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 596 and EDSL 596 with the same title. 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.

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.

Explores the findings of educational research, and works to apply the results of research to educational problems. Focuses on conceptualizing methods of educational research to specific and individual educational sites and issues. Prerequisites: Registration in the Master of Education in Educational Studies program and consent of the program. Students cannot receive credit for both EDU 510 and EDST 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces the current state of knowledge, research and theory in the field of education. Focuses upon teaching and learning within schools and other educational organizations in ways that synthesize educational experience with professional research knowledge. Studies educational change that improves organizations. Prerequisite: Registration in the Master of Education in Educational Studies program. Students cannot receive credit for both EDU 511 and EDST 511. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Examines the historical context of current thinking about educational leadership. Explores how leadership literature informs practice, while critically examining that literature from both theoretical and practical perspectives. Analyzes values and ethical principles in school leadership; complex dilemmas of educational leadership; and, works to develop a personal philosophy of educational leadership. Prerequisite: Registration in the Master of Education in Educational Studies program. Students cannot receive credit in both EDU 512 and EDST 512. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces the relationship of research to educational leadership. Focuses upon synthesizing extant research literature and the need to address a specific leadership need within a school site using appropriate research methods. Studies how educational research can inform leaders in carrying out school improvement and bringing about educational change. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 510 or EDST 510. Students cannot receive credit in both EDU 513 and EDST 513. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/corequisites: Registration in the Master of Education in Educational Studies program and EDU 510 or EDST 510. Students cannot receive credit in both EDU 514 and EDST 514. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/corequisites: Registration in the Master of Education in Educational Studies program and EDU 510 or EDST 510. Students cannot receive credit in both EDU 514 and EDST 514. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/corequisites: Registration in the Master of Education in Educational Studies program and EDU 510 or EDST 510. Students cannot receive credit in both EDU 514 and EDST 514. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

A supervised applied research assignment to develop and apply knowledge and skills related to data collection, data analysis techniques, and research report preparation. Prerequisites: Registration in the Master of Education in Educational Studies program and consent of the program. Students cannot receive credit in both EDU 515 and EDST 515. 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 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.

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. Students cannot receive credit in both EDU 597 and EDST 597 with the same title. 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.

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. Students cannot receive credit in both EDU 597 and EDST 597 with the same title. 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.

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. Students cannot receive credit in both EDU 597 and EDST 597 with the same title. 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.

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.

A reflection and synthesis of learning from the Master of Education in Educational Studies in relation to the concepts of leadership and school/educational improvement that are the foundations of the program. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 515 or EDST 515. Students cannot receive credit in both EDU 900 and EDST 900. 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 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.

In this course, preservice teachers will continue to develop knowledge of Aboriginal peoples' histories, educational experiences, and knowledge systems, ways of knowing and being and will further develop an understanding of the implications of this knowledge to the professional roles and obligations for teachers. Students will engage in a learning process of self-and-other awareness, and will be supported by Indigenous educators, Faculty members and Elders. Prerequisite: EDU 100 or pre/corequisite EDFX 200 (After Degree students).

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.

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

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

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

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

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

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.

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 and apply educational research using a wide range of orientations and approaches, including Indigenous perspectives, to support their work as researchers and practicing professionals.

This introductory research methods and methodology course is intended to support graduate students' design of educational research. Students will develop their ability to design educational research reflective of the varied approaches to conducting research and mobilizing knowledge, including Indigenous perspectives.

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 sections of the Calendar.

Provides an introduction to conceptions of curriculum and their effects on pedagogy with particular emphasis on discerning and interpreting how personal, social, cultural, and political circumstances collude in the shaping of educational practices. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 511 and EDU 512. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Explores the findings of educational research, and works to apply the results of research to educational problems. Focuses on conceptualizing methods of educational research to specific and individual educational sites and issues. Prerequisites: Registration in the Master of Education in Educational Studies program and consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces the current state of knowledge, research and theory in the field of education. Focuses upon teaching and learning within schools and other educational organizations in ways that synthesize educational experience with professional research knowledge. Studies educational change that improves organizations. Prerequisite: Registration in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Examines the historical context of current thinking about educational leadership. Explores how leadership literature informs practice, while critically examining that literature from both theoretical and practical perspectives. Analyzes values and ethical principles in school leadership; complex dilemmas of educational leadership; and, works to develop a personal philosophy of educational leadership. Prerequisite: Registration in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces the relationship of research to educational leadership. Focuses upon synthesizing extant research literature and the need to address a specific leadership need within a school site using appropriate research methods. Studies how educational research can inform leaders in carrying out school improvement and bringing about educational change. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/co-requisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/co-requisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/co-requisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

A supervised applied research assignment to develop and apply knowledge and skills related to data collection, data analysis techniques, and research report preparation. Prerequisites: Registration in the Master of Education in Educational Studies program and consent of the program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Using scholarly and professional research, this course focuses on foundational dimensions of school leadership. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This research-based course enables school leaders to hone leadership practices grounded in research. Students will explore and further develop understanding of school leadership in light of research literature and practice-based understandings. This course will include a job embedded learning component. Prerequisite: EDU 520. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This research-based course enables the development of competencies that executives must demonstrate in their professional practice when leading large educational systems. The course extends on concepts and principles pertinent to all levels of educational system leadership. Prerequisite: EDU 521. 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 course will explore the history of policy and legislation in relation to First Nations, Métis, and Inuit peoples in Canada to inform school leaders. It will further inform knowledge of the current state of First Nations, Métis and Inuit education and explore some of the existing theory in First Nation policy. 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 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. 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. The 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.