丁香园AV

Faculty of Education
丁香园AV Calendar 2012 Fall

The following are all the courses offered in this area. To view the current course catalog and/or course schedule on the Student Information System, visit (select "Class Search/Browse Catalog" on the left menu).

EDUC 100W-3 Selected Questions and Issues in Education

An introduction to a small but representative sample of basic questions and issues in education. Students will examine questions relating to: the concept or idea of education; learning and the learner; teaching and the teacher; and more generally, the broader contexts of education. This course also introduces students to different ways of exploring educational questions and issues from philosophical and critical analysis, to historical and cross-cultural studies, to empirical research. Cannot be taken for credit by students with credit for 300 and 400 level education courses. Writing/Breadth-Humanities.

EDUC 199-4 Foundations of Personal Agency: Finding Voice and Place in Academia

Scholarly exploration of the self, and one's place in the University context using tools of narrative inquiry.

EDUC 211-3 Mathematical Experience I: Numbers and Beyond

Utility and aesthetics of mathematical experience is presented through the exploration of selected topics. Prerequisite: Students who have credit for MATH 151, MATH 154, MATH 157 need special permission to participate in EDUC 211 and EDUC 212. Quantitative/Breadth-Science.

EDUC 212-3 Mathematical Experience II: Shape and Space

Utility and aesthetics of mathematical experience is presented through the exploration of selected topics. Prerequisite: Students who have credit for MATH 151, MATH 154, MATH 157 need special permission to participate in EDUC 211 and EDUC 212. Quantitative/Breadth-Science.

EDUC 220-3 Introduction to Educational Psychology

A survey of educational research and theories concerning motivation, learning, development, and individual differences in classroom settings. May be applied towards the certificate in liberal arts. Breadth-Social Sciences

EDUC 222-3 Research Methods in Educational Psychology

An introductory survey of research methods used in developing and testing theories in educational psychology. Illustrations are drawn from published research in educational psychology. Corequisite: EDUC 220-3 Quantitative.

EDUC 230-3 Introduction to Philosophy of Education

Provides prospective teachers and others interested in education an opportunity to examine a variety of educational problems from a philosophical perspective. The central concern of the course is to elucidate the nature of education as a phenomenon distinct from such activities as training, schooling, and socialization. May be applied towards the certificate in liberal arts. Breadth-Humanities.

EDUC 240-3 Social Issues in Education

Social functions of the school; education and socialization; social, political, economic and cultural influences on the institutions and practices of education. May be applied towards the certificate in liberal arts.

EDUC 250-3 Studies in the History of Education in the Western World

A study of major trends in educational practice from antiquity to the present. May be applied towards the certificate in liberal arts. Breadth-Humanities/Social Sciences.

EDUC 252-4 Introduction to Reflective Practice

Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit.

EDUC 298-3 Special Topics

Course will explore issues of current concern. Subjects to be taught and the exact assignment of units (2 or 3) will be announced prior to the beginning of each term. Course may be on a pass/fail basis. Variable units: 2, 3. A maximum of 12 units in education special topics courses may be used towards a bachelor of education degree or a bachelor of general studies (EDUC) degree.

EDUC 299-3 Special Topics

Course will explore issues of current concern. Subjects to be taught and the exact assignment of units (2 or 3) will be announced prior to the beginning of each term. Course may be on a pass/fail basis. Variable units: 2, 3. A maximum of 12 units in education special topics courses may be used towards a bachelor of education degree or a bachelor of general studies (EDUC) degree.

EDUC 311-3 Foundations in Aboriginal Education, Language, and Culture

An introduction to Aboriginal education in Canada and BC. There will be a critical examination of historical and contemporary issues in education and an exploration of culturally based Aboriginal education grounded in Aboriginal philosophies. Prerequisite: 60 units. Breadth-Humanities.

EDUC 313-3 Numeracy and Society

Conceptions of numeracy in contemporary society; consequences of innumeracy; enhancing personal numeracy skills; examination of numeracy across the curriculum. Prerequisite: EDUC 401/402 or corequisite EDUC 403. This course is designed for students NOT working in a Mathematics or Science specialization. Quantitative.

EDUC 315-3 Individual and Developmental Differences in Language Acquisition

A review of theories of language acquisition and their relationship to child communication disorders. Topics include: theories of language acquisition; individual and developmental differences in language acquisition; language structure and use in children with diverse disabilities, autism spectrum disorder, sensory disabilities and emotional and behavioral disabilities, interdisciplinary approaches to early intervention in the home, school and community. Prerequisite: EDUC 220 or PSYC 250

EDUC 320-3 Instructional Psychology

Examines theories of instruction and research about learning, motivation, individual differences, and social environments as foundations for designing instruction. Topics include: models of cognition; models of motivation and beliefs; metacognition, self-regulated learning, and learning skills; problem solving and transfer; cognitive processing models of instruction in mathematics, science, social studies, reading and composition. Prerequisite: EDUC 220.

EDUC 322-3 The Social Lives of School Children

An overview of theory, research and practice concerning social emotional development and social interactions and relationships in the school context. Emphasis on the role of peer relationships in development and the role of the school in supporting positive interactions. Prerequisite: EDUC 220 or PSYC 250.

EDUC 323-3 Introduction to Counselling Theories

Survey of theories undergirding counsellor and teacher interventions aimed at promoting emotional growth, development and personal change. Examination of theories and their sociological, cultural and philosophical contexts. Exploration of links between frequently used interventions and the implicit theories underlying these strategies. Students who have credit for EDUC 425 cannot take EDUC 323 for further credit. Prerequisite: EDUC 220 or equivalent, and 60 units.

EDUC 324-3 Foundations of Multicultural Counselling

Provides an introduction to multicultural counselling and human diversity with an emphasis on culture, gender, ethnicity, socioeconomic status, religion, age, and abilities. Prerequisite: EDUC 220 or PSYC 250 and 60 units.

EDUC 325-3 Assessment for Classroom Teaching

A survey of assessment methods that contribute to improving teaching and learning, and for making judgements and decisions about qualities of teaching, the classroom environment, and student achievement and growth. Topics include: goal and task analysis, validity and reliability, observing and assessing classroom processes and environments, self-report methods, assessing student achievement, published tests of achievement and aptitude, marking and reporting. Prerequisite: EDUC 220.

EDUC 326-3 Classroom Management and Discipline

An examination of contemporary approaches to classroom management and discipline, including a consideration of legal, organizational and administrative issues. The major goal of the course is to enable students to comprehend the basic principles and tenets of a number of management approaches and to translate these principles into specific teaching strategies and skills. Prerequisite: EDUC 401/402 or one of EDUC 100, 220, 230, 240 or corequisite EDUC 403.

EDUC 327-3 Self, Psychology and Education

A critical examination of theoretical and empirical programs of inquiry in educational psychology that are concerned with the self (e.g., self-esteem, self-concept, self-directed or self-regulated learning). Students will participate in a wide-ranging seminar that considers topics such as the relationship between personal and social being, historical perspectives on the self, the formation of social identity, the roles of memory, imagination, and narrative inselfhood, the development of agency and self, and education and personhood. Prerequisite: 60 units, including one of EDUC 220, 230, 240 or 250.

EDUC 328-3 Career Education and Career Counselling

An introduction to theories of career choice, adjustment and development. Emphasis on critical evaluation of established theories that are influential in the development of career education curricula and in the practice of career counselling. Prerequisite: EDUC 220 or EDUC 401/402 or corequisite EDUC 403.

EDUC 330-3 Movement Language Elements for Dance in Education

In this experiential course students will develop an understanding of the movement concepts (action, space, time, force, relationship) which are the framework for making and teaching dance. This course will explore dance as a non-verbal expressive language, and will introduce students to a variety of aspects of dance within the curriculum. Previous dance training is not required. Prerequisite: 60 units including six units in EDUC courses.

EDUC 332-3 Naturalistic Observations in Early Learning Settings

Investigates the use of naturalistic observation and photo documentation techniques that can be used as a method of formative assessment leading to responsive ECE curriculum planning. Prerequisite: PSYC 250 and 45 units.

EDUC 339-3 Practicum 1

First term of work experience for the Faculty of Education Co-Operative Education Program. Provides opportunity to integrate theory and practice. This course is open only to co-op students. The co-op coordinator must be contacted at the beginning of the term prior to enrolment for this course. Units from this course do not count towards the units required for an 丁香园AV degree.

EDUC 341-3 Literacy, Education and Culture

Literacy has a far-reaching impact on the creation of knowledge, the organization of society, and the formation of institutions. This course explores leading policies, practices and ideologies guiding literacy education for adults, youth, and children in formal and informal education settings, in which traditional print literacy and digital literacy cultures intersect. This course is required for the certificate in literacy instruction. Prerequisite: 60 units including three in EDUC courses. Breadth-Humanities.

EDUC 342-3 Contemporary Approaches to Literacy Instruction

This course focuses on innovative approaches to literacy instruction in adult learning and out-of-school settings. Topics to be explored include voice and agency, engagement, assessment and meeting the needs of diverse learners through storytelling, writing, dance, drama, music, visual and digital arts. This course is appropriate for people with an interest in lieteracy education who may or may not have experience facilitating literacy learning. This is a required course for the certificate in literacy instruction. Prerequisite: 60 units including three in EDUC courses.

EDUC 342W-3 Contemporary Approaches to Literacy Instruction

This course focuses on innovative approaches to literacy instruction in adult learning and out-of-school settings. Topics to be explored include voice and agency, engagement, assessment and meeting the needs of diverse learners through storytelling, writing, dance, drama, music, visual and digital arts. This course is appropriate for people with an interest in lieteracy education who may or may not have experience facilitating literacy learning. This is a required course for the certificate in literacy instruction. Prerequisite: 60 units including three in EDUC courses. Writing.

EDUC 343-5 Literacy Practicum

The literacy practicum is the vehicle through which students in the Certificate in Literacy Instruction implement and evaluate the model of adult literacy instruction developed in EDUC 342. Implementation may occur in a variety of contexts and institutions with adults; the literacy practicum will be supervised and may involve supervised teaching, curriculum developments, or research field work. Prerequisite: EDUC 342.

EDUC 349-3 Practicum II

Second term of work experience for the Faculty of Education Co-operative Education Program. Provides opportunity to integrate theory and practice. This course is open only to co-op students. The co-op coordinator must be contacted at the beginning of the term prior to enrol in this course. Units from this course do not count towards the units required for an 丁香园AV degree.

EDUC 351-3 Teaching the Older Adult

This is a basic course in adult education for students from all disciplines, of particular interest to those working (or preparing to work) with older adults. The goal is to assist students to develop more effective strategies for meeting the needs of an aging population through education. Prerequisite: 60 units.

EDUC 352-4 Building on Reflective Practice

Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit. Prerequisite: EDUC 252.

EDUC 352W-4 Building on Reflective Practice

Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Prerequisite: EDUC 252. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit. Writing

EDUC 355-4 Theatre in an Educational Context

Deals with teaching theatre in an educational context. It will develop knowledge of theatre skills, and a variety of approaches and techniques for teaching theatre and theatre in the schools. Prerequisite: 60 units.

EDUC 358-3 Foundations of Educational Technology

A survey of major traditions of research and development in educational technology, including the arguments and assumptions they make about what constitutes a valuable educational outcome. Focus on analyzing and understanding educational technologies as cultural tools that are both shaped by and in turn shape teaching and learning in K-12 schools. Prerequisite: 60 units.

EDUC 370-4 International and Intercultural Education

Practical and theoretical approaches to international and intercultural education, including examinations of the relationships between culture, learning and schooling, and contemporary issues in teacher education from an international perspective. Prerequisite: completion of at least 60 units, including 3 units in Education.

EDUC 371W-4 School Health Education

Explores health concepts, health behaviors, and health concerns of school-aged children and youth. Focuses on comprehensive and co-ordinated school health programs, innovative instructional strategies, and health-promotion initiatives to create healthy school communities. Prerequisite: 60 units; or permission of instructor. Writing.

EDUC 375-3 Struggle with Mathematics: Sources and Recovery

Causes of Mathematics risk and anxiety from both a conceptual and a dispositional point of view. Exploration of different remediation strategies. Enhancement of personal mathematical skills through immersion in a problem-solving environment. The role of mathematical competence in society and job market. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 415 or EDUC 475 may not take this course for further credit. This course is designed for prospective secondary teachers not working in a Mathematics or Science specialization. As such, students with sufficient credit to receive a minor in Mathematics, Physics, Biology or Chemistry will not receive credit for this course. Students who have credit for or are currently enrolled in EDUC 415 or EDUC 475 cannot take EDUC 375 for credit. Quantitative.

EDUC 378-3 Teaching Core French with Special Emphasis on Authentic Documents

A modern language methodology course designed to develop skills necessary to instruct a basic Core French program. Begins at 丁香园AV and is completed at Laval University in Quebec City. Curricular emphasis includes the practical use of authentic documents. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Corequisite: EDUC 480 or 481. Basic knowledge of French recommended.

EDUC 380-4 Introduction to Teaching French in Canadian Contexts

For students contemplating becoming teachers of Immersion, Core French at the secondary level, or for intermediate and middle school generalists who want to have an introductory overview of second language teaching in general and French education in British Columbia specifically. The general objective is to help prospective French teachers to better understand Canadian bilingualism, its historical, sociopolitical and cultural context, as well as gain a basic understanding of French education programs in British Columbia. The language of instruction will be French, but the class will be "English-friendly". Prerequisite: FREN 301 or 304 or 370 or equivalent.

EDUC 382-4 Diversity in Education: Theories, Policies, Practices

An examination of the impact of social diversity on schooling in Canada exploring contemporary issues and perspectives on diversity education as they relate to cultural, ethnic, racial, linguistic, religious, economic, and gender differences. Prerequisite: 60 units. Students who have received credit for EDUC 441, EDUC 382-4 Special Topics from Fall 2003-3 on, cannot take EDUC 382 for further credit.

EDUC 383-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 384-2 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2, 3, 4, 6.

EDUC 385-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 386-4 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 387-4 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 388-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 389-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 390-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 391-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 392-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 393-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in Education Special Topics course may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 394-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 395-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degreeor a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 396-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 397-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 398-3 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6.

EDUC 399-4 Special Topics

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 2,3,4,6. Prerequisite: 60 units and EDUC 220 or PSYC 220 or PSYC 355.

EDUC 401-8 Introduction to Classroom Teaching

A half term of observation and experience in a BC school during which two students work as a team with a teacher selected by school authorities and appointed by 丁香园AV as a school associate. Students observe, teach and participate in school routines and programs. Grading is on a pass/withdraw basis. (Not offered in summer term.) Prerequisite: Students must successfully complete a Criminal Record Check. Equivalent Courses: EDUC401 EDUC403

EDUC 401W-8 Introduction to Classroom Teaching

A half term of observation and experience in a BC school during which two students work as a team with a teacher selected by school authorities and appointed by 丁香园AV as a school associate. Students observe, teach and participate in school routines and programs. Grading is on a pass/withdraw basis. Prerequisite: 丁香园AV to Professional Development Program. Students must successfully complete a Criminal Record Check. Students with credit for EDUC 403 may not take EDUC 401 for further credit. Writing

EDUC 402-7 Studies of Educational Theory and Practice

A half term of study which provides students with workshops, seminars, and lectures designed to introduce them to basic curriculum and methods appropriate for the age/grade level in which they expect to teach. Students will also be given an introduction to generic teaching skills, as well as to current issues in educational theory and practice. Grading is on a pass/withdraw basis. (Not offered in summer term.) Prerequisite: admission to PDP or PLP program. Students must successfully complete a Criminal Record Check.

EDUC 402W-7 Studies of Educational Theory and Practice

A half term of study which provides students with workshops, seminars, and lectures designed to introduce them to basic curriculum and methods appropriate for the age/grade level in which they expect to teach. Students will also be given an introduction to generic teaching skills, as well as to current issues in educational theory and practice. Grading is on a pass/withdraw basis. Prerequisite: admission to PDP or PLP program. Students must successfully complete a Criminal Record Check. Writing

EDUC 403-11 Studies in Teaching and Learning

Aims to develop students' dispositional capacities and engage them in comparative studies of teaching/learning between their current roles and their future roles as teachers. Students participate in observation and practice teaching. Grading is on a pass/withdrawal basis. Prerequisite: EDUC 402. Students must successfully complete a Criminal Record Check. Students with credit for EDUC 401/401W may not take this course for further credit.

EDUC 404-0 Coursework Semester

Students undertake 15 upper division units in Education to complete the professional development program requirements. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students must successfully complete a Criminal Record Check.

EDUC 405-15 Teaching Semester

A full term of classroom experience supervised by University appointed school associates. The school placement is appropriate to the grade level and subject specialties which the student expects to teach after graduation. Grading is on a pass/withdraw basis. (Not offered in summer term.) Prerequisite: EDUC 401/402 or EDUC 402/403. Students must successfully complete a Criminal Record Check.

EDUC 406-12 Supervised Observation and Teaching

Education 406 is designed for those who need to meet BC certification requirements. It is a supervised orientation/observation/teaching sequence of approximately ten weeks, in a BC public school. This practicum is designed as an opportunity to familiarize students with the British Columbia school system and update their teaching skills. Prerequisite: permission will not be given to students without previous teaching experience. Students must successfully complete a Criminal Record Check. Grading will be on a pass/withdrawal basis. Students with credit for EDUC 407 may not take EDUC 406. EDUC 406 is not applicable toward the credit requirements for a degree or diploma, i.e. not counted in total units.

EDUC 411-3 Investigations in Mathematics for Secondary Teachers

Students examine secondary mathematics from an advanced standpoint, focusing on problem solving, investigating connections among various topics and representations, and situating secondary mathematics in a broader context, both mathematical and historical. Grading will be on a pass/withdrawal basis. Prerequisite: One of MATH 152, 155 or 158. Corequisite: EDUC 415 or appropriate math background and permission of instructor. Quantitative.

EDUC 412W-4 Designs for Learning: Secondary Language Arts

Focuses on teaching secondary school language arts and addresses aspects of the theory and practice of language arts education. Students examine their own thinking about language arts education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for young adults within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 472 prior to the 2001-2 term cannot take EDUC 412 for further credit. Writing.

EDUC 414-4 Designs for Learning: Secondary Social Studies

Focuses on teaching secondary school social studies and addresses aspects of the theory and practice of social studies education. Students examine their own thinking about social studies education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for young adults within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 474 cannot take EDUC 414 for further credit.

EDUC 415-4 Designs for Learning: Secondary Mathematics

Focuses on teaching secondary school mathematics. Students explore mathematical learning, their own mathematical thinking and curriculum; and plan mathematical instruction within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 and one of MATH 152, 155, or 158, or corequisite EDUC 403. Students who have credit for EDUC 475 prior to the 2001-2 term cannot take EDUC 415 for further credit. Quantitative

EDUC 416-4 Designs for Learning: Secondary Science

Focuses on teaching secondary school science. Students explore the sciences and aspects of learning science; examine their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 476 prior to the 2001-2 term cannot take EDUC 416 for further credit.

EDUC 422-4 Learning Disabilities

A study of conceptual and historic foundations of learning disabilities and an introduction to the methodologies of diagnosis and of learning disabilities. Prerequisite: PSYC 250 or corequisite of EDUC 315 or 473. Students must successfully complete a criminal record check.

EDUC 423-4 Helping Relationships

Introduction to the rationale for and the practice of basic counselling skills. Emphasis on the development of counselling skills as a means of establishing effective helping relationships in educational settings. Prerequisite or corequisite: EDUC 323.

EDUC 424-4 Learning Disabilities: Laboratory

Supervised experience in analysis and evaluation of treatment strategies to be used with classroom students having learning disabilities. Prerequisite or corequisite: EDUC 422. Students must successfully complete a Criminal Record Check.

EDUC 426-4 Teaching Children and Youth with Special Needs

An introduction to the field of special education including studies of the definitional criteria and characteristics of major categories of special need, and the distinctive instructional challenges associated with these categories. The course focuses on the special learning needs of school age students, both elementary and secondary school levels, and emphasizes both the analysis of issues and treatment needs across the array of special needs. Prerequisite: 60 units including EDUC 220 or PSYC 250, or EDUC 401/402, or Corequisite: EDUC 403.

EDUC 427-4 Teaching Students with Special Needs in Inclusive Settings.

A review of classroom teaching practices that support learning for children with high-incidence disabilities (e.g., learning disabilities, Attention Deficit Disorder, mild intellectual disabilities, moderate behavior disorders). Topics include: introduction to inclusive teaching, collaboration partnerships and procedures, teaching students with high-incidence disabilities, developing effective teaching skills, improving classroom behavior and social skills, promoting inclusion with peers, enhancing motivation and affect, assessment and teaching in the content areas. Prerequisite: EDUC 422 and either 401/402 or corequisite EDUC 403 or permission of the instructor for students with experience working with children with high-incidence disabilities.

EDUC 428W-4 Nature and Nurture of Gifted Students

Concepts and practices related to the nature and nurture of the potential for giftedness in educational settings will be introduced. Theoretical and historical foundations of common practices in gifted education will be covered. Grading will be on a pass/fail basis. Prerequisite: EDUC 220 or PSYC 250 or PYSC 302 and EDUC 401/402 or corequisite EDUC 403. Writing.

EDUC 430-4 Designs for Learning: Dance

For students and teachers with some movement and dance experience who are planning to teach dance in school or recreational settings. Students will continue experiential and theoretical explorations of movement language framework concepts with increasing emphasis on expressive, formal and critical aspects of dance and movement education. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 433-4 Philosophical Issues in Curriculum

Examines fundamental philosophical issues involved in designing, evaluating, or changing educational curricula. Such issues as the nature and justification of educational curriculum, the components of a rational curriculum, the nature of knowledge and its differentiation, curriculum integration and the education of the emotions. Also deals with such current issues as the place of behavioral objectives in education, the hidden curriculum and the sociology of knowledge. Prerequisite: 60 units including six units in EDUC courses or EDUC 401/402 or corequisite EDUC 403.

EDUC 435-4 Infusing Global Perspectives into Curriculum

An examination of the rationale for and concepts of global education including its content, methods and skills objectives, and its place in existing provincial curricula. Prerequisite: 60 units, including three of which must be in Education.

EDUC 437-4 Ethical Issues in Education

Ethical problems in education are identified and examined. Four major areas of concern are explored: 1. the normative character of education as a whole; 2. the justification of education; 3. ethical questions related to equality, autonomy, interpersonal relationships, and rights in education; 4. moral education and values education. Prerequisite: EDUC 230 or EDUC 401/402 or corequisite EDUC 403 or permission of the instructor.

EDUC 438-4 Education and Popular Culture

What is the connection between popular culture and education? Using the concept of "societal curriculum," students will study the representation of socially constructed differences in movies, music videos, cartoons and toys produced for and/or consumed by youth to examine how these constructions reproduce or challenge existing norms and power relations in mainstream society. Prerequisite: 60 units. Students cannot take this course for further credit if same title has been taken under a Special Topics course number.

EDUC 439-3 Practicum III

Third term of work experience for the Faculty of Education Co-operative Education Program. Provides opportunity to integrate theory and practice. This course is open only to co-op students. The co-op co-ordinator must be contacted at the beginning of the semester prior to registration for this course. Units from this course do not count towards the units required for an 丁香园AV degree.

EDUC 441-4 Multicultural and Anti-racist Education

Focuses on developing approaches for multicultural and anti-racist teaching. Topics include: diversity of race, language and culture among learners; identifying the operation of racism, prejudice and discrimination in classrooms and schools; becoming familiar with a variety of approaches such as: co-operative learning, culturally appropriate assessment, and community involvement to counteract and prevent negative classroom and school dynamics; identifying bias in curriculum resources; and locating entry points in selected curriculum areas (e.g. language arts, social studies, art, music, etc.) for integrating approaches which employ a range of multicultural/anti-racist curriculum resources. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have received credit for EDUC 382: Diversity in Education: Theories, Policies, Practices cannot take EDUC 441 for further credit.

EDUC 445-4 Legal Context of Teaching

Designed to provide education students, teachers, counsellors and school administrators with a comprehensive understanding of the legal issues and potential legal liabilities encountered in the BC public school system. Special attention is devoted to the legal dimensions and consequences of routine classroom and administrative activity. Topics include: sexual abuse by school board employees; negligence and supervision; private lifestyles and community standards; discipline and corporal punishment; sexual harassment in the workplace; responsibility for curriculum fulfillment; liability outside school hours; and the AIDS controversy. Prerequisite: 60 units.

EDUC 446-4 Law for the Classroom Teacher

Provides a fundamental knowledge of law to teach law-related content in the BC curriculum: social studies, science, personal planning, language arts, P.E., social responsibility, and business. Topics: Canadian legal system, legal history, legal reasoning, dispute resolution strategies, the role of the courts, and family, environmental, property and contract laws. Prerequisite: 60 units.

EDUC 448-4 Teaching about Justice, Law and Citizenship

The justification and practise of law-related education in the K-12 curriculum are the subjects of this methodology course. Students will examine the place of law in the curriculum, existing resources and appropriate teaching strategies and will have the opportunity to develop unit plans and curriculum materials. Emphasis is on developing and implementing law-related programs in the classroom. Prerequisite: 60 units including six in education courses. Teaching experience is recommended.

EDUC 449-3 Practicum IV

Fourth term of work experience for the Faculty of Education Co-operative Education Program. Provides opportunity to integrate theory and practice. This course is open only to co-op students. The co-op co-ordinator must be contacted at the beginning of the term prior to enrolment for this course. Units from this course do not count towards the units required for an 丁香园AV degree.

EDUC 450-4 Classroom French Curriculum Studies

Intended for students who would like to gain insight into teaching French as a second language while improving their knowledge of the French language and of the associated culture in a classroom context. The language of instruction will be French. Corequisite: EDUC 402.

EDUC 452-8 Environmental Education

Examines the educational problems entailed in developing human awareness and understanding of the environment. Explores environmental issues through a multi-disciplinary approach and relates historical and contemporary problems in human-environment interactions to school curricula from the elementary to the secondary level. Includes a laboratory component. Grading will be on a pass/fail basis. A $46 field activity fee will be levied in this course. Normally offered in summer session only. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 454 may not complete EDUC 452 for further credit. Quantitative/Breadth-Science.

EDUC 454-4 Quantitative Approaches to Environmental Education

Integrating mathematical, scientific and socio-cultural methods and processes of learning across the curriculum and in teaching practice. Students will experience and apply approaches that are situated in the practices of environmental and social scientists through modelling, simulation and evaluation. Prerequisite: EDUC 401 and EDUC 402 or corequisite EDUC 403. Students who have completed EDUC 452 may not complete this course for further credit. Quantitative

EDUC 456-4 Models of Contemporary Arts in Education

Major conceptions of educational value in the contemporary arts, and application of these ideas to the development of visual arts programs in the schools. Prerequisite: 60 units.

EDUC 457-4 Drama and Education

Deals with theory, curricula and methodologies in drama education. Topics will include a selection from the following: aims of drama education; drama as methodology; role of the teacher in the drama classroom; evaluating students in drama classes; creative drama; the use of improvisation and storytelling; incorporating film and video work into drama classes; developing major projects with students such as choral dramatization, docudrama, anthology, and readers theatre; introducing scene work, stagecraft, and theatre history. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 459-4 Instructional Activities in Physical Education

Focuses on theory and curriculum of school physical education programs. Emphasis is given to the movement education orientation as it pertains to the various program activities and approaches applicable to primary, intermediate and secondary levels. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 464-4 Early Childhood Education

Current trends, issues and research relating to the education of young children. Prerequisite: EDUC 401/402 or PSYC 250 or corequisite EDUC 403.

EDUC 465-4 Children's Literature

Historical, sociological and literary perspectives on literature for children. Prerequisite: 60 units.

EDUC 466-4 Early Childhood Education: Curriculum and Instruction

Designed to expand on the theoretical foundations provided in EDUC 464 engaging students in the critical analysis of programming for early learners by surveying a variety of program types and providing both an overview of content areas for further discussion and inquiry specific to curriculum and instruction. Prerequisite/Corequisite: EDUC 464.

EDUC 467-4 Curriculum and Instruction in Teaching English as an Additional Language

Designed for prospective and beginning teachers to learn more about theory, research, and practice in teaching English as an additional language (EAL) in today's multilingual classrooms. Exploring an integrated approach working with learners to develop language skills through designing and delivering curriculum, instruction and assessment. Prerequisite: 60 units plus one of the following: six units of lower division EDUC course work; or completion of EDUC 401/402; or admission to the Certificate in Teaching ESL program.

EDUC 468-4 Sociocultural Perspectives on Language, Cognitive Development and EAL Instruction

Designed for prospective and beginning teachers to learn more about theory and research in language acquisition, sociocultural understandings of language development and thought, bilingualism and cognition, linguistic multicompetence. Exploring the implications of research and theory for the teaching and learning of EAL in classroom contexts. Prerequisite: 60 units including 6 units in Education courses.

EDUC 469-4 Music Education as Thinking in Sound

Understanding the language of music, both historical and contemporary, and use of electronic and acoustic instruments in the general music classroom. Prerequisite: 60 units.

EDUC 471-4 Curriculum Development: Theory and Practice

Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas. Prerequisite: 60 units.

EDUC 472-4 Designs for Learning: Elementary Language Arts

Focuses on developing knowledge, skills and strategies to create a rich and stimulating language arts program in the elementary classroom. Issues in reading, writing, speaking and listening will be examined through current theory and teaching practice. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 472 prior to 2001-2 term cannot take EDUC 472 for further credit.

EDUC 472W-4 Designs for Learning: Elementary Language Arts

Focuses on developing knowledge, skills and strategies to create a rich and stimulating language arts program in the elementary classroom. Issues in reading, writing, speaking and listening will be examined through current theory and teaching practice. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 472 prior to 2001-2 term cannot take EDUC 472 for further credit. Writing.

EDUC 473W-4 Designs for Learning: Reading

Offers theoretical and practical information about teaching reading in K-12 general education settings. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Writing.

EDUC 474-4 Designs for Learning: Elementary Social Studies

Focuses on teaching elementary school social studies and addresses aspects of the theory and practice of social studies education.Students examine their own thinking about social studies education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for children within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 474 prior to 2001-2 term cannot take EDUC 474 for further credit. Students with credit for EDUC 414 cannot take EDUC 474 for further credit.

EDUC 475-4 Designs for Learning: Elementary Mathematics

Focuses on teaching elementary school mathematics. Students explore mathematical learning, their own mathematical thinking, and curriculum; and plan mathematical instruction within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 475 prior to 2001-2 term cannot take EDUC 475 for further credit. Quantitative.

EDUC 476-4 Designs for Learning: Elementary Science

Focuses on teaching elementary school science. Students explore science, aspects of learning science, and their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students who have credit for EDUC 476 prior to 2001-2 term cannot take EDUC 476 for further credit.

EDUC 477-4 Designs for Learning: Art

Introduces students to the main ideas, skills, materials, resources, understandings and organizational concerns involved in teaching art in schools. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 478-4 Designs for Learning: Music

Designed for in-service and pre-service teachers who would like to acquire the skills that will allow them to teach music competently and creatively. They will learn basic conducting techniques, design their own curriculums and have an opportunity to prepare and teach their own lesson plans. Previous musical experience is welcome, but not required. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 479-4 Designs for Learning: Physical Education

Consideration is given to the pedagogical principles underlying the development of inclusive physical programs at the primary, intermediate and secondary levels. Involves practical consideration of instructional strategies and curriculum planning in physical education, particularly as they apply to alternative environment activities. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Corequisite: EDUC 459.

EDUC 480-4 Designs for Learning: French as a Second Language

Deals with a variety of approaches, teaching strategies and curricula, for teaching French as a second language in elementary and secondary schools. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 480W-4 Designs for Learning: French as a Second Language

Deals with a variety of approaches, teaching strategies and curricula, for teaching French as a second language in elementary and secondary schools. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Writing.

EDUC 481-4 Designs for Learning: French Immersion Programs and Francophone Schools

Focuses on research and theories of language learning in bilingual programs and minority contexts, pedagogical approaches and curricula for teaching in French Immersion programs and Francophone elementary and secondary schools. Prerequisite: EDUC 401/402 (French Immersion) or corequisite EDUC 403. Instruction given in French.

EDUC 481W-4 Designs for Learning: French Immersion Programs and Francophone Schools

Focuses on research and theories of language learning in bilingual programs and minority contexts, pedagogical approaches and curricula for teaching in French Immersion programs and Francophone elementary and secondary schools. Prerequisite: EDUC 401/402 (French Immersion) or corequisite EDUC 403. Instruction given in French. Writing.

EDUC 482-4 Designs for Learning: Information Technology

Students will develop a critical understanding of information technologies in education and learn how to integrate these technologies into classroom settings. An emphasis is on teaching strategies and methods as they complement the guidelines set forth in the BC Information Technology Curriculum. Prerequisite: 60 units.

EDUC 483-8 Designs for Learning: Curriculum Studies

Development of conceptual and technical skills through workshops, seminars, and directed and independent study. Deals with human development and learning in the school. Stress will be placed on approaches to individualizing instruction and to integrating the curriculum in different subject areas. It will normally be taught by two or more faculty members. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

EDUC 484-4 Exploring Students' Scientific Misconceptions

Examines scientific misconceptions on two levels. Nature and origins of common misconceptions about the physical, material and living world. A critical examination of what it means to have a "misconception" and an exploration of different models and strategies for helping learners to evaluate and modify problematic ideas. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Quantitative.

EDUC 485W-8 Designs for Learning: Writing

Designed to help students become better teachers of writing. Students will be involved in four aspects of teaching writing: teacher as writer, teacher as teacher of writing skills, teacher as researcher, teacher as developer of curriculum. Techniques for providing effective writing experiences will be studied, demonstrated and practised. Students will observe, use and evaluate these techniques. Course content: teacher as writer -- writing skills, audience, purpose, writing process, self-evaluation. Teaching writing -- research, skill acquisition, self-disclosure, risk and creativity, thought and discipline, evaluation. Teacher as researcher -- reflective observation, analysis of data, program evaluation, peer support systems. Teacher as developer of curriculum -- student writing, drama, literature, use of texts. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Writing.

EDUC 486-4 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3, 4 or 6) and prerequisites for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6.

EDUC 487-4 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3, 4 or 6) and prerequisites for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6.

EDUC 488-3 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3, 4, or 6) and prerequisites for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6.

EDUC 490-4 Directed Study

Directed study in education under the supervision of a faculty member. Prerequisite: 60 units and a CGPA of 3.0, consent of supervising faculty member, and approval of the director of undergraduate programs. A maximum of three directed studies courses will be approved for a maximum of 12 units. Directed studies courses may not parallel regularly taught courses. A student may take a maximum of two directed studies courses with the same faculty member. Applications are available in the undergraduate programs office. Variable units 2, 4.

EDUC 491-4 Directed Study

Directed study in education under the supervision of a faculty member. Prerequisite: 60 units and a CGPA of 3.0, consent of supervising faculty member, and approval of the director of undergraduate programs. A maximum of three directed studies courses will be approved for a maximum of 12 units. Directed studies courses may not parallel regularly taught courses. A student may take a maximum of two directed studies courses with the same faculty member. Applications are available in the undergraduate programs office. Variable units 2, 4.

EDUC 492-2 Directed Study

Directed study in education under the supervision of a faculty member. Prerequisite: 60 units and a CGPA of 3.0, consent of supervising faculty member, and approval of the director of undergraduate programs. A maximum of three directed studies courses will be approved for a maximum of 12 units. Directed studies courses may not parallel regularly taught courses. A student may take a maximum of two directed studies courses with the same faculty member. Applications are available in the undergraduate programs office. Variable units 2, 4.

EDUC 493-4 Directed Studies in Environmental Education

A multidisciplinary approach for educators in formal and informal settings with an interest in learning more about environmental issues. Students will consider multiple perspectives on the goals, values and interdisciplinary nature of environmental education, review locally available curricular materials and obtain a grounding in appropriate models for learning and teaching environmental topics. Prerequisite: 60 units and a CGPA of 3.0, EDUC 452, consent of supervising faculty member, and approval of the director of undergraduate programs. Applications are available in the undergraduate programs office.

EDUC 495-3 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3,4,or 6) for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6. Prerequisite: This will be announced prior to the beginning of each term.

EDUC 496-3 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3,4,or 6) for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6. Prerequisite: This will be announced prior to the beginning of each term.

EDUC 497-3 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3,4,or 6) for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6. Prerequisite: This will be announced prior to the beginning of each term.

EDUC 498-3 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced during the term prior to that in which the course is to be offered. The exact assignment of units (3,4,or 6) for the special topics offering will be announced prior to the beginning of each term. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units 3, 4, 6. Prerequisite: This will be announced prior to the beginning of each term.

EDUC 702-2 Directed Readings

EDUC 703-3 Directed Readings

EDUC 704-4 Directed Readings

EDUC 705-5 Directed Readings

EDUC 710-5 Special Topics

Variable units 3, 4, 5.

EDUC 711-5 Special Topics

Variable units 3, 4, 5.

EDUC 712-5 Special Topics

Variable units 3, 4, 5.

EDUC 713-5 Special Topics

Variable units 3, 4, 5.

EDUC 714-5 Special Topics

Variable units 3, 4, 5.

EDUC 720-5 Special Topics

Variable units 3, 4, 5.

EDUC 799-3 Supervised Counselling Clinic I

An initial clinical course where students develop their basic and beginning counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 870, 874. Students must successfully complete a Criminal Record Check.

EDUC 800-3 Supervised Counselling Clinic II

An advanced clinical courses where students further develop their counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 799. Students must successfully complete a Criminal Record Check.

EDUC 801-3 Counselling Practicum I

Supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 800. Students must successfully complete a Criminal Record Check.

EDUC 802-3 Counselling Practicum II

Advanced supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 801. Students must successfully complete a Criminal Record Check.

EDUC 805-3 Social Development in the School Context

This course involves an examination of theoretical, empirical and practical literature on social and emotional development in young children and its application to education and school settings.

EDUC 806-5 Selected Problems in Higher Education

EDUC 807-5 The Foundations of Action Research

Surveys the philosophical and sociological dimensions, moral and ethical considerations, and empirical findings of action research. Only students admitted by Field Programs are allowed to enrol for this course.

EDUC 809-5 Graduate Seminar

Graded on satisfactory/unsatisfactory basis.

EDUC 810-3 Methods of Inquiry in Educational Psychology

An introduction to major paradigms of inquiry in educational psychology including their inherent assumptions, central concepts and dominant procedures. The practices of ethical scholarship and presentation and dissemination of knowledge in educational psychology are additional foci.

EDUC 811-5 Fieldwork I

Graded on a satisfactory/unsatisfactory basis.

EDUC 812-5 Fieldwork II

Graded on a satisfactory/unsatisfactory basis.

EDUC 813-5 Organizational Theory and Analyses

This course critically examines organizations in which educational leaders work from different theoretical perspectives and in light of research evidence. It also critiques several past and current reform initiatives, and explores specific topics in-depth. A central and pervasive question of the course concerns organizational purposes, especially with respect to learning, and how these purposes are served by organizational structures and processes.

EDUC 815-5 Administrative Processes

This course examines the administrative world in which educational leadership occurs, including: administrative ideologies, theories of practice and institutional arrangements; values analysis; and technical fields such as financial, legal and human resources. This is complemented by an introduction to current research findings and to distinct theoretical traditions (e.g. structural-functional, interpretive and critical) in which research examining administrative processes is conducted. Topical issues and problems will be explored within the conceptual framework of the course.

EDUC 816-5 Developing Educational Programs and Practices for Diverse Educational Settings

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

EDUC 817-5 Policy Processes

This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.

EDUC 818-5 Leadership Studies

This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.

EDUC 819-5 Studies in Teacher-Student Interaction

Consideration of systems for analysing teacher interaction and their use in analysing the student's own classroom teaching. The course will also deal with models of instruction designed to achieve various categories of educational objectives.

EDUC 820-5 Current Issues in Curriculum and Pedagogy

Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.

EDUC 822-5 Evaluation of Educational Programs

Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.

EDUC 823-5 Curriculum and Instruction in an Individual Teaching Speciality

An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.

EDUC 824-5 Seminar in Second Language Teaching

Theories of sentence, discourse, and context in second language education; teaching scientific genres and humanities genres, use of dictionaries and glossaries, use of standardized and alternative forms of assessment.

EDUC 825-5 Second Language Acquisition and Schooling

Academic factors that impact language learning, the universal grammar model of language, speech perception and production in first and second languages.

EDUC 826-3 The Neurobiology of Language and Reading Development

Reviews theories of language and reading development for children with and without learning disabilities and the neurobiological evidence in support of these theories. Prerequisite: EDUC 473

EDUC 828-3 Instructional Practices for Inclusive Classrooms

Reviews policies and procedures intended to support learning of children with high-incidence disabilities in general education classrooms. Prerequisite: EDUC 826 or consent of the instructor.

EDUC 829-3 Contemporary Issues in Learning Disabilities

Selective issues important and current in the learning disabilities field are examined in depth. The objective is to enable students to master a significant body of knowledge in the learning disabilities field, and to identify areas of interest for their eventual thesis research. Prerequisite: EDUC 422.

EDUC 830-5 Implementation of Educational Programs

Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.

EDUC 832-5 The Art and Discipline of Writing and Teaching Writing

Through narrative inquiry and traditional study, students develop a deep understanding of, appreciation for and ability to access composition as an artistic experience and a teachable craft.

EDUC 833-5 Social and Moral Philosophy in Education

An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.

EDUC 834-5 Multilingualism, Language Acquisition, and Language Learning in the School Context

A critical examination of key aspects of bi- and multilingualism from the double perspectives of sociolinguistics and language education. Current issues and theoretical developments in the study of multilingualism, identity, and language teaching provide a solid foundation to understand second and third language acquisition and literacy development in bilingual settings, including new perspectives on plurilingualism in language planning in education. The language of instruction will be French.

EDUC 835-5 Introduction to Educational Discourses and Practices in North American Contexts

Educational topics and academic and cultural adaptation to graduate study in Canada. Explores key questions in contemporary educational discourses, issues of culture, language and identity, and develops advanced academic literacy through intensive reading and writing.

EDUC 840-0 Graduate Seminar

Graded on a satisfactory/unsatisfactory basis.

EDUC 842-3 Sociocultural Perspectives on the Psychology of Development and Education

Sociocultural criticisms of traditional views of psychological development and learning are examined, and alternatives advanced by an array of sociocultural theories and research pertaining to individual and collective development are explored with particular attention to their relevance for educational contexts, practices, and aims.

EDUC 843-5 Embodiment and Curriculum Inquiry

The scholarship on embodiment and its implications for the body as a site for knowledge and its relationship to contemporary curriculum inquiry will be studied with specific emphasis on the area of performative and narrative inquiry and arts education. Central to this course will be the investigation of embodiment from both a philosophical perspective and a literary/poetic perspective.

EDUC 844-5 Issues in Mathematics Education

An examination of critical issues, current research, and practices in mathematics education.

EDUC 845-5 Learning Mathematics with Computers

Experience in incorporating computers in mathematical problem solving, adaptation of materials for use in mathematics classroom.

EDUC 846-5 Foundations of Mathematics Education

An examination of historical, cultural, and psychological forces shaping the secondary school mathematics curriculum. Current developments in mathematics curriculum and in mathematics education research.

EDUC 847-5 Teaching and Learning Mathematics

The theory and practice of mathematics teaching at the secondary level. Emphasis on the nature of the learner and the function of the teacher.

EDUC 848-5 Ideas and Issues in Aesthetic Education

This course relates critical ideas in aesthetics to questions concerning the nature, purpose, and provision of the arts (visual art, music, drama, dance, literature) in education.

EDUC 849-5 Artists, Society and Arts Education

A major survey of the educational theories and practices of musicians and artists generally from medieval times to the present. The special focus will be on modern responses of musicians and artists to modern demands for mass arts education. Material will be drawn from Europe, North America, Asia, and other parts of the world where mass arts education provision occurs.

EDUC 850-5 Creativity and Education

This course involves an exploration of the concept of creativity used in educational theory and practice. Through an examination of philosophical writings, psychological studies, first hand accounts of creators, biographical and historical material, and works of art and science themselves, an attempt will be made to come to grips with some of the problems which surround this concept and thereby to evaluate views about creativity put forth in theoretical accounts and exhibited in educational practice.

EDUC 852-5 Inquiry, Creativity and Community: Drama in Education

This course involves an exploration of basic issues and questions which underlie the nature and provision of drama education in the schools. It includes a critical examination of the claims made in the theoretical literature regarding the nature and aims of drama education and an exploration of the implications for drama education curriculum and pedagogy.

EDUC 854-5 Teachers as Agents of Change

The narratives of teachers of minority and Anglo-European ancestry will provide insights into how teachers work within and beyond normative institutionally prescribed roles to define and implement positive social and educational changes for their students.

EDUC 855-5 Multicultural and Race Relations Education: Policy Development and Program Implementation

Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.

EDUC 856-5 Sociocultural Perspectives on Education and Identity

Course activities will be structured for participants to consider recent formulations of learners as agents as well as subjects of culturally constructed, socially imposed worlds. Participants will examine a number of ethnographic descriptions of the experiences of learners in a variety of communities, noting in particular their use of diverse mediations/tools, including language. Participants will consider these ideas in relation to their own educational communities and develop plans for research activity in those sites.

EDUC 857-5 Issues and Topics in Environmental Education

Examines the origins of environmental education, the range of program offerings, and the educational concepts which appear to underlie them. Prerequisite: consent of the instructor.

EDUC 858-5 Contemporary Research and Classroom Practices in French Immersion

Students examine studies, reports and articles relating to French Immersion methodology, curriculum and program exploration. Students derive classroom applications and curriculum changes from these studies. Prerequisite: EDUC 481.

EDUC 860-3 Contemporary Theory and Research in Educational Psychology

An advanced survey of core topics in educational psychology. Prerequisite: An undergraduate course in educational psychology or a cognate field of psychology.

EDUC 861-5 Study of Learning Environments

This course reviews research on learning environments (also known as classroom climates or classroom ecologies) in terms of psychological and social perspectives on educational experience. Implications for student learning, professional development and evaluating education innovations are examined.

EDUC 862-4 Individual Assessment in Counselling

Assessment procedures used in educational and community counselling settings, including intake assessment, case conceptualization, observational procedures, diagnostic categories, ethics, bias and multicultural and diversity issues. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor.

EDUC 863-3 Quantitative Methods in Educational Research

Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.

EDUC 864-5 Research Designs in Education

Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit.

EDUC 866-5 Advanced Qualitative Research in Education

Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 867. Prerequisite: EDUC 864 and 867.

EDUC 867-5 Qualitative Methods in Educational Research

This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments. Prerequisite: EDUC 864 (prerequisite not required for students in M.Ed. in Educational Practice stream).

EDUC 868-5 Curriculum Theory and Art Education

The course examines and relates conceptions of creativity and response in the visual arts to the fundamental questions of curriculum theory.

EDUC 869-5 Music Education as Thinking in Sound

This course presents the theory and practice of music education based on theories of auditory perception, musical theory, and various cross-cultural perspectives on musical behavior.

EDUC 870-4 Theories of Counselling

Students examine analytic, phenomenological, existential, behavioral and cognitive approaches to counselling, and the philosophical and personality theories upon which they are based. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor.

EDUC 871-4 Family Counselling

Students discuss models of family dynamics and instructional interventions applicable by school personnel in family counselling interactions. Concepts and techniques will be explicated through discussion and simulation. Prerequisite: EDUC 870.

EDUC 872-3 Ethics in Counselling Psychology

Issues related to foundational ethical principles and systems, professional and legal standards for counselling psychology, review of ethics codes, ethical decision-making, and other topics including professional boundaries, competence, service across cultures, social justice, consulting and private practice, and ethical guidelines around evaluation, assessment, supervision, and research.

EDUC 873-4 Career Counselling

An examination of contemporary approaches to career counselling.

EDUC 874-5 Counselling Skills and Strategies

Counselling skills and strategies are analysed, practiced, and critically examined. Counsellor decision-making, counselling effectiveness, and professionalism in counselling are also considered. Prerequisite: EDUC 870.

EDUC 876-3 Cognitive Intervention Research

Examines issues in research designed to enhance learners' cognitive processes. This research is subsumed under the broad term 'cognitive interventions,' which in turn, refers to research purported to increase learners' success in learning. The issues examined include the historical context, problems and prospects of cognitive interventions.

EDUC 877-4 Contemporary School Counselling

An examination of contemporary approaches to school counselling. Program development, consultation skills, counselling interventions in school counselling are considered.

EDUC 878-5 Group Counselling

An examination of contemporary approaches to group counselling. Prerequisite: EDUC 874.

EDUC 879-5 Lev Vygotsky's Theories in Education

Covers all major aspects of Lev Vygotsky's cultural-historical activity theory of human development and its contemporary applications in education. Concepts include the zone of proximal development of higher psychological functions, language and consciousness, interfunctional relations, analysis according to units, and "tool-and-result" methodology.

EDUC 881-5 Project

The project is a study that may take a variety of different forms including a survey, case study, extended essay, curriculum development project inter alia; central to its character is a concern with the application of relevant academic knowledge to professional practice. The project should normally be completed and approved in two terms.

EDUC 883-5 MEd Comprehensive Examination

The examination is graded on a satisfactory/unsatisfactory basis.

EDUC 890-4 Educational Media as Foundations of Curriculum

Provides a historically-grounded treatment of the constructive role of technologies in the transmission and production of cultural knowledge and understanding. Students develop a grasp of the ways in which technologies have mediated and transformed the nature of knowledge, the knower, and processes of coming to know.

EDUC 891-4 Learning Design in Technology-Mediated Environments

Engages students in a critical analysis of learning design theory, including the underlying assumptions these embrace about knowledge, learning, the learner, learning technologies and the nature of instruction. Students will examine the appropriateness of media and learning technologies to support teaching and learning, and create a learning design according to a principled approach.

EDUC 892-4 Cognitive Tools and Multimedia Learning

Design principles for multimedia learning are derived from the theories and research of cognitive science. Topics include: tutorial interactions, history of adaptive learning systems, adapting to individual differences, dialogues with teachers (and other agents), problem solving and cognitive load, learning from multimedia, cognitive principles for document design, tools for self-regulated learning, intrinsic and situational motivation, simulations and self-regulated inquiry, inquiry with microworlds and cognitive tools, multimedia scenarios for anchored instruction.

EDUC 893-4 Organizational and Social Aspects of Learning Technology Design

Reviews constructive approaches to integrating learning technologies, provides analysis tools from cultural historical activity theory, reviews impact of organizational culture and draws on visualization of social activity networks. Organization and change strategies are examined in higher, school and workplace learning; providing a source for designing organizational learning technologies.

EDUC 894-4 Methods for Evaluation and Inquiry in Learning Technologies

Examines methods, practices and thinking of direct value in improving quality and use of learning technologies. Students experience leading software tools for observational analysis, qualitative research and digital ethnography. We consider computer-supported methods for learning technology professionals and for assessing learning technology programs. Prerequisite: EDUC 864

EDUC 897-5 Master's Thesis (Completion)

EDUC 898-10 Master's Thesis

The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms.

EDUC 899-10 Doctoral Thesis

Prerequisite: EDUC 983.

EDUC 901-5 Seminar in the History of Educational Theory

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice.

EDUC 902-5 Interdisciplinary Seminar in Contemporary Educational Theory

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal.

EDUC 904-5 Fieldwork III

EDUC 905-5 Fieldwork IV

EDUC 907-5 Selected Topics

EDUC 908-5 Selected Topics

EDUC 910-5 Directed Readings

EDUC 911-5 Colloquium in Curriculum Theory (I)

EDUC 912-5 Colloquium in Curriculum Theory (II)

EDUC 921-5 Seminar in Philosophy and Educational Theory

Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making.

EDUC 922-5 Advanced Seminar in Epistemology and Education

An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective?

EDUC 923-4 The Politics of Difference: Coalition Building and Critical Pedagogy

Students will become familiar with current theories, practices and research about anti-racist and critical pedagogies, and democratic dialogue for coalition-building in educational contexts.

EDUC 924-4 Multilingual Societies and Identities in a Globalizing World

The course will introduce participants to theoretical perspectives and developments in the fields of multilingualism, identity formation and globalization, and to their impacts inside and outside of classrooms. Participants will be encouraged to employ, adapt, and challenge analytic paradigms, and to apply them to the contexts of the classrooms in which they teach and/or the societies in which they have lived.

EDUC 925-4 Critical Literacies in Multilingual Contexts

Students will become familiar with current theory, practice and research in multiliteracies and multimodal literacies in multilingual contexts, in critical literacy pedagogies, and critical discourse analysis with respect to interaction as well as text. Participants will also discuss current critical literacy research practices, and demonstrate the design and execution of such studies.

EDUC 926-2 Doctoral Seminar A: Anthropological Approaches to Educational Research

This seminar is designed for the first term of the doctoral program in Languages, Cultures, and Literacies in the Faculty of Education. It will provide students with opportunities to examine and practice analytical research procedures that are currently in the forefront of socio-cultural, transformative educational scholarship. Students will become familiar with and discuss anthropological approaches in education research.

EDUC 927-2 Doctoral Seminar B: Sociolinguistic Approaches to Educational Research

Participants will discuss methodological approaches in sociolinguistic research in educational and other social contexts. Courses instructors will introduce a range of sociolinguistic research following different methodologies, as well as presenting their own research. Participants will be involved in discussions and analysis in three areas: analysis of data from instructors' research; applicability of methodologies in participants' own social and educational contexts; relevance and applicability of methodologies in terms of participants' emerging research plans.

EDUC 928-2 Doctoral Seminar C: Critical and Sociocultural Approaches to Educational Research

Participants will discuss examples of critical and sociocultural research in multiliteracies and multimodal literacies in multilingual contexts. Course instructors will present their own as well as others' research, and course discussion will centre on methods and techniques for this approach to critical educational research. Participants will be involved in analyzing data from instructors' projects.

EDUC 931-4 Group and Organizational Learning Technologies

An advanced class engaging candidates in research toward social and organizational factors and designs. Projects are determined through student study plans and faculty research.

EDUC 932-4 Learner-Centred Design

Examines a new paradigm for designing learning environments that integrates research on the experience of learning complex material with the rigor of systematic design processes. Students will design and carry out a learner-centred study and will be expected to contribute to the development of this new design paradigm in class discussions and in reflective writing.

EDUC 941-5 Mathematical Learning and Thinking: Historical, Philosophical, and Psychological Dimensions

Focuses on motivations and rationales guiding seminal thinkers in the historical development of mathematical thinking, mathematical cognition and learning, with an eye toward foundational issues in contemporary educational research, theory and practice.

EDUC 942-5 Contemporary Theories and Methodologies in Mathematics Education

Contemporary theories and methodologies in mathematics education will be examined and analysed. Developing an overview of mathematics education as an evolving research domain will be focal.

EDUC 943-5 Arts-Based Inquiry in Educational Research

This doctoral seminar will explore modes of inquiry through the arts that are important for education. Participants will be introduced to, and learn to practice, various arts-based methods including narrative, performative, poetic, autobiographical and living inquiry.

EDUC 944-5 Aesthetic Ways of Knowing and Education

This course explores, critically, the historical and emergent role and responsibility of the arts in human development, learning and personal transformation. Aesthetic ways of knowing with a focus on metaphor, imagination and archetype are examined together with various Indigenous and cultural perspectives. The course will consider how differing conceptions of arts and the work of artists can influence and have value for education and society, and in particular for arts education and educational researchers.

EDUC 945-5 Doctoral Seminar in Arts Education

The course provides a broad theoretical overview of problems and ideas associated with the nature and provision of arts education in the schools.

EDUC 946-5 Doctoral Seminar in Mathematics Education

This seminar is designed to extend and deepen students' understanding of the discipline of mathematics education. It will examine international developments, research programs, special interest groups, recent theories in learning and teaching mathematics, and issues in mathematics teacher education. Prerequisite: EDUC 942.

EDUC 950-5 Approaches to Educational Research

The broad paradigms encompassing much current educational research are examined, with emphasis on their philosophical and assumptional bases, as well as general ethical and methodological issues. Particular attention is paid to the critical reading of research and the implications for educational leadership. In addition, students begin to identify a research topic and to develop a defensible research orientation.

EDUC 960-5 Ethics, Law and Professional Leadership

This seminar examines the ethical and legal environment of professional leadership. Specifically, the course addresses moral issues and dilemmas embedded in professional practice including occupational and ordinary morality, issues of deception and honesty, informed consent, privacy and confidentiality, conflict of interest, individual and collective responsibility, inter alia. The course will use cases and personal experience as heuristics for learning.

EDUC 961-5 Educational Governance, Reform and Diversity

The nature and impact of recent wide-ranging systemic educational reform in several different countries are critically examined, through two major themes. One theme is the politics and dynamics of governance, with a particular emphasis on participatory forms of political life in a heterogeneous society. The other theme is the politics and culture of difference, and the development of community which respects these differences.

EDUC 962-5 Leadership, Accountability and the Public Interest

The special responsibilities of leaders in educational institutions for accountability both to learners and to the wider community with respect to policies, practices and programs are the focus of this seminar. Contemporary approaches to program assessment and to ensuring cost-effectiveness in educational management are applied to cases emerging from student experience.

EDUC 964-5 Seminar in Educational Theory

EDUC 970-3 Systems and Paradigms in Educational Psychology

A survey of major 20th century systems and paradigms that underlie research and theories in instructional psychology; addresses learning, cognition, motivation, methods of inquiry, and other cornerstones of the field.

EDUC 971-4 Advanced Topics in Educational Psychology

In-depth critical analysis of select topics in educational psychology. Prerequisite: EDUC 860. Students who have taken EDUC 865 in previous terms may not take this course for further credit.

EDUC 975-4 Advanced Quantitative Methods in Educational Research

Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Prerequisite: EDUC 863 and 864 or permission of instructor.

EDUC 983-5 Doctoral Comprehensive Examination

The examination is graded on a satisfactory/unsatisfactory basis.

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