M.Ed. Program

Research and course work in the Human Development, Learning and Culture (HDLC) area are concerned with key factors (including cognitive, linguistic, social and emotional, and cultural) that inform models of typical and atypical learning/development across the lifespan, and how best to support learners and learning in both formal educational and other settings. Investigations of learning and instruction are applied to a wide range of contexts, including classroom, work, and technological environments, and interpreted through a variety of theoretical lenses (e.g., constructivist, cognitive and socio-cultural). Some of the questions HDLC faculty and graduate students are currently pursuing include:

• How can high ability in a specific area inform general theories of development?
• How do new technologies shape instruction and the ways in which people communicate and learn?
• How might our knowledge of interpersonal (peer) and intrapersonal (self) intelligence affect educational practice?
• What characteristics of early intervention models support children "at risk" of under-achievement in school?
• How does a "problem-based" model of collaborative learning transform teacher education?
• How is gender identity development implicated in girls' interest in new technologies?

It is expected that all Masters students acquire a broad background in all fields of study included within Educational Psychology and Special Education. In principle, the following areas are considered to be essential to such a background:

• a basic knowledge of theories, principles and models of learning, instruction and intelligence,
• knowledge of developmental theories and processes in the cognitive, social-emotional and cultural domains,
• an understanding of individual differences in development, learning and motivation,
• knowledge of atypical development and understanding of individuals with exceptionalities, and
• familiarity with current approaches to psycho-educational assessment and evaluation and basic skills in measurement, research design and both quantitative and qualitative research methods.

The HDLC area is supported by a variety of academic publications such as the Journal of Educational Psychology, Child Development, Mind, Culture and Activity, the Journal of Applied Developmental Psychology, the Canadian Journal of Education, the Canadian Journal of Behavioral Science, Interchange, and the Canadian Journal of Research in Early Childhood Education.

The Masters program in HDLC weaves together theoretical models and concepts in their application to real world educational issues, and HDLC graduates have found careers in a wide variety of settings including university teaching and research, social policy analysis, curriculum and program evaluation, community and business.