA.

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 and Research, Faculty of Education.

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.

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; B. Bolden  & J. Pyper.

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. 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. Winter; L. Colgan & R. Upitis. 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. 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.

Note: All EDUC-9xx courses are normally open only to Ph.D. students.

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; R. Upitis.

EDUC-901*     Advanced Special Topics     
Topics vary from term to term and reflect current research interests of the graduate faculty and doctoral students.

EDUC-903     Special Topics in Research Methods     
This course enables doctoral students an opportunity to develop skills in specific research methods Topics vary from term to term and reflect current research interests of the graduate faculty and doctoral students. The course consists of modules that focus on contemporary methods for research, and each module is equivalent to a quarter course weight (1.5 credit units.

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 20th 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; T. Christou. 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; R. Reeve.

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.

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.  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.

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.

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. Winter; A. Cooper.

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.

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 positioning, and the theories and processes of developing, implementing, analyzing and evaluating policy. 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. 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. Fall; E. Van Melle. PREREQUISITE: EDUC-828* or equivalent.

EDUC-997*     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-999     Ph.D. Thesis     

The following courses are the courses offered under the Graduate Diploma in Professional Inquiry (GDPI). All courses are 3.0 credit units.
REQUIRED COURSES
GDPI-800*     Self-Regulated Inquiry and Learning     
Provides opportunities for exploration of current theories of self-regulated learning. Self-regulated learning requires autonomous management of learning through effective goal setting, resource allocation, valid self-assessment, and goal revision. Offered jointly with PME-800*.
EXCLUSION: PME-800*

GDPI-801*     Collaborative Inquiry     
This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in professional practice. This, in turn, will lead to the creation of a collaborative learning community within the context of the course where the knowledge and skills of professional inquiry will be explored and demonstrated. Offered jointly with PME-801*
EXCLUSION: PME-801*

GDPI-802*     Program Inquiry and Evaluation     
This course will guide students in conducting systematic evaluative inquiry in support of the data-informed program decision-making. Students will examine the multiple purposes of program evaluation applying the principles, methods and logic inherent in the needs of targeted program personnel and decision makers. Offered jointly with PME-802*.
EXCLUSION: PME-802*

ELECTIVE COURSES
GDPI-810*     Integrated Planning, Instruction, and Assessment     
This course will enable students to inquire into the interconnected structures of planning, instruction, and assessment through an understanding of curricular frameworks. Students will understand the complexities of their intended work environments and apply that understanding to analyze planning, instruction, and assessment to a specific context of practice.  Offered jointly with PME-810*.
EXCLUSION: PME-810*

GDPI-811*     Innovation in Teaching and Learning     
This course will help students develop a foundational understanding of innovation in the workplace grounded in exploration of historical, sociological, and philosophical contexts and frameworks. Students will explore case studies and develop a plan of action rooted in the particular needs of their workplace.  Offered jointly with PME-811*.
EXCLUSION: PME-811*

GDPI-812*     Organizational Learning     
The goals of this course are to examine theory, research and case-studies on organizations in public service sectors using professional inquiry approaches. Topics will include organizational theory, structure and bureaucracy, organizations and their environments, human resources, politics, decision-making, leadership and organizational change. Ultimately, this course will prepare students to apply the concepts covered in the course to their professional context. Offered jointly with PME-812*.
EXCLUSION: PME-812*

GDPI-813*     Knowledge Translation and Mobilization     
Knowledge translation (KT) and mobilization (KMb) includes efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science and practice of KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in their particular professional setting.  Offered jointly with PME-813*.
EXCLUSION: PME-813*

The following courses are the courses offered under the Professional Master of Education (PME). All courses are 3.0 credit units.

PME-800*     Self-Regulated Inquiry and Learning     
Provides opportunities for exploration of current theories of self-regulated learning. Self-regulated learning requires autonomous management of learning through effective goal setting, resource allocation, valid self-assessment, and goal revision. Offered jointly with GDPI-800*.
EXCLUSION: GDPI-800*

PME-801*     Collaborative Inquiry     
This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in professional practice. This, in turn, will lead to the creation of a collaborative learning community within the context of the course where the knowledge and skills of professional inquiry will be explored and demonstrated. Offered jointly with GDPI-801*.
EXCLUSION: GDPI-801*

PME-802*     Program Inquiry and Evaluation     
This course will guide students in conducting systematic evaluative inquiry in support of the data-informed program decision-making. Students will examine the multiple purposes of program evaluation applying the principles, methods and logic inherent in the needs of targeted program personnel and decision makers. Offered jointly with GDPI-802*.
EXCLUSION: GDPI-802*

PME-803*     Organizational Leadership      
This course provides an overview of theories of leadership and an evolution of the practices of leadership within organizations in general, and educational institutions in particular. 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.

PME-810*     Integrated Planning, Instruction, and Assessment     
This course will enable students to inquire into the interconnected structures of planning, instruction, and assessment through an understanding of curricular frameworks. Students will understand the complexities of their intended work environments and apply that understanding to analyze planning, instruction, and assessment to a specific context of practice. Offered jointly with GDPI-810*.
EXCLUSION: GDPI-810*

PME-811*     Innovation in Teaching and Learning     
This course will help students develop a foundational understanding of innovation in the workplace grounded in exploration of historical, sociological, and philosophical contexts and frameworks. Students will explore case studies and develop a plan of action rooted in the particular needs of their workplace. Offered jointly with GDPI-811*.
EXCLUSION: GDPI-811*

PME-812*     Organizational Learning     
The goals of this course are to examine theory, research and case-studies on organizations in public service sectors using professional inquiry approaches. Topics will include organizational theory, structure and bureaucracy, organizations and their environments, human resources, politics, decision-making, leadership and organizational change. Ultimately, this course will prepare students to apply the concepts covered in the course to their professional context. Offered jointly with GDPI-812*.
EXCLUSION: GDPI-812*

PME-813*     Knowledge Translation and Mobilization     
Knowledge translation (KT) and mobilization (KMb) includes efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science and practice of KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in their particular professional setting. Offered jointly with GDPI-813*.
EXCLUSION: GDPI-813*

PME-820*     Aboriginal Leadership and Knowledge in the School and Classroom     
The primary expected outcome of this course is an understanding of Aboriginal approaches to education, leadership, and knowledge from the perspective of Culture-Based Education. Students are encouraged to engage in peer-to-peer learning to expand upon their own awareness and challenge preconceptions. Because of this, this course is encouraged for students from all backgrounds with varying levels of cultural awareness.

PME-821*     Policy and Models in Canadian Aboriginal Education: From Residential Schools to Culture-Based Education     
This course examines the history of Aboriginal education policy and models for Aboriginal education in Canada. It begins with an examination of Aboriginal approaches to education prior to and at contact, then goes on to discuss colonial approaches, including the Residential school system. Following this, it will examine post-colonial policy and education across provinces and First Nations.

PME-822*     Aboriginal Languages and Language Teaching     
This course examines the diversity and current status of the Aboriginal Languages of the Americas, including their distribution, status, structure, use, and connection to culture. Students will then gain an overview of language teaching methodologies and an examination of the selection of appropriate methodologies for Aboriginal language teaching and language programming.

PME-826*     Using Classroom and Large-Scale Assessment Data     
This increasing emphasis on school accountability and improvement places demands on teachers and administrators to be able to interpret the meaning of assessment results. These data often form the foundation for setting priorities and setting targets. Given this importance of these activities it is critical that data users be able to identify the strengths and limitations of these data in supporting decision-making.

PME-827*     Planning and Implementing Classroom Assessment     
The assessment of learning and achievement is a global phenomenon. Over the last 2 decades there has been considerable research demonstrating how well conceived assessment can be a powerful force both in supporting learning, and as a mechanism for individual empowerment. Yet, no matter how clearly assessment policies are defined, how concisely strategies for implementing assessment are described, and how many sample instruments are available for adoption or adaptation, the planning and implementing of assessment in classrooms continues to be a complex “wicked problem”.

PME-828*     Conducting Quality Program Evaluations     
Educators plan and implement programs as a way to address the needs of students and their communities. These needs may be rooted in learning, recreation, behaviour, school culture and health and well-being to name a few. Typically, classroom and school based programs are spearheaded by individual champions or working groups. Their focus is typically on program activities and the challenge of implementation. Rarely do they have the time or resources to learn, in any systematic way, how their programs are working or how they might be improved. This is an issue especially when decisions have to be made about whether programs should be supported, expanded,continued or allowed to end.

PME-831*     Innovative Curriculum Planning     
Leaders in classroom practice are innovative curriculum planners. A review of the historical and philosophical roots of innovation in education will lead to an exploration of contemporary curriculum and instructional innovations such as those that now promote curriculum integration, learning in depth, and environmental inquiry. Students will have opportunities to practice innovative curriculum planning paying close attention to how the curriculum is intended to shape learning.

PME-832*     The Connected Classroom     
Leaders in classroom practice help learners make strong connections to the world outside the classroom. This course examines the foundations of why, when and how to enlarge the context for learning and explores avenues that yield integrated and authentic learning experiences. Examples of connectedness are found in classrooms that connect to students’ experiences at home, integrate opportunities for informal education, encourage the involvement of community members, foster community service, and cultivate relevant and appropriate uses of the internet. The focus of learning will be on how to trigger, facilitate and enrich learning through outreach activities.

PME-833*     Critical and Creative Thinking     
Leaders in classroom practice are concerned with the quality of both their own and their students’ thinking. This course provides guided opportunities to investigate and implement newer frameworks for practice, especially those intended to support students in becoming independent and innovative thinkers. Decisions about how learning is structured and managed and how students participate and interact will be considered in light of their potential to propel students’ thinking forward, deeper and in more creative directions.

PME-841*     Theoretical and Historical Foundations     
This course provides an overview of the history of literacy instruction and currently accepted theories of literacy development. Participants will develop conceptual frameworks to understand literacy from cognitive and sociocultural perspectives and will gain an understanding of the how these different perspectives condition the range of roles and responsibilities of an instructional leader of literacy education.

PME-842*     Component Skills     
This course introduces students to the components of literacy, including phonological awareness, decoding, reading comprehension, vocabulary and reading fluency and others. Participants will gain an understanding of how these components interact to contribute to literacy development in a range of readers.

PME-843*     Effective Intervention     
This course builds on PME-842 (Literacy: Component Skills) to acquaint participants with research-based interventions and effective programming for a variety of literacy outcomes. Participants will gain an understanding of how these interventions meet the learning needs of typical and exceptional learners and how success of these interventions is measured.

PME-851*     Culture, Curriculum and Pedagogy     
This course requires students to explore their roles as curriculum theorists within the daily, lived experiences of overseas classroom teaching. The role of cultural difference within the interconnected structures of planning, instruction, and assessment will be explored as it relates to the impact of daily teaching and learning in overseas contexts. Students will articulate the complexities of cultural difference and apply that understanding to analyze planning, instruction, and assessment.

PME-852*     Approaches to Professional Learning     
This course will explore the particular role and place of inquiry within an International school teaching context. Students will broaden and deepen their knowledge of professional resources and publications for overseas educators. They will learn about the types of inquiry most relevant to overseas educators, how to gather, analyze, interpret and articulate various forms of data.

PME-853*     Professional Community Membership     
Students will explore their roles and responsibilities related to the dissemination of the knowledge they gain through their own professional learning. As overseas educators, often confronted by cultural differences in their everyday teaching, finding ways to share new information and ideas on how to acknowledge these differences in the classroom is a professional obligation. Students will be expected to find appropriate outlets for a variety of written articles (opinion pieces, practical tips and tricks, professional inquiry data…etc.)

PME-898*     Capstone Project     
This is a self-directed course that allows professionals to explore an aspect of their emerging leadership within the context of developing and completing a capstone project. The purpose of this project is to enable students to more deeply explore the current and relevant educational challenges and issues within their own practice and/or organization. Students enrolled in this course will work independently with an instructor who will help guide the completion of the capstone project, providing suggestions, direction, and clarity. The grading will be Pass/Fail.