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1 p

-.^

To.......................................................

SENATE 

CATI

From.....................................

STUDIES

Date.. . J'?Y. ..'. .

Acting under delegated authority at its meeting of November 13, 1984 the 

Senate Committee on Undergraduate Studies approved course changes in the 

Faculty of Education - 

EDUC 361 Contemporary Issues and New Developments in Educational

Practice - change of credit hours from 4 to 3 

EDUC 495 Special Topics -

change of credit hours from 5 to 6 

EDUC 406 Changes to Calendar entry 

EDUC 423 Change in title and calendar description 

SCu

E3 I F1€JNI ?

tc1

E3 E — = FR LJI1 I WF I V

cijir'i cu=

ricr i

3 M

I'1DLJI1

TO: Ron Heath ? 

FROM: 

Registrar 

SUBJECT: ? 

DATE: 

For your information, the Faculty of Ei 

September 24th approved course changes 

as described in the attached documents 

Jaap Tuinman 

Acting Dean 

Faculty of Education 

September 25, 1984 

iucation at it meeting on 

to EDUC 361, 495, 423 and 406 

FE 84-13, 14 and 15. 

Please include them on the agenda of the next meeting of the Senate 

Committee on Undergraduate Studies. 

çc\J

J_ j ?

cc: Stan Shapson 

Stan Kanehara 

.........tai Kaflhar 

Dean's Assistant 

....... F.cijJ.t,y, 

?

w.c&Upn.

(f-l3J

At a recent Undergraduate Programs Committee meeting the following changes 

to course credit allocation were approved: 

Course # 

Current Credit Hrs. ? 

Proposed Credit Hrs. 

EDUC. 361 

?

1

?

3

EDUC. 

495 v ot

5 ?

6

Please place this item on the agenda for our next Faculty meeting. 

Thanks. 

SS: kg 

Rationale for Changes 

EDUC. 361 - make the credit hours (ie 3) consistent with all other 300 and 

200 level education courses. 

EDUC. 495 - allows for some tn-university collaborative programming in the 

interior; most of UBC and U Vic's courses are 3 units which 

translate into 6 SFU units. 

SiMON FRASER UNIVERSITY

MEMORANDUM

From ...... 

.Stan ? 

rp.s.9n............................... 

?

Director, Undergraduate Programs 

Date ....... . 

4vne)<9

............. ?

.1,i...

EDUC. 406 CHANGES IN CALENDAR ENTRY 

?

FE 84-15 

Current Calendar Description 

EDUC. 406-0 

?

Professional In-Service Practicum 

Supervised observation/teaching practicum in an accredited instructional setting 

in British Columbia. The practicum is designed for two distinct groups of 

teachers: (1) those who wish to meet certain B.C. certification requirements, 

and (2) teachers who wish to change instructional emphasis or to become familiar 

with current instructional and curriculum programming. 

PREREQUISITES: Education 405 or equivalent, and permission of the Director of 

Professional Programs, or permission of the Director of Undergraduate Programs, 

where appropriate. Permission will not normally be given to students without 

previous teaching experience. Grading will be on a Pass/Withdrawal basis. For 

the purpose of calculating fees, this will be considered the equivalent of a six 

semester hour course. 

Proposed Changes 

EDUC. 406-5 

?

Professional In-Service Practicum 

Education 406 is designed for two distinct groups of teachers: 

(1) for those teachers who need to meet B.C. certification requirements and 

familiarize themselves with the B.C. school system, a supervised practicum 

in an accredited instructional setting is provided. (Please refer to 

Professional Programs section of the calendar for further information and 

procedures) 

(2)

for practising teachers who wish to implement new curriculum or instructional 

techniques in their own classrooms, a supervised practicum is offered in 

conjunction with other University coursework. (Please refer to Undergraduate 

Programs section of the calendar for further information and procedures. 

Permission of the Director of Undergraduate Programs is required). 

PREREQUISITES: Education 405 or equivalent. Permission will not be given to 

students without previous teaching experience. Grading will be on a Pass/ 

Withdrawal basis. 

Rationale for Changes 

New calendar entry will more accurately reflect the intent of an In-Service 

practicum for the two distinct groups of teachers. 

Changes reflect recent invitations arising out of the Operating Principles for 

In-Service Program Development (see FE 84-6 attached, approved by Faculty May 28, 

1984) to meet the changing needs of teachers in the field. 

SIMON FRASER UNIVERSITY

MEMORANDUM

Stan Kanehara 

From

?

Stan Shapson 

............................. 

..rëCto................................... 

Undergraduate Program. 

.

Subject ......

Itern)SCUS 

?

.Date......... 

Enclosed are the documents to be forwarded to the next S.C.U.S. meeting: 

EDUC. 423-4 Teaching and Teacher Effectiveness 

EDUC. 40'6-5 Professional In-Service Practicum 

When forwarding these items please request a waiver of the two semester wait 

period for EDUC. 406-5 as we would like to implement the changes during the 

1985 SDrin q 

Semester. 

7

97ç

STUDY GROUP PLANNING DOCUI1[11F 

Undergraduate Programs and Continuing? 

Teacher Education (In-Service) 

PFG 34 Gq

The Undergraduate Programs study group has focussed its discussions on 

analyzing both credit and non-credit in-service program possibilities 

for practising teachers. As we all know, the needs of teachers and school 

districts are changing. Our immediate concern is to develop approaches 

which incorporate field-based components to follow up our university- 

based courses. 

A. OPERATING PRINCIPLES FOR IN-SERVICE PROGRAM : DEVELOPMENT 

i.

That we concentrate on developing programs for pactisinj_ 

TEACHERS(e.q. , those with a desire to upgrade, retrain, etc. 

because of changing needs in the school). 

ii.

That we actively encourage COLLABORATIVE PROGRAMMING with teachers, 

other district personnel and other agencies to meet in-service needs. 

iii. 

That we maximize the use of EXISTING. PROGRAMS AND STRUCTURES (e.g., 

DISC, KNOW) and seek creative combinations to increase their 

attractiveness for in-service. 

I v. That we moni tor programs for their IMPACT on the client (Do they 

make an observable difference in increasing teacher/school 

effectiveness?). 

v.

That we take n active role in advancing effective in-service, 

relating theory and practice consistently. 

vi.

That we encourage school-based development projects in conjunction 

with in-service programming. 

vii. 

That we emphasize the long-term COST EFFECTIVENESS of in-service. 

B. PROPOSED PROGRAM COMPONENTS 

SCHOOL-BASED ? 

SCHOOL 

UNIVERSITY COURSE -.- 

?

FOLLOW-UP ? 

-)IMPROVEMENT 

WORK 

?

ACTIVITIES ? 

[PROJECTS 

Change 

calendar 

• ? 

SENATE 

coHMITrl:E

ON UNDERGRADUATE STUDIES ? 

description and credit 

allocation only.

• ? 

1. Calendar lnforn.ation 

?

Department: 

?

Education ?

"'Abbreviation Code:EDUC. Course Number: 

?

406 ? 

Credit Hours: 

?

5 Vector: 

?

-

Title of Course: ? 

Professional In-Service Practicum 

Calendar Description of Course:. 

(please see previous page) 

Nature of Course 

Prerequisites (or special instructions): 

Education 405 or equivalent. Permission 

will 

not be given to students without 

previous teaching experience. Grading will be on a Pass/Withdrawal basis. 

What course (courses), if any, is being dropped from the calendar if this course i 

approved: 

2. Scheduling 

How frequently will the course be offered? 

?

onc

e

or twice per year. 

Semester in which the course will first be offered? 

?

1985 Spring 

Which of your present faculty would be available to make the proposed offering 

possible? 

• ______

Objectives of the Course 

4. Budgetary and Space Requirements (for information only) 

What additional resources will be required in the following areas: 

Faculty 

Staff 

Library 

Audio Visual 

Space 

Equipment 

S. Approval 

_Z6?2^_ 

D artrflent Chairman 

?

Dean

Chairman, SCUS 

ScU

73-341):- (When completing 

thifl form, for

lW4trIlct

ion; ? 

ticm.)riindum

SCUi 

13-34a.

Attach courtie outline).

Chairman, SCUS 

SENATE OQ4ITTE ON UNDERGRADUATE STUDIES 

?

Change in title and 

calendar description 

only. 

?

Calendar Ioru.aiion ? 

icartment: ? 

Education 

Abbreviation Code: 

EDUC. 

?

Course Number: 

423

?

Credit Hours: 

?

Vector:_________ 

Title of Course: 

?

Teaching and Teacher Effectiveness 

Calendar Description 

of Course: 

Findings from contemporary research on teaching 

are examined to provide a foundation for improving teaching. Topics include: 

gathering data on 'teaching effects, teacher thinking and decision making, 

descriptions of classrooms and instructional systems, and teaching skills and 

tactics. 

Nature of Course ? 

Lecture/Seminar 

Prerequisites (or special instructions): 

EDUC. 220 or equivalent. EDUC. 

320

recommended. 

What course (courses), if any, is being dropped from the calendar if this course is 

approved: ? 

None 

2. Scheduling 

How frequently will the course be offered? 

one or two times per year. 

Semester in which the course will first be offered? 

?

1985-2

Which of your present faculty would be available to make the proposed offering 

possible? Dr. P. Winne, Dr. R. Marx 

jectives of the Course 

4. Budgetary and Space Requirements (for information only) 

What additional resources will be required in the following areas: 

Faculty 

Staff 

Library 

Audio Visual 

Space 

Equipment 

/

5. Approval 

Date: 

Departinent Chairman 

SCtJS 13-34b:- 

(When completing this firm, for instructions see Memorandum SCUS 13-34a. 

Attach courte outline). 

FE 84-14 

EDUCATION 423-4 

Proposed Changes to Title and Calendar Description Only 

Current Title/Description.: 

EDUC. 423-4 Analysis of Teaching 

Use of theories of learning to identify, classify, and interpret 

teaching events; review of research on teacher behavior and models 

of teaching; generating and evaluating methods of teaching using 

theory and empirical research; observation methods. 

Proposed Changes: 

EDUC. 423-4 Teaching and Teacher Effectiveness 

Findings from contemporary research on teaching are examined to 

•

?

provide a foundation for improving teaching. Topics include: 

gathering data on teaching effects, teacher thinking and decision 

making, descriptions of classrooms and instructional systems, and 

teaching skills and tactics. 

*Sample Course Outline

EcnJCATION

423

TEACHING AND TEACHER EFFECTIVENESS 

I3OFLS 

This course has two overarching aims: (1) to provide students with a broad 

repertoire of knowledge about teaching, the roles of teachers, and issues that 

bear on improving teaching; and (2) to begin developing in students several 

fundamental ski I 

Is

needed to app 

this knowledge to improve the practice of 

teaching. 

STRUCTURE 

The course contains 1 unit,;. Nine of these ore core units and must be 

ccrnped to receive credit in the course. The first 7 of the 9 core units 

provide a foundation for under-s tard rig teachin 

g

and its environment. The e qhth 

and ri i ruth core un i ts descr i be how improvements to teach i rig can beimplemented. 

From th e 

remaining 4 optional units, students must complete 2 to fulfill course 

requiremen 

ts.

The optional units provide studen 

ts

a

means for adapt i rig the course 

to their individual circumstances arid interests. 

• Each unit consists of required readings, a list of optional readings, one or 

more 

exercises, 

and selected remedial readings. Required and optional readings 

are drawn from contemporary literature in the discipline oi research on teaching, 

plus cognate areas. (NOTE: These are not yet identified 

The exercises 

are designed to extend these readings and provide opportunities to apply skills 

for carrying out research and evaluation of teaching practices. 

Information inthe required readings must be mastered to-perform the 

exercises. The optional readin 

g

s provide means for students to customizetheir 

?

-'

knowledge base and individualize certain features of some of the exercises. 

Students must complete at least one of the optional readings and all exercises 

within each unit. 

AUDIENCE 

This course is designed for students preparing to become teachers and for 

procticing teachers. Although it has no formal course prerequisites, knowledge 

fr-cm several undergraduate courses 02-special ly educational psychology, measurement 

and eva I uat ion.' r education is assuied. For students who lack this prerequisite 

know ledge, the remedial readings suggested for each unit 

car

repair deficiencies. 

COURSE SYLLABUS 

COPE UNIT 1 - Overview of research on teaching 

- major paradigms of research on teaching 

2, the curriculum evaluation moveiferit 

3.

the competency-based teacher education movement - 

CORE UNIT 2 - Tools for reading research on teaching 

1.

reports of research - parts and their functions 

2.

variables in studies of teaching 

3.

primer on research designs and threats to valid conclusions 

4.

primer on statistics used in research on teaching 

Page 1 

EOUCAT1ON 422: 

TEAI::H I 

ri':

AND TEACHER EFFECT_YENE;S 

COPE UNIT 3 - Measures of teaching and teacher effects 

1.

defining units - tasks.fcur students and 

for

teachers 

2. methods for record iriq data 

3.

errors, biases, and 

pitfalls cii interpretation 

CORE UN IT 4 - Teacher th I rik i rig and dec i s i on mak 

1. teacher planning 

2.

interactive decision makirq 

3.

teachers' theories and beliefs about 

teach 

ing

CORE UNIT 5 - Descriptions of classrooms 

I. teachers' routines 

2. classroom discourse 

3. organizational pattern in teaching 

CORE UNIT 5 - Instructional systems 

1.

mastery learning 

2.

cooperative learning and small group I earn i nc. 

3.

active teaching and teaching functions 

4.

models of teaching 

5.

effective schools 

CORE UNIT 7 - Teachin 

g

variables 

1. feedback, praise, and 6orrectives 

, ?

2. questions 

3.

explanations 

4. academic: learnin g 

time 

23.

opportunity to learn 

CORE UNIT 

8 -

Monitoring teaching effects in the classroom 

1. record keeping systems 

2. selecting a focus for chan 

g e ? 

the task environment 

3. tr 

y

-out and assessment of charges in teaching 

4.

ethics of change in public schooling 

CORE UNIT 9 - Teacher education and staff development 

1.

maximizing teacher learning 

2.

maximizing the impact of staff development 

3. evaluating teachers 

OPTIONAL UNIT A - Student .coqhitions and teaching 

1.

sketch of cognitive instructional psuchology 

2.

students perceptions of teaching 

3.

students' perceptions of the class 

OPTIONAL UNIT B - Theories of teaching 

1.

philosophical perspectives 

2.

methodological perspectives 

3. theory development 

.

Page 

2

EDUCAT 1 OM 423 

TEACHING AND TEACHER EFFECTIVENESS 

OPTIONAL UNIT C - Research on teaching in a sub 

j

ect

area 

(select two) 

1. reading 

writing

3. science 

4. mathematics 

5.

social studies 

OPTIONAL UNIT 0 - Computers and teaching 

1.

uses of computers 

2.

sof

tware and courseware 

ea

I ua t I on 

Page 3 

Selected bibliography for Educ. 423, Teaching and Teacher Effectiveness 

.

?

Bloom, B.S. Human characteristics and school learning. New York: McGraw- 

Hill, 1976. 

Borich, G.D. E Madden, S.K. Evaluating classroom instruction: A sourcebook 

of instruments. Reading, Mass.: Addison-Wesley, 1977. 

Bossert, S.T. Tasks and social relationships: A study of instructional 

organization and its consequences. New York: Cambridge University Press, 

1979. 

Brophy, J.E. E Evertson, C.M. Learning from teaching: A developmental 

approach. Boston: Allyn and Bacon, 1976. 

Cohen, L. et. al. Class size and instruction: A field study. New York: 

Longman, 1983. 

Cooper, H. ? 

Good, T. Pygmalion grows up: Studies in the expectation 

communication process. New York: Longman, 1982. 

Dunkin, M.J., E T 

Biddle, B.J. The study of teaching. Holt, Rinehart, 

Winston, 1974. 

Englemann, S. Carnine, D. Theory of instruction: Principles and 

applications. New York: Irvington, 1982. 

.

?

Flanders, N.A. Analyzing teaching behaviors. Reading, Mass.: Addison- 

Wesley Publishing Co., 1970. 

Gage, N.L. The scientific basis of the art of teaching. New York: Teachers 

College Press, 1978. 

Good, T., Grouws, D., Ebmeler, H. Active mathematics teaching. New York: 

Longman, 1983. 

Joyce, B.B. Weil, M. Models of teaching, 2 ed. Englewood Cliffs, N.J.: 

Prentice-Hall, 1980. 

Mehan, H. Learning lessons: Social organization in the classroom. 

Cambridge, Mass.: Harvard University Press, 1979. 

Peterson, P.L. Walberg, H.J. Research on teaching: Concepts, findings, 

and implications. Berkeley, Ca.: McCutchan, 1974. 

Slavin, R. Cooperative learning. New York: Longman, 1983. 

Wittrock, M. (Ed.) Third handbook of research on teaching. New York: 

Macmillan, in press. 

continued ....... 

Page Two 

Journals 

?

.

Alberta Journal of Educational Research 

American Educational Research Journal 

Elementary School Journal 

Instructional Science 

Journal .of Teacher Education 

Journal of Research in Mathematics Education 

Journal of Research in Science Teaching 

Teaching and Teacher Education 

.