Global Perspectives
This innovative course-based graduate program is designed for international students from a variety of countries to bring a global perspective to leadership in learning in 21st century educational contexts. Participants will explore theory and practice from the fields of international and comparative education, educational leadership, curriculum and pedagogy, and global education. Students will enhance their competencies as educators and global citizens as they engage in active experiential learning and critical reflection.
Program highlights include:
Extensive practical experiences in diverse educational settings and learning communities
Wide range of opportunities to interact with domestic and international students from various countries
10 courses (combination of blended, online, and face-to-face experiences)
Competitive tuition rates
Program completion within 16-24 months
Small class sizes
Rich opportunities to engage with local cultures
Program brochure
Program schedule (Fall cohort)
Program schedule (Winter cohort)
Program tuition and fees (domestic) and (international)
Focus on 21st Century Teaching and Learning
Beginning in July 2017, a third iteration of our Master of Education with a focus on 21st Century Teaching and Learning will be offered fully online. Students in the 21st Century Teaching & Learning Cohort will join a virtual community of practitioners learning about digital technologies and using them to focus on 21st Century ideas about critical pedagogy, educational leadership, authentic assessment, project-based learning, and global education. The Cohort will explore theories, research and practices relevant to student engagement and learning and complete a small action research project.
Program highlights include:
10 courses (delivered completely online)
All courses will focus on teaching and learning in 21st Century contexts
Program completion within 30 months
Competitive tuition fees
Starting July, 2017
Program brochure
Program schedule
Program tuition and fees (domestic) and (international)
Additional Designation in Inclusive Education
The Faculty of Education at UPEI is pleased to announce the launch of a third cohort in the Master of Education program beginning in the fall of 2016. Within this 10-course MEd program, five of these courses will certify students towards the Additional Designation in Inclusive Education required by the PEI Department of Education and Early Childhood Development. This combination of courses will prepare teachers to specialize as Resource Room or Special Education teachers. The Faculty of Education is proud to provide our teachers the opportunity to receive this designation.
Program highlights include:
10 courses (delivered online or blended during the school year, with face-to-face courses offered during the summer on UPEI campus)
All courses will focus on inclusion and differentiated instruction
Competitive tuition fees.
Program completion within 24 months
Starting online September, 2017
Program brochure
Program schedule
Program tuition and fees (domestic) and (international)
Calendar Courses
600 Level
601 SPECIAL TOPICS IN EDUCATION
In this course, students investigate special topics in the field of education. Permission of the Coordinator of Graduate Studies and the Dean is required.
HOURS OF CREDIT: 1, 2 or 3 credit hours
602 INCLUSIVE EDUCATION AND DIVERSE LEARNERS
This course explores student diversity within the context of inclusive education. Current theoretical and conceptual frameworks in the field of inclusive education and critical disability studies will be examined to better support a ‘capacity approach’ to diverse students learning. Specifically, students will examine and critique dominant views informing schooling policies and practices regarding current issues related to diversity and equity in learning environments.
HOURS OF CREDIT: 3
603 INCLUSIVE PRACTICES FOR DIVERSE LEARNERS
This course involves the examination of theoretical and practical aspects regarding inclusive strategies and practices for diverse learners in educational settings. The principles of Universal Design for Learning (UDL) will be examined in relation to instructional methods, materials, activities, and evaluation procedures for diverse learners.
HOURS OF CREDIT: 3
611 INTRODUCTION TO RESEARCH METHODS IN EDUCATION
In this course, students are introduced to a variety of methods that are appropriate for conducting research in educational settings. Students develop an understanding of qualitative and quantitative research methodologies. Students are introduced to the process of planning, conducting, and reporting research on learning and instruction, and to the critical analysis of current studies reported in educational literature.
HOURS OF CREDIT: 3
612 QUANTITATIVE RESEARCH DESIGN
In this course, students explore the characteristics of quantitative methodology and examine their usefulness in conducting educational research. The methods discussed include causal-comparative, correlational, and experimental. Students learn how to state hypotheses, define and measure variables, select samples, collect and analyze data, and prepare research reports. Students design a research study on a topic related to learning and instruction.
PREREQUISITE: Education 611 or permission of instructor.
HOURS OF CREDIT: 3
613 QUALITATIVE RESEARCH DESIGN
In this course, students study the development of qualitative research methodology and explore approaches drawn from this model that are used frequently by educational researchers. Students examine the use of observational techniques, interviews, questionnaires, and personal and official documents. Students design studies using qualitative methods.
PREREQUISITE: Education 611 or permission of instructor.
HOURS OF CREDIT: 3
614 THEORIES OF RESEARCH AND LEARNING
In this course, students address the role of theory in educational research. The aim is to familiarize graduate students with various theoretical frameworks including theories and principles of learning.
HOURS OF CREDIT: 3
615 EDUCATIONAL LEADERSHIP
In this course, students examine the field of educational leadership. Educational leadership extends beyond the role of the school administrator and focuses upon the development of teachers as leaders who impact on creating effective educational environments. Students research aspects of leadership which impact on schools, and explore models of effective leadership through case studies and simulation.
HOURS OF CREDIT: 3
616 ACTION RESEARCH IN EDUCATION
In this course, students explore ways in which teachers can systematically examine their own classroom practices using action research strategies. Emphasis is placed on issues such as topic selection, methodology, data collection and analysis, and interpretation of results. This process of inquiry is directed towards reflective practice.
PREREQUISITE: Education 611or permission of instructor.
HOURS OF CREDIT: 3
617 ISSUES IN EDUCATIONAL LEADERSHIP
In this course, students examine current issues in educational leadership. Students research the factors which influence educational leadership such as socio-economic trends, school restructuring, curriculum development, and educational technology.
PREREQUISITE: Education 615 or equivalent, or permission of instructor.
HOURS OF CREDIT: 3
618 LEARNING, LEADERSHIP AND REFLECTIVE PRACTICE
In this course, students examine processes of reflective practice such as analytic problem-solving and self-assessment. Students research reflective practices that have made positive contributions to learning and leadership.
PREREQUISITE: Education 615 or permission of instructor.
HOURS OF CREDIT: 3
619 CRITICAL PEDAGOGY
In this course, students examine the social conditions and practices that shape education. Students explore schools in their historical, economic, political, cultural, and social contexts.
PREREQUISITE: Permission of instructor.
HOURS OF CREDIT: 3
622 RESEARCH ON LEARNING DIFFICULTIES
In this course, students examine the research on learning difficulties, and conduct research to identify effective strategies which can be applied in their teaching.
PREREQUISITE: Education 611 or permission of instructor.
HOURS OF CREDIT: 3
624 CHANGE: LEADERSHIP IN LEARNING
In this course, students examine the research on models of innovation and change which have had an impact on education over the last thirty years. Students explore the role of leadership in facilitating change in education.
PREREQUISITE: Education 615 or permission of instructor.
HOURS OF CREDIT: 3
625 CURRICULUM: LEADERSHIP IN LEARNING
In this course, students examine research into recent curriculum developments which are based on principles of integration, resource-based learning, and holistic learning, and which require the use of alternative assessment approaches. In addition, the impact of these developments on teachers' instructional strategies and students' learning are investigated. The focus is on the integration of knowledge about curriculum design and teaching in order to develop leadership skills for curriculum change.
HOURS OF CREDIT: 3
626 TECHNOLOGY: LEADERSHIP IN LEARNING
This course provides an opportunity for students to examine and critique current research trends in information and communication technology in education. Leadership models for the implementation of technology plans are studies and evaluated. A major portion of work for this course takes place in an on-line learning environment.
HOURS OF CREDIT: 3
627 GLOBAL EDUCATION
In this course, students examine the theory and practice of global education as it has developed in Canada and elsewhere. Other curriculum innovations that have contributed to global education (e.g., development education, environmental education, human rights education, peace education) are also examined. Interactive and participatory learning methodologies are used to encourage reflection on the teaching of contemporary social and global issues in a variety of educational contexts.
HOURS OF CREDIT: 3
628 INTERNATIONAL EDUCATION AND DEVELOPMENT
In this course, students examine how education is organized and practised in other countries, and its relationship to cultural, economic, and social development. Insights into education systems in Canada are afforded through comparing these with others around the world. In addition to common themes of study, students explore topics of their choice through the methodology of a comparative case study. Electronic communication with teachers in other countries provides first-hand information.
HOURS OF CREDIT: 3
629 PROGRAM EVALUATION
In this course, students study the various concepts and issues in program evaluation. Students research the literature on program evaluation to understand the tools and knowledge necessary for conducting an evaluation assessment.
PREREQUISITE: Education 611 or permission of instructor.
HOURS OF CREDIT: 3
630 PERSPECTIVES IN ECOLOGY AND SUSTAINABLE LEADERSHIP
This interdisciplinary course explores contemporary topics related to the environment, such as ecological consciousness, place attachment, principles of ecological design, sustainability and responsible stewardship, ecological citizenship, and environmental practice. Students apply a critical inquiry framework and consider philosophical ideologies related to anthropocentric and ecocentric perspectives, environmental ethics, and ecological worldviews. Participatory methodologies are encouraged to promote leadership in ecological knowledge and environmental preservation in a variety of contexts.
HOURS OF CREDIT: 3
631 LEADERSHIP IN POSTCOLONIAL EDUCATION
In this course, students consider postcolonial history and key texts as they critically examine a variety of theoretical frameworks within postcolonial education. The postcolonial context of education within particular Indigenous and colonized societies provides a major focus for the course. The role of educational leaders in negotiating complex change in specific contexts is considered.
HOURS OF CREDIT: 3
632 LEADERSHIP IN LANGUAGES AND LITERACIES
In this course, students address the role of educational leaders in the implementation of policies and practices sustaining languages and literacies in particular contexts. A variety of theoretical frameworks and principles of language learning and plurilingualism are considered. Successes and challenges related to leadership in language retention and the development of multi-literacies in education are carefully examined.
HOURS OF CREDIT: 3
642 WORKPLACE LEARNING AND LEADERSHIP
This course provides graduate students with a general understanding and awareness of organizational cultures and leadership practices through experiential and reflective learning in diverse educational/work placement settings. Participants will have opportunities to develop cross-cultural awareness and communication skills while making contributions to the educational/work settings in which they are placed. Participants will identify action research topics and applications related to workplace-learning and leadership.
HOURS OF CREDIT: 3
671 FOUNDATIONS OF SCHOOL AND COMMUNITY LIBRARIANSHIP
This course provides participants working in a wide range of library contexts with the historical foundations and theoretical framework for the role, philosophy, and administration of school and community libraries and to the role of teacher-librarians in the context of 21st century schools and learning.
672 SCHOOL AND COMMUNITY LIBRARIES FOR 21st CENTURY LEARNING
This course explores the theoretical underpinnings of information and digital literacies and how they are developed within school and local library programs. Participants examine research supporting the guided inquiry process, problem-based learning, the effective use of digital and traditional learning resources, as well as how teacher-librarians, classroom teachers and community members collaborate to design and implement effective multi-literacies instruction.
673 BUILDING A CULTURE FOR READING IN A DIGITAL AGE
This course examines the emerging principles and practices influencing the development of reading habits in children and youth and the role of libraries in creating a culture for reading in the community. Participants explore gender issues related to reading, diversifying reading choices, building worldmindedness into children’s reading. Using social media to promote and encourage reading as well as critically examining online reading issues are also addressed.
674 COLLECTIONS MANAGEMENT
This course examines the principles and methods of establishing, managing and sustaining school and community library collections. including the formulation of selection/circulation policies and criteria for
evaluating/critiquing print, non-print and digital materials. Issues of censorship, influences of digital media and copyright are included as well as a critical examination of the relationship of the publishing industry to collection development and knowledge sharing.
675 INQUIRY PROJECTS IN SCHOOL AND COMMUNITY LIBRARIES
This is an action research, project-based course. Participants will identify an issue that pertains to learning in contemporary school and community libraries and will design a research project employing the principles of action research. Working from a solid theoretical framework, participants apply the inquiry process to explore critical questions in their practice.
691 DIRECTED STUDIES
In this course, individual students pursue a special topic or issue in education. Before approval is granted, each student must prepare a detailed outline of the contents of the course, and obtain the consent of a faculty member to supervise the work.
PREREQUISITE: Permission of the Dean and Coordinator of Graduate Studies, or permission of instructor.
HOURS OF CREDIT: 3
ED 692 HIGHER EDUCATION TEACHING
This course introduces the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to successful teaching at the postsecondary level. It examines topics such as the teachinglearning process, instructional and curriculum design, addressing student needs, and learning characteristics. Note: This course is graded pass-fail.
Cross-listing: None required, but the course could be cross-listed with various graduate programs across the UPEI campus.
PREREQUISITES and/or COREQUISITES: The minimum standard for admission would be the successful completion of an undergraduate degree, as per the admission requirements for graduate programs at UPEI.
HOURS OF CREDIT: 3
695 GRADUATE SEMINAR
In this course, students attend and present seminars on topics in their discipline, are evaluated on their seminars, and provide constructive criticism to others giving seminars in the course.
PREREQUISITE: Education 611, 612/613, 614, 615, 616, or permission of instructor.
HOURS OF CREDIT: 3
699 THESIS
Each student in the Master of Education program is required, under the supervision of a Faculty Adviser and Thesis Committee, to write a thesis based on research into an approved topic. It must demonstrate the candidate's ability to conduct original independent work, and include a critical evaluation of the principal works published on the subject of the thesis. It should make an original contribution to the body of knowledge in that field of study.
PREREQUISITE: Admission to the MEd program.
HOURS OF CREDIT: 12 upon completion of Thesis
masters in educational leadership online programs
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