Faculty of Education

2004 - 2005 Calendar

Faculty of Education

General Information For All Education Students

Diploma Regulations
Diploma in Post-Secondary Education
Diploma in Technology Education
Diploma in Adult Teacher Education
Diploma in Native and Northern Education in Labrador (T.E.P.L.)
Diploma in TeleLearning and Rural School Teaching

Course List
Registration in Education Courses for Non-Education Students
Registration in In-Service Courses or in Education Courses (Certification Upgrading)
Student Teaching
Waiver Guidelines of Education 3700, 4700, Post-Sessional Block, 401X
Music Education
Special Education
Native and Northern Education
Post-Secondary Education
Technology Education
Adult Teacher Education
TeleLearning and Rural School Teaching
Institutes in Education

FACULTY LIST

Dean

Collins, A., B.A., B.Ed. Memorial, M.A., Ph.D. Ottawa; Professor

Associate Dean, Graduate Programs

Hammett, R.F., B.A. Wilfred Laurier, B.Ed. Dalhousie, M.Ed. Mount Saint Vincent, M.Ed. Acadia, Ph.D. The Pennsylvania State University; Associate Professor

Acting Associate Dean, Undergraduate Programs

Jeffery, G.H., B.A. Western Ontario, M.A.(Sc.) Waterloo, Ph.D. Alberta; Professor

Co-ordinator, Centre for Instructional Services

Mews, A., B.A. Memorial, M.L.S. Dalhousie

Manager, Finance and Administration

Power, B.M., B.Voc.Ed., M.Ed. Memorial

Professores Emeriti

Martin, W.B.W., Dip.Ed., B.Ed., M.A. Memorial, Ph.D. York

McCann, W.P., B.A. London, Ph.D. Manchester, F.R.Hist.S.

Honorary Research Professor

Netten, J.E., C.M., B.A.(Hons.) Saskatchewan, M.A. Toronto, Dip.Sup. McGill, Ph.D. Université de Québec à Montreal

Professors

Barrell, B., B.A., M.S. City University of New York, B.Ed. New Brunswick, Ed.D. Toronto

Brown, J., B.A.(Ed.), M.Ed. Memorial, Ed.D. O.I.S.E.

Burnaby, B.J., B.A.(Hons.), M.A. Toronto, Ph.D. O.I.S.E. (on leave)

Cahill, M., B.A., B.Ed., M.Ed. Memorial, Ph.D. Alberta

Canning, P., B.A. UPEI, M.A., Ph.D. Windsor

Crocker, R.K., B.Sc., B.Ed. Memorial, Ph.D. Alberta

Doyle, C., B.A., B.A.(Ed.) Memorial, M.A. Providence, Ed.D. Boston

Garlie, N.W., B.S. Wisconsin State, M.A. Wyoming, Ph.D. Utah; Winner of the President's Award for Distinguished Teaching, 2001-2002; Cross appointment with the Counselling Centre

Glassman, M.S., B.S.Ed., M.Ed. State University College of New York, Brockport, Ed.D. Georgia

Hadley, N.H., B.A., B.Ed. Acadia, M.Ed. U.N.B., Ph.D. Leeds

Kelleher, R.R., B.A.(Ed.), B.A., M.Ed. Memorial, Ph.D. Michigan State (on leave)

Kelly, U., B.A., B.Ed., M.Ed. Memorial, Ph.D. Toronto

Kennedy, W., B.A. St. Mary's, B.Ed. Dalhousie, M.A. St. Francis Xavier, Ph.D. Alberta

Kim, K.S., B.A. Seoul National University, M.Ed., Ph.D. Alberta

Mann, B.L., B.A.(Hons.), Grad. Dip., M.A. Concordia, Ph.D. Toronto

Nesbit, W.C., B.A., B.Ed., M.Ed. New Brunswick, Ph.D. Alberta; Winner of the President's Award for Distinguished Teaching, 1992-1993

Oldford-Matchim, J., B.A.(Ed.), B.A. Memorial, M.A., Ph.D. Ohio State

Roberts, B.A., A.Mus., Mus.B.,Dip.Ed.(Post Grad), A.Mus., M.Mus. Western Ontario, Kuenstlerische Reifepruefung NRW Musikakadamie, Detmold, Germany, Ph.D. Stirling, Scotland (on leave)

Sharpe, D.B., Cert.Ed. Loughborough College, B.Ed., M.Ed. Alberta, Ph.D. Texas A&M

Singh, A., B.Sc. Uttar Pradesh Agricultural U., M.Ed. Illinois, Ph.D. Michigan State, M.P.H. Hawaii at Manoa

Stevens, K.J., B.A., M.Soc.Sc., Dip.Ed.St. Waikato, Ph.D. James Cook, AFNZIM; Chair in TeleLearning

Treslan, D.L., B.A., B.Ed. Saskatchewan, Dip.Ed.(Admin.), M.Ed., Ph.D. Calgary (on leave)

Associate Professors

Adams, C.K., B.M.E. Evangel College, M.Mus. Northwestern, Dip. Fine Arts Calgary; Cross appointment with the School of Music

Beebe, M., B.Ed. Alberta, M.Ed. Memorial, Ph.D. Alberta (on leave)

Clark, G.W., B.A. Macalester, M.A., Ph.D. Stanford

Dibbon, D.C., B.Ed., B.P.E., M.P.E. Memorial, M.Ed., Ph.D. O.I.S.E.

Elliott, H.G., B.Sc., B.Ed., M.Ed. Memorial, Ph.D. London

Haché, G.J., B.Sc. Central Connecticut State Teachers College, M.Ed. Alberta, Ph.D. Texas A&M

Hawksley, F., T.Cert.(Ed.) Warwick, A.D.B.(Ed.) Coventry, M.A.(Ed.) Durham

Mulcahy, D.M., B.A., B.Ed. Memorial, M.Ed. O.I.S.E., Ph.D. Toronto

Okshevsky, W., B.A. Concordia, M.A. York, Ph.D. O.I.S.E.; Cross appointment with the Department of Philosophy

Rose, A., B.Mus., B.Mus.Ed. Memorial, M.Mus., Ph.D. Wisconsin, Madison; Winner of the President's Award for Distinguished Teaching 1997-1998

Schulz, H., B.Ed., M.Ed. Calgary, Ph.D. Alberta

Seifert, T.L., B.Sc. Waterloo, B.Ed., M.Ed. Windsor, Ph.D. Simon Fraser

Strong, E.L., B.A.(Ed.), M.Ed. Memorial, Ph.D. Ohio State

Tite, R., B.A., M.Ed., Ph.D. Toronto

Yeoman, E., Bacc.ès.Arts Moncton, B.Ed. Mount Allison, M.Ed., Ph.D. Toronto; Coordinator, Women's Studies, Faculty of Arts

Assistant Professors

Browning, K., B.F.A.(Hons.) Manitoba, M.F.A. York, B.Ed., Ph.D. Toronto

Cannon, P.L., B.A.(Hons.), M.A. London, Ed.D. British Columbia (on leave)

Gardner, M., B.A.(Hons.) Western Ontario, M.A., Ph.D. Toronto

Goodnough, K., B.Sc., B.Ed., M.Ed. Memorial, Ph.D. O.I.S.E.

Johnson, T.D., B.A., B.Ed., M.Ed. Memorial, Ph.D. Memorial

Mgombelo, J.R., B.Sc.(Hons.) Dar es Salaam, M.Ed. Alberta

Murphy, E.A., B.A. Université Laval, B.Ed. Memorial, M.A. Université Laval, M.Ed. Memorial, Ph.D. Université Laval

Philpott, D.F., B.A., B.Spec.Ed., M.Ed. Memorial, Ph.D. Calgary

GENERAL INFORMATION FOR ALL EDUCATION STUDENTS

Mission Statement

Student Responsibility Clause

Teacher Certification

Admission

Waiver of Regulations of the Faculty of Education

MISSION STATEMENT FOR THE FACULTY OF EDUCATION

The Faculty of Education of Memorial University of Newfoundland, under the terms of THE MEMORIAL UNIVERSITY ACT, accepts as its primary responsibility the professional preparation of those who will give leadership in education. The responsibility includes the professional preparation of teachers, administrators and specialists who will work in elementary, and intermediate, and secondary schools and post-secondary institutions. The work of the Faculty incorporates undergraduate and graduate studies and continuing education. The mandate includes specialized research for the improvement of pedagogical practice, and broadly based research for the advancement of knowledge. The Faculty initiates and responds to change through a wide range of programs and a variety of field services. It seeks to prepare educators who will have a reasoned philosophy of education, an appreciation of what knowledge is of most worth, a genuine love of learning, and the ability to think critically. It strives to prepare educators who have an understanding of the past, a plan for the present, and a vision for the future.

The following Degree and Diploma Programs are offered through the Faculty of Education:

DEGREE PROGRAMS

- Bachelor of Education (Primary/Elementary)
- Bachelor of Education (Intermediate/Secondary)
- Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education
- Bachelor of Music Conjoint with Bachelor of Music Education
- Bachelor of Music Education as a Second Degree
- Bachelor of Education (Native and Northern)
- Bachelor of Special Education
- Bachelor of Education (Post-Secondary) as a First Degree
- Bachelor of Education (Post-Secondary) as a Second Degree

DIPLOMA PROGRAMS

- Diploma in Post-Secondary Education
- Diploma in Technology Education
- Diploma in Adult Teacher Education
- Diploma in Native and Northern Education (T.E.P.L.)
- Diploma in TeleLearning and Rural School Teaching

STUDENT RESPONSIBILITY CLAUSE

The Office of Undergraduate Student Services, Faculty of Education, will assist students with questions or problems which may arise concerning their programs. It is, however, the responsibility of students to see that their academic programs meet the Faculty of Education and the UNIVERSITY REGULATIONS - GENERAL ACADEMIC REGULATIONS (UNDERGRADUATE).

TEACHER CERTIFICATION

NOTE: Teacher Certification is a Provincial responsibility. Students are advised to contact Teacher Certification and Records, Department of Education, P.O. Box 4750, St. John's, Newfoundland, A1C 5R9, for advice regarding Teacher Certification Regulations.

ADMISSION

NOTE: It is possible that individuals who have been convicted of a crime against a person may not be accepted into a school as required under the Faculty of Education degree and diploma regulations.

1) Admission to programs within the Faculty of Education is limited, selective and highly competitive. The Faculty reserves the right to limit the number of spaces available in each program. When the number of eligible applicants exceeds the number of spaces available in a particular program, preference may be given to students who are permanent residents of Newfoundland and Labrador.

2) Applicants for admission to a program within the Faculty of Education must submit the appropriate completed application form and all supporting documentation to the Office of the Registrar in accordance with the deadlines specified for each program below. Letters of reference and personal statement as required by the application form must be forwarded directly to the Faculty of Education. Students who must apply for admission/readmission to the University must also submit the General Application for Admission/Readmission to the Office of the Registrar within the deadlines specified in the University Diary.

3) Students who have been admitted to a particular degree program offered by the Faculty of Education and who wish to change to another degree program within the Faculty must submit a new Faculty application form to the Office of the Registrar that will be considered in competition with all other students.

4) Students who have been admitted to a program in the Faculty of Education requiring a teaching internship are advised that they may be assigned to any Provincial school district and are responsible for all travel and accommodation costs associated therewith.

5) Admission to programs within the Faculty of Education is determined by a Selections Committee and is based on the criteria listed for each degree/diploma program.

6) In special cases, the Committee on Undergraduate Studies, on the recommendation of the Admissions Committee, may waive certain admission requirements.

WAIVER OF REGULATIONS OF THE FACULTY OF EDUCATION

Regulations involving course prerequisites or corequisites, departmental regulations, and faculty regulations may be waived where circumstances so warrant. The routing of requests for such waivers and the procedure for appealing unfavourable decisions are outlined in the UNIVERSITY REGULATIONS - GENERAL ACADEMIC REGULATIONS (UNDERGRADUATE).

REGULATIONS FOR READMISSION AND ADVANCEMENT

These regulations apply to all programs except the Bachelor of Education (Intermediate/Secondary) and the Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education which have separate readmission and advancement regulations.

1)a) Following admission to a program of the Faculty of Education, all full-time students must obtain a semester average of at least 60% in order to remain in clear standing in the Faculty.

b) These regulations will be applied to part-time students only after they have completed 12 consecutive credit hours on a part- time basis.

2) Students who fail to obtain a semester average of 60% but who are eligible for readmission under UNIVERSITY REGULATIONS - GENERAL ACADEMIC REGULATIONS (UNDERGRADUATE) will be placed on probation in the Faculty. Probationary students who fail to obtain a 60% average during the next semester in which they complete courses will be required to withdraw from the Faculty. Students completing the Bachelor of Music Conjoint with the Bachelor of Music Education whose average in music courses falls below 65% in any semester will be placed on probation.

3) Students completing the Bachelor of Education (Primary/ Elementary), Bachelor of Music Conjoint with Bachelor of Music Education, or the Bachelor of Music Education as a Second Degree failing to attain an average of at least 65% during their internship will either:

a) be required to withdraw from the program; or

b) with the recommendation of the Office of Undergraduate Student Services, Faculty of Education, repeat the internship in another school setting.

4) Students who have been required to withdraw from the Faculty of Education may, after a lapse of at least two semesters, apply for readmission to the Faculty. Students who are readmitted under this Clause will be considered probationary and must meet requirements stated in Clause 2 above.

5) Students who are required to withdraw from the University under UNIVERSITY REGULATIONS - GENERAL ACADEMIC REGULATIONS (UNDERGRADUATE) will be required to withdraw from the Faculty of Education.

6) Students who have been required to withdraw from the Faculty on two occasions will be ineligible for future readmission.

7) Notwithstanding Clauses 1 through 4, the Committee on Undergraduate Studies on recommendation from the Admissions Committee reserves the right to require students to withdraw from the Faculty at any time if, in the opinion of the Committee, they are deemed unsuitable for continued attendance in the programs.

8) Students who have been required to withdraw from the Faculty may register only in those Education courses listed as applicable for non-education students.

9) In special cases, the Committee on Undergraduate Studies may waive the Readmission and Advancement regulations for the Faculty of Education as stated above.

REGULATIONS FOR READMISSION AND ADVANCEMENT BACHELOR OF EDUCATION (INTERMEDIATE/SECONDARY) AND BACHELOR OF EDUCATION (INTERMEDIATE/SECONDARY) CONJOINT WITH THE DIPLOMA IN TECHNOLOGY EDUCATION

1) To continue in the program, students must successfully complete all courses and attain an overall average of at least 65% in courses taken in each semester.

a) Students failing to successfully complete all courses and attain an average of at least 65% at the end of each semester preceding the internship will be required to withdraw from the program.

b) Students failing to attain an average of at least 65% during their internship will be required to withdraw from the program.

c) Students failing to successfully complete all courses and attain an average of at least 65% during their final semester will be required to complete additional courses appropriate to their degree program as determined by the Office of Undergraduate Student Services and approved by the Committee on Undergraduate Studies.

2) Notwithstanding Clauses 1 through 3, the Committee on Undergraduate Studies, on recommendation from the Admissions Committee, reserves the right to require students to withdraw from the Faculty at any time if, in the opinion of the Committee, they are deemed unsuitable for continued attendance.

3) In exceptional circumstances, waiver of these regulations may be granted by the Committee on Undergraduate Studies, Faculty of Education, on advice of the Office of Undergraduate Student Services.

REGISTRATION IN EDUCATION COURSES (NON-EDUCATION STUDENTS)

Registration in Education courses is normally restricted to those students who have been admitted to a degree or diploma program in the Faculty of Education. Students in first year or students in other Faculties or Schools who have completed not fewer than 24 credit hours may register for the following courses in Education without acceptance to a program:

Education 2040	Education 3210	Education 3571
Education 2800	Education 3211	Education 3590
Education 2801	Education 3560	Education 3660
Education 2803	Education 3570

Such students are strongly urged to consult degree regulations governing their particular degree program to determine which, if any, of the above courses can be applied to their degree program. The above notwithstanding, students needing Education courses for Provincial Vocational Education Certification may, with permission of the Office of Undergraduate Student Services, be allowed to register for the required courses.

REGISTRATION IN IN-SERVICE COURSES OR REGISTRATION IN EDUCATION COURSES

(CERTIFICATION UPGRADING):

Students having completed a degree program in Education or equivalent who wish to register in Education courses for certification upgrading purposes should contact the Office of Undergraduate Student Services at least two weeks in advance of registration for permission/procedure.

BACHELOR OF EDUCATION (PRIMARY/ELEMENTARY)

General Comment:

The Bachelor of Education (Primary/Elementary) is a 150 credit hour, 5 year program designed to prepare teachers for kindergarten through grade six. All students will attend full time during the Professional Year, that involves both a specific set of courses and a field experience. The Professional Year is followed by a full semester teaching internship and a subsequent semester of study intended to allow students to build on strengths and remedy weaknesses that may have become apparent during the internship.
Basic computer keyboarding skills will be expected during the first semester of this program.

ADMISSION:

1) Applications for admission are considered once a year to the Fall semester only. The deadline for submission of applications is February 15. Consideration will be given to the courses for which students are registered at the time of application.

2) To be considered for admission students must have successfully completed 60 credit hours as outlined in Clauses a) - h) below with a cumulative average of at least 65% or an average of at least 65% on the last 30 credit hours which they have successfully completed. The 60 credit hours are:

a) Twelve credit hours in English including English 2390 and English 3650
b) Mathematics 1050 AND 1051 OR Mathematics 1000 (or a Focus Area in Mathematics)
c) Six credit hours in Psychology
d) Science 1150 and 1151; or 9 credit hours in Science; 3 credit hours each to be chosen from Biochemistry, Biology, Chemistry, Earth Science, Environmental Science, or Physics (or a Focus Area in Science)
e) six credit hours chosen in any combination from Anthropology, Economics, Folklore, Geography, History, Political Science, Sociology
f) a standard of French acceptable to the Faculty. Students who have successfully completed any of the following will be deemed to have met the standard: the former French 1011 or higher, French 1500 or higher, a grade of 4 or better on the Advanced Placement French Language examination, permission of the Department of French and Spanish to enter French 1502 or higher.
g) fifteen credit hours as part of a Focus Area
h) additional credit hours from areas other than Education.

3) In assessing applications to the Bachelor of Education (Primary/Elementary) degree program, consideration will be given to student's:

a) average in the courses required for admission in Clauses 2a)-e) above;
b) overall academic performance; and
c) personal statement, references and resume as outlined on the application to the Faculty.

4) The Faculty reserves the right to deny admission to a candidate who, in the opinion of the Selections Committee, is deemed unsuitable for admission to a program.

5) In special circumstances the Committee on Undergraduate Studies, on recommendation from the Admissions Committee may, at its discretion, consider an applicant or group of applicants as an exception to the requirements outlined in Clauses 2) and 3).

NOTE: Students who decline an offer of admission to the Faculty of Education or who do not attend during the academic year in which admission is granted must, if they wish to be subsequently considered for admission, submit a new application in competition with other applicants.

REGULATIONS FOR THE DEGREE OF BACHELOR OF EDUCATION (PRIMARY/ELEMENTARY)

1) Applicants who will have completed all requirements for admission by the end of the Spring semester of the year that admission is being sought will be considered as time and resources permit.

2) Candidates for the degree of Bachelor of Education (Primary/Elementary) will be required to complete a minimum of 150 credit hours in accordance with
Clauses 2) and 3) below. Appropriate courses completed prior to admission to the Faculty of Education will be included in the total number of courses required for the degree. Students:

a) will normally follow the Program Plan as outlined below;
b) must enrol full-time during the Professional Year; and
c) may enrol in the Internship only after successful completion of the Professional Year.

3) A candidate shall be required to complete a minimum of 75 credit hours in non-Education courses. These courses will normally be completed prior to the Professional Year. The courses are:

a) twelve credit hours in English including English 2390 and English 3650
b) Science 1150 and 1151; or 9 credit hours in Science; 3 credit hours each to be chosen from Biochemistry, Biology, Chemistry, Earth Science, Environmental Science, or Physics (or a Focus Area in Science)
c) Mathematics 1050 AND 1051 OR Mathematics 1000 (or a Focus Area in Mathematics)
d) six credit hours in Psychology
e) six credit hours in any combination from Anthropology, Economics, Folklore, Geography, History, Political Science, or Sociology
f) Human Kinetics and Recreation (HKR) 2001
g) a standard of French acceptable to the Faculty. Students who have successfully completed any of the following will be deemed to have met the standard: the former French 1011 or higher, French 1500 or higher, a grade of 4 or better on the Advanced Placement French Language examination, permission of the Department of French and Spanish to enter French 1502 or higher.
h) eighteen to 24 credit hours as listed in one of the Focus Areas below, and
i) additional credit hours from areas outside of Education for a total of 75 credit hours

Focus Areas:

Art (18 credit hours):
-Visual Arts courses in Art History at Sir Wilfred Grenfell College may be used to satisfy this requirement in whole or in part.

English (24 credit hours):
-Six credit hours at the 1000 level
-2390 and 3650
-Three credit hours chosen from 2000, 2001, 2005-2007, 3200, 3201, 3395
-Three credit hours chosen from 2002-2004, 2010 or 2020, 2350, 2351
-Six credit hours chosen from 2150, 2151, 2152, 2155, 2156, 3145-3148, 3155-3158

Folklore (24 credit hours):
-1000 or 2000
-2100, 2300, 2401, 2500
-Three credit hours chosen from 3450 or 3930
-Six credit hours chosen from the 3000 or 4000 level

French (18 credit hours):
-A maximum of 6 credit hours at the 1000 level
-2100 or equivalent
-2101 or equivalent
-2300 or equivalent
-3700 or 3101 equivalent
-At least five weeks at an approved francophone institution in a French speaking area.
-It is recommended that students complete at least one of 2900, 3650, 3651 3652, or 3653.
NOTE: Students may wish to select the French Immersion option listed at the end of Program Plan: Bachelor of Education (Primary/Elementary).

Geography (18 credit hours):
-1050, 2001, 2102, 2195, 2302, and 2425;
OR
-1000 and 1001, OR 1010 and 1011, and 12 credit hours in courses chosen from 2001, 2102, 2195, 2302, and 2425.

History (18 credit hours):
-Six credit hours chosen from 1010-1015, 1100, 1101, 1200
-Six credit hours at the 2000 level
-3110, 3120

Linguistics (18 credit hours):
-1100 or 2100
-2103, 2104, 2210
-Six credit hours chosen from 3000, 3100, 3104, 3105, 3150, 3155, 3201, 3212, 3500, 3850

Mathematics (18 credit hours including):
No more than 6 credit hours at the 1000 level and at least 3 credit hours at the 3000 level.

Music (21 credit hours):
-1107, 1117, 1127 or 1137
-1108, 1118, 1128 or 1138
-2011, 2012
-2311, 2312

Physical Education (HKR) (18 credit hours):
-1000, 2210, 2300
-Nine credit hours chosen from 1001, 2002, 2310, 2320, 3300, 3360

Religious Studies (18 credit hours including):
-2051
-At least 3 credit hours from 1020, 2013, 2130, or 2140
-At least 6 credit hours at the 3000-level or above

Science (18 credit hours including):
At least 6 credit hours in each of two subject areas selected from Biochemistry, Biology, Chemistry, Earth Science, Environmental Science, or Physics.

3) A candidate shall be required to complete a minimum of 75 credit hours in Education including the following:

a) Education 3120, 3131, 3273, 3312, 3322, 3484, 3543, 3618, 3619, 3940, 3951, 3952, 3962, 4362, 4383, and 4425
b) Six credit hours chosen from Education 2050, 2194, 3050, 3220 or 3230, 3755, 4205. For students whose Focus Areas are French, Physical Education, or Religious Studies, one of these courses will be determined by the particular focus area.
c) A 15 credit hour internship (Education 401X)
d) Further courses to complete the required total for the degree must be chosen from appropriate course offerings in the Faculty of Education.

PROGRAM PLAN: BACHELOR OF EDUCATION (PRIMARY/ELEMENTARY):

60 Credit Hours Required for Admission

EDUCATION SEMESTER ONE - FALL

Education 3618: Nature of the Primary/Elementary School Child - Development

Education 3951: Curriculum, Instruction and Assessment in the Primary/Elementary School I

HKR 2001: Introduction to Physical Education for Primary/Elementary Education Students

Two Non-education Electives

EDUCATION SEMESTER TWO - WINTER

Education 3484: Computers and Learning Resources for Primary/Elementary Teachers

Education 3619: Nature of the Primary/Elementary School Child - Learning and Cognition

Education 3952: Curriculum, Instruction and Assessment in the Primary/Elementary School II

Two Non-education Electives

EDUCATION SEMESTER THREE - FALL
(PROFESSIONAL YEAR SEMESTER ONE)

Four Education courses from 3120, 3131, 3273, 3312, 3322, 3940, 3962 (to be determined by the Office of Undergraduate Student Services)

One Education course from clause 3.b)

Non-credit Field Experience (five days)

EDUCATION SEMESTER FOUR - WINTER
(PROFESSIONAL YEAR SEMESTER TWO)

Four additional Education courses from 3120, 3131, 3273, 3322, 3543, 3940, 3962 (to be determined by the Office of Undergraduate Student Services)

One additional Education course from clause 3.b)

Non-credit Field Experience (five days)

EDUCATION SEMESTER FIVE - FALL

Education 401X: Undergraduate Teaching Internship (15 credit hours)

EDUCATION SEMESTER SIX* - WINTER

Education 4362: Sociological Perspectives on Teaching and Learning

Education 4383: Philosophy of Teaching and Learning

Education 4425: Introduction to Educational Administration

Two Education Electives

*Students have the option of completing semester six courses in the Spring semester following the Professional Year.

FRENCH IMMERSION OPTION

In addition to meeting the Admission Requirements for the Bachelor of Education (Primary/Elementary) Degree Program, students applying for this option must have French as a Focus Area. Admitted students will spend the two semesters of the Professional year in a French milieu. Except as modified in Clauses (a)-(c) below, these students must meet all requirements stated for the Bachelor of Education (Primary/Elementary).

These students will successfully complete:

(a) prior to the beginning of the Professional Year

i) at least 27 credit hours in French, including French 3100 ans 3101,
ii) either high school French Immersion including Francais 3212 or at least one semester of study in a French milieu,

(b) the Professional Year in a French milieu, including the equivalent of Education 4155 and Education 3050 to satisfy Clause 3) b) above.

Students who are interested in the French Immersion Option should contact the Office of Undergraduate Student Services, Faculty of Education, at their earliest opportunity.

BACHELOR OF EDUCATION(INTERMEDIATE/SECONDARY)

General Comment:

The Bachelor of Education (Intermediate/Secondary) is a second degree program designed to prepare Intermediate and Secondary School teachers. All students attend full-time and should graduate in one calendar year. The program is designed to provide students with an early field experience, a sequenced set of courses prior to a fourteen week internship and a range of courses after the internship to allow students to build on strengths and remedy weaknesses which may have become apparent during the internship.

ADMISSION

1) Applications for admission are considered once a year and for the Fall semester only. The deadline for submission of Faculty applications to the Office of the Registrar is February 15. Consideration will be given to the courses for which students are registered at the time of application.

2) To be considered for admission to the Bachelor of Education (Intermediate/Secondary) Degree Program, individuals must have:
a) been awarded a Bachelor’s Degree from a university recognized by Memorial University of Newfoundland;
b) i. completed 36 credit hours in a subject listed under Academic Disciplines in Clause 3 below (Religious Studies, Business Studies and Newfoundland Studies cannot be used to satisfy the 36 credit hour requirement), and
ii. completed 24 credit hours in a subject listed under Academic Disciplines in Clause 3 below but different from that in b) i.
c) achieved an overall average of at least 65% in each of the sets of courses in b) i. and b) ii., and
d) achieved an overall average of at least 65% in the last 60 successfully completed credit hours.

NOTE 1): Applicants who will have completed all requirements for admission by the end of the Spring Semester of the year that admission is being sought will be considered as time and resources permit.
2) When calculating averages in the first and second teachable areas, no more than two 1000-level courses in each of the first and second teachable areas will normally be used. Courses completed from each of the 2000, 3000 and 4000 levels would normally be required.

3) Academic Disciplines are deemed to be the disciplines on the following list. Courses from other disciplines deemed by the Admissions Committee to be equivalent to courses in any of the listed Academic Disciplines will be acceptable.

Biochemistry** Geography

Biology** History

Business Studies***
Mathematics (Pure and Applied Mathematics, Statistics)

Canadian Studies
Newfoundland Studies

Chemistry**
Physical Education*

Earth Sciences**
Physics**

Economics
Political Science

English
Religious Studies

Environmental Science**
Theatre Arts

French
Visual Arts

General Science

*In order to be considered for admission within this Academic Discipline, students must have completed courses in the following areas: Anatomy, Physiology, Motor Learning, Kinesiology, Evaluation and Testing in Physical Education, Primary/Elementary Physical Education Curriculum and Teaching, Issues and Trends in HPERS and a minimum of 6 activities.
**Students who use General Science as an Academic Discipline may use courses from these separate science disciplines in any combination, but must complete a minimum of 12 credit hours in each separate science discipline used.
***Students who use Business Studies as an academic discipline must have at least a minor in Business Administration.

4) Candidates who are registered in their final semester of their first Bachelor's Degree program during the Winter Semester must have satisfied the academic requirements set out in Clause 2 above upon completion of their first degree program.

NOTE: Students must supply transcripts indicating Winter Semester grades no later than May 15.

5) In assessing applications to the Bachelor of Education (Intermediate/Secondary) Program, consideration will be given to the following:

a) student's overall academic performance, in addition to the average on the courses required to be considered for admission;
b) demonstrated competency in written English as prescribed by the Faculty of Education; and,
c) two letters of reference, one of which must be from a student's instructor in the teachable area listed in Clause 2(b), or, in cases where the applicant has been employed during the past two years, from a direct supervisor of the applicant.

6) The Faculty reserves the right to deny admission to a candidate who, in the opinion of the Admissions Committee, is deemed unsuitable for admission to the program.

7) In special circumstances, the Committee on Undergraduate Studies on recommendation from the Admissions Committee may, at its discretion, consider an applicant or group of applicants as an exception to the requirements outlined above.

NOTES: 1) A limited number of program spaces are allocated to each discipline. Students who are admitted with a particular Academic Discipline and who wish to change to a different Academic Discipline must obtain permission of the Office of Undergraduate Student Services. Such changes may not be possible in particular areas.
2) The Faculty of Education will make every effort to accommodate students. However, they are advised that admission to the program on the basis of academic disciplines is dependent on sufficient numbers of students to warrant the offering of applicable methodology courses in those disciplines in any given year.
3) Because of the structured, sequential nature of this program, students must attend full-time. Students who drop any course which is part of the program will be dropped from the entire program.
4) Students who have been admitted to the program but choose not to attend in the Fall semester of their year of admission will lose their admission status. Such a student may reapply for admission at a later date, and must submit a new application which will be considered in competition with those of all other applicants.

REGULATIONS FOR THE DEGREE OF BACHELOR OF EDUCATION (INTERMEDIATE/SECONDARY)

1) A candidate for the degree of Bachelor of Education (Intermediate/Secondary) shall complete 51 credit hours; including a non-credit field experience, 36 credit hours, and a 15 credit hour internship in a sequence as prescribed by the Program Plan (see below). Candidates must also have complied with the Regulations for Readmission and Advancement for this program.

2) The non-credit early field experience shall include a minimum of 30 hours of school visitation during the first semester of the program.

3) The 36 credit hours shall include:

a) twenty-one credit hours as follows:

(i) Education 4005, 4260, 4361, 4381, and 4950

(ii) Two of the following: Education 4120, 4121, 4142, 4154, 4161, 4174, 4175, 4180, 4181, 4190, 4203. These methodology courses must be chosen to match the Academic Disciplines under which the student was admitted. Those whose discipline is Geography are required to do either Education 4180 or 4174. Those whose area is Social Studies (academic disciplines of Business Studies, Canadian Studies, Economics, Geography, History, Newfoundland Studies, and Political Science) are required to do Education 4180. Students whose first and second academic disciplines are in Social Studies are required to do Education 4180 and 4181. Students whose first and second academic disciplines are in the sciences (Biochemistry, Biology, Chemistry, Earth Sciences, Environmental Sciences, General Science, Physics) are required to do Education 4174 and 4175.

b) fifteen credit hours in electives chosen from the list below:

Education 2222, 2900, 3210, 3211, 3255, 3565, 3570, 3571, 3943, 4144, 4151, 4163, 4172, 4182, 4204, 4240, 4242, 4275, 4340, 4350, 4354, 4356, 4382, 4420, 4425, 4480, 4580, 4610, 4945.

NOTE: Students intending to apply to the Bachelor of Special Education degree program should complete Education 4240 or Education 4242 and 4350.

PROGRAM PLAN
*SEMESTER 1 (Fall)

Week 0
15

Classroom Observation (No Credit)

Education 4361 (Teaching and the Contemporary Classroom)

Education 4005 (Effective Teaching)

Education 4260 (Nature of Adolescence)

Two Methods Courses (from 3.a.ii)

Education 4950 (Evaluation of Teaching and Learning)

*Due to the Classroom Observation component this semester will extend one week longer than the regularly scheduled teaching semester.

SEMESTER 2 (Winter)

Education 405X (15-credit hour Internship)

**SEMESTER 3 (Spring)

Intersession (6 Weeks)
Summer Session (6 Weeks)

Two Electives From
Clause 3(b)
Two Electives From
Clause 3(b)

Spring Semester (14 Weeks)

Elective From Clause 3(b)

Education 4381 (Perspectives on Schooling)

**Courses may be offered in the Spring, Intersession and/or Summer Sessions.

BACHELOR OF EDUCATION (INTERMEDIATE/ SECONDARY) CONJOINT WITH THE DIPLOMA IN TECHNOLOGY EDUCATION

This Bachelor of Education (Intermediate/Secondary) Degree Program is designed to be completed conjoint with the Diploma in Technology Education. Students who have been awarded a first Bachelor's degree in Education wishing to complete the Diploma in Technology Education are directed to the Regulations for the Diploma in Technology Education listed directly following the Regulations for the Diploma in Post-Secondary Education.

General Comment:

The Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education is a program designed to prepare Intermediate/Secondary School and Technology Education teachers. Technology Education is a specialized subject area within the high school curriculum. Students in the program will complete a number of laboratory courses that address the development of basic skills and competencies in a variety of technological areas and how to apply them through design and problem solving processes in a school classroom/laboratory setting. All students attend full-time and should graduate in four semesters. This conjoint program is designed to provide students with an early field experience, a sequenced set of courses prior to a fourteen week internship and a range of courses after the internship to allow students to build on strengths and remedy weaknesses which may have become apparent during the internship.

ADMISSION

1) Applications for admission are considered once a year and for the Spring semester only. The deadline for submission of Faculty applications to the Office of the Registrar is February 15. Consideration will be given to the courses for which students are registered at the time of application.

2) To be considered for admission to the Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education program individuals must have:

a) been awarded a Bachelors Degree from a university recognized by Memorial University of Newfoundland;
b) completed 36 credit hours in a subject listed under Academic Disciplines in Clause 3 below;
c) achieved an overall average of at least 65% in the courses chosen to meet b) above; and,
d) achieved an overall average of at least 65% in the last 60 successfully completed credit hours.

NOTE: When calculating the average in the 36 credit hours required under clause 2)b) above, no more than two 1000-level courses will normally be used. Courses completed from each of the 2000, 3000 and 4000 levels would normally be required.

3) Academic Disciplines are deemed to be the disciplines on the following list. Courses from other disciplines deemed by the Admissions Committee to be equivalent to courses in any of the listed Academic Disciplines will be acceptable.

Biochemistry General Science

Biology Geography

Canadian Studies History

Chemistry Mathematics (Pure and Applied Mathematics, Statistics)

Earth Sciences
Physical Education*

Economics
Physics

English
Political Science

Environmental Science
Theatre Arts

French
Visual Arts

*In order to be considered for admission within this Academic Discipline, students must have completed courses in the following areas: Anatomy, Physiology, Motor Learning, Kinesiology, Evaluation and Testing in Physical Education, Primary/Elementary Physical Education Curriculum and Teaching, Issues and Trends in HPERS and a minimum of 6 activities.
** Students who use General Science as an Academic Discipline may use courses from these separate science disciplines in any combination, but must complete a minimum of 12 credit hours in each science discipline used.

4) Candidates who are registered in their final semester of their first Bachelor's Degree program during the Winter Semester must have satisfied the academic requirements set out in Clause 2) above upon completion of their first degree program.

NOTE: Students must supply transcripts indicating Winter semester grades no later than May 1.

5) In assessing applications to the Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education Program, consideration will be given to the following:

a) student's overall academic performance, in addition to the average on the courses required to be considered for admission;
b) demonstrated competency in written English as prescribed by the Faculty of Education; and,
c) two letters of reference, one of which must be from a student's instructor in the teachable area listed in Clause 2)b), or, in cases where the applicant has been employed during the past two years, from a direct supervisor of the applicant.

6) The Faculty reserves the right to deny admission to a candidate who, in the opinion of the Admissions Committee, is deemed unsuitable for admission to the program.

2) The Faculty of Education will make every effort to accommodate students. However, they are advised that admission to the program is dependent on sufficient numbers of students to warrant the offering of applicable methodology courses in those disciplines in any given year.

3) Because of the structured, sequential nature of this program, students must attend full-time. Students who drop any course which is part of the program will be dropped from the entire program.

4) Students who have been admitted to the program but choose not to attend in the Spring semester of their year of admission will lose their admission status. Such a student may reapply for admission at a later date, and must submit a new application which will be considered in competition with those of all other applicants.

REGULATIONS FOR THE DEGREE OF BACHELOR OF EDUCATION (INTERMEDIATE/SECONDARY) CONJOINT WITH THE DIPLOMA IN TECHNOLOGY EDUCATION

1) A candidate for the degree of Bachelor of Education (Intermediate/ Secondary) conjoint with the Diploma in Technology Education shall complete, in addition to the courses required for the prerequisite degree, 66 credit hours; including a non-credit field experience, 27 credit hours in Intermediate/Secondary Education, 24 credit hours in Technology Education, and a 15 credit hour internship in a sequence as prescribed by the Program Plan (see below). Candidates must also have complied with the Regulations for Readmission and Advancement for this program.

2) The non-credit early field experience shall include a minimum of thirty hours of school visitation during the second semester of the program.

3) The 27 credit hours in Intermediate/Secondary Education shall include:

a) Eighteen credit hours as follows:

(i) Education 4005, 4260, 4361, 4381, and 4950

(ii) One of the following: Education 4120, 4121, 4142, 4154, 4161, 4174, 4180, 4181, 4190. The methodology course must be chosen to match the Academic Discipline under which the student was admitted. Those whose discipline is Geography are required to do either Education 4180 or 4174. Those whose area is Social Studies (academic disciplines of Canadian Studies, Economics, Geography, History, and Political Science) are required to do Education 4180.

b) Nine credit hours in electives chosen from:

Education 2222, 2900, 3210, 3211, 3255, 3565, 3570, 3571, 4144, 4151, 4163, 4172, 4182, 4240, 4242, 4275, 4340, 4350, 4354, 4356, 4382, 4420, 4425, 4480, 4580, 4610.

NOTE: Students intending to apply to the Bachelor of Special Education degree program should complete Education 4240 or Education 4242 and 4350.

4) The 24 credit hours in Technology Education shall include Education 2711, 2750, 2751, 3750, 3751, 4750, 4751, 4752.

PROGRAM PLAN

*SEMESTER 1 (Spring)

Week 0 15

Education 2711 (Course Organization and
Development in Technology Education)

Education 2750 (Introductory Design and
Materials Processes)

Education 2751 (Introductory Communications
and Power Technology

Education 3750 (Intermediate Design and
Materials Processing Technology

Education 3751 (Integrated Communications and
Power Technology)

*Courses may be offered in the Spring, Intersession and/or Summer Sessions.

**SEMESTER 2 (Fall)

Classroom Observation (No Credit)

Education 4361 (Teaching and the Contemporary
Classroom)

Education 4005 (Effective Teaching)

Education 4260 (Nature of Adolescence)

One Method Course (from 3.a.ii) and Education
4751 (Advanced Communications Systems)

Education 4950 (Evaluation of Teaching and
Learning)

**Due to the Classroom Observation component this semester will extend one week longer than the regularly scheduled teaching semester.

SEMESTER 3 (Winter)

Education 405X (15-credit hour Internship)

*SEMESTER 4 (Spring)

Education 4381 (Perspectives on Schooling)

Education 4750 (Integrated Materials and Production Processes)

Education 4752 (Technology Education, Specialized)

3 electives from clause 3(b)

*Courses may be offered in the Spring, Intersession and/or Summer Sessions.

BACHELOR OF MUSIC EDUCATION

GENERAL COMMENT

The Bachelor of Music Education Program is designed to prepare music teachers in all facets of school music education - primary, elementary, intermediate/secondary classroom music as well as choral and instrumental music education. The program consists of 30 credit hours of course work in music education and general foundational education and a 15 credit hour teaching internship. The program is delivered in two formats: Bachelor of Music Conjoint with Bachelor of Music Education and Bachelor of Music Education as a Second Degree.

BACHELOR OF MUSIC CONJOINT WITH BACHELOR OF MUSIC EDUCATION

ADMISSION

1) Applications for admission to the above Conjoint Degree Program are considered once a year for admission to the Fall semester only. The deadline for submission of applications is February 15.

2) Applications for admission to the above-noted program refer to the Education component of the Conjoint Degree Program. At the time of application, students must have been formally admitted to the School of Music.

3) To be considered for admission, students must have successfully completed a minimum of 45 credit hours with either a cumulative average of at least 65% or an average of at least 65% on their last 30 credit hours which they have successfully completed. Applicants must be in good standing with the School of Music.

Within the 45 credit hours, students must have completed the following:

a) at least 6 credit hours in English and/or research/writing;
b) at least 3 credit hours from the following: Music 3221, 3222, 3231, 3232, 3233, 3241, 3242, 3261, 3281, 3282;
c) at least 12 credit hours in Music, in addition to the 3 in 3 (b) above. Consideration will be given to the Winter semester courses for which students are registered at the time of application.

4) In assessing applications, consideration will be given to the following:

a) students' overall academic performance, in addition to the minimum academic requirements outlined in Clause 3 above;
b) demonstrated competency in written English as prescribed by the Faculty of Education at the time of consideration for admission;
c) two letters of reference, one of which must be from a faculty member of the School of Music.
d) The establishment of a second teaching area is highly recommended upon admission.

5) In addition to Clause 4 a), b), c) and d) above, a personal interview and demonstration of proficiency in basic keyboard and aural skills are normally required. Sample materials will be made available from faculty members prior to the skills demonstration.

6) The Faculty reserves the right to deny admission to a candidate, who in the opinion of the Selections Committee, is deemed unsuitable for admission to a program.

7) In special circumstances, the Selections Committee may, at its discretion, consider an applicant or group of applicants as an exception to the minimum academic requirements outlined in Clause 3.

NOTE: Students who decline an offer of admission to the Faculty of Education, or who do not register for courses during the academic year in which admission is granted must, if they wish to be subsequently considered for admission, submit a new application in competition with other applicants.

REGULATIONS FOR THE CONJOINT DEGREES OF BACHELOR OF MUSIC AND BACHELOR OF MUSIC EDUCATION

1) A candidate for the Conjoint Degrees of Bachelor of Music and Bachelor of Music Education shall be required to complete a minimum of 159 credit hours in accordance with the regulations for the Degree of Bachelor of Music, following General Musical Studies major and Clause 2 below.

2) A candidate shall complete the following 45 credit hours in Education:

a) Education 3618 or 3619
b) Education 4362
c) Education 4370 or 4383
d) Education 2510, 2520, 2530, 3920, 3925, and 4830
e) Education 403X (15 credit hour Internship)
f) Three other credit hours in Education other than Music Education.

3) A maximum of two of the following courses in music education may be used to fill requirements of Regulation 6 (c) of the Bachelor of Music and Bachelor of Music Education Conjoint Degree Program: 4835, 4840, 4845, 4850, 4855, 4860.

REGULATIONS FOR THE BACHELOR OF MUSIC EDUCATION AS A SECOND DEGREE

1) A candidate who has been awarded a Bachelor's degree in Music from a recognized university may be admitted to the program leading to the degree of Bachelor of Music Education provided that the pattern of courses for the first degree is acceptable to the Selections Committee of the Faculty of Education.

2) Subject to Regulation 1, the degree of Bachelor of Music Education may be awarded upon the successful completion of at least 30 additional credit hours in accordance with clauses 3 and 4 below.

3) A candidate shall complete the following 45 credit hours in Education:

REGULATIONS FOR THE DEGREE OF BACHELOR OF EDUCATION (NATIVE AND NORTHERN) - B.ED.(N&N)

This is a teacher education program designed for Native students in Labrador who intend to pursue a teaching career in the communities of northern Labrador. It would be of particular interest to students who wish to continue their studies beyond the Diploma in Native and Northern Education.

REGULATIONS FOR ADMISSION/RE-ADMISSION AND ADVANCEMENT

1) Students who wish to enter the program must submit an application to the Office of Undergraduate Student Services, Faculty of Education.

2) Applicants to the Bachelor of Education (Native and Northern) must complete the general application form for admission to the University and the application form for admission to the Faculty of Education, Native and Northern Program.

3) Normally, to be considered for admission, a student must have completed a minimum of 15 credit hours with an average of at least 55% in those courses and be in clear standing.

NOTE: Students may be considered for conditional admission to the program upon admission to the University. Students admitted conditionally will be admitted in clear standing after successful completion of 15 credit hours with an average of not less than 55% percent.

4) Students who have completed more than 15 credit hours prior to admission to the program will be permitted to apply those credit hours, where appropriate, towards the Bachelor of Education (Native and Northern) provided an average of at least 60% has been obtained in all courses beyond the first 15 credit hours.

5) Students who have been admitted to the Bachelor of Education (Native and Northern) will normally be governed by Regulations 2 and 4-9 of the Regulations for Readmission and Advancement of the Faculty of Education. For this program only, advancement regulations will be applied upon the completion of each 15 credit hour segment throughout the duration of the program and will be assessed on the basis of the average obtained on those 15 credit hours.

6) Students who have not met the requirements for direct entry from high school, but are eligible for entry on other criteria, will be assessed for literacy in English through procedures in accordance with University regulations. Where necessary, courses may be provided to give students an opportunity to upgrade their literacy skills.

7) Within the UNIVERSITY REGULATIONS - GENERAL ACADEMIC REGULATIONS (UNDERGRADUATE) -RESIDENCE REQUIREMENTS, candidates for the Bachelor of Education (Native and Northern)) Degree shall have completed a minimum of 12 credit hours as full time students through attendance at classes for the duration of at least one semester on a campus of Memorial University of Newfoundland.

PROGRAM FOR STUDENTS ON THE PRIMARY/ELEMENTARY EDUCATION ROUTE

1. Candidates for the degree of Bachelor of Education (Native and Northern), Primary/ Elementary route, shall be required to complete a minimum of 150 credit hours in accordance with the clauses 2 - 6 below and in consultation with the Office of Undergraduate Student Services.

2. The following academic credit hours are compulsory:

(a) twelve credit hours in English
(b) six credit hours in Math
(c) six credit hours in Science
(d) six credit hours in Anthropology
(e) six credit hours in Linguistics (Inuktitut or Innu-aimun)
(f) three credit hours in Psychology
(g) a concentration of four courses from each of two of the following subject areas: Aboriginal Studies, Art, Folklore*, French, Geography, History, Linguistics*, Mathematics, Music/Music Education, Physical Education, Religious Studies, Science, Theatre Arts*

* NOTE: Only one of these subject areas may be chosen.

3. Candidates shall be required to complete a minimum of 60 credit hours in education, to be determined from an approved list, in consultation with the Office of Undergraduate Student Services. Included in those credit hours will be:

(a) At least 3 credit hours in Education from each of the following areas:

Administration, Assessment of Primary/Elementary Children, Arts, Childhood Development, Children's Literature, Curriculum Development, Introductory Overview of Native Education, Language Arts, Mathematics, Native Education Issues and Trends, Reading, Science, Social Studies, Social Context of Education, Tests and Measurement, Teaching English as a Second Language, Teaching Strategies

(b) Three credit hours from one of the following areas:

(i) Teaching of Inuktitut or Innu-aimun for students who are proficient speakers of one of these languages
(ii) Language and culture for students who are not proficient speakers of Inuktitut or Innu-aimun

(c) Further credit hours in Education to complete the required total of 60 must be chosen from appropriate course offerings of the Faculty of Education, in consultation with the Office of Undergraduate Student Services.

4. Candidates who are proficient speakers of Inuktitut or Innu-aimun and who plan to teach one of these languages and/or plan to teach in one of these languages shall complete at least 3 credit hours from each of the following areas:

(a) Language literacy skills
(b) Language teaching skills

5. (a) In addition to satisfying clause 3 above, all candidates shall be required to complete a 15 credit hour internship (Ed. 404X).

NOTE: Candidates who have completed the Diploma in Native and Northern Education in Labrador and have successfully completed at least five years as a teaching assistant or certified teacher may apply to the Office of Native Education for a waiver of the internship requirement. In cases where waivers are granted, candidates will be required to complete 15 credit hours in Primary or Elementary Education to be determined from an approved list, in consultation with the Office of Undergraduate Student Services.

(b) Students may enrol in the Internship Program only after successful completion of the credit hours required in clauses 2 and 3 (a) and (b) above.

6. Further credit hours to complete the required total of 150 may be selected from any subject area outside of Education or from other credit hours in Education which are approved for the primary/elementary area.

PROGRAM FOR STUDENTS ON THE SECONDARY EDUCATION ROUTE

1. Candidates for the degree of Bachelor of Education (Native and Northern), Secondary route, shall be required to complete a minimum of 150 credit hours in accordance with clauses 2 - 6 below and in consultation with the Office of Undergraduate Student Services.

2. The following academic credit hours are compulsory:

(a) six credit hours in English
(b) six credit hours in Anthropology
(c) six credit hours in Linguistics (Inuktitut or Innu-aimun)
(d) three credit hours in Psychology
(e) Either

(i) A concentration of eight courses in each of two of the following areas: Aboriginal Studies, Art, Biochemistry, Biology, Canadian Studies, Chemistry, Computer Science, Earth Sciences, Economics, English, Folklore*, French, Geography, History, Linguistics*, Mathematics (Pure and Applied Mathematics, Statistics), Newfoundland Studies*, Physical Education, Physics, Political Science*, Religious Studies, and Theatre Arts*

* Note: Only one of these subject areas may be chosen.

(ii) A concentration of eight courses from one subject area in clause 2 (e) (i) above, and four courses from each of two of the other subject areas, other than the subject area chosen for the eight-course subject area concentration.

Courses from other disciplines deemed to be equivalent to courses in any of the above listed academic disciplines will be accepted.

3. Candidates shall be required to complete a minimum of 54 credit hours in Education, to be determined from an approved list, in consultation with the Office of Undergraduate Student Services. Included in those credit hours will be:

(a) At least 3 credit hours in Education from each of the following areas:

Administration, Curriculum Development, Educational Psychology, Introductory Overview of Native Education, Native Education Issues and Trends, Reading, Social Context of Education, Student Evaluation, Teaching English as a Second Language, Teaching Strategies

(b) Appropriate teaching methodology courses to correspond with concentrations in clause 2 (e) to be determined from an approved list, in consultation with the Office of Undergraduate Student Services

(d) Further credit hours in Education to complete the required total of 54 must be chosen from appropriate course offerings of the Faculty of Education, in consultation with the Office of Undergraduate Student Services.

4. Candidates who are fluent speakers of Inuktitut or Innu-aimun, and who plan to teach one of these languages and/or plan to teach in one of these languages, shall complete at least 3 credit hours from each of the following areas:

(a) Language literacy skills
(b) Language teaching skills

NOTE: These courses are cross listed as Education/Linguistics. Where candidates complete four courses under clause 4, in addition to the two linguistics courses required in clause 2 (c), only one additional four course concentration shall be required under clause 2 (e) (ii).

5. (a) In addition to satisfying clause 3 above, all candidates shall be required to complete a 15 credit hour internship (Ed. 404X)

NOTE: Candidates who have completed the Diploma in Native and Northern Education in Labrador and have successfully completed at least five years as a teaching assistant or certified teacher may apply to the Office of Native Education for a waiver of the internship requirement. In cases where waivers are granted, candidates will be required to complete 15 credit hours in Secondary Education to be determined from an approved list in consultation with the Office of Undergraduate Student Services.

(b) Students may enrol in the Internship Program only after successful completion of the credit hours required in clause 2 and 3 (a), (b), and (c) above.

Note: Students who do not register for courses during the academic year in which admission is granted will be dropped from the program and must, if they wish to be subsequently considered for admission, submit a new application which will be considered in competition with those of all other applicants.

REGULATIONS FOR THE DEGREE OF BACHELOR OF SPECIAL EDUCATION

(For the preparation of teachers of Special Education.)

NOTES: 1)The Bachelor of Special Education Degree program is available through part-time or full-time study.
2) For the Bachelor of Special Education Degree a candidate must comply with the University's Regulations for a Second Degree as outlined in the General Regulations section of the Calendar.

ADMISSION REQUIREMENTS

1) Applications for admission are only considered once a year to begin in Fall semester. The deadline for submission of Faculty applications to the Office of the Registrar is February 15. Consideration will be given to the courses for which students are registered at the time of application.

2) Admission to the degree program in Special Education is limited and selective.

3) To be admitted to the Bachelor of Special Education Degree program a candidate shall have a minimum of a 65% average in the last 60 credit hours and also meet the following requirements:

a) hold a degree in Primary and/or Elementary, or Intermediate/Secondary Education from Memorial University or another Education degree deemed appropriate by the Faculty of Education, AND have credit for one of Education 3220, 3230, 4240, 4242 or equivalent. Intermediate/Secondary graduates must also have credit for Education 4350.

b) have successfully completed a professional internship in education or have equivalent teaching experience prior to admission.

4) Applicants to the Degree Program in Special Education must complete the application form "Application for Admission to the Special Education Program" and return it by the appropriate deadline to the Office of the Registrar. Students who must apply for admission/readmission to the University, must also submit to the Office of the Registrar an "Application for Admission/Re-admission" form (available from the Office of the Registrar). Application forms for the Special Education program may be obtained by writing the Faculty of Education, Office of Undergraduate Student Services, Memorial University of Newfoundland, St. John's, NL, A1B 3X8.

NOTES: 1) Students who do not successfully complete courses during the academic year in which admission is granted will be dropped from the program and must, if they wish to be subsequently considered for admission, submit a new application which will be considered in competition with those of all other applicants.

2) Provisional acceptance may be granted to students who will successfully complete all prerequisites prior to commencement of Program.

DEGREE REQUIREMENTS

To be eligible for the Degree in Special Education, a student must have completed:

EITHER

a) the Memorial University of Newfoundland Bachelor of Education Degree Primary and/or Elementary, or Intermediate/Secondary, or another Education degree deemed appropriate by the Faculty of Education, and

b) 36 credit hours as follows:

(i) Required courses: Education 3600, 3610, 3620, 3630, 3650.
(ii) 21 credit hours selected from the elective offerings in Special Education.

c) the Memorial University of Newfoundland Bachelor of Education Degree Primary and/or Elementary, or Intermediate/Secondary, or another Education degree deemed appropriate by the Faculty of Education, and

d) Education 365X - Extended Harlow Practicum in Special Education (15 credit hours) plus Education 3600, 3610, 3620, 3630 and 9 credit hours from the elective courses in Special Education.

ADMISSION REQUIREMENTS TO THE DEGREE AND DIPLOMA PROGRAMS IN POST-SECONDARY EDUCATION

To be admitted to the Post-Secondary Education Degree and Diploma programs, a student must meet, in addition to the general admission requirements of the University, special admission requirements as outlined by the following criteria:

1) Applications for admission are considered three times per year. The deadlines for submission of applications are June 15 for admission to the Fall semester, October 1 for admission to the Winter semester, and January 15 for admission to the Spring semester.

2) Occupational training as verified by one of:

a) a certificate of qualification as a journeyman for a designated trade;
b) a certificate or diploma from a technical or business school or college;
c) an appropriate degree from a university;
d) satisfactory completion of a program equivalent to (a), (b) or (c) above.

3) At least one year of work experience or equivalent in the occupational area in which training was obtained. This experience must be subsequent to the completion of or concurrent with the occupational training program.

NOTE: Training and experience will be assessed and verified by the Admissions Sub-Committee for Post-Secondary Education.

4) Students who wish to enter the program in Post-Secondary Education may obtain an application form from the Faculty of Education, Office of Undergraduate Student Services.

BACHELOR OF EDUCATION (POST- SECONDARY) AS A FIRST DEGREE

REGULATIONS FOR THE DEGREE OF BACHELOR OF EDUCATION (POST- SECONDARY) AS A FIRST DEGREE

1) A candidate for the Bachelor of Education (Post-Secondary) Degree will be required to complete the equivalent of at least 120 credit hours approved by the Office of Undergraduate Student Services.

2) The 120 credit hours must include:

a) Twenty-one credit hours as follows: Education 2710, 2720, 2730, 2801, 3280, 3801, 4700
b) Twenty-one credit hours to be chosen from: Education 2800, 2803, 2806, 3440, 3710, 3720, 3730, 4710, 4730, 4760-80.
c) Six credit hours in English.
d) Thirty non-Education credit hours patterned to strengthen the area of teaching specialization and/or provide the development of depth in a related field of study as approved by the Office of Undergraduate Student Services. Education 4760-4780 may be used to satisfy non-Education specialization course credit hour electives if not already used to satisfy clause 2)b) above.
e) Twelve additional credit hours from any subject areas outside of Education. Six of these 12 credit hours may be chosen from courses listed in clause 2)b) above if not already used to satisfy the requirements of clause 2)b).

3)a) Advanced standing to a maximum of 30 credit hours may be awarded for students possessing at least a combined total of six years of training and work experience in the occupational area in which training was obtained.

b) Students who because of a deficiency of work experience are not eligible to receive the maximum of 30 credit hours advanced standing will be required to obtain further work experience and/or to complete additional university courses, either or both of which must be approved by the Admissions Sub-Committee for Post-Secondary Education.

4) At least half the credit hours required under clauses 2a) and b) above must be completed at this University.

BACHELOR OF EDUCATION (POST- SECONDARY) AS A SECOND DEGREE

REGULATIONS FOR THE BACHELOR OF EDUCATION (POST- SECONDARY) AS A SECOND DEGREE

1) To be admitted to the Bachelor of Education (Post-Secondary) Degree program, a student must meet the special admission requirements outlined above.

2) A candidate shall complete at least 30 credit hours at this University beyond those required for the first degree. A candidate who has received a first degree at this University may be permitted, with the approval of the Committee on Undergraduate Studies of the Faculty Council of the Faculty of Education, to complete 6 of these 30 credit hours at another institution recognized by the Senate.

3) To obtain the Bachelor of Education (Post-Secondary) as a second degree a candidate must complete at least 36 credit hours in Education.

4) The 36 credit hours must include:

a) Twenty-one credit hours as follows: Education 2710, 2720, 2730, 2801, 3280, 3801, 4700.
b) Fifteen credit hours of which 6 must be chosen from Education 2800, 2803, 2806, or 3440 and 9 must be chosen from 3710, 3720, 3730, 4710, 4730 or 4760-80

5) At least 9 of the credit hours required under clause 4) a) must be completed at this University.

NOTES: 1) The requirement of Education 4700 may be waived by the Committee on Undergraduate Studies on the recommendation of the Office of Undergraduate Student Services. (Please refer to Student Teaching Guidelines).
2) Work competence and experience related to occupational area is required for acceptance to this program as outlined in the Admission Requirements but no advanced standing will be granted.

REGULATIONS FOR THE DIPLOMA IN POST-SECONDARY EDUCATION

1) A candidate for the Diploma in Post-Secondary Education will be required to complete sixty credit hours.

2) The sixty credit hours must include:

a) Twenty-one credit hours as follows: Education 2710, 2720, 2730, 2801, 3280, 3801, 4700.

b) Nine credit hours to be chosen from: Education 2803, 3710, 3720, 3730, 4710, 4730, 4760-80

3) a) Advanced standing to a maximum of thirty credit hours may be awarded for students possessing at least a combined total of six years of training and work experience in the occupational area in which training was obtained.

b) Students who because of a deficiency of work experience are not eligible to receive the maximum of thirty credit hours advanced standing will be required to obtain further work experience and/or to complete additional University courses, either or both of which must be approved by the Admissions Sub-Committee for Post-Secondary Education.

4) At least twenty-four of the credit hours required under clause 2 (a) and (b) must be completed at this University.

NOTE: The requirement of Education 4700 may be waived by the Committee on Undergraduate Studies on the recommendation of the Office of Undergraduate Student Services. (Please refer to Student Teaching Guidelines).

REGULATIONS FOR THE DIPLOMA IN TECHNOLOGY EDUCATION

This Diploma program is intended to be completed after the award of a first Bachelor's Degree in Education and is typically offered over three consecutive Summer Sessions. Students wishing to complete this Diploma conjoint with the Bachelor of Education (Intermediate/Secondary) are directed to the Regulations for the Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education.

General Comment:

Technology Education is a specialized subject area within the high school curriculum. Students in the program will complete a number of laboratory courses that address the development of basic skills and competencies in a variety of technological areas and how to apply them through design and problem solving processes in a school classroom/ laboratory setting.

1) A program leading to the Diploma in Technology Education is offered by the Faculty of Education.

2) To be admitted to the Diploma Program in Technology Education, a student shall:

a) have been admitted to the Faculty of Education at Memorial University of Newfoundland, and

b) have completed at least 12 credit hours in Education including at least 3 credit hours offered by each of two disciplines in the Faculty of Education or have completed similar courses at another recognized university or college.

Admission to the program in Technology Education requires a formal application which may be obtained from the Office of Undergraduate Student Services. Application forms may be obtained by writing the Office of Undergraduate Student Services, Faculty of Education, Memorial University of Newfoundland, St. John's, NL, A1B 3X8.

3) To be eligible for the Diploma in Technology Education, a student must have

a) a degree in Education from a recognized university or college;

b) completed 30 credit hours from those listed below:

(i) Nine Professional Education credit hours, Education 4720 and 3700 and one of Education 2711, 2730, 3710, 3720 or 3730 which must be approved by the Office of Undergraduate Student Services. Students whose area of specialization in their degree in Education is Post-Secondary Education will be allowed to substitute other Post-Secondary Education courses for those listed above if they have already received credit for these courses on their Post-Secondary Education degree.

(ii) Twenty-one Technology Education Technical Skills credit hours - Education 2750, 2751, 3750, 3751, 4750, 4751, and 4752.

c) At least 24 of the credit hours required under Clause 3(b) must be completed at this University.

d) An average of at least 2 point for the total number of courses completed on the diploma program at this University.

NOTES: 1) The requirement of Regulation 3(c) may be extended for students who completed courses in a Technology Education program at a recognized college or university before the appropriate courses were available at this University. For those students, a minimum of 15 credit hours, 6 in Education including Student Teaching and 9 in Technology Education Technical Skills must be completed at this University.
2) The requirement of Education 3700 may be waived by the Committee on Undergraduate Studies on the recommendation of the Office of Undergraduate Student Services. (Please refer to Student Teaching Guidelines).

REGULATIONS FOR THE DIPLOMA IN ADULT TEACHER EDUCATION

2) A program leading to a Diploma in Adult Teacher Education is offered by the Faculty of Education.

3) To be admitted to the Diploma Program in Adult Teacher Education, an applicant shall:

a) be admitted to this University,
b) satisfy at least one of the following:

(i) have been admitted to the Faculty of Education,
(ii) have been approved by the Office of UndergraduateStudent Services.

4) Admission to the diploma program in Adult Teacher Education requires a formal application to the Office of Undergraduate Student Services. Application forms may be obtained by writing the Office of Undergraduate Student Services, Faculty of Education, Memorial University of Newfoundland, St. John's, NL, A1B 3X8.

5) To be eligible for the Diploma in Adult Teacher Education, a student shall complete a total of 30 Education credit hours as follows: 2710, 2800, 2801, 2803, 2806, 3430, 3440, 4450, two of 2041, 3280 or 3290, 3210, 3801.

6) A maximum of 12 credit hours referred to in Section 5 above and which have already been counted toward a degree or diploma may also be counted toward the Diploma in Adult Teacher Education.

7) At least 21 of the credit hours required for the Diploma in Adult Teacher Education must be completed at this University.

8) From Section 5 above a maximum of 9 credit hours, completed before admission to the program or the Faculty, may be used as credit toward the Diploma in Adult Teacher Education.

9) Students in the Adult Teacher Education diploma program must have their courses and course sequence approved by the Office of Undergraduate Student Services.

10) The requirement for a specific course, or courses, may in special circumstances, and upon individual request, be waived by the Committee on Undergraduate Studies. Such waivers shall not reduce the total number of credits required for the Diploma.

REGULATIONS FOR THE DIPLOMA IN NATIVE AND NORTHERN EDUCATION IN LABRADOR (T.E.P.L.)

1) A Teacher Education Program in Labrador, T.E.P.L., is offered by the Faculty of Education with Options in Classroom Teacher or Core Language Teacher.

2) Admission to the TEPL program requires a regular application for admission to Memorial University of Newfoundland and a special application for admission to the program. Application forms may be obtained from the Office of Native and Northern Teacher Education Programs, Faculty of Education, Memorial University of Newfoundland, St. John's, NL, A1B 3X8.

3) A candidate for admission to this program must normally be a speaker of either Innu-aimun or Inuktitut and meet the General Admission Requirements of the University as outlined in the Calendar.

4) To be eligible for the Diploma in Native and Northern Education, a candidate shall complete a total of 60 credit hours as follows:

The following 30 credit hours are required for both Option A - Classroom Teacher and Option B - Core Language Teacher.

- Education 2022 or 2032. The Teaching of Inuttut or The Teaching of Innu-aimun.
- Education 2655. Recognizing and Protecting Children's Needs.
- Education 3001. Supervised Practice Teaching in Native Schools I.
- Education 3002. Supervised Practice Teaching in Native Schools II.
- Education 3321. Native Literature.
- Education 4220 or 4230. The Teaching of Inuttut I or the Teaching of Innu-aimun I.
- English 1030. Writing.
- Linguistics 1030. Reading and Writing in Innu-aimun I or Linguistics 2023. Reading and Writing in Inuttut.
- Linguistics 1031. Reading and Writing in Innu-aimun II or Linguistics 2022. Issues in Oral Innuttut.
- Linguistics 2020 or 2030. Introduction to Inuttut I or the Introduction to Innu-aimun (Montagnais/Naskapi) I.

5) For Option A - Classroom Teacher - the following 30 hours are compulsory in addition to those in 4.) above.

- Education 2182. An introduction to the Teaching of Science in the Primary and Elementary grades.
- Education 2194. Physical Education in the Primary and Elementary Grades.
- Education 2200. Language Arts.
- Education 2350. An Introduction to the Teaching of Mathematics in the Primary and Elementary Grades.
- Education 3007. Teaching Strategies in Native and Northern Schools.
- Education 3140. Creative Arts.
- Education 3281. Tests and Measurements.
- Education 3961. Social Studies in Native and Northern Schools.
- Education 4330. Curriculum and Instruction in Native and Northern Schools I.
- Sociology/Anthropology 2220. Labrador Society and Culture.
- Professional Seminars. This is a non-credit component which is compulsory and will include seminars dealing with topics such as: Classroom Management, Organizational Skills, Healing, Computer Training and Resource Development.

6) For Option B - Core Language Teacher - the following 30 credit hours are compulsory in addition to those in 4) above.

- Education 2035. The Teaching of History and Culture of Labrador Innu and Inuit.
- Education 2036. The Teaching of Aboriginal Issues.
- Education 2037. Aboriginal Drama.
- Education 2038. Aboriginal Music and Art.
- Education 2039. Cultural Camp.
- Education 2041. Oral Communications.
- Education 3007. Teaching Strategies in Native and Northern Schools.
- Education 4221 or 4231. The Teaching of Inuttut II or the Teaching of Innu-aimun II.
- Education 4330. Curriculum and Instruction in Native and Northern Schools I.
- Linguistics 2021 or 2031. The Structure of Innuttut II or the Structure of Innu-aimun II.
- Professional Seminars. This is a non-credit component which is compulsory and will include seminars dealing with topics such as: Classroom Management, Organizational Skills, Healing, Computer Training, and Resource Development.

NOTE: Courses designated for the TEPL program (designated by T) are intended for students registered in this program, but may be opened to other students upon permission of the Office of Undergraduate Student Services.

ADMISSION REQUIREMENTS FOR THE DIPLOMA IN TELELEARNING AND RURAL SCHOOL TEACHING

A program leading to the Diploma in TeleLearning and Rural School Teaching is offered by the Faculty of Education and is normally offered through TeleLearning/Distance Education.

1) Applications for admission are considered three times per year and are available from the Office of Undergraduate Student Services, Faculty of Education. The deadlines for submission of applications are June 15 for admission to the Fall Semester, October 1 for admission to the Winter Semester, and January 15 for admission to the Spring Semester.

2) To be considered for admission to the Diploma in TeleLearning and Rural School Teaching, a student must hold a degree in Primary, Elementary or Intermediate/Secondary Education from Memorial University of Newfoundland or some other recognized university or hold another Education degree deemed appropriate by the Faculty of Education.

REGULATIONS FOR THE DIPLOMA IN TELELEARNING AND RURAL SCHOOL TEACHING

1) To be eligible for the Diploma in TeleLearning and Rural School Teaching a student, in addition to holding an appropriate Degree in Education, shall complete a total of 30 credit hours. The 30 credit hours shall include:

(i) Eighteen compulsory core credit hours as follows: Education 4900, 4901, 4902, 4903, 4904, 4905

(ii) Twelve elective credit hours chosen from: Education 4906, 4907, 4908, 4909, 4910, 4911, 4912, 4913, 4914, 4915, 4916, 4920 - 4930

2) A maximum of 6 credit hours referred to in clauses 1)(i) and 1)(ii) above and which have already been counted towards the prerequisite degree in Education may also be counted toward the Diploma in TeleLearning and Rural School Teaching.

COURSE DESCRIPTIONS

In accordance with Senate's Policy Regarding Inactive Courses, the course descriptions for courses which have not been offered in the previous three academic years and which are not scheduled to be offered in the current academic year have been removed from the following listing. For information about any of these inactive courses, please contact the Dean of the Faculty.

NOTE: All courses of the Faculty of Education are normally of a three credit hour value unless otherwise noted.

Legend:

PE: Courses for students on the PRIMARY/ELEMENTARY program
IS: Courses for students on the INTERMEDIATE/SECONDARY Program
ISI: Courses for students on the Intermediate/Secondary Conjoint with the Diploma in Technology Education
Program.
I: Courses for students on the TECHNOLOGY EDUCATION Program
T: Courses for students on the T.E.P.L. Diploma Program
A: Courses for students on the Diploma in ADULT TEACHER EDUCATION Program
ME: Courses for students on the Music Education Program
PS: Courses for students on the POST-SECONDARY EDUCATION PROGRAMS
SE: Courses for students on the SPECIAL EDUCATION Program
NPE: Courses for students on the NATIVE AND NORTHERN Teacher Education Program - Primary/Elementary route.
NS: Courses for students on the NATIVE AND NORTHERN Teacher Education Program - Secondary route.
TL: Courses for students on the TeleLearning and Rural School Teaching Program

2022. The Teaching of Inuttut (T,NPE). (See course description in Native and Northern Education Section).

2023. Language and Culture in Education (NPE, NS). (See course description in Native and Northern Education Section).

2032. The Teaching of Montagnais (T,NPE). (See Native and Northern Education Section).

2035. The Teaching of History and Culture of Labrador Inuit and Innu(T). (See course description in Native and Northern Education Section).

2036. The Teaching of Aboriginal Issues (T). (See course description in Native and Northern Education Section).

2037. Aboriginal Drama (T). (See course description in Native and Northern Education Section).

2038. Aboriginal Music and Art (T). (See course description in Native and Northern Education Section).

2039. Cultural Camp (T). (See course description in Native and Northern Education Section).

2040. Basic Interpersonal Communication (PE). This course is designed to help students develop confidence through self-expression, and acquire skills in interpersonal relationships.
NOTE: Credit may be obtained for only one of Education 2040 and Education 2041.

2050. Introduction to Drama Education (PE,ME). This course is designed to introduce students to the use of drama as a learning medium. Students will be expected to participate in and to critically analyse practical drama sessions in order to gain an understanding of the fundamental nature of drama. Students will be engaged in a variety of teacher devised drama structures to introduce them to the theory and practice of selected pioneers in the field. Reference will be made to some aspects of child development such as play, cognition, affect and language and their relationship to learning through drama. It is expected that students will begin to formulate a rationale for the use of drama education in their future classroom practice.
NOTE: Credit may not be obtained for both Education 2050 and the former Education 2030.

2182. An Introduction to the Teaching of Science in the Primary and Elementary Grades (T,ME,NPE). An introductory course illustrating fundamental processes and concepts of Science, and how these may be communicated to the elementary child. Content will be chosen which relates to the prevailing elementary school Science program. Typical concepts include measurement, energy in selected physical and biological systems, fundamental ecology, communities of living things, environmental change, the particulate nature of matter, and simple astronomy.

2194. Physical Education in the Primary and Elementary Grades (PE,T,ME,NPE).The curriculum organization in physical education for the Primary and Elementary grades; instructional material and teaching techniques for these grades; creative, aesthetic, and health-developing aspects of physical education.
NOTE: Credit may not be obtained for both Education 2194 and the former Education 3070, or the former Education 2192 taken during the 1984-85 or 1985-86 academic years.

2200. Language Arts (PE,T,NPE,ME). An examination of the methods and materials used in the teaching of the language arts with special reference to the effect on the overall educational development of the child whose first language is not English.

2202. Education in Native and Northern Communities - An Overview (PE,NPE,NS). A general introductory course for students planning to teach in a classroom where Innu and/or Inuit children are in attendance. Emphasis will be placed on creating an awareness of the religion, philosophy, cultural values and way of life of Native peoples; the legal and administrative processes concerning Native peoples from the past to the present; a historical perspective in Native education; and contemporary issues and trends in Native education. This course will provide the necessary foundation for the training of teachers who are sensitive to the influence of culture on the values, behaviour, needs and motivations of children.

2222. Teaching English as a Second Language (PE,IS,NPE,ISI, NS). This course includes selection and preparation of materials, and suitable classroom strategies for teaching English as a second language. Stress will be on the methods appropriate to cope with linguistic difficulties encountered in schools by children whose first language is not English.

2245. Teaching Strategies in Culturally Integrated and Geographically Isolated Classrooms (PE) - inactive course.

2250. Educational Psychology (NS). (See Native and Northern Education section).

2350. An Introduction to the Teaching of Mathematics in the Primary and Elementary Grades (T,NPE). Intuitive notions of a mathematical system with special emphasis on the concepts, basic mathematical properties and skills associated with the number systems of arithmetic. Additional topics will include relations, functions and basic concepts of Geometry related to the Mathematics programs of the elementary school.

2341. Directing Learning Experiences in Mathematics for Children in Primary and Lower Elementary Grades (PE) - inactive course.

2361. The School and Community (NPE,NS). (See course description in the Native and Northern Education section).

2420. Educational Supervision (PE,IS,ISI) - inactive course.

2430. Administration and Supervision in Native and Northern Education (NPE,NS). (See course description in the Native and Northern Education section).

2510. Elementary School Music Methods (ME). (See course description in Music Education Section).

2520. Voice and Choral Methods (ME). (See course description in Music Education Section).

2530. Primary School Music Methods (ME). (See course description in Music Education Section).

2610. Introduction to Child Development (PE,ME,NPE).An introduction to the nature of physical, intellectual, social, and emotional development from birth to puberty. Emphasis is placed on individual differences and on the developmental bases for the selection of educational experiences offered children.
NOTE: Credit may be obtained for only one of Education 2610, 3618 or the former Education 3240.

2655. Recognizing and Protecting Children's Needs (T). ( See course description in Native and Northern Education Section).

2710. Course Organization and Development in Post-Secondary Education (A,PS). (See course description in Post-Secondary Education Section).

2711. Course Organization and Development in Technology Education (I,ISI). (See course description in Technology Education Section).

2720. Introduction to Post-Secondary Education (PS).(See course description in Post-Secondary Education Section).

2730. General Methods of Teaching in Post-Secondary Education (I,PS).(See course description in Post-Secondary Education Section).

2750. Introductory Design and Materials Processes (I,ISI). (See course description in Technology Education Section).

2751. Introductory Communications and Power Technology (I,ISI). (See course description in Technology Education Section).

2800. Introduction to Adult Education (A,PS). (See course description in Adult Teacher Education Section).

2801. The Adult as Learner (A,PS). (See course description in Adult Teacher Education Section).

2803. Educational Aspects of Adult Development (A,PS). (See course description in Adult Teacher Education Section).

2806. Sociology of Adult Education (A,PS). (See course description in Adult Teacher Education Section).

2900. Introduction to Statistics in Education (PE,IS,ISI,ME). This laboratory course takes a practical case study approach to survey and quasi-experimental quantitative methods in education, together with supporting statistical concepts of probability, descriptive and inferential statistics sampling and sampling distributions, correlation and bivariate regression.

3001. Supervised Practice Teaching in Native Schools I (T). (See course description in Student Teaching Section).

3002. Supervised Practice Teaching in Native Schools II (T). (See course description in Student Teaching Section).

3007. Teaching Strategies in Native and Northern Schools (T,NPE, NS). (See course description in Native and Northern Education Section).
NOTE: Credit may not be obtained for Education 3007 in addition to any of Education 2230, 2240 or 4320.

3009. Drama Education in the Primary and Elementary Grades (PE,ME). The course will focus on the practice and acquisition of the basic teacher skills and strategies that are particularly appropriate to the effective implementation of drama as a learning medium in the primary and elementary grades.
Prerequisite: Education 2050.

3010. Drama Education and the Curriculum in the Primary and Elementary Grades (PE) - inactive course.

3030. Methods in Speech Improvement in the Schools (PE) - inactive course.

3040. The Assessment and Development of Children's Language Abilities (PE,SE). This course will focus on techniques for assessing language abilities in primary and elementary grade children and will provide models for developing strategies in implementing language instruction appropriate to children's needs.
Prerequisite: Education 3543, or former 3540 or 3545.
NOTE: This course is recommended for all candidates who anticipate working as resource-based special education teachers.

3050. The Teaching of French as a Second Language in the Primary and Elementary Grades (PE,ME). An introduction to the general principles of second-language teaching, to the curriculum materials currently prescribed for use in the schools, and to a consideration of teaching strategies and evaluation techniques associated with these materials.
Prerequisite: French 2101.

3052, 3053. Institute for Teachers of Core French in the Elementary Grades (PE). (See Institutes in Education).

3080. Group and Audience Communication (PE) - inactive course.

3081. Communication Skills and Techniques in a Cross-Cultural Environment (PE)- inactive course.

3120. Foundations of Art Education (PE,ME,NS). The principal objectives of this course are to develop an understanding of art in relation to current theories of education and art education and to provide individual exploration of an experience in appropriate techniques. Curriculum will be examined with the focus on understanding how to provide favorable conditions and experiences for high quality individual development in visual expression.
NOTE: Credit may not be obtained for both Education 3120 and the former Education 2020, the former Education 3110, or the former Education 3112.

3121. Education Through Art (PE,NS,ME). - inactive course.

3122. Fundamentals of Design for Teachers (PE) - inactive course.

3131. Music Education in the Primary/Elementary Grades (PE). This course is designed to provide the prospective primary/elementary classroom teacher with the knowledge, skills and understandings necessary for presenting basic music concepts and skills to students and for using music as a means for teaching or enriching other areas of the curriculum. Course work will include study in the three facets of general classroom music: scholarship of the discipline, musicianship, and classroom methodology.
NOTES: 1)Credit may be obtained for only one of Education 3131 and Education 3130.
2)This course may not be used towards the Conjoint Degrees of Bachelor of Music and Bachelor of Music Education or the Bachelor of Music Education as a Second Degree.

3140. Creative Arts (T,NPE). (See course description in the Native and Northern Education section).

3150. Bilingualism: Linguistic, Cognitive and Educational Aspects (PE). (Same as Linguistics 3150). - inactive course.

3210. An Introduction to Guidance Services (PE,IS,ISI). An introduction to guidance services in the modern school with specific emphasis on its history, purpose, basic concepts and principles, and services. Students are introduced to the nature of counselling, ways of developing effective interpersonal relationships within the school environment, and the role of the school counsellor and other educational personnel in the provision of guidance services.

3211. Introduction to Career Education (PE,IS,ISI). This course is an introduction to contemporary concepts and practices of career education and to theories of career development. Emphasis is on the practical application of theory and basic principles to the design and delivery of career education programs and to career counselling. Attention will be given to continuing career counselling and career development needs of individuals as well as to groups with special needs.
NOTE: Credit may be obtained for only one of Education 3211 and Education 4906*.

3220. A Study of Exceptional Children - Intellectual Differences (PE). This course studies the intellectually different child. Emphasis is given to such areas as developmental delay, mental retardation, learning disabilities, intellectual giftedness and creativity. Specific concerns include etiology, identification, characteristics, expectancies, and current and emerging practices in the provision of educational and community programs.
NOTE: Credit may be obtained for only one of Education 3220, Education 4240 and Education 4902.

3230. A Study of Exceptional Children - Physical, Sensory and Behavioural Differences (PE). This course studies children with visual, auditory, speech, neurological, orthopaedic, social, and behavioural disabilities. Areas of concern include the nature of the disability, etiology, identification, educational/learning implications and general home, school and community programs.

3255. Child Abuse and the School-Age Child (PE,IS,ISI). This course will discuss the general issues of child abuse including definitions, detection, reporting, protection, prevention, and the educational implications of child abuse. A number of specific issues including provincial policies presently in force in Newfoundland and Labrador and elsewhere will be examined. The teacher's role in collaboration between officials in education, social work, health and justice agencies will be explored with a view to preventing abuse and modifying the circumstances of abused children.

3273. Science in the Primary/Elementary Grades (PE).A practical course designed to develop approaches to Science teaching based on student investigation of scientific phenomena. Examples are drawn from both provincial and other major curricula.
NOTE: Credit may be obtained for only one of Education 3273, 2180, 3270 or 3275.

3276. The Teaching of Science in the Junior High School (PE) - inactive course.

3277. The Teaching of Environmental Science (PE) - inactive course.

3281. Tests and Measurements (T,NPE,NS). (See course description in the Native and Northern Education section).

3290. Identifying Learner Diversity within a Context of Culture (PE,IS,ISI). Basic concepts of measurement and evaluation applied to the school situation; a general consideration of the nature and appraisal of scholastic aptitude, special aptitude, interest and personality. Sample tests in each of these areas will be examined. The use of non-test appraisal devices and pupil record systems will be considered.

3312. Language Arts in the Primary/Elementary School I (PE). This course provides students with a holistic view of the learning and teaching of language arts (i.e., the receptive language abilities of viewing, listening and reading, and the expressive language abilities of speaking and writing). This course will help students develop a theoretical perspective on two major aspects of language, that being "knowledge of language" (i.e., knowledge of the structures of language) and "knowledge about language" (i.e., knowledge about attitudes and perceptions towards language and the various purposes of language). This course will extend students' understanding of the importance of the home/community influences upon emergent and developmental literacy and language development.
NOTE: Credit may be obtained for only one of Education 3312, 2210, 2220, 3305 or 3315.

3321. Native Literature (T,NPE). (See course description in the Native and Northern Education section).

3322. Children's Literature in the Primary/Elementary School (PE). This course focuses on the personal and educational values for using children's literature in the classroom, examines the literary genres appropriate for primary/elementary children and explores meaningful literacy extensions to develop children's literacy strategies and skills. In addition, the course examines guidelines for evaluating children's literature for literacy and aesthetic qualities. Instructional strategies to integrate children's literature across the curriculum are explored.
NOTE: Credit may be obtained for only one of Education 3322, 2060, 2065, 3310 or 3320.

3380. An Introduction to the School Resource Centre - Organization, Administration and Services (PE) - inactive course.

3390. Selection of Materials for the School Resource Centre (PE) - inactive course.

3410. Comparative Educational Administration (PE) - inactive course.

3420. School Law for Teachers (PE) - inactive course.

3430. General Methods of Instruction of Adults (A). (See course description in Adult Teacher Education Section).

3440. Organization and Administration of Programs in Adult Education (A,PS). (See course description in Adult Teacher Education Section).

3460. Cataloguing and Classification of Instructional Materials (PE) - inactive course.

3470. Information Services of a School Resource Centre (PE) - inactive course.

3484. Computers and Learning Resources for Primary/Elementary Teachers (PE). This course focuses on the integration of computer software and other learning resources into primary/elementary school teaching. Laboratory components will be scheduled so that students may learn how to use and implement communications, applications and curricular software.
NOTE: Credit may be obtained for only one of Education 3484, 3480, 3801, 4480*, 4905.

3515. Current Approaches to Reading in the Primary and Elementary Grades (PE). This course will include a further examination of approaches to the teaching of reading in the primary and elementary grades.
Prerequisite: Education 3543, or former 3540 or 3545.
NOTE: Credit may be obtained for only one of Education 3515 or the former Education 3510 or 3520.

3530, 3531, 3532. Reading Institute Courses (PE). (See Institutes in Education).

3542. Reading in the Primary and Elementary Grades (NPE). (See course description in the Native and Northern Education section).

3543. Language Arts in the Primary/Elementary School II (PE). This course provides students with a social-psychological perspective on children's learning to read, reading and reading to learn. Students will explore current and traditional models of the reading process and the importance of home/school/community contexts for fostering literacy learning. Students will apply instructional strategies for children's learning of story, book and print concepts, word identification, fluency, vocabulary development and comprehension for a variety of texts.
Prerequisite: Education 3312.
NOTE: Credit may be obtained for only one of Education 3543, 2110, 2120, 3540, 3542 or 3545.

3560. Comparative Education (PE) - inactive course.

3563. The Sociology of Teaching (PE) - inactive course.

3565. Gender and Schooling (PE,IS,ISI). This course is an introduction to the study of gender and education. It includes a historical overview of the link between gender and schooling as well as an examination of contemporary theoretical perspectives and research relating to the role of the school in gender development in general and gender inequality in particular. Implications for educational policy and practices will also be explored.

3570. History of North American Education (PE,IS,ISI). Development of education in North America; the role of the church in early Canadian education; education after Canadian Confederation; the growth of the Newfoundland denominational system of education.

3571. The History of Education in Newfoundland Since 1800 (PE,IS,ISI). A survey of the main trends in the development of the educational system; the social, religious and demographic factors which have affected educational progress; the place of education in the cultural development of Newfoundland.

3573. History of Native and Northern Education in Canada (PE,NPE,NS). Educational processes at work in Innu and Inuit society before and after the arrival of the non-Native are examined. The attempts at schooling are described and analyzed. An examination is made of the origins of the contemporary issues in Innu and Inuit Education.

3580. Education and Culture (PE) - inactive course.

3582. Education of Minority Groups (PE) - inactive course.

3585. Multiculturalism and Education (PE,IS,ISI) - inactive course.

3590. Moral Education (PE). An exploratory course which attempts to foster understanding of the nature and scope of moral education by (a) focusing on issues and problems affecting morality and on their bearing on moral education, and by (b) offering an overview of contemporary moral development theories and research, educational strategies, and relevant curricular materials.

3600. Academic and Behavioural Evaluation (SE). (See course description in Special Education Section).

3610. Nature and Characteristics of Mental Retardation (SE). (See course description in Special Education Section).

3618. Nature of the Primary/Elementary School Child - Development (PE). This course is intended to provide students with an awareness and understanding of the origins of many aspects of child behaviour and competence. While focusing on the development and nature of the "normal" child, where appropriate, contrasts and comparisons will be made between the development of "normal" and "exceptional" individuals.
NOTE: Credit may be obtained for only one of Education 3618, 2250, 3615, 2610 or the former 3240.

3619. Nature of Primary/Elementary School Child - Learning and Cognition (PE). This course provides an introduction to human learning, motivation and cognition and to the related concepts and theories underlying children's classroom learning and behaviour. Focus will be on typical development with some attention to atypical (exceptionality) functioning in these areas. The course will familiarize students with the concepts and vocabulary used to describe classroom learning and with explanations and justifications for many educational and instructional activities and practices. Particular attention will be paid to application of this knowledge to instruction and classroom management and to the facilitation of learning.
Prerequisite: Education 3618.
NOTE: Credit may be obtained for only one of Education 3619, 3616, 2250 or 3615.

3620. Nature and Characteristics of Emotional/Behavioural Disorders (PE,SE,ME). This course will include an examination of procedures for the early identification of children with behavioural disabilities and major systems of classification of behaviour problems. It will also include an analysis of: aberrant adjustment mechanisms, deviant development and specified behaviour problems with implication for therapeutic education.
Prerequisite: Education 3220 or 3230, or 4240.

3630. Nature and Characteristics of Learning Disabilities (SE). (See course description in Special Education Section).

3640. Problems and Issues in Special Education (PE,SE). This course consists of a study of special and selected problems related to the teaching of special education with particular emphasis placed on special education within the Province of Newfoundland and Labrador.
Prerequisite: Education 3220 or 3230 or 4240.

365X. Extended Harlow Practicum in Special Education (SE). (Equivalent to 15 credit hours in Special Education.) This course is a full semester school placement in a special educational environment at Harlow, England. It consists of an extensive supervised teaching component with opportunities for student analysis of and reflections on their field experiences. There are also seminars, field visits and guest lecturers intended to develop a cross-cultural perspective on exceptionality and special education in Britain and Canada.
Prerequisite: Completion of at least 18 credit hours in the Degree Program in Special Education including Education 3600. Students must also apply to be selected for this course.

3650. Practicum in Special Education (SE). (See course description in Special Education Section).

3660. A Study of the Gifted Child (PE,ME,SE). An examination of the nature and characteristics of gifted children, with emphasis upon methods of identifying gifted children, implications of giftedness for learning and instruction and reviews of several educational programs for the gifted.

3680. Behaviour Therapy for Children and Adolescents in Educational Settings (SE). (See course description in Special Education Section).

3690. Working with Parents of Exceptional Children (SE). (See course description in Special Education Section).

3700. Student Teaching in Technology Education (I). (See Technology Education Section).

3710. Group Instruction in Post-Secondary Education (I,PS). (See course description in Post-Secondary Education Section).

3720. Individualized Instruction in Post-Secondary Education (I,PS). (See course description in Post-Secondary Education Section).

3730. Curriculum and Instructional Development in Post-Secondary Education (I,PS). (See course description in Post-Secondary Education Section).

3750. Intermediate Design and Materials Processing Technology (I,ISI).(See course description in Technology Education Section).

3751. Intermediate Communications and Power Technology (I,ISI). (See course description in Technology Education Section).

3755. Teaching Technology Education in the Primary/Elementary Classroom (PE). This course is designed to introduce current philosophies and methodologies applicable to the field of primary/elementary school technology education. An emphasis will be placed on practical activities and approaches that develop competencies in core technological areas.

3801. Educational Media I (ME). (See course description in Post-Secondary Education section).

3802. Educational Media II (PE) - inactive course.

3807. Learning Resources, Curriculum and Instruction (PE,ME) - inactive course.

3815. Practicum in Kodaly I (PE). (See Music Education Section).

3915. Practicum in Kodaly II (PE). (See Music Education Section).

3920. Instrumental Teaching Methods (ME). (See course description in Music Education Section).

3925. Intermediate/Secondary School Music Methods (ME). (See course description in Music Education Section).

3940. Mathematics in Primary and Elementary Grades (PE,ME). A general overview of aspects of teaching Mathematics in the primary and elementary grades. Theories of child development as they relate to Mathematics teaching, characteristics of Mathematics topics in primary and elementary grades, and the implications for teaching will be the major topics to be discussed in this course.
Prerequisite: Mathematics 1050/1051 or at least 6 Mathematics credit hours which are part of a Mathematics concentration.
NOTE: Credit may not be obtained for both Education 3940 and the former Education 2340, the former Education 2310, or the former Education 2320.

3941. Diagnosing and Directing Learning in Primary and Elementary Mathematics (PE,T,SE). A study of aspects of diagnosis and remediation in primary and elementary Mathematics, and of the basis for constructing and applying diagnostic techniques. An examination, development, and application of a variety of manipulative aids to be used in the teaching of Mathematics in the primary and elementary grades.
Prerequisite: Education 3940.

3942. Mathematics Teaching in Small Primary and Elementary Schools (PE) - inactive course.

3943. Curricular Uses of Computers (PE,IS,NS). This laboratory course will explore the role of computing technology as a source of learning experiences in the school curriculum. The focus of the course will be on the ways teachers can use computers profitably in lessons, using drill and practice, simulation, animation and demonstration. A detailed examination of computer-assisted learning materials will be made, including criteria for the selection and evaluation of such materials. The relation of computer software to theories of learning and teaching will be explored in some depth. Neither the writing of software nor the theory of operation of computers will be part of the course.

3945, 3946. Institute in Teaching of Junior High School Mathematics Courses (PE). (Please refer to the Calendar Section, Institutes in Education).

3951. Curriculum, Instruction, and Assessment in the Primary/Elementary School I (PE). This course is designed to engage students in an introduction to curriculum, instruction, and assessment in the primary/elementary school through active participation in problem solving. Students will be introduced to the different ways that primary/elementary school children view and make sense of their world (i.e., the linguistic, mathematical, scientific, and artistic). Working through such a framework, students will be introduced to instructional strategies and planning, formative and summative assessment, and issues inherent in the management of the primary/elementary classroom, as they create multi-disciplinary, thematic, resource-based units.

3952. Curriculum, Instruction, and Assessment in the Primary/Elementary School II (PE). This course is designed to engage students in a deeper exploration of issues in curriculum, instruction, and assessment in the primary/elementary school through active participation in problem solving. Students will be introduced to the different ways that primary/elementary school children view and make sense of their world. Working through such a framework, students will be introduced to instructional strategies and planning, formative and summative assessment, and issues inherent in the management of the primary/elementary classroom, as they create multi-disciplinary, thematic, resource-based units.
Prerequisite: Education 3951.

3961. Social Studies in Native and Northern Schools (T,NPE). (See course description in Native and Northern Education Section).
NOTE: Credit may not be obtained for Education 3961 in addition to Education 2150 or 3960.

3962. Social Studies in the Primary/Elementary School (PE). This course is an introduction to the social studies program at the primary/elementary school level. Topics to be explored include the nature and purposes of the social studies curricula, approaches to teaching and learning in this curricula area, selecting and utilizing learning resources, and conducting assessment in the social studies.
NOTE: Credit may be obtained for only one of Education 3962, 2160 or 3960.

4005. Effective Teaching (IS,ISI). This course is an introduction to the principles and practices of effective teaching. Topics include decision making, classroom management, planning, general models of teaching such as direct teaching and inquiry-based instruction, and specific teaching strategies such as questioning, grouping, and discussion techniques. Provision will be made for students to engage in simulated teaching.

401X. Undergraduate Teaching Internship (PE). (See course description in Student Teaching Section).

4020. Issues and Trends in Native Education (NPE,NS). (See course description in Native and Northern Education Section).

403X. Internship in Music Education (ME). (See course description in Music Education Section).

404X. Internship in Native and Northern Education (NPE,NS). (See course description in Native and Northern Education Section).

405X. Internship in the Intermediate/Secondary School (IS,ISI). (See course description in Student Teaching Section).

4120. The Teaching of Art in the Intermediate and Secondary School (IS,ISI,ME). This course examines current philosophies and methodologies in teaching art. Topics include curriculum implementation, organization and management, evaluation, safety, and advocacy.

4121. Teaching Theatre Arts in the Intermediate and Secondary School (IS,ISI,ME). The course will examine the place of Theatre Arts in the intermediate and secondary school; the relationship between Theatre Arts and Drama in Education; and the most appropriate methods for the effective teaching of Theatre Arts.

4142. The Teaching of English Language and Literature in the Intermediate and Secondary School I (IS,ISI,ME).This course applies the principles of effective teaching to the teaching and learning of English language and literature. Topics that will be considered include the nature and structure of language and literature programs, text analysis, the writing of non-fiction proses, media literacy, and oracy.

4144. Advanced English Teaching Methodology (IS,ISI). Building upon the experiences gained in the internship, this course examines the reading and writing workshop approach to the study of English language and literature.
Prerequisite: Education 4142 (or permission of the Office of Undergraduate Student Services).

4151. Advanced French Methodology (IS,ISI,NS). This course is an in-depth analysis of the nature and purpose of the French program. Topics include a brief overview of the history of French teaching methodologies, an introduction to the research literature, an evaluation of techniques, and a consideration of issues facing the teaching of French.
Prerequisite: Education 4154 (or permission of the Office of Undergraduate Student Services).

4154. The Teaching of French in the Intermediate and Secondary School (IS, ISI, ME). This course gives an introduction to the nature and purpose of French programs at the Intermediate and Secondary school levels. Topics include: an overview of the characteristics and aims of French programs including Core French and French Immersion. The course will explore basic principles, techniques, strategies, and practices relating to teaching French as a second language, as well as characteristics of second-language lesson planning.

4155. Introduction to Teaching in French Immersion in the Primary and Elementary Grades (PE,ME). Brief overview of the development of French Immersion programs; aims and objectives of French Immersion; evaluation of the extent to which objectives and materials can reflect those of the regular English classroom; analysis of differences between teaching in the French Immersion classroom and the core French, the French mother tongue, and the regular English classrooms; general teaching strategies appropriate to the level of French language development in the immersion setting.
NOTE: This course will be conducted in French.

4161. The Teaching of Mathematics in the Intermediate and Secondary School (IS,ISI,ME,NS).This laboratory course applies the principles of effective teaching to the teaching and learning of mathematics. Topics include the purpose of mathematics, theories of learning mathematics, and lesson planning and evaluation.

4163. Advanced Mathematics Methodology (IS,ISI,NS). This course builds upon the principles of effective teaching and the teaching of mathematics to address specific issues related to the teaching and learning of mathematics in the Intermediate and Secondary school.
Prerequisite: Education 4161 (or permission of the Office of Undergraduate Student Services).
NOTE: Credit may be obtained for only one of Education 4163 and the former Education 4160.

4164. Institute in the Teaching of Computer Studies Course. (See Institutes in Education).

4172. Advanced Science Education Methodology (IS,ISI). This course builds upon the principles of effective teaching and subject-specific methods courses, examines the experiences gained in the internship, and introduces significant and advanced ideas related to science teaching.
Prerequisite: Education 4174 or 4175 (or permission of the Office of Undergraduate Student Services).

4174. The Teaching of Intermediate/Secondary School Science (IS). This laboratory course will examine curricular and teaching issues generic to science teaching in intermediate and secondary schools. Choice of teaching examples will be made in order to stress situations most likely to be encountered by beginning science teachers. Differentiation of assignments will be based on the science discipline background of individual students. Students will carry out laboratory work in intermediate science and in a teachable area in which they were admitted.
NOTE: Credit may not be obtained for this course and any of Education 4170, 4171,4270, or 4271.

4175. Foundations of Intermediate/Secondary Science Education (IS).This laboratory course will examine major positions on the growth of knowledge in science, the history of ideas in science, scientific misconceptions, and the application of these ideas to science teaching will be the focus of this course. Students will carry out laboratory work in a second teachable area in which they were admitted.
Co-requisite: Education 4174

4180. The Teaching of Social Studies in the Intermediate and Secondary School I (IS,ISI,ME,NS).This course applies the principles of effective teaching to the teaching and learning of Social Studies. Topics include the nature and purpose of social studies education, specific teaching strategies, the examination of the selection and use of learning resources for the Social Studies, unit planning, development, and evaluation.

4181. The Teaching of Social Studies in the Intermediate and Secondary School II (IS,ISI,ME,NS). This course examines the teaching of specific disciplines in Social Studies. Topics include the nature of the particular discipline, intermediate and secondary school courses in the discipline, and teaching strategies appropriate to the discipline.
Co-requisite: Education 4180

4182. Advanced Social Studies Methodology (IS,ISI). This course analyzes students' experiences in the internship, examines recent research in the teaching of social studies, considers alternative approaches to the teaching and learning of social studies, and explores current issues in the field.
Prerequisite: Education 4180 or 4181 (or permission of the Office of Undergraduate Student Services).

4190. The Teaching of Physical Education in the Intermediate and Secondary School (IS,ME).This laboratory course applies the principles of effective teaching to the teaching and learning of physical education. Topics include the nature and purpose of physical education, an examination of the physical education curriculum, an analysis of quality daily physical education, approaches to teaching physical education, and evaluation of progress in physical education.
Laboratory: Two hours per week supervised practice teaching on-campus and in a school setting.

4203. The Teaching of Religious Education in the Intermediate and Secondary School (IS,ISI,ME).This course applies the principles of effective teaching to the teaching and learning of Religious Education. Topics include formulating objectives, examining theories of faith and moral development, selecting and using resources, and evaluating learning.

4204. Advanced Religious Education Methodology (IS).This course builds upon the principles of effective teaching and religious education to address further the major historical issues and contemporary theories. Topics include a reflection on the internship experience, an examination of the theories of religious education, and an analysis of the foundations of religious education.
Prerequisite: Education 4203 (or permission of the Office of Undergraduate Student Services).

4205. Religious Education in Primary and Elementary Grades (PE,ME). An introductory study of aims and objectives, subject matter, curriculum materials, teaching methods, learning experiences, and evaluation for Religious Education courses.
NOTE: Credit may not be obtained for both Education 4205 and the former Education 2080.

4220. The Teaching of Inuttut I (T,NPE,NS). See course description in Native and Northern Education Section).

4221. The Teaching of Inuttut II (T,NPE,NS). See course description in Native and Northern Education Section).

4230. The Teaching of Innu-aimun I (T,NPE,NS). See course description in Native and Northern Education Section).

4231. The Teaching of Innu-aimun II (T,NPE,NS). See course description in Native and Northern Education Section).

4240. An Introduction to the Exceptional Learner (IS,ISI). This course is an introduction to the nature of exceptionality in the student. Topics include an examination of special needs resulting from exceptionality, approaches to meeting the special needs, issues of exceptionality, and a consideration of selected categories of exceptionality.
NOTE: Credit may be obtained for only one of Education 4240, Education 3220 and Education 4902.

4242. Identification and Remediation of Learning Difficulties (IS,ISI).This course examines the identification processes and remediation techniques appropriate for dealing with student learning difficulties. Topics include identification of learning difficulties, the process of program planning, and the application of teaching and learning strategies to specific subject areas.

4250, 4251. Institute for Teaching French in Immersion Programmes Courses (PE). (See Institutes in Education).

4252, 4253. Institute in the Teaching of Social Studies in French Immersion Courses (PE). (See Institutes in Education).

4254, 4255. Institute in the Teaching of Mathematics in French Immersion Courses (PE). (See Institutes in Education).

4260. The Nature of Adolescence (IS,ISI). This course examines the nature of adolescence. Topics include an introduction to development theories, an examination of the considerations for teaching and learning, and an analysis of the issues and concerns of the classroom teacher.

4261. Human Learning Theories and Their Application to the Instructional Process (IS,ISI) - inactive course.

4275. Environmental Education Across the Curriculum (IS,ISI).This course examines various international and Canadian initiatives, models, curricula, and programs in environmental education and explores effective methods of developing environmental awareness through the various content areas of elementary, intermediate and secondary education.

4330. Curriculum and Instruction in Native and Northern Schools I (T,NPE,NS). Principles of and techniques for curriculum development will be reviewed. Adaptation or reformulation of these will be made in the light of the needs and desires of Native peoples. Critical analysis will be made of curriculum resources presently in use. Instructional materials will be prepared and produced with emphasis on printed materials relevant to the experiential background of the Indian and Inuit child.

4331. Curriculum and Instruction in Native and Northern Schools II (PE,NPE,NS). An in-depth examination of innovations in curriculum and instruction in Native communities within Canada. Emphasis will be placed on projects in curriculum planning and the development of instructional material, to be conducted in conjunction with school personnel already in the field. This course would serve as a valuable resource to school systems involved in curriculum planning and instructional development.

4340. Literature for Young Adults (IS,ISI). This course is designed to explore literature for young adults and its integration into the content areas. Topics include an examination of the nature of literature for young adults, the literary genres, research on the reading interests of young adults, issues treated in young adult literature, and an historical overview of available young adult literature.

4350. Reading in the Content Areas (IS,ISI). This course examines the nature of reading in subject-specific areas such as history, biology, and mathematics. Topics include the role of the teacher in the teaching of content in different areas, evaluating vocabulary, grammar, usage and text structure for instruction, and analyzing the variety of strategies for reading, writing and studying.

4352. Language Across the Curriculum (IS,ISI) - inactive course.

4354. Writing in the Intermediate and Secondary School (IS,ISI). This course analyzes the relationship between writing and learning. Topics include an examination of the variety of approaches to the teaching of writing, the role of the teacher in the teaching of writing, the composing process, and the evaluation of writing.

4356. Learning Through Drama (IS,ISI). This course introduces drama as a valuable teaching and learning strategy. Topics include an examination of the foundations, values, and assumptions of drama as an effective means of curriculum implementation in subjects such as English, Social Studies, and Science.

4361. Teaching and the Contemporary Classroom (IS,ISI). This course is an introduction to the institutional and social context of teaching. Topics include the role of school in society, the organization and administration of schools, the dynamics of classroom culture, and school observation.

4362. Sociological Perspectives on Teaching and Learning (PE). An examination of such social issues in education as poverty, child abuse, gender, ethnicity, and changes in the society and their implications for the nature and process of schooling. A study of social dimensions of education, including the content of education and the organization of teaching and learning. An analysis of students' experiences in the internship with regard to the above and other aspects of education the students might identify.
Prerequisite: Completion of Professional Year.
NOTE: Credit may be obtained for only one of Education 4362 and 4360.

4370. History of Education (PE,ME). - inactive course.

4381. Perspectives on Schooling (IS,ISI). This course examines educational theory and practice within the context of sociological, historical, and philosophical perspectives on schooling. Topics include the purpose of education, the formation of knowledge, and an analysis of issues such as equality of opportunity, and educational reform and change.

4382. Critical Thinking and Knowledge in Education (IS,ISI). This course examines various conceptions of the nature of critical thinking and its role in the acquisition, justification, and production of disciplinary knowledge. Topics include the nature of critical thinking, the uses of language in reasoning and communication, criteria and principles of reasoning within the various disciplines, methods and strategies of problem-solving, negotiation, and decision-making, and the teaching and assessment of critical thinking.

4383. Philosophy of Teaching and Learning (PE). This course examines a number of central philosophical concepts, assumptions and issues involved in the pursuit of teaching and learning in the schools. The aim of the course is to provide students with an understanding of the distinctive character of philosophical analysis as a reflective and critical practice that intends to promote professional excellence and personal well-being.
Prerequisite: Completion of Professional Year.
NOTE: Credit may be obtained for only one of Education 4383 and 4380.

4420. Legal and Moral Issues in Education (IS,ISI). This course examines educational law and sources of conventional morality for the purpose of clarifying individual stances on legal and moral issues. Topics include the nature and theoretical bases of law and morality in education, the legal foundations of the Canadian education system, the legal and moral rights and responsibilities of teachers and students, and teacher liability.

4425. Introduction to Educational Administration (PE,IS,ISI). An examination of the roles of various levels of government in Education; theories of administration; management as it relates to curriculum, organization, personnel, finance, and communication; and their implications for teachers in the Newfoundland context.
Prerequisite: Completion of Professional Year or 405X.
NOTE: Credit may not be obtained for both Education 4425 and the former Education 2410.

4430. Seminar: Current Issues in Native and Northern Affairs (PE) - inactive course.

4440. Teaching and Learning Mathematics in the Junior High School Years (PE) - inactive course.

4450. Practicum in Adult Education (A). (See course description in Adult Teacher Education Section).

4480. Learning Resources in the Intermediate and Secondary School (IS,ISI) - inactive course.

4505. Life Skills and Transition Planning for Adolescents with Cognitive Challenges (SE). (See course description in Special Education Section).

4510. Inclusive Practices for Children with Mild Cognitive Challenges (SE). (See course description in Special Education Section).

4515. Inclusive Practices for Children with Moderate Cognitive Challenges (SE). (See course description in Special Education Section).

4520. Psychoeducational Interventions for Behaviour Problems of Children and Adolescents (SE). (See course description in Special Education Section).

4530. Inclusive Practices for Children with Learning Disabilities (SE). (See course description in Special Education Section).

4540. Augmentative and Alternative Communication for Disabled Persons (SE). (See Special Education Section).

4541. Communication for the Deaf (PE,SE). (See course description in Special Education Section).

4543. Language and Deafness (PE,SE). This course presents a broad overview of the effects of hearing impairment on individuals. Emphasis is on the effects of impaired linguistic environments; the cognitive, social, and emotional development of hearing impaired children and adults; the use and adaptation of assessment procedures; and the administration, organization, and delivery of instructional programs.
Prerequisite: Education 3230 or equivalent.

4580. Intermediate and Secondary Education and Culture (IS,ISI). This course examines the nature of culture and its relationship to society and education. Topics include the process of cultural transmission through education, the significance of student culture in schooling, the influence of culture on curriculum decision-making, and cross-cultural ideology and practice in intermediate and secondary education.

4600. Educational Research (PE,IS,ISI) - inactive course.

4610. The Nature and Management of Stress (PE,IS,ISI). This course studies the nature of stress as it is manifested in the teacher and the teaching profession, and provides approaches to coping effectively with the factors which are related to that stress. Topics include the nature of the human stress response, causes and symptoms of stress (personal and professional), self-assessment techniques, and a selection of approaches available to cope with the stress typically related to the roles and expectancies of teaching.

4700. Student Teaching in Post-Secondary Education (PS). (See course description in Post-Secondary Education Section).

4710. Seminar in Post-Secondary Education (PS). (See course description in Post-Secondary Education Section).

4720. Principles and Management of Technology Education Programs (I,PE,NS). (See course description in Technology Education Section).

4730. Educational Programs and Practices in Industry and Labour (PS). (See course description in Post-Secondary Education Section).

4750. Integrated Materials and Production Processes (I,ISI). (See course description in Technology Education Section).

4751. Advanced Communications Systems (I,ISI). (See course description in Technology Education Section).

4752. Technology Education, Specialized (I,ISI). (See course description in Technology Education Section).

4760-4780. Advanced Specialized Post-Secondary Education Technologies (PS). (See course description in Post-Secondary Education Section).

4830. Music Education Seminar (ME). (See Music Education Section).

4835. Orchestra Methods (ME). (See Music Education Section).

4840. Advanced Band Methods (ME). (See Music Education Section).

4845. Pre-School Music Education (ME). (See Music Education Section).

4850. Advanced Primary School Music Methods (ME). (See Music Education Section).

4855. Advanced Elementary School Music Methods (ME). (See Music Education Section).

4860. Advanced Secondary School Music Methods (ME). (See Music Education Section).

4900. TeleLearning in a Rural School Intranet (TL). (See course description in TeleLearning and Rural School Teaching Section).

4901. Effective Teaching Strategies for Multi-grade/Multi-age Classrooms (TL). (See course description in TeleLearning and Rural School Teaching Section).

4902. Special Needs in the Context of Rural Schools (TL). (See course description in TeleLearning and Rural School Teaching Section).

4903. Leadership Perspectives in Rural Schools (TL).(See course description in TeleLearning and Rural School Teaching Section).

4904. Contemporary Educational Issues in Rural Schools (TL). (See course description in TeleLearning and Rural School Teaching Section).

4905. Resource-based Learning in the Context of Rural Schools (TL).(See course description in TeleLearning and Rural School Teaching Section).

4906. Career Development in the Context of Rural Schools (PE,IS,TL). (See TeleLearning and Rural School Teaching Section).

4907. Curriculum Connections in Multi-grade/Multi-age Classrooms (PE,IS,TL). (See course description in TeleLearning and Rural School Teaching Section).

4908. Rural Schools and Community Relations (PE,IS,ISI,TL). (See course description in TeleLearning and Rural School Teaching Section).

4909. Rural Schools as Community Learning Centres (PE,IS,TL). (See course description in TeleLearning and Rural School Teaching Section).

4910. Curriculum Implementation in All-grade Rural Schools (PE,IS,TL). (See course description in TeleLearningand Rural School Teaching Section).

4911. TeleTeaching in a Virtual Classroom (IS,TL). (See TeleLearning and Rural School Teaching Section).

4912. Student Assessment in the Context of Rural Schools (PE,IS,TL). (See TeleLearning and Rural School Teaching Section).

4913. Field-based Experience in a Rural School (TL). (Equivalent to 1 credit hour in Education). (See TeleLearning and Rural School Teaching Section).

4914. Field-based Experience in a Rural School (TL). (Equivalent to 2 credit hours in Education). (See TeleLearning and Rural School Teaching Section).

4915. Field-based Experience in a Rural School (TL). (Equivalent to 3 credit hours in Education). (See TeleLearning and Rural School Teaching Section).

4916. General Classroom Music (TL, NPE). (See course description in TeleLearning and Rural School Teaching Section).

4920 - 4930. Special Topics Courses in TeleLearning and Rural School Teaching (TL). (See course description in TeleLearning and Rural School Teaching Section).

4943. Computing Technology in Mathematics Education in the Primary and Elementary Grades (PE). The course will explore the impact of computing technology on Mathematics curriculum and instruction. Topics will include the role of computers and calculators in developing mathematical concepts, computational skills and mathematical problem-solving processes; the use of computer animation and simulation to enhance Mathematics instruction; and, the evaluation and adaption of commercially developed software for Mathematics instruction. An in-depth look at LOGO and available CAL materials will be included.
Prerequisite: Education 3940.

4944. Computing Technology in Mathematics Education in the Secondary School Grades. The course will explore the role of the computer as a provider of learning experiences in the high school Mathematics curriculum. The focus of the course will be on CAL in Mathematics and will investigate drill and practice, tutoring, simulation, animation, and demonstration. The role of the computer in communication and testing in Mathematics will be included.
Prerequisite: Education 4161.

4945. Computers in Education (IS). This course examines the use of computer-based technology across the curriculum. Topics include an introduction to hardware and operating systems, learning through computers, use and evaluation of computer software, and an examination of specific curriculum issues.

4950. Evaluation of Teaching and Learning (IS,ISI). This course is an introduction to the theory and practice of evaluating teaching and student learning in the classroom. Topics include the nature of classroom assessment; the production, administration, interpretation, and evaluation of teacher-made tests; assessment of student products and performances by direct observation; grading and reporting progress; and the application of assessment results to the improvement of teaching.
NOTE: Credit may be obtained for only one of Education 4950 or 4912.

4970-4980. Special Topics Courses in Intermediate/Secondary (IS). Topics to be offered will be announced by the Faculty of Education.

STUDENT TEACHING COURSES

3001. Supervised Practice Teaching in Native Schools I (T). A four (4) month period as a teaching assistant involved in the preparation of teaching materials, teaching assigned lessons and participating in other activities related to the duties of a teacher. This session is to be under the direction of a co-operating teacher and a university professor.

3002. Supervised Practice Teaching in Native Schools II (T). A four (4) month continuation of the experiences provided in Education 3001 with added responsibilities, and increased development of competencies essential for teaching.
Prerequisite: Education 3001.

3700. Student Teaching in Technology Education (I). (See Technology Education Section).

Prospective interns for the Fall semester should apply not later than February 15; prospective interns for the Winter semester should apply not later than September 30. Prospective interns for the Spring semester should apply not later than October 15. Applications received after these dates will be considered in terms of the number of spaces available.

401X. Undergraduate Teaching Internship (PE). (Equivalent to 15 credit hours in Education.) Designed as an extended practicum affording students an opportunity to integrate theory and practice in a working situation, the internship consists of intensive classroom experience extending over one semester during the final stage of the program. During this period, students will be provided with educational experiences in which the interrelationships among the components of the university program are brought into focus through the teaching exercise.
The internship is intended to help students develop their individual style of teaching, to enable students to recognize the scope and complexity of a classroom teacher's role and responsibility, and to provide opportunities for the study of children as individuals and in groups, both in the classroom and other school settings.
Beginning with orientation activities early in the semester, students' responsibilities will include observing and analyzing teaching- learning activities, preparing and presenting student-learning activities, assessing both personal and class progress, and participating in discussions with co-operating teachers and faculty advisers. Throughout the internship semester, students will be required to participate in seminars related to in-school work.
Prerequisite: Successful completion of the professional year. Students doing a Focus Area in French must have completed the courses in French required under the regulations for this focus area, and Education 3050.
NOTES: 1) Credit may be obtained for only 1 of Education 401X, the former Education 302X and Education 403X.
2) Students completing Education 401X are advised that they may not be placed in their first district of choice and may be assigned to another Provincial school district.

403X. Internship in Music Education (ME). (Equivalent to 15 credit hours in Education). (See course description in Music Education Section).

404X. Internship in Native and Northern Education (NPE,NS). (Equivalent to 15 credit hours in Education). (See course description in Native and Northern Education Section).

405X. Internship in the Intermediate/Secondary School (IS,ISI). (Equivalent to 15 credit hours in Education). The Internship is an extended practicum which is school based. The purpose of the Internship is to provide opportunities for Interns to apply theories of teaching and learning in classroom settings, to develop effective teaching practices and to become reflective practitioners. The responsibility for the professional development and evaluation of the Intern is shared between a classroom teacher and a University Supervisor.
NOTES: 1) Students wishing to complete an internship in French Immersion must complete Education 4154 and obtain the permission of the Office of Undergraduate Student Services. Normally, French Immersion interns have the equivalent of a major in French and a minimum of two semesters in a French milieu.
2) Students completing Education 405X are advised that they may not be placed in their first district of choice and may be assigned to another Provincial school district.
3) Students completing the Bachelor of Education (Intermediate/ Secondary) Conjoint with the Diploma in Technology Education will be placed for part of the internship in a Technology Education classroom setting.

4700. Student Teaching in Post-Secondary Education (PS). (See course description in Post-Secondary Education Section).

WAIVER GUIDELINES OF EDUCATION 3700, 4700, POST- SESSIONAL BLOCK, 401X

1) Students who have at least one year of teaching experience and who produce written reports from their former principal or other appropriate authority to the Office of Undergraduate Student Services certifying the quality of their experience to be satisfactory may be excused, at the discretion of the Office of Undergraduate Student Services the post-sessional block of student teaching.

2) Students who have at least two years of teaching experience as required of the Post-Secondary Education and Technology Education programs, and who produce written reports from their former principal or other appropriate authority to the Office of Undergraduate Student Services, certifying the quality of their experience may be excused from one of Education 4700 or 3700.

Students requesting a waiver of Education 3700 should have completed at least one of these two years in a Technology laboratory. Students requesting a waiver of Education 4700 must have completed two years of teaching in Post-Secondary Education.

3) Education 401X may, in special circumstances and upon individual request, be waived by the Office of Undergraduate Student Services in accordance with the guidelines listed below. Students requesting waiver should apply in writing and submit evidence of the following:

a) Permanent certification and tenure.

b) A minimum of five years teaching experience (or equivalent) in an environment appropriate to the degree sought.

c) Recommendation from an individual in an administrative position i.e. School Principal or Superintendent, attesting to the satisfactory quality of the teaching experience.

Students whose requests for waiver of the internship are approved must substitute in its place 15 appropriate credit hours in Education. These replacement credit hours will be determined by the Office of Undergraduate Student Services on an individual basis and must be approved by the Committee on Undergraduate Studies.

4) Students who are excused from taking the student teaching course must substitute in its place an appropriate course in Education to make up the required total for the degree.

5) Applications for waiver of student teaching in whole or in part not covered by these guidelines must be submitted to the Office of Undergraduate Student Services.

COURSES IN MUSIC EDUCATION

In accordance with Senate’s Policy Regarding Inactive Courses, the course descriptions for courses which have not been offered in the previous three academic years and which are not scheduled to be offered in the current academic year have been removed from the following listing. For information about any of these inactive courses, please contact the Dean of the Faculty.

In order to ascertain which courses are appropriate for the Bachelor of Music Education degree program and the semesters in which specific courses will be offered, students should check with the Office of Undergraduate Student Services.

2510. Elementary School Music Methods (ME). A course designed to introduce students to current philosophies and methodologies in the field of elementary classroom music. Students will examine materials currently available and be encouraged to develop and create their own. Emphasis will be on learning to evaluate materials as to suitability for musical concepts, class organizations, etc.
Lectures: Three hours per week.
NOTE: This course may be used to replace Education 3180 in the requirements for the former degree regulations. Credit for both Education 3180 and 2510 cannot be obtained.

2520. Voice and Choral Methods (ME). Current pedagogical practices, procedures and materials for use with all levels of school choirs. In addition, this course will examine the anatomy and physiology of the changing voice as a basis for proper vocal development in the classroom setting.
Lectures: Three hours per week.

2530. Primary School Music Methods (ME). Current pedagogical practices, procedures and materials for use in the Primary School music program. The focus of this course will be on the Kodaly Method.
Lectures: Three hours per week.

3131. Music Education in the K-6 School (PE). (See course description in the Education Course Section).

3815. Practicum in Kodaly I (PE) - inactive course.

3915. Practicum in Kodaly II (PE) - inactive course.

3920. Instrumental Teaching Methods (ME). Current pedagogical practices, procedures and materials for teaching brass, woodwinds, and percussion in band and orchestral school settings.
Lectures: Three hours per week plus laboratory.
NOTE: Includes a laboratory section (MUN Lab Band and Orchestra) designed to provide practical teaching experience and methodology in both band and orchestral settings.

3925. Intermediate/Secondary School Music Methods (ME). Current pedagogical practices, procedures and materials for teaching Music in the intermediate/secondary schools.
Lectures: Three hours per week.

403X. Internship in Music Education (ME). (Equivalent to 15 credit hours in Education). One-semester internship in one or more schools to permit student teaching experiences in choral, classroom and instrumental teaching situations in the primary, elementary and intermediate/secondary schools.
NOTE: Students completing Education 403X are advised that they may not be placed in their first district of choice and may be assigned to another Provincial school district.

4830. Music Education Seminar (ME). A detailed examination of the foundations of Music education common to all levels and types of school Music. Topics include curriculum development, evaluation, psychology and philosophy of Music education and the Music teacher's administrative responsibilities.
Lectures: Three hours per week.

4835. Orchestra Methods (ME) - inactive course.

4840. Advanced Band Methods (ME) - inactive course.

4845. Pre-School Music Education (ME) - inactive course.

4850. Advanced Primary School Music Methods (ME) - inactive course.

4855. Advanced Elementary School Music Methods (ME) - inactive course.

4860. Advanced Secondary School Music Methods (ME) - inactive course.

COURSES IN SPECIAL EDUCATION

These courses are designed for students admitted to the Degree program in Special Education.

3040. The Assessment and Development of Children's Language Abilities (PE,SE). (See course description in Education Courses Section). Acceptance to the program is not required to enrol in this course.

3600. Academic and Behavioral Evaluation (SE). This course applies the theories of test development in establishing a competent understanding of the utilization of diagnostic and prescriptive instruments as well as teacher-made tests as they apply to the area of exceptional children.

3610. Nature and Characteristics of Mental Retardation (SE). The objectives of the course are an understanding of the nature and characteristics of mental retardation and the psycho-social implications of this area of exceptionality.

3620. Nature and Characteristics of Emotional/Behavioural Disorders (PE,SE,ME). (See course description in Education course section). Acceptance to the program is not required to enrol in this course.

3630. Nature and Characteristics of Learning Disabilities (SE). Survey of characteristics as well as problems of identification, and the evaluation of children who are potentially average or above in intelligence, but who are failing to learn in the school environment; and who are manifesting such behaviours as lack of motor development, auditory and visual perceptual handicaps, language deficiencies and behaviour control disorders.
NOTE: Students who have completed the former Education 3231 may not take Education 3630 for credit.

3640. Problems and Issues in Special Education (PE,SE). (See course description in Education Courses Section). Acceptance to the program is not required to enrol in this course.

3650. Practicum in Special Education (SE). This course encompasses practicum for Special Education students in any of the areas of exceptionality with opportunity for supervised participation in public school, private school, or institutionalized Special Education programs. The main emphasis will be on supervised diagnosis and remediation on a one-to-one basis between the practicum student and the exceptional child. Case conferences and seminars will be held regularly throughout the term.
Prerequisite: Completion of 18 Special Education credit hours including Education 3600.

365X. Extended Harlow Practicum in Special Education (SE). (See course description in Education Courses Section.)

3660. A Study of the Gifted Child (PE,ME,SE). (See course description in Education Courses Section). Acceptance to the program is not required to enrol in this course.

3680. Behaviour Therapy for Children and Adolescents in Educational Settings (SE). This course will examine: methods of behavioural assessment; specific cognitive, respondent and operant behaviour therapy techniques. Behaviour problems and change programs will be considered within an ecological context and the role of non-professionals as therapeutic agents will be studied.

3690. Working with Parents of Exceptional Children (SE). This course examines the wide range of personal, social, and educational problems and concerns encountered by parents of exceptional children. Emphasis is on the skills, strategies and understanding essential to establishing constructive parent-teacher relationships, guiding parental use of resources, encouraging participation in remedial programs and enhancing the care and support provided at home.

3941. Diagnosing and Directing Learning in Primary and Elementary Mathematics (PE,SE). (See course description in Education Courses Section). Acceptance to the program is not required to enrol in this course.

4505. Life Skills and Transition Planning for Adolescents with Cognitive Challenges (SE). This course will focus upon the application of educational procedures relevant to the successful employment and community adjustment of mildly and moderately developmentally disabled adolescents and young adults. Senior special education programs and materials directed toward personal life-skills development and work-study experience in both open-community and protected work situations will be reviewed.

4510. Inclusive Practices for Children with Mild Cognitive Challenges (SE).Consideration will be given to: the establishment of objectives; selection, development and review of materials; the use of various instructional procedures; and the provision of appropriate experiences for the education of children with mild mental disabilities at the primary, elementary and senior levels.
Prerequisite or Corequisite: Education 3610.

4515. Inclusive Practices for Children with Moderate Cognitive Challenges (SE). This course will consider objectives, the development of programs, and the use of various instructional procedures for the education of children with moderate mental disabilities. Emphasis will be given to the development of skills necessary for participation in the home and community as well as in the classroom setting.
Prerequisite or Corequisite: Education 3610.

4520. Psychoeducational Interventions for Behaviour Problems of Children and Adolescents (SE). This course will examine programs and strategies for children with behaviour disabilities. These will include: counselling skills, case conferences, structured learning environments and therapeutic interventions for specific behaviour problems. In addition, consideration will be given to articulation with mental health specialists and procedures to develop readiness for return to regular instructional programs.
Prerequisite or Corequisite: Education 3620.

4530. Inclusive Practices for Children with Learning Disabilities (SE). An examination of individual and classroom remedial techniques developed for the amelioration of specific learning disabilities.
Prerequisite or Corequisite: Education 3630.

4540. Augmentative and Alternative Communication for Disabled Persons (SE) - inactive course.

4541. Communication for the Deaf (PE,SE). An introductory course in communication strategies employed with the Deaf and Hearing Impaired. Language acquisition by individuals with normal hearing and individuals with impaired hearing will be explored and contrasted through an analysis of a variety of modes. A laboratory component of the course is designed to impart a degree of skill in practical usage of American Sign Language and Finger Spelling. The primary emphasis will be on manual systems of communication common to the deaf, as well as those systems in use as supplementary instructional methods at Schools for the Deaf.
Prerequisite: Acceptance to the Special Education Degree program or permission of the Instructor.

4543. Language and Deafness (SE). (See course description in Education Courses section). Acceptance to the program is not required to enrol in this course.

COURSES IN NATIVE AND NORTHERN EDUCATION

2022. The Teaching of Inuttut (T,NPE). Preparation of materials and classroom strategies for the teaching of Inuttut in Primary and Elementary schools in Native communities. Attention will be given to linguistic difficulties encountered in schools by children whose first language is English.

2023. Language and Culture in Education (NPE,NS). An overview of issues of language and culture in Native and Northern Education. Emphasis will be placed on examination and development of curricula and materials that recognize cultural diversity (especially Aboriginal cultures), foster the teaching and maintenance of Aboriginal languages, and support the work of Aboriginal language specialists in the classroom.

2032. The Teaching of Montagnais (T,NPE) - inactive course.

2035. The Teaching of History and Culture of Labrador Inuit and Innu (T). This course applies the principles of effective teaching to the learning of history and culture as it applies to the Labrador Inuit and Innu. Topics include specific teaching strategies and examination of the selection and use of learning resources for unit planning, development and evaluation.

2036. The Teaching of Aboriginal Issues (T). This course examines the teaching of specific current events relevant to Labrador Inuit and Innu. This will include issues in the areas of education/environment/society politics/self-government/industry and the economy. Class sessions will include a workshop mode of learning (public speaking, panel debates, use of Internet, research, survey and interviews).

2037. Aboriginal Drama (T). This course introduces drama as a way of transmitting culture and values and as a vehicle to communicate. Topics include an examination of the foundation, values and assumptions of drama (with emphasis on aboriginal forms) as an effective means of curriculum implementation in Innu-aimun and Inuktitut. An activity-centred approach will be emphasized.

2038. Aboriginal Music and Art (T). A study of music and art in cultural transmission. The course will develop skills in reading and writing associated with Innu and Inuit cultures, and will emphasize activities for exploring the elements of music. Innu and Inuit art forms will be explored as well as art as decoration in Innu and Inuit society.

2039. Cultural Camp (T). This is a course intended for aboriginal people to learn about ways of helping and healing that are traditional to their own culture and to learn ways of effectively incorporating those cultural aspects in the school curriculum of aboriginal schools. This course includes a one-week field trip to an isolated camp in coastal Labrador, where students and instructors will live according to traditional cultural practices under the guidance of community elders.

2182. An Introduction to the Teaching of Science in the Primary and Elementary Grades (T,ME,NPE). (See course description in the Course Description section for the Faculty of Education).

2194. Physical Education in the Primary and Elementary Grades (PE,ME,NPE).(See course description in the Course Description section for the Faculty of Education).

2200. Language Arts (PE,T,NPE,ME). (See course description in the Course Description section for the Faculty of Education).

2202. Education in Native and Northern Communities - An Overview (PE,NPE,NS). (See course description in the Course Description section for the Faculty of Education).

2222. Teaching English as a Second Language (PE,IS,ISI,NPE,NS). (See course description in the Course Description Section for the Faculty of Education).

2250. Educational Psychology (NS) - inactive course.

2361. The School and Community (NPE,NS). A study of the factors which constitute the educational setting in the Native community in comparison with other cultural settings. The school as an institution of cultural transmission and cultural change within the Native and Northern setting will be investigated. An examination of roles played by local individuals and groups in the education process will be addressed. Models to improve communication between school and the community will be studied.

2430. Administration and Supervision in Native and Northern Education (NPE,NS). A study of the administrative structures involved in the education of children of Innu and Inuit backgrounds. The study examines the administrative structures of the past and present with particular reference to the problems which arise in the administration of schools in remote, isolated regions. Further, the study includes an overall examination of the alternative Native processes of education relevant to the philosophy of Native people.

2655. Recognizing and Protecting Children's Needs (T). Situations teachers encounter that foster and limit children's basic cognitive, social and emotional growth are studied. Attention is paid to the nature and development of these needs and to situations (particularly those involving neglect and physical, sexual and psychological abuse) that impact on how needs are met. Attention will be paid to the recognition of both positive and abusive situations.

3007. Teaching Strategies in Native and Northern Schools (T,NPE,NS). This course will examine a broad range of teaching strategies and instructional methods which may be used in classrooms. Students will be encouraged to incorporate elements of the Native and northern perspective in order to bring relevance to the province-wide curriculum. Particular emphasis will be placed upon how Native groups perceive education and the methods they view as appropriate.
NOTE: Credit may not be obtained for Education 3007 in addition to any of Education 2230, 2240 or 4320.

3120. Foundations of Art Edcuation (PE,ME,NS). (See course description in the Course Description section for the Faculty of Education).

3121. Education Through Art (PE,NS,ME). (See course description in the Course Description section for the Faculty of Education).

3140. Creative Arts (T,NPE). A study of the relationship of music, art and drama to the teaching-learning process with emphasis on Native content. An activity-centred approach will be emphasized.

3281. Tests and Measurements (T,NPE,NS). Basic concepts of evaluation involving teacher-made and standardized tests, with particular reference to validity and reliability in cross-cultural situations.
NOTE: Credit may be obtained for only one of Education 3281 or 4912.

3321. Native Literature (T,N,PE). An examination of Native literature with special emphasis on writings of Native peoples for Native children. Literature which presents the Native point of view will be examined in the light of historical and current developments in Native and northern conditions.

3542. Reading in the Primary and Elementary Grades (NPE). This course is concerned with the teaching of reading in the primary and elementary grades. Special attention is given to the learning needs of children whose first language is not English. Emphasis is placed upon understanding the nature of the reading process and the current practices used in classroom reading instruction for kindergarten through grade six.
NOTE: Credit for this course is restricted to students enrolled in the Bachelor of Education (Native and Northern) Degree program. Credit may be obtained for only 1 of 3542, the former Education 2110, the former Education 2120, Education 3540, Education 3543 and Education 3545.

3573. History of Native and Northern Education in Canada (PE,NPE,NS). (See course description in the Course Description section for the Faculty of Education).

3943. Curricular Uses of Computes (PE,IS,NS). (See course description in the Course Description section for the Faculty of Education).

3961. Social Studies in Native and Northern Schools (T,NPE). In addition to exploring the nature and purposes of social studies education in Native and northern schools, this course will include an examination of teacher planning, appropriate teaching strategies for and the evaluation of pupil learning in the social studies within those contexts.
NOTE: Credit may not be obtained for Education 3961 in addition to Education 2150 or 3960.

4020. Issues and Trends in Native Education (NPE,NS). A seminar course dealing with research, current problems and issues associated with Native Education within a Canadian, and in particular, a Newfoundland and Labrador context.

4151. Advanced French Methodology (IS,ISI,NS). (See course description in Course Description section for the Faculty of Education).

4161. The Teaching of Mathematics in the Intermediate and Secondary School (IS,ISI,ME,NS).(See course description in the Course Description section for the Faculty of Education).

4163. Advance Mathematics Methodology (IS,ISI,NS). (See course description in Course Description section for the Faculty of Education).

4168. The Teaching of Computer Science in the Intermediate and Secondary School (IS,ISI,ME,NS). (See course description in Course Description section for the Faculty of Education).

4180. The Teaching of Social Studies in the Intermediate and Secondary School I (IS,ISI,ME,NS). (See course description in Course Description section for the Faculty of Education).

4181. The Teaching of Social Studies in the Intermediate and Secondary School II (IS,ISI,ME,NS). (See course description in Course Description section for the Faculty of Education).

4220. The Teaching of Inuttut I (T,NS,NPE). A variety of teaching techniques will be explored and materials developed to assist in the teaching of Inuttut in Native schools. Problems associated with second-language teaching will be explored.
Prerequisite: At least 9 credit hours in Inuttut.

4221. The Teaching of Inuttut II (T,NS,NPE). Continued exploration of teaching techniques and material development for the teaching of Inuttut with emphasis on linguistic difficulties encountered in Native schools by children whose first language is English.
Prerequisite: Education 4220.

4230. The Teaching of Innu-aimun I (T,NS,NPE). A variety of teaching techniques will be explored and materials developed to assist in the teaching of Innu-aimun in Native Schools.
Prerequisite: At least 9 credit hours in Innu-aimun.

4231. The Teaching of Innu-aimun II (T,NS,NPE). A variety of teaching techniques and material development for the teaching of Innu-aimun. Linguistic difficulties encountered by students whose first language is not Innu-aimun will be explored.
Prerequisite: Education 4230.

4331. Curriculum and Instruction in Native and Northern Schools II (PE,NPE,NS). (See course description in Course Description section for the Faculty of Education).

404X. Internship in Native and Northern Education (NPE,NS). (Equivalent to 15 credit hours in Education). A one-semester internship in a school setting that will enable students to become directly involved in the teaching/learning process through observation and practice. Activities during the semester will involve seminars to assist students in the assessment of teaching methodologies most appropriate for the curriculum in Native schools. Student placement will be in a school setting depending upon the program route which students have followed.
Prerequisite: See Bachelor of Education (Native and Northern) Degree Regulations.
NOTE: Students completing Education 404X are advised that they may not be placed in their first district of choice and may be assigned to another Provincial school district.

COURSES IN POST - SECONDARY EDUCATION

These courses are primarily designed for students registered in the degree and diploma programs in Post-Secondary Education.

2710. Course Organization and Development in Post-Secondary Education (A,PS). The development of procedures for the identification of concepts in instructional units; analysis of tasks and identification of related competencies; development of resource units.
NOTE: Credit may not be obtained for both Education 2710 and Education 2711.

2720. Introduction to Post-Secondary Education (PS). Study of the back-ground of Post-Secondary Education and of its development and present forms in Newfoundland, other provinces of Canada, and other countries; an examination of current programs in Post-Secondary Education; the role of federal and provincial governments in Post-Secondary Education.

2730. General Methods of Teaching in Post-Secondary Education (I,PS). Introduction to the methodology of teaching psychomotor and cognitive skills; selection of appropriate methods for individual and group instruction; organizing laboratory and shop instruction; principles of instructional management.

3280. Educational Assessment (PS). A study of the broad spectrum of educational assessment focusing specifically on the development of objectives, the construction and use of formal teacher-made tests, the use of informal assessment techniques, the interpretation and application of assessment data, continuous evaluation, criterion-referenced measurement, and emerging trends in assessment.
NOTE: Credit may be obtained for only one of Education 3280 and Education 4912.

3710. Group Instruction in Post-Secondary Education (I,PS). An in-depth study of various methods of group instruction; planning and presenting demonstration teaching units; practice in techniques of group instruction.
Prerequisites: Education 2710 and 2730.

3720. Individualized Instruction in Post-Secondary Education (I,PS). A study of the various systems of individualized instruction; the theoretical basis for individualizing courses, individual differences, organizing individualized courses, selection and development of materials; management of individual student progress.
Prerequisites: Education 2710 and 2730.

3730. Curriculum and Instructional Development in Post-Secondary Education (I,PS). Social, cultural, philosophical, and economic forces influencing changes in Post-Secondary curriculum and instructional methods. Study of current Post-Secondary Education curriculum designs, problems and trends; methods of gathering curriculum information; procedures for revising and evaluating a curriculum.
Prerequisites: Education 2710 and 2730.

3801. Educational Media I (PS). Students are introduced to audio visual communications with emphasis on equipment operation and basic local production of instructional materials; and the application of computers to education. A two-hour laboratory period will be arranged after the first class period.
NOTE: Credit may be obtained for only one of Education 3480, Education 3484, Education 3801, Education 4480 and Education 4905.

4700. Student Teaching in Post-Secondary Education (PS). Applying theories of education in the learning situation; observation and demonstration of lessons; seminars in teaching techniques.
Prerequisites: 2710, 2720, 2730, 2801, 3280, and 3801, or equivalent teaching experience and permission of the course instructor.

4710. Seminar in Post-Secondary Education (PS). The identification, analysis and discussion of major issues, practices and problems in Post-Secondary Education in Newfoundland and Canada.
Prerequisites: Education 2710, 2720 and 2730.

4730. Educational Programs and Practices in Industry and Labour (PS). A study of the various Post-Secondary Education programs operated either wholly by industry and labour or jointly with educational institutions; apprenticeship, work experience and study programs, co-operative education, training-in-industry, training on-the-job, supervisory training, management development.
Prerequisites: Education 2710, 2720 and 2730.

4760-4780. Advanced Specialized Post-Secondary Education Technologies (PS). The theory and practice of selected advanced specialized Post-Secondary Education technical skills and their application to the laboratory, workshop and business office. Emphasis will be placed on innovative and emerging techniques in selected areas of business, industry, and the service occupations.

COURSES IN TECHNOLOGY EDUCATION

These courses are designed for students registered in the Diploma Program in Technology Education and the Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education and can be used for credit only on these programs unless otherwise indicated.

2711. Course Organization and Development in Technology Education (I,ISI). An examination of the development, structure and organization of technology education curriculum locally and internationally; applications of design and problem solving instructional strategies; the management of resources in technology education laboratories; the development of resource units for teaching.
NOTE: Credit may be obtained for only one of Education 2711 and Education 2710.

2750. Introductory Design and Materials Processes (I,ISI). Theory and practice of teaching problem solving, design and materials processes. Topics and laboratory activities include production and computer assisted design.

2751. Introductory Communications and Power Technology (I,ISI). Theory and practice of selected technical skills in communications, energy and power and their practical application in a technology education laboratory. Topics include micro-computer components, systems and operations; communication networks; basic electronics; and control systems.

3700. Student Teaching in Technology Education (I) - inactive course.

3750. Intermediate Design and Materials Processing Technology (I,ISI). Continuation of theory and practice of teaching technical skills and design processes developed in Education 2750. Topics elaborate on computer assisted design and problem solving with application of advanced construction techniques.

3751. Intermediate Communications and Power Technology (I,ISI). Continuation of theory and practice of technical skills in communications, power and energy developed in Education 2751. Topics include energy sources, control systems, graphic communication processes and electronic communications.

4720. Principles and Management of Technology Education Programs (I,PE,NS). - inactive course.

4750. Integrated Materials and Production Processes (I,ISI). Theory and practice in selected advanced technical skills in materials processes applied in conjunction with mechanical and fluid power and their practical applications in the modern technology education laboratory setting. Topics include integrated design, digital and fluidic control, robotics systems, and computer assisted machine applications.

4751. Advanced Communications Systems (I,ISI). Theory and practice of selected advanced technical skills in communications technology as they apply to the modern technology education laboratory. Topics include development and utilization of computer networks; satellite, and various transmission technology found in communication processes.

4752. Technology Education, Specialized (I,ISI). Theory and practice involving selected technical skills and their practical application in the technology education laboratory. Topics include the applications and use of more advanced technological systems and processes and their integration into the school curriculum of Newfoundland and Labrador.
NOTE: A modular approach will be used for each of the twenty-one technical skills credit hours. Students who can demonstrate competency in a particular module will be allowed to substitute another module in its place. Students must select the substitute module in consultation with the Office of Undergraduate Student Services.

COURSES IN ADULT TEACHER EDUCATION

These courses are designed for students enrolled in the Diploma Program in Adult Teacher Education and the Post-Secondary Education Degree and Diploma programs and can be used for credit on those programs as outlined in the Regulations for the Degree and Diplomas and as indicated below.

2800. Introduction to Adult Education (A,PS). A review of the history of the Adult Education movement. The rationale for the investment of public or private resources in the education or training of adults. An examination of current educational philosophies related to Adult Education.

2801. The Adult as Learner (A,PS). The implications for adult programs and instructional strategies of difference among adults in abilities, attitudes, interests, skills, social roles.

2803. Educational Aspects of Adult Development (A,PS). An examination of the educational aspects of adult development from early adulthood through middle age to later maturity.

2806. Sociology of Adult Education (A,PS). This course explores the sociological context of adult learning. The interrelationship between particular social factors (e.g., age, sex, occupational structure) and the need for adult educational programs are studied. The potential effects of such programs on society are examined with reference to community development. Special emphasis is given to societal change as it relates to education as a way of life.

3430. General Methods of Instruction of Adults (A). A study of the various processes of Adult Education: discussion groups, case studies, role playing, individual and group discovery, demonstrations, simulation exercises, action research, report writing and lectures.

3440. Organization and Administration of Programs in Adult Education (A,PS).Alternative provincial or regional methods of organization for the provision of Adult Education. The statutory framework within which Adult Education functions.

4450. Practicum in Adult Education (A). On-the-job supervised activities designed to have the student implement the theory and principles of Adult Education.

COURSES IN TELELEARNING AND RURAL SCHOOL TEACHING

These courses are designed for students enrolled in the Diploma Program in TeleLearning and Rural School Teaching and can be used for credit on Programs as outlined in the Regulations for Degrees and Diplomas and as indicated below:

4900. TeleLearning in a Rural School Intranet (TL). This course will examine the pedagogy of telelearning with particular reference to teaching and learning using the school's Intranet (Local Area Network). This course will examine the implications of integrating telecommunications technologies (e.g., World Wide Web, Internet and STEM~Net/SchoolNet) to enhance the learning environment in multi-grade/multi-age classrooms. This course will focus on telelearning in all subject areas in the primary, elementary and intermediate grades (K-9).

4901. Effective Teaching Strategies for Multi-grade/Multi-age Classrooms (TL). This course begins with a critical examination of traditional approaches to multi-grading. The main focus of the course will be to introduce teachers to the potential of adopting a multi-age approach in small schools which have of necessity grouped children of more than one age group and grade level together for instruction. This course will also examine the implications of implementing a philosophy of multi-age pedagogy in the primary, elementary and intermediate grades (K-9).

4902. Special Needs in the Context of Rural Schools (TL). This course will introduce students to the entire spectrum of special education issues and concerns in the context of multi-grade/multi-age classrooms. The course will make particular reference to the provision of special education services and the implementation of individualized program planning in multi-grade/multi-age classrooms in rural schools.
NOTE: Credit may be obtained for only one of Education 3220, Education 4240 or Education 4902.

4903. Leadership Perspectives in Rural Schools (TL). This course will examine educational theories and the practice of leadership within the context of rural schools. This course will emphasize leadership for educational change and reform with a focus on current and emergent theories and practices. There will also be a particular focus on the contribution of instructional leadership in rural schools. This course will enable leaders to become problem solvers in issues related to the rural context.

4904. Contemporary Educational Issues in Rural Schools (TL). - inactive course.

4905. Resource-based Learning in the Context of Rural Schools (TL). This course will examine the implications of implementing resource-based learning in the context of multi-grade and/or multi-age classrooms, including learning resources within a school's resource centre as well as those on-line (e.g., access to STEM~net/SchoolNet/Internet and the World Wide Web). This course will emphasize the need for systematic planning, with a focus on curriculum outcomes and performance standards. The course will emphasize the selection of the most appropriate resources and strategies to meet individual student interests and needs, particularly in schools without resource centres. In addition, the course will examine various resources within the community.
NOTE: Credit may be obtained for only one of Education 4905, Education 3480, Education 3484, Education 3801 and Education 4480*.

4906. Career Development in the Context of Rural Schools (PE,IS,TL) - inactive course.

4907. Curriculum Connections in Multi-grade/Multi-age Classrooms (PE,IS,TL). - inactive course.

4908. Rural Schools and Community Relations (PE,IS,TL). The course will examine the impact of school councils on the administration of rural schools. The course will focus on the role of school councils in the improvement of teaching and learning in rural schools. The course will also examine the relationships between the school council of a small rural school, the school administration, the community, the school district office and the local economy.

4909. Rural Schools as Community Learning Centres (PE,IS,TL). This course will explore the role of rural schools as community learning centres in facilitating life-long learning (e.g., pre-school Programs and adult education). The course will focus on community education using the facilities in the school. There will also be an examination of potential partnerships between the school and the community (e.g., the use of the school's Intranet as the Community Access Site to the Internet).

4910. Curriculum Implementation in All-grade Rural Schools (PE,IS,TL). This course will examine strategies for implementing the prescribed curriculum in multi-grade/multi-age classrooms as well as offering a senior high school program in all-grade rural schools (K-12). The course will explore the implications of various schedules in a small all-grade school (K-12) such as Semesterization, Block Scheduling and the Quarter System Timetable. The course will also focus on the implications of centralized scheduling to accommodate the delivery of senior high school courses via telecommunications technologies. This course is intended mainly for school administrators of all-grade rural schools.

4911. TeleTeaching in a Virtual Classroom (IS,TL) - inactive course.

4912. Student Assessment in the Context of Rural Schools (PE,IS,TL). - inactive course.

4913. Field-based Experience in a Rural School (TL). (Equivalent to 1 credit hour in Education) - inactive course.

4914. Field-based Experience in a Rural School (TL). (Equivalent to 2 credit hours in Education) - inactive course.

4915. Field-based Experience in a Rural School (TL). (Equivalent to 3 credit hours in Education) - inactive course.

4916. General Classroom Music (TL, NPE). Organization and implementation of a classroom music program for all grade levels with emphasis on creativity and developing musical perception through listening. (A knowledge of music rudiments is helpful but not required.)
NOTES: 1) Credit may be obtained for only one of Education 4916 and Education 3190.
2) This course may not be used for credit towards the Conjoint degrees of Bachelor of Music Education or the Bachelor of Music Education as a second degree program.

4920-4930. Special Topics Courses in TeleLearning and Rural School Teaching (TL). There will be opportunities for members of the Faculty of Education to research and design additional courses as electives for the Diploma in TeleLearning and Rural School Teaching. Topics to be offered will be announced by the Faculty of Education.

INSTITUTES IN EDUCATION

The Faculty of Education offers a number of Institutes in Education. These are intended primarily to provide opportunity for teachers to gain knowledge of new approaches to the teaching of existing school programs and to gain insight into aspects of new programs as they are introduced in the school system. These Institutes normally carry six or nine credit hours. Students who enrol in Institutes of six weeks duration or less will not normally be permitted to register for any other courses. Additional information on Institutes may be obtained from the Faculty of Education. Not all Institutes are offered every semester or summer.
NOTE: Students wishing to enrol in Institutes should contact the Office of Undergraduate Student Services.

INSTITUTE IN THE TEACHING OF COMPUTER STUDIES

Computer Science 2605.

Education 4164 - inactive course.

INSTITUTE FOR TEACHERS OF CORE FRENCH IN THE ELEMENTARY GRADES

Education 3052 - inactive course.
Education 3053 - inactive course.

READING INSTITUTE

Education 3530 - inactive course.
Education 3531 - inactive course.
Education 3532 - inactive course.

INSTITUTE IN THE TEACHING OF JUNIOR HIGH SCHOOL MATHEMATICS

Education 3945, 3946. This Institute will focus on the nature of junior high Mathematics instruction and how it should differ from elementary and high school instruction. Emphasis will be placed on the transition between informal and formal approaches to the teaching of junior high Mathematics. The Van Hiel levels and their implications for instruction in geometry will be discussed.
Activities appropriate to the teaching of junior high Mathematics will be developed and demonstrated. A particular focus in this component of the Institute will be on activities appropriate to the new program and how they can be integrated into the junior high Mathematics curriculum.
Prerequisite: Education 3940 (or equivalent) or Education 4161 (or equivalent) or permission of the instructor.

INSTITUTE FOR TEACHING FRENCH IN IMMERSION PROGRAMMES

Education 4250 - inactive course.

Education 4251 - inactive course.

INSTITUTE IN THE TEACHING OF SOCIAL STUDIES IN FRENCH IMMERSION

Education 4252 - inactive course.
Education 4253 - inactive course.

INSTITUTE IN THE TEACHING OF MATHEMATICS IN FRENCH IMMERSION

Education 4254 - inactive course.
Education 4255 - inactive course.

Please direct inquiries to muneduc@mun.ca.

Last modified on April 30, 2004 by R. Bruce

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Biochemistry**	Geography
Biology**	History
Business Studies***	Mathematics (Pure and Applied Mathematics, Statistics)
Canadian Studies	Newfoundland Studies
Chemistry**	Physical Education*
Earth Sciences**	Physics**
Economics	Political Science
English	Religious Studies
Environmental Science**	Theatre Arts
French	Visual Arts
General Science

Intersession (6 Weeks)	Summer Session (6 Weeks)
Two Electives From Clause 3(b)	Two Electives From Clause 3(b)
Spring Semester (14 Weeks)
Elective From Clause 3(b)
Education 4381 (Perspectives on Schooling)

Biochemistry	General Science
Biology	Geography
Canadian Studies	History
Chemistry	Mathematics (Pure and Applied Mathematics, Statistics)
Earth Sciences	Physical Education*
Economics	Physics
English	Political Science
Environmental Science	Theatre Arts
French	Visual Arts