Formerly ED-A 552

Survey of recent literature in the field, identification of current issues, problems of professional development vis-à-vis advanced study in Music Education.

Note: Not open to students who have credit in ED-A 552.

Formerly ED-A 550

Students are introduced to the various research methods used in music education. Evaluation in music education at all levels is included.

Note: Not open to students who have credit in ED-A 550.

Formerly ED-A 502

Advanced applications of the use of computers in music education. MIDI-based technology and hands-on experience will be emphasized.

Note: Not open to students who have credit in ED-A 502.

Formerly ED-A 520

Exposure to and experience with various arranging techniques, and participation in the jazz ensemble.

Note: Not open to students who have credit in ED-A 520.

Formerly ED-A 521

A study of jazz performance techniques and literature, applications to education, and participation in the jazz ensemble.

Note: Not open to students who have credit in ED-A 521.

Formerly ED-A 540

Review of the literature; critical analysis of significant research; planning curriculum research at the elementary school level.

Note: Not open to students who have credit in ED-A 540.

Formerly ED-A 541

Review of the literature; critical analysis of significant research; planning curriculum research at the secondary level.

Note: Not open to students who have credit in ED-A 541.

Formerly ED-A 558M

Application of relevant theories and models to the design and development of school curricula in music.

Note: Not open to students who have credit in ED-A 558M.

Formerly ED-A 558A

Application of relevant theories and models to the design and development of school curricula in art.

Note: Not open to students who have credit in ED-A 558A.

Formerly ED-A 570

Review of contemporary art education research issues; development of a teaching creed and proposal; studio exploration linked to current instructional practice.

Note: Not open to students who have credit in ED-A 570.

Formerly ED-A 571

Review of literature on the development of drawing; analysis of theory and current teaching practices; an investigation of ideas and approaches through actual engagement in drawing.

Note: Not open to students who have credit in ED-A 571.

Formerly ED-B 515

Examination of information technologies available to educators with emphasis on hypertext, Internet and multimedia design and production processes. Investigation of distance and virtual instructional systems and the technologies that support them.

Note: Not open to students who have credit in ED-B 515.

Formerly ED-B 520

An analysis of the theories of leading contemporary thinkers as they relate to basic values, purposes and problems in public education.

Note: Not open to students who have credit in ED-B 520.

Formerly ED-B 521A

Historical examination of significant educational writings prior to 1850 and the social context in which they were written. Special emphasis on "classic" literatures that illuminate themes of educational change and that illustrate the close relationship between the character of society and the character of its educational institutions.

Note: Not open to students who have credit in ED-B 521A.

Formerly ED-B 521B

Historical examination of significant educational writings after 1850 and the social context in which they were written. Special emphasis on modern and contemporary literatures that illuminate themes of school reform and educational change and that illustrate the close relationship between the character of society and the character of its educational institutions.

Note: Not open to students who have credit in ED-B 521B.

Formerly ED-B 522

Critical analysis of film as a pedagogical tool. Philosophical issues in the analysis of film including science and value theory, knowledge and perspectivism, authenticity and social relations, and modern vs post-modern views.

Note: Not open to students who have credit in ED-B 522.

Formerly ED-B 555A

Philosophical foundations in the study of education and curriculum: (1) conceptions of education and curriculum; (2) philosophical justifications of educational and curriculum practice; (3) historical perspectives; (4) criteria for judging education and curriculum practice; and (5) a personal stance.

Note: Not open to students who have credit in ED-B 555A.

Formerly ED-B 555B

Further development and elaboration of topics in 555A.

Note: Not open to students who have credit in ED-B 555B.

Prerequisites: ED-B 555A or EDCI 531A.

Formerly ED-B 556

A description of a variety of selected approaches to curriculum planning, This course aims to compare traditional Tylerian approaches to curriculum planning with alternative approaches in terms of their origins, underlying assumptions, utility in various settings, and effects. The course provides the students the opportunity to identify and characterize their own approaches to curriculum planning.

Note: Not open to students who have credit in ED-B 556.

Formerly ED-B 557

A description of selected approaches to curriculum implementation. This course aims to describe and compare problems, practices, and models of implementing curriculum at institutional and individual levels and to provide students the opportunity to extract principles and procedures applicable to their own situations.

Note: Not open to students who have credit in ED-B 557.

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Formerly ED-B 540

Review of the literature; critical analysis of significant research; planning research in curriculum and instruction.

Note: Not open to students who have credit in ED-B 540.

Prerequisities: ED-B 342, 343 and 349, EDCI 348, 349 and 351 or equivalent.

Formerly ED-B 541

Review of the literature; critical analysis of significant research; planning curriculum research at the secondary level.

Note: Not open to students who have credit in ED-B 541.

Formerly ED-B 542

An intensive examination of the acquisition and the development of reading competence, focusing on the cognitive and linguistic processes. The course will include an analysis of reading research, methods and materials.

Note: Not open to students who have credit in ED-B 542.

Pre- or corequisites: ED-B 540, EDCI 540 or consent of instructor.

Formerly ED-B 543

An intensive examination of the processes though which competence in listening, speaking and writing is developed and of the products which result. The course will include an analysis of language research, methods and materials.

Note: Not open to students who have credit in ED-B 543.

Pre- or corequisites: ED-B 540, EDCI 540 or consent of instuctor.

Formerly ED-B 544

This course focuses on theoretical and practical issues in the causation, diagnosis, and remediation of reading difficulties as these are encountered in the school setting. Seminar discussions will centre on the research literature relevant to reading difficulties; the practical component will involve students in working in a clinical setting with children with reading problems.

Note: Not open to students who have credit in ED-B 544.

Prerequisites: ED-B 342/343, EDCI 348/351.

Formerly ED-B 545

This course will focus on issues in the definition, development and function of secondary school developmental, corrective, and remedial reading programs. The course will also consider the role of the reading consultant in program implementation.

Note: Not open to students who have credit in ED-B 545.

Prerequisites: ED-B 342/343C, 344; EDCI 348, 352.

Formerly ED-B 546

A critical review of research methodologies used in the general area of language arts. Consideration of the appropriateness of specific methodologies to research in classroom problems.

Note: Not open to students who have credit in ED-B 546.

Formerly ED-B 547

The extensive critical examination of issues in the learning and teaching of English in the secondary grades.

Note: Not open to students who have credit in ED-B 547.

Pre- or corequisites: ED-B 541, EDCI 541 or consent of instructor.

Formerly ED-B 558

Application of relevant theories and models to the design and development of school curricula in a specific area.

558A Language
558B Reading
558C English

Note: Students may enroll in more than one of the areas listed above at 1.5 units each.

Note: Not open to students who have credit in ED-B 558.

Formerly ED-B 550

Analysis, interpretation, and evaluation of selected research in early childhood education through study of its conceptual and methodological bases.

Note: Not open to students who have credit in ED-B 550.

Prerequisites: A minimum 1.5 units of graduate level early childhood education or permission of Early Childhood Adviser.

Formerly ED-B 551

An exploration of topics related to young children (birth through age 9), and their education in the context of Canadian Society. This course addresses several major questions, including: Who are today’s young children? What are the issues and challenges facing Canadian children and families? How can early childhood programs address these challenges?

Note: Not open to students who have credit in ED-B 551.

Formerly ED-B 552

An examination of program innovations and adaptations designed to make early childhood education relevant and responsive to the expectations, challenges and needs of today’s children and families. Typical topics include early intervention and outreach programs; parent involvement; multiculturalism and anti-bias curricula; the impact of technology and media; professionalism and advocacy.

Note: Not open to students who have credit in ED-B 552.

Formerly ED-B 553

Different countries approach the issues in educating young children in a rich variety of ways. This course examines, from a comparative perspective, common themes and recurrent issues affecting pre-school, kindergarten, and primary-aged children in selected countries, with emphasis on the Pacific Rim.

Note: Not open to students who have credit in ED-B 553.

Formerly ED-B 549

Analysis and evaluation of approaches to curriculum, administration, and assessment in programs for pre-school, kindergarten and primary-aged children in cross-cultural contexts.

Note: Not open to students who have credit in ED-B 549.

Formerly ED-B 548

Current issues in planning implementing, and evaluating early childhood programs for children 0-9 years. Topics will include examination of the implications of current conceptions of developmentally appropriate practice, child-centred and play-based curricula, and efforts at inclusion.

Note: Not open to students who have credit in ED-B 548.

Formerly ED-B 559

The purpose of this course is to assist individuals and organizations to conduct and utilize research in the design, development and delivery of educational programs and services for adult learners. The course will also contribute directly to the preparation and writing of graduate theses and projects that reflect research questions in adult education.

Note: Not open to students who have credit in ED-B 559.

Formerly ED-B 516

This course prepares graduate students for teaching roles in post-secondary education. The focus is on understanding basic learning principles, approaches to instructional design, interpersonal skills in teaching, and the facilitation of learning. The course is intended for those with little or no formal preparation as educators.

Note: Not open to students who have credit in ED-B 516.

Prerequisties: Permission of Instructor.

Formerly ED-E 540

Review of the literature; critical analysis of significant research; planning curriculum research at the elementary school level.

570A Mathematics
570B Science
570C Social Studies

Note: Students may enroll in more than one of the areas listed above at 1.5 units each.

Note: Not open to students who have credit in ED-E 540.

Formerly ED-E 541

Review of the literature; critical analysis of significant research; planning curriculum research at the secondary level.

571A Mathematics
571B Science
571C Geography
571D History

Note: Students may enroll in more than one of the areas listed above at 1.5 units each.

Note: Not open to students who have credit in ED-E 541.

Formerly ED-E 558

Application of relevant theories and models to the design and development of school curricula in a specified area.

572A Mathematics
572B Science
572C Social Studies
572D Geography
572E History

Note: Student may enroll in more than one of the areas listed above at 1.5 units each.

Note: Not open to students who have credit in ED-E 558.

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Formerly ED-E 584

A compendium of diagnostic/assessment techniques in intervention/teaching strategies for the accommodation of students with special educational needs.

Note: Not open to students who have credit in ED-E 584.

Prerequisites: ED-E 484, EDCI 459 or consent of the instructor.

Formerly ED-E 574

This course will take a multi-disciplinary approach to explore goals for environmental and outdoor education; cultural differences in perceptions of community-environment relationships; the traditional ecological knowledge and wisdom of First Nations Peoples; current issues and trends; the research related to students' environmental knowledge, attitudes and values; teaching strategies; and assessment techniques. Selected field trips.

Note: Not open to students who have credit in ED-E 574.

Formerly ED-E 546

This course explores critical global issues through the strands of environment, development, peace and human rights. Pedagogical concerns vary with student interests and include values education, teaching controversial issues, and dealing with children's despair about the future.

Note: Not open to students who have credit in ED-E 546.

Formerly ED-E 545

This course is designed to look into the nature of knowing and learning in school and everyday settings and from a variety of perspectives. These perspectives include traditional information processing, Heideggerian cognitive science and artificial intelligence, anthropology, cognitive anthropology, sociology of scientific knowledge, ethnomethodology, and historical and philosophical approaches to the study of human knowing and learning. The course reflects recent developments in the understanding of knowing and learning in real-world (non-laboratory) settings.

Note: Not open to students who have credit in ED-E 545.

Formerly ED-B 580

A basic introduction to various forms of human science research such as ethnography and phenomenology with special emphasis on the contribution of such approaches to professional practice.

Note: Not open to students who have credit in ED-B 580.

The purpose of this course is to engage in intensive practice of various approaches to interpretive inquiry as relevent to participant's ongoing research, with special emphasis on issues of quality standards and ethics.

Prerequisites: ED-B 580, EDCI 580 or equivalent.

Formerly ED-B 582

This seminar focuses on writing as a mode of inquiry, with particular emphasis on the practice of writing. The scope of the course includes all forms of interpretive inquiry, especially narrative, phenomenological, hermeneutic and autobiographical inquiry.

Note: Not open to students who have credit in ED-B 582.

Formerly ED-A, ED-B and ED-E 590

Note: May be taken more than once for credit providing the course content is different from that previously taken. The student must obtain consent of the chair of the student's supervisory committee and the instructor offering the area of individual study prior to registering in this course. Pro forma is required for registration.

Formerly ED-A, ED-B and ED-E 591

This is a variable content course.

Note: Students will be permitted to take it more than once for credit, provided the course content is different from that previously taken.

Formerly ED-A, ED-B and ED-E 597

Comprehensive examination which must be passed as required for individual Master of Education programs within the Faculty of Education.

Grading: INP, COM, N or F

Formerly ED-A, ED-B and ED-E 598

Grading: INP, COM, N or F

Formerly ED-A, ED-B and ED-E 599

Grading: INP, COM, N or F

The purpose of this seminar is to build a community of interdisciplinary educational research practice, which provides opportunities for participating in collaborative inquiry, for critiquing work in progress, and for engaging in discourse with experienced practitioners in the methods and fields of research represented by seminar participants.

Note: May be taken more than once for credit, to a maximum of six credits.

Prerequisites: Enrollment in a doctoral program.

Formerly ED-B 642

Advanced study and research of the acquisition and development of reading competence with special attention to psycholinguistic and neurological processes.

Note: Not open to students who have credit in ED-B 642.

Prerequisites: ED-B 542, EDCI 542 or suitable equivalent.

Formerly ED-B 643

Advanced study and research of the processes through which competence and performance in listening, speaking, and writing are developed.

Note: Not open to students who have credit in ED-B 643.

Prerequisites: ED-B 543, EDCI 543 or suitable equivalent.

Formerly ED-B 644

Critical review and analysis of research in diagnosis, correction and remediation of reading difficulties; criteria for appraising research findings; educational implications.

Note: Not open to students who have credit in ED-B 644.

Prerequisites: ED-B 442 or EDCI 446; and ED-B 544 or EDCI 544 or suitable equivalents.

Formerly ED-B 647

Advanced study of the processes of learning English language and literature in the secondary grades.

Note: Not open to students who have credit in ED-B 647.

Prerequisites: ED-B 547, EDCI 547 or suitable equivalent.

Formerly ED-B 649

A seminar at the doctoral level to consider special problems in education and educational research. Seminars are organized around educational theory and practice in the English Language Arts.

Note: Not open to students who have credit in ED-B 649.

Formerly ED-B 690

Under the direction of program supervisors, topics in the area of research interests of doctoral students will be examined, leading to the development of background material for a PhD Dissertation.

Note: May be taken more than once for credit providing the course content is different from that previously taken. Pro forma is required for registration.

Prerequisites: Appropriate prerequisites to be determined in specific instances.

Formerly ED-B 691

Issues pertaining to students' research interests and faculty expertise will be examined.

Note: May be taken more than once for credit providing content is different from that previously taken. Pro forma is required for registration.

Prerequisites: Appropriate prerequisites to be determined in specific instances.

Formerly ED-B 699

Grading: INP, COM, N or F

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