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On this page:ÌýProject Concentrations OverviewÌý| MEd General Ed Psych Project Concentration SchedulesÌý| MEd Inclusive Ed Project Concentration SchedulesÌý| The MEd Project

MEd Project Concentrations Overview

The following two research-based concentrations are offered in the MEd in Educational Psychology program:

• General Educational Psychology: Project
• Inclusive Education: Project

Students enrolled in these concentrations are required to complete a Research Project under the supervision of a Research Supervisor.

Students must complete and submit the GPS Graduate Student Research Progress Tracking Form with their Research Supervisor at the very start of their program. At the end of each academic year arrangements should be made to once again meet and to review goals and progress set out in the first meeting. For further information about the GPS Graduate Student Research Progress Tracking Form please refer to our Current Students webpage.

Full-time requirement

Students pursuing a degree in an MEd project concentration are required to be registered full-time (12-credits per term) for four terms (Fall year 1, Winter Year 1; Fall year 2; Winter Year 2). There is no part-time option for this concentration.

12 credits of Research Project Courses

Being a non-thesis program, students must enroll in at least 15 credits of research-related courses for the program to be considered a research program. Along with the 3 credits completed with EDPE 602: Uses of Research Findings in Education (or EDPE 605: Research Methods), students must enroll in the following four ‘courses’ during their degree:

• EDPI 691 – Research Project 1
• EDPI 692 – Research Project 2
• EDPI 693 – Research Project 3
• EDPI 694 – Research Project 4

Weighted at 3 credits each, these are not courses in the traditional sense. There is no class or meeting time requirements. These courses are added to your record to reflect the scope of your undertaking in a Research Project and are graded as either Pass/Fail upon the completion of the Research Project. In the schedules available in the links below, students will see when they should register for each Research Project course to ensure students are registered full-time in 12-credits per term while each course helps students orient a timeline through their individual projects (see course descriptions for more information). A grade of HH (continuing/in progress) will be entered for each course until the research project is completed and deemed a Pass by your research supervisor; this grade has no bearing on your GPA and is entirely erased from your record when a final grade is entered.

MEd General Educational Psychology: Project (Research-based) Course Sequencing

The General Educational Psychology Concentration provides students the flexibility to design a program that satisfies their professional and academic needs after consultation with the Program Director to establish a unique program of study. The degree has specific individualized curriculum progression, from foundational courses to advanced content courses (both practical and research-oriented). These specific sequences were developed based on an evolution of content covered in previous course work. Each semester's offerings build upon topics covered and competencies developed in earlier courses and are crucial to receiving the most meaningful training for successful completion of the degree. Please consult the tables below related to the Master of Education (M.Ed.); Educational Psychology (Non-Thesis) — General Educational Psychology: Project (48 credits)Ìý

Fall 2024/ Winter 2025 Schedule

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MEd Inclusive Education: Project (Research-Based) Course Sequencing

This degree offered in Inclusive Education seeks to educate students on the major theories and practices of inclusive education. It has a specific and individualized curriculum progression, from foundational courses to advanced content courses (both practical and research-oriented). These specific sequences were developed based on an evolution of content covered in previous course work. Each semester's offerings build upon topics covered and competencies developed in earlier courses and are crucial to receiving the most meaningful training for successful completion of the degree. The course offerings hone in on key areas of the field and are reflected in the Complementary listing. The progression through the program follows a set sequencing that begins with required foundation courses in year 1, building to more complex and applied courses in year 2. Following this path, students will graduate as experts in the field of inclusive education. Please consult the tables below related to the Master of Education (M.Ed.); Educational Psychology (Non-Thesis) — Inclusive Education: Project (48 credits)Ìý

Fall 2024/ Winter 2025 Schedule

What is an MEd Project?

The MEd Research Project is designed to familiarize students with the research process in their field of study. The MEd Research Project can help students deepen their professional expertise, supplement their practical experiences, and/or introduce students to a career in research. The selection of a Supervisor is a critical component of the Research Project. To secure a supervisor, students should reach out to Faculty Members who share their research interests or who work in a related field. Students work closely with their Research Supervisor on their research project that can take many forms (e.g., action research in a classroom, an online survey, participation in a meta-analysis). The Research Project itself is a written product that meets the Research Supervisor’s requirements for research and is negotiated with them.

The Research Project is the culmination of the 4 Research Project courses (3 credits each for a total of 12 credits):

1. EDPI 691 – Research Project 1 - Literature survey and research planning.

2. EDPI 692 – Research Project 2 - Preparation of research proposal & commencement of research under supervision of a research director.

3. EDPI 693 – Research Project 3 - Continuation of research begun in Research Project 2 research under supervision of a research director.

4. EDPI 694 – Research Project 4 - Completion of research and analysis and submission of completed research project.

Note, these courses are not associated with an instructor or with a particular meeting time. Rather, these courses serve as organizational structures for the different components of the Research Project that are designed with the Research Supervisor. Course progression over the two years.Ìý

MEd Research Project Format

There is significant variability in the format and style of the MEd research project that depends on the style of the supervisor. There are no specific page length requirements. The most common page lengths range between 35 and 60 pages (including ALL components). The overall expectation for the MEd Research Project concentration is that the research project is of the scope, quality, and originality to contribute to the field (e.g., to be published in a refereed scholarly journal, to be presented at a teacher’s conference). The body of the paper must be prepared in American Psychological Association (APA) publication style (6th edition) with the modifications below. The following sections must be included and may deviate from APA style:

• a cover page
• an abstract of 250 words or less
• a résumé (a French language version of the abstract)
• table of contents (which also lists tables and figures, if applicable)
• the body of the paper
• introduction with literature review of a scope consistent with articles in the field published in refereed professional journals
• complete description of methods (or of the research process in the case of a collaborative or multi-step research project)
• complete description of results (embed tables and figures within the text rather than placing them as appendices)
• discussion and conclusions
• implications and contributions
• references
• appendices
• pendices final approval of Research Ethics Board certificate for research (if applicable; for more information:Ìý/research/researchÌý
• informed consent forms used (if applicable)
• unpublished measures used in the study (if applicable)
• other relevant documents supporting the study (if applicable)

MEd Research Project Evaluation Process

All MEd research projects are evaluated by the student’s Research Supervisor as well as Second Reader. A Second Reader is a Faculty Member in the MEd program who has expertise on the topic, who is not the student’s Research Supervisor. Both the Research Supervisor and Second Reader utilize the M.Ed. Research Project Concentration Research Project Evaluation Rubric. For students to meet the standard, obtaining a PASS, they must receive a 3 or better in all categories by both reviewers. In the case of differing grades, a Third Reader will review the research project.

The evaluation consists of seven (7) components:

1. Writing Mechanics
2. Sophistication of Writing
3. APA Style
4. Research Findings
5. Analysis
6. . Synthesis
7. . Implication

Implication Further details on each component can be found on theÌýM.Ed. Research Project Concentration Evaluation Rubric

MEd Project Concentration Project Submission Steps and Timeline

In MEd Project Winter Term Year 2:

All course work should be completed or in progress per timetable schedules above.

Initial Draft of Completed Project is submitted to Research Supervisor for review and feedback – April 1, annually (Should the deadline date fall on a weekend or a holiday, the effective deadline date will be the next working day).

Formal Final Submission of Completed Project is submitted to Program Director, Research Supervisor and copies edpsych.education [at] mcgill.ca April 15, annually (Should the deadline date fall on a weekend or a holiday, the effective deadline date will be the next working day).

Program Director selects Second Reader. Program Director emails Research Supervisor and Second Reader, copies edpsych.education [at] mcgill.ca with timeline of 15 calendar days to review and mark according to M.Ed. Research Project ConcentrationÌýM.Ed. Research Project Concentration Evaluation RubricÌý

Research Supervisor and Second Reader submit completed Research Project Evaluation Rubric form and comments to Program Director with copy to edpsych.education [at] mcgill.ca by deadline.

Program Director advises student and edpsych.education [at] mcgill.ca of results and a final grade is entered on the student record.

Should there be a need for a Third Reader in the case of differing grades, Program Director will advise student of results and selects Third Reader.

Program Director emails Third Reader, copies edpsych.education [at] mcgill.ca . Third Reader will be given a timeline of 5 calendar days to review and mark according to rubric.

Third Reader submits completed rubric and comments to Program Director with copy to edpsych.education [at] mcgill.ca by deadline.

Program Director advises student and edpsych.education [at] mcgill.ca of results and final grade is entered.

For any questions, please contact your program via email at edpsych.education [at] mcgill.ca

Additional information

Please speak with your Faculty Research Supervisor or the Graduate Program Coordinator edpsych.education [at] mcgill.ca regularly to ensure you are following the appropriate courses needed for graduation.