2004 - 2005 Calendar
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, Curriculum, 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
Curriculum,
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,
Curriculum, 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
∙ E6420. Ethical Issues and Perspectives
in Educational Practice and Policy
∙ E6425. Comparative Perspectives
in Public Education, Reform and Leadership
∙ E6426. Computer Applications in
Educational Administration
∙ E6440. Family-School Relations:
Leadership and Policy Implications
∙ E6465. School Violence: Leadership
and Policy Implications
∙ E6664. Seminar in School Improvement
Courses must be appropriate to the program and chosen
in consultation with the advisor.
2. Curriculum, Teaching, and Learning Studies
Students may choose to specialize in one of a number of areas of study:
Computers in Education, Language and Literacy Studies, Music Education,
Mathematics Education, Science Education, Second Language Education, Social
Studies Education, and Teacher-Librarianship.
Option Two
In consultation with a faculty advisor, students may choose to design
a program speciality which addresses their research interests. Specialty
foci within Curriculum, Teaching, and Learning Studies are numerous and
may include technology and web-based education, arts education, rural and
multi-age education, cultural studies and critical theory, and social justice
education. Students may alternatively select appropriate courses from other
Master of Education program offerings to develop a program to meet their
learning goals. Students interested in this option are strongly encouraged
to explore and to focus their research and study interests and to discuss
these interests 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 (Curriculum,
Teaching, and Learning Studies) shall be required to complete:
• E6100. Research Designs and Methods in Education
• E6300. Teaching and Learning
• E6602. Curriculum Studies
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 route, and comprehensive-course route must
complete at least 2 courses within one particular specialty area from
the list in vii) below.
iv) students choosing Option Two must choose courses
that have been designated through consultation with 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 Curriculum, 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 curriculum,
teaching, and learning areas are those listed below:
Computers in Education
• E6610 Research on Computers in the Curriculum
• E6620 Issues and Trends in Educational Computing
Language and Literacy Studies
• E6106. Reading and Teaching Popular Culture
• E6641. Writing in the Primary, Elementary and Secondary
Schools
• E6642. Developmental Reading (K-8)
• E6643. Contemporary Issues in Secondary English
• E6645. Literature for Children and Adolescents
• E6649. Exploring Multiple Literacies
• 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
Music Education
• E6502. Contexts of Music Education
• E6503. Teaching Music from the Podium
• E6504. Musicianship, Pedagogy, and Learning
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
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:
∙ E6700. Ethical and Legal Issues
in Counselling
∙ 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 General 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
6107. Arts Education: Creativity in the Classroom
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 Curriculum,
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. School Violence: Leadership and Policy Implications
6466. Qualitative Research Methods
6467. Quantitative Research Methods
6468. Critical Approaches to Educational Research
6502. Contexts of Music Education
6503. Teaching Music from the Podium
6504. Musicianship, Pedagogy, and Learning
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 in 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)
6900-6910. Special Topics
6911. Multiage Education: An Introduction
6912-6919. Special Topics
6940. Administration of Student Services in Post-Secondary
Education
Please direct inquiries to rbarron@mun.ca.
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