Theory and Policy Studies in Education

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Application Deadline for 2010-2011 Academic Year: July 15, 2010
Collaborative Program in Educational Policy
Collaborative Program in Educational Policy (CEPP) at the Ontario Institute for Studies in Education/University of Toronto serves students interested in educational policy development and implementation, with particular emphasis on improving educational process. CEPP provides students with exposure to cross-field and cross- disciplinary approaches to educational problem framing and problem solving to broaden the possibilities for innovative and effective policy analysis.

What the CEPP Offers
• the multidisciplinary perspective of 8 collaborating “home” programs: Adult Education and Community Development; Curriculum Studies and Teacher Development; Developmental Psychology and Education; Educational Administration; Higher Education; History and Philosophy; Second Language Education; and Sociology in Education.
• two degrees at once: in student’s “home” program and in Educational Policy
• graduate course TPS3045 “Policy and Program Evaluation” and twice-monthly seminars on a wide range of topics related to educational policy
• formal recognition of completion of requirements
• access to educators and researchers with policy expertise across OISE, University of Toronto, and other educational institutions, publications and cross-specialization research initiatives
The CEPP is open to students enrolled in these programs:
• M.Ed. and M.A. in the Educational Administration program, in the Department of Theory and Policy Studies in Education,
• M.Ed. and M.A. in Higher Education program, in the Department of Theory and Policy Studies in Education
• M.Ed. and M.A. in the History and Philosophy of Education program, in the Department of Theory and Policy Studies in Education
• M.Ed. and M.A. in the Adult Education and Community Development program, in the Department of Adult Education and Counseling Psychology
• M.Ed. and M.A. in the Curriculum Studies and Teacher Development program, in the Department of Curriculum, Teaching and Learning
• M.Ed. and M.A. in the Developmental Psychology and Education program, in the Department of Human Development and Applied Psychology
• M.Ed. and M.A. in the Second Language Education program, in the Department of Curriculum, Teaching and Learning
• M.Ed. and M.A. in the Sociology in Education program, in the Department of Sociology and Equity Studies in Studies in Education
•

Admission Requirements

Master’s Level
Students interested in participating in CEPP at the master’s level must apply to and be accepted by both their “home” program and the Collaborative Program in Educational Policy. Students who know they are interested in CEPP at the time of their initial application to their home graduate program will indicate this on their application and indicate to referees that their letters of support will be used in application for both the home program and the Collaborative Program in Educational Policy.

In addition to corresponding to all home program requirements, the application statement of intent should include:
• Relevant personal and/or professional experiences, a career plan, motivation in seeking admission to CEPP
• An indication of specific courses of interest
• (For thesis students) A brief outline of possible areas of interest
• (For thesis students) Indication of preference of supervisor

Students who develop an interest in admission to the Collaborative Educational Policy Program after they have been admitted to their home program may also apply during their course of study. Requests from already enrolled applicants will be considered once a year at the same time as initial admission files are reviewed.
All master’s students in CEPP will:
• Take the following core half-course:

Course Number Course Name
TPS3045 Policy and Program Evaluation
Synopsis: This course helps students develop a working knowledge of educational policy processes, emphasizing implementation and consequences, toward a comprehensive understanding of policy analysis and program evaluation in practical settings. While not a “how to” course, the curriculum emphasizes the challenges, choices and possibilities available to evaluators and analysts. Major topics include problem definition; policy options; understanding policy processes at system, organization and individual actor levels; and the role of
analysts and evaluators.

• Attend the Collaborative Program in Educational Policy Seminar Series over two consecutive sessions. CEPP Seminars occur twice a month. Attendance is required.
• Students are encouraged but not required to enroll in an elective half course in the area of educational policy selected from the list of electives below.
• Take the remaining courses for the fulfillment of the degree requirements of the home program.
• Students enrolled in home programs requiring a master’s research project or thesis will be required to incorporate educational policy issues in their research; a member of the Collaborative Program core faculty will serve as supervisor or committee member.

Master’s level electives
AEC 1171H Aboriginal Education: Contemporary Policies & Programs
CTL 1816H Official Discourses and Minority Education
CTL 3000H Foundations of Bilingual & Multicultural Education
CTL 3008H Critical Pedagogy, Language & Cultural Diversity
CTL 3018H Language Planning & Policy
HDP 1211H Psychological Foundations of Early Development & Education
HDP 1241H Outcomes of Early Education & Child Care
HDP 1259H Child and Family Relationships – Implications for Education
SES 1902H Introduction to Sociological Methods in Education
SES 1903H Introduction to Sociological Theory in Education
SES 1912H Foucault & Research in Education
SES 1948H Sociology of Race & Ethnicity
SES 1951H School & Community
SES 1954H Marginality & the Politics of Resistance
SES 2942H Education & Work
TPS 1020H Teachers and Educational Change
TPS 1428H Immigration and the History of Canadian Education
TPS 1429H Ethnicity and the History of Canadian Education

Completion of Program
All students enrolled in the collaborative program must complete the requirements of the Collaborative Program, in addition to those requirements for the degree program in their home graduate unit. The required half-course for CEPP may also be counted as an elective in students’ home programs. The CEPP Committee is responsible for certifying the completion of the collaborative program requirements. The home graduate unit is solely responsible for the approval of the student’s home degree requirements.

The Collaborative Program Core Course
TPS3045: Policy and Program Evaluation

The Collaborative Program Affiliated Faculty

Department of Adult Education and Counseling Psychology: Adult Education and Community Development
Nancy Jackson
Shahrzad Mojab
Karen Mundy

Curriculum, Teaching and Learning: Curriculum Studies and Teacher Development (CSTD) & Second Language Education (SLE)
Kathy Bickmore (CSTD)
Alister Cumming (SLE)
Jim Cummins (SLE)
Diane Gerin-Lajoie (CSTD)
Eunice Jang (CSTD)
Normand Labrie (SLE)

Human Development and Applied Psychology: Developmental Psychology and Education
Ruth Childs
Carl Corter
Esther Geva
Katreena Scott
Rick Volpe

Sociology and Equity Studies in Education: Sociology in Education
Kari Dehli
Diane Farmer
Peter Sawchuk

Theory and Policy Studies: Educational Administration (EA), Higher Education (HE) & History and Philosophy of Education (H&P)
Nina Bascia (EA)
Joseph Flessa (EA)
Reva Joshee (EA)
Dan Lang (HE)
Ben Levin (EA)
Jamie-Lynn Magnusson (HE)
Blair Mascall (EA)
John Portelli (EA, H&P)

Program Director
Professor Nina Bascia, Director CEPP Program, OISE/UT
E-mail: nina.bascia@utoronto.ca
Application Deadline for 2010-2011 Academic Year: July 15, 2010