Foundations of Curriculum Studies I0.5 unit
An introduction to curriculum studies as a field for scholarly inquiry and professional practice. This course includes an examination of theories and philosophies of curriculum studies, models of curriculum development and evaluation.
Foundations of Curriculum Studies II0.5 unit
Prerequisite: GCRD 6301 or permission of the instructor
A continuation of curriculum studies as a field for scholarly inquiry and professional practice. This course includes a focus on applied practice and process of curriculum development and implementation, including aims, design, implementation, and issues related to curriculum studies.
Principles of Language Acquisition for Education1.0 unit
Intended primarily for teachers of English as a second or foreign language (ESL/EFL), this course focuses on the nature of language acquisition including the written language, is followed by a detailed examination of the variables involved in the acquisition of additional language by older learners.
Linguistics for Teachers1.0 unit
The focus of this course is on the relevance of language for educational settings. It examines the sound, word, sentence and meaning of systems of English within the context of language teaching. Central concepts of sociolinguistics and psycholinguistics which relate to language in education will also be addressed. The course is intended for teachers of English as a second language but is also appropriate for teachers of English and language arts.
GCRD 6305/GFDD 6513
Schooling and Social Justice0.5 unit
An exploration of the connections between curriculum theorizing and practices, ways in which social issues are brought to bear upon curriculum, and how this is affected by the everyday lived experiences of students and teachers. This course also focuses on developing strategies for socially just classrooms.
Geography in Education
This course explores questions of space and environment as avenues for increased understanding of our world. While of obvious value to teachers in the social studies, the course is designed to benefit teachers of any grade level or subject area by suggesting ways in which sound geographic understanding can contribute to their teaching.
New Dimensions for Curriculum in Geography
This course is designed for those who teach, plan, or supervise courses of study in geography/social studies, or Maritime Studies, at the secondary level. It considers the implications of geographical thought for curriculum development, course planning, and teaching, and it suggests bridges between geography and other fields of study.
Critical Pedagogy I
This course provides an introduction to educational practices as forms of cultural politics. It examines theoretical frameworks (critical theory, feminisms, postcolonialism, poststructuralism, etc.) for analyses of the intersections of knowledge, power and identity in and through the everyday work of education. Particular emphasis is given to the constitutive processes of gendering, racialization, etc. within educational institutions. Counter-pedagogies, those which can name, challenge and more democratically reconstitute such processes and effects, are the primary focus of the course.
Critical Pedagogy II
Prerequisite: GCRD 6315 or permission of the instructor
This course provides a continuation of the examination of educational practices as forms of cultural politics. It examines theoretical frameworks (critical theory, feminisms, postcolonialism, poststructuralism, etc.) for analyses of the intersections of knowledge, power and identity in and through the everyday work of education. Particular emphasis is given to the constitutive processes of gendering, racialization, etc. within educational institutions. Counter-pedagogies, those which can name, challenge and more democratically reconstitute such processes and effects, are the primary focus of the course.
Curriculum in Practice I0.5 unit
An introduction to the process of action research in classrooms and schools with a focus on what teachers and students are actually doing in the learning environment. Emphasis is placed on basic teaching and learning interactions, and critical analysis of a series of cycles examining curriculum in practice.
Curriculum in Practice II
Prerequisite: GCRD 6317 or permission of the instructor
A continuation of the process of action research in classrooms and schools; focus on what teachers and students are actually doing in the learning environment. Emphasis is placed on basic teaching and learning interactions, and critical analysis of a series of cycles examining curriculum in practice.
GCRD 6319/GFDD 6512
History of Educational Ideas0.5 unit
An examination of the social, cultural, and ideological forces that have affected ideas about education and their relationship to contemporary educational practices. Various aspects of education such as curriculum design, evaluation, implementation, and research are explored.
Global Issues and Education I
An examination and comparison of theoretical perspectives about global education. Relevant principles, themes, concepts and/or values inherent in a global perspective will be considered.
Global Issues and Education II
Prerequisite: GCRD 6320 or permission of the instructor
An identification and critique of global education initiatives. Students will engage in an exploration of the underlying ideologies and paradigms that inform various global education theories/perspectives and will examine and apply global education pedagogy and practice.
Education and Development I
An introduction to critical analysis of the inter-related concepts of education and development. Education represents one of the major economic costs associated with most social and political jurisdictions. The course compares local conditions, costs and benefits from the educational sector with data from a more global perspective.
Education and Development II
Prerequisite: GCRD 6322 or permission of the instructor
Develops concepts and connections of the assumed relationship between formal, non-formal, and in-formal education. This advanced course considers, for example, questions about whether education in one context is relevant in others, and whether the cost-benefit analysis justifies the on-going contributions expected from society.
GCRD 6324/GLIT 6731
Cultural Politics and the Teaching of English
This course traces the social, cultural and institutional functions of the subject of English to provide an understanding of how it is a form of cultural politics. The course examines contemporary critical theories and the cultural politics of media (print, electronic, visual) as a means of expanding possibilities of teaching English as a socially progressive subject.
GCRD 6325/GLIT 6732
Reading and Teaching Popular Culture
This course focuses on the educational and pedagogical dimensions of popular culture. It provides theoretical frameworks, namely, those of cultural studies and critical literacy, to explore the variety of literacies practised in contemporary multi-mediated cultures and the complex social processes brought to bear on the teaching and reading of popular culture.
GCRD 6326/GEMS 6426
Learning Difficulties in School Mathematics0.5 unit
An examination of research on mathematics anxiety, mathematics disabilities, and other learning issues. The course provides an opportunity to use existing tools or to develop specific instruments for determining problematic areas and to plan appropriate teaching strategies.
Interdisciplinary Study of School Mathematics0.5 unit
An examination of research on the learning of mathematics in the context of other subject areas, or other fields of applications. This course provides an opportunity to study mathematical experiences that offer meaningful and authentic connections to various topics of educational interest.
GCRD 6328/GEMS 6428
Pedagogical Approaches in School Mathematics0.5 unit
An examination of pedagogical approaches in mathematics education. Research on techniques beyond direct instruction is investigated with the aim to develop an extensive pedagogical toolbox of strategies for teaching mathematics. While mathematical content is not the major emphasis of the course, it is often the vehicle for discussion of the pedagogical approaches. Note: Students who have received credit for GEMS 6462 may not take this course for credit.gems
Curricular Topics in High School Mathematics 0.5 unit
An examination of current perspectives in mathematics education regarding content knowledge at the high school level. Areas to be reviewed include research on students’ development of quantitative, algebraic, spatial, and statistical reasoning.
Assessment for Learning I
Prerequisite: Admission to concentration in Supporting Learners with Diverse Needs and Exceptionalities program
A review of educational assessment for learning focusing on the inclusive classroom. Topics include linkages between assessment and program planning, selected professional practice issues, measurement issues, and the role of the teacher and student in the assessment process for school age children and youth. Content also includes a critical analysis of selected tests, strategies and procedures used in the assessment process.
Assessment for Learning II
Prerequisite: GCRD 6330 (may be taken concurrently)
A seminar and practicum course designed to extend knowledge and critical perspectives in integrating assessment information in developing accommodations, adaptations, and individualized program plans. Students critically review the design and development of informal techniques and strategies to enhance the teaching/learning process and practice the administration, scoring, and interpretation of selected instruments.
Programming for Students with Learning Differences I
A critical examination of current practices, research, and educational policies as well as teachers’ personal and practical knowledge of student differences. The course will also involve the integration of effective strategies, techniques, and a spectrum of approaches in various discipline areas to support students in school-based learning settings.
Programming for Students with Learning Differences II
Prerequisite: GCRD 6332 (may be taken concurrently)
A seminar and practicum course designed to provide for critical examination and practice in building inclusive learning environments. The course focuses on a critical analysis of the design and implementation of adaptations, accommodations, as well as the use of assistive technology to support learners with various interests, needs and abilities.
Classroom Organization and Programming for Learners with Behavioral Challenges
A consideration of the needs of learners with behavioral challenges, and suggestions for a variety of practices to address those needs. Students have the opportunity to develop practices from both experiences and research and, in the process, become familiar with reviews, journal articles and books in the field. Collaborative approaches to addressing behavioral challenges in the classroom are examined.
School Culture and Inclusive Practices
An exploration of school culture from various perspectives and an examination of how school culture forms and influences inclusionary practices in schools. The course facilitates an inquiry into the issues and challenges to inclusion and offers students opportunities to explore their personal beliefs on inclusion and teaching practices.
GCRD 6336/GEMS 6401
Numeracy in the Curriculum I
An examination of the concepts of number and operations from grades primary to twelve. Research on number sense is investigated with the aim to develop classroom instruction strategies that foster students’ quantitative thinking.
GCRD 6337/GEMS 6402
Numeracy in the Curriculum II
Prerequisite: GCRD 6336/GEMS 6401
An examination of number concepts as they apply in the areas of measurement, probability, and statistics from grades primary to twelve. Research on these areas of application of number sense is investigated with the aim to develop classroom instruction strategies that foster students’ quantitative thinking.
GCRD 6338/GEMS 6403
Problem Solving and Problem Posing in School Mathematics
An investigation of the literature pertaining to problem solving and problem posing in the context of mathematics learning. Students will learn about divergent and convergent thinking processes in mathematics, the integration of creativity and problem solving strategies and their place in the mathematics classroom.
GCRD 6339/GEMS 6404
Educational Perspectives on the Nature of Mathematics
An examination of mathematics, as a form of knowledge and a teachable subject, from multiple perspectives, including philosophy of mathematics education, psychology and cognitive science, and the philosophy, history and sociology of mathematics. Students will consider implications of these perspectives for their teaching practice.
Research Seminar in Curriculum Studies
Research Seminar in Curriculum Studies0.5 unit
Research Seminar in Curriculum Studies1.0 unit
A seminar course for MEd or MA students in a topic related to curriculum studies. Topics will vary. May be taken more than once for credential credit.
Special Topics in Curriculum Studies0.5 unit
Special Topics in Curriculum Studies0.5 unit
Special Topics in Curriculum Studies1.0 unit
These courses are designed to allow students to study in greater depth a topic in curriculum studies that is treated more briefly in another graduate course or a related topic that is not covered in another graduate course. May be taken more than once for credential credit.
Language Acquisition0.5 unit
An introduction to the field of language acquisition. Topics include first language acquisition, age, human learning, input, interaction, sociocultural and communicative competence, etc. Note: Students who have received credit for GCRD 6306 or GCRD 6307 may not take GCRD 6360 for credit.
An introduction to linguistics, the scientific study of human languages. It focuses on words (morphology), sounds (phonetics), sound patterns (phonology), sentences (syntax), meaning (semantics), and pragmatics (language use in social contexts) in an English language context. Note: Students who have received credit for GCRD 6308 or GCRD 6309 may not take GCRD 6361 for credit.
Pedagogical Grammar0.5 unit
An introduction to the syntactic and morphological structure of English. It covers principles of linguistics and language acquisition related to grammar and how it is learned; and examines pedagogical approaches and techniques for fostering development of grammatical competency. Note: Students who have received credit for SMU EDUC 5658/MSVU GCRD 6003 may not take GCRD 6362 for credit.
Seminar in TESOL0.5 unit
An introduction to the MA/MEd program in TESOL. It will explore TESOL research and professional issues. Students will engage in careful reading of research literature, examination of professional resources, preparation of abstracts, bibliographies and literature reviews. Guest lectures will elaborate on the diverse areas of TESOL research and practice.
Language Testing and Assessment0.5 unit
Examines the theories, research, methodologies, and practices in language assessment. Students will consider the issues surrounding classroom assessment and large-scale testing, not limited to, validity, fairness, washback, etc. A number of techniques used in a classroom context will be discussed.
Language Curriculum and Instruction0.5 unit
Examination of the curriculum and methods used in teaching English both in Canada and abroad. It focuses on unit/syllabus design, analysis and evaluation of selected curricular approaches, pedagogical methods, and trends and issues in language education. Note: Students who have received credit for SMU EDUC 5656/MSVU GCRD 6002 or SMU EDUC 5657/MSVU GCRD 6005 may not take GCRD 6365 for credit.
Consists of a series of seminars designed to examine issues related to contemporary English as an additional language pedagogy. Students will use a variety of methods to promote additional language learning, while, at the same time, encouraging reflective practice. It is a two-term course that includes a 50-hour supervised practicum. Note: Students who have received credit for SMU EDUC 5659/MSVU GCRD 6004 may not take GCRD 6366 for credit.
Instruction for English Language Learners0.5 unit
Examines the theory, policy, and practice of instructing English language learners in a K-12 content class. Key topics include theoretical foundations of language development; curriculum development that are responsive to ethnic, racial, cultural, linguistic, and social diversity.
Language and Culture
Explores the interface between language and culture. Students will examine theory and research on culture and communication, e.g., verbal and non-verbal communication, gender, race and class, children’s ethnic socialization, and the status of families as cultural units. The course emphasizes the development of strategies for successful intercultural education. Note: Students who have received credit for SMU EDUC 5661/MSVU GCRD 6001 may not take GCRD 6368 for credit.
Technology and Language Education0.5 unit
Examines the research, theory, and practice of technology supporting language learning and teaching. Students in this course will evaluate the products and processes of integrating technology into language teaching and learning in and outside of the classroom.
Newcomers and Settlement0.5 unit
An introduction to immigration policy in Canada and its impact on newcomers through a case study approach. The course explores the history and development of immigration policy in Canada and the relationship to sociocultural influences. By the end of the course, students will have a deeper understanding and appreciation of various experiences had by newcomers.
Literacy Development for TESOL0.5 unit
Focusing on EAL individuals in Canada with limited literacy in their first language. This course will explore the unique characteristics and needs of EAL literacy learners, the challenges facing both teachers and learners, and the theories and pedagogical approaches to instruction that support these learners.
Bilingualism and Bilingual Education0.5 unit
Prerequisites: Bachelor of Education and second language teacher training; fluent French and permission of the instructor
An introduction to bilingualism and a survey of bilingual education: principles, history, and models, with special emphasis on immersion schools.
Current Issues in Bilingual Education0.5 unit
Prerequisites: GCRD 6382 and permission of the instructor
A detailed study of current issues in bilingual education, focussing on language acquisition process and interaction in second language classroom settings.