Search

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.

Aspects of theory, research, policy, and practice within the assessment of student performance in the language arts will be examined. The course explores contemporary issues and concerns in the conduct and interpretation of classroom-based language arts with a view to facilitating informed professional and instructional decisions. 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.

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.

The course examines research on social and cultural aspects of second language acquisition and explores the relevance of this research for second-language teaching practice. 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 management and organization of print and digital resources in a school library collection. Note: Not open to students with credit in EDES 541. 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 course will examine ethnographic research theory, studies, issues, methods and practices as they apply to communities and classrooms. Ethnography takes the position that human behaviour and the ways in which people construct and make meaning of their worlds and their lives are highly variable and locally specific. Prerequisite: Consent of Department.

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.

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.

A music ensemble designed to provide education students with practical experience in the organization, administration and literature of the mixed chorus. Note: This is a credit/no credit course.

A music ensemble designed to provide education students with practical experience in the organization, administration and literature of the mixed chorus. Note: This is a credit/no credit course.

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.

This course is an overview of the roles of the teacher in middle years and provides an overview of the middle level curriculum. This course will provide an analysis of the unique nature of middle years education and middle years student. Emphasis is placed upon strategies for planning instruction and assessment within a positive classroom environment. (Restricted to students in the Middle Years Program offered at Red Deer.) Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Based on the distinct developmental and societal needs of adolescents, this course will examine the social and curricular frameworks for learning and teaching. It will include theoretical and practical implications of the active and interactive nature of adolescent learning, incorporating a wide range of process and strategies. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course focuses on reading strategies for learning all subject areas, with an emphasis on comprehension and critical-thinking.

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

This course provides an introduction to visual arts education for middle years. It is comprised of lectures, discussions, audio-visual presentations, and hands-on media experiences. No visual arts background necessary. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.) Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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 middle years classrooms. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course provides an introduction to the teaching and learning of mathematics in the middle years. The focus will be on using curriculum, strategies, planning and resources to meet student needs. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course is designed to prepare students to teach Physical Education effectively in the middle years. The goals to this end integrate understanding of child development, physical education, health, curriculum and instruction and making curricula links. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

Provides an introduction to teaching middle years 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. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

An introduction to planning, resources, curriculum and strategies for meeting middle years students' needs through social studies. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course combines a specific studio focus with a reflective exploration of creative processes in art making and teaching. Students engage in exploration of performance art traditions, new media, and installation works. The nature of aesthetic response and the role of the audience as an aspect of creative process are examined. This course is open to all Art Education majors and minors. Other Education and Fine Art majors may register by consent of Department. Prerequisite: *6 ART and *3 ART H, or comparable prior experience.

Focuses on constructing integrated curriculum for middle years classrooms. Includes the examination of resources and existing middle years curriculum with a view to implementation and assessment. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

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.

This course combines a specific studio focus and an exploration of performance art traditions with the goal of guiding students toward an understanding of the role that the audience plays in art as a form of communication and a way of learning. Prerequisite: *6 in ART and *3 in ART H, or consent of Department.

This course will draw upon a wide range of conceptual frameworks to consider issues of race, gender and culture within a variety of locations. Based on the work of feminist, postcolonial and critical theorists, and the analyses of various contemporary curriculum theorists, we will explore research issues relevant to questions of race, gender and culture and consider how such research and theory can contribute to the practice of a pluralistic and inclusive pedagogy. In particular, we will consider dilemmas of feminist theory and pedagogy and intersections of gender with race, class and culture, questions of identity, subjectivity and representation, and practical strategies for developing a pluralistic pedagogy in a number of sites of practice.

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.

Prerequisite: consent of Department.

Introduces pre-service teachers to school cultures and contexts through active observation in schools. Pre-Corequisite EDU 100 and 300.

Pre/corequisites: EDEL 305, 316. Corequisite: EDPY 303. Note: Successful completion of the on-campus portion of Year 3 is expected prior to being granted permission to continue into EDFX 325. Requires payment of additional miscellaneous fees. Students are not permitted to enroll or work on courses additional to those scheduled in conjunction with the field experience.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, 211. Corequisites: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Note: Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Requires payment of an additional field experience fee. Students are not permitted to register in courses additional to those scheduled in conjunction with the IPT.

Prerequisites: Introductory Professional Year. Corequisites: EDPY 301. Note: Successful completion of the corequisites is expected prior to students being granted permission to commence EDFX 425. Requires payment of additional miscellaneous fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll or work on courses additional to those scheduled in conjunction with the field experience.

Prerequisites: The Introductory Professional Term and *24 in the Major subject area. Corequisite: EDSE 4XX (Curriculum and Teaching for Secondary School Majors II). Note: Successful completion of the prerequisites is expected prior to students being granted permission to commence EDFX 450. Requires payment of additional miscellaneous fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll or work on courses additional to the APT.

Prerequisites: Introductory Field Experience and permission of the Assistant Dean, Field Experiences. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisites: Introductory Field Experience and permission of the Assistant Dean, Field Experiences. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisites: Introductory Field Experience and permission of the Assistant Dean, Field Experiences. Requires payment of additional student instructional support fees. 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 in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional field experience fee.

Pre/corequisites: A minimum of *9 in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional field experience fee.

Pre/corequisites: A minimum of *9 in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional field experience fee.

Pre/corequisites: A minimum of *9 in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional field experience fee.

Pre/corequisites: A minimum of *9 in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional field experience fee.

Pre/corequisites: A minimum of *9 in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional field experience fee.

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.