Faculty of Education

Graduate Programs


This information is only applicable to students who started their studies prior to Fall 2015.

MPED | Field of Curriculum & Pedagogy

Year 1 Fall
ED 9580A Introduction to Curriculum

This course critically considers key concepts in contemporary curricular discourse with focus on the definitions and conceptions of curriculum, curriculum ideologies, curricular language, and alternative approaches to curricular research and design through examination and analysis of the writings of Canadian and international scholars.

Year 1 Winter
ED 9575B The Analysis of Teaching: Bridging Theory & Practice

This course introduces theoretical perspectives on teaching, subject matter, and classroom interaction, and at the same time uses these perspectives to reflect on classroom practice.

Year 1 Summer - Intersession
ED 9641L Assessing and Evaluating Student Learning

This course has three major purposes: to identify major and minority approaches to assessing and evaluating student learning; to consider critically the advantages and disadvantages of the various assessment and evaluation approaches; and to consider the implications of various forms of assessment and evaluation for the curricular commonplaces of educator, student, subject matter, as well as potential constituents of an educational milieu and beyond, such as school, district, and nation so as to enable practitioners to make informed decisions about assessment and evaluation practices.

Year 1 Summer -Summer Session
ED 9520L Teaching in a Virtual World

The course provides a critical examination of issues and research involving the on-line interaction and the framing of pedagogy. The interdisciplinary focus generates reflection about pedagogical, curricular and technological issues embedded within topics such as interface and instructional design, equity of access, the politics of the technological imperative and the re-shaping of the teacher/learner relationship.

Year 2 Fall
ED 9678A Diverse Traditions: Approaches to Education Research

An introduction to the major approaches to researching questions about education. The methods arising from their assumptions are reviewed, with emphasis on the nature of questions addressed and the forms of explanations sought. Students will apply the emergent issues in their own areas of interest.

Year 2 Winter
ED 9490B Curriculum Leadership

A focus on developing, implementing, and evaluating curricula. Topics include advanced conceptualizing of curricular models, planning and instructional design, critical appraisal of assessment and evaluation, and curricular effects, and leading curricular change.

Year 2 Summer - Intersession
Year 2 Summer - Summer Session
ED 9491L Capstone Project

Students will complete a Capstone Project that is based in reflective field work.

MPED | Field of Early Childhood Education

Year 1 Fall
ED 9400A Understanding the Young Child

This course critically examines historical and contemporary images of children, childhood, and approaches to early childhood education and its curricula including developmental theory, cultural-historical theory, and reconceptualist theory. It considers current debates and advances in the field including children's rights and issues of equity and diversity. Implications for professional practice are identified.

Year 1 Winter
ED 9401B The Early Childhood Educator

The foundations of Early Childhood Education (ECE). History and philosophical underpinnings of the profession, the multiprofessional nature of ECE settings, and the characteristics and roles of ECE professionals. Emphasis on ethical dimensions of practice. Implications of professionalization and recent “schoolification” of the field on professionals’ work and career trajectories are also considered.

Year 1 Summer - Intersession
ED 9402L Developing Early Childhood Education Curriculum

This course examines approaches to ECE curriculum such as Developmentally Appropriate Practice, Reggio Emilia and High/Scope. Students explore reconceptualist, postmodern, and traditional approaches to curriculum development, evaluate and design indoor and outdoor learning environments for young children, and develop curriculum resources.

Year 1 Summer - Summer Session
ED 9403L Assessment and Evaluation in Early Childhood Settings

Purposes and principles of assessment and evaluation in ECE settings. Topics include developmental screening, functional assessments, observation and documentation, and program evaluation. Students practice a variety of assessment strategies. Emphasis is placed on maintaining a credit view of children as learners and making ethical use of assessment data.

Year 2 Fall
ED 9404A Early Childhood Educators as Researchers

An introduction to research processes, methodologies, and methods germane to curriculum research by and/or for early childhood educators. Special attention to the ethics of research with young children and developing reflective practice projects.

Year 2 Winter
ED 9405B Leadership in Early Childhood Education Curriculum

A focus on leading the development, implementation, and evaluation of positive ECE curricular change. Emphasis on ways of conceptualizing curriculum leadership, professional learning, and reflective practice to promote equitable and enabling environments for all children.

Year 2 Summer - Intersession
Year 2 Summer - Summer Session
Capstone Project

Students will complete a Capstone Project that is based in reflective field work.

MPED | Field of Mathematics

Year 1 Fall
ED 9410A The Changing Mathematics Curriculum

The content of the current mathematics curricula in Ontario and some other jurisdictions is studied and compared with earlier curricula in order to understand the ways in which the content, emphasis and assumptions about classroom activities are changing in response to forces within and outside the school.

Year 1 Winter
ED 9411B Teaching and Learning Mathematics Today

The theoretical perspectives associated with learning and pedagogy in mathematics in the face of emerging technologies. Participants will be expected to reflect critically on both theory and practice, based upon psychological, epistemological, mathematical perspectives in light of how technology changes the mathematics that is taught in schools.

Year 1 Summer - Intersession
ED 9412L Mathematics for Teachers Part I

This course is about experiencing good mathematics as a learner and exploring the benefits of change in teaching: to develop more connected knowledge, consistent beliefs, and positive attitudes towards mathematics and its teaching and learning; and to provide direct models for different ways of teaching mathematics.

Year 1 Summer - Summer Session
ED 9413L Mathematics Education Through the Arts

What can we learn from the Arts about designing effective mathematics teaching, learning, and communication? This course explores parallels between what makes for a good math lesson or learning experience and what makes for a good book or a good movie. The course also explores how the Arts may be used to enhance student communication in mathematics.

Year 2 Fall
ED 9414A Mathematics for Teachers Part II

This course is about experiencing good mathematics as a learner. It offers opportunities to learn mathematics in addition to what a teacher might have learned at school, university, and in practice. Course activities include doing and thinking about mathematics in the context of non-routine mathematics tasks. The mathematics tasks used in the course are tasks that can be used in elementary classrooms. The aim of the course is to explore benefits of change in teaching: to develop more connected knowledge, consistent beliefs, and positive attitudes towards mathematics and its teaching and learning; and to provide direct models for different ways of teaching mathematics.

Year 2 Winter
ED 9415B Inclusive and International School Math

The content of mathematics curricula and texts in a number of countries is studied to identify the ways in which some of the content is included or excluded, the nature of the examples and problems presented to students, the assumptions embedded in materials as to how children and young adults learn mathematics, and the changes implemented for more inclusive mathematics for diverse populations.

Year 2 Summer - Intersession
ED 9416L Mathematics Classroom Research with and by Teachers

This class introduces teachers to the design of research done by and with teachers in mathematics education. Participants explore and critique design features of selected research projects carried out in Canada and elsewhere. Candidates are also trained in research methods specific to projects such as mathematics teaching experiments, and lesson and learning study.

Year 2 Summer - Intersession & Year 2 Summer - Summer Session
ED 9417L Capstone Project

The Capstone Project provides students with an opportunity to expand breadth of experience and to gain working knowledge of applied theories in a real-world education setting. Students will develop a project to apply their learning to practice, investigate and reflect on their findings, write a project report, and gain practical experience under the guidance of a supervisor and/or instructor.

MPED | Field of Multiliteracies

Year 1 Fall
ED 9535A Language and Literacy Curriculum, Pedagogy, and Learning in a Changing World

This course introduces the field of Literacy Studies. Topics include: the history and expansion of literacy in educational curricula; literacy in national and international educational settings and everyday activities; overview of diverse traditions in literacy research and scholarship; ways in which literacy research informs and is informed by national and transnational policies.

Year 1 Winter
ED 9492B Introduction to Multiliteracies Pedagogy

This course introduces students to the relationship between textual conventions, their contexts of use and the ability to reflect critically on those relationships. Students will engage with multiple textual forms and contexts, including digital texts, to learn how they can be utilized to expand communication and identify options. Students will also explore ways to assess multiliteracies pedagogies.

Year 1 Summer - Intersession
ED 9581L Writing, Reading & Representing Across the Curriculum

Content area literacy is examined from the viewpoints of English studies, psychology, linguistics, content area disciplines, and the multiliteracies movement. The nature of representations and their role in the construction and communication of knowledge is a central theme. Implications for curriculum planning, instructional methods and assessment are critically considered.


Year 1 Summer - Summer Session
ED 9493L Multiliteracies and Student Diversity

A focus on the many issues involved in the teaching and learning of language and literacy in contemporary classrooms in Canada and other minority world contexts. Consideration of various aspects of student diversity that can make a difference in language and literacy education (e.g., cultural and linguistic diversity, Indigenous learners, socio-economic status, gender, and learners who struggle with reading and writing). Includes practical suggestions for how multiliteracies curriculum and pedagogy can capitalize on diversity.

Year 2 Fall
ED 9678A Diverse Traditions: Approaches to Education Research

An introduction to the major approaches to researching questions about education. The methods arising from their assumptions are reviewed, with emphasis on the nature of questions addressed and the forms of explanations sought. Students will apply the emergent issues in their own areas of interest.


Year 2 Winter
ED 9494B Curriculum Leadership in Language and Literacy

A focus on leading the development, implementation, and evaluation of literacies curricula. Emphasis on ways of conceptualizing curriculum leadership, professional learning, and reflective practice to promote equitable and enabling environments for all students.


Year 2 Summer - Intersession & Year 2 Summer - Summer Session
ED 9495L Capstone Project

Students will complete a Capstone Project that is based in reflective field work.


This information is only applicable to students who started their studies in Fall 2013 and Fall 2014.

Master of Arts in Education Studies

Degree Requirements

  • 1 Required Course
    • ED 9678 Diverse Traditions: Approaches to Educational Research
  • 5 Elective Courses
  • 2 Milestones
    • ED 9683 Individual Proposal Preparation
    • ED 9590 Master's Thesis

Students who are studying Curriculum are strongly recommended to complete 9580: Introduction to Curriculum during their first term.

Students who are studying Educational Psychology/Special Education can take 9622 Research Design in Education as an acceptable to alternative to 9678 Diverse Traditions.

For calendar descriptions of the courses listed above, please see the Course Descriptions page.

Not all courses are offered every year. Some courses are offered every other year. Please check the Timetables & Timelines page for course offerings.

Thesis

Prospective students are not required to secure a Thesis Supervisor at the time of application; however, those wishing to ensure there are faculty members on staff who research in their area of interest are invited to review the Faculty Research page. At the time of admission, students are assigned an Academic Advisor who will guide them through course and program planning.

Below is a summary of the Thesis process. Students must consult the Master's Thesis Guide (PDF), Program Policies web page, and the School of Graduate & Postdoctoral Studies' Thesis Regulation Guide for complete thesis guidelines and regulations.

Proposal:

Once a student in the academic route completes their required and elective courses they will register in ED 9683 Individual Proposal Preparation (IPP). By the end of the semester in which a student completes the last required course, a student must secure a Thesis Supervisor, decide on a topic for their thesis, and submit the Individual Proposal Preparation (IPP) - Supervisor Approval Form (found on the Forms & Guidelines page). A student may approach any Faculty of Education faculty member to act as Thesis Supervisor.

The IPP provides a structure for the writing of a thesis proposal. An initial review of relevant research provides the background for the proposed study. The methodological framework and the method to be employed are studied and developed. Ethical considerations are investigated and, where appropriate, an ethical review document prepared. The IPP is not a course but a milestone and compulsory element for those writing a Thesis.

The IPP should be completed in one term. The IPP is completed when the proposal and ethical review (where required) have been submitted for approval.

The Thesis Supervisor after consulting with the faculty members concerned, will formally appoint a Thesis Advisory Committee. The Committee will consist of a Thesis Supervisor and at least one additional faculty member who will act as a Thesis Advisory Committee Member. The Thesis Supervisor must be a member of the School of Graduate and Postdoctoral Studies with Ph.D. supervisory status, as approved by the Credentials Committee of the School of Graduate and Postdoctoral Studies.

When the Thesis Supervisory Committee is satisfied with a student's written proposal, the student may submit the proposal for approval. The student submits one copy of their proposal and the MA Thesis Proposal Approval form to the Graduate Programs Office for approval by the Associate Dean, Graduate Programs.

If the proposed research involves human subjects, the student has to receive ethics approval from Western University Research Ethics Board before the research begins.  Please see the Research Ethics page for more information.

The student may proceed with their research and thesis preparation when all approvals have been obtained.

Thesis:

Only after all approvals have been obtained the student must register in ED 9590 Master's Thesis and may proceed with the research and the preparation of the thesis under the guidance and review of the Thesis Supervisory Committee. Please note that ED 9590 is not a course but a milestone.

When the thesis has been completed and approved by the Thesis Supervisory Committee. The student will submit the Application for Thesis Examination - Form B (found on the Forms & Guidelines page) to the Graduate Programs Office. The necessary arrangements will be made by the Graduate Programs Office for the examination of the thesis in accordance with the appropriate University regulations.

Full-time/Part-time

The Master of Arts program is offered on a full-time basis (students studying in the area of Curriculum Studies and Studies in Applied Linguistics can be considered for full-time OR part-time admittance). Master of Arts in Education Studies courses are offered in the evenings to accommodate in-service teachers.

Times to Completion:

  • Full-time - 4-6 terms (2 years)
  • Part-time - 6-8 terms (2-3 years) *available only to students studying in the area of Curriculum Studies and Studies in Applied Linguistics

Typical Program of Study

TermFull - TimePart - Time

Year 1
Fall

3 Elective Courses 1 Elective Course

Year 1
Winter

ED 9678 Diverse Traditions: Approaches to Educational Research

2 Elective Courses

1 Elective Course
Year 1
Summer
ED 9693 Individual Proposal Preparation (IPP) 2 Elective Courses
Year 2
Fall
ED 9590 Thesis 1 Elective Course
Year 2
Winter
ED 9590 Thesis ED 9678 Diverse Traditions: Approaches to Educational Research
Year 2
Summer
ED 9590 Thesis ED 9693 Individual Proposal Preparation (IPP)
Year 3
Fall
  ED 9590 Thesis
Year 3
Winter
  ED 9590 Thesis
Year 3
Summer
  ED 9590 Thesis

This information is only applicable to students who started their studies prior to Fall 2013.