Not all courses described in the Course and Program Catalogue are offered each year. For a list of course offerings in 2025-2026, please consult the class search website.
The following conventions are used for course numbering:
- 010-099 represent non-degree level courses
- 100-699 represent undergraduate degree level courses
- 700-999 represent graduate degree level courses
Course search
13 Results
ERES 800.3: Research Methods Introductory
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
ERES 805.3: Data Analysis of Qualitative Methodologies
This course covers the designs that are used to collect, analyze, and interpret data for select qualitative and mixed-method methodologies (namely, Grounded Theory, Ethnography, Narrative Research, Phenomenology, Mixed Methods, Action Research, and Indigenous Research Methodologies). Students will receive a specific understanding of these methodologies in educational research through an exploration of their definition, historical development, key characteristics, and the procedures of conducting and evaluating a study. In particular, students will engage in the following cyclical and iterative process of qualitative analysis: preparing and organizing data for analysis; exploring the data through the process of coding; using the codes to develop a general picture of the data; representing the findings through narratives and visuals; interpreting the results through personal reflections on the impact of the findings and on the literature that informs the findings; and conducting strategies to validate the accuracy of the findings.
Prerequisite(s): ERES 800.
Restriction(s): Course open to students in the College of Education.
ERES 810.3: Indigenous Research Epistemology and Methods
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.
ERES 820.3: Action Research in Education
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.
ERES 824.3: REconsidering Experience Narratives of Time People and Place
This course investigates the Deweyan criteria of experience, continuity and interaction, manifested in the three narrative commonplaces with a primary focus on educational contexts. The commonplaces of narrative (temporality, people, and place) are used to understand experience in research texts.
Weekly hours:
3 Seminar/Discussion hours
Note(s): Offered online.
Note: Students with credit for EFDT 824 will not receive credit for this course.
ERES 830.3: Research in Mental Health: A Human Curriculum & Explorations in Wellbeing
The purpose of this course is to develop a foundational and working knowledge of mental health literacy, strategies, and perspectives that apply to everyday life and interactions with others. Students will explore mental health through a philosophical, theoretical, and psychological lens, developing the foundations for heuristic self-inquiry. Current trends and issues within the discipline will be explored, as well as literature relevant to the historical, cultural, epistemological, and phenomenological foundations of mental health. Transformative inquiry is a methodological lens through which research will be approached in this course. Students will use transformational knowledge beyond the scope of a research project to create a practical resource package that could be used as a personal or professional development tool on the topic of mental health and wellbeing. A conceptual framework called the Human Curriculum will guide students through relevant perspectives, research, and curiosities around the topic of mental health and wellbeing.
Prerequisite(s): Permission of the College of Education Graduate Chair or Associate Dean Research.
Restriction(s): Course open to students in the College of Education.
ERES 844.3: Narrative Inquiry Methodology
Explores narrative inquiry as a qualitative methodology for understanding experience in diverse research settings. Students will develop an understanding of narrative inquiry as both a method and phenomenon for generating field texts and research texts. Attention to ethics will be an integral aspect of the course.
Weekly hours:
3 Seminar/Discussion hours
Restriction(s): Admission to the College of Graduate and Postdoctoral Studies.
Note: Students with credit for ECUR 844 will not receive credit for this course.
ERES 845.3: Qualitative Research Methods
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.
ERES 876.3: Research Lenses Epistemologies and Ontologies in Higher Education
This course delves into the theoretical foundations of research, exploring different epistemological and ontological perspectives within the context of higher education. Students engage with critical literature, examine research paradigms, and develop a nuanced understanding of how these lenses shape scholarly inquiry. Topics include positivism, constructivism, critical theory, pragmatism, and Indigenous ways of knowing.
Prerequisite(s): ERES 800.
Restriction(s): Course open to PhD students in the College of Education. Thesis-based masters students may request special permission.
ERES 898.3: Special Topics
Offered occasionally in special situations. Students interested in these courses should contact the department for more information.
ERES 899.6: Special Topics
Offered occasionally in special situations. Students interested in these courses should contact the department for more information.
ERES 990.0: Seminar in Doctoral Education Research and Practice
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.
ERES 996.0: Research – Dissertation
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.