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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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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 units 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.

This course examines the integration of theory, research, and practice in secondary school science education. Students will learn from immersive in-class experiences, engage in small group discussions, and practice strategies to build emerging teaching competencies. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 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 required prior to being granted permission to continue into EDFX 350. Students may only receive credit for one of EDSE 352, EDSE 355, EDSE 360, or EDSE 364.

Prerequisite: 9 units 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 units 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 units 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 units 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 units 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 units 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 units 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, including EDSE 312 and 24 units in the Major Subject area. Successful completion is required prior to being granted permission to continue in EDFX 450.

Prerequisites: Introductory Professional Term, including EDSE 317 and 24 units in the Major subject. Successful completion is required prior to being granted permission to continue in EDFX 450.

Prerequisites: Introductory Professional Term, including EDSE 322 and 24 units in the Major subject. Successful completion is required prior to being granted permission to continue in EDFX 450.

Prerequisites: Introductory Professional Term, including EDSE 327 and 24 units in the Major subject area. Successful completion is required prior to being granted permission to continue in EDFX 450.

Prerequisite: 9 units 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, including EDSE 337 and 24 units in the Major subject area. Successful completion is required prior to being granted permission to continue in 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, including EDSE 343 and 24 units in the Major subject area to include Music 213, 214 and 315. Successful completion is required prior to being granted permission to continue in EDFX 450.

This course explores interdisciplinary approaches to outdoor education for those teaching in school, recreational, and community settings. By participating in activities in a variety of outdoor settings, students will learn how to foster children's development of academic, physical, and social skills in nature. Current literature on outdoor education and Indigenous place-based learnings will be examined.

Prerequisites: Introductory Professional Term, including EDSE 347 and 24 units in the Major subject area. Successful completion is required prior to being granted permission to continue in EDFX 450.

Prerequisites: Introductory Professional Term and 24 units 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, including EDSE 355 and 24 units in the Major subject area. Successful completion is required prior to being granted permission to continue in EDFX 450. Students may only receive credit for one of EDSE 452, EDSE 455, EDSE 456, or EDSE 460.

Prerequisites: Introductory Professional Term, including EDSE 368 and 24 units in the Major subject area. Successful completion is required prior to being granted permission to continue in EDFX 450.

Prerequisites: Introductory Professional Term, including EDSE 373 and 24 units in the Major subject area. Successful completion is required prior to being granted permission to continue in EDFX 450.

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.

This course examines the sexual politics of the pedagogical relationship and is based on Lacanian psychoanalysis.

An introductory research methods and methodology course. The intent is to acquaint students with the many and varied methods of educational research, and the means of conducting research and presenting research findings. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Designed to enable students to conceptualize and design a thesis proposal for their Master's degree. Prerequisite: EDSE 510 or consent of Department.

Through critically considering the relationship of current theory, research, and practice, this course will address a number of issues in the development and implementation of language arts programs at the secondary school level. It will also provide an overview of the key theories and influences which have shaped and are continuing to affect language arts curriculum and instruction.

Explores a range of research and issues concerned with the teaching and learning of mathematics. Possible topics include: mathematical understanding, communication, spoken and written discourse, and varied classroom practices.

Examines mathematical tasks, curricula and programs and explores the relationships among them and their implications for mathematics education policy.

An introduction to theory and research in the field of physical education.

Students will examine issues unique to second and foreign language students as they learn to read. From the beginning reader to the advanced, explorations will draw from upon top-down, bottom-up and interactional views of literacy as well as socio-political factors.

A seminar course examining the pedagogical and curricular implications of the technologizing of personal and educational life-worlds.

Prerequisites: consent of instructor and Department. May include alternate delivery sections; 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, 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, refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisites: consent of Instructor and Department.

A doctoral-level research seminar that deals with selected topics and addresses all stages of the research process. Prerequisite: consent of Department.

This seminar explores phenomenology as qualitative approach to human and social science research. The meaning of any possible human experience can be a topic for phenomenological inquiry. The course is especially relevant to persons interested in the study of phenomenological meaning in the domains of education, psychology, counselling, the health sciences, and related professional and academic fields.

Arts-based research is a new paradigm approach that brings together scholarly inquiry and creative processes within disciplines which value human experience and interaction, recognize personal, emotional, experiential and embodied expressions of knowing and being. Participants examine themes in Arts-based research and use any of the myriad of available art forms to explore how they might use the arts in their research process. Prerequisite: EDSE 510 or consent of Instructor.

Participatory Research (PR) is as an approach to doing community-based research viewed as a means of producing knowledge, as a tool for education, consciousness raising, and mobilization for action. By bringing together action and reflection, theory and practice, and community engagement, PR produces practical and reflective knowledge. Themes related to doing PR and examples of PR projects will be explored. Prerequisite: EDSE 510 or consent of Instructor and Department.

A doctoral-level research seminar that deals with selected topics and addresses all stages of the research process. Prerequisites: A 500/600 level Advanced Research Methods course and consent of Department.

Students consider key concepts and reading practices in postcolonial studies and explore their relationship to and significance for teaching, learning, and curriculum.

Prerequisite: EDSE 510 or consent of Department.

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education]

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education].

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education].

This course examines frameworks, trends, issues and futuristic scenarios on the role of technology in education. Students will gain hands-on experience of using technology, with a special emphasis on strategies for integrating technology into the school curriculum. Students may not receive credit for both EDU 210 and EDIT 202. Prerequisite: EDU 100 or pre/corequisite EDU 300 (After Degree students). May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. [Department of Educational Psychology]

In this course, preservice teachers will continue to develop knowledge of Aboriginal peoples' histories, educational experiences, and knowledge systems, ways of knowing and being and will further develop an understanding of the implications of this knowledge to the professional roles and obligations for teachers. Students will engage in a learning process of self-and-other awareness, and will be supported by Indigenous educators, Faculty members and Elders. Prerequisite: EDU 100 or pre/corequisite EDU 300 (After Degree students). [Department of Educational Policy Studies]

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. Note: EDU 300 is for After Degree students only. This course may not be taken for credit if credit has already been obtained in EDU 100, 250 or equivalent. [Department of Elementary Education, Department of Secondary Education]

This course will introduce students to different aspects of oral language and their importance for reading and literacy development in adolescents, and provide students with a working knowledge of normal and abnormal development of word reading and how to improve adolescents' word reading skills. 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. Restricted to students in AAL Certificate program.

This course examines the nature of reading comprehension in adolescence and the instructional strategies and approaches to assessment that support reading comprehension development across the content areas in secondary schools. 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. Restricted to students in AAL Certificate program.

This course explores effective literacy teaching strategies for culturally and linguistically diverse adolescents. The main focus is on literacy development and improving literacy outcomes of English language learners (ELL) and First Nations, Métis, and Inuit (FNMI) students. 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. Restricted to students in AAL Certificate program.

This course examines the specific language demands, reading challenges, and prevalent discourse structures in four core disciplines (English Language Arts, Mathematics, Sciences, and Social Studies). 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. Restricted to students in AAL Certificate program.

This course prepares students to collect, understand, and use literacy assessment data effectively to inform curriculum and instructional practices across disciplines and become a change agent by developing community, coaching, coconstructing understanding, and assessing impact. 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. Restricted to students in AAL Certificate program.

This course builds on the principles of Universal Design for Learning and provides an overview of (1) teaching approaches that support inclusive education for students with complex communication needs, (2) assessment practices and tools that are appropriate for students with complex communication needs, (3) how to use local educational standards documents to guide goal setting and instruction. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

This course will introduce classroom teachers and educational professionals to the practices, issues and importance of providing augmentative and alternative communication (AAC) strategies and supports to students with complex communication needs. The course will focus on implementation of AAC systems to support students' communication, language development and meaningful participation in all aspects of learning experiences. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

This course will focus on quality, comprehensive emergent literacy instruction for students with complex communication needs. The course will emphasize the use of symbol supported communication systems and intentionally designed instruction that includes daily opportunities for developing communication and interaction skills, oral language understandings, alphabet knowledge and phonological awareness, understandings of concepts about print, and a positive disposition toward literacy. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

This course will focus on quality, comprehensive literacy instruction for students with complex communication needs. The course will emphasize the use of symbol and text based communication systems and systematically designed instruction that includes daily opportunities for developing conventional skills in word reading (decoding and automatic word identification), text comprehension, silent reading fluency, and writing. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

This course focuses on quality instruction in mathematics (including numeracy) for students with complex communication needs. The course will emphasize the use of symbol and text based communication systems and systematically designed instruction to support understandings of number sense; spatial reasoning; principles of geometry, measurement, data, and analytic procedures; and mathematical problem solving, including algebra. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

Restricted to students in the Master of Education in Educational Studies 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.

Provides an introduction to conceptions of curriculum and their effects on pedagogy with particular emphasis on discerning and interpreting how personal, social, cultural, and political circumstances collude in the shaping of educational practices. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 511 and EDU 512. 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 the findings of educational research, and works to apply the results of research to educational problems. Focuses on conceptualizing methods of educational research to specific and individual educational sites and issues. Prerequisites: Registration in the Master of Education in Educational Studies program and 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.

Introduces the current state of knowledge, research and theory in the field of education. Focuses upon teaching and learning within schools and other educational organizations in ways that synthesize educational experience with professional research knowledge. Studies educational change that improves organizations. Prerequisite: Registration in the Master of Education in Educational Studies 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.

Examines the historical context of current thinking about educational leadership. Explores how leadership literature informs practice, while critically examining that literature from both theoretical and practical perspectives. Analyzes values and ethical principles in school leadership; complex dilemmas of educational leadership; and, works to develop a personal philosophy of educational leadership. Prerequisite: Registration in the Master of Education in Educational Studies 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.

Introduces the relationship of research to educational leadership. Focuses upon synthesizing extant research literature and the need to address a specific leadership need within a school site using appropriate research methods. Studies how educational research can inform leaders in carrying out school improvement and bringing about educational change. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 510. 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.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/co-requisites: Registration in the Master of Education in Educational Studies program and EDU 510. 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 supervised applied research assignment to develop and apply knowledge and skills related to data collection, data analysis techniques, and research report preparation. Prerequisites: Registration in the Master of Education in Educational Studies program and 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.

Using scholarly and professional research, this course focuses on foundational dimensions of school leadership. 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 research-based course enables school leaders to hone leadership practices grounded in research. Students will explore and further develop understanding of school leadership in light of research literature and practice-based understandings. This course will include a job embedded learning component. Prerequisite: EDU 520. 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.