For presently scheduled courses, please refer to the Student Service Centre.
This course is designed to provide a broad overview of theories about how children develop, learn and grow up in a diverse society and how an understanding of development and diversity can inform educational practice.
Credits: 3Course Link:EPSE 308 | Human Development, Learning and Diversity
This course focuses on building teachers’ competencies in creating school and classroom environments that are safe, supportive, caring and respectful. Recognizing the long-standing, historical debates regarding discipline and classroom management, this course provides teacher candidates with an understanding of how traditional discipline and classroom management practices that have emphasized reactive and punitive approaches have given way to a more recent focus on positive approaches, including self-discipline, internalization and restorative practices that focus on building and preserving relationships in an effort to promote positive classroom contexts for learning.
Credits: 1Course Link:EPSE 311 | Cultivating Supportive School and Classroom Environments
Principles of instructional design and their application to the development, analysis, and evaluation of instructional plans for selected settings, instructional formats, and age groupings of learners
Credits: 3Course Link:EPSE 401 | Instructional Design
Introduction to research in education and educational psychology, including cognitive, sociocultural, and technological approaches to teaching and learning in diverse contexts, and cognitive, social and emotional development across the lifespan.
Credits: 3Course Link:EPSE 501 | Seminar in Human Development, Learning and Culture
Introduction to social and psychological research on language and literacy development, including reading and writing, individual differences, cross-cultural trends, atypical development, and language changes that result from aging.
2. Learning Disabilities MA Additional Content Requirements (choose 3 credits)
Investigates sociocultural research, pedagogies, and historically significant and emerging concepts, including situated learning, development as cultural participation, knowledge / identity, mediation, artifacts. Formal and informal learning environments are discussed, designed, and critically analyzed.
Investigates a range of developmental theories and research relevant to education. Topics address biological, social/emotional, and cognitive development, as well as contexts and factors influencing developmental wellbeing, including families, peers, schools, and communities.
Credits: 3Course Link:EPSE 505 | Foundations in Human Development: Infancy to Adulthood
Examination of theoretical approaches to human development, learning, and culture relevant to education. Topics rotate given faculty expertise. Students are encouraged to explore their research interests within the context of the course.
Credits: 3Course Link:EPSE 511 | Special Topics in Human Development, Learning, and Culture
Practicum with focus on student area of interest. Letters after EPSE 561 indicate which focus area is taught.
EPSE 561H: Promoting Students’ Social and Emotional Learning in Schools and Communities: Programs and Practices
This practicum course focuses on social and emotional learning (SEL), and programs and practices that promote students’ social and emotional competence, development, and well-being in schools and communities. Drawing on the latest research and theory in child and adolescent development, prevention science, risk and resiliency, and best practices in teaching and learning, students will consider SEL within the cultural contexts in which they occur, emphasizing developmental approaches that acknowledge cultural diversity. This SEL course provides students with information and practicum experiences on many different prevention/intervention approaches from established programs in Canada and the US, and internationally.
Course Link:EPSE 561H | Laboratory Practicum
Participants in this course will explore different theoretical perspectives applied to the study of self-regulation, consider implications of research on self-regulated learning in educational contexts, and extend thinking about self-regulation to a variety of “activities” within and outside of school, from the early years through adulthood.Course Link:EPSE 565R | Special Topics in Self-Regulated Learning
Historical and methodological foundations of contemporary studies on motivation. An interdisciplinary review, including how models of motivation differentially impact approaches to pedagogy, curriculum, and other aspects of learning in and beyond schools and communities of practice.
2. Learning Disabilities MA Additional Content Requirements (choose 3 credits):
Credits: 3Course Link:EPSE 584 | Motivation in Education
Examines theoretical foundations and current research on the promotion and evaluation of social and emotional development and learning in schools and community settings, including cooperation, group interaction, moral education, and classrooms as social systems. Prerequisite: EPSE 505 or equivalent.
2. Learning Disabilities MA Additional Content Requirements (choose 3 credits)
Credits: 3Course Link:EPSE 585 | Social and Emotional Development in Education
Cross-listed with LLED 501
Credits: 3Course Link:EPSE 586 | Analyzing Discourse and Talk: An Overview of Methods
Cross-listed with LLED 502
Credits: 3Course Link:EPSE 587 | Analyzing Discourse in Education: Descriptive and Critical Approaches
Advanced research in human development, learning, and culture across perspectives from educational psychology. Topics rotate given faculty expertise. Students are encouraged to explore their research interests within the context of the course.
Credit: 3/6Course Link:EPSE 604 | Advanced Topics in Human Development, Learning, and Culture
Designed primarily for graduate students preparing for post-secondary teaching. Examination of issues from the standpoint of research in educational psychology, including principles of learning, instructional technology, assessment, as well as developing, organizing, and evaluating instruction.
Credits: 3Course Link:EPSE 606 | College and University Teaching
Exploration of the diversity of experience from adolescence through emerging adulthood, including current educational research and theory on developmental trajectories and learning across family and peer, school and community, and cultural and global contexts.
Course Number: EPSE 604B
Dates and Time: January 9th to April 3rd, 2018; Tuesdays, 1:00-4:00pm
Instructor: Kimberly A. Schonert-Reichl, Ph.D.
Professor, Human Development, Learning, and Culture, ECPS; Director, Human Early Learning Partnership (HELP), SPPH, Faculty of Medicine
Recently, there has been widespread emerging interest in the use of contemplative practices (including mindfulness, yoga, etc.) aimed at cultivating mindful attention awareness and positive human qualities such as compassion and altruism in teachers and students alike. But what is mindfulness and how can it be cultivated in secular educational settings in ways that support and extend other core aims of education associated with the “three Rs”? Both clinical science and neuroscience have revealed important beneficial outcomes of the practice of mindfulness – defined as moment-to-moment, present-centered, non-judgmental awareness, in adults. New efforts are underway to extend these practices and examine their beneficial effects to children and adolescents such that the downstream consequences of a lack of mindfulness, self-regulation, and compassion, including stress and its deleterious effects on the body and the mind, might be curtailed.
In this advanced graduate seminar, we will examine the theoretical and empirical literature associated with mindfulness during both childhood and adolescence and in educators as well, with a particular focus on examining the processes and mechanisms that foster well-being in students and teachers across a variety of educational contexts. Course readings will cover such topics as: contemporary definitional and methodological issues in mindfulness research; individual, familial, social, and contextual processes and mechanisms associated with mindfulness interventions with children, youth, and teachers; and school and community based interventions. Readings for the course will include a variety of books (including the instructor’s co-edited book with Dr. Robert W. Roeser)published by Springer Press in 2016 titled “Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice”), empirical research articles, and literature reviews on recent innovations in mindfulness from neuroscience, psychobiology, epigenetics, clinical research, and education. Note that this is an advanced level graduate course and assignments will include several written assignments and presentations. Both master’s level and doctoral students are welcome to enroll.
Some of the questions that we will consider include:
- How have different researches and educators defined mindfulness?
- How can contemplative practices be “secularized” and used in secular educational settings like schools and other settings?
- Do teachers need mindfulness practices or only students?
- How should such practices be taught and delivered?
- What are the measures that can be used to assess mindfulness and related constructs?
- How can recent research from neuroscience and clinical research inform mindfulness interventions in educational settings?