Understanding education law is essential to the effective management and operation of schools. Schools function in a complex legal environment. It is essential for educators to be as current as possible of their legal rights and responsibilities. Focus on current issues, legislative and common law precedents.

A review of major perspectives on the individual and the organization includes discussion of questions pertaining to the nature of society and the nature of people. Of immediate concern is the manner in which decisions and organizational outcomes are produced, as well as the bearing that these sets of arrangements have upon productivity and the well-being of those whose lives are touched by organized education. Of express concern is the manner in which power is exercised in everyday situations that may involve elected officials, appointed administrators, teachers, students, and the public at large.

This seminar examines significant policy issues in education, both historical and current, both Canadian and international. Emphasis is on acquiring an understanding of the content and significance of the policies, with a secondary interest in policy analysis and development. 

The course explores naturalistic and ethnographic methods of research applied to field research and case studies in educational administration. The researcher as participant in as well as an observer of social reality; the relationship of fact and value in social research, the limits of science in truth-making; the relationship of such science-established truth to evaluation and administrative action; and the problems of ethical inquiry into organizational and administrative realities.

An advanced administrative experience, primarily for EdD students, under the joint guidance of faculty members and senior administrators in the internship/practicum location. Placement and responsibilities relating to the internship/practicum are determined on an individual basis depending on the needs, interests, and aspirations of students and on the availability of appropriate locations.

The course explores a variety of initiatives being taken to improve, reform, and/or restructure schools. The basic intents of these initiatives are examined in an effort to understand implications for productive change processes at the classroom, school, and school system levels. Emphasis is given to the role of leadership in fostering educational change. Students will be involved in a research project designed to illustrate the practical meaning of course concepts and to refine their research capacities.

Course description same as 1052H.

This course looks at the role of international level actors and networks in shaping domestic educational policies and producing globalized models for learning often underappreciated in the study of educational policy and change. This course reviews various theoretical approaches to the study of international relations in the field of education, considers recent efforts to study the globalization of educational policy, and then turns to the activities of a variety of organizations and networks, intergovernmental and nongovernmental, which have developed global level mandates in education. Topics include: education in the global development regime; the educational activities of the World Bank, UNESCO the OECD and the World Trade Organization; and transnational advocacy and NGO networks in education.

This seminar is designed for first or second year doctoral students. It will explore key elements of the doctoral studies journey: crafting a researchable topic, developing a thesis proposal, choosing a committee, planning for comprehensives, fostering effective writing strategies, planning for publication. Required activities will include one final piece of writing related to proposal development. This is a required course and if you cannot fit it into your schedule, please contact the instructor.

This course will examine adult education in global contexts with specific focus on ''Third World'' societies. It will offer a critical review of the relationship between adult education, modes of production, and state. In this course we will draw on Marxist, feminist, anti-racist, and ecological theoretical debates. Applying critical comparative analysis, the course will examine the role of adult education in liberation movements and democratization of state and society. We will study the role of adult education in building a dynamic civil society and challenges we are facing towards creating a democratic civil society.

Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be closely related to such a topic. Guidelines and forms are available from the website:http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/Individual_ReadingResearchCourse_-_OISE_2014.pdf. This course can also be designed as a field-based practicum in adult education and/or community development in an agreed setting. The course will include reflection, research, and writing on issues raised in practice.

This course is a comprehensive introduction to institutional ethnography (IE), a powerful method of social analysis developed by feminist sociologist, Dorothy E. Smith, Professor Emerita at OISE/UT. IE starts with people's everyday experiences, and provides a way of exploring how the ruling of institutions shape their experiences and practices and lead to the disjunctures that people experience in their everyday lives. The course begins with the epistemology and theoretical traditions that inform IE, discusses IE's core concepts and procedures, examines the major tools associated with IE, and provides opportunities for practice. Explorations will include, but will not be limited to, textual analysis; the overlapping relations of gender, race, class and other axes of difference in organizations; and the combining of institutional ethnography with other critical forms of inquiry such as critical discourse analysis and participatory research. Both Dorothy Smith and George Smith style institutional ethnography are explored, that, is, both institutional ethnography for understanding and institutional ethnography for social change (now commonly known as political activist ethnography).

This course will provide an overview of indigenous research methodologies and an introduction to planning research projects that are relevant, respectful, responsible and reciprocal in relation to indigenous communities. Students will engage in a dialogue on research ethics and protocols as they relate to working with indigenous peoples and communities.

Recurring Issues in Postsecondary Education is an examination of some of the issues that have characterized postsecondary education in the past and are likely to continue to be faced in the future. The objectives of the course are to: (1) provide a broad, introductory overview of postsecondary education as a field of scholarly inquiry and research; (2) examine the major issues of a recurring nature which have confronted postsecondary education, albeit in different forms and contexts, over time and in different jurisdictions; and (3) introduce students to some of the most important writings in the field.

This course is designed to prepare doctoral students to develop strong dissertation proposals. It will orient doctoral students to conducting and disseminating different types of research and publishing for different audiences. The course will orient doctoral students to the nature of research as an iterative process of integrating theory, data, analysis, and writing, and give them opportunities to practice a variety of research-related skills. Through its pedagogical techniques, the course will orient students' thinking about research as knowledge construction through ongoing conversation (i.e., debate or dialogue) among scholars. Key topics include: research paradigms, conducting literature reviews, developing research questions, conceptual and theoretical frameworks, various methodological approaches, and the ethics of conducting research. Each student will be expected to conduct independent work, share their ideas with peers, engage in discussion and constructive feedback, and practice translating research ideas to various audiences. The primary outcomes of the course will be a polished research proposal and a presentation to the class of their research proposal.

This course begins with the literature of international relations to set the context for an examination of higher education's role and responsibilities in an international arena. It then looks at the critical challenges to accepted views of knowledge in the university that have arisen from social theorists such as Habermas, from feminist scholarship, and from non-Western scholarship. Topics for exploration and research include the following: academic freedom in a global context; the role of universities and colleges in international development; relations between higher education institutions and international organizations; scholar/student exchanges; and human rights and higher education.

Course description same as LHA1852H.

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

A course that will examine in depth a topic of particular relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session course schedules.

A course that will examine in depth a topic of particular relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session OISE course schedules.

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

A course that will examine in depth a topic of relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session course schedules.

Course description same as LHA5800H.

Introduction to fundamental principles of linguistics with particular attention to sound structure and its acquisition, processing, and variation; practice in elementary analytic techniques using data from a broad spectrum of languages.

Introduction to fundamental principles of linguistics with particular attention to sentence and meaning structure, their acquisition, processing, and variation; practice in elementary analytic techniques using data from a broad spectrum of languages.

Phonetics is a linguistics course that investigates the sounds most commonly used in languages from an articulatory and acoustic point of view, with practice in their recognition and production. Students will learn the International Phonetic Alphabet (IPA) and practice transcribing a wide variety of speech sounds.

The nature and organization of phonological systems, with practical work in linguistic analysis.

The nature and organization of syntactic systems; their relation to semantic systems and the linguistic organization of discourse; practical work in linguistic analysis.

An introduction to meaning within linguistics and the interpretation of language in context. Topics include logical and semantic relations, pragmatic concepts such as presupposition and implicature, the nature of thematic roles, quantifiers and scope relations, the expressions of temporal and modal relations in natural language.

Seminar in advanced topics in psycholinguistics. Content varies from year to year.