{"id":152,"date":"2024-02-02T17:31:23","date_gmt":"2024-02-02T17:31:23","guid":{"rendered":"https:\/\/calendar.upei.ca\/future\/chapter\/education\/"},"modified":"2026-05-21T16:32:36","modified_gmt":"2026-05-21T16:32:36","slug":"education","status":"publish","type":"chapter","link":"https:\/\/calendar.upei.ca\/current\/chapter\/education\/","title":{"raw":"Education","rendered":"Education"},"content":{"raw":"

http:\/\/upei.ca\/education<\/span><\/a><\/p>\r\n

Education Faculty<\/strong><\/span><\/p>\r\n\r\n

Ray Doiron, Professor Emeritus\r\nMartha Gabriel, Professor Emerita\r\nTim Goddard, Professor Emeritus\r\nMiles Turnbull, Professor, Dean<\/span><\/span><\/div>\r\n
Tess Miller, Professor\r\n<\/span>Linyuan Guo, Associate Professor\r\nRonald MacDonald, Associate Professor\r\n<\/span><\/div>\r\n
Alexander McAuley, Associate Professor\r\nLyndsay Moffatt, Associate Professor\r\nKathy Snow, Associate Professor\r\n<\/span>Sean Wiebe, Associate Professor\r\nGabriela Arias de Sanchez, Assistant Professor\r\nElizabeth Blake, Assistant Professor<\/span><\/div>\r\n
Anne Marie Fitzgerald, Assistant Professor\r\nRachelle Gauthier, Assistant Professor\r\n<\/span>Carolyn Thorne, Assistant Professor\r\n<\/span>Aurelia Di Santo, Adjunct Professor\r\n<\/span>Tim Goddard, Adjunct Professor\r\n<\/span>Robin Quantick, Adjunct Professor\r\nCarol Rowan, Adjunct Professor\r\nKate Tilleczek, Adjunct Professor\r\nCharlene Vanleeuwen, Adjunct Professor\r\n<\/span>Lori Weeks, Adjunct Professor<\/div>\r\n
<\/div>\r\n

Bachelor of Education<\/h1>\r\n
\r\n

Twelve-Month Post-Degree Bachelor of Education<\/strong><\/h3>\r\n

The Bachelor of Education (BEd) is a 12-month post-degree program consisting of 20 three-hour credit courses in education. This program is designed to provide the variety of courses and extended field experiences through which students can develop the knowledge and skills needed to teach in the modern classroom. It is the opportunity for students to focus their studies in Primary\/Elementary (K - 6) or Intermediate\/Senior (7-12) and in International, Indigenous, or Adult and Workplace Education.<\/p>\r\nDEGREE REQUIREMENTS<\/strong>\r\nThe following regulations govern students\u2019 progression through the program:\r\n\r\nPROFESSIONAL CONDUCT<\/strong>\r\n1. While on practicum, students will adhere to the professional code of conduct for the jurisdiction in which they are on placement (i.e., the PEITF Code of Conduct if placed in a publicly funded school on Prince Edward Island).\r\n\r\n2.In the event of a reported transgression of the relevant code of conduct, the student\u2019s alleged behaviour will be reviewed by the leadership team for the Bachelor of Education programs and the Dean.Consequences could include a warning, suspension or dismissal from the program, depending on the seriousness of the transgression and whether a repeat offence is at play. A student dismissed from the program is immediately withdrawn from the University and would not be eligible for re-admission to the program.\r\n\r\nACADEMIC AND PRACTICUM PERFORMANCE<\/strong>\r\n3. Students must successfully complete all coursework prior to commencing practicum. In extenuating circumstances, an incomplete grade may be provided to the student and permission to begin practicum may be granted by the Dean following consultation with the the leadership team for the Bachelor of Education programs and instructor(s) of the incomplete course(s).\r\n\r\n4. Attendance: Students are expected to attend scheduled classes, seminars, workshops, practicum placements, and other academic activities that are offered by the program. This includes in-person and virtual sessions, as well as any scheduled group or individual learning activities. In cases of medical emergencies or other exceptional circumstances, students are required to contact the instructor and program Coordinator as soon as possible to discuss possible accommodations. If a student has two absences (6 hours of class time), the student will meet with the instructor and the coordinator to work out an action plan for success. Continued absences from class may lead to course failure.\r\n\r\n5. Assignment of an Incomplete grade: If a student is unable to complete all assignments within the normal course timeframe or if a student is unable to meet the required competencies or required number of days in the practicum, and if there are extenuating circumstances, then a student may have the opportunity to make up missed coursework in collaboration with the course instructor. or may negotiate extra time to meet the required practicum elements, including the required number of practicum days. Make-up coursework must be submitted to the instructor within an agreed amount of time, normally before the beginning of the next practicum session.\r\n\r\n6. Pass\/Fail: Students are required to successfully complete all assessments to achieve a PASS for any course in the B. Ed programs. A PASS in the Bachelor of Education is deemed equivalent to at least 80% in a numerical grading system. A student must pass all courses, including practicum courses, to earn the Bachelor of Education degree. If a student fails a course, then the student will need to take the course again in the following year and pay the course fee.\r\n\r\nACADEMIC PROGRESSION<\/strong>\r\n7. Academic Warning: Students who fail one B.Ed course will be placed on an academic warning for the remainder of the program. While no restrictions will be placed on their course load, an action plan aimed at supporting the student\u2019s success will be negotiated with the B.Ed leadership team and the Dean.\r\n\r\n8. Academic Suspension: Students who fail two or more B.Ed courses will be suspended from the program. Students who have been suspended from the B.Ed program are eligible for re-admission to the program after at least one year. Reapplication must be made to the Registrar\u2019s Office. Students who are permitted to return to the B.Ed. program at UPEI return with a supportive action plan. Students placed on Academic Suspension a second time will not normally be considered for re-admission for at least two full years following the second suspension.\r\n\r\n9. Appeal: The conditions of academic suspension are subject to appeal to the Senate Academic and Student Discipline Appeals Committee.\r\n

REQUIRED COURSES:<\/strong><\/p>\r\n

PRIMARY\/ELEMENTARY CONCENTRATION (K - 6)\r\n<\/strong><\/span>INTERMEDIATE\/SENIOR CONCENTRATION (7 - 12)<\/strong><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\nED 4030 The Arts and Social Transformation\r\nED 4110 Learners and Learning\r\nED 4150 The Diverse and Inclusive Classroom\r\nED 4200 Teaching for Science, Technology, Math, and Engineering (STEM)\r\nED 4490 Introduction to Indigenous Education\r\nED 4640 Educating for Global Citizenship\r\nED 4660 Principles and Practices of Teaching English as Another Language\r\nED 4820 Assessment and Evaluation\r\nED 4961 Preparation for the Teaching Profession I\r\nED 4962 Practicum I\r\nED 4971 Preparation for the Teaching Profession II\r\nED 4972 Practicum II\r\n\r\n<\/div>\r\n
\r\n<\/span>PRIMARY\/ELEMENTARY CONCENTRATION (K - 6)<\/strong><\/span><\/div>\r\n
ED 4220 Mathematics for Teachers\r\nED 4230 Primary\/Elementary Mathematics I\r\nED 4245 Inquiry-Based Methods in Science and Social Studies<\/span><\/span><\/div>\r\n
ED 4280 Primary\/Elementary Mathematics II<\/span><\/div>\r\n
ED 4320 Primary\/Elementary language and Literacies and Multiliteracies I<\/span><\/div>\r\n
ED 4330 Literacy and Multiliteracies in the Early Years II\r\n<\/span><\/span>ED 4336 Developing Learning and Play in the Early Years (Ages 0-8)<\/span><\/div>\r\n
ED 4480 Social Emotional Learning and Children\u2019s Mental Health<\/span><\/div>\r\n
\r\n<\/span><\/span>INTERMEDIATE\/SENIOR CONCENTRATION (7 - 12)<\/strong><\/span><\/div>\r\n
ED 4130 Multiliteracies Across the Curriculum<\/span><\/div>\r\n
ED 4420 Adolescent Social & Emotional Health\r\nED 4530 Curriculum and Pedagogy\r\n<\/span><\/span>ED 4630 Perspectives on Culture and Society in Education<\/span><\/div>\r\n
\r\nStudents take 4 of:<\/strong><\/span><\/div>\r\n
ED 4260 Intermediate\/Senior Mathematics I<\/span><\/div>\r\n
ED 4270 Intermediate\/Senior Mathematics II<\/span><\/div>\r\n
ED 4360 Intermediate\/Senior English I<\/span><\/div>\r\n
ED 4370 Intermediate\/Senior English II<\/span><\/div>\r\n
ED 4460 Intermediate\/Senior Science I<\/span><\/div>\r\n
ED 4470 Intermediate\/Senior Science II<\/span><\/div>\r\n
ED 4560 Intermediate\/Senior Social Studies I<\/span><\/div>\r\n
ED 4570 Intermediate\/Senior Social Studies II<\/span><\/div>\r\n
\r\nSTUDY FOCI\r\n<\/strong>Students may complete a study focus in International, Indigenous, or Adult Education by completing a six-week practicum in the specified area and one course beyond the 20 required for the BEd as outlined below:<\/span><\/div>\r\n
\r\n

INTERNATIONAL EDUCATION<\/strong>\r\nED 4620 International Education<\/p>\r\n

INDIGENOUS EDUCATION<\/strong>\r\nED 4510 Integrating Indigenous Themes in the Curriculum K-12<\/p>\r\n

ADULT EDUCATION<\/strong>\r\nOne of the following:\r\n\u2022 ED 3630 The Adult Learner\r\n\u2022 ED 3640 Assessment of Adult Learning\r\n\u2022 ED 3680 Curriculum Development\r\n\u2022 ED 3730 Inclusion and Differentiation in Adult Learning<\/p>\r\n \r\n

Bachelor of Education\u2014fran\u00e7ais langue seconde<\/strong><\/p>\r\n\r\n<\/div>\r\n

This unique program will provide the variety of courses, French language and cultural experiences and extended field experiences through which students can develop the knowledge and skills needed to teach in modern French Second Language classrooms. This program also provides students an opportunity to focus their studies in the primary\/elementary or intermediate\/senior cohorts.<\/p>\r\n

Students must pass all courses to graduate with a Bachelor of Education-fran\u00e7ais langue seconde.<\/p>\r\nDEGREE REQUIREMENTS<\/strong>\r\nThe following regulations govern students\u2019 progression through the program:\r\n\r\nPROFESSIONAL CONDUCT<\/strong>\r\n1. While on practicum, students will adhere to the professional code of conduct for the jurisdiction in which they are on placement (i.e., the PEITF Code of Conduct if placed in a publicly funded school on Prince Edward Island).\r\n\r\n2.In the event of a reported transgression of the relevant code of conduct, the student\u2019s alleged behaviour will be reviewed by the leadership team for the Bachelor of Education programs and the Dean.Consequences could include a warning, suspension or dismissal from the program, depending on the seriousness of the transgression and whether a repeat offence is at play. A student dismissed from the program is immediately withdrawn from the University and would not be eligible for re-admission to the program.\r\n\r\nACADEMIC AND PRACTICUM PERFORMANCE<\/strong>\r\n3. Students must successfully complete all coursework prior to commencing practicum. In extenuating circumstances, an incomplete grade may be provided to the student and permission to begin practicum may be granted by the Dean following consultation with the the leadership team for the Bachelor of Education programs and instructor(s) of the incomplete course(s).\r\n\r\n4. Attendance: Students are expected to attend scheduled classes, seminars, workshops, practicum placements, and other academic activities that are offered by the program. This includes in-person and virtual sessions, as well as any scheduled group or individual learning activities. In cases of medical emergencies or other exceptional circumstances, students are required to contact the instructor and program Coordinator as soon as possible to discuss possible accommodations. If a student has two absences (6 hours of class time), the student will meet with the instructor and the coordinator to work out an action plan for success. Continued absences from class may lead to course failure.\r\n\r\n5. Assignment of an Incomplete grade: If a student is unable to complete all assignments within the normal course timeframe or if a student is unable to meet the required competencies or required number of days in the practicum,and if there are extenuating circumstances, then a student may have the opportunity to make up missed coursework in collaboration with the course instructor. or may negotiate extra time to meet the required practicum elements, including the required number of practicum days. Make-up coursework must be submitted to the instructor within an agreed amount of time, normally before the beginning of the next practicum session.\r\n\r\n6. Pass\/Fail: Students are required to successfully complete all assessments to achieve a PASS for any course in the B. Ed programs. A PASS in the Bachelor of Education is deemed equivalent to at least 80% in a numerical grading system. A student must pass all courses, including practicum courses, to earn the Bachelor of Education degree. If a student fails a course, then the student will need to take the course again in the following year and pay the course fee.\r\n\r\nACADEMIC PROGRESSION<\/strong>\r\n7. Academic Warning: Students who fail one B.Ed course will be placed on an academic warning for the remainder of the program. While no restrictions will be placed on their course load, an action plan aimed at supporting the student\u2019s success will be negotiated with the B.Ed leadership team and the Dean.\r\n\r\n8. Academic Suspension: Students who fail two or more B.Ed courses will be suspended from the program. Students who have been suspended from the B.Ed program are eligible for re-admission to the program after at least one year. Reapplication must be made to the Registrar\u2019s Office. Students who are permitted to return to the B.Ed. program at UPEI return with a supportive action plan. Students placed on Academic Suspension a second time will not normally be considered for re-admission for at least two full years following the second suspension.\r\n\r\n9. Appeal: The conditions of academic suspension are subject to appeal to the Senate Academic and Student Discipline Appeals Committee.\r\n

REQUIRED COURSES<\/strong><\/span>:<\/strong><\/span><\/p>\r\n

PRIMARY\/ELEMENTARY CONCENTRATION<\/strong><\/span><\/p>\r\nED 4035 Int\u00e9gration des arts\r\nED 4065 Comprendre la sant\u00e9 sociale et \u00e9motionnelle chez les \u00e9l\u00e8ves\r\nED 4115 Apprenants et apprentissage\r\nED 4155 Inclusion en salle de classe\r\nED 4205 Enseignement des sciences, des technologies, de l\u2019ing\u00e9nierie et des math\u00e9matiques (STIM)\r\nED 4223 Math\u00e9matiques pour les enseignant(e)s\r\nED 4233 Didactique des math\u00e9matiques au primaire I\r\nED 4243 Didactique par l\u2019enqu\u00eate en sciences et en sciences humaines\r\nED 4283 Didactique des math\u00e9matiques au primaire II\r\nED 4333 D\u00e9veloppement de l\u2019apprentissage et du jeu (0 \u00e0 8 ans)\r\nED 4495 Introduction \u00e0 l\u2019\u00e9ducation autochtone\r\nED 4635 Culture et soci\u00e9t\u00e9\r\nED 4825 \u00c9valuation en salle de classe\r\nED 4805 Enseignement du fran\u00e7ais (langue premi\u00e8re et langue seconde) dans les contextes minoritaires.\r\nED 4885 Litt\u00e9ratie I\r\nED 4893 Litt\u00e9ratie II (primaire-\u00e9l\u00e9mentaire)\r\nED 4965 Pr\u00e9paration pour le professionnel de l\u2019enseignement I\r\nED 4965 Stage I\r\nED 4975 Pr\u00e9paration pour le professionnel de l\u2019enseignement II\r\nED 4976 Stage II\r\n\r\nINTERMEDIATE\/SENIOR CONCENTRATION (7-12)<\/strong>\r\nED 4035 Int\u00e9gration des arts\r\nED 4065 Comprendre la sant\u00e9 sociale et \u00e9motionnelle chez les \u00e9l\u00e8ves\r\nED 4115 Learners and Learning\r\nED 4155 Inclusion en salle de classe\r\nED 4205 Enseignement des sciences, des technologies, de l\u2019ing\u00e9nierie et des math\u00e9matiques (STIM)\r\nED 4495 Introduction \u00e0 l\u2019\u00e9ducation autochtone\r\nED 4635 Culture et soci\u00e9t\u00e9\r\nED 4644 \u00c9duquer \u00e0 la citoyennet\u00e9 mondiale\r\nED 4805 Enseignement du fran\u00e7ais (langue premi\u00e8re et langue seconde) dans les contextes minoritaires.\r\nED 4825 \u00c9valuation en salle de classe\r\nED 4885 Litt\u00e9ratie I\r\nED 4904 Int\u00e9gration de la langue au contenu\r\nED 4965 Pr\u00e9paration pour le profession d\u2019enseignement I\r\nED 4966 Stage I\r\nED 4975 Pr\u00e9paration pour le profession d\u2019enseignement II\r\nED 4976 Stage II\r\n\r\nINTERMEDIATE\/SENIOR CONCENTRATION (7-12) will take 4 of the following:<\/strong>\r\nED 4564 Didactique des sciences humaines I\r\nED 4574 Didactique des sciences humaines II\r\nED 4264 Didactique des math\u00e9matiques I\r\nED 4274 Didactique des math\u00e9matiques II\r\nED 4364 Didactique de l'anglais I\r\nED 4374 Didactique de l'anglais II\r\nED 4464 Didactique des sciences I\r\nED 4474 Didactique des sciences II\r\nED 4764 Didactique du fran\u00e7ais I\r\nED 4884 Didactique du fran\u00e7ais II\r\n

STUDY FOCI:<\/strong>\r\nStudents may complete a study focus in International, Indigenous, or Adult Education by completing a six-week practicum in the specified area and one course beyond the 20 required for the BEd as outlined below:<\/p>\r\n

INTERNATIONAL EDUCATION<\/strong>\r\nED 4620 International Education<\/p>\r\n

INDIGENOUS EDUCATION<\/strong>\r\nED 4510 Integrating Indigenous Themes in the Curriculum K-12<\/p>\r\n

ADULT EDUCATION<\/strong>\r\nOne of the following:\r\n\u2022 ED 3630 The Adult Learner\r\n\u2022 ED 3640 Assessment of Adult Learning\r\n\u2022 ED 3680 Curriculum Development\r\n\u2022 ED 3730 Inclusion and Differentiation in Adult Learning<\/p>\r\nPOST-DEGREE CERTIFICATES<\/strong>\r\n

C<\/strong>ertificate in <\/strong>A<\/strong>dult <\/strong>E<\/strong>ducation (<\/strong>CAE<\/strong>)<\/strong><\/span><\/span><\/h1>\r\n

The Certificate in Adult Education focuses on: understanding adult education learning theory and philosophies; becoming aware of the diverse needs of adult learners; and, learning and applying the methodologies and strategies needed to teach adults. The CAE consists of 12 courses (36 semester hours). Three (six semester hour) courses are offered by Holland College, and six (three semester hour) courses are offered by UPEI. Holland College and UPEI offer the required courses on a yearly basis and the electives over a two-year period. All courses are offered in the late afternoon, early evening or weekend hours at Holland College. The UPEI courses are taught by instructors approved by the Dean of Education, UPEI. Courses are offered in each of the four academic terms.<\/span><\/p>\r\n

The required courses are:\r\n<\/span>ED. 3110 Methods and Strategies in Adult Education I (6 semester hours) Holland College\r\nED. 4220 Methods and Strategies: Instructional Design for Online Learning (6 semester hours) Holland College\r\nED. 3010 Practicum in Adult Education (6 semester hours) Holland College\r\nED 3080 Integrating Activity Based Larning in Adult Education (3 semester hours) UPEI\r\nED 3760 Facilitating Adult Learning in Diverse Classrooms (3 semester hours) UPEI\r\nED. 3620 Communication Practices (3 semester hours) UPEI\r\nED. 3640 Assessment of Adult Learning (3 semester hours) UPEI\r\nED 3660 Educational Technology and the Adult Learner (3 semester hours) UPEI\r\nED 3680 Course Development: Designing Learning Experiences (3 semester hours) UPEI<\/p>\r\n\r\n

Certificate in Educational Leadership in Nunavut<\/strong><\/span><\/h1>\r\n

The Certificate in Educational Leadership in Nunavut is designed to provide qualified teachers and educational leaders in Nunavut with the background, history, knowledge, skills and attitudes to provide culturally based, effective, and responsive, leadership in the school system. Courses range from the introductory level through to specialized courses that focus on parental engagement, action research and approaches to school improvement that support the implementation of educational legislation and policy in Nunavut. \u00a0The program includes three required courses and two electives.<\/span><\/p>\r\n

<\/span>The required courses are as follows:\r\n<\/span><\/p>\r\nED 5090 \u2013 Foundations of Transformational Leadership in Nunavut Education\r\n\r\nED 5110 \u2013 Proactive Instructional Leadership in Nunavut Communities\r\n\r\nED 5141 \u2013 Action Research and Reflective Practice in Nunavut Education (Design)\r\n\r\nED 5142 \u2013 Action Research and Reflective Practice in Nunavut Education (Implementation)\r\n\r\nED 5143 \u2013 Action Research and Reflective Practice in Nunavut Education (Communication)\r\n

<\/span>And two electives from the following:\r\n<\/span>ED 5120 \u2013 Educational Leadership - Engaging Nunavut Parents, Elders and Community\r\n<\/span>ED 5130 \u2013 Leadership of the School Improvement Process in Nunavut Communities\r\n<\/span>ED 5850 \u2013 Improving Language and Literacy Achievement\r\n<\/span>ED 5810 \u2013 The Inclusive Classroom<\/span><\/p>\r\nNOTE:\u00a0<\/strong> Post-degree certificates must be completed within four years of the first registration in a required course.\r\n

EDUCATION COURSES<\/strong><\/span><\/h1>\r\n

Please note: Education courses (<\/strong>at the <\/strong>2000<\/strong>, 4<\/strong>0<\/strong>00 and 5<\/strong>0<\/strong>00 level) <\/strong>are graded as Pass or Fail. Students must pass all 20 three-hour-credit courses of the program to graduate with a BEd. <\/strong><\/span><\/p>\r\n

2110 INTRODUCTION TO EDUCATION\r\n<\/span>This course provides students with an introduction to education in Canada. Students examine: the purpose of schools, the characteristics of classrooms, the role of teachers, the relationship between schools and society, current issues in education, and teaching as a career and profession. A minimum of 25 hours of school-related experience is a requirement of this course.\r\n<\/span>Three lecture hours, plus one full morning or afternoon a week for school visits<\/span><\/p>\r\n

<\/a><\/span>2130 INTRODUCTION A L\u2019EDUCATION EN FRAN\u00c7AIS AU CANADA\r\n<\/span>This course provides students with an introduction to French first and second language education in Canada with a particular emphasis on the educational system on Prince Edward Island. Students analyze a variety of French programs in Canadian schools, the goals of these programs, and the roles of teachers within them. Students also examine current issues in education and their impact on French language education. A minimum of 25 hours of school-related experience is a course requirement.\r\n<\/span>Cross-listed with French 2610.\r\n<\/span><\/p>\r\n

3070 ETHICS FOR ADULT PRACTITIONERS\r\n<\/span>This course examines professional ethics in the practice of adult education by: exploring the meanings of \u201cprofessional\u201d and \u201cethics\u201d in the context of adult education; discussing the ideas and skills that assist adult educators in applying professional ethics to their practice; examining current codes of ethics for adult educators; and, creating individual statements of ethical practice.\r\n<\/span><\/p>\r\n

3080 INTEGRATING ACTIVITY BASED LEARNING IN ADULT EDUCATION\r\n<\/span>In this course, learners explore theoretical aspects supporting activity based learning, reflect on personal teaching frameworks, examine and customize a variety of strategies designed to make learning and training active. Using these foundations, participants expand their teaching repertoires by integrating activity based learning with active training, team learning, peer teaching and independent learning, and develop lesson plans and units to be used in adult learning environments.\r\n<\/span><\/p>\r\n

3090 AN INTRODUCTION TO LEARNING IN THE WORKPLACE\r\n<\/span>Fostering a learning culture at work is a complex process with many competing demands on both workers and those who train and manage them. This course will introduce participants to current issues and trends affecting workplace learning; key theories of learning, learning styles and motivation for learning in relation to the workplace; core competencies associated with workplace learning; the role of informal training programs and informal learning (communities of practice, mentoring etc.); and process models for workplace learning. Participants will apply their learning and design a workplace learning program that addresses a key issue and concern in their organization.\r\n<\/span><\/p>\r\n

3110 INTRODUCTION TO DISTANCE LEARNING\r\n<\/span>This course provides an orientation to the methodologies and varieties of distance education approaches currently available. Students explore learning technologies related to distance education in the form of e-learning, video conferencing, audio conferencing, etc., and apply them to adult learning contexts.\r\n<\/span><\/p>\r\n

3120 APPLIED RESEARCH IN POST-SECONDARY INSTITUTIONS\r\n<\/span>In this course, students review the fundamental requirements for a successful applied research program at a post secondary educational institution. Topics covered include: national setting, institutional context, funding, grant writing, communication, research methods, project management, staffing, student involvement, industry partners, and community economic development. As applied research complements teaching activities and enriches the learning experience at post-secondary institutions, in this course, each student develops and presents an applied research proposal suitable for submission to a funding agency.\r\n<\/span><\/p>\r\n

3130 ADMINISTRATION OF PROGRAMS IN ADULT EDUCATION\r\n<\/span>This interactive course explores the current state of adult education in Canada and the statutory framework that largely determines the direction and capacity of the discipline and practice of adult education. Students examine the mandates and variety of provider agencies (adult learning associations, literacy networks, community-based and public education agencies, adult high schools, community colleges). The funding of adult education and the constitutional requirements of governments in Canada are considered. As well, the nature of regional differences and needs (e.g. economic and social development) and how the geography and demography of the Canadian landscape challenges the framework and delivery of adult education are discussed.<\/span><\/p>\r\n

3140 SOCIOLOGY OF ADULT EDUCATION\r\n<\/span>This course examines the social and political structures that have an impact on adult education. Students explore the influence of these structures in shaping public policy on adult education, and discuss their significance for program development and implementation.\r\nThree hours a week\u00a0<\/span><\/p>\r\n

3150 CRITICAL THINKING AND WRITING FOR THE ADULT EDUCATOR\r\n<\/span>In this course, students in the adult education context further refine their communication skills. Students will develop greater proficiency and effectiveness in oral communication. The assignments emphasize the writing process; the clear and correct use of the English language in developing reflective and critical thought; and writing in various genres, including research, professional documents, and correspondence.\r\n<\/span><\/p>\r\n

3190 CAREER AND LEARNING PORTFOLIO DEVELOPMENT\r\n<\/span>(See Integrated Studies 1930 and University 1930<\/a>)\r\n<\/span><\/p>\r\n

3610 CHILDREN\u2019S LITERATURE\r\n<\/span>(See English 2450<\/a>)\r\n<\/span><\/p>\r\n

3620 COMMUNICATION PRACTICES\r\n<\/span>This course covers both interpersonal and group communication skills necessary for adult learning. It teaches students to express thoughts and ideas in clear, well-defined terms in oral, print, and digital contexts. Emphasis is placed on developing skills in active listening, public speaking, and small group facilitation, as well as in understanding the variables that affect human communication. Participants are encouraged to identify their own communication challenges through study, research, presentation, and self-reflection.\r\n<\/span>Three hours a week<\/span><\/span><\/span><\/p>\r\n

3640 ASSESSMENT OF ADULT LEARNING\r\n<\/span>This course introduces students to essential assessment principles and practices to enhance their teaching effectiveness Participants will explore key topics such as formative and summative assessment, high-yield assessment techniques, effective feedback strategies, and the use of data to inform and improve instructional practices.\r\n<\/span><\/p>\r\n

3650 COUNSELLING THE ADULT LEARNER\r\n<\/span>This course introduces students to the social and emotional development of adult learners, and explores the theoretical principles underlying vocational and personal counselling. It focuses on the development of practical application of counselling methods.\r\n<\/span><\/p>\r\n

3660 EDUCATIONAL TECHNOLOGY AND THE ADULT LEARNER\r\n<\/span>This course explores the implications, both theoretical and practical, of the new abundance of tools, information, knowledge and connections that are possible to support learning in the internet age. Critical classroom topics such as openness in online education, student assessment, academic integrity and collaboration are combined with theory and significant hands on experience. No prior technical knowledge is expected and students will leave the class with strategies customized to their own contexts.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

3670 ENTREPRENEURIAL EDUCATION\r\n<\/span>This course introduces adult learners to the principles of entrepreneurial education. Students identify enterprising opportunities, and gain experience in planning and facilitating learning by using specialized software to create enterprising educational ventures.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

3680 COURSE DEVELOPMENT: DESIGNING LEARNING EXPERIENCES\r\nThis course introduces students to the principles and practices of effective course development and design. The course focuses on a systematic approach to course planning and development by implementing an instructional design process. Emphasis is placed on aligning outcomes, assessment, and instructional practices for engaging students. Students will broaden their knowledge of course design and develop skills for course change and renewal.\r\n<\/span><\/p>\r\n

3690 ISSUES IN ADULT EDUCATION\r\n<\/span>This course introduces students to contemporary trends (e.g., societal, economic, political, and social trends), and diversity in the workplace. Also explored is the role of adult educators as change agents in shaping the fields of training, development, and adult education.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

3710 INTRODUCTION TO ADULT EDUCATION\r\n<\/span>This course surveys the theories and historical practice of the adult education movement. It examines the characteristics of adult education in a variety of contexts, with particular emphasis on Canadian and provincial initiatives and challenges. Changing needs across a wide range of institutional settings within the field of adult education are identified and discussed.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

3720 FACILITATING LITERACY IN ADULT LEARNERS\r\n<\/span>In this course, students learn to apply the principles of adult learning and current theory and research to adult literacy settings. The course examines various instructional strategies and techniques that develop language and literacy skills in large or small groups, or in the context of coaching. There is recognition that barriers to literacy learning exist and that educators must understand not only the theory and practice of literacy but also the needs and goals of the individuals in a social learning environment.\r\n<\/span>Three hours a week<\/span><\/span><\/p>\r\n

3740 TRANSFORMATIVE LEARNING\r\n<\/span>This course presents the theoretical foundation of transformative learning and transformational education, with an emphasis on practical application. It encompasses principles of adult learning coupled with teaching practices that establish leader empowerment. The role of a transformative educator is explored as a paradigm and establishes critical self-reflection as an essential component of teaching practice. Students should be prepared to examine their educational beliefs, values, and assumptions, and the impact of those beliefs on teaching practice.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

3750 MENTORING THE ADULT LEARNER\r\n<\/span>This course examines effective methods of mentoring adult students in various contexts. The qualities, techniques, and necessary formal structures in facilitated mentoring relationships are studied using readings, case studies, discussion, presentations, and modelling. Students understand the depth of mentoring adults to the extent that individuals perform the role of mentor or assist others in a structured mentoring program.\r\n<\/span>Three hours a week<\/span><\/p>\r\n3760 Facilitating Adult Learning in Diverse Classrooms\r\nThis course provides a hands-on exploration of the fundamental principles of adult learning, focusing on practical applications for diverse adult learners. Students will examine key theories of adult education, including andragogy, self-directed learning, and transformational learning, with a strong emphasis on applying these theories to create inclusive learning environments\r\nThree credit hours\r\n

3910 FOUNDATIONS OF COACHING\r\n<\/span>A course which examines the variety of sciences which are the foundations of coaching, such as: anatomy, physiology, philosophy, psychology, and sociology, as well as introduces coaching concerns in a number of popular sports (NCCP Level 1 Theory included).\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

3920 ADMINISTRATION OF PHYSICAL EDUCATION\r\n<\/span>A course concerned with the organizational and administrative principles in physical education. Major areas to be examined include: intramurals and recreation, interschool sports, equipment, facilities, and public relations.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

3950\u00a0SPECIAL TOPICS IN ADULT EDUCATION\r\n<\/span>Students investigate special topics that have particular reference to the fields of adult education, technological training and development, trades education, and other related areas. Students are expected to explore and research an approved topic of their choice.\r\n<\/span>Hours of Credit: 1, 2 or 3 credit hours\r\n<\/span><\/p>\r\n

4010 DIRECTED STUDIES\r\n<\/span>This course is available to advanced students at the discretion of the faculty. Entry to the course, course content, and the conditions under which the course may be offered are subject to the approval of the Dean of Education.\r\n(See Academic Regulation 9<\/a> for Regulations Governing Directed Studies)\r\n<\/span><\/p>\r\n

4020 MEETING THE NEEDS OF THE YOUNG LEARNER\r\n<\/span>This course examines topics in education psychology relevant to the early years classroom. Topics include physical, cognitive, social\/emotional and moral\/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers for supporting students in need.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

4030 ARTS AND SOCIAL TRANSFORMATION (Integration des arts)\r\n<\/span>This course is an introduction to the Arts and Education. Emphasis is on fostering creativity and critical inquiry through a variety of multi-modal experiences in the arts, the reading of current literature on arts methods and theories, the study of new curricular programs (including the integration of arts with other disciplines), and the role of arts in social transformation.\r\n<\/span><\/p>\r\n4035 INT\u00c9GRATION DES ARTS\r\nCe cours est une introduction aux Arts et \u00c9ducation. L'accent est mis sur la cr\u00e9ativit\u00e9 et la r\u00e9flexion critique \u00e0 travers une vari\u00e9t\u00e9 d'exp\u00e9riences multimodales dans les arts, la lecture des \u00e9crits actuels sur les m\u00e9thodes et les th\u00e9ories artistiques, l'\u00e9tude des nouveaux programmes curriculaires (y compris l'int\u00e9gration des arts dans d'autres disciplines) et le r\u00f4le des arts dans la transformation sociale.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4040 COURSE CURRICULUM AND PLANNING FOR INSTRUCTION (Planification et programmes d\u2019etudes)\r\n<\/span>In this course, students will develop the conceptual understanding and practical skills of lesson and unit planning as they pertain to curriculum. Foci include curriculum integration; project based learning; social action curriculum; understanding by design; experiential learning; outcomes and competencies assessment; coupling assessment with instruction; and various theoretical conceptions of curriculum, such as the hidden, null, void, and lived curriculum.\r\n<\/span>1 credit course\r\n<\/span><\/p>\r\n

4050 CREATING A CLIMATE FOR LEARNING: EFFECTIVE CLASSROOM MANAGEMENT (Climat organisationnel: Gestion de classe efficace)\r\n<\/span>The focus of the course will be on establishing a positive classroom climate to help students become responsible for their learning, behaviours and choices. Foci include strategies to promote student motivation, build positive student-teacher relationships, and develop partnerships between parents and school.\r\n<\/span>1 credit course\r\n<\/span><\/p>\r\n

4060 SUPPORTING STUDENTS\u2019 SOCIAL AND EMOTIONAL HEALTH (Comprende la sante sociale et emotionnelle chez les eleves)\r\n<\/span>This course will examine the responsibilities of teachers in supporting the mental health of K-12 learners in the contemporary contexts of family, peers, school, work, and the media. Emphasis is placed on challenges such as low self-esteem, difficult emotions, anxiety, depression, eating disorders, bullying, self-injury, and suicide.\r\n<\/span>3 credit course\r\n<\/span><\/p>\r\n4065 COMPRENDRE LA SANT\u00c9 SOCIALE ET \u00c9MOTIONNELLE CHEZ LES \u00c9L\u00c8VES\r\nCe cours examine les responsabilit\u00e9s des enseignants dans le soutien de la sant\u00e9 mentale des apprenants de la maternelle \u00e0 la 12e ann\u00e9e dans les contextes contemporains de la famille, des pairs, de l'\u00e9cole, du travail et des m\u00e9dias. L'accent est mis sur les d\u00e9fis tels que la faible estime de soi, les \u00e9motions difficiles, l'anxi\u00e9t\u00e9, la d\u00e9pression, les troubles de l'alimentation, l'intimidation, l'automutilation et le suicide.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4110 LEARNERS AND LEARNING\r\n<\/span>This course explores the growth and development of learners from early childhood to late adolescence. Topics include physical, cognitive, social\/emotional and moral\/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n4115 APPRENANTS ET APPRENTISSAGE\r\nCe cours explore la croissance et le d\u00e9veloppement des apprenants de la petite enfance \u00e0 la fin de l'adolescence. Les sujets comprennent le d\u00e9veloppement physique, cognitif, social \/ \u00e9motionnel et moral \/ spirituel; les diff\u00e9rences individuelles; les th\u00e9ories de l'apprentissage et la motivation; le comportement et les responsabilit\u00e9s l\u00e9gales et \u00e9thiques et les responsabilit\u00e9s des enseignants en tant que conseillers.\r\nCours \u00e0 3 cr\u00e9dits\r\n\r\n4155 INCLUSION EN SALLE DE CLASSE\r\nCe cours explore la diversit\u00e9 des \u00e9l\u00e8ves et r\u00e9pond aux besoins d'une grande vari\u00e9t\u00e9 d'apprenants dans le contexte de l'\u00e9ducation inclusive. Un accent particulier sera mis sur le d\u00e9veloppement de strat\u00e9gies p\u00e9dagogiques qui soutiennent tous les apprenants.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4120 SCHOOL AND CLASSROOM CULTURE\r\n<\/span>This course will familiarize students with the variety of often contradictory and unnoticed social, epistemological, economic, political, and cultural influences that have shaped dominant beliefs about K-12 schooling. Students will develop critical inquiry skills as they examine educational assumptions and arrangements, with particular attention to their impact on educational outcomes, in their own lives, in schools, and in society at large.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

4130 MULTILITERACIES ACROSS THE CURRICULUM\r\n<\/span>This course introduces students to the critical, developmental, and pedagogical dimensions of supporting students K-12 as they learn the range of literacies required for life in the twenty-first century.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

4150 THE DIVERSE AND INCLUSIVE CLASSROOM\r\n<\/span>This course explores student diversity and addressing the needs of a wide variety of learners within the context of inclusive education. Particular focus will be placed on the development of instructional strategies that support all learners.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

<\/span>4170 MEETING THE NEEDS OF THE ADOLESCENT LEARNER\r\n<\/span>This course examines topics in educational psychology relevant to the middle and senior years classroom. Topics include physical, cognitive, social\/emotional and moral\/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers for supporting students in need.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

4180 GUIDANCE IN THE SCHOOLS\r\n<\/span>This course examines principles, problems and procedures in the provision of guidance services in a school setting. Particular attention is given to such topics as the functions of school personnel in guidance; integration of school and community resources; guidance-testing programs; information services; placement and follow-up activities.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4200 TEACHING FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM)\r\n<\/span>This course introduces students to the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to success in the sciences, technology, engineering and maths.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4205 ENSEIGNEMENT DES SCIENCES, DES TECHNOLOGIES, DE L\u2019ING\u00c9NIERIE ET DES MATH\u00c9MATIQUES (STIM)\r\nCe cours pr\u00e9sente aux \u00e9tudiants les p\u00e9dagogies, les pratiques vari\u00e9es d'enseignement qui favorisent l'acquisition des connaissances, les comp\u00e9tences et les attitudes essentielles au succ\u00e8s dans les sciences, la technologie, l'ing\u00e9nierie et les math\u00e9matiques.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4210 TEACHING FOR THE HUMANITIES\r\n<\/span>This course introduces students to the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to success in the social studies and humanities.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4220 MATHEMATICS FOR TEACHERS\r\n<\/span>The course provides opportunities for students to reason and make sense of mathematics in meaningful ways by discovering mathematics through inquiry-based instructional methods grounded in real-life contexts. Content will be drawn from the National Council of Teachers of Mathematics five content (number & operations, algebra, geometry, measurement, and data analysis & probability) and process (problem-solving, reasoning & proof, communications, connections, and representation) standards.\r\n<\/span>Three hours a week<\/span>\r\n<\/span><\/p>\r\n4223 MATH\u00c9MATIQUES POUR LES ENSEIGNANT(E)S\r\nLe cours offre l'occasion aux \u00e9tudiants de raisonner et de donner un sens aux math\u00e9matiques de fa\u00e7on significative en d\u00e9couvrant les math\u00e9matiques \u00e0 l'aide de m\u00e9thodes p\u00e9dagogiques fond\u00e9es sur l'apprentissage par l'enqu\u00eate qui sont ancr\u00e9es dans les contextes de la vie r\u00e9elle. Le contenu sera puis\u00e9 dans les cinq domaines identifi\u00e9s par le National Council of Teachers of Mathematics (nombre et op\u00e9rations, alg\u00e8bre, g\u00e9om\u00e9trie, mesure et analyse des donn\u00e9es et probabilit\u00e9s), ainsi que dans le processus (r\u00e9solution de probl\u00e8mes, raisonnement et preuves, communications, connexions et repr\u00e9sentation).\r\nCours \u00e0 3 cr\u00e9dits\r\nNOTE: Ce cours peut \u00eatre utilis\u00e9 pour r\u00e9pondre partiellement aux exigences relatives aux nombre de cours de math\u00e9matiques requis pour \u00eatre admis au programme de B. \u00c9d. Toutefois, ce cours ne pourra pas \u00eatre compt\u00e9 parmi les cr\u00e9dits du B. \u00c9d. lui-m\u00eame. D\u00e9pendant de la demande ce cours pourrait n'\u00eatre offert qu'en anglais.\r\n

4230 PRIMARY\/ELEMENTARY MATHEMATICS\r\n<\/span>This course examines the pedagogy of Primary\/Elementary mathematics. Instruction focuses on how children learn mathematics, what it means to engage children in doing mathematics, teaching mathematics through problem solving, and curriculum sequencing. Underlying these foundational ideas for teaching, students will have the opportunity to re-learn key areas of mathematics in a twenty-first century approach to teaching and learning\r\nPREREQUISITE: Education 4220\r\nThree hours a week<\/p>\r\n4233 DIDACTIQUE DES MATH\u00c9MATIQUES AU PRIMAIRE I\r\nCe cours examine la p\u00e9dagogie des math\u00e9matiques au niveau primaire \/ \u00e9l\u00e9mentaire. L'accent est mis sur la fa\u00e7on dont les enfants apprennent les math\u00e9matiques, ce que cela signifie d'impliquer les enfants en math\u00e9matiques, l'enseignement des math\u00e9matiques selon l'approche par r\u00e9solution de probl\u00e8mes et la s\u00e9quence du curriculum. Les \u00e9tudiants auront l'occasion de r\u00e9apprendre les domaines cl\u00e9s des math\u00e9matiques selon une approche de l'enseignement et de l'apprentissage du XXIe si\u00e8cle.\r\nCours \u00e0 3 cr\u00e9dits\r\n\r\n4243\u00a0DIDACTIQUE PAR L\u2019ENQU\u00caTE EN SCIENCES ET EN SCIENCES HUMAINES\r\nCe cours initie les futurEes enseignantEs \u00e0 l\u2019int\u00e9gration des programmes d\u2019\u00e9tudes en sciences et en sciences humaines. Les futurEs enseignantEs apprendront \u00e0 utiliser des m\u00e9thodes d\u2019apprentissage par enqu\u00eate afin de relier les apprentissages aux exp\u00e9riences de vie.\r\nTrois heures par semaine\r\nRemarque : Aucun cr\u00e9dit ne sera accord\u00e9 pour le cours ED 4243 \u00e0 l\u2019\u00e9tudiantE qui a d\u00e9j\u00e0 obtenu un cr\u00e9dit pour ED 4450 ou ED 4540.\r\n\r\n4245 INQUIRY-BASED METHODS IN SCIENCE AND SOCIAL STUDIES\r\nThis course introduces pre-service teachers to curriculum integration in Science and Social Studies. Pre-Service Teachers will learn how to use inquiry-based methods to connect\r\nlearning with life experiences.\r\nThree hours a week\r\nNote:\u00a0 Credit will not be allowed for ED 4245 if a student has already received credit for ED 4450 or ED 4540\r\n

4260 INTERMEDIATE\/SENIOR MATHEMATICS I\r\n<\/span>Building on the pedagogy of mathematics at the Primary\/Elementary grades, this course examines the pedagogy of Intermediate\/Senior mathematics. Instruction focuses on how students learn mathematics in these grades, what it means to engage them in doing mathematics, teaching mathematics through problem solving, and curriculum sequencing. Students will also have the opportunity to re-learn key areas of mathematics in a twenty-first century approach.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4264 DIDACTIQUE DES MATH\u00c9MATIQUES I\r\nS'appuyant sur la p\u00e9dagogie des math\u00e9matiques au niveau primaire et \u00e9l\u00e9mentaire, ce cours examine la p\u00e9dagogie des math\u00e9matiques au niveau interm\u00e9diaire \/ secondaire. L'accent est mis sur la fa\u00e7on dont les \u00e9l\u00e8ves apprennent les math\u00e9matiques \u00e0 ces niveaux, ce que cela signifie de les engager en math\u00e9matiques, l'enseignement des math\u00e9matiques selon l'approche par r\u00e9solution de probl\u00e8mes et la s\u00e9quence du curriculum. Les \u00e9tudiants auront \u00e9galement l'occasion de r\u00e9apprendre les domaines cl\u00e9s des math\u00e9matiques selon une approche du XXIe si\u00e8cle.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4270 INTERMEDIATE\/SENIOR MATHEMATICS II\r\n<\/span>This course is a continuation of Education 426, and builds a conceptual foundation for the topics covered in the intermediate\/senior years curriculum. Emphasis is placed on the critical examination of the current intermediate\/senior years mathematics curriculum in relation to materials and methodologies. Experience in a variety of teaching methodologies is provided in addition to the development of an understanding of the principles and practices of assessment in mathematics.\r\n<\/span>PREREQUISITE: Education 4260\r\n<\/span>Three hours a week<\/span><\/p>\r\n4274 DIDACTIQUE DES MATH\u00c9MATIQUES II\r\nCe cours est une continuation du cours \u00c9ducation 4260. Il b\u00e2tit une base conceptuelle pour les sujets couverts dans le programme d'\u00e9tudes au niveau interm\u00e9diaire et secondaire. L'accent est mis sur l'examen critique du programme actuel de math\u00e9matiques du niveau interm\u00e9diaire \/ secondaire en relation avec les ressources et les m\u00e9thodologies. Une exp\u00e9rience des diverses m\u00e9thodologies d'enseignement est fournie en plus du d\u00e9veloppement d'une compr\u00e9hension des principes et des pratiques de l'\u00e9valuation en math\u00e9matiques.\r\nPR\u00c9ALABLE : \u00c9ducation 4264\r\nCours \u00e0 3 cr\u00e9dits\r\n

4280 PRIMARY\/ELEMENTARY MATHEMATICS II\r\n<\/span>A continuation of Education 4230, this course further examines and extends the pedagogy of Primary\/Elementary focusing on how children conceptualize mathematics and instructional methods required to foster children's numeracy skills.\r\n<\/span>PREREQUISITE: Education 4230\r\n<\/span>Three hours a week<\/span><\/p>\r\n4283 DIDACTIQUE DES MATH\u00c9MATIQUES AU PRIMAIRE II\r\nDans le prolongement du cours \u00c9ducation 4230, ce cours examine et \u00e9tend la p\u00e9dagogie de l'\u00e9cole primaire \/ \u00e9l\u00e9mentaire en mettant l'accent sur la fa\u00e7on dont les enfants conceptualisent les math\u00e9matiques et sur les m\u00e9thodes p\u00e9dagogiques n\u00e9cessaires pour encourager les comp\u00e9tences des enfants en num\u00e9ratie.\r\nPR\u00c9ALABLE : \u00c9ducation 4233\r\nCours \u00e0 3 cr\u00e9ditsfor ED 4245 if a student has already received credit for ED 4450 or ED 4540\r\n

4290 MATHEMATICS IN THE MIDDLE YEARS II\r\n<\/span>This course provides pre-service teachers with an opportunity to design effective learning experiences, to enable students in the middle years to achieve the key stage outcomes of the Atlantic Provinces Education Foundation Curriculum for Mathematics Grades 5 - 9.\r\n<\/span>PREREQUISITE: Education 4250\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4310 DIFFERENTIATED INSTRUCTION AND INCLUSIVE PRACTICES (Inclusion et differenciation pedagogique en salle de classe)\r\n<\/span>This course focuses on the design, implementation and assessment of differentiated instructional practices to simultaneously address curriculum outcomes and the significant range of student differences in inclusive classrooms.\r\n1 credit hour\r\n<\/span><\/p>\r\n

4320 PRIMARY\/ELEMENTARY LANGUAGE LITERACIES AND MULTILITERACIES I\r\n<\/span>This course provides an examination of the foundations of language\/literacy processes based on current theories of language acquisition and literacy development. The focus is on six core strands: reading, writing, listening, speaking, viewing and representing, as well as balanced approaches to teaching, learning and assessing literacy skills in the Primary\/Elementary grades.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4330 LITERACY AND MULTILITERACIES IN THE EARLY YEARS II\r\n<\/span>This course is a continuation of Education 4320, in which students use language arts outcomes, materials, methods, and assessment techniques to design comprehensive literacy programs and activities.\r\n<\/span>PREREQUISITE: Education 4320\r\n<\/span><\/p>\r\n4333 D\u00c9VELOPPEMENT DE L\u2019APPRENTISSAGE ET DU JEU (0 \u00c0 8 ANS)\r\nLes cadres th\u00e9oriques et conceptuels actuels dans le domaine de l\u2019\u00e9ducation \u00e0 la petite enfance, ainsi que leur influence sur les approches contemporaines de l\u2019apprentissage des enfants de 0 \u00e0 8 ans, seront examin\u00e9s.\r\nLes participantEs \u00e9tudieront le jeu et son r\u00f4le central dans l\u2019apprentissage des jeunes enfants, les principales influences qui fa\u00e7onnent l\u2019apprentissage et le jeu, les m\u00e9thodes d\u2019observation et d\u2019\u00e9tude du jeu, ainsi que des approches pratiques visant \u00e0 soutenir et \u00e0 favoriser l\u2019apprentissage des enfants dans les milieux de la petite enfance et dans les classes de la maternelle \u00e0 la 2e ann\u00e9e. Les \u00e9tudiantEs inscritEs au BEd ainsi que les \u00e9ducateur\u00b7trices des milieux de la petite enfance \u00e9laboreront des projets combinant leurs observations en contexte de petite enfance avec des activit\u00e9s pratiques.\r\nTrois heures par semaine\r\n

4336 DEVELOPING LEARNING AND PLAY IN THE EARLY YEARS (AGES 0-8)\r\nCurrent theoretical and conceptual frameworks in the field of early years education and how they inform current approaches to the children's learning from age 0-8 will be examined.\r\nParticipants will study play and its major role in young children's learning, major influences affecting learning and play, methods of observing and studying play, and practical approaches for supporting and facilitating children's learning in early childhood settings and in grades K-2.\u00a0 Participants in current BEd programmes and educators from early years settings will develop projects combining their observations in early years settings with practical curriculum activities.\r\nThree hours a week<\/span><\/p>\r\n

4340 LANGUAGE ARTS IN THE MIDDLE YEARS I\r\n<\/span>This course provides an introduction to current theory and conceptual frameworks for language arts, as well as teaching methods associated with teaching language arts in the middle years of school. The focus includes literacy acquisition with core strands of reading, writing, listening, speaking, viewing and representing, with teaching methods that develop a balanced approach to teaching language arts in grades 5-9.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4360 INTERMEDIATE\/SENIOR ENGLISH I\r\n<\/span>This course familiarizes students with a variety of theories, practices, and values for addressing curriculum and pedagogy as they relate to the teaching of English at the Intermediate\/Senior level. With a view to being and becoming English teachers, both locally and globally, students will participate in writing, speaking, listening, reading, viewing and representing activities as informed by research and in a range of developmental, socio-cultural, and media contexts.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4364 DIDACTIQUE DE L'ANGLAIS I\r\nCe cours initie les \u00e9tudiantes et les \u00e9tudiants \u00e0 une vari\u00e9t\u00e9 de th\u00e9ories, de pratiques et de valeurs li\u00e9es au curriculum et \u00e0 la p\u00e9dagogie dans l\u2019enseignement de l\u2019anglais aux niveaux interm\u00e9diaire et secondaire. En vue de devenir et d\u2019\u00eatre des enseignantes et enseignants d\u2019anglais, tant \u00e0 l\u2019\u00e9chelle locale qu\u2019\u00e0 l\u2019\u00e9chelle mondiale, les \u00e9tudiantes et les \u00e9tudiants prendront part \u00e0 des activit\u00e9s d\u2019\u00e9criture, d\u2019expression orale, d\u2019\u00e9coute, de lecture, de visionnement et de repr\u00e9sentation, \u00e9clair\u00e9es par la recherche et situ\u00e9es dans divers contextes d\u00e9veloppementaux, socioculturels et m\u00e9diatiques. Ce cours se donne en anglais.\r\nTrois heures par semaine\r\n

4370 INTERMEDIATE\/SENIOR ENGLISH II\r\n<\/span>Building on Ed 4360, placement experiences and a growing expertise in English education, students will critically inquire and contribute to current discussions and practices on the nature and cross-curricular scope of language and literacy. Emphasis will be on sense-making and concept development, effective writing instruction, the interactive\/iterative relationship between teaching and assessment, and the evolving social\/economic relevance of communication genres, modes, and media.\r\n<\/span>PREREQUISITE: Education 4360\r\n<\/span>Three hours a week<\/span><\/p>\r\n4374 DIDACTIQUE DE L'ANGLAIS II\r\nS\u2019appuyant sur le cours Ed 4364, les exp\u00e9riences de stage et une expertise croissante en didactique de l\u2019anglais, les \u00e9tudiantes et les \u00e9tudiants m\u00e8neront une r\u00e9flexion critique et contribueront aux discussions et aux pratiques actuelles portant sur la nature et la port\u00e9e transdisciplinaire du langage et de la litt\u00e9ratie. L\u2019accent sera mis sur la construction de sens et le d\u00e9veloppement des concepts, l\u2019enseignement efficace de l\u2019\u00e9criture, la relation interactive et it\u00e9rative entre l\u2019enseignement et l\u2019\u00e9valuation, ainsi que sur l\u2019\u00e9volution de la pertinence sociale et \u00e9conomique des genres, des modes et des m\u00e9dias de communication. Ce cours se donne en anglais.\r\nPR\u00c9ALABLE\u202f: \u00c9ducation 4364\r\nTrois heures par semaine\r\n

4410 INTRODUCTION TO CURRICULUM DEVELOPMENT\r\n<\/span>This introductory course examines the foundational forces (historical, philosophical, psychological, and societal\/cultural) which influence the curriculum, and presents various models for curriculum development. Specific references will be made to the PEI scene.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4420 ADOLESCENT SOCIAL & EMOTIONAL HEALTH\r\n<\/span>This course will explore the topic of social emotional health of adolescent learners in the contemporary contexts of family, peers, school, work, and the media. Mental health challenges such as anxiety, depression, addiction, and the teaching of social emotional learning strategies will be emphasized.\r\n<\/span>Three semester hours of credit<\/span><\/p>\r\n

4450 PRIMARY\/ELEMENTARY SCIENCE\r\n<\/span>The course examines methods of science teaching in the Primary\/Elementary grades. Emphasis is placed on practical aspects of organizing and delivering active learning experiences in science, the reading of current literature on method and theory of science, the study of new curricular programs including the integration of science learning with other disciplines, and the relationship between sustainability and science.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4460 INTERMEDIATE\/SENIOR SCIENCE I\r\n<\/span>This course provides an introduction to basic pedagogical concepts and skills needed for the successful and effective teaching of science to Intermediate\/Senior school students. Using the concepts of general science and the provincial science curriculum, the course examines the nature and limitations of teaching, learning and technology within the Canadian science classroom context.\r\n<\/span>PREREQUISITE: At least a minor in a Natural Science, or permission of the instructor.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4464 DIDACTIQUE DES SCIENCES I\r\nCe cours fournit une introduction aux concepts p\u00e9dagogiques de base et aux comp\u00e9tences n\u00e9cessaires \u00e0 l'enseignement r\u00e9ussi et efficace des sciences aux \u00e9l\u00e8ves du niveau interm\u00e9diaire \/ secondaire. \u00c0 l'aide des concepts de science g\u00e9n\u00e9rale et du programme provincial de sciences, le cours examine la nature et les limites de l'enseignement, de l'apprentissage et de la technologie dans le contexte de la classe de sciences canadienne.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4470 INTERMEDIATE\/SENIOR SCIENCE II\r\n<\/span>This course examines the development, nature, and limitations of science and technology; the role of science and technology in society; and the teaching of science and technology in the schools. Time is devoted to an examination of the provincial science curricula, innovative teaching and assessment strategies and techniques, and the development of active learning opportunities.\r\n<\/span>PREREQUISITE: Education 4460\r\n<\/span>Three hours a week<\/span><\/p>\r\n4474 DIDACTIQUE DES SCIENCES II\r\nCe cours examine le d\u00e9veloppement, la nature et les limites de la science et de la technologie; le r\u00f4le de la science et de la technologie dans la soci\u00e9t\u00e9; et l'enseignement de la science et de la technologie dans les \u00e9coles. Du temps est consacr\u00e9 \u00e0 l'examen des programmes d'\u00e9tudes de sciences provinciaux, des strat\u00e9gies et des techniques d'enseignement et d'\u00e9valuation novatrices et du d\u00e9veloppement d'occasions d'apprentissage actif.\r\nPR\u00c9ALABLE: \u00c9ducation 4464\r\nCours \u00e0 3 cr\u00e9dits\r\n

4480 SOCIAL EMOTIONAL LEARNING AND CHILDREN\u2019S MENTAL HEALTH\r\nThis course introduces students to an overview of children\u2019s mental health issues, the core competencies of Social Emotional Learning, and evidenced-based programs and strategies identified for improving students\u2019 social skills, emotional well-being, and academic outcomes.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

4490 INTRODUCTION TO INDIGENOUS EDUCATION\r\n<\/span>This course is a combination of classroom and community-based learning.\u00a0 Anchored in L\u2019nu (Mi'kmaq) knowledge, students will learn about ceremony, protocol, Elders and traditional teachers. In turn, these will help foster a mental, physical, emotional, and spiritual understanding of Indigenous worldviews and ways of knowing. This course also introduces Canada\u2019s history of cultural assimilation and genocide imposed upon Indigenous Peoples in Canada. It will discuss why all teachers - and anyone living in Canada - needs to know this history.\r\n3 semester hours of credit\r\n<\/span><\/span><\/p>\r\n4495 INTRODUCTION \u00c0 L\u2019\u00c9DUCATION AUTOCHTONE\r\nCe cours est ancr\u00e9 dans l'apprentissage prenant sa source dans la communaut\u00e9. Les \u00e9tudiants vivent des c\u00e9r\u00e9monies et des enseignements autochtones qui, \u00e0 leur tour, favorisent une compr\u00e9hension mentale, physique, \u00e9motionnelle et spirituelle de la vision du monde autochtone et les modes autochtones d'acquisition du savoir. Ce cours pr\u00e9sente \u00e9galement l'histoire canadienne de l'assimilation culturelle injustement impos\u00e9e aux peuples autochtones du Canada.\r\nNote: Ce cr\u00e9dit pourrait n'\u00eatre offert qu'en anglais.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4510 INTEGRATING INDIGENOUS THEMES IN THE CURRICULUM\r\n<\/span>This course promotes dynamic ways for the public school curriculum to acknowledge more faithfully the histories, cultures, worldviews and teachings of Indigenous peoples in Canada and globally. The importance of developing more culturally responsive pedagogies and assessment practices and more respectful and inclusive research is highlighted. Insights are shared into the processes of recovery for Indigenous communities and the essential supports for their students to experience success at all grade levels.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4530 CURRICULUM AND PEDAGOGY\r\nIn this course students will develop the conceptual understandings and practical skills to design learning in relation to diverse needs. Curriculum foci include inquiry, integration and universal design; pedagogical foci include promoting motivation, building positive relationships, and establishing strategies for students to become responsible for their learning, behaviours and choices.\r\n<\/span>3 hours a week<\/span><\/p>\r\n

4540 PRIMARY\/ELEMENTARY SOCIAL STUDIES\r\n<\/span>This course promotes dynamic teaching methods and inclusive approaches to inspire young learners and to elevate the quality of teaching and learning through Social Studies at the Primary\/Elementary levels. Grounded in the needs of twenty-first century learners, this course offers concrete ways to create more vibrant, engaging, playful, supportive and inviting environments for this core curriculum area to give all learners dignity and honour their diverse ways of learning.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4560 INTERMEDIATE\/SENIOR SOCIAL STUDIES I\r\n<\/span>This course promotes dynamic teaching methods and inclusive approaches to inspire learners in grades 7-12 and to elevate the quality of teaching and learning through Social Studies at the Intermediate\/Senior levels. Grounded in the needs of twenty-first century learners, this course offers concrete ways to create more vibrant, engaging, playful, supportive and inviting environments for this core curriculum area to give all learners dignity and honour their diverse ways of learning.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4564 DIDACTIQUE DES SCIENCES HUMAINES I\r\nCe cours favorise les m\u00e9thodes p\u00e9dagogiques dynamiques et les approches inclusives pour inspirer les apprenants de la 7e \u00e0 la 12e ann\u00e9e et pour am\u00e9liorer la qualit\u00e9 de l'enseignement et de l'apprentissage par le biais des sciences humaines au niveau interm\u00e9diaire \/ secondaire. Fond\u00e9 sur les besoins des apprenants du XXIe si\u00e8cle, ce cours offre des moyens concrets pour cr\u00e9er des environnements plus dynamiques, attrayants, ludiques, encourageants et accueillants pour cette discipline de base afin de donner \u00e0 tous les apprenants un sentiment de dignit\u00e9 et honorer leurs diverses mani\u00e8res d'apprendre.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4570 INTERMEDIATE\/SENIOR SOCIAL STUDIES II\r\n<\/span>This course develops a rationale, framework and procedures for facilitating thematic teaching and learning on critical social issues appropriate for grades 7-12. Skills in curriculum development are refined as students explore authentic assessment practices and ways of promoting student ownership of and co-responsibility for learning.\r\n<\/span>PREREQUISITE: Education 4560\r\n<\/span>Three hours a week<\/span><\/p>\r\n4574 DIDACTIQUE DES SCIENCES HUMAINES II\r\nCe cours d\u00e9veloppe une logique, un cadre et des proc\u00e9dures pour faciliter l'enseignement et l'apprentissage th\u00e9matique des questions sociales critiques appropri\u00e9es pour les classes de 7e-12e ann\u00e9e. Les comp\u00e9tences dans le d\u00e9veloppement du curriculum sont raffin\u00e9es lorsque les \u00e9tudiants explorent des pratiques d'\u00e9valuation authentiques et des moyens de promouvoir l'appropriation et la coresponsabilit\u00e9 de l'apprentissage par les \u00e9l\u00e8ves.\r\nPR\u00c9ALABLE : \u00c9ducation 4564\r\nCours \u00e0 3 cr\u00e9dits\r\n

4590 ENTERPRISE EDUCATION\r\n<\/span>This course introduces the key principles and components of Learning For Enterprise, an international movement that nurtures initiative, self-determination, creativity and innovation in twenty-first century learners. A workshop design engages participants in classroom and community-based challenges that contribute to learners\u2019 confidence in self and community as they apply enterprising capabilities in a wide range of contexts throughout their lives. Specific applications to historically dependent cultures are explored.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

4620 INTERNATIONAL EDUCATION\r\n<\/span>This course introduces students to the economic, political, and cultural factors that influence public education in foreign countries. The public school systems of selected foreign countries are examined and compared to the provincial systems in Canada. Students are expected to carry out independent research on a foreign country of their choosing.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4630 PERSPECTIVES ON CULTURE AND SOCIETY IN EDUCATION (culture et societe)\r\n<\/span>This course introduces students to the visible and invisible impact of culture and society on education. As students develop an understanding of cultural and social perspectives in education, they examine the roles of schools in the proliferation of social and cultural norms as well as their potential as sites for change.\r\n3 credit course<\/span><\/p>\r\n4635 CULTURE ET SOCI\u00c9T\u00c9\r\nCe cours initie les \u00e9tudiants \u00e0 l'impact visible et invisible de la culture et de la soci\u00e9t\u00e9 sur l'\u00e9ducation. Au fur et \u00e0 mesure que les \u00e9tudiants acqui\u00e8rent une compr\u00e9hension des perspectives culturelles et sociales en \u00e9ducation, ils examinent le r\u00f4le des \u00e9coles dans la prolif\u00e9ration des normes sociales et culturelles ainsi que leur potentiel en tant que lieux de changement.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4640 EDUCATING FOR GLOBAL CITIZENSHIP\r\n<\/span>This course is intended to broaden pre-service teachers\u2019 theoretical and pedagogical perspectives on global citizenship education by gaining an enhanced awareness of a world view that recognizes the interdependence and interconnections of the natural and social worlds. Participants will be introduced to the concept of global citizenship and, from this, develop an understanding of social justice, diversity, socio-cultural responsibility, sustainability, and agency. Demonstrating how to integrate global citizenship into educational practices is a key learning outcome of this course.\r\n3 credit course<\/span><\/p>\r\n4644 \u00c9DUQUER \u00c0 LA CITOYENNET\u00c9 MONDIALE\r\nCe cours vise \u00e0 \u00e9largir les perspectives th\u00e9oriques et p\u00e9dagogiques des futurs enseignants sur l'\u00e9ducation \u00e0 la citoyennet\u00e9 mondiale en acqu\u00e9rant une conscience accrue d'une vision du monde qui reconna\u00eet l'interd\u00e9pendance et les interconnexions du monde naturel et du monde social. Les participants seront initi\u00e9s au concept de citoyennet\u00e9 mondiale et, \u00e0 partir de l\u00e0, d\u00e9velopperont une compr\u00e9hension de la justice sociale, de la diversit\u00e9, de la responsabilit\u00e9 socioculturelle, de la durabilit\u00e9 et de l'agence. D\u00e9montrer comment int\u00e9grer la citoyennet\u00e9 mondiale dans les pratiques \u00e9ducatives est un r\u00e9sultat d'apprentissage cl\u00e9 de ce cours.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4650 INTERNATIONAL DEVELOPMENT\r\n<\/span>This course introduces students to the history of international development and explores the models of development currently employed. Particular attention is given to the effects of economic, political, environmental, and cultural development on public education in emerging countries.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4660 PRINCIPLES AND PRACTICES OF TEACHING ENGLISH AS AN ADDITIONAL LANGUAGE\r\n<\/span>This course explores the theoretical foundations for teaching English as a second\/additional language (ESL\/EAL). Students are introduced to fundamental aspects of additional language acquisition and the factors affecting language learning and teaching. The course introduces the needs of English language learners in various contexts including ESL\/EAL, mainstream and foreign language classrooms. Students develop a critical perspective on issues related to language learning and teaching.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4670 APPROACHES AND METHODS FOR TEACHING ENGLISH AS AN ADDITIONAL LANGUAGE\r\n<\/span>This course provides students with the foundations to facilitate language classes in contexts including ESL\/EAL, mainstream and foreign language classrooms. The course introduces a range of English language teaching approaches and methodologies and addresses techniques specific to teaching listening, speaking, writing, reading, vocabulary and grammar in an additional language.\r\n<\/span>PREREQUISITE: Education 4660\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4680 SCHOOL AND COMMUNITY\r\n<\/span>This course examines the historical and cultural roles of the rural school. Emphasis is placed on the evolving role of the school as a community resource centre.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4690 SPECIAL TOPICS\r\n<\/span>To create a category for uniquely titled courses offered by a department and put on the timetable as a \u201cspecial course\u201d on a one-time basis.\r\n<\/span>Hours of Credit: 1, 2 or 3 credit hours<\/span><\/p>\r\n

4710 ADMINISTRATION IN EDUCATION\r\n<\/span>This course is an introduction to the theory and practices of administration in education which includes an analysis of the nature of school organizations, effective administrative processes, the administrative structure of education on PEI, and legal issues in administration.\r\n<\/span>PREREQUISITE: Permission of the instructor\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4730 COMMUNICATIONS\r\n<\/span>An introductory course covering both interpersonal and group communication, aimed at teaching the student to think and to express ideas in lucid and well-defined terms. The emphasis will be on the workshop approach involving constant practice in the techniques of voice and speech, public speaking, classroom drama, and creative movement. This should encourage in the students a flexible and resourceful attitude, and help them to develop self-confidence, together with the awareness and sensitivity needed for teaching.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4740 TECHNOLOGY IN EDUCATION\r\n<\/span>This course provides an introduction to the integration of digital technologies into teaching and learning. The focus is on use of technology as a tool to support the school curriculum. Web-based communication and work with web-based resources is an essential component.\r\n<\/span>1 semester hour of credit<\/span><\/p>\r\n

4750 ADVANCED TECHNOLOGY IN EDUCATION\r\n<\/span>This course provides an opportunity to explore, develop and post web-based resources. Digital photography, digital video, and other emerging technologies are explored and applied within the educational context.\r\n<\/span>PREREQUISITE: Education 4740 or permission of instructor.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4760 FRENCH METHODS I\r\n<\/span>In this course, students explore the curriculum and teaching of core French in the intermediate and secondary schools. Students develop a variety of teaching methodologies in the area of core French.\r\n<\/span>PREREQUISITE: At least a minor in French, or permission of instructor.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4764 DIDACTIQUE DU FRAN\u00c7AIS I\r\nCe cours examine les principes de base de la didactique, les enjeux et les pratiques p\u00e9dagogiques de l'enseignement du fran\u00e7ais au niveau interm\u00e9diaire \/ secondaire dans le contexte des programmes d'immersion en fran\u00e7ais, de fran\u00e7ais de base et de fran\u00e7ais langue premi\u00e8re en milieu minoritaire. Les \u00e9tudiants participeront \u00e0 des activit\u00e9s d'\u00e9criture, d'expression orale, d'\u00e9coute, de lecture et de repr\u00e9sentation.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4790 COMP\u00c9TENCES LANGAGI\u00c8RES EN CONTEXT \u00c9DUCATIF-PARTIE 2\r\n<\/span>This course is a continuation of ED 4930. Participants will continue to enhance their language skills through the same type of activities as the previous course.\r\n<\/span>PREREQUISITE: ED 4930\r\n<\/span>Three semester hours of credit<\/span><\/p>\r\n

4800 TEACHING IN A CORE FRENCH, IMMERSION AND FRENCH FIRST LANGUAGE IN A MINORITY CONTEXT SETTING\r\n<\/span>In this course, students will examine the similarities and differences when teaching Core French, Immersion and French First language in a minority setting. This course will outline the guidelines and practices\/strategies used in each of these three setting in the public school system.\r\n<\/span>3 semester hours of credit<\/span><\/p>\r\n4805 ENSEIGNEMENT DU FRAN\u00c7AIS (LANGUE PREMI\u00c8RE ET LANGUE SECONDE) DANS LES CONTEXTES MINORITAIRES\r\nDans ce cours, les \u00e9tudiants examineront les similitudes et les diff\u00e9rences de l'enseignement dans les trois contextes : l'immersion en fran\u00e7ais, le fran\u00e7ais de base et le fran\u00e7ais langue premi\u00e8re en milieu minoritaire. Ce cours d\u00e9crira les lignes directrices et les pratiques \/ strat\u00e9gies utilis\u00e9es dans chacune de ces trois contextes dans le syst\u00e8me scolaire public.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4810 STATISTICS IN EDUCATION\r\n<\/span>This course is an introduction to descriptive and inferential statistics required to understand, interpret, express, and evaluate the results of measurement in education. Topics included are frequency distributions, histograms, frequency polygons, mean, median for grouped and raw data, normal distributions, standard deviation, normal approximation of a binomial random variable, random sampling and sampling distributions, estimation of means, confidence intervals, student distribution, small and large samples, one- and two-tail tests of hypotheses, correlation and regression, Chi-square test, analysis of variance.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4820 ASSESSMENT AND EVALUATION\r\n<\/span>This course examines the complexity of assessment by contrasting assessment theories with common practices in the classroom. Students explore the concept of a balanced assessment program that integrates formative and summative assessment practices. Students develop skills in creating a variety of assessment instruments (e.g., observation check-lists, tests, rubrics, portfolios). Issues and practices of large-scale assessment are also explored.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n4825 \u00c9VALUATION EN SALLE DE CLASSE\r\nCe cours examine la complexit\u00e9 de l'\u00e9valuation en comparant les th\u00e9ories d'\u00e9valuation avec les pratiques courantes en classe. Les \u00e9tudiants explorent le concept d'un programme d'\u00e9valuation \u00e9quilibr\u00e9 qui int\u00e8gre des pratiques d'\u00e9valuation formative et sommative. Les \u00e9tudiants d\u00e9veloppent des comp\u00e9tences dans la cr\u00e9ation d'une vari\u00e9t\u00e9 d'instruments d'\u00e9valuation. Les probl\u00e8mes et les pratiques d'\u00e9valuation \u00e0 grande \u00e9chelle sont \u00e9galement explor\u00e9s.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4850 P\u00c9DAGOGIE EN IMMERSION: LES PRINCIPES DE BASE\r\n<\/span>This course explores the general pedagogical principles and techniques of content-based teaching in French Immersion at all levels. Topics covered include development of language skills, thematic teaching in immersion, integrating form and content in immersion, and strategy instruction in immersion. This course is taught entirely in French and students are required to complete all assignments in French.\r\n<\/span>PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years. Students must also meet the minimum standard, as determined by the Faculty of Education, on a French proficiency test administered before admission to the program.<\/span><\/p>\r\n

4860 DIDACTIQUE DU FRAN\u00c7AIS LANGUE SECONDE: UNE INTRODUCTION\r\n<\/span>This course explores the general pedagogical principles and techniques of communicative-experiential teaching in core and immersion French programs at all levels. Topics covered include three-stage lesson planning, personalization, pedagogical grammar, and culture teaching. This course is taught entirely in French and students are required to complete all assignments in French.\r\n<\/span>PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years.<\/span><\/p>\r\n

4870 L\u2019ACQUISITION DES LANGUES SECONDES\r\n<\/span>This course explores students\u2019 past experiences and beliefs about language learning and teaching, principal theories related to second language acquisition, and practical applications of theory to classroom contexts in French Immersion and core French at all levels. This course is taught entirely in French and students are required to complete all assignments in French.\r\n<\/span>PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years or with instructor\u2019s permission.\r\n2.5 credit course<\/span><\/p>\r\n

4880 <\/span>LITT\u00c9RATIE I\r\n<\/span>This course introduces students to the general pedagogical principles and techniques of literacy development in French first and second language contexts at the early, middle and senior years. Using materials available in schools and applying appropriate methods and assessment techniques, students design programs and activities based on the learning outcomes in the Atlantic Provinces Education Foundation French Immersion Curriculum. This course is taught entirely in French and all assignments are completed in French.\r\n<\/span>Three hours a week<\/span><\/p>\r\n4884 DIDACTIQUE DU FRAN\u00c7AIS II\r\nDans ce cours, les \u00e9tudiants examineront les similitudes et les diff\u00e9rences de l'enseignement dans les trois contextes : l'immersion en fran\u00e7ais, le fran\u00e7ais de base et le fran\u00e7ais langue premi\u00e8re en milieu minoritaire. Ce cours d\u00e9crira les lignes directrices et les pratiques \/ strat\u00e9gies utilis\u00e9es dans chacune de ces trois contextes dans le syst\u00e8me scolaire public.\r\nCours \u00e0 3 cr\u00e9dits\r\n\r\n4885 LITT\u00c9RATIE I\r\nCe cours initie les \u00e9tudiants aux principes p\u00e9dagogiques g\u00e9n\u00e9raux et aux techniques de d\u00e9veloppement de la litt\u00e9ratie dans les contextes du fran\u00e7ais langues premi\u00e8re et seconde \u00e0 l'\u00e9l\u00e9mentaire, \u00e0 l'interm\u00e9diaire et au secondaire. En utilisant les documents disponibles dans les \u00e9coles et en appliquant des m\u00e9thodes et des techniques d'\u00e9valuation appropri\u00e9es, les \u00e9tudiants con\u00e7oivent des programmes et des activit\u00e9s en fonction des r\u00e9sultats d'apprentissage du programme d'immersion en fran\u00e7ais de la Fondation pour l'\u00e9ducation des provinces atlantiques.\r\nCours \u00e0 3 cr\u00e9dits\r\n\r\n4888 LITT\u00c9RATIE - \u00c9DUCATION EN FRAN\u00c7AIS II (Interm\u00e9diaire\/Secondaire)\r\nThis course allows students to continue to explore the theoretical foundations and practices in the field of literacy. Students build their understanding of reading and writing processes by exploring the characteristics, needs, and practices that are unique to learners who are in the process of becoming autonomous or advanced on the development continuum of readers and writers. Students continue to learn the components of an effective literacy program, including those that allow for instructional differentiation, such as writing and reading workshops and reading circles \/ clubs. In addition, students appropriate practices and resources that develop literacy skills and competencies across subject areas.\r\nPREREQUISITE: Education 4880\r\n3 credit course\r\n\r\n4890 <\/span>LITT\u00c9RATIE II (PRIMAIRE-\u00c9L\u00c9MENTAIRE)\r\n<\/span>This course explores and deepens students\u2019 understanding of the pedagogical principles and techniques of literacy development in French first and second language contexts at the early, middle and senior years. Using materials available in schools and applying appropriate methods and assessment techniques, students design programs and activities based on the learning outcomes in the Atlantic Provinces Education Foundation French Immersion Curriculum. This course is taught entirely in French and all assignments are completed in French.\r\n<\/span>PREREQUISITE: Education 4880\r\n3 credit course<\/span>\r\n\r\n4893 LITT\u00c9RATIE II\r\nCe cours explore et approfondit la compr\u00e9hension des \u00e9tudiants des principes p\u00e9dagogiques et des techniques de d\u00e9veloppement de la litt\u00e9ratie dans les contextes du fran\u00e7ais langue premi\u00e8re et langue seconde aux niveaux primaire \/ \u00e9l\u00e9mentaire et interm\u00e9diaire \/ secondaire. \u00c0 l'aide du mat\u00e9riel disponible dans les \u00e9coles et en appliquant des m\u00e9thodes et des techniques d'\u00e9valuation appropri\u00e9es, les \u00e9l\u00e8ves con\u00e7oivent des programmes et des activit\u00e9s en fonction des r\u00e9sultats d'apprentissage du programme d'immersion en fran\u00e7ais de la Fondation pour l'\u00e9ducation des provinces atlantiques.\r\nPR\u00c9ALABLE: \u00c9ducation 4885\r\nCours \u00e0 3 cr\u00e9dits\r\n\r\n4900\u00a0INT\u00c9GRATION DE LA LANGUE AU CONTENU\r\nThis course will provide a foundation for the integration of language and content taught in French first and second language programs. Through examination and application of different models, students will develop competence in the integration of context and language.\r\n\r\n4904 INT\u00c9GRATION DE LA LANGUE AU CONTENU\r\nCe cours jettera les bases de l'int\u00e9gration de la langue et du contenu dans les programmes de fran\u00e7ais langue premi\u00e8re et seconde. En examinant et en appliquant diff\u00e9rents mod\u00e8les, les \u00e9tudiants d\u00e9velopperont leurs comp\u00e9tences en mati\u00e8re d'int\u00e9gration du contexte et de la langue.\r\nCours \u00e0 3 cr\u00e9dits\r\n

4910 SOCIOLOGY OF EDUCATION\r\n<\/span>This course involves an analysis of the reciprocal relations between school and society. It examines the influence of political and economic structures in shaping the education systems of various societies, as well as the relevance of different types of schooling in facilitating political and economic participation and cultural enrichment. Empirical attention is given to societies at various levels of general development, with particular emphasis on Canada.\r\n<\/span>PREREQUISITE: A university degree or two courses in Sociology and at least third year status or permission of the instructor\r\n<\/span>Three hours a week<\/span><\/p>\r\n

4930 FRENCH LANGUAGE PROFICIENCY IN A SCHOOL SETTING\/LES COMP\u00c9TENCES LANGAGI\u00c8RES EN CONTEXTE \u00c9DUCATIF\r\n<\/span>This course will provide current and future teachers of French as an additional language with the opportunity to enhance their language skills. This will be accomplished through speaking, listening, reading, writing, and viewing. The course will also include a grammar component. Activities will be of a reflective, interactive, and practical nature.\r\n<\/span>3 semester hours of credit<\/span><\/p>\r\n4950 INQUIRY AND ACTION I\r\nThrough on-campus seminars and five weeks of school placement, students will observe,\u00a0 experience and reflect upon the various roles and responsibilities that a teacher has within the classroom and school and the impact of teaching on learners. They will begin to plan and teach lessons under the guidance of mentor teachers. Using an ePortfolio, they will begin to document their personal and professional growth as\r\neducators.\r\nThree hours a week\r\n

4960 TEACHING PRACTICES I\r\n<\/span>Through on-campus seminars, and nine weeks of in-school observation and school experience, students will gain in-class experience in organizing and managing a classroom, and planning and teaching effective lessons. They will use strategies developed in coursework to facilitate and assess student learning. Feedback from the mentor teacher and faculty advisor will inform self-assessment and personal and professional growth. Students, using an ePortfolio, will document their personal and professional growth as educators.\r\n<\/span>6 credit course<\/span><\/p>\r\n4961 PREPARATION FOR THE TEACHING PROFESSION I<\/span>\r\nThrough a series of seminars, students will prepare for the role for a professional career. Topics will include teaching philosophy, classroom management and organization, teacher resilience, legal and ethical responsibilities, preparation for in-school experience, teacher certification, resume writing, questioning and presentation skills.<\/span>\r\nThree credit hours<\/span>\r\n\r\n4962 PRACTICUM I<\/span>\r\nStudents will complete a 9 week teaching placement in a PEI public school with the guidance of a practicum Faculty advisor and a host mentor teacher. Students undertake planning and teaching effective lessons, develop personal classroom management strategies, and use strategies from methods courses to facilitate and assess student learning. Feedback from the host mentor teacher and faculty advisor will inform self- assessment and personal professional growth.<\/span>\r\nThree credit hours<\/span>\r\n\r\n4965 PR\u00c9PARATION \u00c0 LA PROFESSION ENSEIGNANTE I\r\nPar l\u2019entremise d\u2019une s\u00e9rie de s\u00e9minaires, les \u00e9tudiantEs se pr\u00e9pareront \u00e0 exercer la profession enseignante. Les sujets abord\u00e9s comprendront la philosophie de l\u2019enseignement, la gestion et l\u2019organisation de la classe, la r\u00e9silience du personnel enseignant, les responsabilit\u00e9s juridiques et \u00e9thiques, la pr\u00e9paration \u00e0 l\u2019exp\u00e9rience en milieu scolaire, la certification en enseignement, la r\u00e9daction du curriculum vit\u00e6, ainsi que les techniques de questionnement et de pr\u00e9sentation.\r\nTrois heures-cr\u00e9dits\r\n\r\n4966 STAGE I\r\nLes \u00e9tudiantes effectueront un stage de 9 semaines dans une \u00e9cole publique de l\u2019\u00cele-du-Prince-\u00c9douard, sous la supervision de la Facult\u00e9 et d\u2019une personne enseignante associ\u00e9e. Les \u00e9tudiantEs s\u2019engageront dans la planification et l\u2019enseignement de le\u00e7ons efficaces, d\u00e9velopperont des strat\u00e9gies personnelles de gestion de classe et mettront en pratique des approches issues des cours de didactique afin de favoriser et d\u2019\u00e9valuer les apprentissages des \u00e9l\u00e8ves. La r\u00e9troaction de la personne enseignante associ\u00e9e et de lu superviseur(e) de stage contribuera \u00e0 l'auto\u00e9valuation et au d\u00e9veloppement professionnel personnel.\r\nTrois heures-cr\u00e9dits\r\n

4970 TEACHING PRACTICES II\r\n<\/span>On-campus seminars and eleven weeks of practicum placement will deepen their knowledge and practice required to meet the diverse learning needs of students within the classroom setting. Students effectively plan, implement, and assess adaptations and modifications required for optimal learning by individuals and the entire group. Students will further develop skills in classroom management and organization. In addition, the seminars will assist students in preparing for their chosen profession. ePortfolios will be completed and presented to meet course and program requirements.\r\n<\/span>6 credit course<\/span><\/p>\r\n4971 PREPARATION FOR THE TEACHING PROFESSION II\r\nThrough a series of seminars, students will continue preparing for a professional career in education. Topics from ED 4961 will continue to be developed and will also include job interviews, student referrals and supports, and relationships within schools and community.\r\nThree credit hours\r\n\r\n4972 PRACTICUM II\r\nStudents will complete a 10 week teaching placement with the guidance of a Faculty practicum advisor and a host mentor. Students will further develop planning and teaching effective lessons, themes and unit plans, personal classroom management skills, and assessment.\r\nPREREQUISITE:\u00a0 Education 4961, Education 4962, and Education 4971, or permission from the Dean.\r\nThree credit hours\r\n\r\n4975 PR\u00c9PARATION \u00c0 LA PROFESSION ENSEIGNANTE II\r\nPar l\u2019entremise d\u2019une s\u00e9rie de s\u00e9minaires, les \u00e9tudiantEs poursuivront leur pr\u00e9paration \u00e0 une carri\u00e8re professionnelle en \u00e9ducation. Les th\u00e8mes abord\u00e9s dans le cours ED 4965 continueront d\u2019\u00eatre approfondis et comprendront \u00e9galement les entrevues d\u2019embauche, les r\u00e9f\u00e9rences et soutiens aux \u00e9l\u00e8ves, ainsi que les relations au sein des \u00e9coles et de la communaut\u00e9.\r\nTrois heures-cr\u00e9dits\r\n\r\n4976 STAGE II\r\nLes \u00e9tudiantEes effectueront un stage de 10 semaines sous la supervision de la Facult\u00e9 et d\u2019une personne enseignante associ\u00e9e. Les \u00e9tudiantEs poursuivront le d\u00e9veloppement de leurs comp\u00e9tences en planification et en enseignement de le\u00e7ons efficaces, en \u00e9laboration de th\u00e8mes et de plans d\u2019unit\u00e9, en gestion de classe, ainsi qu\u2019en \u00e9valuation.\r\nPR\u00c9ALABLE : Education 4965, Education 4966 et Education 4975, ou permission de la doyenne ou du doyen.\r\nTrois heures-cr\u00e9dits\r\n

4980 ADVOCACY II \u2013 BECOMING A PROFESSIONAL\r\n<\/span>On-campus seminars and six weeks of practicum placement will prepare students for professional certification in contexts chosen to deepen their knowledge and practice. ePortfolios will be completed and presented to meet course and program requirements.\r\n<\/span>PREREQUISITE: Education 4970\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5090 FOUNDATIONS OF TRANSFORMATIONAL LEADERSHIP IN NUNAVUT EDUCATION\r\n<\/span>This course reviews the history and world view of the Inuit, with particular emphasis on culture, educational history, struggles with power and privilege, beliefs, values, and principles relevant to Nunavut. Traditional and contemporary views on leadership are studied as participants develop a deeper understanding of the cultural context in which they live and work as educational leaders. Participants examine the directions and philosophies established in Nunavut, including ties to the environment and practices that facilitate transformational educational leadership.\r\n<\/span>Three semester hours<\/span><\/p>\r\n

5110 PROACTIVE INSTRUCTIONAL LEADERSHIP IN NUNAVUT COMMUNITIES\r\n<\/span>The responsibilities, roles, and tasks of principals and other educational leaders are explored as they relate to the creation of a positive, inclusive, collaborative, and culturally responsive school community. The role of leadership in teaching and learning and building positive relationships, both in and outside school, is examined as a key factor in facilitating the academic achievement and well-being of learners. A variety of culturally appropriate facilitation strategies are introduced as participants analyze the legal, moral, ethical and policy rights of learners and educators in maintaining and strengthening culture and language and promoting success in schools, the local community, and the world beyond.\r\n<\/span>Three semester hours<\/span><\/p>\r\n

5120 EDUCATIONAL LEADERSHIP\u2014ENGAGING NUNAVUT PARENTS, ELDERS, AND COMMUNITY\r\n<\/span>This course focuses on the development of collaborative relationships, positive communication, and empowerment of parents, elders, and community members who lead, support, and guide education in Nunavut. Participants discuss approaches that respond to and involve the community, and build accountability in ways that are transparent and reciprocal. The involvement of the extended community in the daily life and long-term vision of the school provides a central focus as participants reflect on, and write about, the process of creating collaborative learning communities with parents, caregivers, and elders based on cultural values, beliefs, and principles.\r\n<\/span>Three semester hours<\/span><\/p>\r\n

5130 LEADERSHIP OF THE SCHOOL IMPROVEMENT PROCESS IN NUNAVUT COMMUNITIES\r\n<\/span>Policy implementation, supervision of teaching and the leadership of learning, staff evaluation, and program accountability play a key role in transformational educational leadership and are a major focus in this course. Participants discuss and write extensively about policy implementation that is culturally and linguistically responsive in promoting learning. Participants are challenged to develop skill sets they require to involve the community and parents in developing and implementing a vision for education based on current policies.\r\n<\/span>Three semester hours<\/span><\/p>\r\n

5140 REFLECTIVE PRACTICE IN EDUCATIONAL LEADERSHIP FOR NUNAVUT\r\n<\/span>Participants propose, develop, and implement an approved reflective inquiry project based on their own educational practice.\r\n<\/span>Three semester hours\r\n<\/span><\/p>\r\nED 5141 ACTION RESEARCH AND REFLECTIVE PRACTICE IN NUNAVUT EDUCATION (DESIGN)\r\nParticipants design and develop a reflective practice and\/or action research project. The course will focus on developing action research and reflective practice approaches leading to the development of a Government of Nunavut approved research project plan (literature review, methodology, and ethics approval), which would be conducted in ED 5142.\r\nOne semester hour\r\n\r\nED 5142 ACTION RESEARCH AND REFLECTIVE PRACTICE IN NUNAVUT EDUCATION (IMPLEMENTATION)\r\nParticipants conduct an approved reflective practice and\/or action research project. The course will consist of highly individualized online instruction where instructors support participants in the implementation of their research projects through local District Education Authority approvals, intervention implementation, data collection, analysis and academic report writing, with the final dissemination of results conducted in ED 5143.\r\nPREREQUISITE:\u00a0 ED 5141\r\nOne semester hour\r\n\r\nED 5143\u00a0 ACTION RESEARCH AND REFLECTIVE PRACTICE IN NUNAVUT EDUCATION (COMMUNICATION)\r\nParticipants disseminate and defend the findings from their research project as a means of evaluating their own Educational Leadership.\r\nPREREQUISITE:\u00a0 ED 5142\r\nOne semester hour\r\n

5590 SPECIAL TOPICS IN EDUCATION\r\n<\/span>In this course, students investigate special topics in the field of education. Permission of the Coordinator of Graduate Studies and the Dean is required.\r\n<\/span>Hours of Credit: 1, 2 or 3 credit hours<\/span><\/p>\r\n

5730 CHILDREN\u2019S LITERATURE IN EDUCATION\r\n<\/span>An introduction to, and survey of, children\u2019s literature with emphasis on contemporary books written for children. These include picture books, fiction, and nonfiction with special consideration of Canadian titles. Students examine, read, evaluate, and discuss different forms of literature and various genres of fiction, as well as the ways children\u2019s literature is integrated into contemporary school curriculum.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5740 YOUNG ADULT LITERATURE\r\n<\/span>An introduction to young adult literature with emphasis on contemporary books written for adolescents. These include picture books, fiction, and nonfiction with special consideration of Canadian titles. Students examine, read, evaluate, and discuss young adult books and explore the ways young adult literature is integrated into contemporary school curriculum.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5750 ORGANIZATION AND MANAGEMENT OF LEARNING RESOURCES\r\n<\/span>This course provides opportunities to consider principles of analysis, appraisal, and review of learning resources. Students develop criteria for evaluating and selecting a wide range of both print and non-print learning resources, and to formulate policies and procedures for the selection of learning resources to support the instructional program in the school.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5810 THE INCLUSIVE CLASSROOM\r\n<\/span>Teachers examine the emergence of inclusive education and explore the history of services to children with special needs and attitudes teachers bring to the classroom. Recent research and practice in inclusive education is explored by the students.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5820 ASSESSMENT OF INDIVIDUAL LEARNERS\r\n<\/span>Teachers are introduced to individualized educational assessment of children with learning needs and become familiar with a variety of assessment tools and their implementation.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

5830 DIFFERENTIATION AND INDIVIDUALIZED INSTRUCTION\r\n<\/span>This course introduces teachers to differentiation of curriculum and a variety of teaching methods for learners with exceptional needs, as well as the components and implementation of an individualized educational plan.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5840 LEADERSHIP AND COLLABORATION\r\n<\/span>Teachers explore inclusive teaming and classroom consultation as methods to promote inclusive education. Leadership traits required to facilitate the development of an inclusive school is also explored.\r\n<\/span>Three hours a week<\/span><\/p>\r\n

5850 IMPROVING LANGUAGE AND LITERACY ACHIEVEMENT\r\n<\/span>This course looks at strategies teachers can employ to develop language and literacy skills in the students in their classrooms. Current research in this area is presented and critiqued.\r\n<\/span>Three hours a week\r\n<\/span><\/p>\r\n

5910 DIRECTED STUDIES\r\n<\/span>In this course, individual students pursue a special topic or issue in education. Before approval is granted, each student must prepare a detailed outline of the contents of the course, and obtain the consent of a faculty member to supervise the work.\r\n<\/span>PREREQUISITE\/CO-REQUISITE: Permission of the Dean and Coordinator of Graduate Studies, and permission of instructor.\r\n<\/span>Three semester hours of credit<\/span><\/p>","rendered":"

http:\/\/upei.ca\/education<\/span><\/a><\/p>\n

Education Faculty<\/strong><\/span><\/p>\n

Ray Doiron, Professor Emeritus
\nMartha Gabriel, Professor Emerita
\nTim Goddard, Professor Emeritus
\nMiles Turnbull, Professor, Dean<\/span><\/span><\/div>\n
Tess Miller, Professor
\n<\/span>Linyuan Guo, Associate Professor
\nRonald MacDonald, Associate Professor
\n<\/span><\/div>\n
Alexander McAuley, Associate Professor
\nLyndsay Moffatt, Associate Professor
\nKathy Snow, Associate Professor
\n<\/span>Sean Wiebe, Associate Professor
\nGabriela Arias de Sanchez, Assistant Professor
\nElizabeth Blake, Assistant Professor<\/span><\/div>\n
Anne Marie Fitzgerald, Assistant Professor
\nRachelle Gauthier, Assistant Professor
\n<\/span>Carolyn Thorne, Assistant Professor
\n<\/span>Aurelia Di Santo, Adjunct Professor
\n<\/span>Tim Goddard, Adjunct Professor
\n<\/span>Robin Quantick, Adjunct Professor
\nCarol Rowan, Adjunct Professor
\nKate Tilleczek, Adjunct Professor
\nCharlene Vanleeuwen, Adjunct Professor
\n<\/span>Lori Weeks, Adjunct Professor<\/div>\n
<\/div>\n

Bachelor of Education<\/h1>\n
\n

Twelve-Month Post-Degree Bachelor of Education<\/strong><\/h3>\n

The Bachelor of Education (BEd) is a 12-month post-degree program consisting of 20 three-hour credit courses in education. This program is designed to provide the variety of courses and extended field experiences through which students can develop the knowledge and skills needed to teach in the modern classroom. It is the opportunity for students to focus their studies in Primary\/Elementary (K – 6) or Intermediate\/Senior (7-12) and in International, Indigenous, or Adult and Workplace Education.<\/p>\n

DEGREE REQUIREMENTS<\/strong>
\nThe following regulations govern students\u2019 progression through the program:<\/p>\n

PROFESSIONAL CONDUCT<\/strong>
\n1. While on practicum, students will adhere to the professional code of conduct for the jurisdiction in which they are on placement (i.e., the PEITF Code of Conduct if placed in a publicly funded school on Prince Edward Island).<\/p>\n

2.In the event of a reported transgression of the relevant code of conduct, the student\u2019s alleged behaviour will be reviewed by the leadership team for the Bachelor of Education programs and the Dean.Consequences could include a warning, suspension or dismissal from the program, depending on the seriousness of the transgression and whether a repeat offence is at play. A student dismissed from the program is immediately withdrawn from the University and would not be eligible for re-admission to the program.<\/p>\n

ACADEMIC AND PRACTICUM PERFORMANCE<\/strong>
\n3. Students must successfully complete all coursework prior to commencing practicum. In extenuating circumstances, an incomplete grade may be provided to the student and permission to begin practicum may be granted by the Dean following consultation with the the leadership team for the Bachelor of Education programs and instructor(s) of the incomplete course(s).<\/p>\n

4. Attendance: Students are expected to attend scheduled classes, seminars, workshops, practicum placements, and other academic activities that are offered by the program. This includes in-person and virtual sessions, as well as any scheduled group or individual learning activities. In cases of medical emergencies or other exceptional circumstances, students are required to contact the instructor and program Coordinator as soon as possible to discuss possible accommodations. If a student has two absences (6 hours of class time), the student will meet with the instructor and the coordinator to work out an action plan for success. Continued absences from class may lead to course failure.<\/p>\n

5. Assignment of an Incomplete grade: If a student is unable to complete all assignments within the normal course timeframe or if a student is unable to meet the required competencies or required number of days in the practicum, and if there are extenuating circumstances, then a student may have the opportunity to make up missed coursework in collaboration with the course instructor. or may negotiate extra time to meet the required practicum elements, including the required number of practicum days. Make-up coursework must be submitted to the instructor within an agreed amount of time, normally before the beginning of the next practicum session.<\/p>\n

6. Pass\/Fail: Students are required to successfully complete all assessments to achieve a PASS for any course in the B. Ed programs. A PASS in the Bachelor of Education is deemed equivalent to at least 80% in a numerical grading system. A student must pass all courses, including practicum courses, to earn the Bachelor of Education degree. If a student fails a course, then the student will need to take the course again in the following year and pay the course fee.<\/p>\n

ACADEMIC PROGRESSION<\/strong>
\n7. Academic Warning: Students who fail one B.Ed course will be placed on an academic warning for the remainder of the program. While no restrictions will be placed on their course load, an action plan aimed at supporting the student\u2019s success will be negotiated with the B.Ed leadership team and the Dean.<\/p>\n

8. Academic Suspension: Students who fail two or more B.Ed courses will be suspended from the program. Students who have been suspended from the B.Ed program are eligible for re-admission to the program after at least one year. Reapplication must be made to the Registrar\u2019s Office. Students who are permitted to return to the B.Ed. program at UPEI return with a supportive action plan. Students placed on Academic Suspension a second time will not normally be considered for re-admission for at least two full years following the second suspension.<\/p>\n

9. Appeal: The conditions of academic suspension are subject to appeal to the Senate Academic and Student Discipline Appeals Committee.<\/p>\n

REQUIRED COURSES:<\/strong><\/p>\n

PRIMARY\/ELEMENTARY CONCENTRATION (K – 6)
\n<\/strong><\/span>INTERMEDIATE\/SENIOR CONCENTRATION (7 – 12)<\/strong><\/p>\n<\/div>\n

\n

ED 4030 The Arts and Social Transformation
\nED 4110 Learners and Learning
\nED 4150 The Diverse and Inclusive Classroom
\nED 4200 Teaching for Science, Technology, Math, and Engineering (STEM)
\nED 4490 Introduction to Indigenous Education
\nED 4640 Educating for Global Citizenship
\nED 4660 Principles and Practices of Teaching English as Another Language
\nED 4820 Assessment and Evaluation
\nED 4961 Preparation for the Teaching Profession I
\nED 4962 Practicum I
\nED 4971 Preparation for the Teaching Profession II
\nED 4972 Practicum II<\/p>\n<\/div>\n


\n<\/span>PRIMARY\/ELEMENTARY CONCENTRATION (K – 6)<\/strong><\/span><\/div>\n
ED 4220 Mathematics for Teachers
\nED 4230 Primary\/Elementary Mathematics I
\nED 4245 Inquiry-Based Methods in Science and Social Studies<\/span><\/span><\/div>\n
ED 4280 Primary\/Elementary Mathematics II<\/span><\/div>\n
ED 4320 Primary\/Elementary language and Literacies and Multiliteracies I<\/span><\/div>\n
ED 4330 Literacy and Multiliteracies in the Early Years II
\n<\/span><\/span>ED 4336 Developing Learning and Play in the Early Years (Ages 0-8)<\/span><\/div>\n
ED 4480 Social Emotional Learning and Children\u2019s Mental Health<\/span><\/div>\n

\n<\/span><\/span>INTERMEDIATE\/SENIOR CONCENTRATION (7 – 12)<\/strong><\/span><\/div>\n
ED 4130 Multiliteracies Across the Curriculum<\/span><\/div>\n
ED 4420 Adolescent Social & Emotional Health
\nED 4530 Curriculum and Pedagogy
\n<\/span><\/span>ED 4630 Perspectives on Culture and Society in Education<\/span><\/div>\n

\nStudents take 4 of:<\/strong><\/span><\/div>\n
ED 4260 Intermediate\/Senior Mathematics I<\/span><\/div>\n
ED 4270 Intermediate\/Senior Mathematics II<\/span><\/div>\n
ED 4360 Intermediate\/Senior English I<\/span><\/div>\n
ED 4370 Intermediate\/Senior English II<\/span><\/div>\n
ED 4460 Intermediate\/Senior Science I<\/span><\/div>\n
ED 4470 Intermediate\/Senior Science II<\/span><\/div>\n
ED 4560 Intermediate\/Senior Social Studies I<\/span><\/div>\n
ED 4570 Intermediate\/Senior Social Studies II<\/span><\/div>\n

\nSTUDY FOCI
\n<\/strong>Students may complete a study focus in International, Indigenous, or Adult Education by completing a six-week practicum in the specified area and one course beyond the 20 required for the BEd as outlined below:<\/span><\/div>\n
\n

INTERNATIONAL EDUCATION<\/strong>
\nED 4620 International Education<\/p>\n

INDIGENOUS EDUCATION<\/strong>
\nED 4510 Integrating Indigenous Themes in the Curriculum K-12<\/p>\n

ADULT EDUCATION<\/strong>
\nOne of the following:
\n\u2022 ED 3630 The Adult Learner
\n\u2022 ED 3640 Assessment of Adult Learning
\n\u2022 ED 3680 Curriculum Development
\n\u2022 ED 3730 Inclusion and Differentiation in Adult Learning<\/p>\n

 <\/p>\n

Bachelor of Education\u2014fran\u00e7ais langue seconde<\/strong><\/p>\n<\/div>\n

This unique program will provide the variety of courses, French language and cultural experiences and extended field experiences through which students can develop the knowledge and skills needed to teach in modern French Second Language classrooms. This program also provides students an opportunity to focus their studies in the primary\/elementary or intermediate\/senior cohorts.<\/p>\n

Students must pass all courses to graduate with a Bachelor of Education-fran\u00e7ais langue seconde.<\/p>\n

DEGREE REQUIREMENTS<\/strong>
\nThe following regulations govern students\u2019 progression through the program:<\/p>\n

PROFESSIONAL CONDUCT<\/strong>
\n1. While on practicum, students will adhere to the professional code of conduct for the jurisdiction in which they are on placement (i.e., the PEITF Code of Conduct if placed in a publicly funded school on Prince Edward Island).<\/p>\n

2.In the event of a reported transgression of the relevant code of conduct, the student\u2019s alleged behaviour will be reviewed by the leadership team for the Bachelor of Education programs and the Dean.Consequences could include a warning, suspension or dismissal from the program, depending on the seriousness of the transgression and whether a repeat offence is at play. A student dismissed from the program is immediately withdrawn from the University and would not be eligible for re-admission to the program.<\/p>\n

ACADEMIC AND PRACTICUM PERFORMANCE<\/strong>
\n3. Students must successfully complete all coursework prior to commencing practicum. In extenuating circumstances, an incomplete grade may be provided to the student and permission to begin practicum may be granted by the Dean following consultation with the the leadership team for the Bachelor of Education programs and instructor(s) of the incomplete course(s).<\/p>\n

4. Attendance: Students are expected to attend scheduled classes, seminars, workshops, practicum placements, and other academic activities that are offered by the program. This includes in-person and virtual sessions, as well as any scheduled group or individual learning activities. In cases of medical emergencies or other exceptional circumstances, students are required to contact the instructor and program Coordinator as soon as possible to discuss possible accommodations. If a student has two absences (6 hours of class time), the student will meet with the instructor and the coordinator to work out an action plan for success. Continued absences from class may lead to course failure.<\/p>\n

5. Assignment of an Incomplete grade: If a student is unable to complete all assignments within the normal course timeframe or if a student is unable to meet the required competencies or required number of days in the practicum,and if there are extenuating circumstances, then a student may have the opportunity to make up missed coursework in collaboration with the course instructor. or may negotiate extra time to meet the required practicum elements, including the required number of practicum days. Make-up coursework must be submitted to the instructor within an agreed amount of time, normally before the beginning of the next practicum session.<\/p>\n

6. Pass\/Fail: Students are required to successfully complete all assessments to achieve a PASS for any course in the B. Ed programs. A PASS in the Bachelor of Education is deemed equivalent to at least 80% in a numerical grading system. A student must pass all courses, including practicum courses, to earn the Bachelor of Education degree. If a student fails a course, then the student will need to take the course again in the following year and pay the course fee.<\/p>\n

ACADEMIC PROGRESSION<\/strong>
\n7. Academic Warning: Students who fail one B.Ed course will be placed on an academic warning for the remainder of the program. While no restrictions will be placed on their course load, an action plan aimed at supporting the student\u2019s success will be negotiated with the B.Ed leadership team and the Dean.<\/p>\n

8. Academic Suspension: Students who fail two or more B.Ed courses will be suspended from the program. Students who have been suspended from the B.Ed program are eligible for re-admission to the program after at least one year. Reapplication must be made to the Registrar\u2019s Office. Students who are permitted to return to the B.Ed. program at UPEI return with a supportive action plan. Students placed on Academic Suspension a second time will not normally be considered for re-admission for at least two full years following the second suspension.<\/p>\n

9. Appeal: The conditions of academic suspension are subject to appeal to the Senate Academic and Student Discipline Appeals Committee.<\/p>\n

REQUIRED COURSES<\/strong><\/span>:<\/strong><\/span><\/p>\n

PRIMARY\/ELEMENTARY CONCENTRATION<\/strong><\/span><\/p>\n

ED 4035 Int\u00e9gration des arts
\nED 4065 Comprendre la sant\u00e9 sociale et \u00e9motionnelle chez les \u00e9l\u00e8ves
\nED 4115 Apprenants et apprentissage
\nED 4155 Inclusion en salle de classe
\nED 4205 Enseignement des sciences, des technologies, de l\u2019ing\u00e9nierie et des math\u00e9matiques (STIM)
\nED 4223 Math\u00e9matiques pour les enseignant(e)s
\nED 4233 Didactique des math\u00e9matiques au primaire I
\nED 4243 Didactique par l\u2019enqu\u00eate en sciences et en sciences humaines
\nED 4283 Didactique des math\u00e9matiques au primaire II
\nED 4333 D\u00e9veloppement de l\u2019apprentissage et du jeu (0 \u00e0 8 ans)
\nED 4495 Introduction \u00e0 l\u2019\u00e9ducation autochtone
\nED 4635 Culture et soci\u00e9t\u00e9
\nED 4825 \u00c9valuation en salle de classe
\nED 4805 Enseignement du fran\u00e7ais (langue premi\u00e8re et langue seconde) dans les contextes minoritaires.
\nED 4885 Litt\u00e9ratie I
\nED 4893 Litt\u00e9ratie II (primaire-\u00e9l\u00e9mentaire)
\nED 4965 Pr\u00e9paration pour le professionnel de l\u2019enseignement I
\nED 4965 Stage I
\nED 4975 Pr\u00e9paration pour le professionnel de l\u2019enseignement II
\nED 4976 Stage II<\/p>\n

INTERMEDIATE\/SENIOR CONCENTRATION (7-12)<\/strong>
\nED 4035 Int\u00e9gration des arts
\nED 4065 Comprendre la sant\u00e9 sociale et \u00e9motionnelle chez les \u00e9l\u00e8ves
\nED 4115 Learners and Learning
\nED 4155 Inclusion en salle de classe
\nED 4205 Enseignement des sciences, des technologies, de l\u2019ing\u00e9nierie et des math\u00e9matiques (STIM)
\nED 4495 Introduction \u00e0 l\u2019\u00e9ducation autochtone
\nED 4635 Culture et soci\u00e9t\u00e9
\nED 4644 \u00c9duquer \u00e0 la citoyennet\u00e9 mondiale
\nED 4805 Enseignement du fran\u00e7ais (langue premi\u00e8re et langue seconde) dans les contextes minoritaires.
\nED 4825 \u00c9valuation en salle de classe
\nED 4885 Litt\u00e9ratie I
\nED 4904 Int\u00e9gration de la langue au contenu
\nED 4965 Pr\u00e9paration pour le profession d\u2019enseignement I
\nED 4966 Stage I
\nED 4975 Pr\u00e9paration pour le profession d\u2019enseignement II
\nED 4976 Stage II<\/p>\n

INTERMEDIATE\/SENIOR CONCENTRATION (7-12) will take 4 of the following:<\/strong>
\nED 4564 Didactique des sciences humaines I
\nED 4574 Didactique des sciences humaines II
\nED 4264 Didactique des math\u00e9matiques I
\nED 4274 Didactique des math\u00e9matiques II
\nED 4364 Didactique de l’anglais I
\nED 4374 Didactique de l’anglais II
\nED 4464 Didactique des sciences I
\nED 4474 Didactique des sciences II
\nED 4764 Didactique du fran\u00e7ais I
\nED 4884 Didactique du fran\u00e7ais II<\/p>\n

STUDY FOCI:<\/strong>
\nStudents may complete a study focus in International, Indigenous, or Adult Education by completing a six-week practicum in the specified area and one course beyond the 20 required for the BEd as outlined below:<\/p>\n

INTERNATIONAL EDUCATION<\/strong>
\nED 4620 International Education<\/p>\n

INDIGENOUS EDUCATION<\/strong>
\nED 4510 Integrating Indigenous Themes in the Curriculum K-12<\/p>\n

ADULT EDUCATION<\/strong>
\nOne of the following:
\n\u2022 ED 3630 The Adult Learner
\n\u2022 ED 3640 Assessment of Adult Learning
\n\u2022 ED 3680 Curriculum Development
\n\u2022 ED 3730 Inclusion and Differentiation in Adult Learning<\/p>\n

POST-DEGREE CERTIFICATES<\/strong><\/p>\n

C<\/strong>ertificate in <\/strong>A<\/strong>dult <\/strong>E<\/strong>ducation (<\/strong>CAE<\/strong>)<\/strong><\/span><\/span><\/h1>\n

The Certificate in Adult Education focuses on: understanding adult education learning theory and philosophies; becoming aware of the diverse needs of adult learners; and, learning and applying the methodologies and strategies needed to teach adults. The CAE consists of 12 courses (36 semester hours). Three (six semester hour) courses are offered by Holland College, and six (three semester hour) courses are offered by UPEI. Holland College and UPEI offer the required courses on a yearly basis and the electives over a two-year period. All courses are offered in the late afternoon, early evening or weekend hours at Holland College. The UPEI courses are taught by instructors approved by the Dean of Education, UPEI. Courses are offered in each of the four academic terms.<\/span><\/p>\n

The required courses are:
\n<\/span>ED. 3110 Methods and Strategies in Adult Education I (6 semester hours) Holland College
\nED. 4220 Methods and Strategies: Instructional Design for Online Learning (6 semester hours) Holland College
\nED. 3010 Practicum in Adult Education (6 semester hours) Holland College
\nED 3080 Integrating Activity Based Larning in Adult Education (3 semester hours) UPEI
\nED 3760 Facilitating Adult Learning in Diverse Classrooms (3 semester hours) UPEI
\nED. 3620 Communication Practices (3 semester hours) UPEI
\nED. 3640 Assessment of Adult Learning (3 semester hours) UPEI
\nED 3660 Educational Technology and the Adult Learner (3 semester hours) UPEI
\nED 3680 Course Development: Designing Learning Experiences (3 semester hours) UPEI<\/p>\n

Certificate in Educational Leadership in Nunavut<\/strong><\/span><\/h1>\n

The Certificate in Educational Leadership in Nunavut is designed to provide qualified teachers and educational leaders in Nunavut with the background, history, knowledge, skills and attitudes to provide culturally based, effective, and responsive, leadership in the school system. Courses range from the introductory level through to specialized courses that focus on parental engagement, action research and approaches to school improvement that support the implementation of educational legislation and policy in Nunavut. \u00a0The program includes three required courses and two electives.<\/span><\/p>\n

<\/span>The required courses are as follows:
\n<\/span><\/p>\n

ED 5090 \u2013 Foundations of Transformational Leadership in Nunavut Education<\/p>\n

ED 5110 \u2013 Proactive Instructional Leadership in Nunavut Communities<\/p>\n

ED 5141 \u2013 Action Research and Reflective Practice in Nunavut Education (Design)<\/p>\n

ED 5142 \u2013 Action Research and Reflective Practice in Nunavut Education (Implementation)<\/p>\n

ED 5143 \u2013 Action Research and Reflective Practice in Nunavut Education (Communication)<\/p>\n

<\/span>And two electives from the following:
\n<\/span>ED 5120 \u2013 Educational Leadership – Engaging Nunavut Parents, Elders and Community
\n<\/span>ED 5130 \u2013 Leadership of the School Improvement Process in Nunavut Communities
\n<\/span>ED 5850 \u2013 Improving Language and Literacy Achievement
\n<\/span>ED 5810 \u2013 The Inclusive Classroom<\/span><\/p>\n

NOTE:\u00a0<\/strong> Post-degree certificates must be completed within four years of the first registration in a required course.<\/p>\n

EDUCATION COURSES<\/strong><\/span><\/h1>\n

Please note: Education courses (<\/strong>at the <\/strong>2000<\/strong>, 4<\/strong>0<\/strong>00 and 5<\/strong>0<\/strong>00 level) <\/strong>are graded as Pass or Fail. Students must pass all 20 three-hour-credit courses of the program to graduate with a BEd. <\/strong><\/span><\/p>\n

2110 INTRODUCTION TO EDUCATION
\n<\/span>This course provides students with an introduction to education in Canada. Students examine: the purpose of schools, the characteristics of classrooms, the role of teachers, the relationship between schools and society, current issues in education, and teaching as a career and profession. A minimum of 25 hours of school-related experience is a requirement of this course.
\n<\/span>Three lecture hours, plus one full morning or afternoon a week for school visits<\/span><\/p>\n

<\/a><\/span>2130 INTRODUCTION A L\u2019EDUCATION EN FRAN\u00c7AIS AU CANADA
\n<\/span>This course provides students with an introduction to French first and second language education in Canada with a particular emphasis on the educational system on Prince Edward Island. Students analyze a variety of French programs in Canadian schools, the goals of these programs, and the roles of teachers within them. Students also examine current issues in education and their impact on French language education. A minimum of 25 hours of school-related experience is a course requirement.
\n<\/span>Cross-listed with French 2610.
\n<\/span><\/p>\n

3070 ETHICS FOR ADULT PRACTITIONERS
\n<\/span>This course examines professional ethics in the practice of adult education by: exploring the meanings of \u201cprofessional\u201d and \u201cethics\u201d in the context of adult education; discussing the ideas and skills that assist adult educators in applying professional ethics to their practice; examining current codes of ethics for adult educators; and, creating individual statements of ethical practice.
\n<\/span><\/p>\n

3080 INTEGRATING ACTIVITY BASED LEARNING IN ADULT EDUCATION
\n<\/span>In this course, learners explore theoretical aspects supporting activity based learning, reflect on personal teaching frameworks, examine and customize a variety of strategies designed to make learning and training active. Using these foundations, participants expand their teaching repertoires by integrating activity based learning with active training, team learning, peer teaching and independent learning, and develop lesson plans and units to be used in adult learning environments.
\n<\/span><\/p>\n

3090 AN INTRODUCTION TO LEARNING IN THE WORKPLACE
\n<\/span>Fostering a learning culture at work is a complex process with many competing demands on both workers and those who train and manage them. This course will introduce participants to current issues and trends affecting workplace learning; key theories of learning, learning styles and motivation for learning in relation to the workplace; core competencies associated with workplace learning; the role of informal training programs and informal learning (communities of practice, mentoring etc.); and process models for workplace learning. Participants will apply their learning and design a workplace learning program that addresses a key issue and concern in their organization.
\n<\/span><\/p>\n

3110 INTRODUCTION TO DISTANCE LEARNING
\n<\/span>This course provides an orientation to the methodologies and varieties of distance education approaches currently available. Students explore learning technologies related to distance education in the form of e-learning, video conferencing, audio conferencing, etc., and apply them to adult learning contexts.
\n<\/span><\/p>\n

3120 APPLIED RESEARCH IN POST-SECONDARY INSTITUTIONS
\n<\/span>In this course, students review the fundamental requirements for a successful applied research program at a post secondary educational institution. Topics covered include: national setting, institutional context, funding, grant writing, communication, research methods, project management, staffing, student involvement, industry partners, and community economic development. As applied research complements teaching activities and enriches the learning experience at post-secondary institutions, in this course, each student develops and presents an applied research proposal suitable for submission to a funding agency.
\n<\/span><\/p>\n

3130 ADMINISTRATION OF PROGRAMS IN ADULT EDUCATION
\n<\/span>This interactive course explores the current state of adult education in Canada and the statutory framework that largely determines the direction and capacity of the discipline and practice of adult education. Students examine the mandates and variety of provider agencies (adult learning associations, literacy networks, community-based and public education agencies, adult high schools, community colleges). The funding of adult education and the constitutional requirements of governments in Canada are considered. As well, the nature of regional differences and needs (e.g. economic and social development) and how the geography and demography of the Canadian landscape challenges the framework and delivery of adult education are discussed.<\/span><\/p>\n

3140 SOCIOLOGY OF ADULT EDUCATION
\n<\/span>This course examines the social and political structures that have an impact on adult education. Students explore the influence of these structures in shaping public policy on adult education, and discuss their significance for program development and implementation.
\nThree hours a week\u00a0<\/span><\/p>\n

3150 CRITICAL THINKING AND WRITING FOR THE ADULT EDUCATOR
\n<\/span>In this course, students in the adult education context further refine their communication skills. Students will develop greater proficiency and effectiveness in oral communication. The assignments emphasize the writing process; the clear and correct use of the English language in developing reflective and critical thought; and writing in various genres, including research, professional documents, and correspondence.
\n<\/span><\/p>\n

3190 CAREER AND LEARNING PORTFOLIO DEVELOPMENT
\n<\/span>(See Integrated Studies 1930 and University 1930<\/a>)
\n<\/span><\/p>\n

3610 CHILDREN\u2019S LITERATURE
\n<\/span>(See English 2450<\/a>)
\n<\/span><\/p>\n

3620 COMMUNICATION PRACTICES
\n<\/span>This course covers both interpersonal and group communication skills necessary for adult learning. It teaches students to express thoughts and ideas in clear, well-defined terms in oral, print, and digital contexts. Emphasis is placed on developing skills in active listening, public speaking, and small group facilitation, as well as in understanding the variables that affect human communication. Participants are encouraged to identify their own communication challenges through study, research, presentation, and self-reflection.
\n<\/span>Three hours a week<\/span><\/span><\/span><\/p>\n

3640 ASSESSMENT OF ADULT LEARNING
\n<\/span>This course introduces students to essential assessment principles and practices to enhance their teaching effectiveness Participants will explore key topics such as formative and summative assessment, high-yield assessment techniques, effective feedback strategies, and the use of data to inform and improve instructional practices.
\n<\/span><\/p>\n

3650 COUNSELLING THE ADULT LEARNER
\n<\/span>This course introduces students to the social and emotional development of adult learners, and explores the theoretical principles underlying vocational and personal counselling. It focuses on the development of practical application of counselling methods.
\n<\/span><\/p>\n

3660 EDUCATIONAL TECHNOLOGY AND THE ADULT LEARNER
\n<\/span>This course explores the implications, both theoretical and practical, of the new abundance of tools, information, knowledge and connections that are possible to support learning in the internet age. Critical classroom topics such as openness in online education, student assessment, academic integrity and collaboration are combined with theory and significant hands on experience. No prior technical knowledge is expected and students will leave the class with strategies customized to their own contexts.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

3670 ENTREPRENEURIAL EDUCATION
\n<\/span>This course introduces adult learners to the principles of entrepreneurial education. Students identify enterprising opportunities, and gain experience in planning and facilitating learning by using specialized software to create enterprising educational ventures.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

3680 COURSE DEVELOPMENT: DESIGNING LEARNING EXPERIENCES
\nThis course introduces students to the principles and practices of effective course development and design. The course focuses on a systematic approach to course planning and development by implementing an instructional design process. Emphasis is placed on aligning outcomes, assessment, and instructional practices for engaging students. Students will broaden their knowledge of course design and develop skills for course change and renewal.
\n<\/span><\/p>\n

3690 ISSUES IN ADULT EDUCATION
\n<\/span>This course introduces students to contemporary trends (e.g., societal, economic, political, and social trends), and diversity in the workplace. Also explored is the role of adult educators as change agents in shaping the fields of training, development, and adult education.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

3710 INTRODUCTION TO ADULT EDUCATION
\n<\/span>This course surveys the theories and historical practice of the adult education movement. It examines the characteristics of adult education in a variety of contexts, with particular emphasis on Canadian and provincial initiatives and challenges. Changing needs across a wide range of institutional settings within the field of adult education are identified and discussed.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

3720 FACILITATING LITERACY IN ADULT LEARNERS
\n<\/span>In this course, students learn to apply the principles of adult learning and current theory and research to adult literacy settings. The course examines various instructional strategies and techniques that develop language and literacy skills in large or small groups, or in the context of coaching. There is recognition that barriers to literacy learning exist and that educators must understand not only the theory and practice of literacy but also the needs and goals of the individuals in a social learning environment.
\n<\/span>Three hours a week<\/span><\/span><\/p>\n

3740 TRANSFORMATIVE LEARNING
\n<\/span>This course presents the theoretical foundation of transformative learning and transformational education, with an emphasis on practical application. It encompasses principles of adult learning coupled with teaching practices that establish leader empowerment. The role of a transformative educator is explored as a paradigm and establishes critical self-reflection as an essential component of teaching practice. Students should be prepared to examine their educational beliefs, values, and assumptions, and the impact of those beliefs on teaching practice.
\n<\/span>Three hours a week<\/span><\/p>\n

3750 MENTORING THE ADULT LEARNER
\n<\/span>This course examines effective methods of mentoring adult students in various contexts. The qualities, techniques, and necessary formal structures in facilitated mentoring relationships are studied using readings, case studies, discussion, presentations, and modelling. Students understand the depth of mentoring adults to the extent that individuals perform the role of mentor or assist others in a structured mentoring program.
\n<\/span>Three hours a week<\/span><\/p>\n

3760 Facilitating Adult Learning in Diverse Classrooms
\nThis course provides a hands-on exploration of the fundamental principles of adult learning, focusing on practical applications for diverse adult learners. Students will examine key theories of adult education, including andragogy, self-directed learning, and transformational learning, with a strong emphasis on applying these theories to create inclusive learning environments
\nThree credit hours<\/p>\n

3910 FOUNDATIONS OF COACHING
\n<\/span>A course which examines the variety of sciences which are the foundations of coaching, such as: anatomy, physiology, philosophy, psychology, and sociology, as well as introduces coaching concerns in a number of popular sports (NCCP Level 1 Theory included).
\n<\/span>Three hours a week
\n<\/span><\/p>\n

3920 ADMINISTRATION OF PHYSICAL EDUCATION
\n<\/span>A course concerned with the organizational and administrative principles in physical education. Major areas to be examined include: intramurals and recreation, interschool sports, equipment, facilities, and public relations.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

3950\u00a0SPECIAL TOPICS IN ADULT EDUCATION
\n<\/span>Students investigate special topics that have particular reference to the fields of adult education, technological training and development, trades education, and other related areas. Students are expected to explore and research an approved topic of their choice.
\n<\/span>Hours of Credit: 1, 2 or 3 credit hours
\n<\/span><\/p>\n

4010 DIRECTED STUDIES
\n<\/span>This course is available to advanced students at the discretion of the faculty. Entry to the course, course content, and the conditions under which the course may be offered are subject to the approval of the Dean of Education.
\n(See Academic Regulation 9<\/a> for Regulations Governing Directed Studies)
\n<\/span><\/p>\n

4020 MEETING THE NEEDS OF THE YOUNG LEARNER
\n<\/span>This course examines topics in education psychology relevant to the early years classroom. Topics include physical, cognitive, social\/emotional and moral\/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers for supporting students in need.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4030 ARTS AND SOCIAL TRANSFORMATION (Integration des arts)
\n<\/span>This course is an introduction to the Arts and Education. Emphasis is on fostering creativity and critical inquiry through a variety of multi-modal experiences in the arts, the reading of current literature on arts methods and theories, the study of new curricular programs (including the integration of arts with other disciplines), and the role of arts in social transformation.
\n<\/span><\/p>\n

4035 INT\u00c9GRATION DES ARTS
\nCe cours est une introduction aux Arts et \u00c9ducation. L’accent est mis sur la cr\u00e9ativit\u00e9 et la r\u00e9flexion critique \u00e0 travers une vari\u00e9t\u00e9 d’exp\u00e9riences multimodales dans les arts, la lecture des \u00e9crits actuels sur les m\u00e9thodes et les th\u00e9ories artistiques, l’\u00e9tude des nouveaux programmes curriculaires (y compris l’int\u00e9gration des arts dans d’autres disciplines) et le r\u00f4le des arts dans la transformation sociale.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4040 COURSE CURRICULUM AND PLANNING FOR INSTRUCTION (Planification et programmes d\u2019etudes)
\n<\/span>In this course, students will develop the conceptual understanding and practical skills of lesson and unit planning as they pertain to curriculum. Foci include curriculum integration; project based learning; social action curriculum; understanding by design; experiential learning; outcomes and competencies assessment; coupling assessment with instruction; and various theoretical conceptions of curriculum, such as the hidden, null, void, and lived curriculum.
\n<\/span>1 credit course
\n<\/span><\/p>\n

4050 CREATING A CLIMATE FOR LEARNING: EFFECTIVE CLASSROOM MANAGEMENT (Climat organisationnel: Gestion de classe efficace)
\n<\/span>The focus of the course will be on establishing a positive classroom climate to help students become responsible for their learning, behaviours and choices. Foci include strategies to promote student motivation, build positive student-teacher relationships, and develop partnerships between parents and school.
\n<\/span>1 credit course
\n<\/span><\/p>\n

4060 SUPPORTING STUDENTS\u2019 SOCIAL AND EMOTIONAL HEALTH (Comprende la sante sociale et emotionnelle chez les eleves)
\n<\/span>This course will examine the responsibilities of teachers in supporting the mental health of K-12 learners in the contemporary contexts of family, peers, school, work, and the media. Emphasis is placed on challenges such as low self-esteem, difficult emotions, anxiety, depression, eating disorders, bullying, self-injury, and suicide.
\n<\/span>3 credit course
\n<\/span><\/p>\n

4065 COMPRENDRE LA SANT\u00c9 SOCIALE ET \u00c9MOTIONNELLE CHEZ LES \u00c9L\u00c8VES
\nCe cours examine les responsabilit\u00e9s des enseignants dans le soutien de la sant\u00e9 mentale des apprenants de la maternelle \u00e0 la 12e ann\u00e9e dans les contextes contemporains de la famille, des pairs, de l’\u00e9cole, du travail et des m\u00e9dias. L’accent est mis sur les d\u00e9fis tels que la faible estime de soi, les \u00e9motions difficiles, l’anxi\u00e9t\u00e9, la d\u00e9pression, les troubles de l’alimentation, l’intimidation, l’automutilation et le suicide.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4110 LEARNERS AND LEARNING
\n<\/span>This course explores the growth and development of learners from early childhood to late adolescence. Topics include physical, cognitive, social\/emotional and moral\/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4115 APPRENANTS ET APPRENTISSAGE
\nCe cours explore la croissance et le d\u00e9veloppement des apprenants de la petite enfance \u00e0 la fin de l’adolescence. Les sujets comprennent le d\u00e9veloppement physique, cognitif, social \/ \u00e9motionnel et moral \/ spirituel; les diff\u00e9rences individuelles; les th\u00e9ories de l’apprentissage et la motivation; le comportement et les responsabilit\u00e9s l\u00e9gales et \u00e9thiques et les responsabilit\u00e9s des enseignants en tant que conseillers.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4155 INCLUSION EN SALLE DE CLASSE
\nCe cours explore la diversit\u00e9 des \u00e9l\u00e8ves et r\u00e9pond aux besoins d’une grande vari\u00e9t\u00e9 d’apprenants dans le contexte de l’\u00e9ducation inclusive. Un accent particulier sera mis sur le d\u00e9veloppement de strat\u00e9gies p\u00e9dagogiques qui soutiennent tous les apprenants.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4120 SCHOOL AND CLASSROOM CULTURE
\n<\/span>This course will familiarize students with the variety of often contradictory and unnoticed social, epistemological, economic, political, and cultural influences that have shaped dominant beliefs about K-12 schooling. Students will develop critical inquiry skills as they examine educational assumptions and arrangements, with particular attention to their impact on educational outcomes, in their own lives, in schools, and in society at large.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4130 MULTILITERACIES ACROSS THE CURRICULUM
\n<\/span>This course introduces students to the critical, developmental, and pedagogical dimensions of supporting students K-12 as they learn the range of literacies required for life in the twenty-first century.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4150 THE DIVERSE AND INCLUSIVE CLASSROOM
\n<\/span>This course explores student diversity and addressing the needs of a wide variety of learners within the context of inclusive education. Particular focus will be placed on the development of instructional strategies that support all learners.
\n<\/span>Three hours a week<\/span><\/p>\n

<\/span>4170 MEETING THE NEEDS OF THE ADOLESCENT LEARNER
\n<\/span>This course examines topics in educational psychology relevant to the middle and senior years classroom. Topics include physical, cognitive, social\/emotional and moral\/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers for supporting students in need.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4180 GUIDANCE IN THE SCHOOLS
\n<\/span>This course examines principles, problems and procedures in the provision of guidance services in a school setting. Particular attention is given to such topics as the functions of school personnel in guidance; integration of school and community resources; guidance-testing programs; information services; placement and follow-up activities.
\n<\/span>Three hours a week<\/span><\/p>\n

4200 TEACHING FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM)
\n<\/span>This course introduces students to the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to success in the sciences, technology, engineering and maths.
\n<\/span>Three hours a week<\/span><\/p>\n

4205 ENSEIGNEMENT DES SCIENCES, DES TECHNOLOGIES, DE L\u2019ING\u00c9NIERIE ET DES MATH\u00c9MATIQUES (STIM)
\nCe cours pr\u00e9sente aux \u00e9tudiants les p\u00e9dagogies, les pratiques vari\u00e9es d’enseignement qui favorisent l’acquisition des connaissances, les comp\u00e9tences et les attitudes essentielles au succ\u00e8s dans les sciences, la technologie, l’ing\u00e9nierie et les math\u00e9matiques.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4210 TEACHING FOR THE HUMANITIES
\n<\/span>This course introduces students to the pedagogies, practices, and instructional alternatives that foster acquisition of the knowledge, skills, and attitudes critical to success in the social studies and humanities.
\n<\/span>Three hours a week<\/span><\/p>\n

4220 MATHEMATICS FOR TEACHERS
\n<\/span>The course provides opportunities for students to reason and make sense of mathematics in meaningful ways by discovering mathematics through inquiry-based instructional methods grounded in real-life contexts. Content will be drawn from the National Council of Teachers of Mathematics five content (number & operations, algebra, geometry, measurement, and data analysis & probability) and process (problem-solving, reasoning & proof, communications, connections, and representation) standards.
\n<\/span>Three hours a week<\/span>
\n<\/span><\/p>\n

4223 MATH\u00c9MATIQUES POUR LES ENSEIGNANT(E)S
\nLe cours offre l’occasion aux \u00e9tudiants de raisonner et de donner un sens aux math\u00e9matiques de fa\u00e7on significative en d\u00e9couvrant les math\u00e9matiques \u00e0 l’aide de m\u00e9thodes p\u00e9dagogiques fond\u00e9es sur l’apprentissage par l’enqu\u00eate qui sont ancr\u00e9es dans les contextes de la vie r\u00e9elle. Le contenu sera puis\u00e9 dans les cinq domaines identifi\u00e9s par le National Council of Teachers of Mathematics (nombre et op\u00e9rations, alg\u00e8bre, g\u00e9om\u00e9trie, mesure et analyse des donn\u00e9es et probabilit\u00e9s), ainsi que dans le processus (r\u00e9solution de probl\u00e8mes, raisonnement et preuves, communications, connexions et repr\u00e9sentation).
\nCours \u00e0 3 cr\u00e9dits
\nNOTE: Ce cours peut \u00eatre utilis\u00e9 pour r\u00e9pondre partiellement aux exigences relatives aux nombre de cours de math\u00e9matiques requis pour \u00eatre admis au programme de B. \u00c9d. Toutefois, ce cours ne pourra pas \u00eatre compt\u00e9 parmi les cr\u00e9dits du B. \u00c9d. lui-m\u00eame. D\u00e9pendant de la demande ce cours pourrait n’\u00eatre offert qu’en anglais.<\/p>\n

4230 PRIMARY\/ELEMENTARY MATHEMATICS
\n<\/span>This course examines the pedagogy of Primary\/Elementary mathematics. Instruction focuses on how children learn mathematics, what it means to engage children in doing mathematics, teaching mathematics through problem solving, and curriculum sequencing. Underlying these foundational ideas for teaching, students will have the opportunity to re-learn key areas of mathematics in a twenty-first century approach to teaching and learning
\nPREREQUISITE: Education 4220
\nThree hours a week<\/p>\n

4233 DIDACTIQUE DES MATH\u00c9MATIQUES AU PRIMAIRE I
\nCe cours examine la p\u00e9dagogie des math\u00e9matiques au niveau primaire \/ \u00e9l\u00e9mentaire. L’accent est mis sur la fa\u00e7on dont les enfants apprennent les math\u00e9matiques, ce que cela signifie d’impliquer les enfants en math\u00e9matiques, l’enseignement des math\u00e9matiques selon l’approche par r\u00e9solution de probl\u00e8mes et la s\u00e9quence du curriculum. Les \u00e9tudiants auront l’occasion de r\u00e9apprendre les domaines cl\u00e9s des math\u00e9matiques selon une approche de l’enseignement et de l’apprentissage du XXIe si\u00e8cle.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4243\u00a0DIDACTIQUE PAR L\u2019ENQU\u00caTE EN SCIENCES ET EN SCIENCES HUMAINES
\nCe cours initie les futurEes enseignantEs \u00e0 l\u2019int\u00e9gration des programmes d\u2019\u00e9tudes en sciences et en sciences humaines. Les futurEs enseignantEs apprendront \u00e0 utiliser des m\u00e9thodes d\u2019apprentissage par enqu\u00eate afin de relier les apprentissages aux exp\u00e9riences de vie.
\nTrois heures par semaine
\nRemarque : Aucun cr\u00e9dit ne sera accord\u00e9 pour le cours ED 4243 \u00e0 l\u2019\u00e9tudiantE qui a d\u00e9j\u00e0 obtenu un cr\u00e9dit pour ED 4450 ou ED 4540.<\/p>\n

4245 INQUIRY-BASED METHODS IN SCIENCE AND SOCIAL STUDIES
\nThis course introduces pre-service teachers to curriculum integration in Science and Social Studies. Pre-Service Teachers will learn how to use inquiry-based methods to connect
\nlearning with life experiences.
\nThree hours a week
\nNote:\u00a0 Credit will not be allowed for ED 4245 if a student has already received credit for ED 4450 or ED 4540<\/p>\n

4260 INTERMEDIATE\/SENIOR MATHEMATICS I
\n<\/span>Building on the pedagogy of mathematics at the Primary\/Elementary grades, this course examines the pedagogy of Intermediate\/Senior mathematics. Instruction focuses on how students learn mathematics in these grades, what it means to engage them in doing mathematics, teaching mathematics through problem solving, and curriculum sequencing. Students will also have the opportunity to re-learn key areas of mathematics in a twenty-first century approach.
\n<\/span>Three hours a week<\/span><\/p>\n

4264 DIDACTIQUE DES MATH\u00c9MATIQUES I
\nS’appuyant sur la p\u00e9dagogie des math\u00e9matiques au niveau primaire et \u00e9l\u00e9mentaire, ce cours examine la p\u00e9dagogie des math\u00e9matiques au niveau interm\u00e9diaire \/ secondaire. L’accent est mis sur la fa\u00e7on dont les \u00e9l\u00e8ves apprennent les math\u00e9matiques \u00e0 ces niveaux, ce que cela signifie de les engager en math\u00e9matiques, l’enseignement des math\u00e9matiques selon l’approche par r\u00e9solution de probl\u00e8mes et la s\u00e9quence du curriculum. Les \u00e9tudiants auront \u00e9galement l’occasion de r\u00e9apprendre les domaines cl\u00e9s des math\u00e9matiques selon une approche du XXIe si\u00e8cle.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4270 INTERMEDIATE\/SENIOR MATHEMATICS II
\n<\/span>This course is a continuation of Education 426, and builds a conceptual foundation for the topics covered in the intermediate\/senior years curriculum. Emphasis is placed on the critical examination of the current intermediate\/senior years mathematics curriculum in relation to materials and methodologies. Experience in a variety of teaching methodologies is provided in addition to the development of an understanding of the principles and practices of assessment in mathematics.
\n<\/span>PREREQUISITE: Education 4260
\n<\/span>Three hours a week<\/span><\/p>\n

4274 DIDACTIQUE DES MATH\u00c9MATIQUES II
\nCe cours est une continuation du cours \u00c9ducation 4260. Il b\u00e2tit une base conceptuelle pour les sujets couverts dans le programme d’\u00e9tudes au niveau interm\u00e9diaire et secondaire. L’accent est mis sur l’examen critique du programme actuel de math\u00e9matiques du niveau interm\u00e9diaire \/ secondaire en relation avec les ressources et les m\u00e9thodologies. Une exp\u00e9rience des diverses m\u00e9thodologies d’enseignement est fournie en plus du d\u00e9veloppement d’une compr\u00e9hension des principes et des pratiques de l’\u00e9valuation en math\u00e9matiques.
\nPR\u00c9ALABLE : \u00c9ducation 4264
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4280 PRIMARY\/ELEMENTARY MATHEMATICS II
\n<\/span>A continuation of Education 4230, this course further examines and extends the pedagogy of Primary\/Elementary focusing on how children conceptualize mathematics and instructional methods required to foster children’s numeracy skills.
\n<\/span>PREREQUISITE: Education 4230
\n<\/span>Three hours a week<\/span><\/p>\n

4283 DIDACTIQUE DES MATH\u00c9MATIQUES AU PRIMAIRE II
\nDans le prolongement du cours \u00c9ducation 4230, ce cours examine et \u00e9tend la p\u00e9dagogie de l’\u00e9cole primaire \/ \u00e9l\u00e9mentaire en mettant l’accent sur la fa\u00e7on dont les enfants conceptualisent les math\u00e9matiques et sur les m\u00e9thodes p\u00e9dagogiques n\u00e9cessaires pour encourager les comp\u00e9tences des enfants en num\u00e9ratie.
\nPR\u00c9ALABLE : \u00c9ducation 4233
\nCours \u00e0 3 cr\u00e9ditsfor ED 4245 if a student has already received credit for ED 4450 or ED 4540<\/p>\n

4290 MATHEMATICS IN THE MIDDLE YEARS II
\n<\/span>This course provides pre-service teachers with an opportunity to design effective learning experiences, to enable students in the middle years to achieve the key stage outcomes of the Atlantic Provinces Education Foundation Curriculum for Mathematics Grades 5 – 9.
\n<\/span>PREREQUISITE: Education 4250
\n<\/span>Three hours a week<\/span><\/p>\n

4310 DIFFERENTIATED INSTRUCTION AND INCLUSIVE PRACTICES (Inclusion et differenciation pedagogique en salle de classe)
\n<\/span>This course focuses on the design, implementation and assessment of differentiated instructional practices to simultaneously address curriculum outcomes and the significant range of student differences in inclusive classrooms.
\n1 credit hour
\n<\/span><\/p>\n

4320 PRIMARY\/ELEMENTARY LANGUAGE LITERACIES AND MULTILITERACIES I
\n<\/span>This course provides an examination of the foundations of language\/literacy processes based on current theories of language acquisition and literacy development. The focus is on six core strands: reading, writing, listening, speaking, viewing and representing, as well as balanced approaches to teaching, learning and assessing literacy skills in the Primary\/Elementary grades.
\n<\/span>Three hours a week<\/span><\/p>\n

4330 LITERACY AND MULTILITERACIES IN THE EARLY YEARS II
\n<\/span>This course is a continuation of Education 4320, in which students use language arts outcomes, materials, methods, and assessment techniques to design comprehensive literacy programs and activities.
\n<\/span>PREREQUISITE: Education 4320
\n<\/span><\/p>\n

4333 D\u00c9VELOPPEMENT DE L\u2019APPRENTISSAGE ET DU JEU (0 \u00c0 8 ANS)
\nLes cadres th\u00e9oriques et conceptuels actuels dans le domaine de l\u2019\u00e9ducation \u00e0 la petite enfance, ainsi que leur influence sur les approches contemporaines de l\u2019apprentissage des enfants de 0 \u00e0 8 ans, seront examin\u00e9s.
\nLes participantEs \u00e9tudieront le jeu et son r\u00f4le central dans l\u2019apprentissage des jeunes enfants, les principales influences qui fa\u00e7onnent l\u2019apprentissage et le jeu, les m\u00e9thodes d\u2019observation et d\u2019\u00e9tude du jeu, ainsi que des approches pratiques visant \u00e0 soutenir et \u00e0 favoriser l\u2019apprentissage des enfants dans les milieux de la petite enfance et dans les classes de la maternelle \u00e0 la 2e ann\u00e9e. Les \u00e9tudiantEs inscritEs au BEd ainsi que les \u00e9ducateur\u00b7trices des milieux de la petite enfance \u00e9laboreront des projets combinant leurs observations en contexte de petite enfance avec des activit\u00e9s pratiques.
\nTrois heures par semaine<\/p>\n

4336 DEVELOPING LEARNING AND PLAY IN THE EARLY YEARS (AGES 0-8)
\nCurrent theoretical and conceptual frameworks in the field of early years education and how they inform current approaches to the children’s learning from age 0-8 will be examined.
\nParticipants will study play and its major role in young children’s learning, major influences affecting learning and play, methods of observing and studying play, and practical approaches for supporting and facilitating children’s learning in early childhood settings and in grades K-2.\u00a0 Participants in current BEd programmes and educators from early years settings will develop projects combining their observations in early years settings with practical curriculum activities.
\nThree hours a week<\/span><\/p>\n

4340 LANGUAGE ARTS IN THE MIDDLE YEARS I
\n<\/span>This course provides an introduction to current theory and conceptual frameworks for language arts, as well as teaching methods associated with teaching language arts in the middle years of school. The focus includes literacy acquisition with core strands of reading, writing, listening, speaking, viewing and representing, with teaching methods that develop a balanced approach to teaching language arts in grades 5-9.
\n<\/span>Three hours a week<\/span><\/p>\n

4360 INTERMEDIATE\/SENIOR ENGLISH I
\n<\/span>This course familiarizes students with a variety of theories, practices, and values for addressing curriculum and pedagogy as they relate to the teaching of English at the Intermediate\/Senior level. With a view to being and becoming English teachers, both locally and globally, students will participate in writing, speaking, listening, reading, viewing and representing activities as informed by research and in a range of developmental, socio-cultural, and media contexts.
\n<\/span>Three hours a week<\/span><\/p>\n

4364 DIDACTIQUE DE L’ANGLAIS I
\nCe cours initie les \u00e9tudiantes et les \u00e9tudiants \u00e0 une vari\u00e9t\u00e9 de th\u00e9ories, de pratiques et de valeurs li\u00e9es au curriculum et \u00e0 la p\u00e9dagogie dans l\u2019enseignement de l\u2019anglais aux niveaux interm\u00e9diaire et secondaire. En vue de devenir et d\u2019\u00eatre des enseignantes et enseignants d\u2019anglais, tant \u00e0 l\u2019\u00e9chelle locale qu\u2019\u00e0 l\u2019\u00e9chelle mondiale, les \u00e9tudiantes et les \u00e9tudiants prendront part \u00e0 des activit\u00e9s d\u2019\u00e9criture, d\u2019expression orale, d\u2019\u00e9coute, de lecture, de visionnement et de repr\u00e9sentation, \u00e9clair\u00e9es par la recherche et situ\u00e9es dans divers contextes d\u00e9veloppementaux, socioculturels et m\u00e9diatiques. Ce cours se donne en anglais.
\nTrois heures par semaine<\/p>\n

4370 INTERMEDIATE\/SENIOR ENGLISH II
\n<\/span>Building on Ed 4360, placement experiences and a growing expertise in English education, students will critically inquire and contribute to current discussions and practices on the nature and cross-curricular scope of language and literacy. Emphasis will be on sense-making and concept development, effective writing instruction, the interactive\/iterative relationship between teaching and assessment, and the evolving social\/economic relevance of communication genres, modes, and media.
\n<\/span>PREREQUISITE: Education 4360
\n<\/span>Three hours a week<\/span><\/p>\n

4374 DIDACTIQUE DE L’ANGLAIS II
\nS\u2019appuyant sur le cours Ed 4364, les exp\u00e9riences de stage et une expertise croissante en didactique de l\u2019anglais, les \u00e9tudiantes et les \u00e9tudiants m\u00e8neront une r\u00e9flexion critique et contribueront aux discussions et aux pratiques actuelles portant sur la nature et la port\u00e9e transdisciplinaire du langage et de la litt\u00e9ratie. L\u2019accent sera mis sur la construction de sens et le d\u00e9veloppement des concepts, l\u2019enseignement efficace de l\u2019\u00e9criture, la relation interactive et it\u00e9rative entre l\u2019enseignement et l\u2019\u00e9valuation, ainsi que sur l\u2019\u00e9volution de la pertinence sociale et \u00e9conomique des genres, des modes et des m\u00e9dias de communication. Ce cours se donne en anglais.
\nPR\u00c9ALABLE\u202f: \u00c9ducation 4364
\nTrois heures par semaine<\/p>\n

4410 INTRODUCTION TO CURRICULUM DEVELOPMENT
\n<\/span>This introductory course examines the foundational forces (historical, philosophical, psychological, and societal\/cultural) which influence the curriculum, and presents various models for curriculum development. Specific references will be made to the PEI scene.
\n<\/span>Three hours a week<\/span><\/p>\n

4420 ADOLESCENT SOCIAL & EMOTIONAL HEALTH
\n<\/span>This course will explore the topic of social emotional health of adolescent learners in the contemporary contexts of family, peers, school, work, and the media. Mental health challenges such as anxiety, depression, addiction, and the teaching of social emotional learning strategies will be emphasized.
\n<\/span>Three semester hours of credit<\/span><\/p>\n

4450 PRIMARY\/ELEMENTARY SCIENCE
\n<\/span>The course examines methods of science teaching in the Primary\/Elementary grades. Emphasis is placed on practical aspects of organizing and delivering active learning experiences in science, the reading of current literature on method and theory of science, the study of new curricular programs including the integration of science learning with other disciplines, and the relationship between sustainability and science.
\n<\/span>Three hours a week<\/span><\/p>\n

4460 INTERMEDIATE\/SENIOR SCIENCE I
\n<\/span>This course provides an introduction to basic pedagogical concepts and skills needed for the successful and effective teaching of science to Intermediate\/Senior school students. Using the concepts of general science and the provincial science curriculum, the course examines the nature and limitations of teaching, learning and technology within the Canadian science classroom context.
\n<\/span>PREREQUISITE: At least a minor in a Natural Science, or permission of the instructor.
\n<\/span>Three hours a week<\/span><\/p>\n

4464 DIDACTIQUE DES SCIENCES I
\nCe cours fournit une introduction aux concepts p\u00e9dagogiques de base et aux comp\u00e9tences n\u00e9cessaires \u00e0 l’enseignement r\u00e9ussi et efficace des sciences aux \u00e9l\u00e8ves du niveau interm\u00e9diaire \/ secondaire. \u00c0 l’aide des concepts de science g\u00e9n\u00e9rale et du programme provincial de sciences, le cours examine la nature et les limites de l’enseignement, de l’apprentissage et de la technologie dans le contexte de la classe de sciences canadienne.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4470 INTERMEDIATE\/SENIOR SCIENCE II
\n<\/span>This course examines the development, nature, and limitations of science and technology; the role of science and technology in society; and the teaching of science and technology in the schools. Time is devoted to an examination of the provincial science curricula, innovative teaching and assessment strategies and techniques, and the development of active learning opportunities.
\n<\/span>PREREQUISITE: Education 4460
\n<\/span>Three hours a week<\/span><\/p>\n

4474 DIDACTIQUE DES SCIENCES II
\nCe cours examine le d\u00e9veloppement, la nature et les limites de la science et de la technologie; le r\u00f4le de la science et de la technologie dans la soci\u00e9t\u00e9; et l’enseignement de la science et de la technologie dans les \u00e9coles. Du temps est consacr\u00e9 \u00e0 l’examen des programmes d’\u00e9tudes de sciences provinciaux, des strat\u00e9gies et des techniques d’enseignement et d’\u00e9valuation novatrices et du d\u00e9veloppement d’occasions d’apprentissage actif.
\nPR\u00c9ALABLE: \u00c9ducation 4464
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4480 SOCIAL EMOTIONAL LEARNING AND CHILDREN\u2019S MENTAL HEALTH
\nThis course introduces students to an overview of children\u2019s mental health issues, the core competencies of Social Emotional Learning, and evidenced-based programs and strategies identified for improving students\u2019 social skills, emotional well-being, and academic outcomes.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4490 INTRODUCTION TO INDIGENOUS EDUCATION
\n<\/span>This course is a combination of classroom and community-based learning.\u00a0 Anchored in L\u2019nu (Mi’kmaq) knowledge, students will learn about ceremony, protocol, Elders and traditional teachers. In turn, these will help foster a mental, physical, emotional, and spiritual understanding of Indigenous worldviews and ways of knowing. This course also introduces Canada\u2019s history of cultural assimilation and genocide imposed upon Indigenous Peoples in Canada. It will discuss why all teachers – and anyone living in Canada – needs to know this history.
\n3 semester hours of credit
\n<\/span><\/span><\/p>\n

4495 INTRODUCTION \u00c0 L\u2019\u00c9DUCATION AUTOCHTONE
\nCe cours est ancr\u00e9 dans l’apprentissage prenant sa source dans la communaut\u00e9. Les \u00e9tudiants vivent des c\u00e9r\u00e9monies et des enseignements autochtones qui, \u00e0 leur tour, favorisent une compr\u00e9hension mentale, physique, \u00e9motionnelle et spirituelle de la vision du monde autochtone et les modes autochtones d’acquisition du savoir. Ce cours pr\u00e9sente \u00e9galement l’histoire canadienne de l’assimilation culturelle injustement impos\u00e9e aux peuples autochtones du Canada.
\nNote: Ce cr\u00e9dit pourrait n’\u00eatre offert qu’en anglais.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4510 INTEGRATING INDIGENOUS THEMES IN THE CURRICULUM
\n<\/span>This course promotes dynamic ways for the public school curriculum to acknowledge more faithfully the histories, cultures, worldviews and teachings of Indigenous peoples in Canada and globally. The importance of developing more culturally responsive pedagogies and assessment practices and more respectful and inclusive research is highlighted. Insights are shared into the processes of recovery for Indigenous communities and the essential supports for their students to experience success at all grade levels.
\n<\/span>Three hours a week<\/span><\/p>\n

4530 CURRICULUM AND PEDAGOGY
\nIn this course students will develop the conceptual understandings and practical skills to design learning in relation to diverse needs. Curriculum foci include inquiry, integration and universal design; pedagogical foci include promoting motivation, building positive relationships, and establishing strategies for students to become responsible for their learning, behaviours and choices.
\n<\/span>3 hours a week<\/span><\/p>\n

4540 PRIMARY\/ELEMENTARY SOCIAL STUDIES
\n<\/span>This course promotes dynamic teaching methods and inclusive approaches to inspire young learners and to elevate the quality of teaching and learning through Social Studies at the Primary\/Elementary levels. Grounded in the needs of twenty-first century learners, this course offers concrete ways to create more vibrant, engaging, playful, supportive and inviting environments for this core curriculum area to give all learners dignity and honour their diverse ways of learning.
\n<\/span>Three hours a week<\/span><\/p>\n

4560 INTERMEDIATE\/SENIOR SOCIAL STUDIES I
\n<\/span>This course promotes dynamic teaching methods and inclusive approaches to inspire learners in grades 7-12 and to elevate the quality of teaching and learning through Social Studies at the Intermediate\/Senior levels. Grounded in the needs of twenty-first century learners, this course offers concrete ways to create more vibrant, engaging, playful, supportive and inviting environments for this core curriculum area to give all learners dignity and honour their diverse ways of learning.
\n<\/span>Three hours a week<\/span><\/p>\n

4564 DIDACTIQUE DES SCIENCES HUMAINES I
\nCe cours favorise les m\u00e9thodes p\u00e9dagogiques dynamiques et les approches inclusives pour inspirer les apprenants de la 7e \u00e0 la 12e ann\u00e9e et pour am\u00e9liorer la qualit\u00e9 de l’enseignement et de l’apprentissage par le biais des sciences humaines au niveau interm\u00e9diaire \/ secondaire. Fond\u00e9 sur les besoins des apprenants du XXIe si\u00e8cle, ce cours offre des moyens concrets pour cr\u00e9er des environnements plus dynamiques, attrayants, ludiques, encourageants et accueillants pour cette discipline de base afin de donner \u00e0 tous les apprenants un sentiment de dignit\u00e9 et honorer leurs diverses mani\u00e8res d’apprendre.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4570 INTERMEDIATE\/SENIOR SOCIAL STUDIES II
\n<\/span>This course develops a rationale, framework and procedures for facilitating thematic teaching and learning on critical social issues appropriate for grades 7-12. Skills in curriculum development are refined as students explore authentic assessment practices and ways of promoting student ownership of and co-responsibility for learning.
\n<\/span>PREREQUISITE: Education 4560
\n<\/span>Three hours a week<\/span><\/p>\n

4574 DIDACTIQUE DES SCIENCES HUMAINES II
\nCe cours d\u00e9veloppe une logique, un cadre et des proc\u00e9dures pour faciliter l’enseignement et l’apprentissage th\u00e9matique des questions sociales critiques appropri\u00e9es pour les classes de 7e-12e ann\u00e9e. Les comp\u00e9tences dans le d\u00e9veloppement du curriculum sont raffin\u00e9es lorsque les \u00e9tudiants explorent des pratiques d’\u00e9valuation authentiques et des moyens de promouvoir l’appropriation et la coresponsabilit\u00e9 de l’apprentissage par les \u00e9l\u00e8ves.
\nPR\u00c9ALABLE : \u00c9ducation 4564
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4590 ENTERPRISE EDUCATION
\n<\/span>This course introduces the key principles and components of Learning For Enterprise, an international movement that nurtures initiative, self-determination, creativity and innovation in twenty-first century learners. A workshop design engages participants in classroom and community-based challenges that contribute to learners\u2019 confidence in self and community as they apply enterprising capabilities in a wide range of contexts throughout their lives. Specific applications to historically dependent cultures are explored.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4620 INTERNATIONAL EDUCATION
\n<\/span>This course introduces students to the economic, political, and cultural factors that influence public education in foreign countries. The public school systems of selected foreign countries are examined and compared to the provincial systems in Canada. Students are expected to carry out independent research on a foreign country of their choosing.
\n<\/span>Three hours a week<\/span><\/p>\n

4630 PERSPECTIVES ON CULTURE AND SOCIETY IN EDUCATION (culture et societe)
\n<\/span>This course introduces students to the visible and invisible impact of culture and society on education. As students develop an understanding of cultural and social perspectives in education, they examine the roles of schools in the proliferation of social and cultural norms as well as their potential as sites for change.
\n3 credit course<\/span><\/p>\n

4635 CULTURE ET SOCI\u00c9T\u00c9
\nCe cours initie les \u00e9tudiants \u00e0 l’impact visible et invisible de la culture et de la soci\u00e9t\u00e9 sur l’\u00e9ducation. Au fur et \u00e0 mesure que les \u00e9tudiants acqui\u00e8rent une compr\u00e9hension des perspectives culturelles et sociales en \u00e9ducation, ils examinent le r\u00f4le des \u00e9coles dans la prolif\u00e9ration des normes sociales et culturelles ainsi que leur potentiel en tant que lieux de changement.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4640 EDUCATING FOR GLOBAL CITIZENSHIP
\n<\/span>This course is intended to broaden pre-service teachers\u2019 theoretical and pedagogical perspectives on global citizenship education by gaining an enhanced awareness of a world view that recognizes the interdependence and interconnections of the natural and social worlds. Participants will be introduced to the concept of global citizenship and, from this, develop an understanding of social justice, diversity, socio-cultural responsibility, sustainability, and agency. Demonstrating how to integrate global citizenship into educational practices is a key learning outcome of this course.
\n3 credit course<\/span><\/p>\n

4644 \u00c9DUQUER \u00c0 LA CITOYENNET\u00c9 MONDIALE
\nCe cours vise \u00e0 \u00e9largir les perspectives th\u00e9oriques et p\u00e9dagogiques des futurs enseignants sur l’\u00e9ducation \u00e0 la citoyennet\u00e9 mondiale en acqu\u00e9rant une conscience accrue d’une vision du monde qui reconna\u00eet l’interd\u00e9pendance et les interconnexions du monde naturel et du monde social. Les participants seront initi\u00e9s au concept de citoyennet\u00e9 mondiale et, \u00e0 partir de l\u00e0, d\u00e9velopperont une compr\u00e9hension de la justice sociale, de la diversit\u00e9, de la responsabilit\u00e9 socioculturelle, de la durabilit\u00e9 et de l’agence. D\u00e9montrer comment int\u00e9grer la citoyennet\u00e9 mondiale dans les pratiques \u00e9ducatives est un r\u00e9sultat d’apprentissage cl\u00e9 de ce cours.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4650 INTERNATIONAL DEVELOPMENT
\n<\/span>This course introduces students to the history of international development and explores the models of development currently employed. Particular attention is given to the effects of economic, political, environmental, and cultural development on public education in emerging countries.
\n<\/span>Three hours a week<\/span><\/p>\n

4660 PRINCIPLES AND PRACTICES OF TEACHING ENGLISH AS AN ADDITIONAL LANGUAGE
\n<\/span>This course explores the theoretical foundations for teaching English as a second\/additional language (ESL\/EAL). Students are introduced to fundamental aspects of additional language acquisition and the factors affecting language learning and teaching. The course introduces the needs of English language learners in various contexts including ESL\/EAL, mainstream and foreign language classrooms. Students develop a critical perspective on issues related to language learning and teaching.
\n<\/span>Three hours a week<\/span><\/p>\n

4670 APPROACHES AND METHODS FOR TEACHING ENGLISH AS AN ADDITIONAL LANGUAGE
\n<\/span>This course provides students with the foundations to facilitate language classes in contexts including ESL\/EAL, mainstream and foreign language classrooms. The course introduces a range of English language teaching approaches and methodologies and addresses techniques specific to teaching listening, speaking, writing, reading, vocabulary and grammar in an additional language.
\n<\/span>PREREQUISITE: Education 4660
\n<\/span>Three hours a week<\/span><\/p>\n

4680 SCHOOL AND COMMUNITY
\n<\/span>This course examines the historical and cultural roles of the rural school. Emphasis is placed on the evolving role of the school as a community resource centre.
\n<\/span>Three hours a week<\/span><\/p>\n

4690 SPECIAL TOPICS
\n<\/span>To create a category for uniquely titled courses offered by a department and put on the timetable as a \u201cspecial course\u201d on a one-time basis.
\n<\/span>Hours of Credit: 1, 2 or 3 credit hours<\/span><\/p>\n

4710 ADMINISTRATION IN EDUCATION
\n<\/span>This course is an introduction to the theory and practices of administration in education which includes an analysis of the nature of school organizations, effective administrative processes, the administrative structure of education on PEI, and legal issues in administration.
\n<\/span>PREREQUISITE: Permission of the instructor
\n<\/span>Three hours a week<\/span><\/p>\n

4730 COMMUNICATIONS
\n<\/span>An introductory course covering both interpersonal and group communication, aimed at teaching the student to think and to express ideas in lucid and well-defined terms. The emphasis will be on the workshop approach involving constant practice in the techniques of voice and speech, public speaking, classroom drama, and creative movement. This should encourage in the students a flexible and resourceful attitude, and help them to develop self-confidence, together with the awareness and sensitivity needed for teaching.
\n<\/span>Three hours a week<\/span><\/p>\n

4740 TECHNOLOGY IN EDUCATION
\n<\/span>This course provides an introduction to the integration of digital technologies into teaching and learning. The focus is on use of technology as a tool to support the school curriculum. Web-based communication and work with web-based resources is an essential component.
\n<\/span>1 semester hour of credit<\/span><\/p>\n

4750 ADVANCED TECHNOLOGY IN EDUCATION
\n<\/span>This course provides an opportunity to explore, develop and post web-based resources. Digital photography, digital video, and other emerging technologies are explored and applied within the educational context.
\n<\/span>PREREQUISITE: Education 4740 or permission of instructor.
\n<\/span>Three hours a week<\/span><\/p>\n

4760 FRENCH METHODS I
\n<\/span>In this course, students explore the curriculum and teaching of core French in the intermediate and secondary schools. Students develop a variety of teaching methodologies in the area of core French.
\n<\/span>PREREQUISITE: At least a minor in French, or permission of instructor.
\n<\/span>Three hours a week<\/span><\/p>\n

4764 DIDACTIQUE DU FRAN\u00c7AIS I
\nCe cours examine les principes de base de la didactique, les enjeux et les pratiques p\u00e9dagogiques de l’enseignement du fran\u00e7ais au niveau interm\u00e9diaire \/ secondaire dans le contexte des programmes d’immersion en fran\u00e7ais, de fran\u00e7ais de base et de fran\u00e7ais langue premi\u00e8re en milieu minoritaire. Les \u00e9tudiants participeront \u00e0 des activit\u00e9s d’\u00e9criture, d’expression orale, d’\u00e9coute, de lecture et de repr\u00e9sentation.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4790 COMP\u00c9TENCES LANGAGI\u00c8RES EN CONTEXT \u00c9DUCATIF-PARTIE 2
\n<\/span>This course is a continuation of ED 4930. Participants will continue to enhance their language skills through the same type of activities as the previous course.
\n<\/span>PREREQUISITE: ED 4930
\n<\/span>Three semester hours of credit<\/span><\/p>\n

4800 TEACHING IN A CORE FRENCH, IMMERSION AND FRENCH FIRST LANGUAGE IN A MINORITY CONTEXT SETTING
\n<\/span>In this course, students will examine the similarities and differences when teaching Core French, Immersion and French First language in a minority setting. This course will outline the guidelines and practices\/strategies used in each of these three setting in the public school system.
\n<\/span>3 semester hours of credit<\/span><\/p>\n

4805 ENSEIGNEMENT DU FRAN\u00c7AIS (LANGUE PREMI\u00c8RE ET LANGUE SECONDE) DANS LES CONTEXTES MINORITAIRES
\nDans ce cours, les \u00e9tudiants examineront les similitudes et les diff\u00e9rences de l’enseignement dans les trois contextes : l’immersion en fran\u00e7ais, le fran\u00e7ais de base et le fran\u00e7ais langue premi\u00e8re en milieu minoritaire. Ce cours d\u00e9crira les lignes directrices et les pratiques \/ strat\u00e9gies utilis\u00e9es dans chacune de ces trois contextes dans le syst\u00e8me scolaire public.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4810 STATISTICS IN EDUCATION
\n<\/span>This course is an introduction to descriptive and inferential statistics required to understand, interpret, express, and evaluate the results of measurement in education. Topics included are frequency distributions, histograms, frequency polygons, mean, median for grouped and raw data, normal distributions, standard deviation, normal approximation of a binomial random variable, random sampling and sampling distributions, estimation of means, confidence intervals, student distribution, small and large samples, one- and two-tail tests of hypotheses, correlation and regression, Chi-square test, analysis of variance.
\n<\/span>Three hours a week<\/span><\/p>\n

4820 ASSESSMENT AND EVALUATION
\n<\/span>This course examines the complexity of assessment by contrasting assessment theories with common practices in the classroom. Students explore the concept of a balanced assessment program that integrates formative and summative assessment practices. Students develop skills in creating a variety of assessment instruments (e.g., observation check-lists, tests, rubrics, portfolios). Issues and practices of large-scale assessment are also explored.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

4825 \u00c9VALUATION EN SALLE DE CLASSE
\nCe cours examine la complexit\u00e9 de l’\u00e9valuation en comparant les th\u00e9ories d’\u00e9valuation avec les pratiques courantes en classe. Les \u00e9tudiants explorent le concept d’un programme d’\u00e9valuation \u00e9quilibr\u00e9 qui int\u00e8gre des pratiques d’\u00e9valuation formative et sommative. Les \u00e9tudiants d\u00e9veloppent des comp\u00e9tences dans la cr\u00e9ation d’une vari\u00e9t\u00e9 d’instruments d’\u00e9valuation. Les probl\u00e8mes et les pratiques d’\u00e9valuation \u00e0 grande \u00e9chelle sont \u00e9galement explor\u00e9s.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4850 P\u00c9DAGOGIE EN IMMERSION: LES PRINCIPES DE BASE
\n<\/span>This course explores the general pedagogical principles and techniques of content-based teaching in French Immersion at all levels. Topics covered include development of language skills, thematic teaching in immersion, integrating form and content in immersion, and strategy instruction in immersion. This course is taught entirely in French and students are required to complete all assignments in French.
\n<\/span>PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years. Students must also meet the minimum standard, as determined by the Faculty of Education, on a French proficiency test administered before admission to the program.<\/span><\/p>\n

4860 DIDACTIQUE DU FRAN\u00c7AIS LANGUE SECONDE: UNE INTRODUCTION
\n<\/span>This course explores the general pedagogical principles and techniques of communicative-experiential teaching in core and immersion French programs at all levels. Topics covered include three-stage lesson planning, personalization, pedagogical grammar, and culture teaching. This course is taught entirely in French and students are required to complete all assignments in French.
\n<\/span>PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years.<\/span><\/p>\n

4870 L\u2019ACQUISITION DES LANGUES SECONDES
\n<\/span>This course explores students\u2019 past experiences and beliefs about language learning and teaching, principal theories related to second language acquisition, and practical applications of theory to classroom contexts in French Immersion and core French at all levels. This course is taught entirely in French and students are required to complete all assignments in French.
\n<\/span>PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years or with instructor\u2019s permission.
\n2.5 credit course<\/span><\/p>\n

4880 <\/span>LITT\u00c9RATIE I
\n<\/span>This course introduces students to the general pedagogical principles and techniques of literacy development in French first and second language contexts at the early, middle and senior years. Using materials available in schools and applying appropriate methods and assessment techniques, students design programs and activities based on the learning outcomes in the Atlantic Provinces Education Foundation French Immersion Curriculum. This course is taught entirely in French and all assignments are completed in French.
\n<\/span>Three hours a week<\/span><\/p>\n

4884 DIDACTIQUE DU FRAN\u00c7AIS II
\nDans ce cours, les \u00e9tudiants examineront les similitudes et les diff\u00e9rences de l’enseignement dans les trois contextes : l’immersion en fran\u00e7ais, le fran\u00e7ais de base et le fran\u00e7ais langue premi\u00e8re en milieu minoritaire. Ce cours d\u00e9crira les lignes directrices et les pratiques \/ strat\u00e9gies utilis\u00e9es dans chacune de ces trois contextes dans le syst\u00e8me scolaire public.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4885 LITT\u00c9RATIE I
\nCe cours initie les \u00e9tudiants aux principes p\u00e9dagogiques g\u00e9n\u00e9raux et aux techniques de d\u00e9veloppement de la litt\u00e9ratie dans les contextes du fran\u00e7ais langues premi\u00e8re et seconde \u00e0 l’\u00e9l\u00e9mentaire, \u00e0 l’interm\u00e9diaire et au secondaire. En utilisant les documents disponibles dans les \u00e9coles et en appliquant des m\u00e9thodes et des techniques d’\u00e9valuation appropri\u00e9es, les \u00e9tudiants con\u00e7oivent des programmes et des activit\u00e9s en fonction des r\u00e9sultats d’apprentissage du programme d’immersion en fran\u00e7ais de la Fondation pour l’\u00e9ducation des provinces atlantiques.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4888 LITT\u00c9RATIE – \u00c9DUCATION EN FRAN\u00c7AIS II (Interm\u00e9diaire\/Secondaire)
\nThis course allows students to continue to explore the theoretical foundations and practices in the field of literacy. Students build their understanding of reading and writing processes by exploring the characteristics, needs, and practices that are unique to learners who are in the process of becoming autonomous or advanced on the development continuum of readers and writers. Students continue to learn the components of an effective literacy program, including those that allow for instructional differentiation, such as writing and reading workshops and reading circles \/ clubs. In addition, students appropriate practices and resources that develop literacy skills and competencies across subject areas.
\nPREREQUISITE: Education 4880
\n3 credit course<\/p>\n

4890 <\/span>LITT\u00c9RATIE II (PRIMAIRE-\u00c9L\u00c9MENTAIRE)
\n<\/span>This course explores and deepens students\u2019 understanding of the pedagogical principles and techniques of literacy development in French first and second language contexts at the early, middle and senior years. Using materials available in schools and applying appropriate methods and assessment techniques, students design programs and activities based on the learning outcomes in the Atlantic Provinces Education Foundation French Immersion Curriculum. This course is taught entirely in French and all assignments are completed in French.
\n<\/span>PREREQUISITE: Education 4880
\n3 credit course<\/span><\/p>\n

4893 LITT\u00c9RATIE II
\nCe cours explore et approfondit la compr\u00e9hension des \u00e9tudiants des principes p\u00e9dagogiques et des techniques de d\u00e9veloppement de la litt\u00e9ratie dans les contextes du fran\u00e7ais langue premi\u00e8re et langue seconde aux niveaux primaire \/ \u00e9l\u00e9mentaire et interm\u00e9diaire \/ secondaire. \u00c0 l’aide du mat\u00e9riel disponible dans les \u00e9coles et en appliquant des m\u00e9thodes et des techniques d’\u00e9valuation appropri\u00e9es, les \u00e9l\u00e8ves con\u00e7oivent des programmes et des activit\u00e9s en fonction des r\u00e9sultats d’apprentissage du programme d’immersion en fran\u00e7ais de la Fondation pour l’\u00e9ducation des provinces atlantiques.
\nPR\u00c9ALABLE: \u00c9ducation 4885
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4900\u00a0INT\u00c9GRATION DE LA LANGUE AU CONTENU
\nThis course will provide a foundation for the integration of language and content taught in French first and second language programs. Through examination and application of different models, students will develop competence in the integration of context and language.<\/p>\n

4904 INT\u00c9GRATION DE LA LANGUE AU CONTENU
\nCe cours jettera les bases de l’int\u00e9gration de la langue et du contenu dans les programmes de fran\u00e7ais langue premi\u00e8re et seconde. En examinant et en appliquant diff\u00e9rents mod\u00e8les, les \u00e9tudiants d\u00e9velopperont leurs comp\u00e9tences en mati\u00e8re d’int\u00e9gration du contexte et de la langue.
\nCours \u00e0 3 cr\u00e9dits<\/p>\n

4910 SOCIOLOGY OF EDUCATION
\n<\/span>This course involves an analysis of the reciprocal relations between school and society. It examines the influence of political and economic structures in shaping the education systems of various societies, as well as the relevance of different types of schooling in facilitating political and economic participation and cultural enrichment. Empirical attention is given to societies at various levels of general development, with particular emphasis on Canada.
\n<\/span>PREREQUISITE: A university degree or two courses in Sociology and at least third year status or permission of the instructor
\n<\/span>Three hours a week<\/span><\/p>\n

4930 FRENCH LANGUAGE PROFICIENCY IN A SCHOOL SETTING\/LES COMP\u00c9TENCES LANGAGI\u00c8RES EN CONTEXTE \u00c9DUCATIF
\n<\/span>This course will provide current and future teachers of French as an additional language with the opportunity to enhance their language skills. This will be accomplished through speaking, listening, reading, writing, and viewing. The course will also include a grammar component. Activities will be of a reflective, interactive, and practical nature.
\n<\/span>3 semester hours of credit<\/span><\/p>\n

4950 INQUIRY AND ACTION I
\nThrough on-campus seminars and five weeks of school placement, students will observe,\u00a0 experience and reflect upon the various roles and responsibilities that a teacher has within the classroom and school and the impact of teaching on learners. They will begin to plan and teach lessons under the guidance of mentor teachers. Using an ePortfolio, they will begin to document their personal and professional growth as
\neducators.
\nThree hours a week<\/p>\n

4960 TEACHING PRACTICES I
\n<\/span>Through on-campus seminars, and nine weeks of in-school observation and school experience, students will gain in-class experience in organizing and managing a classroom, and planning and teaching effective lessons. They will use strategies developed in coursework to facilitate and assess student learning. Feedback from the mentor teacher and faculty advisor will inform self-assessment and personal and professional growth. Students, using an ePortfolio, will document their personal and professional growth as educators.
\n<\/span>6 credit course<\/span><\/p>\n

4961 PREPARATION FOR THE TEACHING PROFESSION I<\/span>
\nThrough a series of seminars, students will prepare for the role for a professional career. Topics will include teaching philosophy, classroom management and organization, teacher resilience, legal and ethical responsibilities, preparation for in-school experience, teacher certification, resume writing, questioning and presentation skills.<\/span>
\nThree credit hours<\/span><\/p>\n

4962 PRACTICUM I<\/span>
\nStudents will complete a 9 week teaching placement in a PEI public school with the guidance of a practicum Faculty advisor and a host mentor teacher. Students undertake planning and teaching effective lessons, develop personal classroom management strategies, and use strategies from methods courses to facilitate and assess student learning. Feedback from the host mentor teacher and faculty advisor will inform self- assessment and personal professional growth.<\/span>
\nThree credit hours<\/span><\/p>\n

4965 PR\u00c9PARATION \u00c0 LA PROFESSION ENSEIGNANTE I
\nPar l\u2019entremise d\u2019une s\u00e9rie de s\u00e9minaires, les \u00e9tudiantEs se pr\u00e9pareront \u00e0 exercer la profession enseignante. Les sujets abord\u00e9s comprendront la philosophie de l\u2019enseignement, la gestion et l\u2019organisation de la classe, la r\u00e9silience du personnel enseignant, les responsabilit\u00e9s juridiques et \u00e9thiques, la pr\u00e9paration \u00e0 l\u2019exp\u00e9rience en milieu scolaire, la certification en enseignement, la r\u00e9daction du curriculum vit\u00e6, ainsi que les techniques de questionnement et de pr\u00e9sentation.
\nTrois heures-cr\u00e9dits<\/p>\n

4966 STAGE I
\nLes \u00e9tudiantes effectueront un stage de 9 semaines dans une \u00e9cole publique de l\u2019\u00cele-du-Prince-\u00c9douard, sous la supervision de la Facult\u00e9 et d\u2019une personne enseignante associ\u00e9e. Les \u00e9tudiantEs s\u2019engageront dans la planification et l\u2019enseignement de le\u00e7ons efficaces, d\u00e9velopperont des strat\u00e9gies personnelles de gestion de classe et mettront en pratique des approches issues des cours de didactique afin de favoriser et d\u2019\u00e9valuer les apprentissages des \u00e9l\u00e8ves. La r\u00e9troaction de la personne enseignante associ\u00e9e et de lu superviseur(e) de stage contribuera \u00e0 l’auto\u00e9valuation et au d\u00e9veloppement professionnel personnel.
\nTrois heures-cr\u00e9dits<\/p>\n

4970 TEACHING PRACTICES II
\n<\/span>On-campus seminars and eleven weeks of practicum placement will deepen their knowledge and practice required to meet the diverse learning needs of students within the classroom setting. Students effectively plan, implement, and assess adaptations and modifications required for optimal learning by individuals and the entire group. Students will further develop skills in classroom management and organization. In addition, the seminars will assist students in preparing for their chosen profession. ePortfolios will be completed and presented to meet course and program requirements.
\n<\/span>6 credit course<\/span><\/p>\n

4971 PREPARATION FOR THE TEACHING PROFESSION II
\nThrough a series of seminars, students will continue preparing for a professional career in education. Topics from ED 4961 will continue to be developed and will also include job interviews, student referrals and supports, and relationships within schools and community.
\nThree credit hours<\/p>\n

4972 PRACTICUM II
\nStudents will complete a 10 week teaching placement with the guidance of a Faculty practicum advisor and a host mentor. Students will further develop planning and teaching effective lessons, themes and unit plans, personal classroom management skills, and assessment.
\nPREREQUISITE:\u00a0 Education 4961, Education 4962, and Education 4971, or permission from the Dean.
\nThree credit hours<\/p>\n

4975 PR\u00c9PARATION \u00c0 LA PROFESSION ENSEIGNANTE II
\nPar l\u2019entremise d\u2019une s\u00e9rie de s\u00e9minaires, les \u00e9tudiantEs poursuivront leur pr\u00e9paration \u00e0 une carri\u00e8re professionnelle en \u00e9ducation. Les th\u00e8mes abord\u00e9s dans le cours ED 4965 continueront d\u2019\u00eatre approfondis et comprendront \u00e9galement les entrevues d\u2019embauche, les r\u00e9f\u00e9rences et soutiens aux \u00e9l\u00e8ves, ainsi que les relations au sein des \u00e9coles et de la communaut\u00e9.
\nTrois heures-cr\u00e9dits<\/p>\n

4976 STAGE II
\nLes \u00e9tudiantEes effectueront un stage de 10 semaines sous la supervision de la Facult\u00e9 et d\u2019une personne enseignante associ\u00e9e. Les \u00e9tudiantEs poursuivront le d\u00e9veloppement de leurs comp\u00e9tences en planification et en enseignement de le\u00e7ons efficaces, en \u00e9laboration de th\u00e8mes et de plans d\u2019unit\u00e9, en gestion de classe, ainsi qu\u2019en \u00e9valuation.
\nPR\u00c9ALABLE : Education 4965, Education 4966 et Education 4975, ou permission de la doyenne ou du doyen.
\nTrois heures-cr\u00e9dits<\/p>\n

4980 ADVOCACY II \u2013 BECOMING A PROFESSIONAL
\n<\/span>On-campus seminars and six weeks of practicum placement will prepare students for professional certification in contexts chosen to deepen their knowledge and practice. ePortfolios will be completed and presented to meet course and program requirements.
\n<\/span>PREREQUISITE: Education 4970
\n<\/span>Three hours a week<\/span><\/p>\n

5090 FOUNDATIONS OF TRANSFORMATIONAL LEADERSHIP IN NUNAVUT EDUCATION
\n<\/span>This course reviews the history and world view of the Inuit, with particular emphasis on culture, educational history, struggles with power and privilege, beliefs, values, and principles relevant to Nunavut. Traditional and contemporary views on leadership are studied as participants develop a deeper understanding of the cultural context in which they live and work as educational leaders. Participants examine the directions and philosophies established in Nunavut, including ties to the environment and practices that facilitate transformational educational leadership.
\n<\/span>Three semester hours<\/span><\/p>\n

5110 PROACTIVE INSTRUCTIONAL LEADERSHIP IN NUNAVUT COMMUNITIES
\n<\/span>The responsibilities, roles, and tasks of principals and other educational leaders are explored as they relate to the creation of a positive, inclusive, collaborative, and culturally responsive school community. The role of leadership in teaching and learning and building positive relationships, both in and outside school, is examined as a key factor in facilitating the academic achievement and well-being of learners. A variety of culturally appropriate facilitation strategies are introduced as participants analyze the legal, moral, ethical and policy rights of learners and educators in maintaining and strengthening culture and language and promoting success in schools, the local community, and the world beyond.
\n<\/span>Three semester hours<\/span><\/p>\n

5120 EDUCATIONAL LEADERSHIP\u2014ENGAGING NUNAVUT PARENTS, ELDERS, AND COMMUNITY
\n<\/span>This course focuses on the development of collaborative relationships, positive communication, and empowerment of parents, elders, and community members who lead, support, and guide education in Nunavut. Participants discuss approaches that respond to and involve the community, and build accountability in ways that are transparent and reciprocal. The involvement of the extended community in the daily life and long-term vision of the school provides a central focus as participants reflect on, and write about, the process of creating collaborative learning communities with parents, caregivers, and elders based on cultural values, beliefs, and principles.
\n<\/span>Three semester hours<\/span><\/p>\n

5130 LEADERSHIP OF THE SCHOOL IMPROVEMENT PROCESS IN NUNAVUT COMMUNITIES
\n<\/span>Policy implementation, supervision of teaching and the leadership of learning, staff evaluation, and program accountability play a key role in transformational educational leadership and are a major focus in this course. Participants discuss and write extensively about policy implementation that is culturally and linguistically responsive in promoting learning. Participants are challenged to develop skill sets they require to involve the community and parents in developing and implementing a vision for education based on current policies.
\n<\/span>Three semester hours<\/span><\/p>\n

5140 REFLECTIVE PRACTICE IN EDUCATIONAL LEADERSHIP FOR NUNAVUT
\n<\/span>Participants propose, develop, and implement an approved reflective inquiry project based on their own educational practice.
\n<\/span>Three semester hours
\n<\/span><\/p>\n

ED 5141 ACTION RESEARCH AND REFLECTIVE PRACTICE IN NUNAVUT EDUCATION (DESIGN)
\nParticipants design and develop a reflective practice and\/or action research project. The course will focus on developing action research and reflective practice approaches leading to the development of a Government of Nunavut approved research project plan (literature review, methodology, and ethics approval), which would be conducted in ED 5142.
\nOne semester hour<\/p>\n

ED 5142 ACTION RESEARCH AND REFLECTIVE PRACTICE IN NUNAVUT EDUCATION (IMPLEMENTATION)
\nParticipants conduct an approved reflective practice and\/or action research project. The course will consist of highly individualized online instruction where instructors support participants in the implementation of their research projects through local District Education Authority approvals, intervention implementation, data collection, analysis and academic report writing, with the final dissemination of results conducted in ED 5143.
\nPREREQUISITE:\u00a0 ED 5141
\nOne semester hour<\/p>\n

ED 5143\u00a0 ACTION RESEARCH AND REFLECTIVE PRACTICE IN NUNAVUT EDUCATION (COMMUNICATION)
\nParticipants disseminate and defend the findings from their research project as a means of evaluating their own Educational Leadership.
\nPREREQUISITE:\u00a0 ED 5142
\nOne semester hour<\/p>\n

5590 SPECIAL TOPICS IN EDUCATION
\n<\/span>In this course, students investigate special topics in the field of education. Permission of the Coordinator of Graduate Studies and the Dean is required.
\n<\/span>Hours of Credit: 1, 2 or 3 credit hours<\/span><\/p>\n

5730 CHILDREN\u2019S LITERATURE IN EDUCATION
\n<\/span>An introduction to, and survey of, children\u2019s literature with emphasis on contemporary books written for children. These include picture books, fiction, and nonfiction with special consideration of Canadian titles. Students examine, read, evaluate, and discuss different forms of literature and various genres of fiction, as well as the ways children\u2019s literature is integrated into contemporary school curriculum.
\n<\/span>Three hours a week<\/span><\/p>\n

5740 YOUNG ADULT LITERATURE
\n<\/span>An introduction to young adult literature with emphasis on contemporary books written for adolescents. These include picture books, fiction, and nonfiction with special consideration of Canadian titles. Students examine, read, evaluate, and discuss young adult books and explore the ways young adult literature is integrated into contemporary school curriculum.
\n<\/span>Three hours a week<\/span><\/p>\n

5750 ORGANIZATION AND MANAGEMENT OF LEARNING RESOURCES
\n<\/span>This course provides opportunities to consider principles of analysis, appraisal, and review of learning resources. Students develop criteria for evaluating and selecting a wide range of both print and non-print learning resources, and to formulate policies and procedures for the selection of learning resources to support the instructional program in the school.
\n<\/span>Three hours a week<\/span><\/p>\n

5810 THE INCLUSIVE CLASSROOM
\n<\/span>Teachers examine the emergence of inclusive education and explore the history of services to children with special needs and attitudes teachers bring to the classroom. Recent research and practice in inclusive education is explored by the students.
\n<\/span>Three hours a week<\/span><\/p>\n

5820 ASSESSMENT OF INDIVIDUAL LEARNERS
\n<\/span>Teachers are introduced to individualized educational assessment of children with learning needs and become familiar with a variety of assessment tools and their implementation.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

5830 DIFFERENTIATION AND INDIVIDUALIZED INSTRUCTION
\n<\/span>This course introduces teachers to differentiation of curriculum and a variety of teaching methods for learners with exceptional needs, as well as the components and implementation of an individualized educational plan.
\n<\/span>Three hours a week<\/span><\/p>\n

5840 LEADERSHIP AND COLLABORATION
\n<\/span>Teachers explore inclusive teaming and classroom consultation as methods to promote inclusive education. Leadership traits required to facilitate the development of an inclusive school is also explored.
\n<\/span>Three hours a week<\/span><\/p>\n

5850 IMPROVING LANGUAGE AND LITERACY ACHIEVEMENT
\n<\/span>This course looks at strategies teachers can employ to develop language and literacy skills in the students in their classrooms. Current research in this area is presented and critiqued.
\n<\/span>Three hours a week
\n<\/span><\/p>\n

5910 DIRECTED STUDIES
\n<\/span>In this course, individual students pursue a special topic or issue in education. Before approval is granted, each student must prepare a detailed outline of the contents of the course, and obtain the consent of a faculty member to supervise the work.
\n<\/span>PREREQUISITE\/CO-REQUISITE: Permission of the Dean and Coordinator of Graduate Studies, and permission of instructor.
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