OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education | |||
Curriculum, Teaching and Learning - Curriculum Program | |||
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The Curriculum Program is a forum for systematic reflection on the substance (subject matter, courses, programs), purposes, and practices used for bringing about learning in educational settings. Of concern are such fundamental issues as: what should be studied? why? by whom? in what ways? and in what settings? Reflection upon such issues involves an interplay among the major components of education: subject matter, learning, teaching, and the larger social, political, and economic contexts as well as the immediate instructional situation.
NOTE: Applicants wishing to participate in any of CTL’s three Collaborative Programs should select the Curriculum Program and the desired Collaborative Program when completing their application form. See the Application for Admission Form A(1), section 17.
Six areas of specialization are supported within the Curriculum Program:
Master of Education
This degree is designed chiefly for the professional improvement of those who are already engaged in a career related to education. Applicants are accepted under the general regulations, which specify an appropriate four-year University of Toronto bachelor's degree, or its equivalent from a recognized university, completed with standing equivalent to a University of Toronto mid-B or better in the final year. Applicants with an appropriate three-year University of Toronto bachelor's degree or its equivalent may also be accepted.
Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying. The M.Ed. program consists of eight half-courses, four of which are normally undertaken in the program/specialization, plus a
Major Research Paper (MRP), and may be taken on a full- or part-time basis. Additional study may be required either within the degree program or prior to admission, depending on previous experience and academic qualifications. Students are required to successfully complete CTL1000H. All requirements for the degree must be completed within six years from first enrollment. (See the Minimum Admission, Program and Degree Requirements section for program requirements, pages 26 - 34.)
In the Statement of Intent, applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans within curriculum should be discussed. The committee reviews this Statement to determine the kind of curriculum problem or area of study in which an applicant is most interested.
Master of Arts
This degree is designed to provide academic study and research training related to fields of professional specialization in curriculum. Applicants are accepted under the general regulations. Admission normally requires a four-year University of Toronto bachelor's degree, or its equivalent, in a relevant discipline or professional program completed with standing equivalent to a University of Toronto mid-B or better in the final year.
Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying. Students who anticipate going on to further study at the Ph.D. level are advised to apply for enrolment in an M.A. program rather than an M.Ed. program. The M.A. program may be taken on a full- or part-time basis and consists of eight half-courses, four of which are normally undertaken in the program/
specialization, and a thesis. Additional courses may be required of some applicants, depending on previous experience and academic qualifications. Students are required to successfully complete CTL1000H. All requirements for the degree must be completed within six years from first enrollment. (See the Minimum Admission, Program
In the Statement of Intent, applicants should relate the reasons they wish to undertake a research-oriented program in curriculum. The chief academic interests, professional concerns, and career plans within curriculum should be discussed. The committee reviews this Statement to determine the kind of curriculum problem or area of study in which an applicant is most interested.
Doctor of Education
This degree is intended for established practitioners in positions which involve responsibility for curriculum design and implementation. A University of Toronto M.Ed. or M.A. in education or its equivalent from a recognized university, in the same area of specialization proposed at the doctoral level, completed with an average grade equivalent to a University of Toronto B+ or better is required. Further documentation may be required to establish equivalence.
Ordinarily, applicants will have a minimum of three years professional experience in education prior to applying. Admittance is contingent upon satisfactory completion of a Qualifying Research Paper (QRP) or a master's thesis. An applicant's admission will be confirmed, however, only when the QRP or master's thesis is judged to be of sufficiently high quality to warrant admission. The Ed.D. normally consists of eight half-courses, four of which must be undertaken in the program/specialization. Additional courses may be required of some candidates. Students must successfully complete a comprehensive examination. A thesis embodying the results of an original investigation, and a final oral examination on the content and implications of the thesis are also required. The Ed.D. program includes one year of full-time study but may be initiated on a full-time or part-time basis. All requirements for the degree must be completed within six years from first enrollment. (See the Minimum Admission, Program and Degree Requirements section for program requirements, pages 26 - 34.)
In the Statement of Intent, applicants should state the reasons they wish to undertake a professional doctoral program in curriculum. The interests or problems to be pursued during his or her period of study should be specified. Prior research and development experiences should be briefly described.
Doctor of Philosophy
The Ph.D. is intended primarily as preparation for academic positions in universities, and demands a strong commitment to curriculum research. A University of Toronto master's degree in education or its equivalent from a recognized university, in the same area of specialization as proposed at the doctoral level, completed with an average grade equivalent to a University of Toronto B+ or better is required. Further documentation may be required to establish equivalence. Applicants will ordinarily have a minimum of two years professional experience prior to applying. Admission is contingent upon satisfactory completion of a Qualifying Research Paper (QRP) or a master's thesis. An applicant's admission will be confirmed, however, only when the QRP or master's thesis is judged to be of sufficiently high quality to warrant admission.
The Ph.D. program normally consists of six half-courses, four of which are ordinarily undertaken in the program specialization. Additional courses may be required of some candidates. Students must successfully complete a comprehensive examination. In addition, a thesis embodying the results of an original investigation, and a final oral examination on the content and implications of the thesis are also required. The Ph.D. program must be initiated on a full-time basis and requires two years of consecutive full-time study. All requirements for the degree must be completed within six years from first enrollment. (See the Minimum Admission, Program and Degree Requirements section for other admission and program requirements, pages 26 - 34.)
In the Statement of Intent, applicants should state the reasons they wish to undertake training in scholarly inquiry. The interests or problems to be pursued during his or her period of study should be specified. Prior research and development experiences should be described.
Six areas of specialization, described below, are supported within the Curriculum Program. Applicants are requested to indicate a program code on the Application for Admission Form A(1), section 17. This assists in the evaluation of applications for admission and in the assignment of faculty advisors.
1. Adaptive Instruction
Coordinator: Anne Jordan
Adaptive Instruction is an interdepartmental specialization between the Departments of Curriculum, Teaching and Learning, and Human Development and Applied Psychology. It is concerned with the relationship between learning and instruction, addressing such issues as:
Courses belonging to the Adaptive Instruction interdepartmental specialization (with the Departments of Curriculum, Teaching and Learning, and Human Development and Applied Psychology) carry numbers within the CTL1400 series (master's level), the CTL1880-1899 series (doctoral level), the HDP4200 series (master's level) and the HDP5200 series (doctoral level). See also the overall description in the section Interdepartmental Graduate Specializations ( page 221).
(E. Geva, P. Stanovich, K. Stanovich, D. Willows)
NOTE: The following HDP courses are designed for the specialization in Adaptive Instruction and are described in the course listing in the Department of Human Development and Applied Psychology (see pages 143 - 157). In addition, the courses CTL1003, CTL1004, and CTL3017, in the Department of Curriculum, Teaching and Learning, are recommended.
HDP4271Y Assessment and Programming for Written Language Difficulties
HDP4275H Technology for Adaptive Instruction and Special Education
HDP4280H Introduction to Special Education and Adaptive Instruction
HDP4283H Psychology and Education of Gifted Children and Adolescents
HDP4287H Classroom-Based Counselling Approaches
HDP4288H Reflective Teaching and Analysis of Instruction
HDP4291H Special Topics in Adaptive Instruction and Special Education: Master's
Level
HDP4293H Interpretation of Educational Research
HDP4295H Individual Reading and Research in Adaptive Instruction and
Special Education: Master's Level
HDP5281H Research and Theories of Reading Disability
HDP5284H Assessment and Intervention in Multicultural/Bilingual Contexts
HDP5295H Individual Reading and Research in Adaptive Instruction and
Special Education: Doctoral Level
HDP5298H Special Topics in Adaptive Instruction and Special Education:
Doctoral Level
2. Computer Applications
Coordinator: Robert S. McLean
This area of specialization includes an examination of the theories, practices, and technology of digital applications in teaching and learning. The focus is on integrating the technology in the curriculum and the development of constructivist learning environments at all levels of education. Our students work in schools, colleges, universities, health care institutions, government and workplace training. Courses within the specialization deal with learning theories, implementation issues, educational and psycho-social impacts, and technical understanding. Our students learn the appropriate criteria and design principles for the construction of quality learning environments in the context of the most recent technological advances. Currently, courses focus on the use of many digital technologies with particular strengths in Internet technologies, computer conferencing technologies, knowledge building research and strategy, and the uses of computers in the curriculum.
Faculty research interests are broad and address a variety of current issues, including: the integration of new technologies into constructivist learning environments; the use of Internet resources for support of health care; computer mediated distance education; knowledge building in intentional learning environments; the effects of different knowledge structures in computer conferencing environments. Members of the faculty also participate in the Knowledge Media Design Institute.
(R. Cohen, L. Davie, B. Durell, J. Hewitt, D. McDougall, M. Scardamalia, R. Wolfe,>E. Woodruff)
3. Curriculum Studies
Coordinator: Joel Weiss
Students registered in Curriculum Studies are able to focus on a wide variety of areas; courses reflect the diverse interests of faculty. These interests include curriculum policy studies, such as the relationship between schools and society, what the curriculum should contain, and the conditions for structuring curriculum. Some faculty, especially those with an orientation toward the field, focus on educational practices, linking theory and practice to working and learning environments. Areas of study also include learning in everyday settings, such as the home, the work place, and community cultural organizations (e.g. museums) links with schools in the form of cooperative education programs and field trips are of particular interest. Those concentrating on language, literacy and literature across the curriculum investigate the role of language as text and as process in relation to curriculum as a whole.
(A. Anderson, B. Bennett, C. Conle, M. Connelly, J. Dillabough, N. Frenette, L. Hannay, S. Hidi, J. Miller, R. Morgan, S. Peterson, C. Rolheiser, J. Ross, H. Russell, W. Seller, R. Simon, E. Smyth, D. Thiessen, P. Trifonas, M.W. Wahlstrom, J. Weiss, G. Wells)
NOTE: The following courses may also be of interest to students in the Curriculum Studies specialization.
CTL1300H Curriculum, Popular Culture, and Social Difference
CTL1302H Media Studies and Education
CTL1304H Cultural Studies and Education
CTL1305H Television and Education: Theoretical Perspectives
4. Holistic and Aesthetic Education
Coordinator: Jack Miller
Holistic and aesthetic education recognizes the interconnectedness of body, mind, emotions, and spirit. Learning is viewed as an experiential, reflective, organic process; making connections is seen as central to curriculum processes. An aesthetic perspective and the process of building knowledge through inquiry are seen as integral to all forms of education and life itself. Creative tools and webs of communication are explored within this context. Courses in this specialization focus on arts education, creativity, contemplation, imagery, literature, mathematics and technology, and experience-based approaches to language.
(M. Beattie, D. Booth, L. Cameron, R. Cohen, K. Cooper, V. Darroch-Lozowski, K. Gallagher, R. Silvers, S. Stiegelbauer, J. Wilkinson)
5. Science, Mathematics and Technology Education
Coordinator: Derek Hodson
This area of specialization includes a wide range of teaching and research interests. Courses address a spectrum of significant issues in contemporary research and international debate concerning the purpose and practice of science, mathematics and technology education at the elementary, secondary and tertiary levels, including: constructivist pedagogy in science and mathematics; perspectives in Science-Technology-Society-Environment Education; gender issues in science and mathematics education; aspects of the history, philosophy and sociology of science, mathematics and technology, and their significance for elementary and secondary education; computer-based learning in mathematics; the nature of technology and technology education; historical perspectives on curriculum design and development in science, mathematics and technology education; assessment and evaluation strategies. Additional support in the form of quantitative and qualitative research methods courses is available for those contemplating thesis research in this area of specialization.
Faculty research interests are broad and address most major areas of study, including: multicultural and antiracist education; gender equity issues; concept acquisition and development; history, philosophy and sociology of science and science education; computer-based and multimedia learning; informal science and technology education; public understanding of science and technology; hands-on work in science and mathematics; authentic assessment; science and mathematics teacher education; action research in science, mathematics and technology education.
(L. Bencze, R. Cohen, B. Durell, G. Hanna, J. Hewitt, D. McDougall, E. Pedretti, M. Scardamalia, E. Woodruff)
NOTE: The following courses may also be of interest to students in the Science, Mathematics and Technology Education specialization.
CTL1215H Instructional Technology: Instructional Programming
CTL1843H Computer-Supported Intentional Learning Environments
CTL1844H Instructional Technology: Seminar in Interactive Video/Graphics
6. Social Justice and Cultural Studies in Education
Coordinator: Roger Simon
Students concentrating their studies in this specialization will explore the nature of teaching and learning in response to the interdependent, polycultural, conflictual, and fast-changing character of the contemporary world. These concepts may be explored across the curriculum in elementary, secondary, college, and non-formal settings. Emphasis is given to social, cultural, and pedagogical theories as resources for the work of educational and social transformation.
Interests of students currently enrolled in this area include:
(K. Bickmore, D. Bogdan, C. Conle, J. Cummins, J. Dillabough, M. Evans, N. Frenette, D. Gérin-Lajoie, T. Goldstein, D. Hodson, R. Morgan, E. Pedretti, D. Selby, P. Trifonas)
NOTE: The following courses may also be of interest to students in the Social Justice and Cultural Studies in Education specialization.
CTL1006H English at the Secondary School Level
CTL1101H Arts and Education Practice and Theory
The following is a listing of courses offered within the Curriculum program. Not all of the courses listed are offered in any given year.
CTL1000H Foundations of Curriculum
This is a required course for master's students. The aim of this course is to
apply theory and research to the study of curriculum. The course (a) provides
a language for conceptualization; (b) reviews the major themes in the literature;
(c) provides a framework for thinking about curriculum change; and (d) assists
students in developing critical and analytical skills appropriate to the discussion
of curriculum problems.
S. Churchill, F.M. Connelly, L.M. Hannay, W. Seller, J. Weiss or staff
CTL1000H Fondements du développement des programmes scolaires
Le but de ce cours est d'appliquer la théorie et la recherche l'étude
des programmes d'enseignement. Le cours (1) fournit un langage propice a la
conceptualisation ; (2) examine les principaux thèmes traités
dans la littérature ; (3) fournit un cadre qui porte réfléchir
aux changements apporter aux programmes d'enseignement ; et (4) aide les étudiant(e)s
développer un esprit critique et analytique approprié la discussion
des problèmes rencontrés dans les programmes d'enseignement.
N.J. Frenette
CTL1001H Values and Schooling
This course deals with selected value issues in the theory and practice of schooling.
Topics include: the nature of values; goals for schooling; the ethics of streaming;
traditional versus "open" education; treatment of children; expectations of
teachers; parental rights; compulsory schooling; indoctrination; racial, ethnic,
and class bias; sexism; and approaches to moral, religious, and political education.
C.M. Beck
CTL1002H Curriculum Development for Effective Teaching
This course defines and illustrates methods for completing important curriculum
development tasks such as (a) identifying appropriate course and unit objectives;
(b) developing useful growth schemes; (c) developing effective teaching techniques;
and (d) constructing practical assessment strategies. Particular attention will
be given to problem-solving skills.
J.A. Ross or staff
CTL1002H Planification de la programmation pour un enseignement efficace
Ce cours presente des modeles qui permettent la mise en oeuvre des principales
composantes de la programmation comme: a) l'identification des résultats
généraux et spécifiques d'un cours ou d'un module; b) la
planification de projets à long term; c) l'élaboration d'outils
d'intervention par rapport à differentes strategies. La résolution
de problèmes constituera un élément important des composantes
étudiées.
M-J. Berger
CTL1003H Language Arts in Primary Education
An analysis of the components of language arts programs in the early years.
The course will focus on reading and writing development in preschool and primary
education, and will include a wide range of methods and materials of instruction,
child- and teacher-centred philosophies, reading in the content areas, assessing
growth in reading and writing.
D.M. Willows
CTL1004H Reading and Language Comprehension
A survey of the cognitive, perceptual, and linguistic processes fundamental
to the development of reading. Recommended as a basis for all courses pertaining
to the study of reading.
D.M. Willows
CTL1005H Language, Literacy, and the School Curriculum
The course will be concerned with an examination of theoretical and practical
issues relating to the role of language in the school curriculum. Particular
emphasis will be given to literacy - its nature, development, and use. Students
will be expected to carry out an empirical inquiry on some topics arising from
the course.
C.G. Wells or D. Booth
CTL1006H English at the Secondary School Level
This course emphasizes recent trends and developments in the teaching of secondary
school English. In particular, movements such as reader-response theory, language
across the curriculum, genre theory, whole language, and cultural studies approaches
are examined. The teacher's role in contemporary debates and classroom research
is explored.
R.J. Morgan
CTL1007H Curriculum as Text and Policy
This course examines the production and organization of official texts regulating
policy as a generalized activity aimed at framing educational problems in a
particular perspective which is coherent with a perception of societal expectations,
as well as one which excludes other approaches as impractical if not unspeakable.
As such, curriculum documents provide a resource for authorized practices and
authorized means of producing curricular discourse.
The course examines, in a historical perspective, the production and organization
of curriculum documents and policy statements to be used as a basis for curriculum
development, implementation and evaluation considerations relating to both instructional
and policy development. Examples of specific topics to be discussed: the concept
and function of educational indicators, mission statements, the formulation
of aims and objectives in curriculum documents, the underlying images of the
student. The topics are examined from the perspective of teachers, school administrators
and the research literature.
N. J. Frenette
CTL1008H Children's Literature as a Foundation of Literate Behavior across
the Curriculum
An examination of the nature and function of the study of literature and culture
in elementary schools. This course is designed for experienced teachers who
will develop programs, select texts, explore interpretations, and consider implications
and applications for schools.
Staff
CTL1009H Reading and Writing in the School: Elementary
An examination of theoretical and practical issues related to the teaching of
literacy, particularly writing, at the elementary school level, with special
reference to the development of children's linguistic and cognitive abilities.
The course will include a writing workshop and practical investigation of a
classroom issue in literacy.
C.G. Wells
CTL1010H Children's Literature within a Multicultural Context
This course explores ways to bring children, cultural diversity and literature
together in an interactive manner. Stories - whether traditional folktales or
contemporary multicultural works - not only help define a child's identity and
understanding of self, but also allow others to look into, appreciate, and embrace
another culture. Class discussions revolve around an annotated bibliography
of articles and books concerned with multicultural children's literature prepared
specifically for the course and designed primarily for teachers in mainstream
as well as ESL (English as a Second Language) and heritage language classes.
The practical aim is for teachers to learn how to take advantage of the cultural
diversity and interests that children of varied backgrounds bring to the classroom
and to explore themes in folklore in order to open up the world of literature
to all their students. The focus is to develop strategies for engaging students
in classrooms in meaningful dialogue about diversity using the medium of personal
interaction with the multicultural text. Throughout the course, we focus on
how to encourage students to share their own cultural stories and "border cross"
from one world to another. Particular emphasis is placed on the relevance of
multicultural children's literature to minority students' self-esteem and literacy
formation and to the school's relationship to minority and majority communities
in addition to its relevance in confronting issues of human rights and social
justice.
G. Feuerverger
CTL1011H Anti-Discriminatory Education in School Settings
In this course we will identify spaces in which we find discrimination in education
- for example, within interactions between teachers and students; administrators
and students; students and students; students and the curriculum; teachers and
the curriculum; administrators and teachers; teachers and parents; parents and
administrators - and we will discuss how we can use these spaces or locate new
ones to do anti-discriminatory educational work in school settings. Emphasis
in the course will be placed on integrating theory and practice. We will attempt
to link our discussions of practice to theory and our discussions of theory
to practice.
T. Goldstein
CTL1012H Curriculum for Girls and Young Women: Historical and Contemporary
Issues
This course will examine how appropriate curriculum for the education of girls
and young women has been defined and delivered in Canadian schools.
E. Smyth
CTL1013H Instructional Innovation in the Elementary and Secondary Schools
Instructional changes associated with secondary school reform will be examined.
Examples will be negotiated and may include such innovations as curriculum integration,
teaching for understanding, reciprocal teaching, authentic assessment, cooperative
learning, self-directed learning, and computer-mediated instruction. Theoretical
foundations, research findings, implementation issues, and implications for
other reform dimensions (restructuring, reculturing, and retiming) will be explored
for each approach selected.
J. A. Ross
CTL1014H Evaluation of Curriculum and Instruction
This course serves as an introduction to the strategies and techniques utilized
in the evaluation of curriculum programs. The focus will be on the assumptions,
strengths, and weaknesses associated with various strategies. Students will
work through evaluation problems associated with particular curriculum programs
and instructional techniques.
J.A. Ross, H.H. Russell or M.W. Wahlstrom
CTL1015H Curriculum and Student Evaluation
This course reviews principles and practice in testing and assessment with a
focus upon curriculum and classroom-based student evaluation. An overview of
current practices and problematic issues such as performance, portfolio, and
authentic assessment; profiles; reporting and communicating evaluation evidence;
assessment programs; standards and accountability.
M.W. Wahlstrom
CTL1016H Cooperative Learning Research and Practice
This course provides for practical experience of as well as understanding of
innovative practices in cooperative learning (CL). We explore rationales for
and current developments (synergy, shared leadership). Topics include: What
is CL (principles, attributes); how to organize CL (structures and strategies);
how does CL work (basic elements, types of groups); teacher and student roles;
benefits (positive interdependence, individual accountability, social skills,
cohesion); evaluation (forms and criteria); obstacles and problems; starting
and applying CL in your classroom (teachers' practical knowledge; collegiality;
parental involvement); independent learning and collaborative inquiry; Ministry
and Board requirements; and resources and materials Group (response trios) projects
and joint seminars.
C.T.P. Diamond or J.A. Ross
CTL1018H Introduction to Qualitative Inquiry in Curriculum, Teaching and
Learning
Experiential learning for students new to qualitative inquiry is provided through
a broad introduction to qualitative approaches from beginning to end. A range
of approaches relating to students' theoretical frameworks are explored. Thesis
students are encouraged to pilot their thesis research.
B. Burnaby
CTL1019H Authentic Assessment
In this course candidates will formulate a personal policy on student assessment,
develop authentic assessment tools appropriate to their teaching assignments,
and assess the quality of authentic assessment strategies. Particular attention
will be given to performance assessments, portfolios, self-evaluation, cooperative
assessment, student beliefs and attitudes toward assessment, measurement of
affective outcomes and professional standards for evaluating student assessment
practices.
J. Ross
CTL1020H Teaching High Ability Students
This course will critically analyze a number of curriculum models and will explore
instructional strategies currently used to program for high ability students
in a variety of learning environments. Specific reference will be made to program
differentiation within a regular classroom setting. Previous courses in the
education of high ability students is not required.
E. Smyth
CTL1021H Learning in Non-School Settings
Curriculum is more than what goes on in schools. Other institutions such as
the home, museum, workplaces and the media provide settings for learning, both
on their own and in conjunction with schools. This course takes up issues of
learning in such settings, and the inter-relatedness of these settings. Defining
these learnings and field work in at least one setting will be major activities.
J. Weiss
CTL1100H Holistic Arts Therapies in the Creative Curriculum
This course examines holistic arts therapies in education: specifically, the
theory, research, literature, and philosophy of methodology, and the place of
the holistic arts therapies in the curriculum. These educational tools assist
positive mental health, expression and release of emotions, personal interaction,
personal and social development, and the integration of creative behavior and
learning. Participants should have some background in the creative arts therapies
and a clear idea of their purpose in choosing this course.
Prerequisite: Permission of instructor following a personal interview.
J.A. Wilkinson
CTL1101H Arts and Education: Practice and Theory
This course examines the creative arts in the curriculum from an experiential
base, and leads to individual explorations of principles of problem areas.
D. Bogdan
CTL1102H Arts and Education: Planning and Implementation of Arts Programs
An examination of theory and curriculum practice in the fine and performing
arts in education: music, drama, dance, art, and film. Programming is considered
from the theoretical vantage points of human development, creativity, and aesthetics;
particular attention is paid to the effectiveness of modern curriculum innovations
in the arts. Students are expected to undertake curriculum development and implementation
work in one or more of the arts in an educational setting.
D. Booth
CTL1103H Arts, Culture, and Education
A study of cultural development, both Canadian and international, with specific
reference to arts policies for education of the general public. This course
will take place in conjunction with a series of public lectures on this topic,
together with separate seminars.
J.A. Wilkinson
CTL1104H Seminar: Current Issues in Play, Drama, and Arts Education
The examination of current topics or problems in play, drama, and arts education
as related to curriculum studies. Issues will be identified from all age levels
of education as well as from dramatic play, each of the arts disciplines, and
aesthetic education as a whole. Students will address one specific topic through
self-directed learning and present the results in an appropriate form. Topics
vary from year to year depending upon interests of course members.
Prerequisite: Permission of instructor.
J.A. Wilkinson
CTL1105H Research and Inquiry in Arts Education
An exploration of the questions addressed in education in general and curriculum
in particular (with an emphasis on the arts) through a variety of modes and
methods of research and inquiry.
Students will approach problems inductively and experientially. It is intended
that the course will provide students with a practical grounding for theses,
dissertations, and research projects. Prerequisite: CTL1104.
J.A. Wilkinson
CTL1106H Spirituality in Education
This course examines the nature of spirituality. After exploring various conceptions
of spirituality the course then examines how it can be part of the school curriculum
in a non threatening manner. More specifically, the course explores the nature
of the soul and how the soul can be nourished in the classroom through approaches
such as imagery, dreams, journal writing, and forms of contemplation. The arts
and earth education are also examined in this context. Finally the role of the
teacher will be explored.
J. Miller
CTL1107H The Body's Ways of Knowing
This course will offer frameworks for understanding the tacit knowledge present
within the human body. The work of the course will progress from the body's
materiality, through its transformative and subtle energies, to its spiritual
potentiality. Body's knowledge will be considered in the broad context of how
we are interconnected with society and nature. The special emphasis of the course
is how we can facilitate our educational and learning practices through an augmented
awareness of our bodies.
V. Darroch-Lozowski
CTL1108H The Phenomenological Curriculum
This course is based on participants discovering their own processes of interpretation
and taken-for-granted practices in teaching and learning. Readings and class
discussion about hermeneutics and phenomenology will provide the foundation
for participants to individually, and collectively, design a curriculum. Participants
may design their projects for the sciences, arts, humanities, technology, or
professional fields.
V. Darroch-Lozowski
CTL1110H The Holistic Curriculum
This course will focus on curriculum that facilitates personal growth and social
change. Various programs and techniques that reflect a holistic orientation
will be analysed: for example, Waldorf education, social action programs, and
transpersonal techniques such as visualization and the use of imagery in the
classroom. The philosophical, psychological, and social context of the holistic
curriculum will also be examined.
J. Miller
CTL1111H Creative Arts Special Subject
This course examines the arts in education - drama, dance, music, visual art,
and media - and provides a background for the role of the arts as a mode of
learning and as a subject discipline.
D. Booth
CTL1112H Interpretive Research Methods in Holistic and Aesthetic Education
The course provides a review of interpretive research methods for studying holistic
learning and teaching and for arts inquiry. A set of criteria consistent with
holistic, aesthetic frameworks will be established for evaluating various methodologies.
The aim of the course is to prepare students for selecting an appropriate methodology
for their research and development projects.
Staff
CTL1113H Art and Play in Children's Culture
In this course we will examine the way children organize and conduct play and
the way they create paintings and drawings. Attention will be directed to the
social interpretations made by
adults in their attempts to comprehend the actions of children when children
are engaged in play and art.
Staff
CTL1114H Exploring Human Understanding and Education through Visual Media
This course brings together the theoretical question of how photographs acquire
interpretive meaning and a practical concern with how photography may be used
as a medium for research in the human sciences. Both theory and practice will
focus on: the photographic essay as a form for composing and transmitting research
knowledge; the relationship of researchers/photographers to the subjects they
study and to the viewers of their photographic essays; and the viewers' opportunities
for changes in cultural and self-knowledge. Basic knowledge of camera handling
is a prerequisite for the course.
V. Darroch-Lozowski
CTL1115H Teacher Education and the Construction of Professional Knowledge:
Holistic Perspectives
The course will focus on teacher education and the construction of professional
knowledge in teaching from holistic perspectives. Beginning with an exploration
of the various conceptual and structural alternatives to initial teacher education,
the course then examines holistic, arts-based and narrative orientations to
learning to teach and to career-long teacher learning. The connections between
professional renewal, curriculum and school renewal, and educational research
are explored.
M. Beattie
CTL1116H Holistic Approaches in the Elementary Mathematics Curriculum
This course is designed for elementary school teachers interested in experiencing
math teaching as a creative and deeply satisfying endeavour. Through class discussions,
reflection activities, creative group investigations, quest presentation, selected
readings and a final (usually classroom-based) project, participants will be
able to explore topics from among the following: holistic math learning environments;
linking math with real life; creative problem-solving; open-ended problems;
integrating math with other disciplines such as fine arts, social studies and
language arts; journal writing, use of children's literature and oral communication
activities; authentic assessment; linking assessment with instruction.
R. Cohen
CTL1200H Science in the School Curriculum: Elementary
An analysis of elementary science curriculum organization and rationale, including
a review of various contemporary approaches.
Staff
CTL1201H Science in the School Curriculum: Secondary
A systematic analysis of matters central to curriculum development for science
in secondary schools. Topics include views of the nature of science and its
purpose in schools, with corresponding implications for teaching strategy, objectives,
and evaluation.
Staff
CTL1202H Mathematics in the School Curriculum: Elementary
A study of mathematics educational materials and common instructional practices
at the primary and junior levels. A consideration of topics of current interest:
computational skills in an age of microcomputers, systematic estimating, measurement,
problem-solving, uses and abuses of concrete and semi-concrete materials, and
motivation.
Staff
CTL1203H Mathematics in the School Curriculum: Secondary
A study of mathematics educational materials and common instructional practices
at the intermediate and senior levels in the light of recent theories of learning
and motivation and recent developments in problem-solving.
Staff
CTL1204H Making Mathematics Learning Meaningful for Secondary School Students
Various ways of making math meaningful and accessible for secondary school students
will be examined in the light of recent developments in the field and the new
Ontario mathematics curriculum guidelines. Topics will include: connections
of math with real life; applied math; problem solving, inquiry, model building
and the
role of graphic calculators; cooperative learning; oral and written communication
about math; dealing with students' difficulties and math anxiety, alternative
assessment approaches.
R. Cohen
CTL1205H The Education of Science Teachers
An examination of problems and issues specific to pre-service and in-service
education of science teachers for both elementary and secondary schools. Intended
primarily for those who now have, or who expect to have, responsibility in this
area, either in the schools or in teacher-education institutions.
Prerequisites: Permission of instructor, and either CTL1200 or CTL1201 or equivalent.
Staff
CTL1206H Teaching and Learning Science
This course involves a study of theories of learning in the context of science
education, a survey of research relating to children's understanding of concepts
in science, and an exploration of strategies for more effective science teaching.
D. Hodson
CTL1207H Teaching and Learning about Science: Issues and Strategies in Science,
Technology, Society and Environment (STSE) Education
A detailed study of issues in the history, philosophy, and sociology of science
that have significance for science education, an examination of the philosophy
underpinning the STS movement, and a consideration of some of the theoretical
and practical problems surrounding the implementation of science curricula intended
to focus on environmental, socioeconomic, cultural, and moral-ethical issues.
E. Pedretti
CTL1208H Curriculum Issues in Science and Technology: An Historical Perspective
This course aims to illuminate contemporary international debate in science
and technology education and to provide some insight into the nature of curriculum
change through a critical analysis of episodes in science curriculum history.
D. Hodson
CTL1209H Current Issues in Science and Technology Education
The course focuses on the design of effective strategies for exploring students'
personal frameworks of meaning in science and addresses issues of contemporary
international debate about science and technology education, including the "Science
for All" movement, the "new" psychology of learning, the language of science
and technology education, problems of gender equity and multicultural science
education, the role of laboratory work, computers in science education, environmental
and health education.
D. Hodson
CTL1210H Assessment and Evaluation in Science and Technology Education
This course focuses on the concerns and processes of science and technology
curriculum evaluation and the issues surrounding the construction of effective
methods for assessing student learning in science and technology.
D. Hodson
CTL1211H Action Research in Science and Technology Education
This is an active research-based course in which participants will sharpen and
develop their understanding of issues and professional practice in science and
technology education. Working within a mutually supportive group of practitioners,
they will subject their current practice to critical scrutiny and appraisal;
plan and attempt to implement alternative curriculum materials and practices;
and evaluate them in action. The course requires participants to have access
to classrooms.
D. Hodson, E. Pedretti and L. Bencze
CTL1212H Curriculum Making in Science: Some Considerations in the History,
Philosophy and Sociology of Science
This course will address some key issues in the philosophy and the sociology
of science and their implications for science education at the elementary and
secondary levels. Attention will also be directed towards (i) a critical appraisal
of the role of the history of science in science education, and (ii) a consideration
of pseudosciences and their role, and the distortion and misuse of science for
sociopolitical goals. Course members will have the opportunity to explore ways
in which lab work, computer-
mediated learning, language activities and historical case studies can be used
to present a more authentic view of science, scientific development and scientific
practice.
D. Hodson
CTL1213H Action Research in Mathematics Education
Through active, classroom-based research (by individuals or small teams) along
with exposure to relevant topics, ideas and techniques, class members will deepen
their understanding of issues and professional practice related to mathematics
teaching and learning. Working within a mutually supportive group, they will
critically examine their current practice, adopt or design alternative approaches,
classroom practices and curriculum materials, implement and evaluate them in
action. Participants are required to have access to classrooms. Based on participants'
interests and backgrounds, one or more topic might be chosen as a focus area
for the research activities of the particular class.
R. Cohen
CTL1300H Curriculum, Popular Culture, and Social Difference
Popular culture and social difference are examined as the grounds from which
students often make sense of educational practices. Questions address how social
difference may lead to marginalization and silence and how pedagogy may be developed
that is responsive to a variety of student interests and emotional investments.
R. Simon
CTL1301H Language, Power, and Possibility: Application to Curriculum
An exploration of the relationship between language and the enhancement of human
possibility considered through the study of economic, social, and cultural bases
of language-in-use. Particular emphasis is given to school language practices
and texts, but material studied is also appropriate to those with an interest
in informal education.
R. Simon
CTL1302H Media Studies and Education
This course is an introduction to the study of contemporary media and their
relation to educational practice. The approach will be a critical one, analysing
the overall cultural formation promoted by contemporary media as well as exploring
their implications for schooling - in particular, how they impinge upon the
social relations of the classroom. Part of the course will therefore include
a look at both specific media practices (newspaper press, advertising, television,
rock videos) and practical curricular strategies that respond to them. The emphasis
is on understanding the media as powerfully educative forms in their own right,
as well as having complex relationships with official school knowledges.
R.J. Morgan
CTL1303Y Global Education: Theory and Practice
The course will consider definitions, models and schools of thought within global
education and proximate fields (such as development, environmental, human rights
and peace education) and their implications for curriculum, teaching and learning
processes and schools as a whole. The arguments of critics of global education
will be reviewed as will developments and perspectives internationally within
the field. The nature of global education at the elementary and secondary level
and across the curriculum will be explored. Finally, the characteristics of
the global teacher and global school will be considered, in the context of new
thinking on school reform.
D. Selby
CTL1304H Cultural Studies and Education
The study and concept of "culture" has emerged from a number of different disciplines
over the past century. "Cultural studies" is a recent synthesis and critical
re-evaluation of some of these approaches, one with important implications for
educators in the area of the humanities. Through a discussion of key texts and
issues generated within this tradition, the course examines structuralist, ethnographic,
feminist, and postmodern versions of cultural studies in order to understand
how these approaches reformulate an educational practice concerned with contemporary
culture.
R.J. Morgan
CTL1305H Television and Education: Theoretical Perspectives
Television has become a pervasive part of the cultural and symbolic life of
young people, creating new constituencies and forms of identity that educators
need to consider. This course acknowledges the centrality of television to contemporary
educational experience, by examining competing theories of television's role
in society, engaging in debates about its "effect," exploring theories of audience
and questions of access. The attempt is to formulate an overall understanding
of how this medium has altered educational terrain, including the concept of
education itself.
R.J. Morgan
CTL1306H Qualitative Research Methods in Education: Concepts and Methods
The course is designed to introduce students to qualitative methods of research
in education. The intention is to examine the nature of qualitative research
and its relationship to theory. Students will look at different ways of approaching
qualitative research, and special attention will be paid to the concept of critical
ethnography. Students will also study five specific research techniques: observation,
interview, content analysis, life history, and action research.
D. Gérin-Lajoie
CTL1306H La recherche qualitative en Éducation: bases théoriques
et pratiques
Le cours a pour but d'initier les étudiantes et les étudiants
à l'analyse qualitative dans le domaine de la recherche en éducation.
Le premier objectif du cours est de se pencher sur la nature même de la
recherche qualitative et sa relation avec la théorie. Différentes
façons de concevoir la recherche qualitative seront donc examinées.
Dans un deuxiéme temps, les étudiantes et les étudiants
se familiariseront avec cinq techniques de cueillette de données: l'observation,
l'entrevue, l'analyse de contenu, le récit de vie et la recherche-action.
D. Gérin-Lajoie
CTL1307H Identité collective et Éducation minoritaire de langue
française
Le cours a pour objectif de se pencher sur le rôle de l'école de
langue française comme véhicule de transmission de l'identité
collective du groupe minoritaire. Pour ce faire, nous nous pencherons d'abord
sur l'analyse de certains concept-clés tels que l'identité collective,
la culture, l'assimilation et la francisation dans le contexte d'un milieu minoritaire.
Par la suite, nous examinerons les programmes-cadres du ministére de
l'Éducation de l'Ontario afin de mieux saisir la place accordée
à la notion d'identité collective dans les programmes d'enseignement
et la façon dont cette dimension se traduit dans la salle de classe.
D. Gérin-Lajoie
CTL1308H Education and Cosmology
A formulation of educational questions dealing with the contemporary ecological
crisis. A systematic study of human cosmology will enable the consideration
of educational questions in terms of the role of human beings in relation to
the natural world, and will foster the educational vision and creativity necessary
for ecological survival and renewal.
E.V. O'Sullivan
CTL1309H Les stéréotypes sexuels dans les programmes scolaires
Le cours veut permettre aux étudiantes et aux étudiants de comprendre
comment l'école, par ses programmes, son matériel scolaire et
son personnel enseignant, contribue à reproduire les rapports d'inégalités
qui s'établissent entre les hommes et les femmes dans la société.
L'analyse s'intéressera au rôle de l'école en tant qu'agent
de socialisation ainsi qu'aux efforts gouvernementaux en matière d'égalité
entre les sexes. Par la suite, une analyse de contenu du matériel scolaire
utilisé dans les écoles de langue française de l'Ontario
viendra se greffer au cours.
D. Gérin-Lajoie
CTL1310H Feminist Theory, Identity Politics and Contemporary Educational
Thought
This course will introduce students to the significance of feminist social and
political thought for the study of education and democracy. As one part of this
process, students will examine the contribution of feminist critiques of liberal
democracy to our understanding of the political role of education in society.
This examination will involve scrutinizing the historical and contemporary feminist
works of, for example, Simone de Beauvoir, Seyla Benhabib, Nancy Fraser, Iris
Marion Young, Allison Weir, Juliet Mitchell, and Kristeva. A secondary aim is
to explore the relationship between feminist thought, identity-formation and
identity-politics in the state. This focus will provide students with the opportunity
to examine diverse feminist theories (in particular, those feminist frameworks
which reside outside what is considered to be feminist educational theory) of
identity-formation and their manifestation in educational theory) of identity-formation
and their manifestation in educational structures and practices. A final aim
is to examine the social processes (e.g., race and class formations) which are
involved in the development of what could be called a feminist political identity
or feminist forms of political subjectivity in the contemporary social context.
Students will consider the implications of these processes for the study of
feminism in both education and society.
J. Dillabough
CTL1311H Gender, Education and Nationhood: An International Feminist Dialogue
This course will examine the gendered nature of education in the context of
globalization and changes in education worldwide. This will necessarily involve
a study of (a) women's position in education across diverse national contexts
during periods of substantial political reform (e.g., New Right reform, European
Union, anti-apartheid movements in South Africa); (b) the link between global
transformations (e.g., new forms of citizenship), questions about nationality
and new forms of gendered marginalization in changing educational contexts (e.g.,
race, religious affiliation, class, sexuality and nationality); and (c the relationship
between feminist theory, democracy and education.
J. Dillabough
CTL1400H Classroom Adaptations and Instructional Strategies
Students will become knowledgeable about components of adaptive instruction,
principles involved in evaluating instructional materials, and understanding
remedial/developmental approaches.
E. Geva, A. Jordan and J. Wiener
CTL1401H The Resource Consultant: Skills in Classroom Consultation (Pass/Fail)
This course will cover concepts in collaborative and other forms of consultation
in the cycle of assessment and programming. The role of the consultant will
emphasize indirect service to pupils by supporting regular classroom teachers.
A practicum in consultation will be included. Candidates should have work experience
in educational consultation and be familiar with concepts in curriculum-based
assessment, program planning, and integration.
A. Jordan and K.E. Stanovich
CTL1600H Implementing Dynamic Web Interaction for Education
The Internet World Wide Web (WWW) is a medium for education which goes beyond
retrieving static documents. This course explores how to create dynamic interactions
for educational purposes, including Web "forms", server "CGI" processes, access
of databases, real-time data and images, simulations, search engines, collaborative
documents, and client-side (browser) processes. Students will study and create
interactive educational Web projects using programming languages including Perl
in a Unix environment, JavaScript and Java, while exploring educational design
issues.
Prerequisite: CTL1605 or permission of the instructor. Experience with Perl,
Unix, HTML, and Web server management are useful background for the technical
content and expectations of the course.
R.S. McLean
CTL1601H Instructional Technology: Computer-Based Instruction
Current practice and research in the use of computers to guide instruction are
examined. Includes all aspects of computer-aided learning: computer-assisted
testing, computer-managed instruction, and computer-assisted instruction. Specific
topics change each year.
E. Woodruff
CTL1602H Introduction to Computer Applications in Education
An overview of the uses of computers in education and consideration of critical
issues of those uses; recommended as the first course taken in this field. Topics
representative of computer applications will be selected from the following:
computers in the schools, educational software classification and evaluation,
interactive instructional technologies, multimedia, curriculum applications,
computer networks, Internet resources, computer-mediated communication, virtual
reality, and artificial intelligence applications. It is strongly recommended
that this course be taken early in the student's program. CTL1602 is required
for all Masters students in the Computer Applications specialization unless
explicitly waived.
R.S. Cohen, L.E. Davie or R.S. McLean
CTL1603H Instructional Technology: Instructional Programming
Procedures for the selection and development of computer-based individualized
instructional materials by applying principles derived from instructional systems
development and computer-assisted learning/training.
Staff
CTL1604H Instructional Technology: Video/Multimedia Design
A course on production of educational multimedia and its applications to education
and training. Experience is provided in applying principles of instructional
systems design and production to the creation and integration of images, video,
sound and text in an educational project in the multimedia laboratory.
R.S. McLean
CTL1605H Internet Resources and Education
The internet is the worldwide connection of millions of computers in universities,
colleges, schools, government, and commercial enterprises. This course provides
experience accessing the internet and focuses on finding Internet World Wide
Web (WWW) resources for use in education. Students will collect resources from
the Internet and present them in an Internet Web site for access by others on
the Internet.
R.S. McLean
CTL1606H Computers in the Curriculum
This course deals with the use of computers in schools as tools for students
in curricula other than computer studies. The role that technology can play
in school restructuring is examined. Also included is a discussion of issues
related to teacher training and classroom implementation, and the ways in which
technology applications can influence the curriculum content and process. The
major emphasis is on determining the specific educational needs (of students,
teachers, etc.) that computers can meet.
Prerequisite: CTL1602H or permission of instructor.
B. Durell or D. McDougall
CTL1607H Computer Studies and the Teaching of Programming
A discussion of issues related to computer studies and the role of computer
programming instruction at the elementary, secondary, and postsecondary levels.
Relationships to mathematics, science, and other curriculum areas will be explored.
Research literature in the following areas will be examined: implementation
of computer studies curricula; use of hypermedia-based authoring tools; multimedia
and applications packages in computer studies; instructional techniques and
their effectiveness; project-based learning and teamwork; the teacher's role;
students' learning processes; programming instruction to children and the related
cognitive prerequisites and effects; user-supportive programming environments
for beginners.
R.S. Cohen
CTL1608H Instructional Technology: Instructional Design
Procedures involved in the systematic design of instruction and training will
be covered. Discussion will focus on computer-based training and interactive
multimedia, but other forms of instruction and training will be illustrated.
Students will complete an instructional design of their choice as a project.
J. Hewitt
CTL1609H Educational Applications of Computer-Mediated Communication
A survey of the use of computers for human communication for educational purposes.
Applications and issues of teaching and learning in the online environment,
related to all levels of education, are examined. The course is conducted via
OISE/UT's computer conferencing system.
B. Durell
CTL1610H Technology in Mathematics Education: Secondary
A critical examination of the role of technology in the teaching of secondary
school mathematics, and its influence on curriculum content and on creating
meaningful mathematics for diverse groups of students. Emphasis will be placed
upon ways in which technology can be used to support learners in communicating
about mathematics, in constructing and manipulating mathematical objects, and
in carrying out mathematical reasoning.
G. Hanna
CTL1611H Computer-Mediated Distance Education
The use of computer mediated communication for the delivery of distance education
courses by schools, colleges, universities and organizations in the private
and public sectors.
Topics will include: adult learning theory, cooperative learning theory, the
educational use of Internet resources, and the technological tools available
for supporting distance education delivery. Prerequisite: CTL1602 or permission
of instructor.
L. Davie<
CTL1612H The Virtual Library (Non-Credit)
This five-module course on the Virtual Library has been designed to address
students' library related skills. Research strategies and information retrieval
skills will be taught by alternating demonstration and discussion with hands-on
practice by students.
M. Wahlstrom and staff
CTL1797H Practicum in Curriculum: Master's Level
Supervised experience in an area of fieldwork, under the direction of faculty
and field personnel. Inquire at the department office at least two months before
the beginning of term.
Staff
CTL1798H Individual Reading and Research in Curriculum: Master's Level
Specialized, individual study, under the direction of a member of the teaching
staff, focusing upon topics of particular interest to the student. Although
credit is not given for a thesis investigation proper, the study may be closely
related to a thesis topic. A student wishing to enrol in CTL1798 is required
to complete, in typewritten form, an Individual Reading and Research Course
form, including an appropriate bibliography, describing the rationale and plan
of study for the course. This course proposal must be signed by the student's
faculty advisor and the instructor with whom the course will be taken, and then
submitted for approval to the department's academic programs standing committee.
Staff
CTL1799H Special Topics in Curriculum: Master's Level
A course designed to permit the study of a specific area of curriculum or instruction
not already covered in the courses listed for the current year. (This course
does not fulfil the purpose of CTL1798, which in the Department of Curriculum,
Teaching and Learning is normally conducted on a tutorial basis.)
Staff
CTL1800H Research Colloquium in Curriculum and Instruction
This course is designed to acquaint students with the elements of teacher development
and curriculum research. Reports and discussions by students and staff will
provide experience in the selection and evaluation of research problems and
procedures in teacher development and curriculum and instruction.
Staff
CTL1801H Action Research and Professional Practice
An examination of the different forms of research that makes central the practitioner's
agenda about his/her practices. Alternatives include action science, action
research, participatory research. Emphasis will be placed upon history, ideology,
and methods associated with each alternative. Conceptual analysis will be integrated
with collaborative research in a field setting.
J. Weiss
CTL1802H The Conceptualization of Curriculum Problems
An examination of the process of formulating curriculum problems for study.
This includes taking up substantive problem definition and appropriate methodologies
for conducting an inquiry. Attention will be paid to assumptions underlying
problem and method, and the articulation of the relationship between conceptualization
and practice. Students are expected to make seminar presentations of developing
thesis ideas. Recommended for Ed.D. students in their resident year and for
Ph.D. students usually in the second year of residence.
J. Weiss
CTL1803H Research Seminar in Reading
This course is designed to survey current models of reading and reading acquisition.
The focus is on basic research on reading, particularly that deriving from perspectives
in cognitive and developmental psychology. The course will cover basic methods
and theoretical principles of cognitive psychology most relevant to models of
the reading process. Students will conduct an in-depth analysis of a specific
research problem related to reading theory.
K.E. Stanovich
CTL1804H The Linguistic Analysis of Interaction in Educational Settings
In order to study how educational purposes are realized in practice it is helpful
to be able to describe the ways in which meanings are jointly constructed and
negotiated in interaction, so that patterns of behavior can be evaluated against
both purposes and outcomes. The course aims to provide both an introduction
to theoretical work in the field and an opportunity to apply some of these ideas
to the analysis of interactional data.
Prerequisite: Permission of instructor.
C.G. Wells
CTL1805H Advanced Seminar in Language and Learning: Theory and Practice
An exploration of the relationships between theory, research findings, and course
members' teaching experiences. Course members contribute their teaching experience
as a context in which the group discusses ideas drawn as far as possible from
original sources read and reported on. The topic, language and learning, cuts
across various areas commonly taught in the school curriculum and embraces original
work in a number of disciplines (e.g., philosophy, linguistics, psychology,
sociology, literary criticism).
Prerequisite: Permission of instructor.
C.G. Wells
CTL1806H Seminar on Sociocultural Theory and its Applications to Educational
Research and Practice
Starting with Vygotsky's theorizing of learning and the appropriation of cultural
practices and knowledge through engagement in purposeful social activity, this
seminar will examine contemporary developments in sociocultural theory as they
bear on educational research and practice, with particular critical attention
being given to the examination of such key concepts as "apprenticeship," "scaffolding,"
and "the zone of proximal development." The aim will be to develop a theoretical
framework within which to explore the relationships between classroom practices
of teaching-and-learning, student and program evaluation, and teachers' professional
development. The theory will also be drawn on to examine such current emphases
in educational practice as "active learning," "whole language," and "cooperative
learning."
C.G. Wells
CTL1807H The Curriculum of Non-School Settings
Non-school learning settings are increasingly seen as important connections
to the formal school site, and as valuable in and of themselves. There has been
little attention paid to how these sites are curricular settings. Emphasis will
be on conceptualizing curricular approaches and applications in concrete situations.
J. Weiss
CTL1820H Research in Special Collections of Children's Literature
Applied research in children's literature in special collections is the course
focus. All content and work is characterized by and limited to "access in special
collections only." Students with extensive knowledge in the field of children's
literature with both breadth and depth in that knowledge will pursue topics
of individual interest.
J.A. Wilkinson
CTL1821H Imagination, Language and Learning
In order to rethink and redefine the concept of imagination, this course examines
theories of the imagination and the history of the imagination. The effort is
to find the meeting place between imagination and language in order to understand
how learning evolves in all areas of our lives. The context for the course is
the contemporary crisis of the subjugation of the imagination for instrumental
purposes. Readings will be drawn from education and the humanities. The aim
of the course is to discover small, mutative beginnings within learning situations
for re-awakening the imagination.
V. Darroch-Lozowski
CTL1822H Postmodern Presentations of Culture
This course examines postmodern presentations of culture in current social life,
primarily through an examination of a series of feature-length films. The mode
of inquiry in the course focuses upon the viewer's response to the structure
of a film. The study of the postmodern will be conducted through poststructural
thinking in the human sciences and through phenomenology and hermeneutics. Seminar
meetings will be devoted to discovering postmodern interpretive processes within
culture and consciousness. Features of the postmodern to be examined include:
the loss of the unified self, the significance of history and memory, decentred
social life, and the awareness of the presence of nihilism within social life
and human existence.
V. Darroch-Lozowski
CTL1823H Arts and Education: Play, Drama, and Thought
A study of imagination, play, and dramatic action in relation to human thought
and to arts and education. A review of basic theories is included, with special
attention to philosophical and psychological premises. Students undertake selected
studies in depth in the research, history, and curriculum applications of play
and drama as both a subject and a method.
J.A. Wilkinson
CTL1824H Research Seminar in Holistic Arts Therapies Education
Critical analysis of research in holistic arts therapies education intended
(a) to broaden knowledge of research in the discipline, and (b) to increase
awareness of the various methodologies used in this area. The course is designed
for those pursuing thesis or formal research in this area. Assessment includes
review of the literature on a specific issue and planning a study on a relevant
topic. Prior or concurrent study in research methodology is recommended.
Prerequisite: CTL1100
J.A. Wilkinson
CTL1825H The Teacher as a Contemplative Practitioner
This course examines the role contemplation can play in teaching. Specifically,
the concept of contemplation is explored in relation to reflection, personal
narrative, and personal mythology. Students will also examine the thought and
biographies of various contemplatives (e.g., Emerson, Huxley, Merton, and Steiner).
The course provides opportunities to explore various modes of contemplation.
Finally, contemplation will be linked with teaching and how it can allow teaching
to become a more fully conscious act.
J. Miller
CTL1826H Colloquium in Arts and Education
This colloquium, which is intended for thesis students, provides opportunities
for intensive individual and group study of specific problems, which will be
selected each year in consultation with the participants.
Prerequisite: Permission of the instructor.
J.A. Wilkinson
CTL1827H Concepts in Holistic and Aesthetic Education
This course provides a conceptual foundation for holistic teaching and learning
and for the arts (visual arts, drama, poetics and literature). It examines knowledge
systems based on an integrated perspective of mind, body, and soul. It will
include western, eastern, and indigenous ideas. The course is intended to offer
procedures for organizing ideas and constructing analyses for educational research
and development projects.
R. Silvers
CTL1840H Gender Issues in Mathematics, Science, and Technology
The course will consider topics relevant to the teaching of mathematics, science,
and technology with a view to increasing the participation of women in these
areas. We will review critically research on gender issues, on approaches to
teaching mathematics and sciences, and on psychological and social factors related
to the participation of women in mathematics and science.
G. Hanna
CTL1841H Research Seminar in Science Education
A critical examination of current theoretical perspectives and research methods
in science and technology education. The course is designed for those contemplating
a thesis in this area. Participants will have the opportunity to present seminars.
D. Hodson, E. Pedretti and L. Bencze
CTL1860H Pedagogical Futures for English Studies: Rethinking English at
the Secondary School Level
Dominant language and literature teaching methods tend to emphasize personal
response and naturalistic approaches to language and literature. This course
explores literature and language pedagogies as historically constituted artifacts
or "discourses." Situating English studies in relation to other social discourses,
the course examines this area of cultural study in terms of its gender, race,
class, and ethnic dynamics as these pertain to texts, teachers, and learners.
In particular, theories of discourse and genre, feminist aesthetics, and recent
theories of language and subjectivity are considered as alternative positions
from which to make sense of textuality, literacy, and the language of the classroom.
R.J. Morgan
CTL1861H Critical Ethnography
An ethnography - of a community, classroom, event, program - seeks to describe
the set of understandings and specific knowledge shared among participants that
guide their behaviour in that specific context. The value of ethnography as
a research method lies in its holistic view of the particular culture, cultural
situation or cultural event under study. Critical ethnography is fundamentally
concerned with questions of education and inequality. It seeks not only to describe
conditions of inequality, but also aims towards creating change in the conditions
it describes. In this course we will inquire into the concerns of critical ethnography
and learn about conducting and writing critical ethnography by reading and discussing
studies that explore the relationship between education and ethnicity, gender,
class, race and minority languages.
T. Goldstein
CTL1880H Analysis of Instruction
In this course, current research about how teachers accommodate diversity will
be examined from both quantitative and qualitative paradigms and theoretical
perspectives. The focus will be on the elementary and secondary classroom, and
on the inclusion of students with special needs, but this focus does not preclude
other settings or interests. Students will be encouraged to examine their own
epistemological and pedagogical beliefs, to examine the literature critically,
and to make the case for a research agenda and design a study in the field.
A. Jordan
CTL1920H Research Seminar in Interactive Systems for Education
Principles and practice of user interface design as applied to educational software.
Students will undertake a research or development project in an area of human/computer
interfaces.
R.S. McLean
CTL1921H Computer-Supported Intentional Learning Environments
Computer-supported intentional learning environments have two principal objectives:
(a) to upgrade the conceptual quality of what is learned; and (b) to increase
students' abilities to monitor, control, and improve their own learning. In
this course students will help design, pilot test, and revise intentional learning
environments.
M. Scardamalia
CTL1922H Instructional Technology: Seminar in Interactive Video/Graphics
Current research and applications in the use of non-textual electronic media
in the individualized instructional process will be analysed. Specific considerations
will relate to cognition and visual perception, the person- machine interface,
instructional systems design, production, and evaluation. Individuals will prepare
an in-depth analysis of a selected sub-topic.
Staff
CTL1923H Technology Supported Environments for Situated Learning
Learning environments supported by computer technology that promote knowledge
construction that is situated in activity and in culture will be studied. Recent
research literature on various models for such learning environments will be
examined, and practical applications in schools and other educational settings
will be considered. Students will have to carry out individual or group projects
focused on practical applications of such environments.
R.S. Cohen
CTL1924H Research Issues in Educational Computer-Mediated Communication
A critical analysis of the research literature, methods, and findings relating
to the use of computer-mediated communication for education. The course is conducted
via OISE/UT's computer conferencing system. Prerequisite: CTL1609 or permission
of instructor.
L.E. Davie or R.S. McLean
CTL1925H Doctoral Seminar: Research Issues in Computer Applications (Pass/Fail)
Doctoral students specializing in Computer Applications in Education are normally
required to take this seminar as preparation for the comprehensive examination
requirement. The seminar requires adequate skills and knowledge in both the
student's field of concentration and in the skills of research. As a prerequisite
to the seminar, the student should have: (a) completed at least two courses
in Computer Applications; and (b) completed at least one course in research
methodology. The seminar offers a critical examination of current theories and
practices, research design and methodological issues in the field of educational
applications of computer technology. Through literature reviews, article and
thesis critiques, presentations by guest speakers and by class members, group
work and informal class discussions, students will be able to integrate and
deepen their understanding in these areas. This will help prepare them for the
comprehensive examination and for formulating their research plans and writing
a thesis proposal.
R.S. Cohen, L.E. Davie or R.S. McLean
CTL1997H Practicum in Curriculum: Doctoral Level
Supervised experience in an area of fieldwork, under the direction of faculty
and field personnel. Inquire at the department office at least two months before
the beginning of term.
Staff
CTL1998H Individual Reading and Research in Curriculum: Doctoral Level
Description as for CTL1798.
Staff
CTL1999H Special Topics in Curriculum: Doctoral Level
A course designed to permit the study (in a formal class setting) of a specific
area of curriculum or instruction not already covered in the courses listed
for the current year. (This course does not fulfil the purpose of CTL1998, which
in the Department of Curriculum, Teaching and Learning is normally conducted
on a tutorial basis.)
Staff
OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education | |||
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