Professor and Dean
A. Collins
Associate Professor and Associate Dean
R. Hammett
NOTES: 1) In the case of the following general program regulations
and the specific program regulations, which govern all Master of
Education degree programs, Dean refers to the Dean of Graduate
Studies, Dean of Education refers to the Office of the Dean, Faculty
of Education, and Faculty refers to the Faculty of Education, through
its various operating committees.
2) Students taking any of the Master of Education Degree programs are
advised that a Bachelor of Education Degree is required for employment
in the K - 12 system.
The Master of Education is offered in the following areas: Educational Leadership Studies, Teaching and Learning Studies, Counselling Psychology, Post-Secondary Studies, and Information Technology.
A)
QUALIFICATIONS FOR ADMISSION
G)
APPEALS AND WAIVERS PROCEDURES
H) SPECIFIC PROGRAMS
Educational
Leadership Studies
Teaching
and Learning Studies
Counselling
Psychology
Post-Secondary
Studies
Information
Technology
1. Admission to the Master of Education is limited and competitive.
To be considered for admission to a graduate program in Education, an
applicant shall:
a) have from a recognized institution, either (i) an undergraduate
degree with at least second class standing, or (ii) an undergraduate
degree and an average of at least 70% in the last 90 attempted
undergraduate credit hours.
b) meet the requirements set forth in the specific program regulations.
2. Only in exceptional circumstances, and only on the recommendation of
the Dean of Education, shall the Dean consider applicants who do not
meet the requirements in 1.
3. Please refer to specific program regulations (Section H) for additional admission requirements.
1. Candidates for the Master of Education (Educational Leadership
Studies, Teaching and Learning Studies) shall be required to complete
a minimum of:
a) 18 credit hours plus a thesis; or
b) 24 credit hours plus an internship report, a project report or a
paper folio; or
c) 30 credit hours on the comprehensive-course route.
Candidates for the Master of Education (Post-Secondary Studies) shall
be required to complete a minimum of:
a) 18 credit hours plus a thesis; or
b) 24 credit hours plus an internship; or
c) 30 credit hours on the comprehensive-course route
Candidates for the Master of Education (Counselling Psychology) shall
be required to complete a minimum of:
a) 30 credit hours (which include an internship) plus a thesis; or
b) 36 credit hours (which include an internship) on the
comprehensive-course route.
Unless otherwise indicated, all courses have a 3-credit hour value.
Programs for some candidates may exceed the above minimum.
2. Candidates may apply for transfer of course credits. All course transfers require the approval of the Dean, on the recommendation of the Dean of Education, and are subject to General Regulation D.8 of the School of Graduate Studies.
3. Students who are designated full-time are advised to enroll in a
maximum of 12 credit hours in a semester; students who are part-time
are advised to register for no more than 3 credit hours in a semester
or session.
4. Before submission of the proposal for thesis, project, internship,
or paper folio, a Supervisory Committee shall be recommended by the Dean
of Education, in consultation with the candidate, and approved by the
Dean. The Supervisory Committee shall consist of the Supervisor and at
least one other member.
The function of the Supervisory Committee shall be to approve the
proposal for the thesis, project, internship, or paper folio, and to
exercise supervision in the conduct of the study on behalf of the
Faculty, subject to the final approval of the Dean.
The period of the study for a graduate program shall not normally exceed six years beyond first registration. Completion of some program components may require full-time study on the University campus.
1. In order to continue as a candidate for the Master of Education
degree, a candidate who receives a final grade of “C” in any program
course must repeat that course and obtain a minimum grade of “B”. In
the case of an elective course a suitable replacement course,
acceptable to the Faculty, may be substituted for the failed course.
Only one such repetition/replacement shall be permitted on the
candidate’s graduate program. Should a grade of less than “B” be
obtained in the repeated course, replacement course, or any other
program course, the candidate shall be required to withdraw from the
program.
2. When the Faculty has determined, through consultation with the
candidate, the instructors of graduate courses, and the program
advisor or thesis supervisor that the candidate’s work has fallen
below satisfactory level, it may request that the Dean of Education
recommend to the Dean that the candidate’s program be terminated.
See School of Graduate Studies General Regulation J. Theses and Reports (Reports include Internship Reports, Paper Folios, and Project Reports).
Every candidate in graduate studies shall comply with the School of Graduate Studies General Regulations, the Degree Regulations (Section B-1), and the specific program regulations as outlined in Section H.
G) APPEALS AND WAIVERS PROCEDURES
Candidates are advised that appeals and waivers of any regulations governing the degree of Master of Education are governed by School of Graduate Studies General Regulations E and F.
H) SPECIFIC PROGRAMS
1.
Educational Leadership Studies
Educational Leadership Studies is designed to prepare candidates for
leadership in Education.
a) ADMISSION REQUIREMENTS
In addition to meeting the requirements in the general degree
regulations,
i) students must have completed a range and number of courses in
Education deemed appropriate by the Faculty and Dean of Education.
ii) a minimum of two years of teaching/leadership experience is
recommended.
b) PROGRAM REQUIREMENTS
i) all students in the Master of Education Program (Educational
Leadership Studies) must complete:
∙ E6100. Research Designs and Methods in Education
∙ E6204. Educational Administration: Theory and
Practice
∙ E6205. Educational Policy: Theory and Practice
and one of the following:
∙ 6 credit hours (thesis route) within closed
electives as listed in v) below
∙ 9 credit hours (internship, paper folio, project,
comprehensive course route) within closed electives as listed in v) below
ii) students on the thesis route must complete at least one of the
research courses listed below (E6100 is prerequisite):
∙ E6466. Qualitative Research Methods
∙ E6467. Quantitative Research Methods
∙ E6468. Critical Approaches to Educational Research
iii) students on the comprehensive-course route must complete E6290
Research and Development Seminar in Educational Leadership Studies.
Normally students would be permitted to register for this course only
after all other course requirements have been met, or during the
student’s last semester of studies.
iv) to meet total credit hour requirements students may choose
electives from any university graduate offering provided that those
chosen are appropriate to the student’s program:
∙ students on the thesis route must complete a total
of at least 18 credit hours
∙ students on the internship, paper folio, or project
route must complete a total of at least 24 credit hours
∙ students on the comprehensive-course route must
complete a total of at least 30 credit hours
v) Closed electives are those listed below:
∙ E6202. Social Context of Educational Leadership
∙ E6203. Leadership: Theory and Practice
∙ E6321. Supervisory Processes in Education
∙ E6330. Educational Finance
∙ E6335. Legal Foundations of Educational
Administration
∙ E6410. Seminar on Philosophical Issues in
Educational Policy and Leadership
∙ E6425. Comparative Perspectives in Public
Education, Reform and Leadership
∙ E6440. Family-School Relations: Leadership and
Policy Implications
Courses must be appropriate to the program and chosen in consultation
with the advisor.
2. Teaching and Learning Studies
The graduate program in Teaching and Learning Studies focuses on the
cognitive foundations of teaching and learning as well as the
concepts of teaching and learning within the context of speciality
areas.
This graduate degree is intended to focus on the study of teaching and
learning. Two options are available:
Option One
To study in one of the following areas: Language and Literacy Studies,
Mathematics Education, Science Education, Second Language Education,
Social Studies, Computers in Education or Teacher-Librarianship.
Option Two
To study in a program of student’s own design within Teaching and
Learning Studies. This program is to be designed in consultation with
a faculty advisor.
a) ADMISSION REQUIREMENTS
In addition to meeting the requirements in the general degree
regulations,
i) students must have completed a range and number of courses in
Education deemed appropriate by the Faculty and Dean of Education.
ii) a minimum of two years of teaching or related experience is
recommended.
b) PROGRAM REQUIREMENTS
i) all students in the Master of Education Program (Teaching and
Learning Studies) must complete:
∙ E6100. Research Designs and Methods in Education
∙ E6602. Curriculum Studies
∙ E6300. Teaching and Learning
ii) students on the thesis route must complete at least one of the
research courses listed below (E6100 is prerequisite):
∙ E6466. Qualitative Research Methods
∙ E6467. Quantitative Research Methods
∙ E6468. Critical Approaches to Educational Research
and at least 2 courses from any university graduate offering
provided that those chosen are appropriate to the student’s program.
iii) students choosing Option One, on the internship, paper folio,
project, and comprehensive-course route, must complete at least 2
courses within one particular speciality area from the list in vii)
below.
iv) students choosing Option Two, must choose courses that have been
designated through consultation with a faculty advisor during the
first semester of studies in this program.
v) students on the comprehensive-course route must complete E6390
Research and Development Seminar in Teaching and Learning Studies.
Normally students would be permitted to register for this course only
after all other course requirements have been met, or during the
student’s last semester of studies.
vi) to meet total credit hour requirements students may choose
electives from any university graduate offering provided that those
chosen are appropriate to the student’s program:
∙ students on the thesis route must complete a total
of at least 18 credit hours
∙ students on the internship, paper folio, or project
route must complete a total of at least 24 credit hours
∙ students on the comprehensive-course route must
complete a total of at least 30 credit hours
vii) core speciality courses in the study of teaching and learning
areas are those listed below:
Language and Literacy Studies
∙ E6641. Writing in the Primary, Elementary and
Secondary Schools
∙ E6643. Contemporary Issues in Secondary English
∙ E6645. Literature for Children and Adolescents
∙ E6693. Literacy for the Young Child in Home and
School
∙ E6647. Diagnosis and Remediation of Reading and
Writing Difficulties
Mathematics Education
∙ E6630. Critical Issues in Mathematics Education
∙ E6634. Teaching and Learning to Solve Mathematics
Problems
∙ E6639. Technology and the Teaching and Learning of
Mathematics
Science Education
∙ E6653. Contemporary Issues in Science Education I
∙ E6655. The Nature of Science and Science Education
∙ E6658. Teaching and Learning Scientific Concepts,
Laws, and Theories
Second Language Education
∙ E6665. Second Language Curriculum
∙ E6667. Second Language Instruction
∙ E6668. Current Issues in Second Language Education
Social Studies Education
∙ E6670. Teaching and Learning Social Studies
∙ E6671. Research in Social Studies Education
∙ E6672. Issues and Trends in Social Studies
Computers in Education
∙ E6610. Research on Computers in the Curriculum
∙ E6620. Issues and Trends in Educational Computing
Teacher-Librarianship
∙ E6662. Seminar in Teacher-Librarianship
∙ E6664. Seminar on School Improvement
Additional courses in the speciality areas are available.
The mission of the program in Counselling Psychology is to prepare
highly knowledgeable, skilled, dedicated, and ethical professional
practitioners, who will endeavour to enhance human potential
throughout the life span and who can effectively practice within a
variety of settings.
The Counselling Psychology faculty promotes counselling as an
effective, viable means of assisting individuals throughout the life
span. The counselling psychologist, regardless of his or her
theoretical stance or work setting, functions as a change agent who
is sensitive to and knowledgeable about the range of human development
reflected in individual differences and cultural and linguistic
diversity. Effective and positive change is brought about by assisting
clients to: examine and modify their behaviour for more effective
living; cope with, adjust to, or otherwise negotiate the environments
affecting their psychosocial well-being; and effect change in the
larger society.
The practice of Counselling Psychology is based on theory and research,
an understanding of ethical practices, and a set of professional and
interpersonal skills. It is essential that graduate students study a
variety of conceptual frameworks and research findings as preparation
for collaborative work with other helping professionals,
paraprofessionals, and a variety of self-help groups.
The Counselling Psychology faculty, while representing a range of
views, agree that the uniqueness of the individual and his or her
personal strengths must be acknowledged and respected. To fully
explore professional issues and personal values, a trusting and open
atmosphere must be present.
Individuals from a wide variety of personal, social, and educational
backgrounds are encouraged to apply to the Counselling Psychology
program. The program provides a broad-based sequence of studies and
supervised experiences that will prepare graduate students to be
knowledgeable and skilled practitioners who can function in a variety
of settings. By the time they have completed this program, students
will have acquired knowledge and competencies in the following general
areas:
- individual and group counselling theory and techniques
- legal and ethical aspects of counselling
- human development and learning
- social, cultural, and linguistic diversity
- career education and counselling
- program development and implementation
- measurement and appraisal
- research and program evaluation
- application of current technology
- service delivery in rural areas
a) ADMISSION REQUIREMENTS
In addition to meeting the requirements in the general degree
regulations, students:
i) must have completed Introduction to Counselling (E3210).
ii) should have completed at least one undergraduate course on each of
the following topics: statistics (E2900), assessment (E3280, E3290,
E3950, E3955 or E4950), introduction to career education (E3211),
introduction to exceptionality (E3220 or E3230). (Or their equivalent)
NOTE: Many of these courses are prerequisites to specific
graduate courses and must be completed before taking those courses.
iii) should normally have at least one year of teaching (or related
work) experience.
iv) must submit a resume that contains a concise rationale for the
application (500 words or less) and three letters of recommendation
(preferably one from each of the following: previous university
instructors, supervisors, or employers).
v) should note admission is selective and controlled by an admission
committee of faculty members involved in the program. An interview
may be required if deemed necessary.
vi) should note the Graduate Record Examination may be required.
b) PROGRAM REQUIREMENTS
i) all students in the Master of Education (Counselling Psychology)
program shall be required to complete:
∙ E6100. Research Designs and Methods in Education
(Prerequisite: Education 2900)
∙ E6702. Counselling: Theory and Practice
(Prerequisite: Education 3210)
∙ E6706. Career Education and Career Counselling
(Prerequisite: Education 3211)
∙ E6708. Group Counselling: Theory and Practice
(Prerequisite: Education 6702)
∙ E6709. Assessment of Intelligence and Learning
Skills (Prerequisite: All courses required for program admission
and/or a Special Education; M.Ed. Psych. or equivalent Masters
degree. Normally, students in Counselling Psychology will not enroll
in this course until the latter part of their program).
∙ E6720. Internship in Counselling Psychology
(Prerequisite: Normally completion of all courses) (9 credit hours)
ii) Students on the thesis route must complete the core courses listed
above (24 credit hours) as well as a minimum of 6 credit hours from the
closed electives indicated below for a total of 30 credit hours.
iii) Students on the comprehensive-course route must complete the core
courses listed above (24 credit hours) as well as a minimum of 6 credit
hours from the closed electives and 6 credit hours from any university
graduate offering provided that those chosen are appropriate to the
student's program for a total of 36 credit hours.
iv) All students in the Counselling Psychology program must complete
E6720. The Internship may be fulfilled full-time or part-time and
must comprise 600 clock hours with 240 hours of direct service with
clients. It cannot be completed as part of your regular employment. It
is strongly recommended that students take no other course during the
full-time internship.
v) Closed electives are those listed below:
∙ E6703. Personal and Professional Development Group
∙ E6705. Nature and Development of School Counselling
Services
∙ E6712. The Nature and Assessment of Behaviour
Disorders in Children and Adolescents
∙ E6714. Principles and Practices in Exceptionality
∙ E6716. Working with Families and Parents
∙ E6717. Counselling Adolescents
∙ E6718. Elementary School Counselling
∙ E6719. Cultural Issues in Counselling
∙ E6802. Adult Learning and Development
NOTES: Student membership in the Canadian Counselling Association
(CCA) or other appropriate professional organizations is strongly
recommended for all students in the program.
Students who plan to work in the school system should be aware of
the Department of Education regulations to be eligible to work as a
school counsellor.
Students who plan to become registered psychologists in Newfoundland
and Labrador should review the requirements of the Newfoundland Board
of Examiners in Psychology.
The graduate programs in Post-Secondary Studies are designed to
prepare candidates to function in a variety of roles in informal and
formal post-secondary learning environments (including academic,
technical, professional, adult education, health professional
education, and student services/development). These programs
facilitate a study of the post-secondary educational systems through
an examination of their foundations, directions, organization and
administration; and through curriculum and instructional development
options for occupational preparation and adult education.
a) ADMISSION REQUIREMENTS
In addition to meeting the requirements in the general degree
regulations,
i) candidates must have completed an undergraduate course in statistics
(E2900), adult learning (E2801), and post-secondary education (E2720),
or have accumulated the equivalent experiences in each of the above
three areas as approved by the Head of the Academic Unit;
ii) two years of successful experience in working with adult learners
is recommended;
iii) and for the Graduate Diploma in Post-Secondary Studies (Health
Professional Education) program, candidates must have appropriate
academic qualifications and work experience in a health-related field.
b) PROGRAM REQUIREMENTS (M. ED.)
i) Candidates for the Master of Education (Post-Secondary Studies) are
required to complete courses that form the program core.
∙ E6100. Research Designs and Methods in Education
∙ E6801. Foundations of Post-Secondary Programs
∙ E6802. Adult Learning and Development
∙ E6803. Research in Post-Secondary Education
and not fewer than 6 credit hours from closed electives in vii) below.
ii) Students holding the Graduate Diploma in Post-Secondary Studies
(Health Professional Education) and accepted in the Master of
Education (Post-Secondary Studies) will complete up to 12 fewer
credit hours dependent upon the chosen program route and the
completion date of the Diploma.
iii) Students on the comprehensive-course route must complete E6890
Research and Development Seminar in Post-Secondary Studies.
iv) Students on the internship route must complete E6891 Internship in
Post-Secondary Studies (6 credit hours).
v) Normally, students will be permitted to register for E6890 and E6891
only after all other course requirements have been met.
vi) To meet total credit hour requirements students may choose courses
from other graduate offerings within the Faculty, the University, or
other universities provided the courses chosen are appropriate to the
student's program. Students on the thesis route must complete a total
of at least 18 credit hours; and those on the internship or
comprehensive-course route a total of at least 30 credit hours.
vii) Closed electives are those listed below:
∙ E6804. Leadership and Human Resource Development
in Post-Secondary Education
∙ E6805. Advanced Human Resource Communications
∙ E6806. Interprofessional Education in the Health
Professions
∙ E6822. Foundations of Instructional Design in
Post-Secondary Education
∙ E6823. Principles of Program Design and Development
∙ E6832. Issues and Trends in the Administration of
Post-Secondary Education
∙ E6940. Administration of Student Services in
Post-Secondary Education
∙ E6841. Student Development Theory, Services and
Programs in Post-Secondary Education
c) PROGRAM REQUIREMENTS FOR GRADUATE DIPLOMA IN POST-SECONDARY STUDIES
(HEALTH PROFESSIONAL EDUCATION)
The graduate diploma in post-secondary studies, specialization in
health professional education, which was created in collaboration
with the Centre for Collaborative Health Professional Education, is
designed to enhance health professionals' abilities as educators and
leaders in educational program design, development, evaluation and
administration. The diploma is intended for educators and educational
leaders of formal and informal post-secondary health professional
education programs.
Participants will engage in an in-depth study of the structure and
organization of the post-secondary education system, theories and
philosophies of adult learning and development; and through elective
courses pursue studies of program development models, instructional
design frameworks, evaluation and assessment techniques, teaching
methods, and research design principles in post-secondary teaching and
learning. Opportunities will exist for the guided study of these
topics as they relate to health professional education.
i) Candidates for the Graduate Diploma in Post-Secondary Studies
(Health Professional Education) are required to complete courses that
form the program core.
∙ E6801. Foundations of Post-Secondary Programs
∙ E6802. Adult Learning and Development
∙ E6806. Interprofessional Education in the Health Professions
and not fewer than 3 credit hours from closed electives in b.
vii) above or from:
∙ E6100. Research Designs and Methods in Education
∙ E6803. Research in Post-Secondary Education
ii) Students are encouraged to relate their assignments in these
courses to health professional education.
iii) Students enrolled in the Diploma program may request transfer to
the Master of Education (Post-Secondary Studies).
Courses for both the graduate diploma and the degree must be
appropriate to the program and chosen in consultation with the
student’s advisor.
The graduate program in Information Technology is offered in
partnership with the University College of Cape Breton (UCCB). It is
designed to facilitate the educational use of information technology
in a wide variety of settings. The program will be of interest to
educators at all levels including K-12 teachers, school
administrators, those in the post-secondary system, business and
industry, as well as those in most other adult learning situations.
Information technology in this Master of Education program encompasses
computer, communications, networking and multi-media applications. The
overall intent of the program is to:
∙ provide educators with skill sets and pedagogical
expertise that will enable them to address computer and related
information technology in a teaching/learning situation;
∙ develop potential information technology leaders
for the educational system;
∙ develop instructional designers, for a variety of
educational settings, who are able to combine information technology
with learning theory to enhance curriculum development and delivery;
∙ provide a basis for the continued professional
development of educators in the area of information technology;
∙ develop an awareness of the applications of
information technology in a wide variety of educational contexts; and
∙ develop research expertise and potential in the use
and application of information technology for teaching and learning
purposes.
Candidates for the program will have attained, prior to acceptance,
some fundamental knowledge and skills with respect to information
technology through pre-requisite experiences, and have attained a
recognized undergraduate degree in an appropriate discipline with at
least a second class standing (see specific regulations for details).
The program components are designed to enable candidates to build on
their prior experience through the development of pedagogical links
and information technology applications. It is intended that the
program be offered primarily as a part-time program through distance
delivered courses, with other delivery formats to be
considered/utilised where feasible. Access to specific computer
hardware, software, and the internet is required and will be the
responsibility of each candidate.
A steering committee comprised of three members from each of the
Faculty of Education at Memorial University of Newfoundland and the
Institute for Education at UCCB is responsible to the Associate Dean
of Graduate Programs and Research, Faculty of Education, for selected
aspects of the program. The latter include assessing student
applications, recommending approval of instructors who are not regular
faculty members at either UCCB or Memorial University of Newfoundland,
and recommending course or program changes. This committee is to be
co-chaired by the Associate Dean of Graduate Programs and Research,
Faculty of Education, Memorial University of Newfoundland and the
Director of the Institute for Education at UCCB, or their designate(s).
UCCB courses offered as part of this program are indicated by the
prefix “UCCB EDU” followed by the specific course number.
a) ADMISSION REQUIREMENTS
In addition to meeting the requirements in the general degree
regulations, Faculty of Education, Memorial University of
Newfoundland, candidates must have successfully completed:
i) one of a diploma or certificate in information technology from an
accredited institution; UCCB EDU 530; Memorial University of
Newfoundland E2751 and E3751; or equivalent as determined by the
program steering committee.
b) PROGRAM REQUIREMENTS
i) all candidates for the Master of Education (Information Technology)
must complete E6100 Research Designs and Methods in Education.
ii) candidates on the thesis route must complete:
Three credit hours from:
∙ E6610 Research on Computers in the Curriculum
∙ E6615 Educational Software Prototyping and
Evaluation
∙ E6620 Issues and Trends in Educational Computing
nine credit hours selected from the core elective UCCB courses approved
for this program:
∙ UCCB EDU 531 Assessment of Software and Information
Technology Applications for Education
∙ UCCB EDU 533 Integration of Instructional Design
and Information Technology
∙ UCCB EDU 535 Applications of Learning Theory in
Educational Multi-media Design
∙ UCCB EDU 537 Designing Web-based Learning
∙ UCCB EDU 539 Technology Planning for Educational
Environments
∙ UCCB EDU 541 Information Management for Educational
Environments
Three credit hours from E6822, E6823, E6802, E6426, or from other
Memorial University of Newfoundland, Faculty of Education graduate
course offerings as deemed appropriate for each candidate’s program
and approved by the program steering committee
iii) candidates on the comprehensive-course route must complete:
∙ six credit hours selected from E6610, E6615, E6620
listed in (ii) above
∙ twelve credit hours selected from UCCB EDU 531, EDU
533, EDU 535, EDU 537, EDU 539, EDU 541 listed in (ii) above
∙ E6590 Research and Development Seminar in
Information Technology in Education
∙ three credit hours from E6822, E6823, E6802, E6426,
or from other Memorial University of Newfoundland, Faculty of Education
graduate course offerings as deemed appropriate for each candidate’s
program and approved by the program steering committee
∙ additional credit hours appropriate to a
candidate’s program, and approved by the program steering committee,
to be chosen from graduate course offerings at Memorial University of
Newfoundland, UCCB, or any other university to complete the required
30 credit hours for the comprehensive-course route
iv) normally, candidates will be permitted to register for E6590 only
after all other course requirements have been met
v) candidates who have successfully completed the UCCB graduate level
Certificate in Education (Technology) will be given advanced standing
credit for the 9 UCCB EDU course credit requirements for the thesis
route or 12 UCCB EDU course credit requirements for the comprehensive
course-route on this program
vi) candidates who have successfully completed the former UCCB EDU 534
and/or EDU 543 with at least a UCCB grade of B (70%) toward the UCCB
graduate level Certificate in Education (Technology) prior to
September 2000, will receive up to 12 advanced standing credit hours
appropriate to their degree option (EDU 534 will be considered
equivalent to EDU 531 and EDU 533, and EDU 543 equivalent to EDU 535
and EDU 537)
vii) thesis route candidates will be subject to regulation J of the School of Graduate Studies, Memorial University of Newfoundland, supervised by a faculty memberat Memorial University of Newfoundland, and where feasible co-supervised by a UCCB faculty member.
COURSESIn accordance with Senate’s Policy Regarding Inactive Courses,
courses which have not been offered in the previous three academic
years and which are not scheduled to be offered in the current academic
year have been removed from the following listing. For information
about any of these inactive courses, please contact the Dean of the
Faculty.
A selection of the following graduate courses shall be offered to meet
the requirements of candidates, as far as the resources of the Faculty
allow:
6100. Research Designs and Methods in Education
6105. Social and Cultural Difference and Education
6106. Reading and Teaching Popular Culture
6202. Social Context of Educational Leadership
6203. Leadership: Theory and Practice
6204. Educational Administration: Theory and Practice
6205. Educational Policy: Theory and Practice
6290. Research and Development Seminar in Educational Leadership Studies
6300. Teaching and Learning
6321. Supervisory Processes in Education
6330. Educational Finance
6335. Legal Foundations of Educational Administration
6390. Research and Development Seminar in Teaching and Learning Studies
6410. Seminar on Philosophical Issues in Educational Policy and
Leadership
6420. Ethical Issues and Perspectives in Educational Practice and Policy
6425. Comparative Perspectives in Public Education, Reform, and
Leadership
6426. Computer Applications in Educational Administration
6427. School-Community Partnerships
6440. Family-School Relations: Leadership and Policy Implications
6465. The Sociology of School Violence: Policy Implications
6466. Qualitative Research Methods
6467. Quantitative Research Methods
6468. Critical Approaches to Educational Research
6590. Research and Development Seminar in Information Technology in
Education
6600. Learning and Motivation
6602. Curriculum Studies
6610. Research on Computers in the Curriculum [Prerequisite: 6620]
6615. Educational Software Prototyping and Evaluation
6620. Issues and Trends in Educational Computing
6630. Critical Issues in Mathematics Education
6632. Current Research in Teaching and Learning of Elementary School
Mathematics [Prerequisite: 6630]
6634. Teaching and Learning to Solve Mathematics Problems
6636. Teaching and Learning the Concept of Number and Operations
6639. Technology and the Teaching and Learning of Mathematics
6641. Writing in the Primary, Elementary and Secondary Schools
6642. Developmental Reading (K-8)
6643. Contemporary Issues in Secondary English
6644. Drama in the Secondary School
6645. Literature for Children and Adolescents
6646. Literature in the Secondary School
6647. Diagnosis and Remediation of Reading and Writing Difficulties
6649. Exploring Multiple Literacies
6653. Contemporary Issues in Science Education I
6655. The Nature of Science and Science Education
6658. Teaching and Learning Scientific Concepts, Laws and Theories
6661. Applications of Media in Education
6662. Research Seminar in Teacher-Librarianship
6663. The Organization of Learning Resources
6664. Seminar on School Improvement
6665. Second Language Curriculum
6667. Second Language Instruction
6668. Current Issues in Second Language Education
6670. Teaching and Learning Social Studies
6671. Research in Social Studies Education
6672. Issues and Trends in Social Studies
6675. Current Issues in Rural Education
6693. Literacy for the Young Child in Home and School
6700. Ethical and Legal Issues in Counselling
6701. Issues and Methodologies in Learning and Developmental Research
6702. Counselling: Theory and Practice
6704. Counselling II: Theory and Practicum
6705. Nature and Development of School Counselling Services
6706. Career Education and Career Counselling
6708. Group Counselling: Theory and Practice
6709. Assessment of Intelligence and Learning Skills
6711. Behavior Modification in the Educational Setting
6712. The Nature and Assessment of Behaviour Disorders in Children and
Adolescents
6713. Educational Applications of Contemporary Cognitive Psychology
6714. Principles and Practices in Exceptionality
6716. Working with Families and Parents
6717. Counselling Adolescents
6718. Elementary School Counselling
6719. Cultural Issues in Counselling
6720. Internship in Counselling Psychology (9 credit hours)
6755. Nature and Assessment of Learning Disabilities
6801. Foundations of Post-Secondary Programs
6802. Adult Learning and Development
6803. Research in Post-Secondary Education
6804. Leadership and Human Resource Development in Post-Secondary
Education
6805. Advanced Human Resource Communications
6806. Interprofessional Education in the Health Professions
6822. Foundations of Instructional Design in Post-Secondary Education
6823. Principles of Program Design and Development
6831. Organization and Administration of Student Services for the Adult
Learner
6832. Issues and Trends in the Administration of Post-Secondary
Education
6841. Student Development Theory, Services and Programs in
Post-Secondary Education
6890. Research and Development Seminar in Post-Secondary Studies
6891. Internship in Post-Secondary Studies (6 credit hours)
6900-6919. Special Topics
6940. Administration of Student Services in Post-Secondary Education
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