Faculty of Education

Calendar Course Descriptions

2365 Philosophy of Education: Classic Texts [PHIL 2365]
Prerequisite: at least thirty (30) credit hours
A critical examination of influential works in the history of educational thought.


3305.1(.2) Perspectives on Schooling 

Prerequisite: at least thirty (30) credit hours 
This course examines the role of the school in society and the role of the teacher in the school. Perceptions of school purveyed by the media and held by the public are considered and contrasted with the perspectives of teachers and students. The range of contemporary educational practice is surveyed. This course is recommended for those considering teaching as a career and for those who desire an informed perception of the day-to-day working of the school.


3306.1(.2) Schooling and Society 

Prerequisite: at least thirty (30) credit hours 
This course continues the examination of the role of the teacher in the school and the school in society begun in EDUC 3305. An historical and comparative perspective is used to explore teaching as a career and the school as an increasingly central feature of developed societies.


3307 Sociology of Education [SOCI 3307] 

Prerequisite: at least thirty (30) credit hours 
A study of major sociological approaches (both conceptual and methodological) to education in different societies, with special emphasis on Canadian society. The course will focus on topics such as relationship between family, education and society; education and inequality; the social organization of knowledge; education and social change; the politics of education.


3365 Philosophical Foundations of Education [PHIL 3365]

Prerequisite: at least thirty (30) credit hours
This course is an enquiry into the nature and aims of education. Topics considered will include analyses of the concept of education, evaluation of contrasting views about what constitutes an ideal education, and implications of various theories of knowledge for methods of teaching and learning. Selections from historical and contemporary thinkers will be studied.


4456.1(.2)/5656.1(.2) Curriculum and Instruction in Teaching English as a Second or Foreign Language I 

Prerequisite: at least thirty (30) credit hours 
Intended for teachers of English as a second or foreign language (ESL/EFL), this course focuses on the curriculum and methods used in teaching English to non-native speakers both in Canada and abroad. Focus is on analysis and evaluation of selected curricular approaches and pedagogical methods in foreign language teaching.


4457.1(.2)/5657.1(.2) Curriculum and Instruction in Teaching English as a Second or Foreign Language II

Prerequisite: EDUC 4456 
A continuation of EDUC 4456. Topics may include trends and issues in foreign language education, and critical examination of selected approaches, e.g. teaching for communication, content-based ESL/EFL.


4458 Pedagogical Grammar for ESL Teachers: Theory and Practice

Prerequisite: LING 1200 or enrolment in graduate program.
This course, intended for teacher of English as a Second or Foreign Language, is designed to provide a review of the syntactic structure of English, as well as ideas for how grammar can be integrated into the communicative language classroom. Topics covered in the course include contrasting types of grammatical analysis; awareness of grammar functions; different approaches to the teachings of grammar; identification, analysis, and remediation of student errors; grammatical difficulties for ESL/EFL learners; selection and evaluation of commercial texts; and preparation of pedagogical materials for students in a variety of contexts and instructional settings.


4473 Comparative Perspective on Innovations in Education – Reforms [IDST 4473]

Prerequisite: at least thirty (30) credit hours
This course will assess, compare and contrast variations and reforms to mainstream educational systems, and will emphasize the conditions out of which such reforms are initiated. Special emphasis will be given to contrasting public systems of education with privatization initiatives, together with public/private partnerships and changes that affect education, gender and education, and so on. This course will draw on the considerable body of literature and concrete case studies throughout the world; however, considerable emphasis will be given to examples and case studies from the regions or sub-regions of Asia, Africa, Latin America and the Middle East/North Africa.


4474 Comparative Perspectives on Innovations in Education – Alternatives [IDST 4474]

Prerequisite: at least thirty (30) credit hours
This course will seek to understand the material and social conditions, practical initiatives, rationale and outcomes of radical alternatives to mainstream education and mainstream education reform. Above and beyond in-depth discussions of perspectives on informal and non-formal educational systems, the works of Illich, Freire, and other educational radicals will be discussed, as will the concepts of intercultural bilingual education, social capital education, and other alternative conceptions of education. The course will provide a forum for the discussion and deeper understanding of the relation between the larger social, political and economic structure and educational goals and objectives of radical education alternatives. Considerable emphasis will be given to examples and case studies from the regions or sub-regions of Asia, Africa, Latin America and the Middle East/North Africa.


4476.1(.2)/6676.1(.2) Education and Development I: Perspectives 

[IDST 4476.1(.2)]
Introduction to concepts and analysis underlying a comparative understanding of selected educational systems around the world. The course will emphasize comparisons between mainstream educational understandings in the developed world, the agenda of international education organizations, international educational funders, and the implementation of educational systems, both public and private. Specific reference will be made to access to education, curriculum and culture, gender and education, and similar issues with an emphasis on examples from the so-called developing world in Asia, Africa, Latin America and the Middle East/North Africa.


4474 Comparative Perspectives on Innovations in Education – Alternatives [IDST 4474]

Prerequisite: at least thirty (30) credit hours
This course will seek to understand the material and social conditions, practical initiatives, rationale and outcomes of radical alternatives to mainstream education and mainstream education reform. Above and beyond in-depth discussions of perspectives on informal and non-formal educational systems, the works of Illich, Freire, and other educational radicals will be discussed, as will the concepts of intercultural bilingual education, social capital education, and other alternative conceptions of education. The course will provide a forum for the discussion and deeper understanding of the relation between the larger social, political and economic structure and educational goals and objectives of radical education alternatives. Considerable emphasis will be given to examples and case studies from the regions or sub-regions of Asia, Africa, Latin America and the Middle East/North Africa.


4518 Introduction to International Comparative Education: Perspectives [IDST 4518]

Prerequisite: at least thirty (30) credit hours
Introduction to concepts and analysis underlying a comparative understanding of selected educational systems around the world. The course will emphasize comparisons between mainstream educational understandings in the developed world, the agenda of international education organizations, international educational funders, and the implementation of educational systems, both public and private. Specific reference will be made to access to education, curriculum and culture, gender and education and similar issues with an emphasis on examples from the so-called developing world in Asia, Africa, Latin America, and the Middle East/North Africa.


4528 Introduction to International Comparative Education Policies [IDST 4528]

Prerequisite: at least thirty (30) credit hours of University courses and EDUC 4518 or permission of Instructor
This course is a continuation of EDUC 4518. Examining and comparison of educational policies in selected countries or regions of the world with a view to assessing educational outcomes, educational processes and the relation between education, the public sector, the private sector and international organizations, and the effect these policies have had, or are having worldwide, with emphasis on the regions or sub-regions Asia, Africa, Latin America and the Middle-East/North Africa.


5523.1(.2) Methods in Mathematics for In-Service Teachers

Intended for teachers from junior and senior high schools in Nova Scotia, students will learn to integrate mathematical skills acquired in other Certificate in the Mathematical Sciences for Education courses into their teaching practice, using these skills to create a more effective learning climate in the math classroom, create and use problem-solving strategies and cooperative learning techniques, make appropriate use of technology, and develop a deeper understanding of the role of secondary school mathematics in lifelong learning. Students will examine a variety of teaching strategies and instructional resources for designing, implementing, and enriching mathematical instruction. They will engage in reflection on their conceptions of math and their teaching approaches, examine and present recent research, share examples of exemplary practice, study students‘ learning needs and curriculum design and develop a personal and professional growth plan.


5659.1(.2) Seminar and Practicum in Teaching English as a Second/Foreign Language

This course consists of a series of professional seminars designed to examine issues related to contemporary English as a Second/Foreign Language pedagogy. Topics include, but are not restricted to, needs analysis, lesson planning, classroom management, and classroom interaction. Students will use a variety of methods, techniques, and strategies to promote second language acquisition, while, at the same time, encouraging reflective practice. This course includes a twenty-five hour supervised practicum during the semester.


5661.1(.2) Language, Culture, and Education 

Prerequisite: at least thirty (30) credit hours 
This course focuses on the personal aspects of intercultural communication - what happens when people from different cultures interact face-to-face. Topics include foundational issues of culture and communication including culture shock, adjustment, re-entry shock, verbal and non-verbal communication, gender, race and class, children‘s ethnic socialization, the status of families as cultural units, and multicultural and anti-racist education. The course emphasizes the development of strategies for successful intercultural education