Course Descriptions

Introduction to research methods, with special reference to research in Education. The basic principles of research, both quantitative and qualitative, are discussed. Skills necessary for the production of research proposals are developed, e.g. techniques for surveying the research literature, and the collection and analysis of data.

Weekly hours: 2 Lecture hours and 2 Practicum/Lab hours

Trends within Indigenous research as it applies to educational research will be studied in detail. Epistemological foundations, ethical considerations, and methods within Indigenous research frameworks will be explored. Throughout this course we will be referencing a variety of writings by Indigenous scholars who offer insight into Indigenous ways of knowing, provide a commentary on how this worldview shapes life choices. Through these readings, literature from non-Indigenous research scholars, and course assignments, the goal is to examine the constructs of an Indigenous epistemological framework for educational research and to offer an introductory primer on key characteristics of qualitative research to design from an Indigenous perspective. This course will provide students with an opportunity to explore the connection between their worldview, their research curiosity and research design.

Weekly hours: 3 Lecture hours
Note: Students with credit for INDG 802 may not take this course for credit.

The purpose of this course is to apply the theory & knowledge of effective teacher professional development through instructional leadership practice. Participants will engage in instructional, transformational, and distributed leadership theory, and apply this knowledge through meaningful contextual action research in schools. The course is also suitable and adaptable for students who wish to engage in professional development and data driven leadership using educational approaches and action research in other environments. The learning objectives include deepening your understanding of the theories of collaboration, professional learning, inquiry, professional development, and data-driven leadership; engaging in an action research project using the cycle of inquiry/action research framework; developing an appreciation for the larger community & political educational environment; and developing skills & awareness of the writing requirements at the graduate level.

Offers the opportunity to learn and practice inquiry processes for conducting qualitative research. Within selected theoretical frameworks, the following techniques will be studied: framing the study, participant observation, interviewing, analytic induction and constant comparison, reporting.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): ERES 800 or permission of the College of Education Graduate Chair or Associate Dean of Research required.

Offered occasionally in special situations. Students interested in these courses should contact the department for more information.

Offered occasionally in special situations. Students interested in these courses should contact the department for more information.

Doctoral students will develop an understanding of, and ability to apply, research scholarship and methodology in the field of Education. Class discussions are framed around five major themes: research ethics; research design; research analyses; knowledge translation and dissemination; and developing and supporting a program of research.

Restriction(s): Students must be enrolled in the Ph.D. in Education program.

Students undertaking research leading to a Ph.D. thesis must register in this course each year until the thesis is completed.

Restriction(s): Students must be enrolled in the Ph.D. in Education program.