Master of Education

CURRICULUM DEVELOPMENT

EDCU6017:Philosophical, Phsychological and Sociological Foundations of Curriculum

CREDITS: 3

This course is designed for professionals working at various levels of the educational system.  It will expose participants to philosophical, psychological and sociological theories, principles and ideas relevant to the curriculum field and will therefore provide a conceptual framework within which to analyze curriculum theory and practice at the national, institutional and classroom levels. 


 EDCU6024:Principles of Curriculum Development, Implementation and Evaluation

CREDITS: 3

This course is targeted at professionals involved in curriculum development at the national, institutional and classroom levels. It is designed to enable participants to explore issues relevant to curriculum development, implementation, institutionalisation and evaluation with a view to developing a framework that can be used for curriculum analysis and decision-making at various levels. Participants should be able to further their understanding of the curriculum innovation and change process with reference to significant curriculum reforms at the local, regional and international levels.

 

 EDCU6026: Curriculum Development  

CREDITS: 3

The course is designed to develop an understanding of the curriculum evaluation process,alternative approaches to curriculum evaluation and the practical issues involved in conducting an evaluation of a school curriculum or a programme evaluation. This course also provides an opportunity for participants to critically examine evaluation studies using alternative approaches with a view to informing their own experiences.
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 EDUCATION ADMINISTRATION

 EDPS6301: Introduction to Educational Administration

CREDITS: 3

The administration of the education system needs innovative approaches in order to make a difference.   Criticisms and concerns are raised both inside and outside of the education system regarding the management of schools and the other areas of the education system.  Issues related to productivity, effectiveness and the overall performance of the education system have become priority focus. The training of principals, vice principals, department heads and the others who play a significant role in the management of education system must bear relevance to the needs of the system.  The course will provide the competencies to prepare administrators of the education who has to manage in the age of transformation. Emphasis will be placed on the practical needs of the administrator, but the theoretical underpinnings which guide action will be the cornerstone of the course. 

 EDEA6302: School Personnel Management 

CREDITS: 3

The management of human resources is probably the most important tasks in any organization, for whether the purpose is to produce goods or services such productivity is made possible through the human elements.
Many organization have a separate Human Resource (Personnel) department with an assigned manager who is responsible for its personnel functions, but in the school, the principal assumes the important role of Human Resource or Manager.  The success of any school programme depends to a large extent, on the efficiency of the principal in selecting and deploying, developing and supervising human resources so as to maximize achievement of the goals of the school.
This module on personnel management (Human Resources Management/Personnel) introduces you to the various personnel roles in the school, and the skills and techniques employed in the performance of such roles.

 EDEA6304: Educational Leadership

CREDITS: 3

Educational institutions today are forced to change programmes in order to prepare workers for an international economy and citizens for a turbulent and pluralistic culture.  Educational leaders therefore need to keep abreast of the changing demands of society and develop the knowledge and skills necessary to effectively guide their organization towards meeting these demands.
This course is designed to assist participants in acquiring an in depth understanding of the nature, scope and purpose of leadership as it relates to educational administration and to acquire skills for effective leadership.

 EDEA5305: Educational Planning and Management

CREDITS: 3

This is an introductory course in the area of Educational Planning aimed at enabling participants to develop an understanding of the functions, principles, processes and strategies of educational planning.
In the context of developing countries where resources are scare, those who manage educational systems and organizations can benefit greatly from the study of this course as they seek to deal with some of the dilemmas that confront them.

 EDEA6308: Educational Supervision

CREDITS: 3

Supervision and administration are correlative, complementary and mutually shared functions in the management of educational systems.  It is inconceivable that a specialization in Educational Administration could be considered exclusive of supervision.  Further, in our school systems the Educational Officer, the Principal, the Vice Principal, Department Head among others perform the role of supervisor.  As supervisory leaders these individuals must be educated and trained so that they can better coordinate and facilitate the work of teachers in their efforts to improve the learning of pupils and the work of the school.

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 EDUCATIONAL PSYCHOLOGY

EDPS6013: Cognition and Learning 

CREDITS: 3

The nature of thinking and learning and the creation of meaning have been central concerns of educators for many years, generating a number of theories and considerable research work.  Those responsible for structuring and determining learning experiences should not only be well informed about the processes of cognition and concept learning, but should also have a lively interest in contemporary research in this field and the applicability of both theory and research findings to the practical teaching situation.

For teachers to be effective in the classroom they need to have knowledge of concept teaching and learning, as every subject matter is built around concepts.  Concepts also serve to organize the experiences of the learners, as well as order how they reflect on these experiences.

 EDPS6003: Human Growth and Development

CREDITS: 3

Knowledge of human growth and development is of great importance to educators, parents and the individuals themselves.  While an understanding of growth and development up to early adulthood can enhance one’s understanding of the school aged child, an appreciation of development beyond the school years sheds light on the adult learner and on oneself.  How humans develop a sense of self, their personality and their value system all impinge on the individual in the learning situation.

 EDPS6012: Social Psychology and its Implications for Education

CREDITS: 3

Over the last three decades, there have been several transformations in the social context in which children and young adults grow and develop.  While such changes have brought opportunities for the individual’s personal growth and increased choices in terms of life-goals, they have also caused stresses of their own.

Individuals preparing students for life in the 21st century, ought to be familiar with these ongoing changes and their psychological effects.

This course is designed to sensitize participants to the social influences and issues which impact on psychological development and the likely implications for education.

EDPS6014: Measurements of Psychological and Educational Constructs 

CREDITS: 3

This course covers the fundamentals of educational and psychological research with an emphasis on constructs and how to measure them. The goal of this course is to provide students with the necessary knowledge so they can make informed and critical evaluations of assessment methods used in the field of psychology and education. Students will be shown how to examine these measurements for validity and reliability. Additionally, they will be given the fundamental of constructing their own simple self-report measuring instruments of psychological and educational constructs, such as beliefs, attitudes, values, behaviours, learning and skills.

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 GEOGRAPHY/SOCIAL STUDIES

 EDSS6608: Education and Citizenship

CREDITS: 3

This is one of the elective courses in the M.Ed. in Teacher Education Programme. It is designed for teachers, college lecturers and other administrators in Education. The course consists of five themes:

1.    Historical development of citizenship education
2.    Schools as social organizations for character building
3.    New thrust for citizenship education
4.    The active citizen
5.    Planning for citizenship education in the curriculum
         i.  The formal citizenship curriculum
        ii. The informal citizenship curriculum
6.    Challenges in planning and implementation


 EDSS6602: Geography Education

CREDITS: 3

Prerequisite:  1st degree in Geography or Undergraduate courses in Social
Studies/Geography.

Rationale:
Geography as a school subject in the Commonwealth Caribbean is taught by both Geography and Social Studies teachers. Social Studies teachers, college lecturers and educators have to be equipped with geographical knowledge and skills to advance Geography, particularly, at the lower levels of the Secondary school.  The dearth of geography teachers in schools and the need for training in Geography Education in the teachers' colleges have fostered the need for programmes to train the teacher trainees. Thus the course is designed for teacher educators, education officers responsible for supervision of teachers of geography and other educational practitioners working at various levels of the educational establishment in the discipline of geography. The overall purpose is to assist in fostering a new awakening in geographical ideas and to stimulate a 'renaissance' in geographical education, teaching and learning in the Commonwealth Caribbean.  The course will assist participants to scrutinise their understanding of underpinning theories in geography. It aims to foster and develop the ability to formulate policies. It seeks also to advance Geography as a school subject and as an academic discipline in the Commonwealth Caribbean through research in geography education. It will encourage participants to remedy a shortage of appropriate geography texts for schools by developing skills in evaluating and writing geography text books.


 EDSS6603: Urban Place and Education

CREDITS: 3

Prerequisite: A first degree in geography, social studies, sociology or any related discipline in education or the social sciences

Rationale

This course is designed for professionals: teachers, college lecturers and administrators working in the education system of Jamaica and the wider Caribbean. It aims to provide participants with in-depth knowledge, both theoretical and practical, of the urban environment. The study or knowledge of urban places is an important aspect of Geography and Social Studies at both the CSEC and CAPE levels of the Caribbean Examination Council (CXC).   Knowledge of urban places is also important in both the primary and secondary schools' curriculum. Urban places, cities and towns, have greatly but silently influenced social, economic and educational developments of countries. However, not much emphasis is placed on this geographic, spatial and demographic phenomenon.  This course will enable participants to better understand the urban environment.  It also examines the role urban places have had on social life and on the advancement, practice and development of education.

 ED66D: The Social Theoretical Foundations of Geography and Social Studies

CREDITS: 3

PREREQUISITE:     Geography/Social Studies/Geology 1st degree

Rationale

The course aims to provide practitioners: administrators, teachers and college lecturers of Geography and/or Social Studies Education with the background of theoretical perspectives   which underpin their respective disciplines and shape social thinking.  Both Geography and Social Studies have borrowed substantially from Social Theory to develop their own theoretical base. The course examines the eclectic nature of both disciplines and expounds on some common areas borrowed from classical as well as contemporary social theory. It particularly considers the upsurge and development of feminist theory in both Geography and Social Studies.

EDGE6605: Social and Cultural Geography

CREDITS: 3

PREREQUISITE: 1st degree in Geography or Social Studies

Rationale

A gap exists in Education for the teaching of Social and Cultural geography at the Higher Education level. Geography at this level in the Caribbean is still steeped in positivism. This course which is designed for teachers, administrators and college lecturers aims to provide a more humanistic approach to the study of geography in a Caribbean context.  It aims to make the study of geography more relevant to the Jamaican/Caribbean social and cultural experiences. It examines areas of social and public concern and explores some of the new directions which have occurred in human geography. It adopts alternative theorisation of culture from one limited to text and artefacts to one more amenable to social life. It addresses sensitive issues, ever present in Jamaican and the wider Caribbean society, such as colour, ethnicity, race, crime, poverty. It examines the cultural in a Caribbean context drawing on the new dimensions of culture developed by Stuart Hall.

EDSS6606: Rural Settlements, Society and Education

CREDITS: 3

Rationale
Rural settlements dominate much of the world despite the increase of the urban population. The majority of the world’s population still lives in rural areas with the land and rural life continuing to be important to the culture of the society.  In the developing or Third World much of the world’s land is used for agricultural activities. Jamaica and many of   the other countries in the wider Caribbean are essentially rural with agriculture still forming an important part of the economy.  Yet the study of the countryside is one of the neglected areas of social, geographical and educational studies. The course aims to bring the study of the rural   to the fore. It will enable educational practitioners to ponder the importance of rural areas to social, economic and educational development.  It aims to enhance knowledge of the rural both from a contemporary and historical perspective.   Examination is made of the continuity and dominance of the rural.   Although emphasis is placed on the Caribbean, the course also places rurality in a global context. The course is both theoretical and practical.

EDSS6607: Social Studies Education

CREDITS: 3

PREREQUISITE: 1st degree in Social Studies/Geography

Rationale
Social Studies in a Commonwealth Caribbean context has gone through several changes since its introduction into the educational system in the 1950's. Controversy surrounds its very existence. This course provides a forum for crucial issues to be explored, discussed and debated. The course, by its very nature, reinforces the importance of Social Studies as a school subject as well as an academic discipline in the Commonwealth Caribbean. It advances and develops a platform for Social Studies continuing growth and development in the Commonwealth Caribbean. The course which is designed for educational practitioners: teachers, college lecturers and administrators in Social Studies will provide a base where ideas could be developed and theory and practice explored.  The course will examine new areas of content, methodologies, and resources being incorporated into Social Studies to reflect present day experiences of a global world and the realities of living in the 21st century. The course will be theoretical, practical and topical.

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 LANGUAGE EDUCATION

EDLA6107: The Teaching of Literature at the Primary Level

CREDITS: 3

An in-depth examination of the literature written for children with a particular emphasis on West Indian literature.  An overview of literary theory as it applies to children’s literature will lead to an exploration of reader-response theory as practiced in the primary school.  Research related to children’s literature and activities to promote the use of such literature to further cross-curricular aims will be considered.

EDLA6108: The Teaching of Literature at the Secondary Level

CREDITS: 3

Rationale

This course will enable teachers to impart an appreciation of literature to students, to develop an insight into novel approaches to the teaching of different literary genres and to foster in-depth and relevant research in the teaching of literature at the secondary level.

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LEADERSHIP IN EARLY CHILDHOOD DEVELOPMENT

EDEC6002: Issues and Trends in Early Childhood Development in the Caribbean

CREDITS: 3

Rationale

In the Caribbean context, early childhood professionals at the Masters’ degree level frequently work in senior administrative positions providing leaderships in a designated programming area such as managing a day-care centre, training staff or implementing parent programmes.  Leadership responsibilities in the ECD field require a broad base of knowledge and skills to effectively support growth and development of ECD systems.  Such skills might include project or programme development and implementation, monitoring and assessment of personnel and of programmes, budgeting and financial management, training and human resource development, curriculum development, teaching, advocacy, among others.  To hone these skills, the ECD leader must keep abreast of related current issues, trends and developments as these emerge in the fields of early childhood development and leadership.  The purpose of this course is to increase the Masters’ degree students’ knowledge and understanding  of the critical issues and influences at the local, regional and international levels, that impact their performance as leaders in child development  early childhood programming and implementation and other related areas in the field.  Emphasis is placed on new and emerging research especially from the Caribbean and implications for practice in local and regional contexts.

EDEC6005: Programme Management

CREDITS: 3

Rationale

Many of the persons who operate in Early Childhood leadership positions graduate to the position because of experience at the field level – caregiver, teacher, nurse and the like – or because they have received advanced training in one of the technical areas related to Early Childhood Development. They have not been exposed to and, for the most part, have limited, unstructured knowledge of the basic concepts and skills required to function as an effective and efficient programme manager.

This course is intended to introduce them to the range of applicable concepts and skills and to provide an opportunity to apply these concepts and skills to practical solutions. 

EDEC6804: Early Childhood Development in the Caribbean Context

CREDITS: 3

Rationale
Recent research has highlighted the importance of child development to social and economic development of countries. For developing countries, including Caribbean nations, promotion of child development at all levels of society is integral to future development. Promotion of child development requires sound knowledge of theoretical perspectives and the impact that theory, knowledge and practice have made internationally. Promotion of child development in the Caribbean region, however, also requires detailed knowledge of the Caribbean, its culture, its people and their lives and the impact of these on the development of Caribbean children.  This course provides future early childhood leaders with the knowledge and skills required to promote and advocate for child development in the Caribbean region. 

 EDEC6805: Teamleadership, Interpersonal Skills and Communication

CREDITS: 3

Course Rationale and Description
The Master of Education, Leadership in Early Childhood development (MELECD) Programme is one component of a capacity building strategy to strengthen the leadership base of the Early Childhood Development (ECD) sector within the Caribbean region.  The need for leadership and management training for the ECD sector has been established for some time now. How to meet the challenges of making an effective transition from practising educator or caregiver to institutional leadership can no longer be left to individuals called upon to assume positions of leadership.  Increasing attention to the need for effective leadership of the education and day care sectors has converged with growing agreement on the critical importance of the early childhood period in providing the foundation for all subsequent levels of the developmental process.  The convergence of these two trends means that leadership of the Early Childhood Development Sector is an acknowledged priority.  This course in interpersonal skills, communication and advocacy in which leaders will be required to mobilize internal and external resources and engage them in the team approach to the management of the sector.

 EDEC6807: Strategic Management

CREDITS: 3

Rationale
Many practitioners in Early Childhood leadership positions have not been exposed to and for the most part have limited knowledge of management principles and practice, especially in the area of strategic management and structured leadership.  This area is especially important given that the Early Childhood sector is an emerging sector, whose eventual fate  within the Caribbean socio-economic framework will be determined by the extent to which to which it can be appropriately positioned  in these early years.

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 LITERACY STUDIES

 EDLS6611: Assessment of Literacy Performance

CREDITS: 3

Rationale:
This course will facilitate Language Arts/Literacy educators, at different levels of the education system, who have not done advance training in the assessment of literacy.  These educators need to have a firm grounding of theories, principles and strategies for integrating instruction and assessment of literacy.

 EDLS6612: Advanced Research Seminar in Literacy

CREDITS: 3

Pre-requisites: ED60N

Description of Course
The literature on supervising research projects and theses in education (eg. Brause and Mayher, 1991) shows that students greatly benefit from support and individual attention.  This course is designed to provide adequate time skill development and for supporting individual and collaborative student projects.  It is expected to serve as a culminating course, which prepares students for conducting a carefully designed research project.

Rationale:
This course is designed to guide students towards the final project in their areas of specialization – Literacy Studies.  Students ought to be given the type of support that will help them to produce quality work in minimum time.

 EDLS6613: The Teaching of Writing as Literacy Development II

CREDITS: 3

Rationale:
This course is designed for classroom teachers, teacher trainers and curriculum developers who have leading roles in literacy development.  It focuses on theory, research and practice relevant to the teaching of writing.  Much emphasis is placed on reading writing connections and it is expected that this emphasis will propel participants to use literacy genres as models in the development of their students’ writing skills.

The writing strand of literacy was usually given little attention but it has now become very important for literacy professionals to investigate how writing develops and to develop ways of teaching writing effectively.  This course explores distinguished research on the development of writing and the teaching and assessment of writing, which will deepen the participants’ understanding and enrich their practices.  An important aspect of this course is that participants will get the opportunity to practice in a clinical setting.
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MATHEMATICS EDUCATION

EDME6201: Mathematical Thinking and Learning

CREDITS: 3

Rationale:

Mathematics offers distinctive modes of thought and as such an understanding of the nature of mathematical thinking is central to an understanding of how children learn mathematics.  In order to be effective in their respective roles, teachers and teacher educators need to be familiar with classroom practices that provide learners with exciting and meaningful learning experiences that engage the learners in mathematical thinking and facilitate the development of mathematical understanding.

EDMA6202: The Mathematics Curriculum

CREDITS: 3

Prerequisites:  ED62A Mathematical Thinking and Learning
           
Rationale:       
The need for new approaches to curriculum and instruction in Mathematics has become increasingly clear over the last two decades.  The Principles and Standards of School Mathematics (2000) emanating from the United States of America, the United Kingdom’s National Curriculum: and South Africa’s Curriculum 2005, are but three of the international initiatives which have emphasized more student-centred and inquiry based learning in Mathematics.  In Jamaica, the Revised Primary Curriculum and the Reform of Secondary Education (ROSE) Mathematics Curriculum, Grades 7-9, are also initiatives which demonstrate recognition of the need for change in the way mathematics is both perceived and taught.  The impact on society of various technologies, and in particular the calculator and the computer, has also created a need for mathematics curricula to respond so that their benefit to the overall mathematical development of learners is realized.

EDME6203: Selected Topics in Mathematics Education

CREDITS: 3

Prerequisites:  ED62A Mathematical Thinking and Learning
                     ED62B The Mathematics Curriculum

This course is designed so that opportunities are given for participants to address topics of significance and interest to them.  The flexible nature of the course will allow participants to study specially selected topics, in depth.  In so doing, the course enables students to keep abreast with some of the (sometimes) rapid movement in thinking with respect to philosophical, psychological, sociological and/or pedagogical aspects of the topics considered.

 EDME6204: Research in Mathematics Education

CREDITS: 3

Prerequisites:    ED60N Research Methods
                       ED62A Mathematical Thinking and Learning
                       ED62B The Mathematics Curriculum


Rationale:

The process of continuous research in Mathematics Education is central to our understanding of how children learn mathematics.  Teachers and Teacher Educators should be familiar with the various techniques and methodologies that facilitate original research in Mathematics Education and should also be equipped to utilize research findings to enhance their teaching.  This course is therefore designed to allow teachers to review substantially the current research literature in Mathematics Education.

 EDME6206: Technology and the Teaching and Learning of Mathematics

CREDITS: 3

Rationale:

Interest in this field throughout the world has generated a considerable amount of development and research.  It is important to consider the issues in a Caribbean context, while benefiting from the experience and lessons learned elsewhere.  It is vital that there are professionals in the region who have relevant skills and who are able to take an informed and critical stance towards developments in this fast changing field

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MODERN LANGUAGE (SPANISH) EDUCATION

EDML6501: The Foreign Curriculum

CREDITS: 3

This course highlights the increasing importance of foreign language study in education and aims to identify essential ways of effectively managing the foreign language programme.  Critical study of the professional literature will provide the necessary knowledge base.

The course has as its aim to equip foreign language educators with the necessary skills to carry out the objectives mentioned above.  It also examines principles and issues in second language teaching methodology, factors affecting second language learning and approaches to language assessment.

EDML6502: Early Foreign Language Learning

CREDITS: 3

This course is designed to engage participants in the study of selected aspects of EFLL, to stimulate their interest in the field and to equip them to contribute to the implementation of foreign language study at the primary levels of the education system.

EDML6504: Trends, Issue and Research in Modern/World Language Education

CREDITS: 4

Rationale
The purpose of this course is to make participants aware of research that has been undertaken into modern language teaching and learning, both internationally and locally.  The course will also sensitise participants to the issues that affect modern language education and the current trends that hold sway in this discipline.  Participants will lead seminars on topics they have selected and will independently use the Internet and library facilities to access the required information.  It is expected that the research activities and the knowledge acquired will motivate participants to pursue further research into areas of interest.

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 PRIMARY EDUCATION

 EDLS6801: Literacy Theory, Policy and Practice at the Primary Level

CREDITS: 3

This course focuses on literacy perspectives and theory, literacy processes and effective instruction within those processes and the literacy/reading curriculum.  Three dimensions of literacy are considered: a) theoretical perspectives on the reading process, b) national policies influencing literacy programmes, and c) the teaching of literacy.  There is a particular emphasis on pedagogy and research on literacy in Jamaica.

 EDPE6802: Language Arts and Literacy Across The Primary Curriculum

CREDITS: 3

In this course we will explore the relationship between language and learning with the goal of developing teaching practices that involve students with diverse linguistic backgrounds in using language as both a symbolic system and a tool for understanding and construction meaning about a topic of study in a meaningful context.  As well, we will explore how language/literacy may take on different forms and functions in different social contexts or academic disciplines where students engage in reading and writing.  These socially influenced ways of using language (reading, writing, talking) reflect valued ways of knowing within a given academic discipline or school subject.  The kinds of reading and writing activities that the classroom teacher provides the students communicates to them a clear message about the type and quality of thinking that is valued and that they are encouraged to practice.

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 SCIENCE EDUCATION

EDSC6401: Trends in Curriculum Development in Science Education

EDSC6402: Learning and Teaching in Science

CREDITS: 3

Research in recent years has demonstrated the connections between the philosophies of science, learning theories and teaching methodologies.  The central importance of the scientist in the creation of scientific theories has been widely recognized. There has also been an adoption of cognitive perspectives in many educational research programmes concerning learning and the importance of the learner in the teaching of science has been highlighted.

EDSC6403: Measurement and Assessment in Science Education 

CREDITS: 3

Rationale
Kempa (1986) points out that examinations and assessments serve a range of different functions.  These may include the:
> evaluation of the attainment of students at the end of a course of study
> diagnosos of student’s learning difficulties
> monitoring student progress, including SBA
> estimation of student’s aptitudes
> selection of students for further education
> maintenance of educational standards

Examinations and assessment thus exert a considerable influence on both the content and methodology of the teaching/learning experiences in the classroom.

EDSC6404: Environmental Education

CREDITS: 3

This is one of the specialist courses in the M. Ed. Science Education Programme and can be taken as an elective by students in any other M. Ed. Programme since environmental education has cross-disciplinary application.

The course consists of the following themes:

Definitions, history and development of Environmental Education (EE)
Theory and research in EE
The Jamaican environment
Structure and practice in EE
Teaching and learning in EE

EDSC6405: Issues, Readings and Research In Science Education

CREDITS: 4

The course is designed so that participants will draw from knowledge obtained in previous courses in research methodologies to analyze and critically appraise research being examined.  There will be some amount of flexibility to allow participants to address issues that are of interest to them.

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TEACHER EDUCATION

EDTE6020: Inside Classrooms

CREDITS: 3

This course is designed to get experienced teachers reacquainted with classrooms from new and different perspectives, and to allow them to develop new concepts for examining and understanding classrooms as places for teaching and learning.  Participants will discuss these concepts, gaining insight into the teacher’s and students’ perspectives, the complexities of classroom life, and features of learning oriented classrooms.  The course is organized around three main topics/issues/questions related to teaching and creating learning oriented classroom.  These are:

What meaning does teaching have for teachers?
What are some current theoretical perspectives on teaching and learning?
How do we create good classroom environments?

EDTE6025: Theory and Practice of Teacher Education

CREDITS: 3

Description of Course
This is one of three required courses in The M.Ed in Teacher Education Programme - a programme designed for teachers colleges lecturers and other teachers at the tertiary level.  The course is organized is organized around four topics/issues/questions in teacher education.  These are:

What makes for effectiveness in teaching (what do we prepare teachers to do?)
How do teachers learn to teach to teach?
How should you prepare teachers?  (what should be included in the curriculum of teacher education)
How do teachers develop and maintain expertise in teaching (how do we maintain teaching quality after teachers have graduated from initial teacher education)

EDAE6001: Adult Learning Methods and Teaching

CREDITS: 3

Course description:

The Course is described in terms of the answers it explores in the following areas of focus:

Clients of the modern educational enterprise – possible definitions, dimensions     relevant to the definitions/ descriptions, relevance and implications of cultural differences and variations to the definitions.

Process of learning and attendant mechanism – the nature and function of learning and routes in learning.

The clients, the process of learning, and the educational enterprise in the context of globalization, technological development, and sustainable development, local, regional and international expressions of these interactions.

Strategies and approaches as routes to meeting the demands of the interactions – principles of structure and selection, assessment of achievement, and information from ‘best practice’.

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 ELECTIVES

 EDLA6109: Literature and Education for Sustainable Development

CREDITS: 3

Rationale
Given the urgency and necessity for students to become more aware of our social, ecological and economic inter-dependence and to develop attitudes and values needed to sustain our world, this course helps students engage critically with sustainable development issues.  It also provides an opportunity for students to reflect on and clarify for themselves the concept of ‘sustainability’ as various definitions of sustainable development are examined. The course, itself a model for integrating sustainable development issues into major disciplines, allows students to understand how ESD may be introduced across the curriculum. 

 EDRS6023: Introduction to Qualitative Research in Education

CREDITS: 3

Course Description
This course introduces students to the theory and methods of conducting qualitative research in schools and other educational settings.  Qualitative research includes a variety of approaches such as ethnography, case study, life history, grounded theory, phenomenology.  Students will also be introduced to Action Research. This course will introduce students to the assumptions underlying research methods and the research techniques used in the qualitative tradition. It will equip students to design, implement and report on a small scale qualitative research project.