FACULTY OF EDUCATION: PROGRAMS OF STUDY Education (MEd) Educational Studies (PhD) JOINT DOCTOR OF PHILOSOPHY IN EDUCATIONAL STUDIES The Joint Ph.D. in Educational Studies is offered jointly by Brock University, Lakehead University, The University of Western Ontario, and the University of Windsor. The designation of "home university" is applied to the home university of the doctoral candidate's dissertation supervisor. The student has the right to take courses and seminars or to use the academic facilities at any of the participating universities in accordance with the approved plan. The regulations governing the preparation of theses and conduct of examinations will be those of the supervisor's home university. The degree requirements, regulations and procedures for the Joint Ph.D. program have been approved by the appropriate governing body of each institution. Where there is a conflict in regulations and procedures: (a) in academic matters, the regulations of the institution offering the course will prevail; (b) in non-academic matters, the regulations of the institution at which the student is registered will prevail. PROGRAM GOALS AND OBJECTIVES The joint program will accomplish the following goals: 1) provide greater access to advanced study in education for qualified candidates across a wider geographic range in the province; 2) promote the growth of research activity and professional development through collaboration among practitioners, scholars, educational institutions, and Faculties of Education; 3) foster inter-university links and promote partnerships among Ontario universities; 4) further the expansion of research culture and service throughout the province; and 5) contribute to the renewal of the professoriate and educational leadership in Ontario during the upcoming period of heavy retirement in the universities and school systems. The objectives of the program are to produce graduate students who will: 1) contribute to the development of knowledge and expertise in teaching/ learning at all levels on the education continuum; 2) contribute to the solution of problems/issues in Canadian education; 3) promote scholarly enquiry and the development of methodological advances in the study of education; 4) integrate theory and practice in education; and 5) assume positions of leadership in Faculties of Education, school systems, and other public- and private-sector institutions concerned with education. ADMISSION REQUIREMENTS Normally, the minimum academic requirement for admission to the Ph.D. is successful completion of a Master of Education or Master of Arts in Education with an A standing. In exceptional circumstances, applicants with lower formal academic qualifications but with a strong track record of professional experience related to the proposed area of doctoral study may be admitted. In these cases, however, the Admissions Committee may place additional requirements upon the applicant. Additional requirements will be stated on the offer of admission. Applicants must provide evidence of research competence normally demonstrated by a master's thesis. English is the primary language of communication and instruction in the program. Applicants from other countries who have not completed a degree at a university where the primary language of instruction is English must pass the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (250 computer-based) or an equivalent demonstration of proficiency. Candidates who are working on the degree at a distance from the home university must purchase the software and access to the internet which will enable them to participate fully in the required courses. ADMISSION WITH ADVANCED STANDING Students may receive advance credit for a maximum of one-half course specialization elective at the graduate level provided that this course has not been credited to a degree or certificate already awarded, is relevant to the proposed area of study and has been taken within three years of admission. Requests for advanced credit must be declared prior to admission. No substitution may be made for Core Seminars I and II or the Joint Specialization Elective via distance education. RESEARCH PLAN Applicants must submit a description of their proposed area of research (approximately 2-3 typed pages). When an applicant meets the basic requirements for admission, the potential supervisor and/or the Program Director will assist the applicant in developing a plan of study which will be presented to the Program Committee for approval. If approved, the applicant will proceed to register as a doctoral student at the home university of the dissertation supervisor and will be subject to the general degree regulations of that university. The offer of admission will be made to the applicant by the home university. Dissertation supervisors will be required to report candidates' progress annually to the Program Committee and to appropriate authorities at the participating universities. Normally, candidates will be expected to complete course requirements and the comprehensive portfolio, and to submit a research proposal within three years of their initial registration. Changes to the approved plan of study must be approved in advance by the Program Director in consultation with the candidate and the supervisor. PROGRAM FIELDS OF STUDY 1) Policy and Leadership: This field focuses upon the study of policy and leadership within educational systems. It draws upon organizational and administrative studies to construct critical perspectives on actions and structures at the macropolitical and micropolitical levels and examines how these influence the climate and the quality of curriculum and learning. 2) Sociocultural Contexts of Education: This field draws upon diverse disciplines such as comparative education, cultural psychology, history, philosophy, sociology, and traditional curriculum areas to advance understanding of the sociocultural contexts which influence curriculum, teaching, and learning, to generate theory, and to plan, develop, implement, and evaluate programs, teaching, and learning. 3) Cognition and Learning: This field draws primarily upon psychology and educational psychology to examine critically the cognitive processes of teachers and learners as they engage in teaching and learning. Integral components of this field are assessment and the adaptation of instruction to the needs of individual learners. Applicants to the program must declare a field of study prior to admission to the program. PROGRAM REQUIREMENTS Doctoral candidates must be familiar with the academic regulations governing graduate studies at the home university. Course Requirements (a) Core Seminar I (80-602) and Core Seminar II (80-604); (b) Directed Study (80-651), one Joint Ph.D. Specialization Elective Course via distance education, and one additional Specialization Elective Course. Candidates may meet the requirement for the latter through a graduate level course offered at any of the participating institutions; (c) Research Proposal Colloquium (80-669) (via distance education). (Prerequisite: must have completed two terms of full-time residency or equivalent.) Comprehensive Portfolio The Comprehensive Portfolio (80-680) requires doctoral candidates to demonstrate their potential as scholars through the satisfactory completion of authentic tasks. The criteria used by the dissertation supervisory committee to set tasks and assess a candidate's performance are: (a) an understanding of the concepts, theories, and issues in the field of study; (b) a knowledge of current literature and research methods in the field of study; (c) the ability to analyze and synthesize current literature on a specific problem within the field of study; (d) an understanding of and ability to critique research in the field of study and research paradigms. The tasks candidates are expected to complete include the dissertation research proposal, and three other tasks. Candidates must defend their portfolios. The candidate's defence will be evaluated by the dissertation supervisory committee and at least one other member of the core faculty selected by the Program Director. Candidates are required to present their completed portfolio to an audience in a forum such as the Core Seminar. Candidates may not begin their dissertation research until the portfolio requirements have been completed successfully. Dissertation The Dissertation supervisory committee will involve faculty from at least two participating universities, including whenever possible and reasonable, a member from the university closest to the candidate's home to serve as co-supervisor in cases where the supervisor is at some distance. The regulations and procedures governing the preparation of theses and conduct of examinations will be those of the supervisor's university. Residence Candidates must meet a minimum residency of four terms. Two terms of residency may be fulfilled by completion of the Core Seminars I and II. The other two terms of residency must be consecutive. It is strongly recommended that candidates complete two of the terms of residency after they have defended their comprehensive portfolio and are authorized to commence their doctoral research. Credit for residency may be given, with the approval of the Program Committee and the home university, for research carried out off-campus. Candidates are required to maintain continuous registration. They shall complete the requirements for the degree within a minimum of three years and a maximum of six years. Recommendations for a time extension or leave of absence are subject to the regulations and procedures at the home university and must be approved in advance by the supervisor and the Joint Program Committee. DOCTORAL COURSES Core Seminars 80-602. Core Seminar I: Current Research, Theories, and Issues 80-604. Core Seminar II: Current Research, Theories, and Issues Specialization Elective Courses Policy and Leadership 80-621. Educational Policy and Leadership: Historical Contexts Sociocultural Contexts of Education 80-631. Sociocultural Contexts of Curriculum Cognition and Learning 80-641. Conceptual Bases for Cognition and Learning Other Required Courses 80-651. Directed Study 80-669. Research Proposal Colloquium 80-680. Comprehensive Portfolio 80-798. Doctoral Dissertation THE MASTER OF EDUCATION DEGREE The objectives of the Master of Education program are to provide candidates with opportunities to develop: 1) a commitment to intellectual enquiry and scholarship as a basis for continuing professional growth; 2) a knowledge of current theory and research relevant to the curriculum and administration of elementary and secondary schools; and 3) an understanding of, and respect for, the principles of educational research. Admission Requirements 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 with standing in the B range 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) Applicants who fulfill the requirements above with the exception of (c) may be considered if they hold 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. Moreover, in exceptional cases, applicants may be considered who do not possess a Bachelor of Education degree or equivalent, but who hold an honours Bachelor's degree or the equivalent with standing in the B range overall and at least a B standing in the last two years, and 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 program 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. Program Requirements 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, which should include 80-510 (Statistics in Education) and 80-527 (Research in Education). 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) three compulsory courses, 80-510 (Statistics in Education), 80-527 (Research in Education), and 80-524 (Fundamentals of Curriculum Theory and Development) or 80-529 (Theories of Educational Administration), depending on their area of concentration; (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) candidates proceeding to the degree by major paper are required to complete five additional courses, at least three of which must be chosen from the option courses listed for their area of concentration; (d) candidates proceeding to the degree by thesis must complete three additional courses, at least two of which must be selected from the option courses listed for their area of concentration; (e) 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 Executive Dean of Graduate Studies and Research 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. STUDIES IN THE AREA OF CONCENTRATION Compulsory Courses 80-510. Statistics in Education 80-527. Research in Education 80-524. Fundamentals of Curriculum Theory and Development* 80-796. Major Paper** 80-797. Thesis** 82-529. Theories of Educational Adminstration*** * Compulsory for students in Curriculum Studies. ** All students must write either a Major Paper or a Thesis. *** Compulsory for students in Educational Administration. Educational Administration Options 80-530. Qualitative Methods in Educational Research 80-531. Supervision of the Instructional Process 80-534. Individual Reading 80-555. Strategies for the Implementation of Change in Education 80-591. Special Topics 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 Education 82-560. Politics of Education 82-561. Legal Aspects of Education 82-562. Educational Finance 82-565. Sociological Aspects of Education 82-566. Interpersonal Relationships in Education Curriculum Studies Options 80-524. Fundamentals of Curriculum Theory and Development 80-530. Qualitative Methods in Educational Research 80-534. Individual Reading 80-554. Fundamentals of Instructional Design 80-591. Special Topics in Education 81-503. The Psychology of Learning and Teaching 81-537. Language Arts in the Elementary School 81-539. 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. The English Language Arts 81-558. Psychology of Learning Problems 81-572. Theory and Practice in Early Childhood Education