This course is an invitation to journey back in time when our ancestors honored the sacredness of children as gifts from Creator, knowing that each child, each spirit came with their own wisdom to be in this world, to walk in a good way, to explore, to experience, to feel, and to give back, to teach, to share their knowledge and wisdom in a forever cycle or spiral of life. Prerequisite: Consent of the Faculty.

This course is designed to support students who are seeking spaces to rethink assessment from Indigenous, narrative, and relational perspectives. The course explores Anishinaabe and Nehiway concepts that connect with ways of knowing, being, doing, and relating with children to support their life-long journey of pimatisiwin (walking in a good way, living a good life). These teachings open potential for assessment making that supports children's life-long identity making and wellbeing. Grounded in relational ways of attending to experience, and scholarship and personal and local knowledge focused on children's making of their lives in family, community, and school places, in relation with land and more-than-human beings and realms, the course builds into an exploration of the interconnections among experience, story, knowledge, and holism and children's ongoing curriculum making, identity making, and assessment making. Restricted to fourth year Education students or with permission of the instructor.

This course brings teachers' experiential knowledge of interdisciplinary, intergenerational, and intercultural inquiry alongside the knowledge of Indigenous Elders, Knowledge and Language Keepers, and community members, and LANDS/place, children, families, teachers, curriculum developers, and scholars. Through these relationships and reflexive inquiry, the course shapes openings for teachers to grow understandings of pedagogies that deepen interdisciplinary, intergenerational, and intercultural inquiry alongside children, families, and communities. Restricted to fourth year Education students or with permission of the instructor.

The course will consider science from the perspectives of history, culture and Indigenous ways of knowing. Specifically, the course will consider the historical, philosophical, and wisdom traditions of Indigenous knowledge systems as a cultural bridge to a greater awareness of science. We will also focus on the particular subject area cultural histories and collectively consider the critical contributions that these varying perspectives could play in classroom contexts. One of the unifying messages of this course is that Aboriginal ways of knowing provide a unique opportunity for teachers to rethink and reframe their approaches to scientific teaching and learning. Prerequisite: EDEL 330.

Prerequisite: consent of Department.

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

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

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: consent of Department.

Examines a variety of theoretical perspectives on language and literacy and explores their implications for work with children. Questions of language acquisition, the role of language in learning, the development of literacy, and sociocultural influences are explored. Prerequisite: Equivalent to 3 units in language arts education, or consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Focuses on the acquisition of skills in diagnostic assessment and remediation of reading and writing difficulties in children and adults. The influences of various theoretical perspectives and social issues on diagnosis and remediation are also explored. Students must enroll in EDEL 508 and 509 in the same year. Pre- or corequisite: EDEL 505 or consent of the program.

Provides advanced study in the diagnosis and remediation of reading and writing difficulties. Students will develop expertise with a variety of assessment and intervention strategies while extending their understanding of how various theories and social issues affect the nature and extent of the support provided to people with reading and writing difficulties. Students must enroll in EDEL 508 and 509 in the same year. Prerequisite: EDEL 508 or consent of the program.

Focuses on approaches to teaching across the curriculum that will allow students to explore the value of literature in the lives of children; the development of a literature program; the creation of environments that enable children to respond to and grow through literature; the relationships between literature and literacy; and current research in literature in education. Prerequisite: Equivalent to 3 units in language arts education, or consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course explores contemporary issues and concerns pertaining to the literacy development of young children. Aspects of theory, research, policy and practice are examined. Students will acquire a depth and breadth of understanding of how young children (up to eight years) become successful readers and writers. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course explores current issues in writing theory and pedagogy. The focus is on the development of writing abilities of elementary and middle years students, in a variety of forms and media, in school and home/community contexts. Prerequisite: EDEL 505 or consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course explores contemporary issues related to the teaching and learning of mathematics in elementary schools. Aspects of theory, research, policy and practice are examined. Prerequisite: Equivalent to 3 credits in mathematics education or consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Current issues in teaching and learning mathematics will be examined through classroom-based research and practice. Classroom events, mathematical tasks, and student work will be used as sites for critique, inquiry and investigation into theory and practice of teaching mathematics to children. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Focuses on elements of teaching and learning in relation to actual needs, problems, issues of elementary school, classroom practice as identified by participants. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

School science is framed by a perspective which acknowledges the social and cultural nature of learning in science and the ways in which language mediates the social practices of specific communities. Explores the practices of talking, reading and writing in school science. Prerequisite: a 400-level science education course or consent of 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.

Explores and critically evaluates the management of school library programs and services. Note: Not open to students with credit in LIS 540 or EDES 540. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the nature and culture of inquiry and the integration of inquiry in teaching and learning. Note: Not open to students with credit in EDES 542. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the foundations of contemporary literacies, literacy in the 21st century, and literacy leadership for teachers and teacher-librarians. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the use of emerging technologies in schools and school libraries with an emphasis on how they might be used in personal, professional and teaching and learning situations. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the integration of emerging technologies into schools and school libraries with an emphasis on the trends, issues, opportunities and challenges associated with living and working in digital age classrooms and libraries. Note: Not open to students with credit in EDES 545. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates the selection and evaluation of print and digital resources for children and young adults in schools and school libraries. Note: Not open to students with credit in EDES 546. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores and critically evaluates current trends and issues in school library leadership. Pre-requisites: EDEL 540, EDEL 542, EDEL 544, or consent of the program. Note: Not open to students with credit in EDES 549. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course is designed to investigate the teacher's role in improving communication among the school, home, and community. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: EDEL 457 or consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Prerequisite: EDEL 556 or consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

A study of the ways in which curricula are produced, implemented, and evaluated. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This introductory research methodology course is intended to support graduate students' understanding of the many ways in which educational research is conceptualized and conducted. Students will develop their ability to read educational research critically and with understanding in order to support their work as researchers and practicing professionals. Prerequisite: consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course focuses on the socially- and historically- constructed concepts of race/ethnicity, class, gender, sexuality, and ability and how they have shaped, and continue to shape, curriculum and teaching in K-12 education. No prerequisites.

Practitioner research is a growing field of study and many school authorities encourage and recognize teacher reflection and research. This course explores methodologies of practitioner research as applied in educational settings. Students will develop an understanding of these forms of educational research and be able to apply them to their own unique contexts.

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

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

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

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

The required capping exercise for the course-based MEd program will consist of a presentation based on one piece of work that students select from their course assignments completed during the MEd program. The piece of work and type of presentation is chosen in consultation with their advisor according to program guidelines. Students will register in this course in the final term of their coursework.

Provides an advanced and in-depth examination of theories and models of language acquisition and development. The characteristics, purposes, and limitations of language theories and models are explored through the critical study of a range of theoretical perspectives. Prerequisite: EDEL 505 or consent of the program.

Engages students in advanced examination of the historical foundations of the curriculum field, contemporary issues in curriculum, and current influences on curriculum. Through readings, discussions, and assignments, course participants will examine a number of perspectives for inquiring into educational practice, situating their own practice within the wider context of the field of curriculum studies, interpreting the language of curriculum, and considering the role of teachers in mediating curriculum with their students. The epistemological, ontological, axiological, and ideological bases for the forms of curriculum theory and inquiry will be studied. Prerequisite: EDEL 561 or consent of the program.

Provides students with opportunities to explore issues in educational research from a philosophical and historical perspective. Prior to choosing methods and data sources, a researcher must first be aware of and be able to defend their theoretical framework which is based on an understanding of ontology, epistemology, methodology and ethics. The purpose of this course is to expose students to the perspectives, issues and questions in these four areas so that they may begin to develop a philosophical understanding of the research process. Prerequisite: EDEL 567 or consent of the program.

Provides for in-depth study of qualitative research. Attention is given to research design, data collection, analysis, interpretation, and reporting. Credit cannot be given for this course if the student has already completed EDEL 568.

Intended to support participants in examining the topics within interpretive inquiry in depth; writing about their research approaches, and undertaking analyses and interpretations of data. Intended to be helpful to students wishing to undertake research that can be understood as basic or generic qualitative research or as interpretive inquiry. Prerequisite: EDEL 665 or equivalent.

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

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

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

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

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

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

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

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

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

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

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

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

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

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.)