This course serves as the basic core course for the Institute's graduate studies concentration in comparative, international, and development education. It focuses upon the various theoretical conceptions of the socioeconomic development process and the role of formal and non-formal educational programs within that process. The basic purposes of the course are to introduce students to the comparative literature regarding education in advanced and developing nations, to evaluate the various ways in which comparative data may be used, and to examine the relative utility of various theoretical perspectives for understanding formal and non-formal educational policy problems common to many societies. CIDE students only or by permission of instructor.

Supervised experience in an organizational setting related to comparative, international, and development education, under the direction of a CIDE faculty and a professional mentor. The practicum will include not fewer than 40 hours of field placement over a period of one semester. There will be three assignments: 1) Development of a proposal that includes main learning goals, identification of a field site, and selection of a field based mentor; 2) Completion of the practicum itself (40 hours of on-sight work); 3) A final ''portfolio'' assignment that should include some combination of a short reflection paper on knowledge gained during the practicum, and evidence of any work completed during the practicum itself. The practicum is intended to provide students with practical experience and an opportunity to apply skills and knowledge gained from participation in the Comparative, International and Development Education Collaborative program. Arrangements for the practicum placement and selection of a CIDE supervisor are the responsibility of the individual student. The course will be open to students who have completed the core CIDE course, CIE1001H, and at least one other CIDE course.

The course aims to: (i) explore national and Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization drawing on experience and scholarship; (ii) provide opportunities for in depth engagement both with leading scholars acting as faculty and with students from other universities; and (iii) build global professional networks among students and faculty.

Students are expected to: (i) engage with key concepts relevant to democratic education such as: democracy, citizenship, human rights, antiracism, discrimination, equalities; (ii) interrogate transnational research and scholarship on Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization, using a variety of perspectives including sociology, political science and pedagogy; (iii) critically evaluate and compare different national and international approaches to democratic citizenship education; (iv) apply understandings of democracy and human rights to educational contexts; and (v) develop and implement policies and programs for democratic education.

Based on a seminar mode, each school of education will suggest a number of faculty/professor as guest speakers in the area broadly defined as Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization. From the pool of the professors, the U of T course director and collaborating faculty from of the other two institutions will select 3 to 4 guest speakers for the course on each offering. This course will be offered on-line to ensure synchronous delivery and participation of students across three different time zones: Toronto, London and Melbourne, each of the 12 sessions will take 2 hours only without break. Each guest speaker will be offering a brief lecture up to 15 minutes highlighting key issues around the topic of their scholarship. The rest of the class will be based on various forms of critical dialog and discussion (individual, group and whole class active learning activities). The speakers will also provide 2 to 3 readings (one from their publications and two from other scholars' works), which will be distributed prior to the session and will be available on the online forum. Based on the primacy of dialogue, each topic/session is expected to ensure that the participants' personal knowledge, the readings, and the instructors' knowledge are brought into synthesized and integrated learning outcomes. Instructional variety (seminars, pair/group discussions, lectures, guest speakers, Video-recordings) and intellectual challenge are the key elements in the course's pedagogy. In addition, reflection, cooperative learning, inclusive classroom ethos, critical thinking, social skills development, a culture of encouragement, and reciprocal sharing and learning are a must for each session.

An exploration of the history and current use of survey research in educational leadership and policy. Topics will include an assessment of the strengths and limitations of the method survey, the selection of samples, questionnaire design, standard measurement instruments used in the field, methods of data analysis (with a focus on using SPSS), the drawing of causal inferences, and presentation of results in a clear and effective manner.

This is an intermediate applied statistics course designed for students who have already taken one course in elementary concepts (e.g., sampling and statistical inference). The course covers the use, interpretation, and presentation of bivariate and multivariate linear regression models, curvilinear regression functions, dummy and categorical variables, and interactions; as well as model selection, assumptions, and diagnostics. Examples and assignments will draw from commonly used large-scale educational datasets.

Students are encouraged to use Stata; the course will also serve as an introduction to this software package (students may instead choose to use SPSS or other software they are familiar with). The objective of the course is to equip students with the skills to use, interpret, and write about regression models in their own research.

This is an advanced applied statistics course designed for doctoral or advanced master's students and serving as a comprehensive introduction to multilevel modelling, also known as "hierarchical linear modelling (HLM)" or "mixed effects modelling." These powerful models have become very common in educational research, both for the analysis of data with a multilevel structure (e.g., students nested in schools, school boards, provinces, or countries) and for the study of educational change (e.g., student learning/growth, school improvement, or organizational change).

The course covers two-level and three-level cross-sectional and growth curve models, as well as model selection, assumptions, and diagnostics. Examples and assignments will draw on data from large-scale national and international datasets; the course will also serve as an introduction to the HLM software package. The objective of the course is to equip students with the skills to use, interpret, and write about multilevel models in their own research.

This course will prepare students to conduct quantitative data analysis for a thesis, dissertation, journal article, or policy report. Students should enter it with 2 pre-requisites: an introductory statistics course, and an intermediate statistics course. They will require knowledge of descriptive statistics, inference and basic regression techniques. This course has 2 broad learning goals. First, it will expose students to 3 advanced statistical techniques and procedures: categorical data analysis, with a focus on logistic regression; causal inference, with a focus on propensity score matching, and missing data analysis, with a focus on multiple imputation. Please note course topics will lean towards sociologically-oriented educational research, and will not cover detailed issues in psychometrics or econometrics. Second, students will receive guidance in the management and analysis of large data sets, including administrative and survey data, and will become acquainted with STATA statistical software. The major assignments will be cumulative in nature, with the final assignment consisting of original data analysis written in the format of a journal article, dissertation/thesis chapter, or technical report that applies each of the above-mentioned statistical techniques. Students can use their own data if they wish, but can also get access to several educational data sets that will be available through the Data, Equity and Policy in Education [DEPE] Lab (www.oise.utoronto.ca/depelab/).

A seminar examining the strategies, techniques, and problems involved in the conduct of research in educational administration. This seminar prepares the student for defining research problems, reviewing relevant literature, writing research proposals, conducting research and writing reports in educational administration. During this course the student will prepare the proposal for their Major Research Paper.

The goals of this course are to provide students with an introduction to the purposes of research in educational leadership and policy and to assist students in learning how to obtain, evaluate, interpret, and use research in their work as educators and in their graduate studies. Possible topics include: overview of different research paradigms and research strategies used in studies of policy, leadership, and change; how to critically analyze the strengths and weakness of research; how to conduct a review of literature and build a bibliography; dissemination of research; the connections between research, policy, and practice; the role of research and evaluation departments; leadership roles in sponsoring, directing, using, and communicating research.

This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in education and social sciences. The course covers univariate and bivariate descriptive statistics; an introduction to sampling, experimental design, and statistical inference; contingency tables and Chi-square; t-test, analysis of variance, and regression. Students will learn to use Excel or SPSS software.

At the end of the course, students should be able to define and use the descriptive and inferential statistics taught in this course to analyze real data and to interpret the analytical results. No prior knowledge of statistics is required.

An analysis of the organizational culture of educational organizations. The implications for action resulting from research and theory relating to organizational culture are examined. Case studies and field experiences are used as bases for the analysis of decision-making within the context of specific organizational cultures.

This course examines how to effectively develop the people who work in education throughout their careers. The course includes attention to different education systems’ approaches to developing and organizing people in education in Canada and internationally. Topics for investigation include induction, mentoring, coaching, effective continuing professional learning and development, leading and developing educators including performance appraisal and support, and leadership development for aspiring and current school and system leaders.

An analysis of issues and problems in conceptualizing, operationalizing, and evaluating a total school environment in terms of a range of divergent goals and values. Major topics include strategies for program development and change in the context of education in Ontario, Canada, and internationally; theoretical and empirical bases differentiating educational environments, the role of the program manager, and skills needed to manage program development, organization, implementation, and evaluation.

Practical considerations in solving political problems in and about schools. Focus is on the five levels of local governance: family/school, micro-politics (within the school), neighbourhood, meso-politics (the school and the central office), and the board. Special attention to understanding background variables such as the environment, institutions, power, and issues. Workshop activities centre around processes such as coalition-building, advocating, believing, and co-producing. Readings include procedural, fictional, and conceptual materials.

Administrators in education and teachers are continually asked to decide on matters of equity, to adjudicate between conflicting value positions, and to accommodate different rights and human interests in their planning. Often administrative practice in these areas is less than successful. This course will study various ethical schools of thought and modern approaches to social justice. It will apply that content to administrative practice in education. Particular attention will be given to equity issues in areas of race, culture, gender, age, social class, national origin, language, ancestry, sexual orientation, citizenship, and physical or mental abilities.

This course deals with how teachers contribute to and are affected by administrative processes. It looks at the determinants of teachers' classroom strategies, the work culture of teachers, teachers' careers, the role of teachers in school decision-making, the relationship of teachers' educational commitments to aspects of their broader lives (such as age, religious and political beliefs, and gender identity), and the role of teachers in fostering or inhibiting educational change. The course will be of interest to elementary and secondary teachers and to educational administrators.

An examination of the current context of legal discourse related to the practical exigencies of present-day school experience. A detailed study of statutory and common law sources under which educators operate. The law is not immutable. Emphasis on negligence, malpractice, human rights and the school system, teacher rights, and student discipline and the Young Offenders Act and Zero Tolerance.

This course provides students interested in educational policy analysis with a working understanding of the relevant conceptual, methodological, ethical, and political issues. In this course, students conduct in-depth analysis of educational policy issues that are in recent public discourse as well as those that they are personally interested in. Students are guided through relevant readings, class discussions, and assignments to examine the different aspects of educational policy: historical, political, social, and personal. We also examine different educational policy issues from the perspectives of different stakeholders: students, family, teachers/educators, unions, administrators, bureaucrats/civil servants, politicians, and society-at-large.

Course assignments support students in learning how to frame an educational issue; critique and analyze policies through a critical and anti-colonial perspective; use existing research evidence to analyze the implications of the issue and to develop options for addressing the issue; collaborate with stakeholders; and communicate policy issues with different audiences. Visits by guest speakers will ensure that students are exposed to a range of policy topics as well as contrasting framing and communication styles. Major assignments for the class will consist of carrying out in-depth policy analysis or some of the aspects of an applied research project.

This course introduces the theoretical and empirical methods used in the modern economic analysis of education policy. We will apply economic theory and econometric methods to a wide range of educational policy issues, including the demand for and returns to schooling, the impact of school resources on student outcomes, education and growth, student incentives, school choice, accountability, teacher labour markets, and the equity and efficiency of school funding. Throughout the course, attention will be paid to the ability of statistics and econometric methods to make causal inferences about the effects of education policies and predict the likely impact of policy changes.

This course offers a broad survey of contemporary research, theory and debates in Sociology of Education. The course is organized by 3 major connections between schools and society: social organization, selection, and socialization. It will examine how schooling has become a core institution in modern society, central for understanding emerging forms of culture, economy, inequality, and social organization. The course will prepare students to conduct research on many educational topics at both K-12 and post-secondary levels. It will focus on trends that have shaped education in the modern era, particularly over the past 30 years. Most readings will be by North America-based empirical sociologists, though we will also look at many international trends.

This course counters conventional approaches to the study and research of education policy by setting it against the dynamic and shifting context of policy enacted on the ground. Through critical policy sociology, it places emphasis on variables impacting teachers' sensemaking as well as the negotiation, contestation, and struggle of actors outside of official processes to change the conditions of oppressive social practices and injustice in schooling.

This course offers a critical approach to evaluate education technology (EdTech) through the lens of pre and (post) pandemic education policies. A critical approach engages structures of power and the politics of choice and access; it holds tension between the promise of EdTech as revolutionary and the application of EdTech as a site of social reproduction and injustice. Topics include but are not limited to product enabled surveillance, market-driven education reforms, social-stratification, artificial intelligence, and internationalization.

This course provides an introduction to educational policy, leadership and change in general and to this program in particular by focusing on foundational concepts and theories significant to the understanding of education and educational administration. It offers a critical examination of a wide range of topics central to educational administration, educational policy, leadership and change, such as organization, community, power, authority, change, difference, leadership, and values. This examination will take into account major historical developments in the field as well as differing theoretical stances or paradigms, such as positivism, functionalism, interpretivism, critical pedagogy, feminism, post-structuralism and post-modernism. The course will help students understand how to use theory to make sense of educational practice in productive ways.

This course will focus on the social and policy contexts in which elementary and secondary educators work. Students will be exposed to a variety of issues related to schooling in a diverse and complex environment such as: differing purposes, philosophies, and values of education; multiculturalism and social justice; equity issues related to race, class, gender, and language; parental influences on schooling; the relationship of schooling to the labor market and the economy; choice of school and program; decentralization and centralization; standards and accountability; educational finance; school reform; educational and non-educational pressure groups and stakeholders. Through an exploration of these or related topics, this course will help students to continue to develop their understanding of different paradigms and methods used in research in educational administration, leadership, policy and change.

This course will examine various leadership approaches in K-12 schools with a view to informing educational leadership theory and practice. Schools operate in diverse contexts and as such school leaders must be prepared to engage with the diversity presented in schools and school communities. The course will examine, among other things, the connections between school leadership practices, theories, student engagement, and student achievement. Possibilities, challenges, and tensions of various school leadership frameworks such as culturally responsive, transformative, social justice leadership, decolonizing leadership, among others will be explored.

This course takes a broad view of school leadership and asserts that everyone in a school can lead, and leadership is about choosing decisions and actions that support all students to thrive. This course will be of value to students seeking to deepen their understanding of school leadership theorizing and practice in diverse contexts, and develop skills and knowledge needed to effectively lead schools.

The course explores ways in which discourses and practices grounded in white supremacy and coloniality have been operationalized in the field of educational leadership. Education and schooling are sites of continued contestations of knowledge that impacts learners in these spaces. The course examines how issues of race, anti-Black racism, anti-Indigenous racism, whiteness and other forms of oppression are theorized and practiced in educational leadership. Examining these issues offers alternative leadership epistemologies that scholars and practitioners can explore with the aim of changing the educational outcomes for those who continue to be oppressed in educational spaces. The course offers educators, educational practitioners, administrators, researchers and others to better understand and critique approaches to leadership within different educational and organizational contexts. Students will have the opportunity to engage with multiple perspectives and approaches to leadership framed within contemporary socio-cultural and political shifts and complexities. Overall, the course provides students with an opportunity to re-imagine school leadership undergirded by critical decolonizing antiracist frameworks.

This course explores the meaning of educational change, addressing such issues as contemporary views on educational reform, and the challenges in implementing change. The perspective is then used to better appreciate how those in leadership roles can facilitate efforts by stakeholders (principals, teachers, staff, and others) to improve their own practice as well as meaningfully respond to pressures for change. Through the readings, course work, and assignments, students will gain a broader comprehension of the pertinent skills required to manage educational change, with an emphasis on both knowledge acquisition and practice.

A companion course to 1047. Contemporary conceptions of leadership are examined for their value in helping present schools improve and future schools serve their publics well. Understanding of expert leadership is developed through the study not only of expert leaders' behaviors, but also of their feelings, values, and problem-solving strategies. The formal and informal experiences that contribute to the development of leadership expertise will be examined.

This course has been designed to be the final course for students in the 10-course M.Ed. Program in Educational Administration. The course provides an opportunity for students to explore and develop a comprehensive view of the field of educational administration, through a series of seminars designed to help summarize, integrate and consolidate knowledge of the field. Students will link particular problems in practice to the theoretical bases of the field, through the lenses of the major strands of our program: change, leadership, policy and social diversity. There will be a focus on analysis, synthesis and application, building a deeper understanding, situated in the broader field. The culmination of this course will be the creation of a comprehensive portfolio reflecting the student's understanding of the breadth and depth of the field.