Master of Education Practicum Reports

Permanent URI for this collectionhttps://hdl.handle.net/10294/3571

In the Faculty of Education, the project-based master's program is designed to provide the student with the chance to apply theory in the field. Projects are typically research-based but of more limited scope; also the research is usually not independent, original research. Students must complete a required number of courses, a 6 credit hour project, and must submit a project report of the theory/application. Project students are given six years to complete their degree (because of the greater number of courses required).

Full details of the Faculty of Education's Master's Program may be found on the Master's Degree Program page.

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Browsing Master of Education Practicum Reports by Author "Jan, Kristopher R."

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    Mentorship: Could It Be the Key to Maintaining a Professional Learning Community?
    (Faculty of Education, University of Regina, 2018-04) Jan, Kristopher R.
    Education is a profession which grows and changes with increasingly diversifying communities. Educators have experienced a long history of well-intentioned improvement efforts that have not had the opportunity to be institutionalized in their schools and this can lead teachers to believe that school improvement may be out of reach. With a backdrop of constantly changing initiatives and goals in schools, teachers have started to take charge of their own improvement and have gathered in communities that improve professional practice. One of these kinds of communities, simply titled a Professional Learning Community, has shown considerable effectiveness in improving teaching practice and maintaining changes. With so many well-documented benefits, school divisions have a desire for these communities but have not been able to foster them within their divisions. Therefore, this paper adds recommendations for schools and school divisions to incorporate a mentorship aspect to their induction programs which can help integrate newcomers into a community that already has established practices and norms of professional learning.