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 program. 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 the program. 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 the program. 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 the program. 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.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. 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 program 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 the program.

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 program.

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 program.

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.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

A music ensemble designed to provide education students with practical experience in the organization, administration and literature of the mixed chorus.

A music ensemble designed to provide education students with practical experience in the organization, administration and literature of the mixed chorus.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated when course content differs.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: successful completion of an audition of music reading skills.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: successful completion of an audition of music reading skills.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated when course content differs.

This course prepares pre-service teachers to teach students health curricular outcomes effectively in K-12 school settings. The focus will be on curriculum, strategies, planning, and resources for teaching. Students will learn through hands-on activities and demonstrate interpersonal teaching competencies in classroom settings. Pre/corequisite: EDFX 200. Note: Not open to first year students.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 251.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 251

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated when course content differs.

The course provides opportunities to deepen understanding of K-12 Physical Education and Wellness teaching approaches and develop the capacity to be a school wellness leader. Students will engage in professional learning communities to apply research, examine pedagogical approaches, and implement comprehensive school health. Students will learn through hands-on physical activities and demonstrate interpersonal teaching competencies in classroom and gymnasium settings. Prerequisite: An introductory curriculum and pedagogy course in physical education and wellness.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 351.

This course examines repertoire, performance practise, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 351.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated when course content differs.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the Faculty.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated.

This course allows students to consider at the graduate level current trends in learning theory, teaching strategies, program development and assessment which affect teaching science in schools.

Epistemology (the nature of knowledge) and ontology (the nature of being) are central concepts to philosophy, research and, most importantly, life! The premise of this class is to examine what some of these ways of knowing and being have been, are and are becoming in the broad field of health and physical education (HPE).

This course is designed to develop an in-depth understanding of physical literacy within the K-12 school context. Process and content will delve into the origins and definitions of physical literacy, dispelling common myths and misconceptions while highlighting its practical implications for physical education programs.

Inclusive Education is the recognition that practitioners address and respond to the diverse needs of their students, including students with disabilities. This course will advance students' knowledge and understanding regarding inclusion in Health & Physical Education (HPE) by exploring theoretical perspectives and relevant literature on inclusion.

This course is an introduction and exploration of the Comprehensive School Health (CSH) framework for the purpose of improving overall school wellness. The CSH approach is a health-promoting, community development process within schools. Emphasis in the course involves the why behind the CSH approach as well as how it can be applied, specific to each students' context.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated.

Through a field experience comprised of 10 half-days and grounded in active observation, pre-service teachers will begin to develop professional noticing and reflective practice in school contexts. Prerequisite: EDU 100 (for 4 Year Degree students only). Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Through an introductory 25-day practicum, pre-service teachers develop pedagogical approaches in an elementary school setting by integrating theory with practice. Prerequisites: EDFX 200, EDU 210, EDU 211, and EDPY 302. Pre/corequisites: EDEL 305 and EDEL 316. Corequisite: EDPY 303. Notes: Successful completion of the on-campus portion of the Introductory Professional Term (IPT) is required prior to being granted permission to continue into EDFX 325. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the IPT. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Through an introductory 25-day practicum, pre-service teachers develop pedagogical approaches in a secondary school setting by integrating theory with practice. Prerequisites: 9 units in the Major subject area, EDFX 200, EDU 210, EDU 211, and EDPY 302. Corequisites: EDPY 303, EDSE 307, and the 300-level EDSE Curriculum and Teaching course in the Major subject area. Notes: Successful completion of the on-campus portion of the Introductory Professional Term (IPT) is required prior to being granted permission to continue into EDFX 350. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the IPT. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

The broad aims of this course are to introduce students to the legacies of experimentation, generation, creativity, and resistance that characterize alternative approaches to education. Taking an experiential approach to learning, students will engage deeply with educational praxis through a combination of experience, reflection, and study of educational philosophy and practice in alternative contexts. The field experience component takes place in alternative education programs and offers space for the creation of new, iterative approaches to teaching and learning.

Through an advanced 45-day practicum in an elementary school setting, pre-service teachers develop toward the competencies listed in the Teaching Quality Standard. Prerequisite: EDFX 325. Corequisite: EDPY 301. Notes: Successful completion of the on-campus portion of the Advanced Professional Term (APT) is required prior to being granted permission to continue into EDFX 425. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the APT. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Through an advanced 45-day practicum in a secondary school setting, pre-service teachers develop toward the competencies listed in the Teaching Quality Standard. Prerequisites: EDFX 350 and 24 units in the Major subject area. Corequisite: the 400-level EDSE Curriculum and Teaching course in the Major subject area. Notes: Successful completion of the on-campus portion of the Advanced Professional Term (APT) is required prior to being granted permission to continue into EDFX 450. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the APT. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This is a supplementary specialized field experience such as early childhood or special needs. Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines the major philosophical foundations of teaching and learning, and their practical applications to health sciences education. Philosophical traditions will be considered within the context of historical conceptions and emerging theoretical perspectives within health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines the major philosophical foundations of teaching and learning, and their practical applications to health sciences education. Philosophical traditions will be considered within the context of historical conceptions and emerging theoretical perspectives within health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines the major philosophical foundations of teaching and learning, and their practical applications to health sciences education. Philosophical traditions will be considered within the context of historical conceptions and emerging theoretical perspectives within health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines theories of learning and the related implications for effective education in health sciences education. Students will explore how educator/learner orientation, characteristics, and actions, and resource constraints influence learning outcomes in health sciences practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines theories of learning and the related implications for effective education in health sciences education. Students will explore how educator/learner orientation, characteristics, and actions, and resource constraints influence learning outcomes in health sciences practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines theories of learning and the related implications for effective education in health sciences education. Students will explore how educator/learner orientation, characteristics, and actions, and resource constraints influence learning outcomes in health sciences practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of the broad spectrum of quantitative and qualitative research, with an emphasis on the health sciences educator as a researcher and knowledge mobilizer. Students will explore research planning, improving the readability of research reporting, and translating results into practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of the broad spectrum of quantitative and qualitative research, with an emphasis on the health sciences educator as a researcher and knowledge mobilizer. Students will explore research planning, improving the readability of research reporting, and translating results into practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of the broad spectrum of quantitative and qualitative research, with an emphasis on the health sciences educator as a researcher and knowledge mobilizer. Students will explore research planning, improving the readability of research reporting, and translating results into practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores key principles of curriculum design and provides opportunities for students to apply these principles in their individual domains of health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores key principles of curriculum design and provides opportunities for students to apply these principles in their individual domains of health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores key principles of curriculum design and provides opportunities for students to apply these principles in their individual domains of health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course provides an overview of the foundational principles, methods, ethics, and standards that underpin evaluation. These principles will be considered within the various contexts of health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course provides an overview of the foundational principles, methods, ethics, and standards that underpin evaluation. These principles will be considered within the various contexts of health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course provides an overview of the foundational principles, methods, ethics, and standards that underpin evaluation. These principles will be considered within the various contexts of health sciences education. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores the theoretical and applied principles of technology integration to enhance teaching and learning. It provides opportunities for students to apply these principles in their individual domains of health sciences education. This course includes a technology lab component. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores the theoretical and applied principles of technology integration to enhance teaching and learning. It provides opportunities for students to apply these principles in their individual domains of health sciences education. This course includes a technology lab component. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores the theoretical and applied principles of technology integration to enhance teaching and learning. It provides opportunities for students to apply these principles in their individual domains of health sciences education. This course includes a technology lab component. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of foundational theory in educational assessment. Students will apply key concepts and principles to evaluate and make inferences about students' knowledge, skills, and competencies to inform educational practice in health sciences contexts. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of foundational theory in educational assessment. Students will apply key concepts and principles to evaluate and make inferences about students' knowledge, skills, and competencies to inform educational practice in health sciences contexts. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of foundational theory in educational assessment. Students will apply key concepts and principles to evaluate and make inferences about students' knowledge, skills, and competencies to inform educational practice in health sciences contexts. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course focuses on applying educational assessment theory to inform context-specific assessment design, implementation, and evaluation. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course focuses on applying educational assessment theory to inform context-specific assessment design, implementation, and evaluation. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course focuses on applying educational assessment theory to inform context-specific assessment design, implementation, and evaluation. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. Content varies from year to year. Topics announced prior to registration period. Transcript carries title descriptive of content. May be repeated. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. Content varies from year to year. Topics announced prior to registration period. Transcript carries title descriptive of content. May be repeated. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. Content varies from year to year. Topics announced prior to registration period. Transcript carries title descriptive of content. May be repeated. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course is a supervised individual project. Sections are offered at an increased rate of fee assessment.