Search

This course surveys literacy assessment and intervention issues pertinent to different groups of learners with multiple and complex special needs. Restricted to course-based MEd Special Education Cohort students. EDPY 586 is the seventh course in the prescribed sequence. Prerequisite or co-requisite: EDPY 582.

Topics studied throughout the course will provide students with the knowledge and skills to increase second language learners' metacognitive awareness and their knowledge and use of language learning strategies. Students will acquire knowledge to help learners plan, monitor and evaluate their language learning; and use listening, speaking, reading, writing, vocabulary, grammar, retrieval, rehearsal, communication, translation, and test-taking strategies. Students will also develop an understanding of the issues related to researching and assessing second language learning and use strategies. Students will not receive credit for both EDPY 597: Teaching and Researching Language Learning Strategies and EDPY 587.

Issues relating to the teaching of English as a global language are explored. A general approach to analyzing the teaching of English for international communication in different settings is developed. Topics may include: functions of language; diglossia; World Englishes; language endangerment; language planning; communicative language teaching in non-Western settings; content-based instruction; washback in language testing. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Introduction to applied linguistics research in second or foreign language classrooms. Topics typically include: methods of classroom research; teacher-student interaction; the effect of feedback on learner errors; form- focused instruction; strategy training. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Theory and practice in the instruction of literacy and reading to ESL students. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Theory and practice in the instruction of literacy and reading to ESL students. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Introduction to relevant second language pronunciation research and specific classroom teaching strategies. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Focuses on political, curricular, social, cultural, and linguistic factors that have an impact on immigrants to Canada.

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

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

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

Prerequisite: consent of Department.

This course is designed to provide doctoral students with a forum to gain skills and discuss topics related to conducting theoretical and applied research relevant to the practice of psychology. Prerequisite: EDPY 501, EDPY 505 or EDPY 503.

Introduction to mixed methods research as a means of conducting educational research. Within each of the major mixed methods designs, the research problems addressed, data collection and analysis strategies, and reporting venues are discussed. Prerequisites: EDPY 501 or equivalent. Additional methods courses in quantitative and qualitative research are recommended.

This course will introduce students to advanced statistical techniques that are frequently used in data analysis in the social sciences. Selected topics such as multiple regression, MANOVA, canonical correlation, principal component analysis, and factor analysis will be covered. Prerequisite: EDPY 505 or equivalent.

This course will focus on advanced topics and applications required to develop, administer, and use educational and psychological assessments. Emphasis will be placed on the application of theoretical concepts necessary for solving practical assessment problems. Prerequisite: EDPY 507 or equivalent. Formerly EDPY 508. Students cannot receive credit for both EDPY 508 and EDPY 607.

Prerequisite: EDPY 510 or equivalent.

This doctoral level practicum is designed to provide students with the opportunity to acquire community-research experience. There are two components to the course: (a) the community research placement, and (b) the professional development seminars. The professional development seminars are designed to address a number of topics in this area, as well as expose students to a number of current professional issues facing educational psychologists working in the research community. Prerequisites: completed first year of doctoral studies. Consent of department.

This doctoral level practicum is designed to provide students with the opportunity to acquire community-research experience. There are two components to the course: (a) the community research placement, and (b) the professional development seminars. The professional development seminars are designed to address a number of topics in this area, as well as expose students to a number of current professional issues facing educational psychologists working in the research community. Prerequisites: completed first year of doctoral studies. Consent of department.

Examines current theoretical, methodological, and applied issues in social and emotional behavioural development. Discussion of atypical development will also be incorporated.

This course will introduce students to the theoretical ideas and practical applications of program evaluation. Prerequisites: EDPY 501 or equivalent.

This course provides a general overview of human motivation from a psychological perspective. Students may not receive credit for both EDPY 616 and EDPY 597/697 topic of Academic Motivation.

Deals with the theoretical foundations and current applied developments in the field of special education and student exceptionality.

Students in the Doctoral Counselling Program must successfully complete a 1,600 hour internship accredited by the Canadian Psychological Association (or equivalent). Students must complete pre-session study seminars related to the internship application process, interviewing skills, and ranking of internship sites/decision making. Students are expected to participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) matching process. Prerequisites: Consent of Department, completion of required coursework and completion of doctoral candidacy exam.

Students in the Doctoral Counselling Program must successfully complete a 1,600 hour internship accredited by the Canadian Psychological Association (or equivalent). Students must complete pre-session study seminars related to the internship application process, interviewing skills, and ranking of internship sites/decision making. Students are expected to participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) matching process. Prerequisites: Consent of Department, completion of required coursework and completion of doctoral candidacy exam.

Provides a historical examination of the philosophical and scientific development of the discipline of psychology. Priority given to PhD students enrolled in the Counselling Psychology program.

This doctoral level practicum is designed to provide students with an opportunity to develop an approach to counselling that is congruent with professional, social and scientific standards, is sufficiently flexible to address the range of human variability, and is facilitative of client change. Prerequisite: EDPY 533 and 534 or equivalent.

This doctoral level Practicum is a continuation of EDPY 633, prerequisite: EDPY 633.

Prerequisite: EDPY 633 or equivalent.

This course will provide students with the theoretical and empirical preparation necessary for advanced clinical training in the diagnosis of mental disorders and psychopathology. This course will emphasize methods of conceptualizing the diagnostic process, with particular focus on developmental psychopathology, differential diagnosis, and assessment that is closely linked to intervention. Students will develop familiarity with the clinical presentation and diagnostic criteria of major mental disorders as they are commonly encountered in practice, primarily as defined by the Diagnostic and Statistical Manual of Mental Disorders as well as coverage of alternate diagnostic systems such as the World Health Organization's International Classification of Diseases. The course will explore both strengths and weaknesses of the medical model of pathology as it applies to educational and psychological problems, leaving students to formulate and establish their approach regarding its utility in clinical practice. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs.

This course will focus on the process of psychological assessment and clinical tools used for the evaluation of mental health and cognitive functioning in both children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 518 or EDPY 519 or equivalent and corequisite EDPY 640 or equivalent.

An overview of the neurobiological aspects of development: implications for biological, social, and cognitive functioning through childhood and adolescence. Prerequisite: EDPY 519 or equivalent.

The course is intended to provide students with exposure to various modes of intervention with children and adolescents. Prerequisite: EDPY 641. Restricted to students enrolled in the School and Clinical Child Psychology and Counselling Psychology programs.

A professional psychology course intended to develop the skills of a psychologist as consultant, collaborator, and evaluator. Topics discussed in this course include models/theories of consultation, program/intervention evaluation techniques, and issues/trends related to consultation, collaboration and program evaluation. Restricted to students enrolled in the School and Clinical Child Psychology and Counselling Psychology programs.

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of Department, successful completion of coursework and candidacy exam.

A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of Department, successful completion of coursework and candidacy exam.

This seminar will give doctoral students the opportunity to become acquainted with research and theory in educational linguistics.

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

Prerequisite: consent of Department.

This course is intended to help educators learn about themselves as a secondary school teacher, planning for teaching in a secondary school, ideas and policies that impact the planning for teaching in a secondary school; and their role in contributing to the teaching profession. Pre/corequisites: EDU 100 or 300, 210, 211. Note: EDSE 305 is not open to first year students.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. EDSE 307 is designed to prepare teachers to develop English language and literacy abilities in learners in grades 7 through 12, particularly diverse and minority learners. Note: Not open to first year students.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 313 is not open to first year students or students whose Major is Art.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 318 is not open to first year students or students whose Major is Career and Technology Studies.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area to include DRAMA 102 or 103, DRAMA 149 or 150, and DRAMA 240 or 247; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 323 is not open to first year students or students whose Major is Drama.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 328 is not open to first year students or students whose Major is English Language Arts.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 333 is not open to first year students.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisite: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 338 is not open to first year students or students whose Major is Mathematics.

Prerequisites: *9 in the Major subject area to include MUSIC 213, 214 and 315, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350.

Prerequisite: *9 in the minor to include MUSIC 213, 214, and 215; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 344 is not open to first year students.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 348 is not open to first year students or students whose Major is Physical Education.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students. Students may only receive credit for one of EDSE 352, EDSE 355, EDSE 360, or EDSE 364.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 356 is not open to first year students or students whose Major is Biological Sciences, Chemistry, General Sciences, Physical Sciences or Physics. Students may only receive credit for one of EDSE 353, EDSE 356, EDSE 361, or EDSE 366.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 369 is not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 370 is not open to first year students or students whose Major is also a Second Language.

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 374 is not open to first year students or students whose Major is Social Studies.

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 378 is not open to first year students.

May require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

May be offered over two terms. Prerequisites: consent of instructor and Department.

This course is designed to help educators better understand and interpret the significance of recent curricular initiatives in Alberta and across Canada that emphasize Indigenous perspectives across subject areas and grade levels. The class will consider the philosophies and wisdom traditions of Indigenous knowledge systems and the curricular and pedagogical implications of these. The class will also focus in on particular subject area concerns, individually and collectively, and consider the critical contributions that Indigenous knowledge systems and perspectives could play in these classroom contexts. One of the unifying messages of this course is that Indigenous curriculum perspectives provide a unique opportunity for teachers to creatively rethink and reframe their approaches to teaching and learning. Credit may only be obtained for one of EDSE 409 or EDES 409.

Prerequisites: Introductory Professional Term and *24 in the Major Subject area. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisites: Introductory Professional Term and *24 in the Major subject. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisites: Introductory Professional Term and *24 in the required Drama courses as specified in Education section of the Calendar under the heading Components of the Program. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisite: *9 in English. This course explores the possibilities for reading and writing a wide variety of multimodal texts in the junior and senior high school context, and will also examine educational theories that link practices of multimodal design to a reader's construction of literary meaning. Students will engage in multiple opportunities for text creation across sign systems and forms of representation (including comics, film, audio and digital texts, etc.)

This senior undergraduate course offers pedagogical strategies and experiences for teaching writing in the context of New Literacies for students from a range of backgrounds in junior and senior high schools. The course focuses on questions of composition, language and culture and encourages participants to see themselves as writers as well as teachers of writing.

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Successful completion is expected prior to being granted permission to commence EDFX 450.

This course explores a range of particular methods relevant to the teaching of secondary school mathematics. Prerequisite: Secondary mathematics major and minor students must have completed an EDSE curriculum course or the Introductory Professional Term. Teachers and Diploma students require consent of the Department.

This course explores the uses of technology in the teaching and learning of secondary school mathematics. Prerequisite: Secondary mathematics majors and minors must have completed an EDSE curriculum course or the Introductory Professional Term. Teachers and Diploma students require consent of the Department.

Prerequisites: Introductory Professional term and *24 in the Major subject area to include Music 213, 214 and 315. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisites: Introductory Professional Term and *24 in the Major subject area to include KIN 294 or PAC 101. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Corequisite: Courses in the Advanced Professional Term for the Secondary Education Route including EDFX 450. Students may not receive credit for both EDFX 451 and EDSE 451.

Introductory Professional Term and *24 in the Major subject area. Successful completion is expected prior to being granted permission to commence EDFX 450. Students may only receive credit for one of EDSE 452, EDSE 455, EDSE 456, or EDSE 460.

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Successful completion is expected prior to being granted permission to commence EDFX 450.

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Successful completion is expected prior to being granted permission to commence EDFX 450.

This course will examine ways in which digital technologies can be used to support critical and reflective thinking. Students will develop applied and theory-based knowledge and skills in a variety of digital technologies.

Students will explore and engage with curriculum and teaching of career-related education and investigate a variety of ways and resources to help their future students think about strategic career planning, and occupational and educational opportunities. Sections may be offered in an alternate delivery format at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisites: consent of Instructor and Department. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

May be offered over two terms. Prerequisites: consent of instructor and Department.

This course focuses on the bases of current curriculum theories and their relationship to current educational practices. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. EDSE 503 cannot be taken for credit if credit has already been received for EDSE405 or EDSE 505.

This course focuses on curriculum perspectives and possibilities. Prerequisite: EDSE 503. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course is intended as an introduction to the major discourses and themes that define the field of curriculum studies. It is primarily focused on the Albertan and Canadian contexts. EDSE 505 cannot be taken for credit if credit has already been received for EDSE 405 or EDSE 503.

A seminar course examining texts and student reception of media (primarily television and film) within the rubric of popular culture for curriculum purposes.