8.1.1 GRADUATE FACULTY
Awender, Michael A.; B.A., M.A. (Windsor), M.Ed. (Toronto), Ph.D. (Claremont)—1975. (Dean of the Faculty of Education)
Laing, Donald A.; B.A., M.A., Ph.D. (Toronto)—1976. (Co-ordinator of Graduate Studies)
Innerd, Wilfred L.; B.A., Dip. Ed., M.Ed. (Durham), Ph.D. (Pittsburgh)—1976.
Meyer, John R.; A.B. (St. John's, Minnesota), M.A. (Strasbourg), Ph.D. (Iowa)—1976.
Williams, Noel H.; B.A. (Sir George Williams), M.Ed. (McGill), Ph.D. (Alberta)—1976.
Kuendiger, Erika; Staatsexamen (Aachen), Dr. Phil. (Saarbruecken)—1984.
Diffey, Norman R.; B.A., Dip. Ed. (Oxon.), M.A. (McMaster), Ph.D. (McGill)—1987.
Heald-Taylor, B. Gail; B.A. (McMaster), M.Ed. (Brock), Ed.D. (Toronto)—1988.
Morton, Larry; B.A. (Waterloo), B.Th. (O.B.C.), B.Ed. (O.T.E.C.), M.A., Ph.D. (Toronto)—1988.
Flewelling, Janet; B.A. (Guelph), B.Ed. (Queen's), M.Ed., Ed.D. (Toronto)—1990.
Shantz, Doreen; B.A. (Laurier), M.Ed., Ed.D. (Toronto)—1987.
Kellenberger, David; B.A.Sc., B.Ed., M.Ed. (Windsor), Ph.D. (Toronto)—1990.
Hurley, Noel P.; B.A., B.Ed., M.Phil. (Memorial), Ph.D. (Ottawa)—1991.
Starr, Elizabeth; B.A. (Guelph), B.Ed. (Queen's), M.Ed. (Acadia), Ph.D. (Alberta)—1992.
The courses and programs leading to the academic professional degree of Master of Education are designed with two objectives: first, to provide the candidate with an opportunity to acquire advanced knowledge of the theoretical bases of education as expressed in philosophical concepts and elucidated by research findings and, second, to bridge the gap between theory and practice through increased understanding of educational issues and problems.
1) In addition to the requirements set forth in 1.3 and 1.6.1 for admission to the Faculty of Graduate Studies and Research, and to programs leading to a Master's degree, applicants to the Master of Education program must:
(a) present an undergraduate degree from an approved university with standing in the B range overall and at least B standing in the final two years of study;
(b) present a Bachelor of Education degree or the equivalent professional preparation;
(c) have at least one year of successful professional experience in education;
(d) submit a "Statement of Personal Objectives" outlining the applicant's professional background and reasons for seeking a graduate degree in education.
2) In exceptional cases, the Faculty may admit applicants holding an honours Bachelor's degree or the equivalent with standing in the B range overall and at least a B standing in the final two years of study who can demonstrate experience, interests and motivation that make them appropriate applicants to the program.
3) Advanced Standing: Applicants may be granted credit for up to two graduate term courses completed before application to the Master of Education program and taken in another Faculty at the University of Windsor or at another accredited institution. Requests for advanced standing will be considered only at the time of application and only for graduate courses completed with at least B standing. The Faculty will not grant credit for any course taken more than seven years before all the requirements for the degree have been fulfilled.
4) Admission to the Master of Education program is to the II Master's Candidate level.
1) Candidates for the Master of Education degree will pursue studies in one of two areas of concentration:
(a) Curriculum Studies;
(b) Educational Administration.
2) Candidates will follow either a major paper or a thesis program. Those who wish to include a thesis in their program must request approval from the Graduate Committee of the Faculty. Normally, the Committee will not consider such requests from part-time candidates until four courses have been completed.
Additional information concerning the procedures for theses and major papers may be obtained from the Coordinator of Graduate Studies.
3) In addition to the general requirements for a Master's degree set forth in 1.6.2 and 1.6.3, all candidates are required to complete successfully the equivalent of a minimum of ten term courses and the comprehensive examination in Education. Specific requirements include:
(a) two compulsory courses, 80-527 (Research in Education) and 80-510 (Statistics in Education);
(b) a research project resulting in either a major paper (80-796), with the value of two term courses, or a thesis (80-797), with the value of four term courses;
(c) in the case of candidates in Curriculum Studies proceeding to the degree by major paper, two courses must be selected from 80-524, 80-554 and 81-503, and an additional four courses must be selected from those listed under Curriculum Studies;
(d) in the case of candidates in Curriculum Studies proceeding to the degree by thesis, two courses must be selected from 80-524, 80-554 and 81-503, and an additional two courses must be selected from those listed under Curriculum Studies;
(e) in the case of candidates in Educational Administration proceeding to the degree by either major paper or thesis, at least four courses must be selected from those listed under Educational Administration. Candidates with four courses in Educational Administration may choose courses from Curriculum Studies to complete their programs;
(f) in the case of candidates following thesis programs, the comprehensive examination is the responsibility of their thesis committees.
4) Candidates with previous courses in research methods or statistics may request the Graduate Committee of the Faculty for permission to substitute other courses for either one or both of 80-527 and 80-510.
5) Transfer Credit: While the student is registered in the M.Ed. program, credit for up to two graduate term courses normally may be applied towards the degree from another Faculty at the University of Windsor or transferred from another accredited institution. Candidates must receive the approval of the Dean of the Faculty of Education or designate before taking such courses. Credit will be granted only for courses completed with at least a B standing.
6) Full-time candidates must complete all requirements for the degree within three years of their first registration.
7) Part-time students may not carry more than two courses in any term and must complete all requirements for the degree within five years of their first registration.
80-524.Fundamentals of Curriculum Theory and Development
80-554.Fundamentals of Instructional Design
81-503. The Psychology of Learning and Teaching
80-534. Individual Reading
81-537. Language Arts in the Elementary School
81-539. Second Language Teaching: Theories and Applications
81-541. The Social Sciences Curriculum
81-547. Learning in Science
81-551. Microcomputers for Educators
81-552. Curriculum Developments in Mathematics Education
81-553. The Teaching and Learning of Mathematics
81-556. Approaches to Literacy Development
81-557. English Education in the Intermediate and Senior Divisions
81-558. Psychology of Learning Problems
81-572. Theory and Practice in Early Childhood Education
A course may be selected from
those listed under Educational Administration.
80-531. Supervision of the Instructional Process
80-534. Individual Reading
80-555. Strategies for the Implementation of Changes in Education
82-529. Theories of Educational Administration
82-532. Organization and Administration of the School
82-535.Organizational Behaviour in
Educational Institutions
82-550. Issues in Educational Administration
82-560. Politics of Education
82-561. Legal Aspects of Education
82-562. Educational Finance
82-565. Sociological Aspects of
Educational Administration
82-566. Interpersonal Relationships in Education
All courses will not necessarily be offered each year.
This course will deal with the following: descriptive and inferential statistical procedures; commonly used one- and two-sample tests; an introduction to analysis variance and corresponding research designs. (Prerequisite: 80-527 or permission of the instructor.) (3 lecture hours a week.)
A survey of the major theories of curriculum that have influenced education Canada. An outline of the techniques employed in curriculum development, including sources of influence and control, specification of outcomes, selection and coordination of activities, strategies, resources and evaluation. (3 hours a week.)
An overview of educational research methods: e.g., the interpretation of research literature, the identification and use of data bases, the design of research proposals and the application of specific methods to research projects. (3 lecture hours a week.)
A practice-oriented course designed to develop administrative competency in the supervision of instruction. The focus will be threefold: (1) awareness and recognition of specific technical skills, (2) the development of competence in interpersonal and group skills, and (3) a general examination of supervisory approaches. (3 lecture hours a week.)
The Individual Reading course is intended to permit students with special interests in, and knowledge of, particular areas of education not covered in sufficient depth in available courses to pursue those interests through independent, supervised study. (Permission of an advisor and of a subcommittee of the Graduate Studies Committee is required.)
This course will consider current principles, research, theory and practice in the design, development, implementation and evaluation of instruction within various learning and teaching settings. (3 hours a week.)
Procedures for dissemination, adoption, implementation, and integration of changes for teachers, administrators, and leaders of professional organizations. Attention will be given to theoretical models and their applications, change agency, and modification of organizational climate and structure. (3 hours a week.)
Conducted under the guidance of at least two members of the Faculty, a major paper may analyze and evaluate a substantial body of scholarly literature or describe or interpret a research project undertaken by the student. The major paper is subject to an oral examination (see Thesis or Major Paper, 1.6.3, and Program Requirements, 9.2.1).
(See Thesis or Major Paper, 1.6.3, and Program Requirements, 9.2.1.)
This course will provide students with an in depth view of psychological theory and research towards the understanding of learning and teaching. While both behavioural and cognitive perspectives will be discussed, the emphasis will be upon cognitive theory and application. Topics will include behaviourism, behaviour modification, information processing, metacognition, cognitive behaviour modification, cognitive strategy training, motivation and individual differences.(3 lecture hours a week.)
This course will examine issues in language arts instruction in the light of current language theories. The focus is on current research and its practical application, with special emphasis on methods of instruction, teacher strategies, student activities and evaluation practices. (3 lecture hours a week.)
This course reviews current thinking on the nature of language, communication and second-language learning and examines implications for teaching methods and curriculum design. (3 lecture hours a week.)
An examination of trends and development of social science curricula. Curriculum theory will be applied to one or more of the social sciences within the context of provincial guidelines and the academic and professional qualifications of the students. (3 lecture hours a week.)
This course will consider current research and theory in the promotion of science as a process and product. Included will be a critical survey of recent issues in science education. The focus will be on their implications for curriculum and practice at the classroom level. An examination of some of the major difficulties in the design, development, implementation, and evaluation of science curricula. (3 lecture hours a week.)
A comprehensive survey of the uses of microcomputers in the classroom, including a discussion of current issues in the use of microcomputers by educators. (3 lecture hours a week.)
This course will examine recent developments in curriculum, instruction, and evaluation in elementary and secondary mathematics education. Trends will be discussed in light of recent research findings, technological advances, and social goals. International comparisons will be made.
This course will examine research into students' learning and the teaching of mathematics. First, the motivational aspects of teaching and learning will be considered, including those related to the topic "Women in Mathematics." Second, specific mathematical topics will be dealt with, selected according to the interests of students. (3 lecture hours a week.)
This course will consider current research and theory in the development of reading and writing abilities, and will examine some aspects of assessing literacy development. (3 lecture hours a week.)
This course will offer a critical survey of several recent theories and issues in English education. The focus will be on their implications for curriculum and practice at the classroom level. Current issues at the local or provincial level, determined by the group, will be examined in detail. (3 lecture hours a week.)
This course reviews current theories of learning disabilities and learning problems. Various approaches to diagnosis and remediation are presented. Students are expected to discuss case study examples during the course, and to develop a particular interest area to great depth. (Prerequisite: 81-503 or permission of instructor.) (3 lecture hours a week.)
An examination of theory and current practice in Early Childhood Education. The emphasis will be on the translation of theory into sound educational practice. Organization and management of Early Childhood programs will be of concern as well as teaching procedures. (3 lecture hours a week.)
This course examines current knowledge in educational administration. Theory, research, and the practice of leadership within the educational system are the main focii. Emphasis will be placed on administrative problems, such as staff development, team building, and motivation. (3 lecture hours a week.)
This course considers and analyzes the many variables impacting upon school administrators as they organize their schools. The effects of administrative theory, past and present, will be considered. A case study approach will be taken to the problems of day-to-day operation. (3 lecture hours a week.)
A study of theory and research in the socio-behavioral sciences which concerns the behaviour of individuals and groups in educational settings. Attention is given to the implications of such theory and research for administration in educational institutions.
This course critically examines current issues affecting contemporary Canadian education. Issues will be addressed from a philosophical and sociological perspective in an educational administration context. Specific course content and instructors will be published in advance.
This course will examine the administration of education from a political perspective. Both the legal and extra-legal factors that influence educational outcomes will be examined. Their roles will be viewed in terms of comparative forms of educational administration. Finally, several administrative decisions will be analyzed using the perspectives gained throughout the course. (3 lecture hours a week.)
This course will focus on legislation and court decisions dealing specifically with the educational process. Both the historical and philosophical basis of these and the practical application of the same in a contemporary setting will form the primary emphasis for the course. (3 lecture hours a week.)
This course is concerned with educational finance in Canada, with particular emphasis on Ontario. It examines such topics as equity, accountability, efficiency, and adequacy of educational revenues and expenditures. Provincial grant systems are analyzed within the contexts of political governance and the economics of education. (3 lecture hours a week.)
This course will examine the school and its occupants and their relationship to the contemporary social order. Analysis of topics such as student culture, learning and social class, roles within the school setting will occur. The focus will be on theoretical positions, representative research findings and representative research methods. (3 lecture hours a week.)
This course will analyze the importance and dynamics of interpersonal behaviour. Students will be given the opportunity to examine and develop their own skills in this area. Emphasis will also be placed upon a practical orientation toward utilizing these skills in the educational environment. (3 lecture hours a week.)