EDUCATION
PROGRAM
ADMISSION REQUIREMENTS AND PROCEDURES
APPLICATION DEADLINES
REGULATIONS
FINANCIAL SUPPORT
PART-TIME STUDY
PROGRAM REQUIREMENTS
PART-TIME GRADUATE STUDENTS WISHING FULL-TIME STATUS
ENROLLMENT OF PART-TIME GRADUATE STUDENTS IN FULL-TIME COURSES
COURSES
RESEARCH INTERESTS OF FACULTY
FACULTYPROGRAM
The School of Education offers three programs leading to graduate degrees. The first is the Master of Education (General Studies) and is designed for teachers and administrators who wish to increase their knowledge in the field of education and in their special teaching area. Candidates may examine such fields as curriculum development, supervision of instruction and the theoretical foundations of education. The second program is the Master of Education (Counselling). This program is intended for teachers pursuing a career in school counselling and other persuing a career in counselling through various agencies. The third program is the Master of Education (Special Education). This program is intended for individuals possessing a background in special education and wishing to prepare for leadership roles in the field. The program is designed so that candidates may select a focused area of study (e.g., assessment, curriculum, integration, learning difficulties, resource, etc.) M.Ed. programs are offered on a full-time and part-time basis. Both the Counselling and Special Education programs are 14 months in duration and begin with a summer session.The School of Education also offers four 3 credit hour courses in Inclusive Education through summer study, and one 6 credit hour seminar and practicum in fall/winter study. The courses are available as elective credits for students enrolled in the Master of Education programs. Successful completion of 18 credit hours in these courses will result in the awarding of the Graduate Certificate in Inclusive Education by the G. Allen Roeher Institute. It is possible to incorporate certificate courses into M.Ed. programs. Some programs allow for all certificate courses to be offered in completing degree requirements. Others cannot accommodate all courses and require that students add one or more courses if they wish to complete both degree and certificate requirements. Further details of how M.Ed. programs combine with the Graduate Certificate in Inclusive Education may be obtained from the Coordinator of Part Time Programs in the School of Education.
Master of Education programs offer thesis and non-thesis routes for completing degree requirements. Course requirements differ according to program and route selected. Detailed information is presented below.
Note: In the late winter of 1997, the School of Education will bring program requests to the Maritime Provinces Higher Education Commission (MPHEC). It is anticipated that, in subsequent years, pending MPHEC approval, the Master of Education degree will become thesis only, the MEd course route will be renamed "Graduate Diploma", and the Master in Education (General Studies) program will be renamed Master of Education (Curriculum Studies). Once these changes are in effect, students who enroll in 1997/98 and students who enrolled in previous academic years will have the option of continuing their current program of studies or opting for one of the new programs.
ADMISSION REQUIREMENTS AND PROCEDURES
- A Bachelor of Education degree or its equivalent (Teacher's College plus an undergraduate degree) with a B (73 - 76%) average in the B.Ed. program or in the final two years of study.
- Two years of successful teaching or related experience.
- Three references from persons conversant with the applicant's academic and professional ability. One reference to be of an "academic" nature and the other two related to professional competence.
- Candidates for the M.Ed. (Counselling) program are subject to the following additional requirements and/or procedures:
- applicants who do not hold a Bachelor of Education degree or its equivalent and seek admission to the M.Ed. (Counselling) program for purposes other than School Counselling must hold a four-year undergraduate degree with a B (73-76%) average in the final two years of study and fulfill all other requirements.
- applicants for the M.Ed. (Counselling) must successfully complete an interview with the Counselling faculty prior to admission.
- Candidates for the M.Ed. (Special Education) program are subject to the following additional requirements and/or procedures:
- applicants must have an academic background in Special Education (Acadia two-year Bachelor of Education or equivalent).
- applicants must present a letter of intent describing the focus and nature of study which he/she wishes to pursue. The letter must include suggestions as to courses which the candidate deems appropriate to his/her program. Suggested courses are to be selected from the lists provided with application forms.
- conditional admission is offered on the basis of satisfying the basic requirements described above. Full admission follows a meeting with the Special Education Graduate Committee. The purpose of this meeting is to establish suitable programs of study for each candidate.
Alternate Admissions Policy to the MEd
Students without the required B average for admission to MEd programs whose transcript is either ten or more years out of date or who are from an institution outside North America and whose transcript is difficult to interpret may be admitted if they achieve the 70th percentile or highter on the Graduate Record Examination, verbal subtest. This policy is to be implemented on an experimental basis for three years only after which time it will be evaluated.APPLICATION DEADLINES
February 1 is the deadline for application to the MEd (Counselling) program. Applications for the Master of Education (General Studies) and the Master of Education (Special Education) programs will be accepted each year until available positions are filled. Decisions concerning admission will be made on receipt of complete documentation including transcripts and references. Candidates are encouraged to apply early.It is impossible to guarantee positions to all candidates meeting basic admission requirements.
- Master of Education programs offer thesis and non-thesis routes for completing the requirements. Course requirements differ according to program and route selected. Detailed information concerning route and course requirements is presented below. All course selections must be made in consultation with and have the approval of the Director of Education or the Director's representative. Students choosing thesis or indepth study routes should contact the School of Education for information concerning procedures and regulations.
- The minimum time required for completion of degree requirements is one academic year and one summer session. The M.Ed. (Counselling) and M.Ed. (Special Education) programs require 14 months for completion.
- Full-time students may enroll in a maximum of 12 credit hours during fall term and 12 credit hours during winter term. A maximum of 3 credit hours may be taken during any three-week intersession.
- Students may, with approval of the Director, transfer a maximum of 12 credit hours from other institutions. Courses must be approved in advance. Requests to transfer courses must be made, in writing, to the Registrar of Acadia University and must include a copy of the official course description.
- Students may select electives from other graduate courses within the School of Education with the prior approval of the Director.
- A maximum of 6 graduate credits hours in the Special Education program and 3 graduate credit hours in the General Studies program may be taken as electives from other Acadia University department or schools with prior approval of the Director.
FINANCIAL SUPPORT
A limited number of graduate teaching assistantships are available to qualified candidates. A teaching assistantship application form is included with the application package. The form should be completed and returned by February 1. Only full-time students taking the thesis route are eligible for fellowship support.PART-TIME STUDY
Candidates may complete requirements for M.Ed. programs through part-time study. Selected graduate courses in education are offered on a five-year rotation through the Division of Continuing Education. It is the student's responsibility to consult the rotation and plan programs so that all requirements are completed. Students interested in part-time study should obtain a copy of the rotation from the Coodinator of Part-Time Studies. They should also contact the Division of Continuing Education in order to be placed on the mailing list for Continuing Education calendars.Students not registered in a Master of Education program may take a maximum of 12 credit hours at the graduate level. Such students must meet the academic admission requirements of the Master of Education program. Specifically, they must have, prior to course registration, a B (73-76%) average in the B.Ed. program or, for those claiming B.Ed. equivalency, a B average in the final two years of the undergraduate degree. Official undergraduate transcripts must be attached to course registration forms. Registration will not be accepted without transcripts.
Master of Education (General Studies)
Master of Education (Counselling)
Master of Education (Special Education)
Graduate Certificate in Inclusive EducationMaster of Education (General Studies)
(A) Thesis/Indepth Study Route
Five full courses or equivalent (30h) and a thesis or indepth study.
Courses must include:
EDUC 5023 Philosophy of Education EDUC 5253 Evaluation of Teaching EDUC 5513 Research Design EDUC 5523 Educational Statistics--or--Educ. 5113 EDUC 5113 Qualitative Research in Education EDUC 5633 Curriculum Foundations EDUC 5733 Special Education I (or approved elective in
Special Education)Two full course electives. Electives may be selected from graduate courses offered by the School of Education or approved senior or graduate level courses offered by other departments or schools. Students enrolled in the thesis/indepth study route may elect a maximum of one full course from units other than the School of Education.
(B) Course Route
Six full courses or equivalent.
Courses must include:
EDUC 5023 Philosophy of Education EDUC 5253 Evaluation of Teaching EDUC 5513 Research Design EDUC 5633 Curriculum Foundations EDUC 5733 Special Education I (or approved elective in
Special Education)Three and one-half electives. Electives may be selected from graduate courses offered by the School of Education or approved senior or graduate level courses offered by other departments or schools. Students enrolled in the course route may elect a maximum of two full courses from other departments or schools.
Master of Education (Counselling)
(A) Thesis/Indepth Study Route
Six full graduate courses or equivalent (36h) and a thesis or indepth study.
Courses must include:
EDUC 5033 Nature, Methods, and Objectives of Counselling* EDUC 5066 Seminar and Practicum in Counselling EDUC 5133 Communication and Human Relations* EDUC 5303 Principles of Assessment EDUC 5513 Research Design in Education EDUC 5523 Educational Statistics--or--EDUC 5113 EDUC 5113 Qualitative Research in Education EDUC 5543 Vocational Development EDUC 5553 Topics in Counselling EDUC 5623 Group Counselling: Theory and Practice One full course elective. Electives may be selected from graduate courses offered by the School of Education or approved graduate courses offered by other departments or schools.
(B) Course Route
Seven full courses or equivalent (42h).
Courses must include:
EDUC 5033 Nature, Methods, and Objectives of Counselling* EDUC 5066 Seminar and Practicum in Counselling EDUC 5133 Communication and Human Relations* EDUC 5303 Principles of Assessment EDUC 5513 Research Design in Education EDUC 5543 Vocational Development EDUC 5553 Topics in Counselling EDUC 5623 Group Counselling: Theory and Practice Two and one-half course electives. Electives may be selected from graduate courses offered by the School of Education or approved graduate courses offered by other departments or schools.
*EDUC 5033 and 5133 must be taken as the first courses in the program. They are offered at Acadia during the summer session only. They are prerequisites to EDUC 5066, EDUC 5543 and EDUC 5623. EDUC 5066 is a prerequisite to EDUC 5553. EDUC 5066 is offered only during the fall and winter semesters.
Master of Education (Special Education)
(A) Thesis/Indepth Study Route
Five full courses or equivalent (30h) and a thesis or indepth study.
Required courses include:
EDUC 5063 Foundations of Special Education* EDUC 5123 School Curriculum Practices for At Risk Students EDUC 5303 Principles of Assessment EDUC 5513 Research Design in Education EDUC 5523 Educational Statistics--or--EDUC 5113 EDUC 5113 Qualitative Research in Education EDUC 5633 Curriculum Foundations Two full courses or equivalent (12h) electives.
(B) Course Route
Six full courses or equivalent (36h).
Required courses (15h) include:
EDUC 5063 Foundations of Inclusive Education* EDUC 5123 School Curriculum Practices for At Risk Students EDUC 5303 Principles of Assessment EDUC 5513 Research Design in Education EDUC 5633 Curriculum Foundations Three and one-half courses or equivalent (21h) electives.
*EDUC 5063 is prerequisite to many courses in the program. This course is offered only in summer session; thus, students must begin programs during summer session.
The following courses are provided on a regular basis and available as program electives:
EDUC 5023 Philosophy of Education EDUC 5053 Problems in Education EDUC 5073 Curriculum Adaptation for Inclusive Education** EDUC 5083 Communication & Consultation in Integration in Inclusive Education EDUC 5093 Change and Implementation EDUC 5103 Practicum in Special Education EDUC 5153 Readings in Education EDUC 5253 Evaluation of Teaching EDUC 5313 Individual Testing I EDUC 5323 Individual Testing II EDUC 5523 Educational Statistics **Prerequisites: EDUC 5063 and EDUC 5633 or permission of the Director of Education.
The following courses are offered depending upon demand and resources:
EDUC 5006 Comparative Education (Study Tours) EDUC 5013 History of Education EDUC 5043 Sociology of Education EDUC 5106 Seminar and Practicum in Inclusive Education EDUC 5213 Organizational Theory and School Culture EDUC 5263 Program Evaluation EDUC 5273 Education and the Law EDUC 5643 Major Theoretical Developments in Curriculum Studies EDUC 5653 Literacy Development EDUC 5913 Theoretical Perspectives on Leadership In addition to the graduate courses above, candidates may elect a maximum of one full course or equivalent (6h) from the following undergraduate special education courses:
EDUC 3033 Education of the Slower Learner EDUC 3043 Educating the Physically Disabled EDUC 3073 Educating the Developmentally Disabled EDUC 3103 Behavioural Difficulties: Prevention and Intervention EDUC 4043 Multiculturalism EDUC 4093 Curriculum Enrichment Graduate Certificate in Inclusive Education
Acadia University offers four 3 credit hour courses in Inclusive Education through summer study and one 6 credit hour seminar and practicum in fall/winter semester. The courses are available as elective credits for students enrolled in any of the Master of Education programs at the university. Successful completion of these 18 credit hours or equivalent will result in the awarding of the Graduate Certificate in Inclusive Education by the G. Allan Roeher Institute.The following or equivalent graduate courses totalling 18 credit hours of study must be satisfactorily completed:
EDUC 5063 Foundations of Inclusive Education* EDUC 5073 Curriculum Adaptations for Inclusive Education** EDUC 5083 Communication and Consultation in Inclusive Education EDUC 5093 Change and Implementation in Inclusive Education EDUC 5096 Seminar and Practicum in Inclusive Education *Foundations of Inclusive Education (EDUC 5063) or permission of the Director is prerequisite for each of these courses in the Certificate Program.
**Prerequisites: Foundations of Inclusive Education (EDUC 5063) and Curriculum Foundations (EDUC 5633) or permission of the Director.
The Seminar and Practicum in Inclusive Education (EDUC 5106) is held during the fall/winter term and includes fifteen (15) days of practicum experience in an inclusive school system. Practicum sites are decided upon in consultation with the instructor and are arranged to suit each student's individual needs and interests.
PART-TIME GRADUATE STUDENTS WISHING FULL-TIME STATUS
Candidates are admitted to graduate programs on either a part-time or a full-time basis. Those admitted part-time can change status to full-time provided they register in a minimum of two and one-half courses (15 credit hours) during the period of full-time study and pay full-time fees. Fees paid for courses taken part-time are not credited towards subsequent full-time fees.Part-time students wishing to change status as described above MUST inform the University Registrar's Office and the School of Education in writing by February 1 and confirm course selection in writing by April 1. These time lines will be strictly enforced.
ENROLLMENT OF PART-TIME GRADUATE STUDENTS IN FULL-TIME COURSES
Part-time students wishing to enroll in courses offered in the full-time graduate program may do so only with the written permission of the Director, School of Education.
Part-time students are not permitted to register in EDUC 5066--Seminar and Practicum in Counselling, EDUC 5053--Problems in Education or EDUC 5153--Readings in Education except when these courses are offered through the Division of Continuing Education.
A rotation of Continuing Education courses is available through the Coordinator of Part-time Programs, School of Education.
COURSES
A selection of the following courses is available each year. The selection is based on available resources and the nature of student enrollment.
EDUC 5003 Current Issues in Education Psychology
This course is designed to provide students with an overview of current developments in the broad field of education psychology. Reading and discussion will focus on key areas of research and debate that have an impact on teachers and schools.EDUC 5006 Comparative Education (Study Tours)
This course emphasizes recent developments in the organization and administration of education in Canada and selected countries of the world. Contemporary problems are analyzed against the background of social change.EDUC 5013 History of Education
This course will survey, from a national as well as a regional perspective, the development of the Canadian school system from its colonial beginnings until the 1990s. The main focus will be on the process of curriculum development, the social and cultural contexts in which it occurred, the principles that guided it, and the programs of study that emerged from it.EDUC 5023 Philosophy of Education
This course will examine selected aspects of education from a philosophical perspective. Topics included will be the relationship between theory and practice; dimensions of educational value; the nature of knowledge and the curriculum; moral education; the teacher and controversial issues; and the school as object and agent of reform.EDUC 5033 Nature, Methods, Objectives of Counselling
This course is an introduction to the field of counselling. An overview of the philosophical foundation and historical bases of the counselling profession will be provided as well as an examination of current issues and future trends. A significant portion of the course will be devoted to the study of the major theories of counselling. Specific issues such as crisis counselling and counselling with special populations will also be addressed.EDUC 5043 Sociology of Education
This course is designed to study social problems emanating from such institutions as the family, the community, and political and religious organizations, and to illustrate how these problems impinge upon the schools and the role of the teachers and students.EDUC 5053 Problems in Education
This course is designed to allow students to engage individually in research or other projects that are of special interest to the student and acceptable to a supervising instructor. While course requirements may vary according to the project selected, the course will normally require that students demonstrate their understanding of the field through a written report and a written or oral examination.EDUC 5063 Foundations of Inclusive Education
This course examines foundational issues in special education with particular reference to the historical, philosophical, sociological and economical aspects of education service delivery models from segregation to full inclusion. Topics of study typically include recent research related to the role of students, teachers, parents, school administrators, and the community at large in the development of special education services.EDUC 5066 Seminar and Practicum in Counselling
This course provides opportunity for graduate students in counselling to obtain field experience in appropriate settings. Placements are chosen by the instructor and in consultation with the student. The course will consist of a three-hour weekly seminar focusing on cases and presentations derived from actual supervised experiences in appropriate settings. The course will also provide the student with an opportunity to gain practical experience of a minimum of one day per week throughout both terms. The practicum may include development, organization, and evaluation of appropriate materials and techniques related to counselling. This course is limited to graduate students in Counselling.
Prerequisite: EDUC 5033 and 5133EDUC 5073 Curriculum Adaptations for Inclusive Education
This course examines the advantages and disadvantages of departing from standard curriculum. Discussion will focus on an ecological approach to value-based curriculum development. Topics include designing instruction in meaningful context, techniques for adapting standard curriculum materials and methods of instruction, the role of co-operative learning and curriculum overlapping, and team approaches to developing individual education plans in natural learning environments.
Prerequisite: EDUC 5063 and 5633 or permission of Director, School of EducationEDUC 5083 Communication and Consultation in Inclusive Education
This course examines the relationships among students, teachers, principals, parents, special educators, and support professionals in typical school systems and in integrated school systems in Canada. Major attention will be given to the redefinition of roles and responsibilities of teachers, special educators, principals, and support professionals in integrated school systems and to models of effective communication and information sharing.
Prerequisite: EDUC 5063EDUC 5093 Change and Implementation in Inclusive Education
This course examines the process of change in school systems: why change occurs and how change takes place. Discussion will focus on program development that includes strategies for the inclusion of students with challenging educational needs, as well as the identification of appropriate indicators of and techniques for measuring effective education in fully inclusive schools. Topics typically include enhancement of generic educational strategies, application of a creative problem-solving process, team approaches to education and support roles played by peers and classmates.
Prerequisite: EDUC 5063EDUC 5103 Practicum in Special Education
This course will provide opportunities for students to experience new educational settings and implement newly acquired knowledge and skills in a natural context.EDUC 5106 Seminar and Practicum in Inclusive Education
This course is held during the fall/winter session and includes fifteen (15) days of practicum experience in an integrated school system. Practicum sites are decided upon in consultation with the instructor and are arranged to suit each student's needs and interests.
Prerequisite: EDUC 5063EDUC 5113 Qualitative Research in Education
This course will examine the traditions and paradigms of naturalistic research in educational contexts. Practical, ethical, and theoretical issues will be shared through class readings, discussion, and practical application. Opportunities will be provided for students to learn and practice a variety of naturalistic research methods and strategies. Students will actively engage in analysing data from a variety of naturalistic perspectives. The intended outcome of the course is to provide students with expertise in a wide range of naturalistic research approaches that can be put into practice in classrooms and other research settings.
Prerequisite: EDUC 5513EDUC 5123 School CUrriculum Practices for At Risk Students
This course will examine the diversity of reasons for identifying students as at risk, and the learning needs associated with such students. The assumptions underlying the curriculum model, and assessment and instructional practices currently used in educating at risk students are considered.EDUC 5133 Communication and Human Relations
This course focuses on those conditions and skills which have been associated through research with effective counsellor-client relationships and positive client growth. Through lectures, discussions, and structured exercises, including such things as role playing and simulated videotaped counselling sessions, students will be provided with an opportunity to identify these conditions and to develop the appropriate skills.EDUC 5143 Educational Explorations
This course provides an opportunity for the exploration of a cariety of educational issues through participating in formats such as institutes, workshops, and mini-courses. Evidence of 3h equivalency, program relevance, and appropriate academic standars are to be submitted for prior approval to the Director. Evaluation is on a pass/fail basis.EDUC 5153 Readings in Education
This course is designed to permit students to pursue in depth any of the major areas in education. Requirements for the course will be determined mutually by the student and the supervising instructor.EDUC 5163 Assistive Technology for Students with Exceptionalities 1
This is a course for teachers who work with students who have special learning needs. Its purpose is to enable teachers to use computers with their students as a tool for thinking, communicating and becoming more independent. Participating teachers will be given extensive hands-on experiences with computers. They will become familiar with a variety of adaptive devices; learn how to select and evaluate software for computer-assisted instruction; and learn how use a variety of software programs.
Prereq: Basic computer skills
EDUC 5173 Assistive Technology for Students with Exceptionalities 2
This course will focus on the integrated use of technology. Participants will review the issues involved in developing annual goals and instructional objectives for students' individual program plans which incorporate use of assistive technology. This will be done through case studies of the special learning needs of students with specific disabilities. Teachers will learn how to use the compuer as an administrative tool and as a source of information for program planning purposes. They will also learn how to develop a plan for the implementation of computer use on a classroom, school and district basis.
Prereq: Educ 5163EDUC 5213 Organizational Theory and School Culture
This course focuses on principles of organizational theory and their application to educational institutions. Major concepts covered include bureaucracy, the professional organizations, innovative organizations, and postmodern conceptions of organizations. Attention is given to principles of organizational culture and its application to schools, as well as its relevance to leadership and school development.EDUC 5243 Supervision
This course is designed to study the principles, methods and techniques used in the supervision of instruction in the public school system, with emphasis on the evaluation of the teaching-learning process. This course may require observation of practice-teachers in the schools and discussion observations with the practice-teachers in a supervisory capacity.EDUC 5253 Evaluation of Teaching
This course is designed to acquaint teachers and administrators with current research on teacher effectiveness and techniques for describing and evaluating the teaching process. A major focus will be on teacher-pupil interaction systems and the utilization of such systems in teacher self-evaluation, peer evaluation, and external supervision.EDUC 5263 Program Evaluation
This course is designed to acquaint teachers, administrators and curriculum specialists with the purposes and procedures of program evaluation. In particular, the course will attempt to develop student appreciation of the need for program evaluation as a tool for the improvement of the quality of education, as well as develop an understanding of concepts, models, data gathering, data analysis methods, format of proposals, and guidelines for final reports.EDUC 5273 Education and the Law
This course examines statute and case law relating to public education in Canada. The objective is to clarify general legal principles through an investigation of such topics as authority in education, teacher rights, student rights and teacher/school board liability. A major focus will be educational implications of the Charter of Rights and Freedoms.EDUC 5303 Principles of Assessment
This course is designed as an introduction to educational assessment. Basic principles of measurement and current issues in assessment will be discussed. Students will become familiar with standardized tests frequently used in educational assessment. Students will learn to use formal and informal assessment information to aid in educational decisions.EDUC 5313 Individual Testing I
This course is designed to familiarize students with standardized achievement and informal assessment tools. Students will experience the administration, scoring, and interpretation of commonly used assessment battery instrucments. Open only to those enrolled int he MEd or Graduate Diploma programs.
Prerequisite: EDUC 5303EDUC 5323 Individual Testing II
This course is designed to familiarize the student with commonly used individualized tests of intelligence and other abilities. The course contains both theoretical and practical components. The student is required to administer, score, interpret and write a report on such tests as the Wechsler and Stanford- Binet. Open only to those fully enrolled in the graduate programs in counselling or special education.
Prerequisite: EDUC 5303EDUC 5513 Research Design in Education
This course is designed to encourage participants to develop a critical research orientation to their work while maintaining an awareness of multiple research paradigms. Emphasis will be placed on participants gaining an understanding of basic research concepts so as to be able to effectively apply them to analyzing, interpreting and critiquing current research literature. Topics to be covered include principles of research and evaluation, experimental studies, quasi-experimental designs, naturalistic studies, correlational designs and survey methods.EDUC 5523 Educational Statistics
This course will provide a background for the educator who must use statistics in research, evaluation and planning. The fundamental statistical tools are reviewed and particular statistical methods applicable to educational problems are introduced in this course. While the student uses computers to calculate and to manage the data, an emphasis is placed upon the interpretation of statistical results. The following topics are part of this course: linear regression and correlation, multiple regression analysis, analysis of variance, and non-parametric statistics.EDUC 5543 Vocational Development
This course examines the theories of vocational development and choice, the meaning of work and leisure in modern society, occupational and educational information and its use, and techniques designed to assist individuals in career exploration and decision-making.
Prerequisite: EDUC 5033 and 5133EDUC 5553 Topics in Counselling
This course is restricted to students in M.Ed. Counselling and priority will be given to those who are completing their program. The course follows a seminar format and will cover a number of specialized areas important to counsellors. While the topics vary from year to year, they will include areas such as depression, suicide prediction and prevention, crisis counselling, legal and ethical issues.EDUC 5563 Career Counselling
This course is intended for students who wish to expand their career counselling skills. It will include a major practical component and will cover such topics as career information and planning, decision making, career education, CHOICES and other computer-based programs. Students will also be introduced to selected interest and aptitude tests.EDUC 5573 Methods and Materials for Vocational Development
This course will provide students with a knowledge of the strategies currently available for promoting vocational maturity at various stages of development. Students will receive practice in using a wide variety of materials and will be expected to become familiar with theoretical background necessary for evaluating the construction, objectives and use of these materials. In addition, students will be expected to evaluate guidance methods and materials in terms of both theory and current evaluative research found in the literature.EDUC 5583 Selected Counselling Strategies
This course pre-supposes knowledge of contemporary theories of the counselling relationship. Building upon this knowledge, the course will examine the theoretical basis and provide training in the use of selected counselling techniques--areas such as cognitive restructuring, systematic desensitization, relaxation exercises and guided imagery will be investigated. This course is limited to graduate students in counselling.
Prerequisite: EDUC 5066EDUC 5593 Feminist Counselling
Feminist Counselling provides an opportunity for students to examine concerns that women may have as a result of living in a male-dominated society. This course will integrate feminist principles within contemporary theoretical positions. It will explore gender stereotypes, sex role socialization, institutionalized sexism, life span issues for women, and will provide a feminist vision of counselling and psychotherapy.EDUC 5613 Labour Market Information for Counsellors
This course is intended to provide students with an understanding of the labour market and particularly with the use of such information for employment counselling. Students will examine how and where labour market information may be obtained, how to forecast staffing needs, and how to evaluate labour markets on a local, provincial and national basis.EDUC 5623 Group Counselling: Theory and Practice
This course focuses on the assumptions and implications of various approaches to group counselling, small group dynamics, selection procedures, and methods of facilitating interpersonal communication within groups. Attention will be given to evaluation of group process and outcome. Supervised practical experience will be made possible through Education 5066.
Prerequisite: EDUC 5033 and 5133EDUC 5633 Curriculum Foundations
This course is designed to examine the nature of curriculum and the basic principles of the curriculum development process. The nature of curriculum is approached by a search for commonalities that are present in the conflicting views of curriculum. The curriculum development process is examined through major theoretical models of the process and the curriculum organization patterns across Canada. Special attention is given to the role of the teacher and principal in this process as well as the functions and competencies of other curriculum workers. Recent innovations in curriculum organization serve as reference points throughout this course.EDUC 5643 Major Theoretical Developments in Curriculum Studies
This course focuses on current issues in the field of curriculum theory. In particular, students are invited to study and discuss the impact of critical theories and the concept of post-modernity on curriculum development in schools.EDUC 5653 Literacy Development
This course is designed to examine the theoretical constructs of literacy development. The course will provide an opportunity to investigate how language, both spoken and written, is learned. Instructional implications of theory and research will provide a framework for examining topics such as developmental learning, holistic teaching, language across the curriculum, and evaluation.EDUC 5663 Curriculum Practice
This course provides an opportunity for students to apply the theoretical implications from previous courses (ie 5643 and 5633) to the examination and development of curricula. Students will be required to design and develop a curricular project.
Prereq: Educ 5643, 5633, or permission of the instructor.EDUC 5673 Current Research and Theory in Curriculum: Specialty Area
This course is designed to examine recent research and theoretical developments in a specific subject matter area (sections will be assigned to specific specialty) and how they affect the design of instruction and curriculum. Such developments will be examined in terms of their impact on current teaching and curricular initiatives
Prereq: Educ 5643, 5633, or permission of the instructor.EDUC 5683 The Arts, Education and Comtemporary Culture
This course will involve students in readings, discussions and presentations dealing with the relationship between artistic practices, educational theory and contemporary culture. Inquiry into the dynamics of educational and cultural practices will be grounded int he work of education theorists, postmodern writers, artists and cultural critics. Through consideration of contemporary issues expressed in various artistic forms, students will examine the potential of artistic inquiry to illuminate current cultural contexts. Topics may include the implications of technology, gender issues, racial, ethnic and linguistic inclusion, personal identity and agency, the impact of new global economics, immigration and migration.EDUC 5703 Assessment of Interests and Attitudes
This course is intended to provide both theoretical background and practical experience related to the assessment and interpretation of aptitudes and interests. Topics will include the principles and ethics of testing, basic technology of testing including appropriate statistics, the evaluation of tests, the administration and analysis of various assessment instruments and methods of test interpretation. Considerable time will be spent in practical activities relating to the use of the various instruments covered by this course.EDUC 5733 Special Education I
This course will involve an examination of basic principles, policies and practices in providing special services to learners with challenging needs. Course content focuses on issues and attitudes pertaining to organization and administration, instruction and learning. The major focus will be the examination of present practices, recommending changes where they may be needed, and the utilization of a problem-solving format.EDUC 5743 Special Education II
This course will emphasize the characteristics of the learner focusing on individual differences, and the implications for accommodation in the mainstream classroom, modification of methods and materials, and development of appropriate goals and evaluation approaches. The course employs a case study approach with extensive reference to audio-visual materials. It includes an independent study unit on learning disabilities based on a mastery learning routine.EDUC 5823 Educational Finance
This course is designed to examine systems for financing public education in Canada. It will focus on Nova Scotia and compare the situation in this province to that found in other parts of Canada. It will include a historical review of the major funding arrangements which have influenced the present situation in Nova Scotia. Special attention will be given to the funding of vocational schools, regional schools, and amalgamated schools.EDUC 5843 Instructional Design
This course will investigate current developments in instructional design. Selected instructional systems will be examined in terms of a design-delivery-evaluation model. A major focus will be the application of models to specific curricular areas in elementary and/or secondary schools.EDUC 5913 Theoretical Perspectives on Leadership
This course is intended to familiarize students with past and present thinking on organizational leadership, especially as it applies to educational settings. Consideration will be given to previous research on leadership, including that on traits, behaviour, situational leadership, and charismatic leadership. The course will move towards a focus on democratic and empowering forms of educative leadership.EDUC 5923 Seminar and Practicum in Leadership and School Development
This course is intended to provide graduate students in leadership and school development with field experience in appropriate settings. Placements are chosen by the program coordinator in consultation with students. The course will consist of regular seminars. Cases from field experiences are presented and discussed.EDUC 5933 Equity and Leadership
This course examines the gendered and cultural nature of leadership. Attention is given to the socio-historical circumstances which have lead to a construction of leadership on patriarchal premises. The course will focus on a deconstruction of the concept and practice of leadership and a reconstruction based on democratic and inclusive principles.EDUC 5943 Change and School Development
Change is a fundamental, and prequently problematic, aspect of organizational life. This course focuses on the process of change and examines the tensions and contradictions involved in this process. Attention will be given to the premises under which change occurs, and ways in which the process can be undertaken in a democratic and inclusive manner.EDUC 5953 Schools and Social Justice
This course reexamines and deconstructs the roles which schools play in society. Instead as viewing schools merely as sites where knowledge gets passed from one generation to another, the focus switches to the roles which schools play in the distribution of social and economic benefits and in the reproduction of inequity. Central topics include poverty and education, knowledge and power, curriculum and ideology, and the reproduction of advantage and disadvantage.EDUC 5860 Indepth Study*
Students intending to complete an indepth study are required to register in this course at the time the proposal is accepted by the School of Education.EDUC 5960 Graduate Thesis*
Students intending to complete a thesis are required to register in this course at the time the proposal is accepted by the School of Education. *Students may not take both EDUC 5860 and EDUC 5960EDUC 5973 Site-Based Management
This course examines the premises underlying site-based management and the ways these are translated into practice. Canadian examples of site-based management will be examined. Central issues include school councils, policy and decision making authority, and implications for school leadership.FACULTY AND RESEARCH INTERESTS
Director:
James H. Fasano, BSc, BEd, MEd, PhD (Alberta)
Curriculum Development, Middle Schools/ Junior High Curriculum and Instruction Effectiveness: Teachers, Principals, Schools, Change and Implementation, Curriculum Modifications for Students with Special Needs
Jeffrey Bloom, B.S., M.Ed., Ed.D. (Houston, TX)
Science Education at School and College Levels, Cognition and Learning, Qualitative Research Methods, Cognition and Learning, Discourse ProcessesMargaret Brown, R.N., B.A., M.Ed., Ed.D. (Nova Southeastern, FL)
Children with Exceptional Learning Needs: Families as learning environments, Family counselling, Advocacy, Integration/natural learning environments, Natural support systems, Curriculum development/modification, Teacher competencies/effectiveness, Program evaluationG. Miriam Cooley, BFA, BEd, MA, PhD (Concordia)
Processes of learning in the visual arts, Inclusive learning environments and pedagogical practice, particularly for girls and women, with attention to the creative arts, Processes of asethetic response in viewing works, Qualitative research practices -- particularly narrative inquiry, Contemporary feminist artistic practice and art criticismJames Foster, B.A., B.Ed., M.S., Ph.D. (N. Dakota)
Research on Time and Counselling, Certain Philosophical Issues in Counselling, Vocational Interests and Personality/Employment Counselling, Cognition, Imagery and Hypnosis, Stress, Adult Education & Counselling Groups and Training for GroupsM. Jean Graveline, BSW, MSW, PhD (Dalhousie)
Aboriginal philosophy and pedagogy, Cross-cultural sensitivity, Anti-racist and feminist pedagogies, Adult education, Culturally diverse therapies, Holistic approaches, Feminist therapies, Work with victims of abuse, Group workHeather Hemming, B.A., B.Ed., M.A. (Calgary)
Child-centred Education, Literacy Learning, Critical ThinkingCarole MacInnis, B.Sc., M.A., Ph.D. (Dalhousie)
Assessment Practices, Learning Disabilities, Holistic Approaches to Special Education, Critical and Feminist PedagogyJ. David MacKinnon, B.Sc., B.Ed., M.Ed., Ph.D. (Alberta)
Interpretive and Critical Research Methodologies, Organizational Theory and Structural Change, AIDS and Sexuality Education, Exemplary Schools and Practices, ProfessionalismGregory MacKinnon, B.Sc., Ph.D. (Waterloo), B.Ed.
Constructivist Approaches in the Classroom and Laboratory, STS Approaches in the Elementary and Secondary Science classroom, Cooperative Learning and Science History, Strategies for Clarifying Science Misconceptions, Integrating Computers into the Classroom, Designing Science Software for the ClassroomGeorge D. Perry, BA, BEd, MA, PhD (Toronto)
Social Studies Education, History and Political Economy of Education, Education and Development, Comparitive Education, Teacher Education in Developint CountriesDavid Piper, B.A., M.A., A.R.C.M., P.G.C.E., Ph.D. (Alberta)
Social Psychology in Education, Educational Linguistics and Teaching English as a Second Language, Postmodern Philosophy and Curriculum TheoryJohn P. Portelli, BA, MA, PhD (McGill)
Developing critical/philosophical discussions in schools, Democratic values and approaches to teaching, Student engagement, Critical/feminist pedagogy and the curriculum, Knowledge, diversity and the curriculum, Educational standards and alternative assessmentCarmen Shields, BA, BEd, MEd, EdD (OISE)
Narrative Research, Special Education Theory, Organization and Practices, Assessment Issues, Theory and Practice, Curriculum Adaptation, School ChangeJohn Sumarah, B.A., M.Ed., Ed.D. (Toronto)
Attitudes, Beliefs and Values in Human Services, Counselling Relationships, Self-help Groups, L'ArcheCoordinator of the Inclusive Education Program: Dr. M. E. Brown
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Coordinator of the Counselling Program: Dr. J. Sumarah
Coordinator of the Special Education Program: Dr. C. MacInnis
Program Coordinator, Full-time Students : Dr. J. Sumarah
Program Coordinator, Part-time Students: Mr. Philip Longmire