Explores how grammar teaching can be contextualized according to the principles of communicative language teaching. Theories concerning the relationship between adult learners' implicit and explicit knowledge of grammar will be reviewed, and different approaches to grammar instruction will be explored. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

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.

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.

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 a title descriptive of content. May be repeated.

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.

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.

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 discipline of educational 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 the program.

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 the program.

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 the program, 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 the program, 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 the program, 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 the program, 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 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.

This course examines how curricula inform teaching practices in secondary schools, from planning to implementing lessons. Students will learn about themselves as secondary teachers by demonstrating emerging interpersonal teaching competencies through in-class teaching demonstrations and discussions. Pre/corequisites: EDFX 200, EDU 210, and EDU 211.

This course examines approaches to developing English language and literacy abilities in learners in secondary school settings. Students will apply concepts and develop teaching strategies to support the literacy practices of all students, including diverse and minority learners. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's Art Education curriculum and integrates theory, research and practice in becoming an art educator in secondary schools. Students will learn through hands-on art making and will demonstrate interpersonal teaching competencies in classroom settings. 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.

This course examines Alberta's Art Education curriculum and integrates theory, research and practice in becoming an art educator in secondary schools. Students will learn through hands-on art making and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 313 is not open to students whose Major is Art.