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An overview of the Master of Education On September 16, 2008, a collegial consultation took place to discuss new hirings in the Faculty. At that time,

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Presentation on theme: "An overview of the Master of Education On September 16, 2008, a collegial consultation took place to discuss new hirings in the Faculty. At that time,"— Presentation transcript:

1 An overview of the Master of Education On September 16, 2008, a collegial consultation took place to discuss new hirings in the Faculty. At that time, two points were raised. First, surprise and dismay was expressed at learning that certain courses (or subject areas) are taught almost exclusively by per course instructors. Second, hiring faculty should be strategic, in accordance with some vision or plan for the Faculty. This report has been prepared as a response to those points. It provides an overview of graduate programmes. Much of the information was circulated to members of programme groups. About 1 year ago I had prepared a report for Counselling Psychology, Information Technology, Post-secondary studies, and Educational Leadership Studies. Because of the complexity of the Curriculum, Teaching and Learning Programme, I had delayed preparing that report. However, the information is included here. I have outlined some possibilities for the future of the Faculty, and some issues that will need to be discussed at some point. I hope the information here informs our discussions and sets us upon a solid path for the future. Regards, T. Seifert Associate Dean, Graduate Programmes Faculty of Education Read the report For their hard work and assistance in preparing this report, special acknowledgements must be offered to: Renee, Tina, Jill, Dot, Candace and Jacinta Acknowledgement must also be given to Faculty and previous Associate Deans for their efforts in laying the foundations for our current programmes. Special thanks to Renee for proof-reading the document.

2 Caution The details contained in this report come from the most accurate and update information we have. I tried to provide thoughtful summaries were I could think of something useful to say. Faculty members within each programme group will undoubtly develop more profound insights. Read the report

3 Counselling Psychology Post-secondary Studies Information Technology Educational Leadership Studies Curriculum, Teaching and Learning Studies Core courses Open electives Closed electives Master of Education Comp.Lit.MathMusicSoc.Sci SLE Libr Sp. Ed Course route Thesis Course route (6890) Thesis Internship (6891) Course route (6590) Thesis Course route (6290) Thesis Internship (6291) Project (6292) Paper folio (6293) Course route (6390) Thesis Internship (6391) Project (6392) Paper folio (6393) Action research (6913) Biographical research (6394) Exit options Click on a title to learn more Research and exit courses

4 Counselling Psychology About coursesAbout studentsAbout instructors BackMore

5 Counselling Psychology -- Students Back Comments There are, at any given time, between 80 and 100 students in the Counselling Psychology programme. Each semester, there are between 5 and 10 new students admitted. Recent changes in our admissions procedures should stabilize numbers at 30 new students per year. With government cooperation, we could see an increase in the number of full-time students. Discussions with the NLPB will probably result in more students choosing to complete a thesis. It is important to note that approximately half of the students are located outside of the Avalon penisula. The implication is that we need to: 1) advocate for more paid leave, and 2) find ways of bringing our programme to the other parts of the province. Central - 16 Burin - 3 Western and northern - 7 Labrador - 7 QC - 0 ON - 1 MB - 0 SK - 0 AB - 0 BC - 0 YK - 0 NWT - 0 Nun. - 0 NS - 1 NB - 0 PEI - 0 Outside Canada - 0 Where they come from Avalon - 49 Bonavista - 3

6 Counselling Psychology -- Courses Research designs and methods in education Ethical and legal issues in counselling Counselling theory and practice Career education and career counselling Group counselling: Theory and practice Nature and development of school counselling services Assessment for counsellors Assessment of intelligence and learning skills Nature and assessment of behaviour disorders in children and adolescents Educational applications of contemporary cognitive psychology Principles and practices in exceptionality Working with families and parents Counselling adolescents Elementary school counselling Cultural issues in counselling Adult learning and development Click on a box to learn more about the course BackMore Internship in counselling Distance education

7 Counselling Psychology: Instructors Back Comments The programme has drawn heavily on non-faculty (people outside of the faculty, including retired faculty) for teaching assignments (~43%). There is community interest in teaching in the programme, and we have relied upon practitioners to offer courses. Notice that some courses have relied almost exclusively on individuals outside of the faculty. Coupled with impending retirements, this creates uncertainty in programme offerings. An additional two positions above our faculty compliment would allow us to increase services, introduce new programmes, and increase enrollments.

8 Counselling Psychology: Distance Education Comments There are not a lot of courses offered by distance education, and it is unlikely that there will be an increase in the number of courses offered by DE. This has two implications. First, ways and means are needed to enable students to come to campus. This might include bursaries or scholarships, and increasing the amount of paid leave they are entitled to. Second, we’ll need to find ways of bringing courses to students. We’ll need to increase offerings in other parts of the province. BackMore EthicsY Individual counsellingN Career counsellingY Group counsellingN AssessmentN AssessmentN Behaviour disordersN Cognitive applicationsN ExceptionalityY FamiliesN Counselling adolescentsN Elementary school counsellingN Multi-cultural differencesY Adult learningY

9 Counselling Psychology: E Ethical and legal issues in counselling This course will examine the ethical and legal responsibilities of school counsellors and school psychologists. It will analyze professional codes of ethics and examine some core ethical principles on which they are based. This will be done through a case study and ethical problem solving approach. Because of the nature of this approach class attendance is necessary. Note: S02, W08 and S08 were semesters with multiple sections. The course was not offered in semesters with zero enrollments. Comment This course has been taught, by-and-large, by two instructors who are retired faculty. The course is a required course. If 30 students are admitted, then 30 students need to take it. Unfortunately, the course has only been offered about three times in two years, leading to a back-log of students needing the course. That back-log will culminate in a crunch in which everyone will be trying to get into the course at the same time. We will increase the offerings to twice per year. BackMore

10 Counselling Psychology: E Counselling theory and practice This course will examine various theoretical conceptualizations of counselling and will provide training in the various processes and skills involved in assisting others to identify and achieve goals that are important to them. Comment Since 1999, this core course has been taught primarily by two instructors, one of whom was neither faculty nor a registered psychologist. Most recently, the course has been assumed by a faculty member who is a registered psychologist. In the earlier years, the course was typically offered twice per year. The course is now being offered three times per year, and it is anticipated this will be sufficient to meet the demand. BackMore

11 Counselling Psychology: E Career education and career counselling The purpose of this course is to introduce students to contemporary research and practice in career development. Career development will be examined as a dynamic lifelong process. Students will explore the importance of work adjustment, personal agency, cultural contexts and the implications for the design, implementation and evaluation of career interventions. Comment A core course taught exculsively by a faculty member. As with other core courses, the course was offered only once or twice per year. It will need to be offered either as multiple sections or offered more often to enable students who need the course to get it. BackMore

12 Counselling Psychology: E Group counselling: Theory and practice This course examines group counselling from a variety of theoretical perspectives and looks at the implications for professional group work practices in public school and other settings. The course will include laboratory and in vivo theory applications leading to the beginning development of the competencies essential to establish and conduct effective counselling groups. Comment Although the course is a core course, there have been a number of different instructors. Recently, the responsibility has settled to one instructor which has introduced an element of stability. Current offerings should satisfy present demand. BackMore

13 Counselling Psychology: E Internship in counselling An internship is a practical experience for a minimum of 600 hours with 240 hours of direct client contact and is undertaken after the completion of course work. The internship is understood to be the student’s culminating practical experience at the Master’s level. The purpose of an internship is to provide a graduate student with a breadth and depth of experience in a practical setting. Comment The internship is a required component of the Counselling psychology programme. All faculty within the programme are involved in supervision. As of recent, internships in the intersession have been discontinued because of problems that arose. The placed on faculty’s time will be great as students per semester will be seeking a placement. BackMore

14 Counselling Psychology: E The nature and development of school counselling services This course will look at the historical and philosophical foundations of counselling services and examine contemporary issues and trends in the counsellor’s role. Principles and practices of counselling will be examined through role definition, program development, management and evaluation. BackMore

15 Counselling Psychology: E Assessment for counsellors This course applies the theories of quantitative and qualitative assessment in establishing a comprehensive understanding of identifying the learning needs of children and adolescents. Particular focus will be given to the role of the school counselor, within a paradigm of collaborative practice and decision making, in developing effective and holistic approaches to educational assessment that are proactive, ethical and person centered. Students will explore a blended approach that utilizes qualitative methods (observation, case history analysis, interviews, and authentic approaches) with quantitative methods Level A & B standardized instruments). This course readies the counselor to complete Education 6709 (Assessment of Intelligence and Learning Skills) in which they will build on the content in 6707 by exploring Level C testing instruments. Evaluation will consist of a midterm exam and an extensive case study of a student, which is completed on a field placement with a school, submitted in phases during the semester. Comment This is one instance where the numbers do not indicate the seriousness of the context. The course has an undergraduate equivalent, which many take as a pre-requisite. This will account for the low numbers of offerings at the graduate level. However, those numbers are increasing. The teacher allocation report calls for an increase in numbers of counsellors, and requires them to be competent in assessment. This course is a pre-requisite to 6709, and is one that will be required to obtain registration as a psychologist. School boards are requiring assessment skills for employment. Although the course is an elective, demand will continue to be high. There may also be a market for professional development. BackMore

16 Counselling Psychology: E Assessment of intelligence and learning skills This course is designed to: 1. Help you understand the nature of individualized intellectual assessments; 2. Gain the skill needed to make such assessments. The course will discuss concepts of intelligence, testing in general and intelligence testing in particular. It will focus particularly on the nature of the Wechsler intelligence tests (especially the WPPSI-R, WAIS-111 and the WISC-111) and how these tests are administered, scored, and discussed in reports. There will also be an emphasis on making psycho-educational recommendations and decisions based on tests, referrals and other relevant information obtained about and from clients. Upon completion of the course, participants will meet Wechsler certification requirements. Comment Like 6707, this is a high demand course. Assessment is a skill that is in demand by school boards (see discussion for 6707). A number of instructors have been involved in teaching this course. Per course instructors, who have typically been registered psychologists, have been employed when demand was high. The course has fallen into a pattern of being offered in fall and winter, and will continue in this way. BackMore

17 Counselling Psychology: E The nature and assessment of behaviour disorders in children and adolescents This course will study the emotional/behavioural problems of children and adolescents. Current issues, theoretical and methodological foundations, descriptions and discussions of many disorders, clinical and research data, assessment and treatment approaches will be studied and discussed. The counsellor's role with students, parents, and teachers regarding assessment, treatment and prevention as well as implications in the classroom will be presented. Comment A course that has been popular when offered, but circumstances have limited its availability. However, increased future offerings seem possible. BackMore

18 Counselling Psychology: E Educational applications of contemporary cognitive psychology This course overviews cognitive psychology and its application to classroom and counselling settings. The course is structured in an independent study format in which students are given a topic to research, as well as choosing their own topics to research. Students meet with the instructor in a seminar setting on a bi-weekly basis, and meet with the instructor on an individual basis in between seminars. Comment A course that has not received much attention in the recent past, but has had decent enrollment. BackMore

19 Counselling Psychology: E Principles and practices in exceptionality This course will encourage an in-depth study into the diverse and growing field of exceptionalities. While the course assumes focus on school-based programs and supports, it is framed within the larger context of evolving paradigms of disability studies and community rehabilitation. A critical analysis of this literature will foster exploration of the impact of special education practice and discourse. Comment A course that, in recent years, has been offered once per year with good enrollments. With recommendations from the teacher allocation report, it may experience greater demand. BackMore

20 Counselling Psychology: E Working with families and parents This course will look at the family from a relationship centred framework. Generally we will attempt to come to some understanding of issues such as, the meaning of family, family structure, the place of the family in society. However, the main thrust of the course will be working with families through family counselling. The course will look at contemporary theories of family counselling with a view to understanding both their philosophic and practical implications. Comment In the recent past, the course has been offered once per year and enjoyed acceptable enrollments. Like many electives, offerings may be governed by other circumstances. BackMore

21 Counselling Psychology: E Counselling adolescents Students in this course will study the past and current theories of adolescence. Current issues including depression and suicide, eating disorders, obsessive compulsive disorder, self-inflicted bodily harm, sexuality, peer pressure and drug use will be discussed and appropriate case studies will be presented. Assessment and treatment approaches will be reviewed. Comment A course taught exclusively by individuals who are not faculty members (noting one is a retired faculty member). That would account, in part, for the infrequent course offering. However, it may also suggest a model for the faculty, or at least the programme: making selective use of practitioners in the community to assist in the professional development of our students. BackMore

22 Counselling Psychology: E Elementary school counselling A study of the theory and practice of counselling as applied to the elementary school setting. This course will examine issues such as needs for counselling at the elementary level, counselling young children in groups, consultation with parents and teachers. Comment This course appears to have not attracted a lot of attention. BackMore

23 Counselling Psychology: E Cultural issues in counselling This course will examine the cultural sources of diversity in thinking, emotion, motivation, self, personality, morality, development, and psychopathology. The course explores how culture and historical-political-social factors influence the personality and psychological development of all people. Emphasis is placed on how this knowledge and awareness can influence problem assessment/conceptualization, treatment, and counselling outcomes. Comment A course which has seen limited offerings, typically about once per year. As we look to future possibilities, this course might become more prominent. BackMore

24 Counselling Psychology: E Adult learning and development See Post-secondary studies BackMore

25 Post-secondary studies About coursesAbout studentsAbout instructors BackMore

26 Post-secondary studies: Students Back Comments There has been a steady increase in enrollments over the past few years. While most students are from NL, there are many from outside of the province. This is a good sign, and there is potential for growth if resources can be judiciously utilized. While most students are from NL, there are many from outside of the province. The admissions numbers are deceiving -- many of those admitted have to complete prerequisites. That means that at some point, the numbers are going to catch up to us. Avalon - 33 Central - 2 Bonavista - 0 Burin - 1 Western and northern - 3 Labrador - 1 QC - 0 ON - 14 MB - 0 SK - 1 AB - 6 BC -3 YK - 0 NWT - 0 Nun. - 1 NS - 7 NB - 1 PEI - 0 Outside Canada 2 Where they come from

27 Post-secondary studies: Instructors Back Comments It seems that the majority of classes taught in the PSS programme have be taught by faculty members. Faculty have been largely responsible for the core courses, the exception being Note that three of the courses have been taught almost exclusively by non-faculty. We are in a rather precarious and paradoxical position. On the one hand, we have minimal resources to meet the current demand. On the other hand, the potential for growth is enormous, with an opportunity to attract students to our Faculty.

28 Post-secondary studies: Courses Research designs and methods in education Foundations of post-secondary programmes Adult learning and development Research in post-secondary education Leadership and human resource development in post-secondary education Advanced human resource communications Interprofessional education in the health professions Foundations of instructional design in post-secondary education Principles of programme design and development Issues and trends in the administration of post-secondary education Student development theory, services and programmes in post-secondary education Administration of student services in post-secondary education BackMore Distance education

29 Post-secondary studies: Distance education BackMore Foundations of post-secondary programmesY Adult learningY Research in post-secondary educationY Leadership and human resource developmentY Human resource communicationsY Interprofessional educationY Foundations of instructional designY Principles of programme designY Issues and trendsY Student development theoryY Student servicesY Comments

30 Post-secondary studies: Foundations of post-secondary programmes Back Comments More This course will provide an overview and analysis of the nature, characteristics and development of post-secondary education (both public and private) with an emphasis on the non-university system. The philosophical, sociological and economic perspectives of such education will be considered together with implications for programming and human resource development in general. National and international comparisons will be included.

31 Post-secondary studies: Adult learning and development BackMore This course will examine selected aspects of the learning process and the characteristics of adult learners, will identify principles and conditions which affect adult learning and development, and will consider how the theories and ideas discussed can be applied to your practice in the field of post-secondary education. Comment A course that is offered as a closed elective on the Counselling Psychology programme, and and is a required course on the Post-secondary Studies programme. It seems to be quite popular. The course has not been taught by a regular faculty member, although one of the instructors is cross-appointed with Medicine.

32 Post-secondary studies: Research in post-secondary education Back Comments More This course is primarily designed to locate, critically examine and utilize a variety of research strategies that are characteristic of the post-secondary context. Students will review exemplary research and discuss their findings in preparation to having each submit a plausible research proposal for their particular area of interest.

33 Post-secondary studies: Leadership and human resource development in post-secondary education Back Comments More This course will concentrate on the development of theoretical framework through which a wide range of current human resource and leadership issues can be examined. Illustrative examples will be drawn from a wide range of educational settings within the private and public post- secondary system and within formal and informal settings.

34 Post-secondary studies: Advanced human resource communications Back Comments More This course is designed to analyse and apply communications methods, strategies, and research and to provide practical experiences pertinent to issues in human resource communication. Subject areas are examined from both theoretical and applied perspectives for individual and team-based approaches.

35 Post-secondary studies: Interprofessional education in the health professions Back Comments More The main theme of this course will be from theory to practice. Learning will be facilitated through a combination of collaborative and self-directed learning methods. Participants will first be introduced to the literature and general research concepts underlying effective interdisciplinary teamwork practices in health care settings. These concepts will then be tied to educational practice and the implications for preparing health professionals and health professional students for their roles in interprofessional and interdisciplinary teams. Participants will review and explore research literature pertaining to methods and principles of designing and evaluating interprofessional education in undergraduate, postgraduate and continuing health professional education models. As a community of learners, participants will be exploring such questions as the rationale and purpose for interprofessional education; what are the methods and practices which have proven most effective for facilitating interprofessional education; how can interprofessional education be integrated into traditional health professional education curriculum; what are the challenges and barriers to introducing and facilitating interprofessional education; how can the effectiveness of interprofessional education be evaluated in our institutions and in the health care setting?

36 Post-secondary studies: Foundations of instructional design in post-secondary education Back Comments More Instructional Design is an organized procedure for developing instructional materials or programs which include the steps of analysis (defining what is to be learned), designing (specifying how the learning should occur), developing (authoring or producing the material), implementing (using the materials for strategies in contexts), and evaluating (determining the adequacy of instruction).

37 Post-secondary studies: Principles of programme design and development Back Comments More The purpose of this course is to examine the various elements of conceptual models of programme design and instructional development and how they apply in a wide variety of settings including post-secondary education and training, business and industry, and the public school system. The overall intent is to introduce students to the basic principles of programme design from both a theoretical and practical perspective, and to provide them with an opportunity to explore these principles within the context of their own work setting.

38 Post-secondary studies: Issues and trends in the administration of post-secondary education Back Comments More This course will provide a broad, introductory overview of the current issues and emerging trends facing post-secondary education, with particular emphasis on the implications of these practices for the administration of post-secondary education.

39 Post-secondary studies: Student development theory, services and programmes in post-secondary education Back Comments More There are three main objectives of this course. The first is to understand the growth and status of Student Affairs in higher education in Canada and the United States. The second, to become familiar with the theoretical base and practice of the Student Affairs and Services profession. The third objective is to integrate empirical knowledge and theoretical propositions within the context of the Student Services role in higher education.

40 Post-secondary studies: Administration of student services in post-secondary education Back Comments More The course is designed to familiarize students with the administration of student services and student affairs portfolios in colleges and universities in a Canadian context. Emphasis will be placed on the complex and highly visible position of the chief student affairs officer (CSAO) and the team of student services professionals in providing campus leadership which fosters the academic and social development of students.

41 Information technology About coursesAbout studentsAbout instructors BackMore

42 Information Technology: Students Back Comments The enrollments have been fairly high but seem to bounce around. We should probably expect 90 students in any given semester. Many of the students come from outside of the province, suggesting the distance education option can be used to recruit from areas around the country and abroad. Avalon - 26 Central -8 Bonavista - 1 Burin - 1 Western and northern - 5 Labrador - 0 QC -1 ON - 8 MB - 3 SK - 1 AB - 2 BC -1 YK - 1 NWT - 0 Nun. - 1 NS - 14PEI - 0 NB - 4Outside Canada - 5 Where they come from

43 Information Technology: Instructors Back Comments The numbers are misleading. While our courses have been taught by faculty, the courses offered by CBU have not been taught by faculty. It is my understanding that CBU hires instructors for the courses. This means that approximately half of the programme is taught by instructors who are not faculty members.

44 Information technology: Courses Research designs and methods in education Research on computers in the curriculum Educational software prototyping and evaluation Issues and trends in educational computing The remaining courses are offered by Cape Breton University BackMore Distance education

45 Information technology: Distance education BackMore Research on computersY Educational softwareY Issues and trendsY

46 Information Technology: Research on computers in the curriculum Back Comments More Education 6610 is an investigation of research methods used in the field of educational computing. Individuals enrolled in this course will participate in the inquiry, discussion, and analysis of selected focussed research approaches and will identify possible areas of research interest on computers in education. This course utilizes WebCT as a means of conveying content and maximizing participant interaction.

47 Information Technology: Educational software prototyping and evaluation Back Comments More “Educational Software Prototyping and Evaluation” is a web-dependent, distance educational course that explores different kinds of software prototypes. Educational software prototyping involves the systematic development of instructional specifications using learning and instructional theory to ensure good quality instruction. It is the process of analyzing learning needs and goals, the development of instructional materials and activities; and prescription for evaluating the instructional and learner activities. Students will use SmartDraw, SnagIt and HyperStudio software to develop and evaluate their own prototype.

48 Information Technology: Issues and trends in educational computing Back Comments More Using a consultative process this course surveys the major trends and issues that are associated with using a computer to promote teaching and learning. The primary emphasis is on identifying and critically reviewing practices and developing strategies for better integration of computers in the learning process. Students are required to have a basic working knowledge of word processing, , information retrieval and file management.

49 Educational Leadership Studies About coursesAbout studentsAbout instructors BackMore

50 Educational Leadership Studies: Students Back Comments A steady increase in admissions over the last few years indicates a desire for knowledge and skills in this area. Although most of the students are from NL, there is a sizeable contingent from the Maritime provinces. This suggests that there are opportunities for growth in the programme that we could capitalize on. A formal online degree would expand enrollments. Avalon - 52 Central 17 Bonavista -4 Burin -9 Western and northern -12 Labrador - 6 QC -1 ON - 1 MB -1 SK - 0 AB - 1 BC -0 YK - 0 NWT -2 Nun. - 1 NS - 14PEI - 0 NB - 4Outside Canada - 0 Where they come from

51 Educational Leadership Studies: Instructors Back Comments The EDLS programme has made good use of contractual and sessional instructors over the last few years.

52 Educational Leadership Studies: Courses Research designs and methods in education Educational administration: Theory and practice Educational policy: Theory and practice Social context of educational leadership Leadership: Theory and practice Supervisory processes in education Educational finance Legal foundations of educational administration Seminar on philosophical issues in educational policy and leadership Ethical issues and perspectives in educational practice and policy Comparative perspectives in public education, reform and leadership Computer applications in educational administration School community partnerships Family school relations: Leadership and policy implications School violence: Leadership and policy implications Seminar in school improvement Issues in development and implementation of special education policy and practices BackMore Distance education

53 Educational Leadership Studies: Distance education BackMore Educational administrationY Educational policyY Social contextsN LeadershipY Supervisory processesY Educational financeN Legal foundationsN Seminar on philosophical issuesN Ethical issuesY Comparative perspectivesN Computer applicationsY School community partnershipsN Family school relationsY School violenceY School improvementY Issues in special educationN Comments Approximately one-half of the courses are available by distance education. Students could conceivably complete this programme completely by DE. This may not be what was intended, but is what has evolved. In completing a degree by DE, are they taking the courses they need to?

54 Educational Leadership Studies: Educational administration: Theory and practice Back Comments More This three-unit course provides an introduction to educational administration as a field of specialized study. It examines traditional as well as emerging paradigms in the study of educational administration, with specific emphasis on the theoretical and conceptual constructs important for understanding administration of learning environments. The goal of the course is to develop a critical awareness of the values underlying various theoretical approaches to the study of administration in learning environments.

55 Educational Leadership Studies: Educational policy: Theory and practice Back Comments The course has been taught, for the most part, by faculty with one instructor being primarily responsible for the course. In recent years, the course has been offered twice per year, often with multiple sections. As a required course, it might be prudent to increase offerings to meet demand. More This 3 credit hour course investigates the various dynamic process in which educational policies are developed, implemented, and evaluated. In addition to examining the theoretical foundations of educational policy, an emphasis will be placed on the pragmatic aspects of the policy-making process.

56 Educational Leadership Studies: Social context of educational leadership Back Comments The course, in recent years, has come to be offered once per year. Enrollments seem to be satisfactory, and the offering seems to be stable. More This course analyses the cultural, political, and economic contexts of education in contemporary society, and identifies educational change processes and school improvement efforts within the political, cultural and economic milieu. Particular emphasis will be given to the implications for the organization of education and teacher and staff development.

57 Educational Leadership Studies: Leadership: Theory and practice Back Comments More This course examines the multi-faceted concept of leadership. Attention will focus on the knowledge base of leadership theories and concepts, and will explore what these findings can contribute to educational leadership. Leadership analysis will be conducted within the context of the traditional as well as emergent paradigms (i.e. the evolution of thought in educational administration). Emphasis will be placed on the knowledge, attitudes and skills that enable an instructional leader to work effectively with diverse work groups, to draw from staff and community the best they have to offer. As well, it will help students to discern from research, theory and practice, strategies to assist in the rethinking of current approaches to instruction and curriculum. This requires knowledge of the curriculum and of instructional practices, so that schools can work towards the building of a learning environment responsive to the needs of students in a rapidly changing society.

58 Educational Leadership Studies: Supervisory processes in education Back Comments More This course examines alternative approaches to the processes of educational supervision. It’s aim is to provide students with an understanding of the foundations of past and current patterns in educational supervision, and to identify the multiple skills, techniques, and tasks associated with current supervisory practices in schools and school systems.

59 Educational Leadership Studies: Educational finance Back Comments More Students will study the historical, sociological, legal, and economic foundations of educational finance. It is an introductory course designed to enable students to analyze contemporary literature on school finance and to be able to debate current issues in a knowledgeable manner. Analysis and criticism of various methods and techniques applied to school finance in various Canadian provinces will also be reviewed. Special emphasis will placed on education funding in the province of Newfoundland and Labrador.

60 Educational Leadership Studies: Legal foundations of educational administration Back Comments A course that has seen good enrollments. It has most recently become the responsibility of a faculty member and been offered once per year. It may, however, experience greater demand in the future. More The course is designed to provide a basic understanding of some laws and legal concepts relevant to the educational administrator and to demonstrate how these laws and concepts can inform administrative decisions. While the course provides a survey of the law, some components provide general information, and some provide more specific information. Hence, for general information, and to encourage independent reasoning throughout, the course begins with lectures about possession and ownership that address how these legal concepts can impact upon topics as diverse as locker searches, and copyright. As well, and to similar purpose, the tort law section includes case studies that demonstrate the general development of personal injury law and which will encourage independent reasoning. More specific lectures follow about statutes that impact upon teachers, professionalism, constitutional law, administrative law, criminal law, and human rights. An outline of the sections of the course follows next.

61 Educational Leadership Studies: Seminar on philosophical issues in educational policy and leadership Back Comments More This course examines a number of philosophical debates and perspectives current within the fields of educational administration, policy studies, and ethics in their relevance for developing a comprehensive conception of the virtues of educational leadership required for the formulation of justifiable education policy. Educational leadership will be taken to be comprised of two fundamental virtues or dispositions: 1) a disposition for reasoned moral deliberation and sound practical decision-making, 2) an understanding of a) the ways in which institutional/organizational reality comes to be structured and invested with meaning and purpose by human agents in search of personal and professional fullfilment and b) the conflicts that develop within that search. The former will be pursued through an examination of the rationality of practical and moral decision-making within educational practice and the design of policy. The latter will be addressed through a critical consideration of the philosophical assumptions of competing paradigm of inquiry within social, political and administrative theory. The focus will be on understanding something of the origins of “the Humanistic critique” of traditional scientific inquiry and technocratic decision-making practices.

62 Educational Leadership Studies: Ethical issues and perspectives in educational practice and policy Back Comments Although the course has not been offered often, it has seen acceptable enrollments when it has been offered. Looking to the future, the course may become more prominent as we explore possibilities. More This course examines some of the major ways in which questions of ethical choice and moral judgment enter into the practices of educational administration, teaching, and the justification of educational policy. Selected readings and case studies will deal with such topics as educational aims, freedom, authority, compulsory education and equality. These materials will be used to illustrate both the distinctive character of ethical problems and the methods available for their resolution. Some major ethical theories will be examined as philosophical resources for answers to questions concerning the justification of courses of action and as classical formulations of the nature of moral value and the logic of moral reasoning.

63 Educational Leadership Studies: Comparative perspectives in public education, reform and leadership Back Comments The course has not been offered very often. The last time we offered the course, students did not enroll. Yet, the course has potential. If developed for distance education and packaged properly it might attract some attention. More This course deals with “Educational reform” as a phenomenon occurring in differing economic, cultural, and political contexts. The focus will be on comparative analysis as a basis for informed policy development. A major objective of the course is to identify and clarify a number of issues to facilitate reflection on strategies for action in relation to current and future “reform movements”.

64 Educational Leadership Studies: Computer applications in educational administration Back Comments Could this be the most popular course we have? Multiple sections per year with fairly high enrollments. More The course provides students with a knowledge base on issues and concerns about computer uses in education with emphasis on the administration of schools and school systems. Attention will be given to computer applications to student and personnel record-keeping, scheduling, networking and other forms of information management for educational purposes. The course allows opportunity for demonstration of various software, taking into account that students taking this course will have differing degrees of computer experience.

65 Educational Leadership Studies: School community partnerships Back Comments The graph speaks for itself. The course has not been offered very often. When offered, enrollments have been acceptable. More This course is about school and community partnerships with an emphasis on the theoretical and practical considerations of these multi-faceted relationships. Throughout the term relationshipswith the business community, parents, and government agencies will be examined and explored. Attention will be given tot he concepts of educational change, school reform, volunteerism, the democratization of education, leadership, and accountability.

66 Educational Leadership Studies: Family school relations: Leadership and policy implications Back Comments I might stand corrected -- this might be the most popular course. More This course is designed to develop an understanding of changes in the relationship between family circumstances and schooling, and to consider those issues which hold implications for educational policy and classroom practice. It includes an historical overview of the links between families and schools as well as an examination of sociological perspectives and current research relating to family/school relationship.

67 Educational Leadership Studies: School violence: Leadership and policy implications Back Comments Another popular course enjoying substantial enrollments. More The purpose of this course is to develop an understanding of sociological perspectives on school violence. Topics include the organization of official state knowledge, the role of the media, the appraisal of public opinion, and teachers’ and students’ experiences of violence, discipline, and social control. Attention will be given to the distinction between the tradition of in loco parentis and the statutory duty to maintain proper order and discipline. Theoretical issues and policy debates will be discussed.

68 Educational Leadership Studies: Seminar on school improvement Back Comments More You will examine school improvement from two complementary perspectives: theory and research on school improvement and school-based school improvement practices. Key concepts to be studied include: educational change theory; school reform; action research, organizational learning, school improvement.

69 Educational Leadership Studies: Issues in development and implementation of special education policy and practices Back Comments More Course description not on website.

70 Curriculum, Teaching and Learning Studies Core coursesSpecializations BackMore

71 Curriculum, Teaching and Learning Studies: Core About coursesAbout studentsAbout instructors BackMore

72 Curriculum, Teaching and Learning: Students Back Comments In the Spring 2002 there was a dramatic increase in admissions. The number of students admitted to the CTLS programme more than quadrupled. Since then, enrollments have been fairly steady, hovering at or above the 200 mark. This rise could be attributed to a number of factors: the introduction of cohorts, the proliferation of distance education, and a rise in acceptance rates. Although the cohort students have finished, our enrollments have stayed at an elevated level. The drop in enrollments from ~250 in W07 to ~180 in F07 may be due to graduation of students in cohorts formed in the earlier part of the decade. Despite not being an on-campus course, the number of students from Labrador and the mainland is not insignificant. It seems we are able to attract students from all over. There are 21 students in Labrador, and they will need to take courses that are not offered online. Can we find a way to bring the programme to them? Avalon - 86 Central 17 Bonavista 9 Burin 13 Western and northern - 5 Labrador - 21 QC -1 ON - 4 MB -1 SK - 0 AB - 1 BC 1 YK - 0 NWT - 0 Nun. - 0 NS - 3PEI - 0 NB - 1Outside Canada -2 Where they come from

73 Curriculum, Teaching and Learning (Core courses): Instructors Back Comments

74 Curriculum, Teaching and Learning (Core): Courses Research designs and methods in education Teaching and learning Curriculum studies BackMore Distance education

75 Curriculum, Teaching and Learning (Core): Distance education BackMore Teaching and learningN Curriculum studiesY Comments With only half of the core available on-line, there are three possibilities: 1)Opting for an distance education programme 2)Findings ways of bringing students to campus 3)Finding sways of going out to students (outreach) Given the numbers that have graduated, we could argue that we don’t need a DE programme because students find a way of getting here. On the other hand, will that always be the case? And if we wish to pursue international possibilities, we might need to consider alternatives.

76 Curriculum, Teaching and Learning: Teaching and learning Back Comments More This course examines how particular ways of thinking about what constitutes teaching and learning inform and shape institutionalized (schooling) practices. The course revisits established theoretical traditions and often taken-for-granted practices within teaching and learning to make explicit the assumptions which inform them and to question their individual and social implications and effects for teachers and learners. In so doing, the course introduces ways of thinking which are self- reflexive and critical, which challenge established traditions, and which provide frameworks for rethinking teaching and learning in the context of efforts to improve education and to enhance educational equity.

77 Curriculum, Teaching and Learning: Curriculum studies Back Comments With admissions per year, 6-8 sections of the course are needed. That means we need 2-3 instructors for this course. More This course deals with the study of curriculum theory as it relates to the total process of public education, definitions of curriculum, curriculum orientation, and the place of philosophy, sociology, culture and ideologies as they affect the total curriculum development and implementation process. Discussion will be linked with research approaches to curriculum, current curriculum agendas and participants’ curriculum interests.

78 Curriculum, Teaching and Learning Studies: Specializations Computers in the curriculum Language and Literacy Mathematics Education BackMore Music Education Social Studies Education Science Education Second Language Education Teacher-Librarianship Special Education Own Design Distance education

79 Curriculum, Teaching and Learning Studies (Specializations): Distance education BackMore Popular cultureN Contemporary issues in Sci. Ed.Y Literacy and languageN Nature of science and Sci. Ed.N WritingY Scientific concepts, laws and theoriesN Developmental readingN SL instruction and curriculumY Secondary EnglishY Issues in SLEY Literature for children and adolescentsN Seminar in SLEN Diagnosis and remediationY Seminar in Librar.N Multiple literaciesN School improvementY Literacy for young childrenN Behaviour disordersN Critical issues in Math. Ed.N ExceptionalityY Teaching and learning problem-solvingN Learning disabilitiesY Technology and Math. Ed.Y Teaching and learning social studiesY Contexts of Music Ed.N Research in Soc. StudiesY Teaching music from the podiumN Issues and trends in social studies Ed.N Musicianship, pedagogy and learningN Comments This caught be by surprise. I had thought that more of the CTLS courses were available by DE. I would echo my comments about CTLS core courses here. Does it also explain the increased popularity of the “Own design” programme?

80 Curriculum, Teaching and Learning: Computers in Education About courses About studentsAbout instructors BackMore Research on computers in the curriculum Issues and trends in educational computing

81 Curriculum, Teaching and Learning (Computers in the curriculum): Instructors Back Comments See Information Technology

82 Curriculum, Teaching and Learning (Computers in Education): Students Back Comments The drop in enrollments in F06 is due to the exiting of cohort students. Note the continued rise in enrollments after the cessation of cohorts.

83 Curriculum, Teaching and Learning: Research on computers in the curriculum Back Comments More See Information Technology

84 Curriculum, Teaching and Learning (Computers in Education): Issues and trends in educational computing Back Comments More See Information Technology

85 Curriculum, Teaching and Learning: Language and Literacy About courses About studentsAbout instructors BackMore Reading and teaching popular culture Literacy and language education Writing in the primary, elementary and secondary schools Developmental reading Contemporary issues in secondary English Literature for children and adolescents Diagnosis and remediation of reading and writing difficulties Exploring multiple literacies Literacy for the young child in home and school

86 Curriculum, Teaching and Learning (Literacy): Instructors Back Comments

87 Curriculum, Teaching and Learning (Literacy): Students Back Comments A steady increase in enrollments over the past five years. Admission rates are sporadic: some semesters are feast, others a famine.

88 Curriculum, Teaching and Learning (Literacy and language): Reading and teaching popular culture Back Comments More This course focuses on the educational and pedagogical dimensions of popular culture as they pertain specifically to youth. It highlights the array of literacies practiced in contemporary multi-mediated and technologically advanced cultures, as well as the complex social processes involved in the reading and teaching of popular culture. The course draws on various theoretical frameworks with which to analyze and to assess the intersections of knowledge, power, desire and social identity in cultural practices. The informing questions of the course are: How, and in what ways, are media, technologies and culture pedagogical? and, What do educators need to know about media, technologies and culture in order to be (more) effective pedagogically? This course is designed as an introduction to these issues.

89 Curriculum, Teaching and Learning (Literacy and language): Literacy and language education Back Comments More This course provides a theoretical basis for the examination of assumptions which inform an array of language and literacy practices for a variety of populations from young children to adults. Drawing on examples of the diverse established and emerging scholarship in language and literacy education, the course focuses on how particular notions of language, literacy, and culture inform research, policy, curriculum and pedagogy. The course encourages a critical engagement of this scholarship and offers an opportunity to rethink language and literacy education based on these insights.

90 Curriculum, Teaching and Learning (Literacy and language): Writing in the primary, elementary and secondary schools Back Comments A heavily subscribed course. Frequent offerings with good demand. More This course is designed to introduce graduate students to theories, historical developments and current research in writing instruction. In addition, the course will provide opportunities for students to use this knowledge to clarify their own thoughts about writing instruction, and to consider the specific implications this knowledge might have upon their own instructional approaches..

91 Curriculum, Teaching and Learning (Literacy and language): Developmental reading (K-8) Back Comments More This course provides a developmental and social psychological perspective of learning to read, reading and reading to learn. Research findings of the role of affect in reading are also integrated. Implications for teaching and learning are developed.

92 Curriculum, Teaching and Learning (Literacy and language): Contemporary issues in secondary English Back Comments More This course examines emerging literacy issues and conceptions, particularly those which are reflected in current English language arts curricula in Canada and elsewhere. Course participants investigate both the theoretical bases of these new curricula and the political, social, economic, and commercial influences on their development.

93 Curriculum, Teaching and Learning (Literacy and language): Literature for children and adolescents Back Comments More An in-depth survey and analysis of the nature of literature for children and adolescents, a study and evaluation of selected words, an examination of the literary genres and appropriate books, and a survey of Canadian books, authors, illustrators and poets for children and adolescents.

94 Curriculum, Teaching and Learning (Literacy and language): Diagnosis and remediation of reading and writing difficulties Back Comments More This course is designed to provide specific knowledge in the assessment of the reading and writing disabilities of school age children. An emphasis will be placed on the various causal factors which might inhibit a child’s developmental processes of learning to read and write effectively, and how these factors might be assessed and remediated.

95 Curriculum, Teaching and Learning (Literacy and language): Exploring multiple literacies Back Comments More This course is designed to explore recent literacy theories, particularly as they relate to English language arts teaching and learning. Although several topics are outlined here, it is expected that course participants will identify and negotiate different or additional concepts to explore together and individually during the course. Students will be encouraged to research and reflect upon their own practice. Opportunity will be provided for reviewing the Atlantic Canada English Language Arts Curriculum Guides and for exploring issues and concepts which course participants decide warrant further attention and study.

96 Curriculum, Teaching and Learning (Literacy and language): Literacy for the young child in home and school Back Comments More This course will provide a social, cognitive and motivational perspective of the literacy learning of young children. The literacy contexts of home, school and community will be explored. Family literacy programs and the role of engaging children in literacy activities, particularly book-sharing, will be addressed. Implications for teaching and learning will be developed.

97 Curriculum, Teaching and Learning: Mathematics Education About courses About studentsAbout instructors BackMore Critical issues in mathematics education Teaching and learning to solve mathematics problems Technology and the teaching of and learning of mathematics

98 Curriculum, Teaching and Learning (Mathematics Education): Instructors Back Comments

99 Curriculum, Teaching and Learning (Mathematics Education): Students Back Comments A strong recovery after a marked decline in enrollments despite an absence of instructors. Need to pay attention to ensure a viable programme.

100 Curriculum, Teaching and Learning ( Mathematics Education ): Critical issues in mathematics education Back Comments More The course will be discussion oriented with invitations to take leadership roles with questions, suggestions, and organization for discussion. The intent of the course is to serve as an opening for serious discussion of mathematics. What is mathematics? Why do we teach mathematics? Why is mathematics so heavily valued in our education system? Problem solving, technology, basic skills, process,...how do we address these multiple expectations for what mathematics is to represent? What does good math teaching look like? What does it mean to understand mathematics?

101 Curriculum, Teaching and Learning ( Mathematics Education ): Teaching and learning to solve mathematics problems Back Comments More The course is intended to broaden the perceptions of mathematics held by the teachers and the community at large. Specifically the focus will be placed on the role of problems in mathematical learning.

102 Curriculum, Teaching and Learning (Mathematics Education): Technology and the teaching and learning mathematics Back Comments More This course will cover a range of ways in which technology can be used in the teaching of mathematics, and the implications that emerging technologies have for the teaching of mathematics.

103 Curriculum, Teaching and Learning: Music Education About courses About studentsAbout instructors BackMore Contexts of music education Teaching music from the podium Musicianship, pedagogy and learning

104 Curriculum, Teaching and Learning (Music Education): Instructors Back Comments

105 Curriculum, Teaching and Learning (Music Education): Students Back Comments Could there be a more consistent, predictable programme. Steady enrollments year in, year out. This is indicated in the admissions graph which shows that there is, on average, one student admitted each semester. Perhaps there is an opportunity for growth.

106 Curriculum, Teaching and Learning (Music Education): Contexts of music education Back Comments More This course is designed to examine foundational issues of music education, including issues related to the theory and process of curriculum design, implementation and assessment within the discipline of music education.

107 Curriculum, Teaching and Learning (Music Education): Teaching music from the podium Back Comments More This course is designed to build understandings of, and techniques for, podium-based instruction as applied to the orchestral, band and/or choral ensemble settings. Specifically, it examines choral and instrumental music education via the context of comprehensive musicianship. Through both research and performance experiences, the development of logical sequences of musical understanding is explored. Emphasis is placed on the nature of teaching and learning in the ensemble setting, the construction of teacher/conductor identity on the podium, and the development, implementation and analysis of teaching/learning modules for the conducted ensemble context. Prerequisite for this course is a considerable level of skill in the area of conducting (instrumental and/or choral).

108 Curriculum, Teaching and Learning (Music Education): Musicianship, pedagogy and learning Back Comments More This course will increase pedagogical understandings and techniques through the continued development of personal musicianship skills and an examination of the connection between personal musicianship and the classroom. The course will explore strategies for structuring choral and instrumental programs in which students develop a logical sequence of musical understandings as they study musical literature. The prerequisite required for this course is a considerable level of competence in the area of aural/keyboard skills and performance.

109 Curriculum, Teaching and Learning: Social Studies About courses About studentsAbout instructors BackMore Teaching and learning social studies Research in social studies education Issues and trends in social studies

110 Curriculum, Teaching and Learning (Social Studies): Instructors Back Comments

111 Curriculum, Teaching and Learning (Social Studies): Students Back Comments Aside from a peak admissions of five students in one semester, there is, on average, one student admitted per semester in recent years. But why are enrollments declining, while music education continues to hold its own? There could be great potential here, if we scratch under the surface. For example, could we bundle this together with course in cultural studies or multicultural education to create something new that would attract students?

112 Curriculum, Teaching and Learning (Social studies): Teaching and learning social studies Back Comments More This course explores the application of concepts developed in curriculum, instruction and evaluation of social studies. Topics will include nature and goals of social studies education, patterns of curricular organizations, the uses of instructional materials, various models of instruction and student evaluation processes.

113 Curriculum, Teaching and Learning (Social studies): Research in social studies education Back Comments More This course is designed to acquaint students with research in social studies education including the types of problems studied, methodologies employed and conclusions to be drawn from that work. We will consider criticisms of the most recent literature as well as ways to narrow the gap between the research and the classroom. Emphasis will be placed on the development of knowledge and skills necessary to pursue research in the field.

114 Curriculum, Teaching and Learning (Social studies): Issues and trends in social studies Back Comments More This course provides opportunity for extensive examination of selected trends in social studies education and comprehensive analysis of enduring issues within the field. Given the nature of the course, topics to be considered in any one semester will be selected on the basis of two factors, student interests and career goals and recent developments in the area of Social Studies education.

115 Curriculum, Teaching and Learning: Science Education About courses About studentsAbout instructors BackMore Contemporary issues in science education The nature of science and science education Teaching and learning scientific concepts, laws and theories

116 Curriculum, Teaching and Learning (Science Education): Instructors Back Comments

117 Curriculum, Teaching and Learning (Science Education): Students Back Comments Consistently there are between 15 and 20 students in the science education programme. We could do a lot more if instructors were available.

118 Curriculum, Teaching and Learning (Science Education): Contemporary issues in science education I Back Comments More The purpose of this course is to focus upon contemporary empirical research in the science education literature to help students: (a) articulate and acquire an understanding of criteria for the critical appraisal of this body or research; and (b) to apply these criteria in the appraisal of published science education research on major topics of current interest in science education.

119 Curriculum, Teaching and Learning (Science Education): The nature of science and science education Back Comments More This course will provide opportunities for graduate students to examine ideas related to the nature of science and how they apply to science teaching and learning. The course will adopt a “classroom issues” approach to an understanding of the nature of science and science education. Science-Technology- Society courses are generally organized around relevant societal issues rooted in science and technology. This course is organized around science-teaching- learning issues relevant to teachers’ understanding and beliefs about science and science teaching and learning. Pedagogical issues will therefore be identified that have scientific philosophical implications.

120 Curriculum, Teaching and Learning (Science Education): Teaching and learning scientific concepts, laws and theories Back Comments More This course involves an advanced examination of the literature on the nature of scientific concepts, laws, and theories, on the teaching and learning of scientific concepts, laws, and theories, and how these literatures relate.

121 Curriculum, Teaching and Learning: Second Language Education About courses About studentsAbout instructors BackMore Second language curriculum Second language instruction Current issues in second language education

122 Curriculum, Teaching and Learning (Second Language Education): Instructors Back Comments

123 Curriculum, Teaching and Learning (Second Language Education): Students Back Comments A large programme, second only to literacy and language. While there has been a slight decline in enrollments, the enrollments are healthy.

124 Curriculum, Teaching and Learning (Second Language Education): Second language curriculum Back Comments More No description on website

125 Curriculum, Teaching and Learning (Second Language Education): Second language instruction Back Comments More No website description

126 Curriculum, Teaching and Learning (Second Language Education): Current issues in second language education Back Comments More This course takes the form of a colloquium on current issues and research related to second language education. Specific topics will vary depending on student interests, current issues in the literature, and availability of guest speakers. Students are encouraged to relate the course readings to their own experience as language teachers and learners.

127 Curriculum, Teaching and Learning: Teacher Librarianship About courses About studentsAbout instructors BackMore Research seminar in teacher-librarianship Seminar in school improvement

128 Curriculum, Teaching and Learning (Teacher Librarianship): Instructors Back Comments

129 Curriculum, Teaching and Learning (Teacher Librarianship): Students Back Comments The bell has been tolling for awhile, and it’s expensive to mount courses for individuals. There has been one admission in the last three years. But the teacher allocation report may breathe new life into the programme.

130 Curriculum, Teaching and Learning (Teacher Librarianship): Seminar in teacher librarianship Back Comments More Examination of the current literature on the roles of the learning resource teacher/teacher-librarian in leadership, advocacy, professional development, curriculum design and implementation, instructional technology, and resource centre administration. The primary objective is clarification of the role learning resource teachers/teacher-librarians must fulfill in modern schools.

131 Curriculum, Teaching and Learning (Teacher Librarianship): Seminar in school improvement Back Comments More See Educational Leadership

132 Curriculum, Teaching and Learning: Special Education About courses About studentsAbout instructors BackMore The nature and assessment of behaviour disorders in children and adolescents Principles and practices in exceptionality The nature and assessment of learning disabilities

133 Curriculum, Teaching and Learning (Special Education): Instructors Back Comments See Counselling Psychology

134 Curriculum, Teaching and Learning (Special Education): Students Back Comments Although there has been a slow increase in enrollments, the numbers are still low (less than 10). Given the prominence of special education in the political arena, and hiring potential, the question is “why?”

135 Curriculum, Teaching and Learning (Special Education): The nature and assessment of behavioural disorders in children and adolescents. See Counselling Psychology BackMore

136 Curriculum, Teaching and Learning (Special Education): Principles and practices in exceptionality See Counselling Psychology BackMore

137 Curriculum, Teaching and Learning (Special Education): E Nature and assessment of learning disabilities This course is designed to give the graduate student an understanding of learning disabilities in children and adolescents. We will outline the characteristics and assessments of students with learning disabilities from a broad perspective. Since learning disabilities quite often have a comorbidity with other disabilities or problems (i.e. ADHD) we will investigate the association with a variety of other syndromes and disorders. Comment BackMore

138 Curriculum, Teaching and Learning (Own Design): Students Back Comments There has been a steady growth in the programme, to the point where it will rival Language and literacy in size. Some reasons for this growth include: a lack of available courses in the specializations; a preference to choose courses of interest from a variety of areas; or a tendency to choose whatever is convenient and available at the time.

139 Open electives Social and cultural differences and education Arts education: Creativity in the classroom School community partnerships Learning and motivation Drama in education Information technology Applications of media education Current issues in rural education Issues in development and implementation of special education policy and practices Organization and administration of student services for the adult learner Imagining education: Narrative approaches to teaching, learning and research Multi-age education: An introduction BackMore Distance education

140 Open electives: Distance education BackMore Social and cultural differencesN Research methodsY Arts educationN Qualitative researchY School community partnershipsN Quantitative researchN Learning and motivationY Critical pedagogyN Drama in educationN Action researchN Information technologyN Action research (II)N Applications of mediaN6X90 - Research seminarY Current issues in rural educationY Issues in special education policyN Organization of student servicesY Imagining education (Narrative)N Multi-age educationY Comments

141 Open electives: Social and cultural difference and education This course examines the intersection of multiple and inter-related markers or dimensions of social and cultural difference and institutional practices. In particular, the course provides ways of analyzing and understanding differences which challenge monocultural and discriminatory assumptions. Also explored are the ways in which such insights provide direction for the development of culturally responsive and sensitive policy, reflective and anti-discriminatory teaching, more inclusive and responsive curriculum, and more equitable practices on a wide range of educational sites. BackMore Comment

142 Open electives: Arts education: Creativity in the classroom The course will focus on creativity and learning theory and practices through the arts. This will be a seminar course generally offered at Memorial's St. John's campus and taking advantage of cultural artifacts, settings, and expertise in the city. It may be offered in accelerated format and will have at least 36 contact hours, but will take place outside the normal time frame of a session or semester. The course focuses on creativity and learning theory and practices in the K to 12 classroom across the curriculum. Participants engage in a series of experiences designed to increase their understanding of the theoretical underpinnings of interdisciplinary teaching through the arts and aesthetic expression and to foster the creation of appropriate learning contexts for their students in all grades and curriculum. BackMore Comment

143 Open electives: School community partnerships See Educational Leadership Studies BackMore Comment

144 Open electives: Learning and motivation This course is devoted to developing an understanding of the conceptual, empirical and educational issues of learning and motivation as they relate to other areas of the programme core. The course will also examine evaluation as it relates to learning and motivation. BackMore Comment The course outline on the web is not an accurate description of the course. It is a study of learning and motivation theories, and their application to classroom practice.

145 Open electives: Drama in education This course is for any graduate student who seeks to understand drama IN education as a dialogue relationship between art form and educational practices and philosophies of instruction across the curriculum. For any educator who is committed to approaches such as holistic, problem based, psychodynamic, quantum teaching, or, teaching as telling and direct instruction. The course examines drama and education as a relationship of interdependency and builds a theory of ‘IN’ as the place where both art form and educational practices are in dialogue. BackMore Comment The description on the web does not accurately describe the course.

146 Open electives: Information technology One of the main competencies of the learning resource teaching is provision of information services to students and staff. This course will focus on the tools available to today’s learning resource teaching with an emphasis on the use of technology to access and organize information. As 6660 has a laboratory component, students will be required to demonstrate proficiency in access, organization and sharing of information via computer networks and electronic databases. As part of the course evaluation, students will: lead class discussions based on articles from the reading list; design a curriculum unit integrating use of the Internet for gathering, organizing and sharing of information; design an HTML document suitable for publishing on the Internet & WWW; and write a research paper related to some aspect of information technology. BackMore Comment

147 Open electives: Applications of media in education This introductory course builds upon the principles of instructional design to help students develop effective instruction using current multimedia technologies including: photography, video and graphic design. Students receive experience which includes practical applications of multimedia and are involved in design considerations; typeface selection; graphic illustration techniques; and the design of education communications for presentation by traditional methods and the World Wide Web. BackMore Comment

148 Open electives: Current issues in rural education The purpose of this course is to provide a forum for critical and reflective inquiries into the claims, concerns, issues and questions that affect the provision of educational programs and opportunities for people living in the rural areas of Newfoundland and Labrador. The primary focus of the course will be small schools. Attention will also be paid to the issues and concerns of larger schools situated in rural contexts. BackMore Comment

149 Open electives: Issues in the development and implementation of special education policy and practice No description on the website BackMore Comment

150 Open electives: Organization and administration of student services for the adult learner No course description on the web. BackMore Comment Never offered -- cancelled each time it was offered

151 Open electives: Imagining education:Narrative Approaches to Teaching, Learning and Research This course will draw on literature, film, autobiography and popular culture as well as more traditional theoretical texts to examine the role of the narrative imagination in teaching, learning and research. Teaching and learning are broadly defined and the course may be useful to anyone with an interest in education, and/or in oral history, autobiography or narrative inquiry. Course participants will explore the socio-historical, cultural and personal “imaginative backgrounds” they bring to teaching, learning and research. A narrative approach will provide a means of relating imaginative and intellectual work to personal experience and its socio-historic context. BackMore Comment

152 Open electives: Multi-age Education: An Introduction Education 6911 provides an introduction to the history, theory, and practice of multiage education. Starting with the one-room school, the first form of multiage education, the course traces the development of educators' interest in the pedagogical potential and possibilities of learning environments in which students of different age levels are grouped for instruction. Students will have the opportunity to examine the growing body of multiage research and literature (local, national, international), as well as theoretical perspectives on how children learn and develop which lend support to multiage learning environments. The course will be of interest to rural educators where such learning environments are usually created out of necessity and all educators interested in alternatives to the graded school. Education 6911 has been designed to be offered on the web, face-to-face seminar, or a combination of these two formats. BackMore Comment

153 Research and exit courses BackMore Research design and methods in education Qualitative research methods Quantitative research methods Critical approaches to educational research Theoretical and methodological foundations of action research Classroom inquiry and action research 6X90 -- Research and development in _____ Internship in educational studies Project in educational leadership studies Paper folio in educational leadership studies Internship in CTL Project in CTL Paper folio in CTL Biographical explorations of teaching and learning Thesis Internship in post-secondary studies

154 Research and exit courses: Research designs and methods in education Education 6100 is an introductory course in research designs and methods. It is intended to cover the broad spectrum of research methods found in published research in education. The course has two main goals: to help students make sense of the research they can be expected to encounter in their graduate program and their professional practice, and to provide the basis for more intensive study in particular research methods required in the conduct of their own research. BackMore Comment

155 Research and exit courses: Qualitative research methods This course examines a variety of issues in the execution of ethnographic/qualitative research, compares the structures and process of different data collection techniques, explores ways of recording and analysing ethnographic/qualitative data, and reviews ways of reporting field research in education. BackMore Comment

156 Research and exit courses: Quantitative research methods Over the past four decades research methods in the socio-behavioural sciences have tended to become bifurcated into qualitative methods on the one hand and quantitative methods on the other. Most researchers have had some experience with both procedures, but usually emphasize one of the two research orientations. Those working in the quantitative tradition are more likely to treat educational research as a natural science than those working in the qualitative tradition. As such, they aim at causal explanations by way of theories, hypothesis generation and testing. In keeping with this tradition, students taking Education 6467 will be introduced to such research procedures as: measurement and measurement modelling, validity and reliability, research design, falsification, experimental and quasi-experimental methods, survey research methods, and sampling. BackMore Comment

157 Research and exit courses: Critical approaches to educational research This course will elaborate on the relationship between educational research and educational practice as well as examine the different kinds of knowledge. It will investigate the place of theory and practice in educational problems needed to be researched in the social and historical context in which they emerge, and should concern itself with values, judgements, and the interests of people. The course will examine the claim that critical educational research is human, social, and political. There will be discussions which engage prevailing educational structures and the political nature of schools and educational institutions. The course will stress that critical educational research has the aim of transforming education and therefore is directed at educational change. This course will examine key texts, issues, and methodologies within critical educational research. These texts, issues, and methodologies will be drawn from cultural studies, action research, critical ethnography, narrative inquiry, critical pedagogy, and feminist research. BackMore Comment

158 Research and exit courses: Theoretical and methodological foundations of action research This course will explore the history and foundations of action research and the various conceptions of action research. Data generating methods and approaches to data analysis within action research will be investigated. Practical experiences using various data gathering and data analysis techniques will also be included in the course. Completion of this course will be required before registration in E6913. BackMore Comment

159 Research and exit courses: Classroom inquiry and action research This course is designed to provide an opportunity for teachers and other practitioners to reflect on their roles as professionals and on their classroom/workplace practices. Central to the course will be the notion of praxis -- the reflexive relationship between theory and practice. During this course teachers and other practitioners will engage in classroom research activities by designing and carrying out an action research project. BackMore Comment

160 Research and exit courses: 6X90 -- Research and development seminar in _____ This course will provide students with the opportunity to research, develop, and share/prepare a scholarly product through a creative, reflective process that draws upon and links with prior program experiences. BackMore Comment

161 Research and exit courses: Internship in Educational Leadership Studies Internship in Educational Leadership Studies is a full-time practical experience for a minimum of ten weeks and is normally undertaken after of near the completion of course work. The purpose of an internship is to provide a graduate student with a breadth and depth of experience in a practical setting. BackMore Comment

162 Research and exit courses: Project in Educational Leadership Studies Project in Educational Leadership Studies is normally taken at the completion of the course work and is intended to facilitate the conceptualization and writing of a project under the direction of a University supervisor. A project is a theoretically based product intended for possible use in educational settings. BackMore Comment

163 Research and exit courses: Paper Folio in Educational Leadership Studies Paper Folio in Educational Leadership Studies is a set of three scholarly papers on one topic related to a graduate student’s program specialization but which must go beyond course content. The writing of the paper folio is normally undertaken after or near the completion of course work. The purpose of a paper folio is to provide a graduate student with an opportunity to study and write about a topic of contemporary professional interest under the direction of a University supervisor. BackMore Comment None completed

164 Research and exit courses: Internship in CTLS Internship in Curriculum, Teaching and Learning Studies is a full-time practical experience for a minimum of ten weeks and is normally undertaken after of near the completion of course work. The purpose of an internship is to provide a graduate student with a breadth and depth of experience in a practical setting. BackMore Comment

165 Research and exit courses: Project in CTLS Project in Curriculum, Teaching and Learning Studies is normally taken at the completion of the course work and is intended to facilitate the conceptualization and writing of a project under the direction of a University supervisor. A project is a theoretically based product intended for possible use in educational settings. BackMore Comment

166 Research and exit courses: Paper Folio in CTLS Paper Folio in Curriculum, Teaching and Learning Studies is a set of three scholarly papers on one topic related to a graduate student’s program specialization but which must go beyond course content. The writing of the paper folio is normally undertaken after or near the completion of course work. The purpose of a paper folio is to provide a graduate student with an opportunity to study and write about a topic of contemporary professional interest under the direction of a University supervisor. BackMore Comment

167 Research and exit courses: Biographical explorations of teaching and learning Course participants will reflect on lives as teachers and learners through reading, viewing and listening to a range of creative works (music, visual art, drama, literary writing, media pieces) that explore themes in teaching and learning. As they do so, they will also each develop a creative piece in the medium of their choice. The creative pieces will be presented in a public forum presentation at the end of the course. This course is offered as an optional culminating course for students on the all-course Master 痴 program in Education. BackMore Comment

168 Research and exit courses: Internship in post-secondary studies This internship is a full-time practical experience for a minimum of ten weeks and is normally undertaken after or near the completion of course work. The purpose of the internship is to provide a graduate student with a breadth and depth of experience in a practical setting. BackMore Comment

169 Research and exit courses: Thesis BackMore Comment Something’s up here. Currently, there are 92 students in our programme who enrolled with the intentions of writing a thesis. This has been a dramatic and steady increase since the turn of the century. Yet, since F01, the actual number of students who have written a thesis is 49. A lot of students switch. There is a message for us. Many students are interested, but are we supporting them adequately? Number of students graduating with a thesis since F01 Counselling6 CTL15 EDLS11 IT11 PSS6


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