Education Programs

This course introduces the life of the professional teacher and lays the foundation to future courses in the teacher education program. The course consists of two activities: lectures exploring basic educational concepts and in-school observation of these concepts at work. Students participate in the life of classrooms and work with children at both elementary and secondary school levels. Please see the current EDUCATION 251 PRACTICUM MANUAL for special information pertaining to the evaluation of this course.

Students receive an introduction to philosophical and ideological issues relating to educational thought and practice within the Western intellectual tradition. The course introduces the student to both traditional and contemporary theories of education as well as current efforts to develop a Christian approach to education.

Lectures and discussions focus on learning in the classroom situation: the processes by which students learn and the factors that facilitate/inhibit learning. Specifically examined are learning theories, motivational theories, cognitive styles, discipline practices and assessment approaches. This course is open only to students in the B.Ed. (AD) program. Students with credit in PSYC 361 cannot receive credit in EDUC 301.

This course examines a variety of curriculum orientations and their implications for educational goals, pedagogy, student evaluation, and school structure at the elementary level. Students will also be introduced to the rigors of curriculum design; they will be required to construct a major unit plan asthe culmination of weekly lab exercises. This course is open only to students in the B.Ed (AD) program. Students with credit in EDUC 503 cannot receive credit in EDUC 303.

In this course students will learn about the methods and materials used in the teaching of elementary school Biblical Studies, Language Arts, Math, Art, Social Studies, Physical Education and Health, Science, Music and Computing Science. Each curricular area is dealt with by a master elementary teacher who is currently teaching the subject under consideration. The course components are offered in one week modules of instruction. The intent of each module is to help students acquire basic familiarity with the methods and materials of teaching these subject areas. The course is coordinated with the Introductory Practicum (EDUC 351). Credit for this course is awarded on a pass/fail basis. This course is open only to students in the B.Ed. (AD) program.

The focus of this course is the language arts curriculum in elementary grades. Topics include: language acquisition, the oral language base of reading and writing, as well as theories, methods and materials related to the teaching of listening, speaking, reading and writing. A weekly seminar period will be used to have students engage in micro-teaching opportunities.

This course examines foundational and methodological issues in teaching elementary mathematics. It provides an overview of the elementary mathematics curriculum, both in content and theories of instruction. Using problem solving in context, this course explores the development of children's understanding of key ideas in mathematics and examines the role of mathematical discussion, the development of flexible mathematical reasoning and the use of assessment for learning.

In this course, students are introduced to a representative selection of contemporary children's authors and literary genres with a view to using children's literature in elementary language arts programs and across the elementary curriculum. Although this course is open to non-Education students, in the event of enrolment pressures, preference is given to B.Ed. (AD) students.

This is an introductory course on skill development in basic teaching and learning at the secondary level. An examination of the special characteristics of learners in junior high school (7-9) and senior high school (10-12) with a focus on appropriate pedagogy, curriculum planning, classroom management, and assessment for these age groups in relation to the teaching quality standards.

This curriculum and instruction course provides in depth study of the methods and materials used in the teaching of junior and senior high school mathematics and science with a special focus on the Alberta curriculum guides for subjects. This course is closely coordinated with the EDUC 353 first Practicum; classes are conducted as a regular course for six weeks and as a weekly 3 hour lesson study seminar during the six week practicum. This course helps Math and Science preservice teachers to understand both the theoretical and pedagogical underpinnings of their major and minor teaching area. Topics covered are the basic functions of science/math teaching purpose, planning, instruction, managing, and assessing.

This curriculum and instruction course provides in depth study of the methods and materials used in the teaching of junior and senior high school English language arts and social studies with a special focus on the Alberta curriculum guides for subjects. This course is closely coordinated with the EDUC 353 first practicum; classes are conducted as a regular course for six weeks and as a weekly 3 hour lesson study seminar during the six week practicum. This course helps English language arts and social studies preservice teachers to understand both the theoretical and pedagogical underpinnings of their major and minor teaching area. Topics covered include the basic functions of teaching, planning, managing, and assessing.

This course provides an overview of the major intellectual, academic, emotional, behavioural, sensory and physical exceptionalities that are encountered in clinical or school settings. Course participants are encouraged to become familiar with exceptional children and/or adolescents through credited volunteer activities. The seminar component of the course consists of applied statistics or movie and novel reviews. Same as PSYC 341.

This course provides students in the B.Ed. (AD) program with a reflective practicum experience that includes four weeks of in-school practical experience in an elementary classroom and a one week campus-based seminar. The four weeks of practicum are coordinated with EDUC 305 - Selected Elementary Teaching Methods and Materials. Students will spend approximately 40 hours in actual classroom instruction under the supervision of a certificated teacher and a faculty supervisor. During this time, students will also be required to assemble a teaching portfolio including detailed lesson and unit plans The concluding seminar will focus on student presentations of teaching experiences as well as analyses of these experiences in the light of the theory and methods course taken previously. Students who receive a grade of less than B on the Alpha 4.00 scale for EDUC 351 will not be allowed to continue into the second year of the B.Ed. (AD) program. This course is open only to students in the B.Ed. (AD) program. Please se the current EDUCATION 351 PRACTICUM MANUAL for additional information pertaining to the evaluation of this course.

This course is a six week in-school practicum experience in a secondary classroom. It also includes video portfolios, and concurrent coursework in curriculum of various subject areas. Topics include effective subject pedagogy, assessment, students with special needs and ESL, and classroom management. Students are placed with a certified Master teacher who will mentor the student in exploring these issues. Students interact with a faculty supervisor both in-person and through a Learning Management System. The Master Teacher, the University Faculty Supervisor and the instructor of EDUC 320 or 330 serve as an instructional team. Details of the teaching requirements, curriculum and instruction study component and evaluation criteria are provided in the EDUC 353 Practicum Manual. Students who receive a grade of less than B- on the Alpha 4.00 scale for EDUC 353 will not be allowed to continue into the second year of the B.Ed Secondary Program.

This course examines the psychology of human development and change from the prenatal period to late adolescence. Specifically, development is considered chronologically in the sequence of infancy, early childhood, middle childhood, early, middle and late adolescence. The dimensions of development to be investigated include the physical, cognitive, emotional, social, academic, moral and religious aspects. Same as PSYC 351. Students with credit in EDUC 263 or PSYC 350 cannot receive credit in EDUC 363.

Students will study movement activities for children in elementary school within a developmental framework. Special emphasis is placed on games, gymnastics and dance for children ages five to twelve years. The course combines theory, practical teaching experiences with children and critical reflection on these experiences in the context of children's physical development. This will include the study of free play and organized physical activities in recreational, educational, and sport environments. Students with credit in EDUC 203 cannot receive credit in EDUC 393. Same as PHED 393.

A course on a topic or figure of special interest to a member of the education faculty and offered on a non-recurring basis.

This course provides an historical perspective concerning issues in educational law and administration, diverse theoretical approaches to these issues, the interaction of these issues with schooling in the current context, and specifically, the impact such issues have on the classroom teacher. This course is open only to students in the B.Ed. (AD) program.

This course examines the history of curriculum development and alternative models of curriculum as represented by major schools of thought. It also addresses curricular issues arising from the EDUC 351 practicum experience, e.g., lesson pace, evaluation, discipline integration, faith/perspective integration, classroom management, critical thinking. Students will compose specific lessons using different lesson plan models. This course is open only to students in the B.Ed. (AD) program.

This course is devoted to examining foundational and methodological issues in teaching elementary science. Students will also be familiarized with basic principles and content for teaching elementary physical, biological and earth science. Particular emphasis will be given to the role of science teaching in the Alberta curriculum, to the methods appropriate to this level of science teaching and learning, as well as to the integration of science topics within the broader curriculum. The role of mathematics in support of the science curriculum will also be explored. This course is open only to students in the B.Ed. program.

This course focuses on holistic diagnostic and corrective approaches for elementary grade students with reading problems. In addition to classroom based lectures and demonstrations, students develop their corrective reading teaching skills through campus-based, computer assisted instruction followed by work with an elementary pupil in a school setting and by preparing a major case study of their work. This course is only open to students in the B.Ed. (AD) program.

This course familiarizes secondary education students with the diverse literacy needs of the adolescent learner. Emphasis on the learning of teaching strategies that will help students comprehend expository texts in a variety of subject specializations. Students will explore reading and writing beyond the acquisition of skills, as well as, engage in discussions about critical, technological and media literacies.

Theories of classroom management and evaluation practices in the elementary school are explored. There is an emphasis on practical applications of those theories which are congruent with a Christian view of the child, authority, learning and responsibility. This course is only open to students in the B.Ed. (AD) program.

The impact of contemporary culture on the development of the adolescent student will be explored and related to the organization of schooling. The course examines issues such as ethnic, linguistic, socio-economic and religious diversity, gender, class, sexual orientation, home school interactions, and adolescent popular culture. The course will explore how the move beyond diversity to the creation of a positive community of learners in the classroom.

An exploration of the role of the appropriate use of common information technology tools in teaching and learning. The course examines the foundational, theoretical, and practical issues of using technology in K-12 classrooms.

This course develops assessment literacy by exploring alternative assessment practices and instruments. Students will learn how to use diagnostic, formative and summative assessments to maximize secondary classroom learning. Grounding assessment in authentic experiences students will prepare a learner portfolio that reflects their evolving ideas of assessment and its application for student learning.

This course continues the examination of the main currents at play in mathematics and science education begun in EDUC 320. The nature of mathematics and science - both in terms of its formal outcomes as well as what it is to "do math" or science - will be explored. This will lead to a careful scrutiny of how curricula portray mathematics and science and how pedagogical practices can enable effective teaching in both disciplines. Students will also be exposed to current trends in educational technology and be challenged to see mathematics and science teaching within a broader cultural and religious framework. The course is closely coordinated with the EDUC 452 12 week practicum.

This course focuses on the teaching of English Language Arts and Social Studies at the Senior High level (grades 10-12). The programs of study of the Alberta government are examined and pre-service teachers are introduced to learning strategies, assessment theories and practices, and instructional management issues appropriate for Senior High students. The course is closely coordinated with the EDUC 453 12 week practicum. Pre-service teachers are encouraged to be intentional about the strategies they use and reflective about their philosophy of education, view of human nature, and assumptions they employ. Finally, pre-service teachers have the opportunity to begin planning for the courses they will teach in their practicum.

Planning and working with special needs children in an inclusive classroom demands specific educational skills and training for teachers. Exceptional elementary and junior high children's needs provide the structure, in this course, to design programs (IEPs), assessment portfolios, and relevant educational experiences for classroom use. Specific learning disabilities, attentional and hyperactivity disorders, emotional and behavioral difficulties, sensory impairments, autism and brain-injuries, communication disorders and gifted abilities are researched during this course. Students are expected to work with at least three different kinds of exceptionalities in an inclusive classroom setting during the laboratory component of the course. This course is only open to students in the B.Ed. (AD) program.

This is the major practicum in the B.Ed. Elementary (AD) program. Twelve weeks are spent in an elementary classroom and one week in a concluding seminar. The student is assigned to a certificated teacher and is required to do a substantial amount of teaching on a graduated scale culminating in at least six weeks at the full-time level. Students also meet in seminar with a faculty supervisor for one half day per week to discuss topics of mutual concern - primarily classroom management and evaluation issues. In addition to the interactive teaching that is evaluated by both the cooperating teacher and faculty supervisor, students develop a detailed teaching portfolio that can be used to form the basis of an employment portfolio. This course is evaluated by the Faculty Supervisor in conjunction with the Cooperating Teacher. Students who receive a grade of less than B- on the Alpha 4.00 scale for EDUC 451 will not be recommended to the Professional Development and Certification Branch of Alberta Learning for Inter m Professional Certification. This course is only open to students in the B.Ed. (AD) program. Please see the current EDUCATION 451 PRACTICUM MANUAL for additional information pertaining to the evaluation of this course and the appeal process.

This course includes a 12 week practicum experience in a secondary level classroom plus a one-week concluding seminar. The course is integrally connected with EDUC 420 and EDUC 430 which provide curriculum and instruction support one afternoon per week during the practicum component. The instructors of these support courses and the faculty supervisor(s) will work with at least one master teacher as an instructional team to both support the pre-service teacher and enhance teacher induction of new staff at the school. Details of the teaching requirements and evaluation criteria are provided in the EDUC 453 Practicum Manual. Students who receive a grade of less than B- on the Alpha 4.00 scale for EDUC 453 will not be recommended for a temporary provincial teacher's certificate.

This course provides an opportunity to do intensive study of a special topic of particular interest to the student. Students work closely with a faculty member in tutorial meetings. Students must apply in advance for special studies to the faculty member with whom they wish to work. Prerequisites: Open to students in both the pre-B.Ed. and B.Ed. (AD) who have completed at least two senior-level Education courses.

This course aims at assisting teachers in the field and students enrolled in the B.Ed. (AD) (upon special approval), who have some curriculum development background and who wish to develop advanced skills in this area. Three elements make up the bulk of the course workload. First, participants will review the historical and philosophical context that shapes current curricular theory in both the Christian and public school. Secondly, participants will further develop specific curriculum writing skills. Finally, participants will complete a curriculum project (year plan, unit plan, etc.). The project will be evaluated in terms of its relevance to the participant's actual or anticipated teaching situation, its consistency with the participant's educational philosophy and its demonstration of the skills identified in the course. The significance of provincial programs of study, provincial curriculum guides and the utilization of thematic units will receive special attention in all three elements. Students with credit in EDUC 303 cannot receive credit in EDUC 503.

In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary Bible studies under the supervision of an inservice, elementary master teacher. The course components are offered in a one week module of instruction/experience. Normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of teachers based in foreign countries who want to learn up-to-date teaching methodology for language arts in a faithbased school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed. (AD) program.

In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary school science under the supervision of an inservice, elementary master teacher. Participants will discuss the challenges surrounding a Christian perspective on science, evaluate current trends in science education, and observe practical ways to organize and manage a classroom. The course components are offered in a one week module of instruction/experience. normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of foreign trained teachers who want to learn up-to -date teaching methodology for science in a faith-based school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed. (AD) program.

In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary school mathematics under the supervision of an inservice, elementary master teacher. Participants will discuss the challenges surrounding a Christian perspective on mathematics, evaluate current trends in math education, and observe practical ways to organize and manage a classroom. The course components are offered in a one week module of instruction/experience. Normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of foreign trained teachers who want to learn up-to-date teaching methodology for math in a faith-based school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed. (AD) program.