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.

This course further develops science teaching competencies by implementing theories across practical situations. Students engage with Alberta's science curricula, emphasizing unit design, inclusive teaching strategies, and assessments via in-class, hands-on experiences. Prerequisites: Introductory Professional Term, including EDSE 355 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450. Students may only receive credit for one of EDSE 452, EDSE 455, EDSE 456, or EDSE 460.

This course further develops second language teaching approaches by applying theories across practical situations. Through in-class activities, students will engage with Alberta's curricula in a range of second languages, emphasizing unit design, inclusive teaching strategies, and assessment to expand their interpersonal teaching competencies and to form their identity as second language educators. Prerequisites: Introductory Professional Term, including EDSE 368 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450.

This course further develops social studies teaching approaches by applying theories across practical situations. Through in-class activities, students will engage with Alberta's Social Studies curriculum, emphasizing unit design, inclusive teaching strategies, and assessment to expand their interpersonal teaching competencies and to form their identity as social studies educators. Prerequisites: Introductory Professional Term, including EDSE 373 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450.

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.

Students will explore and engage with curriculum and demonstrate interpersonal teaching competencies for career-related education. Students will 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.

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. 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.

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

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 the program.

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.

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. May include alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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. May include alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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. May include alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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

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

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 the program.

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 the program.

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

The required capping exercise for the course-based MEd program consists of an in-depth exploration of a particular issue or topic related to students' professional lives. Prerequisite: EDSE 510 or consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations section 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 or EDST 511 and EDST 512. Students cannot receive credit for both EDU 503 and EDST 503. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course examines current research, practices, policies, and curricula related to the learning and teaching of mathematics with young children. The course also emphasizes pedagogy relevant to young children's learning of mathematics, including the role of playful pedagogies, and connection to other curriculum areas. Students cannot receive credit for both EDU 540 and EDST 540. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research. Students cannot receive credit for both EDU 541 and EDST 541. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course explores the complex issues of diversity and ideologies of difference as they relate to multiculturalism, inclusion, and Indigenous issues in early childhood education, through a variety of theoretical perspectives. It also investigates markers of difference, the right to be different, and agentive possibilities for creating teaching and learning contexts that position concerns of social justice, care and equity as central to early childhood education. Students cannot receive credit for both EDU 542 and EDST 542. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course focuses on oral language development, and teaching and learning of language literacy in Early Childhood settings. The course explores instructional strategies, and resources for creating language and literacy rich learning environments, and the complex ways that young children develop oral language and early literacy skills. Students cannot receive credit for both EDU 543 and EDST 543. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course examines and develops culturally responsive teaching practices and explores regenerative mathematics in PreK-12 mathematics by drawing on perspectives and examples from Indigenous traditions and peoples, wisdom traditions, and mathematics education for social justice. Students cannot receive credit for both EDU 545 and EDST 545. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course develops concepts of numeracy in content areas across the PreK-12 curriculum. Mathematics, pedagogy and learning are explored through the research and professional literature, experiential learning, and reflection. Course includes cross-curricular mathematical topics. Students cannot receive credit for both EDU 546 and EDST 546. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course explores how teachers' implicit assumptions about learning influence their decisions about the tasks chosen, questions asked, tools available, classroom setup, and assessments posed. In this course, teachers will be asked to examine their assumptions about mathematics learning alongside historical and contemporary research and perspectives on learning. Students cannot receive credit for both EDU 547 and EDST 547. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course will examine and critique the design, implementation and assessment of places for learning in mathematics education with the intention of bringing forth playful (inter)actions among teachers/learners/mathematics/materiality. Exploration will include the qualities of playful engagement, and characteristics of tasks that encourage play in PreK-12 mathematics classrooms and beyond. Students cannot receive credit for both EDU 548 and EDST 548. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course focuses on continuing and emerging educational issues and advantages unique to teaching and learning, and leadership and management in rural contexts. Students will have an opportunity to explore topics related to professional practice using empirical research and theoretical perspectives. Students cannot receive credit for both EDU 550 and EDST 550. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course focuses on empirical and theoretical work concerned with stakeholder engagement. Content areas include conceptualizing stakeholder engagement in rural educational contexts, including working with community organizations, non-teaching professionals, parents, and First Nations and Métis communities. Theoretical perspectives in stakeholder engagement, collaboration, community relations, and citizen participation will be explored in relation to enduring and evolving characteristics of rural education. Students cannot receive credit for both EDU 551 and EDST 551. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course introduces students to field research and affords the opportunity to develop an inquiry related to rural education. Students will be mentored through a small-scale research study relevant to their professional practice. Students cannot receive credit for both EDU 552 and EDST 552. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course focuses on conceptual foundations of knowledge translation and mobilization. Students will apply their theoretical understanding of sharing research findings and design an appropriate approach for translating academic research for the academic context. Students cannot receive credit for both EDU 553 and EDST 553. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course is designed to develop an in-depth understanding of Physical Literacy and Health Literacy within the school context. Physical Literacy & Health Literacy Praxis is an examination of the theory and practice of physical and health literacy in education. Students cannot receive credit for both EDU 555 and EDST 555. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course examines current literature with a view to developing a critical assessment of the types of approaches used in comprehensive school health promotion strategies, identifying what works, what doesn't, and why certain approaches may or may not be effective for particular health issues. Students cannot receive credit for both EDU 556 and EDST 556. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course will advance students' knowledge and understanding regarding inclusion in HPE by exploring theoretical perspectives and relevant literature on inclusion. An emphasis will be placed on unpacking practitioner assumptions, negotiating inclusion in current school contexts, and confronting issues related to inclusion. Students cannot receive credit for both EDU 557 and EDST 557. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course explores the connections between health and education, including the impact of student health on learning across all subject areas, theoretical frameworks, and the implications of whole-student education and wellbeing within schools. Students cannot receive credit for both EDU 558 and EDST 558. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course is designed to transform understandings of Indigenous ways of nurturing literacy learning. Students will have the opportunity to participate in diverse experiences designed to deepen understanding of the potential of Indigenous knowledges and pedagogies for transforming understandings of Literacy and how we can inspire and nurture literacy alongside our next generations of children and youth. Students cannot receive credit for both EDU 560 and EDST 560. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course provides opportunities for students (as Individuals and as part of a collective learning community) to dwell with the key concepts and frameworks that inform current understandings of Indigenous curriculum and pedagogy. Particular attentiveness will be given to the idea of foundational Indigenous knowledge and knowing what those might be and how we might express our understandings of those in contemporary educational contexts. Students cannot receive credit for both EDU 561 and EDST 561. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course will bring educators together on the Land to grow knowledge of traditional Anishinaabe laws and precepts. Anishinaabe ecological relational knowledge is based on interdependent relationships and 'Land as teacher'. An experiential process of reconciliation with Land is realized through respectful and relational ways of being. Educators will explore opportunities for children and youth to learn from the Land alongside Indigenous families and communities in schools. Students cannot receive credit for both EDU 562 and EDST 562. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course is directed towards teachers who expect to work with Indigenous children and youth. It is designed to provide learners with a broad introduction to child and adolescent development from Indigenous perspectives, as well as promising practices for helping Indigenous students to reach their full potential. Students cannot receive credit for both EDU 563 and EDST 563. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course introduces and works with students to establish and participate in effective discourse and engagement with the concept of Indigenous epistemologies. Students will be encouraged to identify principles and values that underpin various epistemologies. Through critical reflection and analyses, students will acquire an enhanced understanding of Indigenous epistemologies, and a deeper comprehension of the epistemological bases of personal and social issues. Students cannot receive credit for both EDU 564 and EDST 564. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Designed as the experiential component that will follow EDU 564 or EDST 564. The course will provide guided/mentored opportunities for students to participate in learning experiences situated within or derived from two distinct and separate epistemologies. One learning experience will take place within an arts-based research process, termed a 'post-modern epistemology' (Vaughan, 2005), and the second experience will take place within a learning process situated within an Indigenous epistemology. Through this course, students will gain deepened understanding of Indigenous knowledge systems. Students cannot receive credit for both EDU 565 and EDST 565. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

The course will provide guided/mentored opportunities for students to participate in learning experiences situated within or derived from two distinct and separate epistemologies. One learning experience will take place within an arts-based research process, termed a 'post modern epistemology' (Vaughan, 2005), and the second experience will take place within a learning process situated within an Indigenous epistemology. Through this course, students will gain deepened understanding of Indigenous knowledge systems. Students cannot receive credit for both EDU 566 and EDST 566. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course will support educators in acquiring knowledge for effective administration, programming, school management, and community engagement and relationships. Course content will focus on a strength based model that emphasizes the use and enhancement of Indigenous epistemology. The overview will include a critical analysis of the historical, social and educational contexts within which the development of legal, financial and policy aspects of educational leadership, administration and governance occur. Students cannot receive credit for both EDU 567 and EDST 567. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

The course is designed to support educators address and better understand anti-Aboriginal racism and its implications in education systems. Theories and practices of integrative anti-racist education are explored, including its applications in both schools and a variety of workplaces. The course will engage with a wide range of perspectives, knowledge and strategies in realizing anti racism. Students cannot receive credit for both EDU 568 and EDST 568. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

The course explores issues arising from the use of digital technologies and artificial intelligence in education, including digital equity and access, digital participation and citizenship, algorithmic bias, privacy, security and surveillance, and their impacts on learning, cognition and agency. Students will examine the integration of digital technology and AI from philosophical, theoretical and social science perspectives, and will consider the ethical and social justice implications for teacher practice and educational policy, including responding to the TRC Calls to Action. Students cannot receive credit for both EDU 570 and EDST 570. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course focuses on the selection and use of technologies to support and enhance personal, professional, and teaching and learning situations. Students will engage in experiences to explore how hands-on, technology-enhanced activities can promote communication, collaboration, critical thinking and problem solving. Students cannot receive credit for both EDU 571 and EDST 571. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students 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 explores topics such as pedagogical frameworks, instructional design, virtual learning communities, technologies to support online teaching, and approaches to online assessment. Students will investigate how to deal with changing technological environments that mediate the delivery of instruction. Students cannot receive credit for both EDU 572 and EDST 572. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course explores the role of Computational Thinking (CT) to enhance teaching, learning, and problem-solving. Students will examine the historical development of the role of CT in education; the core elements of CT (e.g., abstraction, pattern recognition, decomposition, algorithms); the rationale for including CT as part of the curriculum; research-based best practices for the integration of CT within and between the curriculum across various subject areas; the multidimensional relationship between CT, computing science, coding, problem-solving approaches in the sciences and social sciences; and, the implications for educational policy, including addressing the TRC Calls to Action. Students cannot receive credit for both EDU 573 and EDST 573. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course is an overview of key topics and issues in educational technology as well as an introduction to basic skills in educational technology development. Course topics include ethics, philosophy, history, research and evaluation, fluency with information technology, multimodal literacies, simulations and visualization, sociological issues, social networking and video/image production. The course is intended to expose students to a broad array of issues related to and influencing Educational Technology. Students may not receive credit for both EDPY 597 Theory and Practice in Educational Technology and EDU 575 or EDST 575.

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Students cannot receive credit for both EDU 595 and EDST 595 with the same title. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Students cannot receive credit for both EDU 595 and EDST 595 with the same title. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Students cannot receive credit for both EDU 595 and EDST 595 with the same title. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Students will develop and complete an individual study plan under the guidance of an instructor. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

This course focuses on the diverse contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Students will learn about the relationships between education and practice that are nested in social relations of learning and impacted by economic, political, and cultural factors. This course may not be taken for credit if credit has already been obtained in EDU 300 or equivalent.

This course focuses on the diverse contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Students will learn about the relationships between education and practice that are nested in social relations of learning and impacted by economic, political, and cultural factors. This course may not be taken for credit if credit has already been obtained in EDU 300 or equivalent.

This course focuses on the diverse contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Students will learn about the relationships between education and practice that are nested in social relations of learning and impacted by economic, political, and cultural factors. This course may not be taken for credit if credit has already been obtained in EDU 300 or equivalent.

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 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 EDFX 200 (After Degree students). May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.