School of Education—Courses
Please note that not every course listed is offered each year and that students should consult the following sources for current course offerings:
COURSE DESCRIPTIONS
1. Core Compulsory Courses
EDUC-5015. Teaching Internship
The internship consists of five days of school visitation and two different teaching placements. The first and second teaching placements involves two seven weeks direct teaching experience in the field. Placement is made by the Department in accordance with the Policy on Placement in the B.Ed. Internship. This policy is given to all members of the B.Ed. class. Students in this first and second internships are offered placements at all levels (K-12).
EDUC-5033. Culture and Schooling: Teacher Ethics
This course examines the major issues related to schools that function in a complex society. Both local and global aspects of the schooling will be addressed from a philosophical and sociological perspective. Gender issues, economic factors, human rights, multiculturalism, peace, social justice, and the environment will be studied to understand their impact on education and vice versa.
EDUC-5901. Classroom Management
This course will explore both general approaches and concrete strategies used by teachers to structure activities and behaviour in a classroom setting. Topics will include social intelligence, body language, emotional awareness, classroom routines, grouping strategies, and procedures for starting or finishing a class. Examples of typical problems will be discussed, and common disciplinary actions that are taken in schools will be critically examined.
EDUC-5902. School Law
This course examines the legal responsibilities for teaching in the public school. Topics to be addressed include: a) the Canadian Constitution, b) the NB Education Act & pertinent regulations and policies, and c) pertinent sections of the Family Services Act. Students will be expected to work collaboratively in class and to examine and present a legal case based on a component of the course curriculum.
EDUC-5903. Educational Technologies
The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.
EDUC-5904. Special Topics in Education
This course is designed to respond to changes in the educational system and the needs of students. Topics vary from year to year.
EDUC-5905. Measurement and Evaluation
This course is designed to prepare students to fairly, accurately and effectively assess student achievement and to transform this data into valid inferences for certifying and improving student learning. Students will unpack curriculum documents to produce lesson objectives and create assessment items that can be used for both formative and summative evaluation. Item types will include those required for selected response, constructed response, performance and product assessment.
EDUC-5906. Educational Psychology
This is a course designed to examine the psychology of learning. Topics include: Cognitive/Sociocultural Development, Moral Development, Behavioural Perspective of Learning. Social Learning Theory, Cognitive Views of Learning and Motivation.
EDUC-5907. Teaching Exceptional Learners
An overview of issues related to special education and various exceptionalities will be examined including: learning disabilities, speech and language differences, pervasive development disorders, hearing impairments, and neurological disabilities. An emphasis will be placed on strategies to assist teachers in addressing the special education needs of pupils in the classroom and the psychology of exceptional learners.
EDUC-5908. Differentiated Instruction
The purpose of this course is to help pre-service teachers to develop other visions of how classrooms generate as open-minded teaching and learning environments. Differentiated instruction strategies enable the teacher to plan for academic diversity to reach every learner. The course is designated as a professional development workshop. Through reading, discussion, video case studies, activities and assignments the course focus is to increase understanding of issues of learning and thinking and to develop strategies related to differentiation. Interactive workshops will be used to address the following themes: a) curriculum mapping, b) matrix planning, and c) flexible methods of grouping, assessing, and managing for the differentiated classroom.
2. Methods Courses and Electives
EDUC-5133. Shared Leadership
This course begins with an examination of traditional roles expected of the principal as a school leader. Students will then examine the requirements for school improvement and the disjunction between current leadership and improvement goals. The cultural, social and institutional barriers that prevent teachers from building leadership capacity in schools will be discussed and students will analyze reciprocal learning processes that build the authentic relationships required to develop sustainable, self-renewing schools.
EDUC-5233. Educational Psychology II
This course examines the relationship between moral, social, and emotional development and learning, the impact of personality and temperament on classroom interactions, and the issues that drive student behaviour. It also examines the manner and effect of grouping students based upon their individual differences.
EDUC-5413. Elementary Reading and Language Arts Methods
The purpose of this course is to provide pre-service education in the teaching of reading and language arts at the elementary and middle levels. This course examines current curriculum materials and methodologies including phonics and whole language methods in the teaching of literacy. Through class discussions, activities, and research the connections between theoretical foundations and practical application will be evident. Reading, observations, and planning mini-lessons will provide a knowledge base about literacy and effective language arts instruction.
EDUC-5423. Middle School Literacy and Language Arts Methods
This course continues the development of the pre-service teacher's knowledge base with regard to designing the language arts programme in the elementary and middle level. Topics include the comprehension and response to literature, content area reading, study skills, and making connections between reading and writing. This course provides a framework for the beginning teacher upon which to base logical reflective decisions concerning learning experiences, instructional techniques, and assessment strategies.
EDUC-5433. Elementary School Math Methods
Elementary mathematics is an introduction to the context and strategies of elementary mathematics (K-8). This course does not require a strong mathematics background. The emphasis will be on content as well as on doing mathematics. Students will be encouraged to be involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics include pre-number concepts, numeration and place value, whole number operations, number theory, and geometry.
EDUC-5453. Fine Arts Education (A-F Modules)
This course introduces pre-service teachers to the basic forms, processes and vocabulary used in fine arts education so that they may comfortably enrich their classroom activities with arts-related experiences, something now expected of all elementary teachers. Discussions will focus on how the arts may be used to deepen and extend learning in the elementary classroom; topics will include the importance of a non-judgmental classroom climate, the process product debate, the difference between teaching about the arts and teaching through the arts, the challenges of assessment, and the conflicting messages school sends about the value of arts education. Existing curricula in music, visual arts and drama will be also be examined.
EDUC-5463. Elementary Physical Education/Health
The vision of the health program for Atlantic Canadian schools is that the students will leave public education both understanding and practicing wellness, by making wise life-style choices which contributes to both a healthy caring individual and to the community. The course will provide a detailed examination of the curriculum for Health Education in our schools: outcomes for knowledge, skills and attitudes, suggestions for learning and assessment activities, and resources. The intent of this module is to provide you an understanding of the health program that you are obligated to teach to elementary level students.
EDUC-5473. Science for Elementary Children
The nature and purpose of science education are explored. Effective use of minimal time allotted to this discipline at the elementary level is the main focus. One of the primary tasks to be undertaken is the construction of discovery-based learning centres as well as appropriate assessment tools. Students will be given the opportunity to experience the dynamics of constructivist science learning with a special emphasis to cross-curricular extensions. Additional time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.
EDUC-5503. Human Rights Education: Classroom and Community
The course introduces participants to the various rights, instruments, and issues relevant to the classroom and provides opportunities for teachers and others to increase their knowledge in the human rights field. This course is offered for pre-service teachers, practicing teachers, and professionals in related fields. Note: If taken during Education Summer Institute the course cannot be counted towards the 60 credit hour St. Thomas University B.Ed..
EDUC-5513. Teaching English as a Second Language
This course offers an exploration of methods and issues related to teaching English as a second language in a variety of contexts (e.g. overseas, mainstream public school instruction, courses for newcomers to Canada, intensive English programs). It offers students a great understanding of the structure of the English language. The major focus of the course will be current approaches to language teaching, with an emphasis on communicative, task-based, and content-based methods. Attention will be also be devoted to such social issues as learner identity and the role of the English in the world.
EDUC-5523. Elementary/Middle French Second Language Methods
This course presents the theoretical foundations of teaching French as a second language at the kindergarten to grade eight levels. The focus will be on the project-based multidimensional curriculum advocated by the National Core French Study. Students will work in groups and make presentations based on an exploration of relevant materials.
EDUC-5533. Middle Level/Secondary French Second Language Methods
This course presents methods that are used to teach French in the middle and secondary schools. Particular attention will be devoted to the development of pedagogical materials that reflect the multidimensional curriculum and other communicative approaches to language teaching. The course will also include discussion of the individual and social factors that affect language learning success among adolescents.
EDUC-5543. Catholic Religious Education
This course is designed to offer both examples of curriculum and methods of instruction to the prospective teacher of the Catholic religion. This will entail an examination of some core of Roman Catholic theological concepts, approaches to scriptural interpretation. Catholic social teachings, sacramental theology and liturgical preparation as well as those teaching techniques which are appropriate to a critical praxis methodology. Perspectives on ecumenism and interfaith dialogue will also be examined. Open to Arts/Social Work.
EDUC-5553. Technology in Education (K-10)
The course involves a study of the issues surrounding the relationships of computers and society while examining how computers can be used in educational settings as part of the learning process. The time allotted for this course will be used to study the way different stake holders view computer use in education, to look at some possibilities for using computers in schools and to permit some practical experience in the field and in curriculum development. The structure of the class will be very relaxed. Most of the time we will have reading, working on our own projects on the computer, and discussing what we have been reading, observing, and/or discovering. There will be active participation by class members as well as independent and group focus discussions and research. No prior technical expertise is required.
EDUC-5563. French Immersion Methods
This course explores the methods used to teach school subjects through the medium of French as a second language. The primary focus will be the integration of content instruction with opportunities for student to become proficient in French. The course also provides an overview of the historical development of immersion education in Canada and of current research on immersion.
EDUC-5573. Introduction to Physical Geography
This course will provide students with background information on physical geography that they will be able to integrate with Science, History, Social Studies, Language Arts, and other subjects at the elementary, middle school and high school level as they develop lesson plans to deliver the prescribed curricular outcomes. Physical geography studies the processes at work in the physical environment - its weather, climate, rocks, landforms, soils, and ecosystems. As well the impact of the physical environment upon humans and the impact of humans and their activities, locally and globally, on the physical environment are important issues that will be examined. Local environmental issues such as waste management, air and water pollution, and forestry, fishery and mining issues, will be important aspects to be included in the lesson plans that will be developed.
EDUC-5583. Experiential Methods in Music Education
Students will be introduced to three experiential methods of music education: the Orff, Kodaly and Dalcroze methods. Elements of musical expression will be actively explored through singing, playing instruments, moving, improvising, composing, and directed listening. Participants will develop a basic music literacy and learn how to sequence rhythmic and melodic material for teaching purposes. The potential of global or world music to teach the Elementary Music Curriculum will be examined.
EDUC-5613. Methods in Elementary Social Studies Education
This course focuses on investigating elementary school (K-5) social studies teaching methods. The course intends to help pre-service teachers articulate a conception of social studies education and its goals. The main areas of social studies focus are geography, history, political science, and economics. The course design assumes that all teachers strive to engage students in meaningful experiences that bridge the study of social studies concepts with the community of learners in the classroom.
EDUC-5633. Methods in Teaching History at a Secondary Level
Methods and strategies of teaching history at the secondary level are the focus of the course. A strong emphasis is on awareness of the place of history teaching in the curriculum. Course participants explore and develop a variety of active learning activities. A history background or broad historical knowledge is an asset.
EDUC-5803. Secondary Physical Education
This course will provide an overview of the curriculum for Secondary Physical Education in New Brunswick which emphasizes Knowing, Doing and Valuing. Students will obtain the knowledge and experience to enable them to administer the provincial curriculum at the secondary level. The curriculum includes three components: Doing, which involves demonstration and assessment of movement skills and concepts; Knowing, understanding the principles and concepts of a healthy lifestyle; Valuing, developing positive personal and social behaviours to support the pursuit of a healthy lifestyle. Other areas such as risk management, coaching and intramural programming will be examined to round out the skill set needed to teach at the secondary level.
EDUC-5813. Secondary English Methods
This course will familiarize participants with the outcomes of the Atlantic Provinces English Curriculum guides for grades 9 through 12. The class will explore a variety of teaching strategies that can address these outcomes while actively engaging students in learning. Provincial assessment in Language Arts will also be examined.
EDUC-5823. Writing for all Teachers: Critical and Multiple Perspectives Across the Discipline
The overarching purpose of the course is to explore writing practices that are informed by the critical and multiple perspectives of an interdisciplinary approach. The course will examine a range of rhetorical modes of writing, which inform, persuade, explain, instruct and direct. Participants will explore writing samples and exemplars and the structural features of various genres. The course also provides many opportunities to write and to plan for teaching effective writing in all disciplines. The course stresses the importance of communicating ideas and information. By examining and teaching forms and genres of text, the various purposes and intended audiences, the course will enable you to demonstrate and model good writing across the curriculum.
EDUC-5843. Methods in Secondary Social Studies Education
This course is an introduction to instructional strategies and methods for teaching social studies. The course intends to help pre-service teachers integrate their knowledge of social studies with educational best practices. The areas of social studies focus are geography, history, political science, and economics.
EDUC-5853. Drama Across the Curriculum
This course will explore how drama can be used as a pedagogical tool in the classroom, particularly at the secondary level. In addition to learning basic drama skills, students will become acquainted with theatrical forms and conventions that are used to explore educational content in curricular areas such as language arts, social studies, science, etc. Participants will have the opportunity to create and fine-tune their own educational drama lessons. Discussions will include classroom management issues that arise when running a drama class.
EDUC-5863. Methods in Science Education (Middle/ Secondary)
An introduction to curricula and methods of instruction appropriate for the middle and early high school levels are provided. Principles of science education explored with particular emphasis on the constructivist learning model, the effective use of discrepant events, and the development of STSE materials. A science background is an asset but is not essential.
EDUC-5873. Teaching Middle Level and Secondary Math
Teaching approaches and curricula materials prescribed for grades 6 to 10 mathematics courses are explored. A strong emphasis is placed on problem solving and effective use of manipulatives suggested by most curricula documents. A variety of active learning strategies essential to successful teaching in mathematics is extensively explored and developed by course participants. A math background is an asset but not an essential.
EDUC-5883. Teaching Secondary Science
This course is an introduction to curricula and methods of instruction appropriate for high school science. Among the curricula to be examined will be those currently in use in the Atlantic region. Integrated science units as well as specific instructional techniques suitable for the high school setting will be examined. Primarily intended for science majors.
EDUC-5893. Secondary Math Curriculum
Secondary Math Curriculum prepares students to teach Math courses at the high school level with a focus on grades 10 to 12. The approach to the course will be a predominantly project and presentation format. The emphasis will be on the Provincial Educational Foundation curriculum documents and the core texts currently used to teach in our high schools. You will examine the NCTM standards for high school courses and transfer these standards to the Math curriculum for seven of the courses articulated by the Atlantic Canada Mathematics Curriculum guides. Calculator technology and differentiated instruction will be incorporated into the curriculum where appropriate.
3. Education Institute
EDUC-3403. Contemporary Mathematical Concepts
This course is designed to give students a measure of insight into modern mathematics. The course provides students with little mathematical background an opportunity to acquire a body of mathematical knowledge. EDUC 3403 is designed to enhance the mathematical skills of any Arts students. In the course we will examine the fundamental mathematical concepts in the areas of numeration, rational and irrational numbers, number theory, geometry, probability, measurement, problem solving, and data interpretation and presentation. This course is not part of the limited enrollment St. Thomas Bachelor of Education Programme, although it would be a good choice for students considering teaching as a career. Note: This course cannot be used as part of the 60-credit hour Bachelor of Education Programme.
EDUC-3503. Contemporary Physical Science Concepts 1
This course is intended for pre-service and in-service teachers who require content knowledge directly applicable to the science curriculum they are required to teach in an elementary school setting. Focus will be placed largely on contemporary physical and earth science concepts relevant to the elementary level. This course will be most beneficial to elementary teachers whose own science education does not exceed the high school level. This course is not intended for students who have a science degree or have taken introductory level science courses other than biology. Familiarity with provincial science curriculum documents is a prerequisite.
EDUC-6113. Introduction to Classroom Action Research
This is a first of two action research courses. Participants in the course will examine the use of action research methodology to investigate problems of professional practice and their solutions.
EDUC-6123. Conducting Classroom Action Research
Each participant will conduct classroom research to answer questions posed in EDUC 6113 and to produce a formal, written document which describes the research question, the research on similar topics, the methodology used, and the results and conclusions. Prerequisite: EDUC 6113.
EDUC-6143. The Professional Learning Community
This course examines schools as learning organizations. It focuses on the philosophical and operational changes essential for the transformation of schools from the traditional bureaucratic paradigm to a learning community model. Topics include teacher collaboration in lesson planning, instructional practices and assessment. Students will be expected to complete an analysis of their own school in which they identify the barriers to implementing the professional learning community model and submit a paper outlining both their analysis and plans for transforming their school culture and operations.
EDUC-6233. Curriculum and Instruction for Gifted Learners
This course involves the study of differentiated curriculum and instruction for gifted learners. The course will focus on key content, process, product, concept and implementation issues in working with the gifted in various domains of inquiry. Additionally, curricula accommodations/modifications for those gifted students with additional learning needs or differences will be examined. Prerequisites: EDUC 5243/5253 or equivalent; EDUC 5233.
EDUC-6243. Creativity and Cognition in Gifted Education
This advanced course focuses on the theory, research, and application of creativity in education and other learning contexts. It engages students in understanding and mastering the tool skills and processes of divergent thinking in designing educational products.3 credit hours. Prerequisites: EDUC 5243/5253 or equivalent or EDUC 5233; and EDUC 6233.
EDUC-6853. Drama As a Way of Knowing
In this course, students will explore the medium of drama to understand how this complex expressive form may embody and transform our knowledge about the world in which we live. Course readings, seminars, and drama experiences will provide participants with the opportunity to examine the challenges of integrating drama or any of the arts into existing curricula and to practice using drama as a way of knowing in their own teaching. Drama as a means of collecting data or reporting findings in qualitative research will also be discussed. Prerequisite: EDUC 5853, or the permission of the instructor, since some experience/comfort level with drama is necessary.