OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
Curriculum, Teaching and Learning - Curriculum Program
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Curriculum Program

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:

Degrees in 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.

Areas of Specialization in the Curriculum Program

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

COURSES

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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