Concordia University

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Educational Studies MA

Admission Requirements

For entry into the program, a first degree with a minimum GPA of 3.00 (B average) is required with an appropriate concentration in a field of study relevant to Educational Studies. The applicant should also have a minimum of two years professional activity in education or an undergraduate record which includes at least three courses in education, each with a grade of B or better. Qualified applicants who fail to meet the criteria outlined may be required to take up to 12 undergraduate credits in addition to the regular graduate program, or, as appropriate, a qualifying program. (See section on Qualifying Students).

Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the Graduate Admission page for further information on the Language Proficiency requirements and exemptions.

Requirements for the Degree

  1. Credits. A fully-qualified candidate must complete a minimum of 45 credits.

  2. Courses. These vary according to the thesis and non-thesis options (see below).

    The degree requirements (45 credits) can be met by the successful completion either of course work and a thesis in an approved area, or of more extended course work and These vary according to the thesis and non-thesis options. The degree requirements (45 credits) can be met by the successful completion either of course work and a thesis in an approved area, or of more extended course work and ESTU 692 Directed Study (with Extended Essay or Research Project). The choice of a thesis or non-thesis option will normally be determined at an early stage in the student's program. A tentative detailed outline of the proposed research topic must be submitted with the application for admission to the program. A student who completes a thesis or a directed study will normally be required to defend it in an oral examination. Proposed research topics in both options must be approved by the graduate Educational Studies Committee. The choice of a thesis or non-thesis option will normally be determined at an early stage in the student's program. A tentative detailed outline of the proposed research topic must be submitted with the application for admission to the program. A student who completes a thesis or a directed study will normally be required to defend it in an oral examination. Proposed research topics in both options must be approved by the graduate Educational Studies Committee.
     

Academic Regulations

  1. Academic Standing. Please refer to the Academic Standing section of the Calendar for a detailed review of the Academic Regulations.

  2. Residence. The minimum residence requirement is one year (3 terms) of full-time study, or the equivalent in part-time study.

  3. Time Limit. Please refer to the Academic Regulation page for further details regarding the Time Limit requirements.
     
  4. Graduation Requirement. In order to graduate, students must have a cumulative GPA of at least 3.00.
     

Master of/Magisteriate in Arts without Thesis (Option A)

Students will take eleven 3-credit courses plus ESTU 692: Directed Study (with Extended Essay or Research Project) (12 credits). In consultation with their academic advisor, students must normally take at least four core courses (see below).

Master of/Magisteriate in Arts with Thesis (Option B)

Students will take eight 3-credit courses plus ESTU 690: Thesis and Tutorial (21 credits). In consultation with their academic advisor, students must normally take at least two core courses (see below).

Concentration in Adult Education. In either Option A or Option B, students may complete a concentration in Adult Education. As part of the required core courses of both options, students must take ESTU 670 (3 credits) and three 3-credit courses chosen from adult education topic courses (i.e. ESTU 671-677 below).

Courses

Courses listed indicate the full range of offerings. They are offered subject to the availability of faculty, and (with the exception of a minimum of six core courses) not all in a given year. All are 3-credit (one-term) courses unless otherwise indicated.

Core Courses

Specific topic areas of study include: Issues of Difference: Gender, Class and Race; politics and education; class, culture and education; educational problems in historical and philosophical perspectives; minority status and learning; literacy; inter-cultural and cross-cultural education; school and society; curriculum, popular culture and education; and comparative and intercultural education. Courses listed indicate the full range of offerings. They are offered subject to the availability of faculty and (with the exception of a minimum of six core courses) not all in a given year. All are 3-credit (one term) courses unless otherwise indicated.

ESTU 601 Philosophical Issues in Educational Research
There are a number of important philosophical questions that lie behind the everyday practice of education research. The questions include: What does it mean to say that research in education is “scientific”? Is science (and, by extension, educational research) really value neutral and objective? What kinds of education research should count as legitimate? In the first part of the course, various definitions of science, for example, those of Karl Popper and Thomas Kuhn, and some influential critiques of the scientific enterprise are examined. In the second part of the course, some of the ongoing debates about appropriate research methods in education are analyzed.
Note: Students who have received credit for ADIP 501 or ETEC 507 or ETEC 607 may not take this course for credit.

ESTU 611 Philosophical Perspectives in Education
This course is a forum for common inquiry and reflection upon issues that have deep significance for our lives as human beings, students, and educators. Some emphasis is placed on gaining an understanding of historically significant philosophical positions and their application to problems of teaching and education. However, the primary focus is on cultivating a desire and commitment to engage in philosophical thinking as it applies to matters of concern to teachers and teaching. The course is premised on a number of questions. These include but are not limited to: What is education? How do we understand education in its moral, ethical and spiritual dimensions? What role does education play (or have the potential of playing) in personal and social transformation? What is effective teaching and how can we cultivate the courage to teach effectively?

ESTU 612 Historical Perspectives in Education
This course acquaints students with a broad historical approach to a variety of significant educational issues. The emphasis will be placed on the examination of a number of critical components of modern educational thought and practice (comprising e.g., alternative schools of educational thought, politics and education, the changing curriculum, or the organization of schooling) as seen and presented in historical perspective.

ESTU 613 Anthropological Concepts and Methods in Education
The course introduces the students to qualitative methods in educational research. The first purpose is to review studies of education which utilize anthropological concepts and/or methods. The second purpose is to examine the three principal foci of qualitative research in the area: a. schools and their relations with the socio-cultural milieu in which they exist; b. the description and analysis of classroom processes; c. the study of individual pupils and educators. The third purpose is to assess the strengths and weaknesses of studies focusing on these areas. This includes describing and discussing some of the systematic methodological biases apparent in the literature and suggesting directions for future research.

ESTU 614 Social Psychological Foundations of Education
The course provides a basic understanding of the ways in which psychologists examine and analyze human behaviour, collect and interpret data, develop theories and form generalizations. It is not intended as a general survey course in the area of educational psychology. Several topics in an area will be studied in order to exemplify the methods and techniques employed in the psychological analysis of behaviour in educational settings.

ESTU 615 Introduction to Research in Education
By providing an overview of the commonly used research methods in education today, students gain the knowledge required to critique research that is reported in the education and social science literature. Topics include the nature of educational research, the different qualitative and quantitative research approaches, types of data collection, and knowledge of research ethics. Students gain experience in developing a research statement and writing a research proposal.

ESTU 635 Studies in Educational Change
This course is concerned with the investigation and comparison of problems of education in the context of time and society. Concentrating on concrete “case studies” chosen from the 19th century and the contemporary period, it focuses on the principles on which systems of education are constructed, and their change or retention, in the broad socio-economic and ideological context.

ESTU 644 School and Society
This course is concerned with the family, the educational system, the economy and the polity, and with the relations between them. The main concern is with social institutions and the socialization process with which they are involved. Particular emphasis will be placed on the social class differentials in the conditions of socialization and educational opportunity, and on social class differentials in educational achievement.

ESTU 670 Adult Education as a Field of Study
This course is designed as a survey at an advanced level, of the theory and practice of adult education through an examination of the existing literature. Emphasis will be placed on helping the student gain knowledge, understanding, and a critical perspective of the following: aims; history and philosophy; needs and characteristics of adult learners; functions and skills of adult education practitioners; settings, agencies and program areas; and planning and evaluation in adult education. A Canadian and Quebec perspective will be emphasized.

Topic Courses

ESTU 602 Educational Theory
ESTU 603 The Philosophy of the Curriculum
ESTU 604 Philosophy of Education
ESTU 606 Study of a Philosopher of Education

ESTU 608 Selected Area of Education
ESTU 620 History of Canadian Education
ESTU 631 Anthropology and Education I

ESTU 632 Anthropology and Education II
ESTU 633 History of Educational Ideas
ESTU 640 Sociology of Education
ESTU 641 Topics in Sociology of Education II
ESTU 642 Selected Topics in Educational Problems
ESTU 643 The Education of Immigrants and Minorities
ESTU 645 Curriculum Theory
ESTU 648 Politics and Education
ESTU 650 Social Psychology of Education
ESTU 653 Psychology of Education
ESTU 671 Adults as Learners
ESTU 672 Facilitating Adult Learning
ESTU 673 Administration of Adult Education Programs
ESTU 674 Evaluating Adult Learning Projects
ESTU 675 Concepts and Values in Adult Education
ESTU 676/ADIP 597 Adult Education I - Selected Topics
ESTU 677/ADIP 598 Adult Education II - Selected Topics

General Courses (All Options)

ESTU 680 Reading Course
ESTU 681 Reading Course
ESTU 682 Reading Course

Thesis and Directed Study

ESTU 690 Thesis and Tutorial (21 credits)
ESTU 692 Directed Study (with Extended Essay or Research Project)
(12 credits)

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