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.

Anti-Oppression Education confronts practices that create inequitable experiences and outcomes in diverse spaces where education and learning take place, from day-to-day life and within communities to schools, universities, and other institutions. The course approaches oppression as an outcome of interlocking structures that compound and shape each other, including ableism, colonialism, heteropatriarchy, racism, sexism, transphobia, and ethnic nationalisms, among others. Students will come away from the course with foundational knowledge of anti-oppression theory and practice so that, as educators, they can build inclusive learning environments, respond critically and with care to the lived experiences and learning needs of diverse students, and cultivate a philosophy and pedagogical practice aimed at transformation.

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.

This course considers how global education facilitates critical understanding concerning the contradictions of capitalist development and globalization for the Global South by addressing: dispossession-displacement-slumization of Indigenous Peoples and peasants; land, water, hunger and food sovereignty; migrant labor; poverty-inequality-debt; environment; conflict-peace; development-racism; educational neocolonialism; human rights, NGOs and social movements.

An historical examination of the formal education provided Indian, Métis, and Inuit peoples with special attention to Aboriginal, missionary, and federal-provincial educational programs.

The course examines a variety of issues and policies affecting Middle Years Education. It focuses on understanding the Middle Years within the structure of the Alberta Education system and identifies contextual variables that affect teaching and learning.

An examination of the philosophical problems that arise in the moral education of students.

An analysis of current issues of debate in Indian, Métis and Inuit education, with special reference to their social origins.

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.

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.

This course surveys qualitative and quantitative methods of data collection and analysis appropriate to the study of educational research problems and issues in field settings. Students will learn and apply basic qualitative data collection and analysis techniques and basic quantitative data collection techniques and inferential univariate data analyses for conducting various types of research. Prerequisite: EDPS 581 or any other introductory research methods course.

This course provides an introduction to leadership theories and concepts that are foundational for understanding the philosophical assumptions that drive leadership practice in schools and higher education contexts. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course provides an introduction to organizational theories that are foundational for understanding the philosophical assumptions that establish the organization of schools and higher education contexts. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

The intent of this course is to explore and further our understanding of reforms in education over the past two decades in Canada and other selected OECD countries. Through academic readings, we examine how and why particular policy discourses (e.g. school choice, system accountability) have become accepted in recent years. We further consider the implications of policy reforms for practices within educational organizations. The design of this course reflects the view that reforms cannot be comprehended without considering the social, political, economic and historical contexts in which they arise.

This course will examine the role and nature of adult education and learning processes in social change initiatives being undertaken by development non-governmental organizations (NGOs) and by popular subaltern social movements of pastoralists, peasants, indigenous peoples, rural women and urban poor (shack dwellers) social groups in Asia, Africa, Latin America and the Caribbean (Global South). These initiatives will be explored in terms of a critical contextual appreciation of the inter/national development project and neoliberal globalization.

In this course we will examine key issues in adult learning and development, using concepts discussed in the literature. Content areas include theories of adult learning and development, and related concepts such as learning styles and orientations, personality, motivation, and intelligence. Students may not receive credit for both EDAE 521 and EDPS 521.

Analyzes the role of education in the development process from a global perspective, with particular attention paid to Asia, Africa, and Latin America. Explores the various explanations for social, political, and economic development put forward by selected writers. Students may not receive credit for both EDFN 523 and EDPS 523.

This graduate seminar introduces students to key feminist contributions to explanations for social phenomena (i.e. theory) and key feminist debates on how we know what we know (i.e. epistemology). Feminists' key contribution to epistemologies has highlighted the power relations that shape the biases which inevitably inform any and all knowledge production. The course draws on Indigenous, Black, Dalit and anti-caste, Third World, and Women of Colour feminist theories to explore the variety of epistemological challenges these pose to canonical feminist theories and considers their implications for a variety of sites of education: from classrooms to policies and activism.

This course will develop a critical understanding of select perspectives on globalization and the associated implications for: (a) formal, non-formal and informal education in local, national, and international contexts; and (b) pedagogical possibilities for critical global education in schools and communities addressing global issues pertaining to international development (poverty and inequality in North-South trajectories), ecology, human rights and improved prospects for peace.

The course examines the concept of race and its manifestations in society and the education system. We engage with the idea of race as philosophy, race as theorized by sociologists and race as a historical discourse. Further, the course highlights how such modes of analyses and conceptual frames are theorized, utilized and legitimized. Students may not receive credit for both EDPS 501 Race, Racialization and Education and EDPS 526.

This course explores the relationship between youth, culture and education particularly with reference to formal schooling. Students will be introduced to various critical cultural studies theories and sociological perspectives in order to understand how youth draw on cultural formations to relate to, resist, or accommodate schooling in contemporary western societies. Students may not receive credit for both EDPS 501 Youth, Culture and Education and EDPS 527.

This course examines the socio-politico-economic and health impacts and implications of rapidly escalating climatic change on diverse groups and populations. It examines barriers to climate justice, particularly for marginalised and Indigenous populations and explores pathways to achievement. More-than-human or multi-species justice will also be a topic. An important focus is the role of Indigenous communities and Indigenous knowledge in responding to and mitigating the impacts of climate change on planetary health. Other responses such as the role and forms of activism, and political responses are also included. Participants will have the opportunity to develop solutions-oriented case studies, curricula for teaching climate change to school pupils and policy analyses and recommendations.

A survey of studies in the history of formal informal educational institutions and their relationship with Canadian society in a global context. Students may not receive credit for both EDFN 530 and EDPS 530.

This course is designed to support participants as they increase their knowledge about historical and contemporary challenges and issues in supporting educator professional growth. Topics covered in the course will be relevant to teachers, school leaders, system administrators, teacher educators, and policy-makers. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course examines various approaches, definitions, principles and practices that have been used to frame a discussion of Indigenous research methodologies. The course will provide opportunities for new insight, knowledge, and understanding about indigenous research paradigms and/or research methods, and to consider the relationship and impact of these on Indigenous peoples and communities. Students may not receive credit for both EDPS 601 Indigenous Research Methodologies and EDPS 535.

Course explores contemporary issues in Indigenous education as they are experienced within Indigenous communities in North America and elsewhere. The course prepares students for working in these communities as researchers and/or as practitioners. The course outcomes will inform further research, practice and training in Indigenous education. Students may not receive credit for both EDPS 601 Issues in First Nations Education and EDPS 537.

Course examines orality and literacy as contested concepts that historically and in the present continue to impact perceptions of Indigenous/Aboriginal thought and Indigenous/Aboriginal ways of being by scholars and educators. Students may not receive credit for both EDPS 601 From Oral Language to Written Text and EDPS 538.

Course studies the impact of the loss of Indigenous languages and strategies, policies and practices aimed at the revival and maintenance of Indigenous languages locally and internationally. Students may not receive credit for both EDPS 601 From Oral Language to Written Text and EDPS 538.

Introduces various theoretical and conceptual orientations to organizational learning and organizational change, and involves students in practical projects exploring learning and change in organizational contexts such as workplaces, communities, schools, and post-secondary institutions.

Course instructors and students will engage in processes that examine the roots and structures of Cree words to uncover/discover embedded cultural meaning in the language, expanding this study to include other Indigenous languages. The course will facilitate the movement of participants beyond the veil of surface meanings usually ascribed to physical phenomena of the Cree world, and other worlds within other languages. Critical explorations will highlight the connections between this understanding and common approaches to educational programming for Indigenous languages. A shift in participant awareness and positioning in relation to language learning holds the potential for more complex individual understanding of how Cree and other languages carry the cosmology, ontology, and knowledge system of respective, distinct peoples and cultures. Course objectives will include increased knowledge and related educational praxis with deepened understanding about the integral relationship between a language and the people whose lives and thought are reflected therein.

Examines historical and contemporary perspectives shaping critical and feminist pedagogies, both of which support inclusive and holistic teaching and research practices. Explores how these perspectives can inform research designs and methods for studying policy development, program design, and professional practice. Intent is to have students conduct analysis in relation to their own educational projects and professional interests.