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Education

English Language Requirements
Beginning Fall, 2007 students registering in post-secondary level courses (numbered 100 to 499) will be required to meet the English language entrance proficiency requirements. Students in ESL or the University Foundations programs can register in those courses identified in the University Foundations program with lower levels of language proficiency.

EDUC 2003 credits
Educational Psychology
Prerequisite(s): 15 credits of Arts/Science courses
Educational Psychology introduces students to fundamental psychological principles from the areas of learning, memory, human abilities, assessment, and instruction as they pertain to the practice of education. An emphasis is placed on providing students with multiple perspectives of psychological theories, particularly within the area of human development, in order to encourage students to continually evolve their pedagogy.

EDUC 2303 credits
Library Services for Children
Prerequisite(s): None
Students learn to use a wide variety of children's literature to provide programs which will help children develop a taste for and a delight in the best materials available.
Note: Students cannot take LIBT 230 for further credit.

EDUC 2753 credits
Contemporary Issues and Policies in Aboriginal Education
Prerequisite(s): 30 University Transfer Credits which must include one of: HIST 103 or FNST 201 or
ANTH 111 or ANTH 112
This course examines the major issues and policies impacting Aboriginal education in Canada. By understanding the multifaceted influences that continue to affect the capacity of Aboriginal communities, students will be better prepared to enhance the learning environment in the classroom, as well as to validate Aboriginal youth and their families. This course is also offered as FNST 275. Students cannot take FNST 275 for further credit.

EDUC 2904 credits
Introduction to Aboriginal Culture and Language Education
Prerequisite(s): Admission to the Aboriginal Culture and Language Program
Pre- or corequisite(s): HALQ 102
In this course, practices, curriculum development and pedagogical preferences for Aboriginal Education will be introduced. The concept of education as an expression of Indigenous values, (Stó:lő), will be emphasized as students begin to investigate strategies for integrating Aboriginal culture and language into BC curriculum (IRP).

EDUC 2914 credits
Intermediate Studies in Aboriginal Culture and Language Education
Prerequisite(s): EDUC 290
In this course students will develop strategies for integrating Aboriginal culture and language into BC curriculum (IRP). Aboriginal values and ways of knowing will set the foundation for culture and language learning in the classroom.

EDUC 3004 credits
Introduction to Best Practices in Teaching and Learning
Prerequisite(s): EDUC 200 and 75 credits of Arts/Science courses
EDUC 300 provides opportunities for prospective teachers to begin their development as reflective practitioners. Students will be exposed to various educational issues and questions through readings, classroom activities, labs, and interactions with students and practicing teachers. The course will cover different learning styles and instructional methods, curriculum development and design, lesson planning, and assessment. Students will be given time to explore their own values and beliefs about education and teaching. Some travel will be involved since students will observe classes in local schools. These observations may occur outside class time.

EDUC 3234 credits
History of Education in Canada
Prerequisite(s): Nine credits of lower-level history or 45 university-level credits. Familiarity with the basic skills of historical inquiry is expected.
This course examines the major trends in historical writing on Canadian education and reviews the key developments in Canada's educational history from the early 19th century to the present. Themes include the emergence of the public school system in the 19th century, the politics of education before World War One, school experiences for students and teachers, progressive education ideologies, First Nations schooling, the institutional effects of gender and race/ethnicity, and curriculum change over time. An emphasis will be on education history in British Columbia.
This course is also offered as HIST 323. Students cannot take HIST 323 for further credit. EDUC 323 will count toward the History major, extended minor or minor requirements.

EDUC 3334 credits
Schooling and Society
(SOC 333)
Prerequisite(s): 45 credits to include at least six credits of sociology
A sociological analysis of the education system and its relation to major social institutions in Western industrial societies, in particular Canada. Aspects studied may include the classroom, teachers, student culture, bureaucratization, inequality, employment, and social policy.
Note: Students cannot take SOC 333 for further credits.

EDUC 3623 credits
Philosophy of Education
Prerequisite(s): PHIL 110 or forty-five credits of Arts and Applied Arts courses
This course is an introduction to the ethical and philosophical dimensions of education. Topics to be examined concern the aims of education, autonomy, the justification of education, the value of knowledge, the distinction between education and indoctrination, the education of the emotions, the justification of educational authority, equality of educational opportunity, personal relationships in teaching, professional ethics in teaching, and moral education.
Note: Students cannot take PHIL 362 for further credit.

EDUC 3794 credits
Rhetoric: Composition Teaching
Prerequisite(s): Any two second year English courses
This course offers readings and discussion that trace trends in writing curriculum design, theories of writing pedagogy and attitudes towards composition. Workshops teach students to understand assignment design and evaluation as well as curriculum design. This course is of value to prospective teachers.
Note: Student cannot take ENGL 379 for further credit.

EDUC 4006 credits
Integration of Knowledge and Practice I
Prerequisite(s): Admission to the Teacher Education Program (TEP), EDUC 410, EDUC 412, EDUC 420, EDUC 421, EDUC 422, EDUC 423, EDUC 424, EDUC 425
This six week practicum allows students to observe and experience the teaching environment. The course will include an individual observation of students, classroom and school routines, and observations of students. Opportunities will be given for small group instruction and designing lesson plans within the larger context of unit plans and prescribed learning outcomes. The practicum will also allow students to implement effective teaching strategies and to apply assessment strategies. Proactive organization and classroom management for teaching whole classes are also emphasized.

EDUC 40412 credits
Integration of Knowledge and Practice II
Prerequisite(s): Admission to the Teacher Education Program (TEP), EDUC 400
This twelve week practicum allows students to continue working in the classroom environment. Students will be individually placed and will work with school associate and supervising faculty. Students will begin teaching about 30-40% of the time in the second week and will gradually take on more teaching duties, depending on the judgment of the supervising faculty. A mid-term report and final evaluation are included.

EDUC 4103 credits
Social Justice
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will combine various social justice theories with educational policy and pedagogy. The course aims to build an analytical framework that will lead to the development of progressive teaching practices. Policy and pedagogy that support both the inclusive classroom and the integration of the goals of social justice into the mainstream curriculum will be explored.

EDUC 4123 credits
Developmental Theory and Teaching
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an overview of child development as it relates to teaching and learning. It reviews the main models and theories associated with normative development and the implications of these for teaching and learning. Current child development research is evaluated and its effects on teaching practice, student motivation, and management techniques are considered within the context of the classroom.

EDUC 4143 credits
Mental Health and Special Learning Needs in Schools
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course orients prospective teachers to the various needs experienced by students requiring special education or mental health services. The course will introduce behavioural descriptions of the most common mental health and special learning needs, and will provide a survey of treatment options and other resources relevant to these students and their care providers. The focus of this course is to provide prospective teachers with an introduction to the concepts, issues, language, and resources relevant to the needs of their students. The
intent is two-fold: first, to prepare them to seek and understand information about these topics; second, to enhance their familiarity with the activities of service providers. The aim is to have teachers actively participate in the support of these students, and offer information and resources to counsellors, school psychologists, therapists and administrators.

EDUC 4202 credits
Designs for Learning Elementary English Language Arts
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental theoretical concepts and pedagogical skills necessary to create a rich and dynamic English language arts program for the elementary classroom. Approaches to teaching oral language skills, reading and viewing competence, and writing and representing will be explored. The BC English Language Arts K-7 Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will highlight the theory and practice of teaching as storytelling.

EDUC 4212 credits
Designs for Learning Elementary Social Studies
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental theoretical concepts and pedagogical skills necessary to create a coherent social studies program for the elementary classroom. Approaches to teaching active citizenship, environmental responsibility, and cultural sensitivity will be explored. The BC Social Studies K-7 Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will highlight the theory and practice of teaching by the case method.

EDUC 4221 credit
Designs for Learning Elementary Fine Arts
Prerequisite(s): Admission to the Teachers Education Program (TEP)
This course provides an introduction to fundamental theoretical concepts and pedagogical skills necessary to create a strong and dynamic fine arts program for the elementary classroom. Approaches to teaching visual arts and drama will be explored. The BC Fine Arts K-7 Integrated Resource Package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will highlight the theory and practice of synectics as a problem solving method to stimulate creativity and apply the theory of multiple intelligences to the practice of fine arts.

EDUC 4232 credits
Designs for Learning Elementary Science
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental pedagogical concepts and skills necessary for the effective teaching of elementary science. The BC provincial curriculum integrated resource package (IRP) will be used as a focus for exploring diverse pedagogical strategies. The course will explore the theory and practice of two pedagogical approaches: inquiry and direct instruction. Instruction will take place in a context of community-based science. Integration of science with other subject areas will be addressed.

EDUC 4243 credits
Designs for Learning Elementary Mathematics
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental pedagogical concepts and skills necessary for the effective teaching of elementary mathematics. The BC provincial curriculum integrated resource package (IRP) and Common Curriculum Framework will be used as a focus for exploring diverse pedagogical strategies. The course will highlight the theory and practice of cooperative learning. The course will emphasize a range of mathematical activities that develop children’s mathematical reasoning, concepts and skills across the elementary grades. Integration of mathematics with other subject areas will be addressed.

EDUC 4251 credit
Designs for Learning Elementary Physical Education
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course provides an introduction to fundamental theoretical concepts and pedagogical skills for implementation of a physical education program for the elementary classroom. Approaches to teaching about active, healthy lifestyles and wellness will be explored. The BC provincial curriculum integrated resource packages (IRP) will be used as a focus for exploring diverse pedagogical strategies and inclusion. Participants need to be prepared to take part in physical activity in class and outdoors.

EDUC 4334 credits
Selected Topics in the Sociology of Education
Prerequisite(s): 60 credits to include at least 9 credits of Sociology (SOC 333 or EDUC recommended)
The course will allow the student to investigate a specific topic in the sociology of education. Topics covered will vary from semester to semester and may include, but are not limited to, the global economy and school-labour market transitions; the state and the restructuring of teachers' work; higher education; knowledge, curriculum and cultural politics; meritocracy and social exclusion.
Note: Students cannot receive credit for both SOC 433 and EDUC 433.

EDUC 4421 credit
Introduction to Classroom Research
Prerequisite(s): Admission to the Teacher Education Program (TEP) and EDUC 412
This course introduces the student to the principles and ethics of classroom research and the role such research plays in the student’s ongoing professional development. Students will engage in classroom research by developing a child study and by examining a significant inquiry question.

EDUC 4433 credits
Literacy Across the Curriculum
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will focus on developing knowledge, skills and strategies to create a stimulating and balanced reading program in the classroom and across the curriculum. To this end, we will explore the research-supported theoretical principles that underpin effective instructional practices in reading and learn about, model, and discuss various methods of instruction and evaluation designed to develop the literacy skills of students

EDUC 4442 credits
Classroom Management and Conflict Resolution
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will introduce the student to contemporary approaches to classroom management and conflict resolution. Students will develop a critical perspective in their exploration of the different theories of classroom management and conflict resolution. Various strategies will be used to investigate a variety of issues related to classroom management and conflict resolution such as the use of power and authority, the implementation of cooperative learning, and the role of student choice.

EDUC 4451 credit
Introduction to the Principles of Assessment
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course introduces the student to the principles of assessment, particularly the assessment processes and instruments that are used to evaluate the academic, social, and emotional abilities and needs of children in the elementary classrooms. Research by the students will identify and explore the role of assessment in education, and provide opportunities to develop curriculum materials using specific and innovative assessment approaches.

EDUC 4461 credit
Using Information Technology in Teaching
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course is designed to be an interactive and hands-on introduction to learning and teaching with information technology: computers and audio-visual equipment. Through readings, discussion and practical assignments, the course aims to introduce students to some of the major social, cultural and instructional issues surrounding the use of computing and communications technologies in K-7 teaching. Students will gain some concrete ideas about how to integrate information technology into their teaching, and they will develop a critical approach to the selection and use of computer software and audio visual-materials available for the K-7 classroom.

EDUC 4471 credit
Indigenous Youth and Schooling
Prerequisite(s): Admission to the Teacher Education Program (TEP)
Aboriginal education has come a long way from the racist century-long residential school policy that ended only a few decades ago. Yet, there is still a great discrepancy in BC high school graduation rates between Aboriginal students and non-Aboriginal students. EDUC 447 examines the possible reasons as to why this discrepancy exists today. It will look at possible structural causes such as the curriculum itself. The course will also include aspects of Indigenous knowledge systems in order to work more closely with Aboriginal learners, their families, and their communities.

EDUC 4502 credits
Second Language Learning in Classroom Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This course will prepare pre-service teachers in effective elementary curriculum and instruction strategies for students from a wide variety of linguistic and cultural backgrounds. Children of minority language backgrounds (those often labeled as ESL students) face particular challenges and bring particular strengths to learning English in elementary school. The course will consider the theory and research in second language learning, examine recommendations for classroom practice, and develop plans for effective instructional programs in elementary classrooms.

EDUC 4521 credit
Principles of Assessment, Evaluation and Reporting
Prerequisite(s): Admission to the Teacher Education Program (TEP) and EDUC 445
Built on the foundation established by EDUC 445 (Introduction to the Principles of Assessment), this course critically examines the purposes, utility, and limitations of classroom assessment, evaluation and reporting. The course will include a focus on authentic assessment, portfolios, standardized testing, curriculum-based assessment, conferencing, and reporting.

EDUC 4603 credits
Governance and Reform in Public Education
Prerequisite(s): Admission to the Teacher Education Program (TEP)
The public school has been the site of many struggles ever since its creation in North America in the second half of the nineteenth century. These struggles are most often over ideological differences between the various groups involved with schooling. Teachers and students are often at the centre of these struggles because they are immersed in a complex network of influential organizations and social forces. EDUC 460 is designed to help beginning teachers gain an understanding in both areas: the organization of schooling in British Columbia, and past and current issues and debates about public education. The aim is to help the student teacher understand and negotiate a teaching career as a knowledgeable and responsible professional.

EDUC 4952 credits
Applications of Reflective Practice
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and life-long learning. Feedback from faculty will serve an important mentorship function.
Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) which must be completed in the same academic year. The final grade for the course will be assigned to all parts.

EDUC 495A.5 credits
Applications of Reflective Practice I
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and life-long learning. Feedback from faculty will serve an important mentorship function. Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) which must be completed in the same academic
year.

EDUC 495B.5 credits
Applications of Reflective Practice II
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and life-long learning. Feedback from faculty will serve an important mentorship function. Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) which must be completed in the same academic
year.

EDUC 495C.5 credits
Applications of Reflective Practice III
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and life-long learning. Feedback from faculty will serve an important mentorship function. Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) which must be completed in the same academic
year.

EDUC 495D.5 credits
Applications of Reflective Practice IV
Prerequisite(s): Admission to the Teacher Education Program (TEP)
This year-long portfolio project is designed as a form of narrative inquiry for student teachers in which they portray and reflect on their knowledge, experiences, and developing educational philosophy. The guided questioning each term supports critical reflection on existing preconceptions of teaching and learning, on academic coursework, and on the activities during the program. This reflective process will help the students derive new levels of understanding and aid them in the development of justified principles and theories to guide future actions in the classroom. Students will become accustomed to reflection for problem solving and making pedagogical decisions. The project is further designed to promote a disposition for self-education and life-long learning. Feedback from faculty will serve an important mentorship function. Note: EDUC 495 is offered in four 0.5 credit parts (A, B, C, D) which must be completed in the same academic
year.

Last updated: March 31, 2007Top


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