Curriculum Teaching and Learning, M.Ed.
Curriculum, Teaching and Learning
Head/Graduate Chair: Lilian Pozzer
Campus Address/General Office: 227B Education Building
Telephone: 204-474-9004
Fax: 204-474-7551
Email Address: GradPrograms.Education@umanitoba.ca
Website: umanitoba.ca/education/
Academic Staff: Please see the Education website for academic staff listing.
Curriculum, Teaching and Learning Program Information
The Department of Curriculum, Teaching and Learning offers the Master of Education program with concentrations in: ACE | Arts, Community and Education; Critical Perspectives in Curriculum, Teaching and Pedagogy; Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching and Learning; Language and Literacy; Second Language Education; Studies in Contemplative, Holistic, and Integrative Education; and Studies in Mathematics Education and Science Education.
Please note that earning a Master of Education degree does not certify one to teach in the province of Manitoba.
Admission Information
Admission to the Faculty of Graduate Studies
Application and Admission Procedures are found in the Academic Guide.
Admission requirements for Master’s students are found in the Master’s Degrees General Regulations section of the Guide.
Curriculum, Teaching and Learning Admission Requirements
Applicants must possess:
- For the concentrations Critical Perspectives in Curriculum, Teaching and Pedagogy; Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching and Learning; and Language and Literacy: a four-year Bachelor of Education degree, or a two-year After-Degree Bachelor of Education, or a three-year undergraduate degree which includes teacher training, plus a Post-Baccalaureate Diploma in Education (PBDE) with a minimum of at least 18 credit hours at the 5000 level.
For the concentrations ACE | Arts, Community and Education; Second Language Education; Studies in Contemplative, Holistic, and Integrative Education; and Studies in Mathematics Education and Science Education: an acceptable four-year equivalent undergraduate degree from an academic institution recognized by the Faculty of Graduate Studies, or a three-year undergraduate degree, plus a PBDE which includes at least 18 credit hours at the 5000 level. - A grade point average of 3.0 or better in the last 60 credit hours of university coursework.
- Normally two years of relevant work experience.
- Appropriate academic and/or professional background for the program area and concentration.
- Applicants may be required to take additional courses within their programs to enhance relevant professional and/or academic experience.
Individuals who graduate from the Certificate in Adult and Continuing Education (CACE) from the University of Manitoba must complete the following courses:
| Course | Title | Hours |
|---|---|---|
| EDUA 1560 | Adult Learning and Development | 3 |
| EDUA 1570 | Foundations of Adult Education | 3 |
| EDUA 1580 | Program Planning in Adult Education | 3 |
| EDUA 1590 | Facilitating Adult Education | 3 |
| An additional 100 hours of elective credit through courses, seminars, and workshops | 100 | |
The Faculty of Graduate Studies recognizes a complete CACE program as 15 credit hours towards the admission requirements for the M.Ed.; that is, giving 12 credit hours for the four core courses completed with a grade of ‘B’ or better and 3 credit hours (non assessable) for the 100 hours of elective study.
Individuals with a three-year undergraduate degree and the four CACE courses listed above must complete an additional 12 credit hours of senior level courses (i.e., 5000 level PBDE courses, 1000 or 2000 level B.Ed. courses, or courses at the 3000 level or above in other faculties) to have the 24 credit hours that are the minimal requirements for satisfying the “honours degree or equivalent” admission requirement. Those with the completed CACE would require an additional 9 credit hours of senior level courses.
Admission to the M.Ed. program is competitive. A number of factors are taken into account in arriving at an admission decision:
- the capacity of the department to provide the program of study requested by the applicant;
- the applicant's previous academic background and achievement;
- the referees' assessment of the applicant;
- the capacity of the department to provide the applicant with an advisor in the program area; and
- the applicant's Statement in Support of their application, including relevant professional experience.
Transfer of Credit
The granting of advanced credit is subject to the regulations of the Faculty of Graduate Studies and subject to approval of the program advisor and department head.
Application Information
Students should complete and submit their online application with supporting documentation by the date indicated on the Curriculum, Teaching and Learning M.Ed. program of study page.
Please note that International applications will be reviewed with the Canadian applications in February and March. All candidates who have applied by the January deadline will be notified of the decision regarding their admission by early April.
Degree Requirements
The M.Ed. in Curriculum, Teaching and Learning has a thesis-based route and a course-based route with an oral defense. The M.Ed. course-based route at the University of Manitoba is typically a terminal degree. That is, it is insufficient, in number and of itself, as evidence of research capacity for admission into the Ph.D. in Education program at the University of Manitoba.
The following program requirements apply to all concentrations in the Department of Curriculum, Teaching and Learning. Specific concentration requirements are listed under each concentration below.
Not all courses are offered every year. Although many courses are offered yearly, most courses are offered in the evening and those wishing to study full-time should consult with the department head.
Expected Time to Graduate: full-time: 2 - 3 years; part-time: 4 - 5 years.
Program by Coursework and Thesis
A minimum of 18 credit hours of coursework. At least 12 credit hours must be at the 7000 level or equivalent. The remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education, and/or at the 3000 level or above in other faculties.
EDUA 7830 or its equivalent, is a requirement of all M.Ed. programs in the Faculty of Education. In addition, thesis students must take 3 credit hours of research methods at the 7000 level in Education. In special circumstances research courses at the 3000 level or above in other faculties may be approved as an appropriate alternative to this requirement.
Program by Coursework and Comprehensive Option (either Examination or Project) (Course-based)
A minimum of 30 credit hours of coursework. At least 18 credit hours must be at the 7000 level. The remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education, and/or at the 3000 level or above in other faculties.
EDUA 7830 or its equivalent, is a requirement of all M.Ed. programs in the Faculty of Education.
In addition, all students must complete 9 credit hours of core courses and 18 credit hours of concentration.
Course-based route students have the option of including a capstone course (EDUB 7540) as part of their 30 credit hours of required coursework. Normally, the capstone course is taken by students as preparation for the culminating activity. Students taking this course can expect to complete significant work towards fulfilling the comprehensive examination requirement.
- ACE ǀ Arts, Community and Education Concentration
- Critical Perspectives in Curriculum, Teaching and Pedagogy Concentration
- Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching and Learning Concentration
- Language and Literacy Concentration
- Second Language Education Concentration
- Studies in Contemplative, Holistic, and Integrative Education Concentration
- Studies in Mathematics Education and Science Education Concentration (Studies in MESE)
ACE ǀ Arts, Community and Education Concentration
The Master of Education in Arts, Community, and Education follows a social and environmental justice agenda, where students will explore contemporary theories and practices in arts education, such as critical and aesthetic philosophies, arts-based research, community arts and the role of cultural institutions in shaping society. Students will consider art education as a social, cultural and historical process as individual and community transformation, whether the student chooses to work in formal or informal art education settings.
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 6 credit hours: | 6 |
| Contemporary Perspectives and Practices in Arts Education | ||
| The Arts in Education | ||
| EDUA/B XXXX | Concentration Courses 1 | 6 |
| EDUA 7830 | Engaging with Research in Education 2 | 3 |
| EDUA/B XXXX | Research Methods Course 3 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
A total of 6 credit hours of coursework at the 7000 level deemed to be relevant to the concentration as determined and approved by the advisor and the department head.
- 2
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 3
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 6 credit hours: | 6 |
| Contemporary Perspectives and Practices in Arts Education | ||
| The Arts in Education | ||
| EDUA/B XXXX | Concentration Courses 1 | 21 |
| EDUA 7830 | Engaging with Research in Education 2 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
A total of 21 credit hours of coursework at the 5000 or 7000 level deemed to be relevant to the concentration as approved by the advisor and the department head.
- 2
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Critical Perspectives in Curriculum, Teaching and Pedagogy Concentration
Critical Perspectives in Curriculum, Teaching and Pedagogy focuses on these core questions: What is the purpose of education? What do we mean by curriculum, teaching and pedagogy and who decides? Moreover, we consider how ideological and political discourses influence our understandings of curriculum, teaching and pedagogy. Understandings of curriculum expand beyond provincial curriculum documents and instructional resources, to include the ways in which curriculum is imagined, intellectualized, and enacted. This concentration will explore scholarship and research in curriculum theory, curriculum and pedagogical discourses, teaching and pedagogy, teacher identity, teacher education, and educational leadership. While grounded in curriculum theory, students can explore specific disciplines (e.g. social studies) and contexts (e.g. teachers, administrators, and specialists).
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 6 credit hours: | 6 |
| Contemporary Approaches to Curriculum Theorizing | ||
| Curriculum: Historical Perspectives and Contemporary Implications | ||
| EDUA/B XXXX | Concentration Courses 1 | 6 |
| EDUA/B XXXX | Elective Courses 2 | |
| EDUA 7830 | Engaging with Research in Education 3 | 3 |
| EDUA/B XXXX | Research Methods Course 4 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
A total of 6 credit hours of coursework at the 7000 level deemed to be relevant to the concentration as determined and approved by the advisor and the department head.
- 2
In addition, up to 6 more credit hours of coursework may be selected from any Faculty of Education courses at the 5000 or 7000 level.
- 3
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 4
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 6 credit hours: | 6 |
| Contemporary Approaches to Curriculum Theorizing | ||
| Curriculum: Historical Perspectives and Contemporary Implications | ||
| EDUA/B XXXX | Concentration Courses 1 | 6 |
| EDUA/B XXXX | Elective Courses 2 | 15 |
| EDUA 7830 | Engaging with Research in Education 3 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
At least 6 credit hours of coursework at the 7000 level deemed to be relevant to the concentration as determined and approved by the advisor and the department head.
- 2
Fifteen (15) credit hours of coursework at the 5000 level or above from the Faculty of Education. Three (3) of these credit hours may be from other faculties at the 5000 level or above.
- 3
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching and Learning Concentration
Students in this concentration will study Indigenous (First Nations, Métis, and Inuit) ways of knowing and knowledge across curricular areas/disciplines. This concentration will offer students opportunities to explore Indigenous (First Nations, Métis, and Inuit) education as a field of study and practice, including decolonizing curriculum theory, curricula, and methodologies.
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 6 credit hours: | 6 |
| Critical Examination of Reconciliation in and through Education | ||
| First Nations, Metis, and Inuit Ways of Knowing in/for Curriculum, Teaching and Learning | ||
| EDUA/B XXXX | Concentration Courses 1 | 6 |
| EDUA 7830 | Engaging with Research in Education 2 | 3 |
| EDUA/B XXXX | Research Methods Course 3 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
Six credit hours selected from:
• EDUB 7910 Seminar in Indigenous (First Nations/Métis/Inuit) Education (3)
• EDUB 7950 Indigenous Storytelling, Narrative and Storywork as Pedagogy (3)
• Any 7000-level course offered in the Department of Curriculum, Teaching and Learning deemed to be relevant to the concentration as determined and approved by the advisor and the department head.
- 2
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 3
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 9 credit hours: | 9 |
| Critical Examination of Reconciliation in and through Education | ||
| First Nations, Metis, and Inuit Ways of Knowing in/for Curriculum, Teaching and Learning | ||
Any 7000 level 3 credit-hour course deemed to be relevant to the concentration and approved by both the advisor and the department head. |
||
| EDUA/B XXXX | Concentration Courses 1 | 18 |
| EDUA/B XXXX | Research Methods Course 2 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
A total of 18 credit hours of elective coursework from:
- EDUB 7910 Seminar in Indigenous (First Nations/Métis/Inuit) Education (3)
- EDUB 7950 Indigenous Storytelling, Narrative and Storywork as Pedagogy (3)
- 6 credit hours of 7000 level courses offered in the Department of Curriculum, Teaching and Learning
- 6 credit hours of 5000 or 7000 level courses offered in the Faculty of Education
- 2
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Language and Literacy Concentration
The Master of Education in Language and Literacy program is a broad specialty encompassing pre-school to post-secondary levels. The purpose of the program is to develop a theoretical background and promote skills that will enable students to conduct independent research. Language investigation may also include social, political and cultural issues.
Literacy educators are also interested in early language development, reading diagnosis and remediation, and the use of language to learn at all levels and in all content areas. Programs can be designed so that graduates can qualify for certification as Reading Clinicians.
Program Requirements are those listed above. Specific course requirements are as follows:
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Twelve (12) credit hours of concentration courses in Language and Literacy (at the 7000 level) in consultation with the advisor. These courses are normally selected from: | 12 |
| Seminar and Practicum in Clinical Diagnosis and Remediation | ||
| Classical Research in Reading | ||
| Seminar in Reading Processes | ||
| Language and Literacy Curriculum Inquiry in the Early Years | ||
| Research in Language and Literacy Development | ||
| Curricular Issues in English Language Arts Education | ||
| Becoming Writers: Power, Place and Pedagogy in Teaching Writing | ||
| Topics in Curriculum, Teaching, and Learning | ||
| Seminar in Reading and Response to Literature | ||
| Language Teacher as Researcher | ||
| Research in Written Composition | ||
| Research in Language for Learning | ||
| Curriculum Research in Early Years: Young Children and Social Semiotics | ||
| Curriculum Development and Implementation in Language and Literacy | ||
| or other 7000-level courses in Language and Literacy in consultation with the advisor and the department head. | ||
| EDUA 7830 | Engaging with Research in Education 1 | 3 |
| EDUA/B XXXX | Research Methods Course 2 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 2
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Fifteen (15) credit hours of concentration courses in Language and Literacy in consultation with the advisor (12 of which must be at the 7000 level). These courses are normally selected from: | 15 |
| Seminar and Practicum in Clinical Diagnosis and Remediation | ||
| Classical Research in Reading | ||
| Seminar in Reading Processes | ||
| Language and Literacy Curriculum Inquiry in the Early Years | ||
| Research in Language and Literacy Development | ||
| Curricular Issues in English Language Arts Education | ||
| Becoming Writers: Power, Place and Pedagogy in Teaching Writing | ||
| Topics in Curriculum, Teaching, and Learning | ||
| Seminar in Reading and Response to Literature | ||
| Language Teacher as Researcher | ||
| Research in Written Composition | ||
| Research in Language for Learning | ||
| Curriculum Research in Early Years: Young Children and Social Semiotics | ||
| Curriculum Development and Implementation in Language and Literacy | ||
| or other courses in Language and Literacy approved by the advisor and the department head. | ||
| In addition, 12 credit hours of selected electives in consultation with the advisor. | 12 | |
| EDUA 7830 | Engaging with Research in Education 1 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7010 | Comprehensive Examination | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Second Language Education Concentration
The Master of Education in Second Language Education (SLE) concentration addresses research, language learning, and pedagogical issues in teaching English as a second language and teaching English as a foreign language, in pre-Kindergarten to Grade 12 through adult teaching contexts. The MEd in SLE also offers students the opportunity to explore the theoretical foundations of curriculum in education in a cohort of approximately 30 graduate students. Our students have taught in a wide variety of international, national, and local contexts, and the MEd in SLE program is designed to provide challenging and stimulating frames of reference for SLE practice.
With the support of a program advisor (faculty member), graduate students in SLE will plan and complete a program of coursework in SLE, research methodologies, and curriculum, capped by a thesis or comprehensive examination option. The thesis or comprehensive option is intended to address the unique goals and interests of each graduate student.
Program Requirements are those listed above. Specific course requirements are as follows:
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses | 12 |
| Seminar in E.S.L. Theory and Practice | ||
| Critical Applied Linguistics in a Global Context | ||
| Research Issues and Application in TESL (Teaching English as a Second Language) | ||
| Social, Cultural, and Political Theories in Second Language Acquisition | ||
In addition, up to 6 more credit hours of coursework may be selected from any Faculty of Education 5000 or 7000 level courses (except EDUB 5580). Advisors may decide that EDUB 5580 is a necessary component for the programs of students who have minimal second/foreign language teaching experience or for other reasons. This course will be added to a student’s program as an auxiliary course above and beyond the minimum 18 credit hours. |
||
| EDUA 7830 | Engaging with Research in Education 1 | 3 |
| EDUA/B XXXX | Research Methods Course 2 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 2
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses | 12 |
| Seminar in E.S.L. Theory and Practice | ||
| Critical Applied Linguistics in a Global Context | ||
| Research Issues and Application in TESL (Teaching English as a Second Language) | ||
| Social, Cultural, and Political Theories in Second Language Acquisition | ||
| EDUA/B XXXX | Concentration Courses (see below) | 15 |
| EDUA 7830 | Engaging with Research in Education 1 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7010 | Comprehensive Examination | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Concentration Courses
In consultation with the advisor, 15 credit hours of coursework with a minimum of 9 credit hours at the 7000 level from the following course list, or other courses approved by the advisor and the department head (except EDUB 5580). Advisors may decide that EDUB 5580 is a necessary component for the programs of students who have minimal second/foreign language teaching experience or for other reasons. This course will be added to a student’s program as an auxiliary course above and beyond the minimum 30 credit hours.
| Course | Title | Hours |
|---|---|---|
| EDUA 7270 | Seminar in Cross-Cultural Education 1 | 3 |
| EDUA 7280 | Seminar in Cross-Cultural Education 2 | 3 |
| EDUA 7420 | Program Planning in Adult Education | 3 |
| EDUB 5510 | ESL Materials Development and Practicum | 3 |
| EDUB 7070 | Classical Research in Reading | 3 |
| EDUB 7180 | Research in Written Composition | 3 |
| EDUB 7214 | Proseminar in Second Language Education | 3 |
| EDUB 7330 | Inquiry in Curriculum and Instruction | 3 |
| EDUB 7420 | Study of Teaching | 3 |
| EDUB 7540 | Final Seminar in Curriculum, Teaching and Learning | 3 |
| EDUB 7550 | Curriculum: Historical Perspectives and Contemporary Implications | 3 |
| EDUB 7560 | Theory and Practice of Curriculum Design and Development | 3 |
Studies in Contemplative, Holistic, and Integrative Education Concentration
Contemplative, Holistic, and Integrative Education takes its starting point in a view of humans that considers and integrates all aspects of what it means to be human, including but not limited to the physical, emotional, cognitive, social, ecological, ethical, creative, spiritual, and contemplative aspects. Contemplative, Holistic, and Integrative Education is about educating for a flourishing life. To this end, first, contemplative, Holistic, and Integrative Education draws on the wisdoms of different cultural traditions, multidisciplinary perspectives, and integrative practices from different times and places to educate for living in current times; and, second, Contemplative, Holistic, and Integrative Education integrates studies of the whole person, curriculum, teaching, and learning by collaboratively exploring holistic, experiential, and transformative educational approaches for a flourishing life in a flourishing society.
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 12 credit hours selected from the following: | 12 |
| Contemplative, Holistic, and Integrative Education: The Self | ||
| Contemplative, Holistic, and Integrative Education: The Social, Cultural, and Ecological | ||
| Approaches to Contemplative, Holistic, and Integrative Curriculum and Pedagogy | ||
| Being an Educator in Contemplative, Holistic, and Integrative Education | ||
| Recent Topics in Research in Contemplative, Holistic, and Integrative Education | ||
| EDUA 7830 | Engaging with Research in Education 1 | 3 |
| EDUA/B XXXX | Research Methods Course 2 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 2
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Courses - 12 credit hours from the following: | 12 |
| Contemplative, Holistic, and Integrative Education: The Self | ||
| Contemplative, Holistic, and Integrative Education: The Social, Cultural, and Ecological | ||
| Approaches to Contemplative, Holistic, and Integrative Curriculum and Pedagogy | ||
| Being an Educator in Contemplative, Holistic, and Integrative Education | ||
| Recent Topics in Research in Contemplative, Holistic, and Integrative Education | ||
| EDUA/B XXXX | Concentration Courses 1 | 6 |
| EDUA/B XXXX | Elective Courses 2 | 9 |
| EDUA 7830 | Engaging with Research in Education 3 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
In consultation with the advisor, 6 credit hours of coursework selected from:
- EDUB 7740 Recent Topics in Research in Contemplative, Holistic, and Integrative Education (3)
- EDUB 7750 Seminar in Studies in Contemplative, Holistic, and Integrative Education (3)
- Any 7000-level course deemed relevant to the concentration as determined and approved by the advisor and the department head.
- 2
In consultation with the advisor, 9 credit hours of elective coursework selected from 5000 and 7000 level courses offered in the Faculty of Education.
- 3
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Studies in Mathematics Education and Science Education Concentration (Studies in MESE)
Students will explore theories, research, policies and practices in mathematics education and science education as well as various intersections between the two disciplines. Mathematics education and/or science education will be examined in K-12 and post-secondary settings as well as in settings beyond schools. Throughout the program, students will consider the social, cultural, ethical, human rights and sustainability dimensions of mathematics education and/or science education.
Thesis Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Course - 3 credit hours: | 3 |
| Recent Advances in Mathematics Education and Science Education | ||
| EDUA/B XXXX | Concentration Courses 1 | 6 |
| EDUA/B XXXX | Elective Courses 2 | 3 |
| EDUA 7830 | Engaging with Research in Education 3 | 3 |
| EDUA/B XXXX | Research Methods Course 4 | 3 |
| Hours | 18 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 18 | |
- 1
One 3-credit-hour course at the 7000 level and one 3-credit-hour course at the 5000 level or above. Both courses must be deemed relevant to the concentration as determined and be approved by the advisor and the department head.
- 2
Three (3) credit hours of coursework at 5000 level or above from the Faculty of Education. In addition, up to 6 more credit hours of coursework may be selected at the 5000 level or above from the Faculty of Education.
- 3
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
- 4
A 7000 level, 3-credit hour research methods course in the Faculty of Education or 3000 level or above in other faculties.
Course Based
| Years 1-3 | Hours | |
|---|---|---|
| GRAD 7300 | Research Integrity Tutorial | 0 |
| GRAD 7500 | Academic Integrity Tutorial | 0 |
| EDUB 7XXX | Core Course - 3 credit hours: | 3 |
| Recent Advances in Mathematics Education and Science Education | ||
| EDUA/B XXXX | Concentration Courses 1 | 12 |
| EDUA/B XXXX | Elective Courses 2 | 12 |
| EDUA 7830 | Engaging with Research in Education 3 | 3 |
| Hours | 30 | |
| Years 2-5 | ||
| GRAD 7000 | Master's Thesis | 0 |
| Hours | 0 | |
| Total Hours | 30 | |
- 1
A total of 12 credit hours of coursework of which 6 credit hours must at the 7000 level and 6 credit hours must be at the 5000 level or above. All courses must be approved by the advisor and the department head.
- 2
Twelve (12) credit hours of coursework as electives. Six (6) credit hours must be from courses offered in the Department of Curriculum, Teaching and Learning of which 3 credit hours are at 7000 level and 3 credit hours at the 5000 level or above. In addition, 3 credit hours must be from the courses offered in the Faculty of Education at the 7000 level and 3 credit hours from courses offered in the Faculty of Education (5000 level or above) or another faculty (3000 level or above).
- 3
EDUA 7830 or its equivalent, is a pre-requisite to all EDUA and EDUB research methods courses.
Registration Information
Students should familiarize themselves with the Faculty of Graduate Studies ‘GRAD’ courses applicable to their program. If you have questions about which GRAD course(s) to register in, please consult your home department/unit.
Registration Times and Status
Students are able to view their registration times on Aurora Student select Enrolment & Academic Records, select Registration, and then Registration Times and Status to view registration dates and times for a given term.
Students must ensure that courses to be taken have been approved and entered on their program approval form. If not approved, students should meet with their program advisor to select and approve the courses to be taken.
Continuing Courses (CO’s)
The deadline for completion is normally not later than one year from the end of the term in which the course was originally registered. If the course is not completed by August 31, students must re-register for the course(s) for the next term in order to finish the course and to receive a grade.
Occasional Students
Prior to registration, students must obtain written permission from the department head for 7000 level Education courses. This permission must be submitted to the Office of Graduate and Professional Programs, and Research prior to attempting to register.
Registration for Student Initiated Courses
Prior to registration for student initiated courses, students must have the Student Initiated Form approved by their instructor and the department head and submitted to the Office of Graduate and Professional Programs, and Research. Upon receipt of the form, a Faculty of Education staff will schedule the course and contact the student with further instructions.
Registering for Courses Offered in Other Faculties
Education graduate students wanting to register for graduate courses outside the Faculty of Education are encouraged to contact the department concerned for registration procedures. In some cases, written approval may be required from the instructor and department head of the course requested. The written approval must be presented to the Office of Graduate and Professional Programs, and Research prior to attempting to register.
Students Registered in Other Faculties or Schools
Students registered in other faculties or schools wishing to register for an Education course may do so after a certain date. For details, see the Class Schedule schedule link on Aurora for a given term and given course.
Visiting Students
Students who are working on a graduate program at another institution and wish to register for a graduate course at the University of Manitoba with the express purpose of having credit transferred to their home university must apply for admission to the Faculty of Graduate Studies by the published application deadline dates. Also, a letter of permission from their home university must be submitted to the Office of Graduate and Professional Programs, and Research, Faculty of Education prior to registration.
Regulations
Students must meet the requirements as outlined in both Supplementary Regulation and BFAR documents as approved by Senate.
Supplementary Regulations
Individual units may require specific requirements above and beyond those of the Faculty of Graduate Studies, and students should consult unit supplementary regulations for these specific regulations.
Bona Fide Academic Requirements (BFAR)
Bona Fide Academic Requirements (BFAR) represent the core academic requirements a graduate student must acquire in order to gain, and demonstrate acquisition of, essential knowledge and skills.
All students must successfully complete:
- GRAD 7300 prior to applying to any ethics boards which are appropriate to the student’s research or within the student’s first year, whichever comes first; and
- GRAD 7500 within the first term of registration;
unless these courses have been completed previously, as per Mandatory Academic Integrity Course and Mandatory Research Integrity Online Course.
Students must also meet additional BFAR requirements that may be specified for their program.
General Regulations
All students must:
- maintain a minimum degree grade point average of 3.0 with no grade below C+,
- meet the minimum and not exceed the maximum course requirements, and
- meet the minimum and not exceed the maximum time requirements (in terms of time in program and lapse or expiration of credit of courses).
Courses
Education Curriculum, Teaching, and Learning
A study of current and emerging perspectives and practices in arts education with an emphasis on recent theory and research as it relates to arts teaching and learning for social justice
An exploration of curriculum leadership as a socially responsible problem-solving process and the role of community art in advancing democratic and holistic values in a variety of educational environments. Students will reflect upon related historic and contemporary curriculum movements, how these inform social change, and the implications for leadership that promotes democracy and social justice.
An examination of the major historical, philosophical, psychological and socio-cultural foundations of art education. The study of major developments in each of these areas will form a basis for understanding current theory and practice.
The study of the methodology, content and problems of art education research, curriculum development and practice. Students will explore research methodology and curriculum design through individualized projects related to classroom practice.
An examination of the role of the arts in general education. Emphasis will be placed on knowledge of the role of perception, aesthetic valuing and cognition in arts education, and application of this understanding and knowledge to educational practice.
A critical examination of the literature and current research in educational drama. Consideration will be given to the philosophy, theory, and practice of drama in the classroom, and the evaluation of programs.
A critical examination of the literature and current research in educational theatre. Consideration will be given to the philosophy, theory, and practice of theatre in the school setting, and to the evaluation of programs.
A thorough study of the etiology, diagnosis, and treatment of complex reading disabilities; practical experience under supervision in diagnosing reading problems and in prescribing, treating, interpreting, and reporting findings.
PR/CR: A minimum grade of C is required unless otherwise indicated.
Prerequisite: EDUB 5400 (C+).
A critical review, analysis, and synthesis of classical research studies in the psychology, psycholinguistics, sociology, and pedagogy of reading. Students may not hold credit for EDUB 7071.
Equiv To: EDUB 7071
A critical examination of theories and models of reading; a thorough study of the reading processes in relation to language, vision, hearing, neurological development, cognition and motivation.
A study of language and literacy curriculum in the early years of schooling. Participants will identify and examine issues and problems arising out of theory, research, and curriculum practices in early years classrooms. Participants will have the opportunity to develop and pursue a curriculum project in accordance with their professional research interests.
An exploration of language and literacy development issues of professional interest to teachers. Participants will critically analyze language/literacy development theories, published research, and classroom observations. Opportunities will be created for participants to conduct their own language/literacy development inquiry in an educational setting. May not be held with EDUB 7111.
Equiv To: EDUB 7111
This course will address a number of problematic issues in the development and implementation of school-based instruction in English language arts through critically considering the relationship of current theory, research and pedagogy.
This course invites participants to engage in becoming stronger writers and more effective teachers, advocates, and researchers of writing. The course is designed with the premise that to become better teachers of writing (at any level), teachers must become writers themselves. This is an intensive and experiential course that affords opportunities to write; participate in writing groups; delve into professional literature in writing craft, research, theory and pedagogy; interact with guest speakers; explore thematic and social justice inquiries in writing, and design and lead a teaching demonstration. The course is open to all, regardless of prior writing experience. May not be held with EDUB 7142 or the former EDUB 7340 when titled "Writing Workshop: Writing for/as Human Rights" or the former EDUB 7350 when titled "Curriculum Development: Writing for/as Human Rights".
Mutually Exclusive: EDUB 7142, EDUB 7340, EDUB 7350
An advanced study of practices, ideas, and theories in curriculum, teaching and/or learning. The specific topics will vary to reflect changing priorities, trends, and interests in the field of curriculum studies. Students can earn multiple credits for this course only when the topic subtitle is different.
This course is designed to familiarize students with the historical and philosophical trends in reading and response to literature; it will survey major developmental reading and literary response trends, examine the epistemological assumptions associated with those developments and explore the developing thought in how students process written texts, in particular, literary tests. The course will also examine curricular implications in reading and literary response.
The purpose of this course is to investigate the characteristic parameters of teachers as researchers in the context of their own classroom. Three fundamental principles provide a curricular perspective to guide the participants: voice, conversation, and community. With this perspective, the language teacher engages in classroom inquiry with the goal of understanding language and teaching through the learners as curricular informants. May not be held with EDUB 7161.
Equiv To: EDUB 7161
A critical analysis of research and research methods in written composition process and pedagogy. Consideration will be given to classic studies, historical development, current trends and research, and evaluation procedures as they apply to the study and teaching of writing. May not be held with EDUB 7181.
Equiv To: EDUB 7181
A critical study of the research literature in how language can support learning in all areas of schooling. The course will focus on the role of language in supporting learning in all subject areas and will specifically investigate the research about the role of talking, reading, and writing as tools for learning. May not be held with EDUB 7191.
Equiv To: EDUB 7191
Opportunity will be given to examine critically the major theories and methodologies used in E.S.L. instruction and research.
We will examine the role of English comparatively and internationally in a variety of educational systems and regimes, relating the micro-relations of applied linguistics to the macro relations of society, exploring the roles of critical theory in language teaching and learning, and developing self-reflexivity as scholars in second language education.
This course addresses approaches, resources, orientations, frameworks, and skills needed to succeed in the Second Language Education graduate program, including the role and nature of language education research, theoretical traditions, and professional development. May not be held with EDUB 7142 when titled "Proseminar in Second Language Education".
This course focuses on a survey of ESL and language development research issues, procedures, and findings. This research review will serve as the basis for students to plan individual research and conduct a pilot study.
An investigation of the social nature of learning and children's use of semiotic systems (language, art, music, dance, drama, and mathematics) as ways of knowing in the Early Years (K-4) classroom. Participants will conceive, organize, and conduct a research project that allows them to develop an understanding of children's use of one or more semiotic systems within a curriculum context.
An examination of the issues involved in critiquing and synthesizing inquiry in curriculum and instruction studies in the humanities and social sciences. The course will also introduce students to the variety of ways in which inquiry may be conducted in instructional settings and will focus on how the research on curriculum and instruction can be validly synthesized across studies.
An in-depth study of teaching and learning in post-secondary education contexts grounded in current theoretical, research and pedagogical literatures.
Views of teaching, paradigms, and methodologies for studying teaching and carrying out inquiries into teaching. May not be held with EDUB 7421.
Equiv To: EDUB 7421
A review of current research in educational technology and a critical appraisal of recent technology in instructional development.
A theoretic study of information media and environments, their educational and societal impact, and their educational application.
An analysis of methods and materials in mathematics education, a review of research, and a critical appraisal of current curriculum development.
An examination of theories of teaching and learning mathematics in K-12 and post-secondary settings including the roles of curriculum and assessment in these theories.
An examination of recent advances in theory, research, policy and practice in mathematics education and science education in settings within schools and beyond. Social, cultural, ethical, human rights and sustainability dimensions of recent advances in mathematics education and science education will be considered. Opportunities to explore commonalities and intersections between mathematics education and science education as well as recent advances unique to either mathematics education or science education will be provided.
An analysis of science education instructional and learning perspectives encountered in current research and curriculum in this area. Emphasis will be given to current research in science instruction such as (but not exclusive to) argumentation, problem-based and project-based learning, technological design and problem solving, scientific inquiry in the laboratory, assessment and sustainability.
An analysis of science education foundations, from epistemological and theoretical perspectives encountered in current research and historical and contemporary curriculum developments in this area. Emphasis will be given to Nature of Science (NOS), and discussions about the normative and cultural aspects of mainstream (Western) science grounded in current research and theory in science education.
An examination of the relationship of research to educational practice in the teaching of health and/or physical education.
An examination of principles and content of health and/or physical education curricula and programs. Logistical and social-political factors associated with implementation will be examined.
A study of historical antecedents - issues, theory and research - in relation to both the reading and writing curriculum contrasted with current structuralist, poststructuralist and deconstructivist views of knowledge construction with emphasis on discourse synthesis, individual cognitive processes and social influences on literacy learning. Not to be held with EDUB 7531.
PR/CR: A minimum grade of C is required unless otherwise indicated.
Prerequisite: A minimum of 3 credit hours of reading courses (C+).
Equiv To: EDUB 7531
Seminar and workshop on processes and products in writing and defending an M.Ed. final inquiry paper. Both qualitative and quantitative research models will be acknowledged. Not to be held with EDUB 7541.
PR/CR: A minimum grade of C is required unless otherwise indicated.
Prerequisite: Minimum 24 credit hours completed in a comprehensive M.Ed. Program (C+).
Equiv To: EDUB 7541
An overview of current approaches to curriculum theorizing including decolonial/post-colonial, queer, ecological, aesthetic, and feminist perspectives.
The course explores selected aspects of teacher professional development and critically considers the various contexts, discourses, and approaches of teacher learning and professional development. May not be held with EDUB 7142 or EDUB 7340 when titled "Teacher Professional Development".
This course explores the meaning of curriculum leadership, related historic and contemporary curriculum movements, how these inform and relate to social change, and the implications for leadership that promotes democracy and social justice. May not be held with EDUB 7142 when titled "Curriculum Leadership".
This course will explore historical, reconceptualist and postmodern theories of children and childhood. Students will critically consider the ways in which children and youth have been constructed over time; including the historical, political and epistemological influences and implications of these constructions, and the educational, political and methodological effects of particular constructions of identity.
Historical Developments of curriculum as a field of study and inquiry, including the philosophical, social, political, and cultural contexts of curriculum.
A course tracing the theoretical lineage of critical theory, including the historical context and reception of authors associated with the Frankfurt School; and an exploration of the ways in which critical theory has changed over time, its application in education and pedagogy, and contemporary education contexts, practices, and theories. May not be held with EDUB 7142 when titled "Critical Theory in Education".
An examination of the theory and practice of the design, development, implementation and evaluation of curricula for K-12 and adult/post-secondary levels.
Examination of historical and contemporary theories, research, and issues regarding social, cultural, and political approaches to the study of additional language learning and teaching.
An exploration and critical evaluation of basic assumptions underlying the theories and values of globalization and the internationalization of technical and vocational education and training (TVET). Emphasis will be placed on the examination of how these theories and values influence institutions, programs, policies and practices in TVET.
The study of the theory and practice of action and participatory action research in education including models, principles and practices, criteria for assessing quality, ethics, and modes of representation.
PR/CR: A minimum grade of C is required unless otherwise indicated.
Prerequisite: EDUA 7830 (C+).
This course is organized to enhance participants’ practical and theoretical understandings of narrative inquiry as a research methodology through work around weekly readings, class activities and unfolding inquiry. May not be held with EDUA 7860 when titled "Narrative Inquiry in Educational Research".
PR/CR: A minimum grade of C is required unless otherwise indicated.
Prerequisite: EDUA 7830 (C+).
This course provides opportunities to study historical and contemporary theories and accompanying practices of self-awareness, self-knowledge, and self-development within and across the fields of contemplative, holistic, and integrative education.
This course provides opportunities to study how historical and contemporary theories and accompanying practices of contemplative, holistic, and integrative education impact social, cultural, and ecological life.
This course provides opportunities to study historical and contemporary approaches to curriculum, teaching and learning within and across the fields of contemplative, holistic, and integrative approaches to education.
This course provides opportunities to study historical and contemporary approaches to being an educator within and across the fields of contemplative, holistic, and integrative approaches to education.
This course provides opportunities for advanced studies in contemplative, holistic, and integrative education. The specific topics will vary to reflect changing and emerging priorities, trends, and interests in the field of studies. Students can earn multiple credits for this course only when the topic subtitle is different.
This seminar course provides opportunities to study selected theories in and approaches to contemplative, holistic, and integrative education. The course will provide an overview of and provocations for thinking about contemplative, holistic, and integrative approaches to education through relevant readings, seminar discussions, and inquiry.
In this course, participants will critically examine the historical, social, cultural, political, and ethical contexts for (re-)conciliation in Canada, and the role that education can and should play in this journey. Participants will engage with a range of theories to understand those contexts, the role of education in (re-)conciliation, and participants’ implication in such endeavours. May not be held with EDUB 5220 or EDUB 7142 when titled "Critical Examination of Reconciliation in and through Education".
This seminar course provides opportunities to study different theories in and approaches to Indigenous (First Nations, Métis, Inuit) education.
This course will examine Indigenous (First Nations/Metis/Inuit) knowledge, heritage, consciousness, and traditions and their use in education. Students will have the opportunity to study traditions, knowledges, practices and other cultural activities, and their potential incorporation into and/or confluence with curriculum, teaching, and learning. May not be held with EDUB 7142 where the title is "Indigenous Ways of Knowing in/for Curriculum, Teaching and Learning".
An exploration of Indigenous (First Nations, Metis, and Inuit) storytelling, narratives, and storywork in/as Indigenous pedagogy within curriculum, teaching and learning. The relationships between oral and written traditions, and the use of Indigenous literary-texts within a range of topic areas will be reviewed. May not be held with EDUB 7142 where the title is "Indigenous Storytelling, Narrative and Storywork as Pedagogy