EDEL - Education - Elementary

This course provides an introduction to visual arts education for elementary schools. It is comprised of lectures, discussions, audio visual presentations, and hands-on media experiences. No visual arts background necessary. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Prerequisite: EDU 100 or Pre/Corequisite: EDU 300. Note: Not open to first year students.

This course will introduce the language arts curriculum and will give a broad overview of the knowledge and skills required to implement a language arts program in the elementary school, including oral language, reading and writing. Prerequisite: EDU 100 and 210; pre/corequisite EDU 211. For students in the Elementary After Degree program: pre/corequisite EDU 210, 211, and 300. EDEL 305 is offered as part of Year 3 of the Elementary Program Route.

This course provides students with the background in language and literacy development needed to work with Indigenous children from diverse language and literacy backgrounds. The focus is on planning for language teaching and supporting Indigenous languages in the classroom.

This course provides an introduction to the teaching and learning of mathematics in the elementary classroom. The focus will be on using curriculum, strategies, planning and resources to support student learning. Prerequisite: EDU 100 and 210; pre/corequisite EDU 211. For students in the Elementary After Degree program: pre/corequisite EDU 210, 211, and 300. EDEL 316 is offered as part of Year 3 of the Elementary Program Route.

This course is designed to prepare students to teach Physical Education effectively in an elementary school setting. The goals to this end integrate understanding of child development, physical education, health, curriculum and pedagogy and making curricula links. Prerequisite: EDU 100 or Pre/Corequisite: EDU 300. Note: Not open to first year students.

An introduction to the theory and practice of teaching music in the elementary classroom. Special emphasis on hands-on experience with techniques, strategies, and materials appropriate for K-6. No previous experience with music notation necessary. Prerequisite: EDU 100 or Pre/Corequisite: EDU 300. Students cannot receive credit for both EDEL 325 and EDEL 328. Note: Not open to first year students.

This course provides an introduction to teaching elementary children about science and 'design and make' technology. Such themes as children's learning, science/technology/society connections, the Alberta program, planning and instruction and assessing children's progress will be explored. Students may not receive credit for both EDEL 330 and EDEL 372. Prerequisite or corequisite: EDEL 305 or 316.

An introduction to planning, resources, curriculum and strategies for meeting students' needs through social studies. Prerequisite or corequisite: EDEL 305 or 316.

Designed to prepare students to teach Health Education effectively in the elementary school setting. The focus will be on curriculum, strategies, planning, and resources for teaching. Prerequisite: EDU 100 or Pre/Corequisite: EDU 300. Note: Not open to first year students.

An introduction to Early Childhood Education with an emphasis on early learning environments that meet the diverse needs of young children, and the roles of the early childhood educators within these environments. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: consent of Department.

This senior education course focuses on the teaching and learning of literacy in Early Childhood settings (pre-school to grade three). The course explores instructional strategies, materials and classroom organization, based on contemporary theory and research. Prerequisite: EDEL 305 or equivalent introductory course in language arts education.

This course addresses the nature of the reading process. The development of children's reading abilities, organizing an environment for instruction in reading, teaching, reading strategies, the reading-writing connections, reading across curriculum, and the assessment of reading. Prerequisite: An introductory curriculum and instruction course in language learning; or consent of Department.

Topics include the development of children's writing abilities, the nature of the writing process, organizing an environment for instruction in writing, teaching strategies, the reading-writing connection, writing across the curriculum, and the assessment of writing. Prerequisite: An introductory curriculum and instruction course in language learning; or consent of Department.

Topics include an exploration of the various genres of children's literature, authors and illustrators, strategies for planning and implementing a literature-based program across the elementary curriculum, response activities, and resources for teaching. Prerequisite: An introductory curriculum and instruction course in language learning; or consent of Department.

This course elucidates the role of drama as a teaching/learning medium in an elementary school program studies. Students sample and question current writing in the field and actively participate in various drama modes. Prerequisite: An introductory curriculum and instruction course in language learning; or consent of Department.

This course is designed to help prepare teachers to develop learners' oral and written language skills in elementary classrooms, particularly for First Nations, Inuit, and Métis (FNIM) students. It offers an overview, within the Canadian context, of the linguistic, psycholinguistic, and sociolinguistic backgrounds, strengths and needs of FNIM children in elementary classrooms. Topics include language acquisition, bilingualism, bidialectalism, linguistic diversity, language maintenance and loss, teaching Standard English as a second language or dialect, and materials evaluation and development. Prerequisite: EDEL 305 or consent of the Department.

This course is designed to help prepare teachers to develop learner's English language and literacies in elementary classrooms, particularly in classrooms where there are children from homes where standard English may not be the first language or dialect. Students will be asked to extend their knowledge of language and literacy instruction to consider the sociolinguistic diversity they will find in contemporary classrooms. Prerequisite: EDEL 305.

Focus is on current issues in mathematics education related to teacher and student roles, mathematical tasks and tools, and the learning environment. Prerequisite: An introductory curriculum and instruction course in mathematics education; or consent of Department.

Prerequisites: An introductory curriculum and pedagogy course in elementary school physical education; or consent of Department.

This course focuses on issues in science education and children's conceptions of science content with attention to pedagogical strategies. Prerequisite: EDEL 330.

An investigation of the underlying principles and practical applications of curriculum and pedagogy in social studies. Prerequisite: An introductory curriculum and instruction course in elementary Social Studies; or EDEL 335; or consent of Department.

This course is designed for those interested in teaching English to multilingual students at the K-6 levels. Course focuses include orientation and assessment, program planning, teaching methods and techniques for second language education, integrating language and content, and multilingual materials and resources. Prerequisite: successful completion of EDFX 425; or consent of the Associate Chair.

This course examines how choice and self-direction can enhance children's learning and thinking in early childhood settings. Students will be involved in planning and evaluating integrated, emergent curriculum projects involving learning in and through play. The conception of play as a teaching strategy will be investigated in relation to cultural, philosophical and historical traditions, current practices and recent research. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Gives students an in-depth understanding of some of the major contemporary theories and approaches to Early Childhood Education, and examines how they can be utilized with young children from diverse linguistic and cultural backgrounds to enhance their learning. Students will be involved in planning, implementing and documenting integrated curriculum projects in a variety of early childhood settings. Prerequisite: Introductory Field Experience or consent of the Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course examines approaches to Indigenous language and culture revitalization and their application to everyday life. Topics include traditional worldviews, the life cycle, rites of passage, community feasts, cultural celebrations, and festivals (but nothing of a sacred nature). The aim of this course is to create awareness about strategies Indigenous people are taking to sustain, preserve, and protect traditional practices. Elders serve as resources in the class. Prerequisites: EDEL 306 or consent of Department.

The course addresses current principles underlying second language teaching and learning in an immersion context. Foundations in oral language learning, methods, and strategies will be discussed in relation to children and adults learning an Indigenous language as a second language. Prerequisite: EDEL 306 or consent of the Department.

Provides teachers with practical tools and hands-on experience in developing a wide range of material for Indigenous language classrooms and will improve their ability to use the language for communicative purposes. Grounded on research on effective language pedagogy and second language acquisition, this course will focus on holistic approaches to teaching language. Prerequisite: EDEL 306 and/or consent of the Department.

This course will examine the assessment of Indigenous language learning in bilingual, immersion, and core language classrooms. A range of theoretical perspectives will be examined in the field of child language acquisition and techniques for assessing Indigenous language learning. Prerequisite: EDEL 306 or consent of the Department.

The course will consider science from the perspectives of history, culture and Indigenous ways of knowing. Specifically, the course will consider the historical, philosophical, and wisdom traditions of Indigenous knowledge systems as a cultural bridge to a greater awareness of science. We will also focus on the particular subject area cultural histories and collectively consider the critical contributions that these varying perspectives could play in classroom contexts. One of the unifying messages of this course is that Aboriginal ways of knowing provide a unique opportunity for teachers to rethink and reframe their approaches to scientific teaching and learning. Prerequisite: EDEL 330.

Prerequisite: consent of Department.

Prerequisite: consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: consent of Department.

Examines a variety of theoretical perspectives on language and literacy and explores their implications for work with children. Questions of language acquisition, the role of language in learning, the development of literacy, and sociocultural influences are explored. Prerequisite: Equivalent to 3 units in language arts education, or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Focuses on the acquisition of skills in diagnostic assessment and remediation of reading and writing difficulties in children and adults. The influences of various theoretical perspectives and social issues on diagnosis and remediation are also explored. Students must enroll in EDEL 508 and 509 in the same year. Pre- or corequisite: EDEL 505 or consent of Department.

Provides advanced study in the diagnosis and remediation of reading and writing difficulties. Students will develop expertise with a variety of assessment and intervention strategies while extending their understanding of how various theories and social issues affect the nature and extent of the support provided to people with reading and writing difficulties. Students must enroll in EDEL 508 and 509 in the same year. Prerequisite: EDEL 508 or consent of Department.

Focuses on approaches to teaching across the curriculum that will allow students to explore the value of literature in the lives of children; the development of a literature program; the creation of environments that enable children to respond to and grow through literature; the relationships between literature and literacy; and current research in literature in education. Prerequisite: Equivalent to 3 units in language arts education, or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course explores contemporary issues and concerns pertaining to the literacy development of young children. Aspects of theory, research, policy and practice are examined. Students will acquire a depth and breadth of understanding of how young children (up to eight years) become successful readers and writers. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course explores current issues in writing theory and pedagogy. The focus is on the development of writing abilities of elementary and middle years students, in a variety of forms and media, in school and home/community contexts. Prerequisite: EDEL 505 or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course explores contemporary issues related to the teaching and learning of mathematics in elementary schools. Aspects of theory, research, policy and practice are examined. Prerequisite: Equivalent to 3 credits in mathematics education or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Current issues in teaching and learning mathematics will be examined through classroom-based research and practice. Classroom events, mathematical tasks, and student work will be used as sites for critique, inquiry and investigation into theory and practice of teaching mathematics to children. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Focuses on elements of teaching and learning in relation to actual needs, problems, issues of elementary school, classroom practice as identified by participants. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

School science is framed by a perspective which acknowledges the social and cultural nature of learning in science and the ways in which language mediates the social practices of specific communities. Explores the practices of talking, reading and writing in school science. Prerequisite: a 400-level science education course or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

The course examines second language acquisition theory and research in the context of classroom applications. It also critically evaluates a wide range of language teaching methods and strategies. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the management of school library programs and services. Note: Not open to students with credit in LIS 540 or EDES 540. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the nature and culture of inquiry and the integration of inquiry in teaching and learning. Note: Not open to students with credit in EDES 542. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the foundations of contemporary literacies, literacy in the 21st century, and literacy leadership for teachers and teacher-librarians. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the use of emerging technologies in schools and school libraries with an emphasis on how they might be used in personal, professional and teaching and learning situations. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the integration of emerging technologies into schools and school libraries with an emphasis on the trends, issues, opportunities and challenges associated with living and working in digital age classrooms and libraries. Note: Not open to students with credit in EDES 545. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the selection and evaluation of print and digital resources for children and young adults in schools and school libraries. Note: Not open to students with credit in EDES 546. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates current trends and issues in school library leadership. Pre-requisites: EDEL 540, EDEL 542, EDEL 544, or consent of the department. Note: Not open to students with credit in EDES 549. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course is designed to investigate the teacher's role in improving communication among the school, home, and community. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: EDEL 457 or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: EDEL 556 or consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

A course in planning and implementing integrated curricula for children from preschool to grade three building upon principles of child development and learning. Students may not receive credit for both EDEL 558 and EDEL 559. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

A study of the ways in which curricula are produced, implemented, and evaluated. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This introductory research methodology course is intended to support graduate students' understanding of the many ways in which educational research is conceptualized and conducted. Students will develop their ability to read educational research critically and with understanding in order to support their work as researchers and practicing professionals. Prerequisite: consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course focuses on the socially- and historically- constructed concepts of race/ethnicity, class, gender, sexuality, and ability and how they have shaped, and continue to shape, curriculum and teaching in K-12 education. No prerequisites.

Practitioner research is a growing field of study and many school authorities encourage and recognize teacher reflection and research. This course explores methodologies of practitioner research as applied in educational settings. Students will develop an understanding of these forms of educational research and be able to apply them to their own unique contexts.

Prerequisite: consent of Department.

Prerequisite: consent of Department.

Prerequisite: consent of Department.

Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

The required capping exercise for the course-based MEd program will consist of a presentation based on one piece of work that students select from their course assignments completed during the MEd program. The piece of work and type of presentation is chosen in consultation with their advisor according to departmental guidelines. Students will register in this course in the final term of their coursework.

Provides an advanced and in-depth examination of theories and models of language acquisition and development. The characteristics, purposes, and limitations of language theories and models are explored through the critical study of a range of theoretical perspectives. Prerequisite: EDEL 505 or consent of Department.

A required course for doctoral students in the Department of Elementary Education. Engages students in advanced examination of the historical foundations of the curriculum field, contemporary issues in curriculum, and current influences on curriculum. Through readings, discussions, and assignments, course participants will examine a number of perspectives for inquiring into educational practice, situating their own practice within the wider context of the field of curriculum studies, interpreting the language of curriculum, and considering the role of teachers in mediating curriculum with their students. The epistemological, ontological, axiological, and ideological bases for the forms of curriculum theory and inquiry will be studied. Prerequisite: EDEL 561 or consent of the Department.

This is a required course for doctoral students in the Department of Elementary Education. Provides students with opportunities to explore issues in educational research from a philosophical and historical perspective. Prior to choosing methods and data sources, a researcher must first be aware of and be able to defend their theoretical framework which is based on an understanding of ontology, epistemology, methodology and ethics. The purpose of this course is to expose students to the perspectives, issues and questions in these four areas so that they may begin to develop a philosophical understanding of the research process. Prerequisite: EDEL 567 or consent of the Department.

Provides for in-depth study of qualitative research. Attention is given to research design, data collection, analysis, interpretation, and reporting. Credit cannot be given for this course if the student has already completed EDEL 568.

Intended to support participants in examining the topics within interpretive inquiry in depth; writing about their research approaches, and undertaking analyses and interpretations of data. Intended to be helpful to students wishing to undertake research that can be understood as basic or generic qualitative research or as interpretive inquiry. Prerequisite: EDEL 665 or equivalent.

Comprehensive problems in Curriculum and Instruction-Elementary. Prerequisite: consent of Department.

Comprehensive problems in Curriculum and Instruction-Elementary. Prerequisite: consent of Department.

Comprehensive problems in Curriculum and Instruction-Elementary. Prerequisite: consent of Department.

Comprehensive problems in Curriculum and Instruction-Elementary. Prerequisite: consent of Department.

Comprehensive problems in Curriculum and Instruction-Elementary. Prerequisite: consent of Department.