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. 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 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 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.)

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.

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.

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.

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 5-day field experience grounded in active observation pre-service teachers will begin to develop professional noticing and reflective practice in school contexts. Prerequisite: EDU 100 (no prerequisite for After Degree students). Not open to first year students.

Through an introductory 25-day practicum, pre-service teachers develop pedagogical approaches in an elementary school setting by integrating theory with practice. Pre/corequisites: EDEL 305, 316. Corequisite: EDPY 303. Note: 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. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the IPT.

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, EDPY 302, and EDU 100 or EDFX 200 (After Degree students), EDU 210, and EDU 211.Corequisites: EDPY 303, EDSE 307, and the 300-level EDSE Curriculum and Teaching course for your major. Note: Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the IPT.

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. Corequisites: EDPY 301. Note: 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. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the APT.

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 for your major. Note: 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. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the APT.

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.

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.

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.

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

This course emphasizes students as builders of video games as opposed to players of video games and addresses the pedagogy of using this process to teach K-12 students. Lectures will focus on educational theory, specifically, social constructivist and constructionist frameworks and their relevance to current learners and their perspectives on technology use. The lab components will explore various game development environments which are designed for K-12 students. Through the construction of video games, students will learn how to promote problem-solving skills and critical thinking in their own students. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course addresses the theory and practice of teaching and learning in blended and fully online learning environments in both synchronous and asynchronous formats. This course will cover topics such as pedagogical frameworks, instructional design, virtual learning communities, and technologies to support online teaching, and approaches to online assessment. It will investigate how to deal with changing technological environments that mediate the delivery of instruction. This course is taught in an online delivery format. Prerequisites: EDU 210 or equivalent.

Students will be placed in a professional environment where they will have the opportunity to participate in projects that incorporate educational technology.

Students will be placed in a professional environment where they will have the opportunity to participate in projects that incorporate educational technology.

The changing function and structures of education, with special reference to contemporary Canadian society.

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.

Prerequisite: consent of Department.

This course will examine the ethical and legal responsibilities of teachers. Among the topics addressed will be the following: punishment and child abuse; freedom of speech and academic freedom in schools; parents' rights and teachers' professional autonomy; issues of quality such as inclusive education and the problems of racism and sexism; fairness in assessment and evaluation; teachers' private lives and public obligations; indoctrination and the teaching of value. It is recommended that students take EDU 100 or pre/corequisite EDFX 200 (After Degree students), 210, and 211 prior to taking this course. Restricted to third, and fourth year Education students. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course is an ethnographic study of the interrelatedness of educational and cultural practices and how they affect different social groups in Canadian and global contexts. It considers how cultural politics affect schooling, its outcomes, and the range of educational opportunities for different students in relation to their ethnocultural backgrounds. Examining both the historical and contemporary dynamics of schooling, the course examines how the schooling-larger culture interaction shapes the social, political, and economics dimensions of students' lives.

This course examines key theoretical and pedagogical aspects of multicultural and anti-racism education with a focus on how race, ethnicity, colonialism, and diversity shape issues of equity within school systems and the communities they serve. The course presents various social processes fundamental to shaping constructions of racial and cultural difference historically and in contemporary times, examining how such differences work at various levels, from everyday micro interactions to societal institutions and larger macro social structures.

This course provides an opportunity for pre-service teachers to examine teaching and learning in Aboriginal contexts from an Indigenous paradigm. Topics will include Indigenous pedagogy; educational leadership in Aboriginal contexts; working with community; engaging parents in student learning; and classroom resource development. Students will draw on their own knowledge and experiences as they engage with scholarly work in the field of Aboriginal education in Canada to develop a professional approach to working with and in Aboriginal educational contexts.

This course explores, in theory and practice, contemporary issues related to sexual orientation, gender identity, and gender expression in K-12 schools. It draws upon critical scholarship to explore issues related to the construction and regulation of teacher and student identities, school leadership, bullying, violence, and discrimination. We further consider the implications of policy and other targeted educational interventions to help create welcoming, respectful and safe learning and teaching environments. NOTE: Community Service Learning (CSL) is an integral and required component of this course.

This course examines the interplay of education and international development in diverse contexts of our world. Theoretical analysis and discussions will focus on different types of education, the histories of international development and globalization, as well as citizenship, social justice and human rights education. These topical foci will be complemented by specialized regional perspectives on the state of education and social development in Africa, Asia, Latin America, Eastern Europe, the Caribbean region and Oceania.