Spring 2020 - EDUC 816 G001
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 2395
Delivery Method: In Person
Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.
Developing Educational Programs and Practices for Diverse Educational SettingsDescription Topic:
This is a seminar-style course focusing on key concepts in contemporary curriculum discourse, including conceptions of curriculum, curriculum ideologies, curriculum language, and various approaches to curriculum research and design. Students are encouraged to comment critically on the field of curriculum inquiry and to investigate the curricular and pedagogical dimensions of their own teaching contexts. Much of the reading and discussion will be based on the classic work of Joseph Schwab in his series, The Practical in the sixties and seventies.
COURSE-LEVEL EDUCATIONAL GOALS:
You will develop a sharper sense of what theories are and how they are used in educational research and practice. You will develop and appreciation and understanding of the processes of curriculum deliberation and argumentation. You will develop a confident and realistic stance in your own curriculum context and a strong theoretical grounding in curriculum studies.
- Canvas Discussions - Weekly on-line discussions will be complement the face-toface meetings of the class. 30%
- Paper - students are required to submit a paper (20 double spaced page maximum) on a topic of their choice in the field of curriculum studies, ideally related to their teaching context. 30%
- Individual class presentation - Students will be asked to give a conference-style presentation in class based on the paper they are developing for the course. 30%
- In-class Discussions - Students are expected to participate in various group activities and presentations in class. 10%
Students are expected to attend all seminars during the semester. All readings will be distributed electronically via Canvas.
Weekly readings will be distributed via email and Canvas.
Canadian Curriculum Studies: A Métissage of Inspiration/Immagination/Interconnection. Canadian Scholars Press (2018). Eds.: Erika Hasebe-Ludt & Carl Leggo.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS