V
.
?
S.87-59
SIMON FRASER UNIVERSITY
MEMORANDUM
To:
?
Senate ?
From:
J.W.G. Ivany
Chair, SCAP
Subject: ?
Faculty of Education
?
Date: ?
November 19, 1987
Reference SCUS 87-23; 87-24;
87-53;
Reference SCAP 87-23; 87-24; 87-53
Action undertaken by the Senate Committee on Academic Planning/Senate
Committee on Undergraduate Studies gives rise to the following motions:
Motion 1:
?
that Senate approve and recommend approval to the Board of
Governors, as set out in S.87-59, the Certificate Program in
Literacy Instruction as proposed by the Faculty of Education and
the Faculty of Arts including:
.
New courses ?
EDUC 341
EDUC 342
EDUC 343
Literacy, Education and Culture
Contemporary Approaches to
Literacy Instruction
Literacy Practicum
0
Motion 2:
?
that Senate approve and recommend approval to the Board of
Governors, as set out in S.87-59, the following
New courses ?
EDUC 370/385
?
Special Topics
EDUC 445
?
Legal Context of Teaching
FOR INFORMATION
Acting under delegated authority, SCUS approved calendar changes for the following
existing courses in Education as set out in S.87-59:
- ?
EDUC 220-3, EDUC 230-3 and EDUC 240-3 to apply towards the Certificate in
Liberal Arts
-
?
Change of course description for EDUC 240-3, EDUC 330-3, EDUC 423-4,
EDUC 432-4, EDUC 461-4, EDUC 469-4, EDUC 474-4, EDUC 476-4, EDUC
481-4
- ?
Change of title, course description and prerequisite for EDUC 320-3
- ?
Change of prerequisite for EDUC 325-3, EDUC 452-4
- ?
Change of course description and prerequisite for EDUC 429-4, EDUC 459-4,
- ?
Change of title and course description for EDUC 441-4, EDUC 4484
- ?
Change of title and prerequisite for EDUC 462-4
Certificate Program in Literacy Instruction
?
00i
This is a proposal for a Certificate Program in Literacy Instruction to
be offered through the Faculty of 'Education in partnership with the Faculty
of Arts. The proposal originated in discussions centering on the need for
trained literacy tutors in adult basic education, prison education, and
community-based education programs. Specific and immediate needs for
training of students in the theory and technique of literacy instruction were
identified within the Prison Education Program at SFU and in the Learning
Centre at the Carnegie Community Centre in Vancouver.
The pre-requisites, core courses, and recommended courses within the
Certificate Program will serve the needs and interests of a variety of
students, including:
-current SFU undergraduates who wish to acquire specialized
certification in this area for employment or research reasons
-current SFU undergraduates who wish to qualify as peer
tutors or as tutor-trainers in specialized settings such as
correctional institutions or community centres.
-professionals in fields such as adult basic education or ESL
who desire to improve their knowledge and upgrade their
skills
-teachers, librarians, social workers and others in social
service/helping professions who must deal with literacy issues
on the job.
The Certificate Program provides for (1) a fundamental background in
literature, writing, communication and pedagogy; (2) core courses which
address both the theoretical and practice dimensions of Literacy and
Literacy Pedagogy, and (3) recommended courses in several academic
disciplines which apply to specific aspects of literacy instruction.
The Certificate Program has an important theoretical and research
base which takes it far beyond simply training'. Literacy is a word of many
definitions and exists in a world of largely untested assumptions. There are,
for instance, assumptions concerning linkages between literacy levels and
employment acquisition and between literacy and criminality. There is an
assumption that one can somehow be 'trained to social integration or social
adaptability. Further, there is the assumption that those of our peers who
1
002
lack accepted levels of reading and writing skills in fact wish to acquire
those skills.
Recognizing the complexity of these issues, the committee chose for
the purposes of this project to define literacy as something which permeates
the learning and development process rather than as merely a foundation
for subsequent learning. While the ability to read and write remains at the
core of literacy as defined here, the term also implies other literacies',
including cultural, political, and even technological.
The Literacy Certificate Program which we propose will challenge
many long-held assumptions that remain largely unexamined in the
educational world of Adult Basic Education, Life Skills, and Literacy Training.
The Certificate Program starts from the assumption that there is a "literacy
continuum", the base of which is foundational, and at the upper end a stage
we could call "humane literacy'. This alternative assumption may radically
alter our notion of 'functional literacy', which the Canadian writer Audrey
Thomas, in speaking of prison education, defines as:
....that critical threshold in learning which enables a
person to become an autonomous individual capable of
reflecting upon his/her circumstances and transforming
the self and behaviour so that, on the 'outside', the
conditions which led to incarceration can be recognized
and avoided.
Central to this approach are the ideas that first, the technical, social, and
cultural aspects of literacy are integral to each other and thus cannot be
divided into separate curricula or programs; second, that literacy includes
symbolic and non-verbal communication as well as reading, writing and
speaking.
Discussions concerning this proposal began in 1985 and involved
representatives from the Institute for the Humanities, the Department of
English, the Prison Education Program, the Departments of Psychology and
Sociology/Anthropology, and the Faculty of Education.
2
003
Program Administration
Is
The Certificate Program will be overseen by a Steering Committee,
which will include three representatives from the Faculty of Education and
three from the Faculty of Arts, including one faculty member from the
English Department and one from the Humanities Minor Program. The chair
of the committee will be named by the Dean of Education and the Dean of
Arts on a two-year alternating basis. The calendar entry will appear in full
under Faculty of Education listings, and that Faculty will provide the
necessary support services, except that the Prison Education Program will
also provide administrative support for the program as it is offered in
correctional institutions.
Funding:
The Certificate in Literacy Instruction was first conceptualized in relation to
the Prison Education Program, as a useful contribution by the university to
the renewed interest in basic literacy training in correctional institutions.
The idea of the program has been very well received by the Solicitor-
General, the Honourable James Kelleher, and adequate funding to offer the
program within the prisons is assured. The incremental funding required to
offer the program in other settings is minimal. Of the three new courses to
be offered, all in the Faculty of Education, one has been taught frequently as
a special topics course by Professor deCastell, and one is a practicum course
The remaining course can be taught with reasonable frequency by sessionals
if regular faculty are unavailable.
_0
3
Proposed Calendar Entry: ?
-.
?
004
Certificate in Literacy Instruction ?
(9
The Certificate in Literacy Instruction is designed to prepare
interested individuals to teach the skills of literacy to adult learners. By
combining courses from a number of different disciplines with opportunities
for guided practice, the program will provide historical and contextual
perspectives on literacy, acquaint students with current practices in the
field, and develop practical skills.
Program Requirements:
Students must complete 23 credit hours in core courses, as follows:
Any two of
English 101-3, Introduction to Fiction
English 102-3, Introduction to Poetry
English
103-3,
Introduction to Drama
English 104-3, Introduction to the Essay
English 210-3, Composition
Education 240-3, Social Issues in Education
'Education
341-3,
Literacy, Education and Culture
'Education 342-3, Contemporary Approaches to Literacy Instruction
'Education
343-5,
Literacy Practicum
'new course,
see course outlines appended
In addition to the above requirements, students must complete at least an
additional 6 credit hours in courses from the Faculty of Education or the
Faculty of Arts designated below. Students are expected to select courses
that will further their own specific interests in literacy instruction. Students
should be aware that some of these courses require the completion of
prerequisites outside the Certificate program.
a
I
4
00i
Facult y
of Education
W
?
Education
325-3
Measurement and Evaluation for Classroom
Teachers
350-3
Instructional Programs for Diverse Settings
422-4
Learning Disabilities
441-4
Cultural Differences and Education
467-4
Curriculum and Instruction in Teaching English
as a Second Language
471-4
Curriculum Development: Theory and Practice
472-4
Designs for Learning: English and Language Arts
473-4
Designs for Learning: Reading
Facult y
of Arts
English
370-4
Studies in Language
371-4
Advanced Composition: Theory & Practice
372-4
Creative Writing
Humanities 306-3
The Philosophical Question of the Humanities
308-3
The Humanities and Critical Thinking
Linguistics 260-3
Language, Culture and Society
Psychology
304-3
Motivation
306-3
Psychological Assessment Procedures
320-3
Cognitive Processes
Sociology and Anthropology
304-4
Social Control
333-4
Sociology of Education
469-4
Symbolism, Myth and Meaning
Notes:
1)
Credits applied toward this certificate may not be applied toward
any other Simon Fraser University certificate or diploma, but they may be
applied toward major or minor program requirements or toward a Bachelors
degree under the normal regulations governing those programs.
2)
At least 15 of the 29 required credit hours must be completed at
Simon Fraser University.
3) For successful completion of the Certificate, the student must
achieve a minimum grade point average of 2.0, calculated on all SFU courses
006
applied to the program, with the exception that duplicate courses are
counted only once.
Program Rationale:
The design of the curriculum program is intended to insure that
students have the necessary basic competences for literacy instruction, that
they have some very specific instruction and supervised practice in the field,
and that they have the opportunity to extend their core training in a
direction that accords with their own interests. The 100 level English
courses have extensive writing components and are prerequisite to English
210, a composition course at a sufficient level of sophistication as a minimum
for this program. The Education 240 course will help to contextualize the
tasks of literacy instruction within a broader understanding of educational
institutions, and will prepare students for the three required upper division
Education courses. These new courses are the essence of the program: EDUC
341 provides an overview of the complex theoretical and social issues that
surround literacy instruction; 342 acquaints students with a range of
possible models and approaches to adult literacy instruction, and 343
provides a supervised practicum in which one model can be put into
practice.
The range of optional courses that have been selected for inclusion in
the program recognizes that various kinds of academic inquiry may be
usefully augment. a students preparation for undertaking literacy
instruction, depending on the interests of the student and the setting in
which the instruction is to take place. These courses have been chosen in
consultation with the relevant departments as those most suitable to help
prepare for specific applications of the program or to reinforce this
programs emphasis on the understanding of literacy instruction in a wider
social and humanistic context.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New
Course Proposal
Department: Education
1. Calendar Information:
?
?
is
Abbrcviation Code: Educ. ?
Course No.:
?
341
?
Credit Hours: 3
?
Vector ?
2-14) ?
7
Title of Course:
?
Literacy. Education and Culture
Calendar Description of Course:
An introduction to the study of literacy from an interdisciplinary perspective,
one which explores the role of literacy in social development, the economic and cultural values of literacy, and the effects
of literacy on cognitive processes.
The
particular concern of this course is with the formal transmission of literacy in
educational institutions. The course will especially address the varying conceptions of literacy that educators have
traditionally valued, and the research that aims to explain, justify, and prescribe educational practices intended to increase
literacy. This course is required for the Certificate in Literacy Instruction.
Prerequisites (or special
?
Instructions): ?
60 hours of credit
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? once Mr year Semester in which the course will first be offered?
Has been offered twice as a Special Topics course.
Which of your present faculty would be available to make the proposed offering possible? S.C. de Castell
3.
Objectives of the Course:
?
Students should be able to identify, analyze and justify/criticize the aesthetic,
.
communicative, cognitive and socially transformative consequences attributed to or associated with the acquisition of
literacy. They should know something of its history and be aware of the range of definitions traditionally and currently
given to literacy. They should have some understanding of the distinctive contributions of conceptual study and empirical
research into literacy and understand both the prospects and the pitfalls of each of these approaches to literacy research and
practice. Detailed course outline is appended.
4.
Budgetary and Space Requirements (for information only): What additional resources will be required in:
Faculty
?
- None
Staff ?
None
Library ?
- ?
See selected bibliography.
Audio Visual ?
- None
Space ?
- None
Equipment ?
- None
S. Approval:
Thate
. (iw
Chairman,
SCUS 73-34B: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)
EDUCATION 341
1(.3jJ.1
?
008 •
M1 ?
1;Mrq=
Read: ?
Harvey J.
Graff: "The Legacies of Literacy..."
pp.
61-86 in Literac
y.
Societ
y
and
Schooling (L.S.S.)
Early understandings of Language and Literacy; Myths of Origin; The Tower of
Babel and the Language of Adam; dialects and vernaculars and 'learned' languages,
writing and language standardization;
Literacy and Consciousness
Read: ?
W.J. Ong: "Writing Restructures Consciousness" Ch. 4 in Oralitv and Literacy
P. Freire: "Education and Conscientizacao"
pp.
4
1-58
in Education for Critical
Consciousness
Writing as 'autonomous discourse;' Plato's critique of writing; literacy as
technology; alphabetic literacy; from sound to sight; memory to written record; The
Literacy Myth; Sources for the historical study of literacy; the 'trinity' of church,
state and industry determining access to literacy. Literacy and economic
development. Modernization. The Purposes of Literacy campaigns; how does
literacy "transform consciousness?"; the differences between 'dominated
consciousness' and 'critical consciousness', dialogue and praxis, Freire's method,
literacy and democracy.
Literacy as Enlightenment:
Read: John Wilson: "The Properties, Purposes and Promotion of Literacy"
pp.
27-36
(L.S.S.)
Robert C. Solomon: "Literacy and the Education of the Emotions"
pp.
37-60
(L.S.S.)
What purposes does literacy serve? Why should we promote literacy -- and how?
Three senses of 'literacy'. Books vs. T.V. Literacy and literature. How does
literature contribute to our emotional life? Vicarious emotions. Deconstruction.
Reader response theory.
Literacy and Illiteracy: The Problems of Definition
Read: ?
Kozol: "Borders" in Illiterate America
Enzenberger: "The New Illiterates"
S
Freire: "Talk at Harvard" ?
0
How is literacy different from just 'reading plus writing'? Literacy as a means vs.
literacy as an end in itself; reading and writing as cultural processes vs. literacy as
skills achieved. Two models of literacy: autonomous vs. ideological.
Assignment:
Paying close attention to their concept of illiterac
y
, what do these authors think
"literacy" means?
Literac y
as a form
of
Control
Read: ?
Soltow & Stevens:" Literacy & 'Speculative Infidelity"
excerpts from Trimmer
David Wallace & Paul Kelly: "A Technology of the Intellect? Reflections on
Literacy and Ideology" Issues in Education and Culture, May 1985.
Functional Literacy: The Problem
of
Definition ... Again!
Read: ?
Kozol: From "Beyond Utilitarianism: Redefining Literacy"
Heath: "The Functions and Uses of Literacy" pp. 15-26 (in L.S.S.)
deCastell et al: "On Defining Literacy"
pp.
3-14 (in L.S.S.)
What is 'functional literacy'? Origins of the concept. Functional for whom and for
what? How has functional literacy been defined in the literature? Functions and
uses of literacy as contextual. Implications for educational policy.
Literac
y
and Culture: Literac
y
as Cultural Heritage vs. Literacy as Cultural Renewal
Read: ?
R. Williams: "Culture," "Tradition," "Selection," "Hegemony," in Keywords
P. Freire: "On Nature and Culture" in Education for Critical Consciousness
Reading and writing as cultural processes vs. literacy and achieved skills. The
transmission
of
culture and the creation of culture. Foucault on the 'archive', the
'canon', the 'discipline', Habermas on common 'contents' and the 'cultural
tradition', Williams on 'tradition and hegemony', Aaron on literacy and literature.
On "Reading what isn't written: Non-linguistic literacies."
Literac y
and Schooling
Read: ?
S. deCastell and Luke: "Models of Literacy in North American Schools."
pp.
87-
109 (in L.S.S.)
M. Cole & P. Griffin: "A Sociohistorical Approach to Remediation"
pp.
110-131
(in L.S.S.)
The school's role in the promotion of literacy (and illiteracy!). Three models of
instruction.
literacy instruction:
Literacy
an
as a
historical
tool. What's
overview..
a 'sociohistorical
"Derived"
approach'?
vs. "imposed"
The
literacy
concept
-
?
0
of 'remediation'. How does literacy instruction go wrong? Broad and narrow
('reductionist') conceptions of reading. How can teachers help? The importance of
questions. Activities vs. skills. Studying 'people -acting-in-a-setting' as the unit of
analysis.
Literac y
as a Commodity
Read: ?
R. Lorimer: "The Business of Literacy: The Making of the Educational Textbook."
pp.
132-144 (in L.S.S.)
M. Apple: "The Political Economy of Text Publishing" in Language. Authorit
y
and
Criticism.
The commoditization of literacy instruction. The role of the publishers when
corporations control education. Selection and adoption; development and
marketing. Educational values and corporate interests.
Literac
y
in 'crisis'
Read: ?
Paul Copperman: "Literacy Decline" Ch. 1 The Literac
y
Hoax.
Rick Coe: "Teaching Writing" (part I
pp.
270-290) (in L.S.S.)
W. & R. MacGinitie: "Teaching Students not to Read"
pp.
256-269 (in L.S.S.)
Is there a literacy 'crisis'? What's the evidence? What role does schooling play in
the production of the 'crisis' and 'falling standards' of literacy? Content area
reading. The process approach to writing. Literacy and socio-economic context.
Work-related literacy. The concept of "de-skilling" humanism and rhetoric. Is
literacy a political issue? How and why?
I
'iteracy
as the Interpretation of Meaning:
Read: ?
David R. Olson: "Learning to Mean what you say...,"
pp.
145-158 (in L.S.S.)
M.L. Herriman: "Metalinguistic Awareness and the Growth of Literacy" pp. 159-
174 (in L.S.S.)
What's the difference between "speaker's meaning" and "sentence meaning?"
Between inference and implication? "Possible worlds" as schemata. Intentional
predicates. When do children come to distinguish. What is said from what is
meant? How does literacy preserve language as an object? What is metalinguistic
awareness? What role does it play in the development of literacy? How is
metalinguistic awareness related to metacognition? Limitations of the behaviourist
view of language. Language as communication. Literacy and cognitive
development.
Modelling and Measuring Meaning-Making
?
Oil.
Read: ?
W. Kintsch: 'On Modelling Comprehension," pp. 175-195 (in L.S.S.)
J.
Tuinman: "Reading is Recognition..." pp. 195-208 (in L.S.S.)
What's "readability" and how is it related to or different from "comprehension?"
What purposes are there for educators in having a model "comprehension?" What's
a semantic representation of a text? What are reinstatement searches and how are
they important to readability? What's a coherence analysis? A fact analysis? How
can questions promote or impede comprehension? Can we measure
comprehension? What is criterion-referenced measurement, and what are its
limitations with respect to the assessment of reading comprehension? How does
context matter? What's meant by "private comprehension," "Communicative
Comprehension," "Formal Comprehension?" What are "schemata?" When is
reading just recognition, and when does it require reasoning processes for adequate
comprehension?
Critical Factors for the Development of Literacy
Read: ?
S. Heath: "Critical Factors in Literacy Development," pp. 209-232 (in L.S.S.)
K.
Egan: "Individual Development in Literacy," pp.
243-255
Literacy as a societal accomplishment vs. literacy as an individual development, the
. importance of context. The literacy, continuum and why we need to study "middle
groups," what is critical about being able to "take language apart?" What is critical
about "institutional reinforcements" for literacy?
Individual development: conceptual environment as "schemata," paradigms of
understanding, environments of meaning and stages of development: the mythic,
romantic, philosophic and ironic. Why the story-form is so important for the
building up of conceptual context. Education as a cumulative process.
The Cultural Consequences of Literac y
: Literacy and the Humanities
Read: ?
G. Steiner: "Literacy and Humanity"
J. Kozol: "The Obligation of the Universities" in Illiterate America.
E. Havelock: Origins of Western Literac
y
, Ch. 4.
J. Goody: "Literacy, Criticism and the Growth of Knowledge" in Domestication of
the Savage Mind.
L -
-I
SELECTED BIBLIOGRAPHY
- ?
012
__
S
Apple, M. "The Political Economy of Text Publishing." In de Castell, et al., (eds.), Language.
Authorit
y
and Criticism..
Baumann, Gerd (ed.).. (1986). The Written Word: Literacy in Transition. Oxford University
Press.
Clanchy, M.T. (1979).
From
Memor
y
to Written Record: England 1066-1307
Copperman, P. The Literac
y
Hoax.
Cressy, D. (1980). Literacy and the Social Order. Cambridge University Press.
deCastell, et al. (1986). Literac
y. Societ y
and Schooling. A Reader. Cambridge University
Press.
Eisenstein, E.L. (1979). The Printing Press as an Agent of Change. (2 vols.). Cambridge
University Press.
Enzenberger, . "The New Illiterates".
Foucault, M. The Archeology of Knowledge.
Freire, Paulo. (1973). Education for Critical Consciousness. Seabury Press.
Goody, J. (ed.). (1968). Literacy in Traditional Societies. Cambridge University Press.
Goody, Jack. (1977). Domestication of the Savage Mind. Cambridge University Press.
Goody, Jack. (1986). The Logic of Writing and the Organization of Society. Cambridge
University Press.
Graff, H.F. (ed.) (1982). Literacy and Social Development in the West: A Reader. Cambridge
University Press.
Havelock, E. (1963). Preface to Plato. Harvard University Press.
Havelock, E. (1976). Origins of Western Literac
y . O.1.S.E. Press.
Heath, S. (1983). Wa
y
s with Words. Cambridge University Press.
Hirsch, E.D. (1983, Spring). "Cultural Literacy." The American Scholar,
Hoyles, M. (1977). The Politics of Literacy. Writers and Readers Pub. Corp.
Kozol, J. Illiterate America
Langer, Judith (ed.). (forthcoming). Language. Literacy and Culture. Ablex Publishing Co.
Olson, D., Torrance, N., & Hilyard, A. (eds.)
(1985).
Literac y . Language and Learning: The
?
Nature and consequences of Reading and Writing. Cambridge University Press.
Ong, Walter J. (1982). Or,tlit
y
and Literac
y
. Methuen. ?
0 1 3
Scribner, S., & Cole, M. (1981). The Psychology of Literac
y
. Harvard University Press.
Soltow, L., & Stevens, E. (1981). The Rise of Literac
y and the Common School in the United
States: A Socio-Economic Anal
y sis 1870. University of Chicago Press.
Steiner, George. "Literacy and Humanity" and "Our Homeland, The Text."
Street, Brian. (1984). Literac
y in Theor y and Practice. Cambridge University Press.
Stubbs, M. (1980). Language and Literac
y
: The Sociolinguistics of Reading and Writing.
Routledge and Kegan Paul.
Wallace, D., & Kelly, P. (1985, May). "A Technology of the Intellect". Issues in Education and
Culture.
Williams, Raymond. (1983). Ke
y
words. Fontana Paperbacks.
0
014
•
This course has been offered a number of times over the past two years as a Special Topics course.
The purpose of the new course proposal is to regularize a course that has been successfully
enrolled on numerous occasions.
This course has been developed for the Certificate Program in Literacy Instruction that will be
offered jointly with the Faculties of Education and Arts.
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Education
1.
Calendar
Abbreviation
Information:
Code:
?
Educ.
?
- Course No.: ?
342Credit Hours:
?
3 ?
Vector: 2-1-0
Title of Course:
?
Contemporary Approaches to Literacy Instruction
Calendar Description of Course: The focus of this course is adult literacy, understood as the basic ability to read
and write. The course is organized around four discrete units:
(I) a
general introduction to adult literacy education; (2)
models of adult literacy instruction in developing societies; (3)
models of adult literacy instruction in developed societies;
and (4) the practicum proposal: the selection, justification and preparation to implement,
in a
particular, practical context
one model of adult literacy instruction. This course is required for the Certificate
in
Literacy Instruction.
Prerequisites
(or special
instructions):
or Co-Requisite Educ. 341, "Literacy,
Education and Culture."
What course (courses), if any, is being dropped from the calendar if this course is approved?
2.
Scheduling:
How frequently will the course be offered? once per
y
ear. Semester in which the course will first be offered?
Which of your present faculty would be available to make the proposed offering possible?
?
J. Kendall, M. Sakari
Objectives of the Course:
To introduce students to contemporary conceptions and practices of adult literacy
o
developing
instruction;
societies,
to provide
with
students
particular
with a
emphasis
sense of
on
the
the
historical
last two
development
decades, and
of
to
adult
enable
literacy
students
instruction
to develop
in developed
a model of
and
adult
literacy instruction appropriate to the literacy needs of particular adult clienteles and/or institutions.
4.
Budgetary and Space
Requirements
(for information only): What additional resources will be required in:
Faculty ?
- Adequate
Staff
Library
Audio Visual
Space
Equipment
S. Approval:
Date:
•,
US 73-3
- List appended
-Adequate
-Adequate
Chairman, SCUS
completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)
EDUCATION 342-3
Contemporary Approaches to Literacy Instruction
?
19
General Remarks: This course has the following three objectives:
1)
to Introduce students to the nature and concepts of adult literacy education;
2)
to provide students with a sense of the historical development of adult literacy
instruction in developed and developing societies, with particular emphasis on
the last two decades;
3)
to enable students to develop a model of adult literacy instruction appropriate to
the literacy needs of particular adult clienteles and/or institutions.
The following course description is organized around four discrete units: 1) an
introduction to adult literacy education; 2) models of adult literacy instruction in
developing societies; 3) models of adult literacy instruction in developed societies; and
4)
the preparation of the practicum proposal. The description of each unit is based on
the attached bibliography.
I.
INTRODUCTION
(2 weeks)
The focus of this course is adult literacy, understood as the basic ability to read and
write. Accordingly, this course begins by clarifying the similarities and differences of
adult literacy relative to the elementary language arts curriculum. Topics to be
considered will include the meanings and perceptions of literacy for adults, the
perceptions of illiteracy -- in both its pure and "functional" forms--and the orally-based
world of adult illiterates. The relevance of these factors for an adult literacy curriculum,
as well as the relationship between student and instructor, will be discussed. Finally,
the international nature of adult literacy programs will be addressed, stressing. the
differences between developed and developing societies, and the relationships
between literacy programs and social, cultural, and political needs.
MODELS OF ADULT LITERACY PROGRAMS IN DEVELOPING SOCIETIES
(3 weeks)
Considered as a social movement, adult literacy education has its origins in
underdeveloped and developing societies. In this section of the course, the most
salient elements of this movement will be traced. The history of modern adult literacy
education begins with the European and American missionaries who regarded literacy
as the means for spreading Christian, Western "civilization" to traditional societies.
Through a brief analysis of some case studies, students will become familiar with the
techniques of 19th century literacy instruction. It should be understood that the basic
project of the Christian missionaries has been preserved and extended in the 20th
century, particularly through the work of Laubach International. Not only does this
organization continue to perform literacy work in developing societies, but it also
produces literacy materials (e.g., the Challenger series) and operates volunteer
programs in developing societies. To gain an understanding of the "Laubach method,"
students will examine its theory and literacy materials.
With the collapse of the colonial empires following the Second World War, and the
?
0 1 7
10 ?
education of Independent nations In Africa and Asia, a new model of literacy
education came into being. This model, which linked literacy to economic
"modernization" came to be known as "functional" literacy. The theory and practice of
this model, as well as some case studies, will be examined.
For primarily political reasons, the functional literacy model became subject to criticism
within those societies which sought to develop an alternative socio-economic structure
to the "Western" one. Accordingly, a new model which linked literacy to the formation of
an egalitarian society emerged. Although the work of Paulo Freire is seminal in this
context, the Persepholis Conference (1976) provides an understanding of the pluralism
of this model. By examining theoretical statements, literacy manuals, and case studies,
students will become familiar with the basic principles of this model.
Assi g
nment: Each of the above models has drawn the attention of Western adult
literacy educators who have adapted them to their own social and cultural contexts. For
the first assignment, students will analyze one model and suggest how it could or could
not be adapted to the Canadian context.
Ill MODELS OF ADULT LITERACY PROGRAMS IN DEVELOPED SOCIETIES
(6 weeks)
Prior to the 1950s, adult literacy programs occupied a relatively marginal position within
developed societies, largely limited to volunteer, socially activist organizations and to
. ?
some night school programs. Throughout the 1950s and 1960s, however, the necessity
for adult literacy programs was increasingly recognized. By and large, the philosophy
of the initial programs was to rely on the "traditional" curriculum of elementary
education. On the assumption that literacy acquisition was a neutral process, itself
based on research conducted in elementary education, the notion of a gradated
sequence of skills was incorporated into adult literacy programs. In spite of the various
objections to this model, it remains the most dominant in current adult literacy
programs. By examining various essays on traditional adult literacy and a selection of
learning materials, students will assess the strengths and weaknesses of this model,
paying particular attention to the implicit assumptions about the illiterate adult.
In the late 1960s and early 1970s the "traditional" model became subject to criticism for
its failure to establish pragmatic goals. Particularly in the United States and Canada,
continued funding of adult literacy programs was linked not to the State's moral
obligation to provide educational opportunities to the disadvantaged, but rather to the
need to provide these adults with better access to the labour market. The "traditional"
model was thus opposed to a functional model which identified literacy with "life skills"
or "copacy." In the United States, the best example of the functional model was the
Adult Performance Level project which sought to enable adults to be more functional in
everyday life. In Canada, on the other hand, life skills was more explicitly related to
employability or "pre-vocational training. "
Examples of Canadian Life skills programs
include Canada NewStart, BLADE, and Basic Skills and Training Development.
Students will examine some of the important theoretical statements, manuals, as well
as the controversial aspects of the functional literacy model.
is
Over the last decade adult literacy educators have been preoccupied with the
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0 8
opposition between traditional models, which made little effort to distinguish the adult
from the child, and functional models, which tended to minimize literacy as such.
During this period, two significant developments have taken place within adult literacy
education. First, the research base on adult literacy acquisition has been considerably
expanded. Second, the traditional sequence of literacy skills has been modified and
restructured in order to prepare students for vocational education programs. Students
will assess the significance of recent developments based on representative research
and learning materials.
Assignment: Students will examine the theoretical basis of one model.
IV. THEORY AND PRACTICE
(2 weeks)
In the last section of the course, students will be primarily occupied with developing a
practicum proposal based on the readings and class discussions. In order to facilitate
this process, students will present a tentative proposal for the purposes of class
discussion. At the same time, this format should allow for a more general discussion on
the nature of adult literacy and on the possibility of synthesizing conventional and
alternative models of literacy instruction, e.g., language experience and empowerment
literacy.
Final Assignment Students will prepare a detailed practicum proposal for Education
343-5.
r
SELECTED BIBUOGRAPHY
Bataille, Leon (ed.) (1976). A Turnin
g
Poina for Literac
y
: Adult Education for
Press.
?
Oxford: Pergamon
Brooke, W.M. (ed.) (1972). Adult Basic Education: A Resource Book of Readings.
Toronto: New Press. (Of particular attention are the essays by Clague, Sloan.
Waite, and Otto.)
Carroll, J.B., & Chall, J.S. (eds.).(1975). Toward a Literate Society. New York.
Cass, Angelica. (1970). Basic Education for Adults: A Handbook for Teachers.
Teacher Trainers, and Leaders in Adult Basic Programs. New York: Association
Press. (Especially chapters 6, 7, 8, 9.)
Clammer, John. (1976). Literacy and Social Change: A Case Study of Fiji. Leiden:
E.J. Brill.
Cook, W.D. (1977). Adult Literacy Education in the United States. Newark, Delaware:
International Reading Association.
Department of Manpower and Immigration. (1967). The Canada NewStart Program,
Ottawa.
Draper, James, & Taylor, Maurice (eds.) (forthcoming). Adult Basic Education: A Field
of Practice.
Freire, Paulo. (1973). Education for Critical Consciousness. New York: Seabury
Press.
Freire, Paulo. (1978). Pedagog
y in Process: The Letters to Guinea-Bissau. New York:
Seabury Press.
Griffith, W.S., & Cervero, R.M. (1977). "The Adult Performance Level Program: A
?
Serious and Deliberate Examination." Adult Education, 27. 209-24.
Griffith, W.S., & Hayes, A.P. (eds.) (1975). Adult Basic Education; The State of the Art.
Chicago.
Gray, W.S. (1973). A Practical Guide to Functional Literacy. Paris: Unesco.
Gray, W.S. (1956). The Teaching of Reading and Writing. Paris: Unesco.
Hunter, CS., & Harmon, D. (1979). Adult Illiteracy in the United States. New York:
McGraw-Hill.
Jones, E.V. (1981). Reading Instruction for the Adult Illiterate, Chicago: American
Library Association.
• ?
Karnes, F.A., et al. (eds.) (1980). Issues and Trends in Adult Basic Education: Focus on
Reading. Jackson, Miss.: Univ. of Mississippi Press. (Especially the essays by
Adkins, Maring, Robinson, and Zahn.)
Kazemak, Francis. (1984). 'Adult Literacy Education: An Ethical Endeavour." Adult
?
0 2 0
Literacy and Basic Education, .
Kazemak, Francis. (1985). 'Functional Literacy Is Not Enough: Adult Literacy as a
Developmental Process." Journal of Reading, (4),
332-35.
Kennedy, Katherine, & Roeder, Stephanie. (1975). Using Language Experience with
Adults: A Guide for Teachers. Syracuse, New York: New Readers Press.
Knowles, M.S. (1970). The Modern Practice of Adult Education: Andragoy versus
Pedagogy. New York: Association Press.
Laubach, Frank C., & Laubach, Robert. (1970). Toward World Literacy. Syracuse,
New York: Syracuse UP.
Nafziger, D.H., et al. Tests of Functional Adult Literacy: An Evaluation of Currently
Available Instruments,
Rossman, M.H., et at. (1984). Teaching and Learning Basic Skills: A Guide for Adult
Basic Education and Developmental Education Programs. New York:
Teachers College Press. (especially Chapters 6 and 7).
Smith, Frank. (1978). Understanding Reading. 2nd ed. New York: Holt, Rinehart and
Winston.
Thistlewaite, Linda. (1986). 'The Adult Beginning Reader: Assessment, Discussion,
Instruction.' Lifelong Learning,
12(2),
4-7.
Thomas, A. (1983). Adult Illiteracy in Canada: A Challenge. Occasional paper 42.
Canadian Commission for UNESCO.
Waite, N. (1972). Theory and Methods of the BLADE Program. Prince Albert, Sask.:
Publications Satellite.
Chairman, SCUS
S. Appr
•
• . ?
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Education
•
1.
Abbreviation
Calendar
Information:
Code:
?
Educ.
?
?
Course No.: ?
343
?
Credit Hours: ?
5 ?
Vector: ?
1-0-4
0
I
Title of Course:
?
Literacy Practicum
Calendar Description of Course:
The literacy practicum is the vehicle through which students in the Certificate in
Liicracy Instruction implement and evaluate the model of adult literacy instruction developed in Educ. 342. Implementation may
occur in a variety of contexts and institutions with adults; the literacy practicum will be supervised and may involve supervised
teaching, curriculum developments, or research field work.
Prerequisites (or special instructions):
?
None
What course (Courses), if
any, is being dropped from the calendar if this course is approved?
2.
Scheduling: How frequently will the course be offered? As required Semester in which the course will first be offered?
Ac required
Which of your present faculty would be available to make the proposed offering possible? S. deCastell. R. Coe
.
Objectives of the
Course:
?
The purpose of the course is to provide students in the literacy practicum with the
?
opportunity to implement a model of adult literacy in a particular social or institutional context; it is expressly intended to be an
application of acquired knowledge and skills in a real situation.
4. Budgetary and Space Requirements (for information only): What additional resources will be required in:
Faculty ?
- None
Staff
- ?
None
Library
- ?
None
Audio Visual
- ?
None
Space
-
?
None
Equipment
- ?
None
SCUS 73-34B: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
SCtj
?
70
New Course Proposal
Department: Education
1.
Abbreviation
Calendar Information:
Code:
?
Educ,
?
?
Course No.: 370-385
?
Credit
Hours: 3. 4 or 6
?
Vector:
of
Title of Course:
?
Special Topics
Calendar Description of Course:
Courses will explore major issues of present concern. Subjects to be taught and
the exact assignment of credit hours (3,4 or 6) will be announced prior to the beginning of each semester.
Prerequisites (or special instructions):
?
Permission of instructor
or
X
Educ. 401/402.
What course (courses), if any, is being dropped from the calendar if this course is approved?
2. Scheduling:
How frequently will the course be offered? Once per
y ear
.
Semester in which the course will first be offere 88-3.
Which of your present faculty would be available to make the proposed offering possible? Faculty and Sessional Instructors
3.
Objectives of the Course:
This proposal is an administrative addition of Special Topics course numbers that will allow use of one course number per course
per semester. This change will allow the course title to show on the students' transcript, in addition, eliminating some course
duplication problems.
4.
Budgetary and Space Requirements
(for information only): What additional resources will be required in:
Faculty
Staff
Library
Audio Visual
Space
Equipment
5.
Approval:
Date:
?
(lJiL
+2-
?
) -
IJ
SCUS 73-3413: (When completing this form, for
Chairman, SCUS
Memorandum SCUS 73-34a. Attach course outline.)
.
SIMON FRASER UNIVERSITY
Memorandum
?
023
0.
To: ?
Ron Heath, Registrar
?
Joe
From: ?
Mike Manley-Casimir, Director
Undergraduate Programs, Education
Re: ?
Special Topics - 370-385, SCUS 87-50
Date: ?
November 4th, 1987
At the meeting of SCUS yesterday a question arose about the need for these
Special Topics courses. The need arises from cooperative programming
through the three universities (University of B.C., University of Victoria and
Simon Fraser University) with the support of the Ministry of Education in
what are known as Tr-Ed Summer Institutes. These institutes are specially
organized so that students at any of the three universities can take an
institute at any other university but register under their home institution's
number. Last summer there were 14 such institutes, hence the need for this
set of numbers.
MMC/ac
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Education
I
•P
1.
Calendar Information: ?
V
Abbreviation Code:
?
Educ. ?
Course No.:
?
445 ?
Credit Hours:
?
4 ?
Vector. 3-1-0
Title of Course:
?
Legal Context of Teaching
Calendar Description of Course:
This course is designed to provide education students, teachers, counsellors and school
administratorss with a comprehensive understanding of the legal issues and potential legal liabilities encountered in the B.C.
public school system. Special attention is devoted to the legal dimensions and consequences of routine classroom and
administrative activity. Topics include: sexual abuse by school board employees; negligence & supervision; private lifestyles &
community standards; discipline & corporal punishment; sexual harassment in the workplace; responsibility for curriculum
fulfillment; liability outside school hours; and the AIDS controversy.
Prerequisites (or special instructions):
?
Education 401/402
What course (courses), if any, is being dropped from the calendar if this course is approved? N/A
2.
Scheduling:
How frequently will the course be offered? Once a year Semester in which the course will first be offered? 88-3
Which of your present faculty would be available to make the proposed offering possible? Sessional Instructor
3.
Objectives of the Course:
1) to provide instruction and education about the legal context of public educational practice
to teachers, counsellors and administrators; 2) to develop a fundamental awareness of the legal principles operating in educational
institutions; 3) to situate this knowledge and awareness in the changing Canadian constitutional context.
4.
Budgetary and Space Requirements
(for information only): What additional resources will be required in:
Faculty ?
- None
Staff
- ?
None
Library
- ?
None
Audio Visual
-
?
None
Space
- ?
None
Equipment
- ?
None
5. Approval:
Date:
Chairman, SCUS
SCUS 73-34B: (Whn completing this form, for instructions see
?
SCUS 73-34a. Attach course outline.)
LEGAL CONTEXT OF TEACHING
??
-
025
0
COURSE DESCRIPTION
This course is designed to provide education students, teachers, counsellors,
and school administrators with a comprehensive understanding of the legal
issues and potential legal liabilities encountered in the B.C. public school
system. Special attention is devoted to the legal dimensions and
consequences of routine classroom and administrative activity. The following
issues will be explored:
Private Lifestyles and Community Standards:
Where does the private domain
end and the public sector begin with respect to individual behaviour? Should
the private lifestyles of teachers be open to public scrutiny? Can private
activity provide a basis for formal discipline or dismissal under the B.C. School
Act? What individual and employment rights are available to school board
employees?
Negligence and Supervisory Activity:
Recent media coverage reported the
tragic death of a student who was struck by an out-of-control automobile in an
unsupervised playing field. What standard of care and degree of supervision
. ?
must a teacher exercise during school hours, P.E. activities, recess and lunch
hour, and extra-curricular field trips? At what point does supervisory
responsibility become legal liability?
Responsibility for Curriculum Fulfillment:
Teacher fulfillment of officially
stipulated educational goals is mandatory for school board employees. James
Keegstra argued that notwithstanding his racist interpretation of history and
current events that he had complied with the current Social Studies curriculum.
Was this a legitimate argument? What happens when this type of defense
fails? Are teachers susceptible to charges of malpractice for "failure to
educate?"
Discipline and Corporal Punishment:
The utilization of sanctions in the school
setting has long been a controversial subject. A student confronts you in the
high school parking lot and calls you a "Grey-haired old goat!" What are the
implications of striking a pupil in cases of spontaneous pupil provocation?
Can teachers use physical force as a means of discipline?
Liability Outside School Hours:
The boundaries of the educational process are
often difficult to accurately identify. Are teachers responsible for the physically
abused student once he or she leaves the classroom? What are the
implications of getting involved, or not getting involved in out-of-school matters
involving students and their parents?
0
6
'
Sexual Harrassment in the Workplace:
The intrusion of non-professional
?
02G
criteria in the realm of professional activity is another dilemma which arises in
the school setting. You have happily taught at the same school for seven years
when the new principal tells you to expect an unsatisfactory assessment and a
transfer to another school if you do not grant him or her sexual favours? What
do you do? What are your rights? What remedies are available to you?
Sexual Abuse by School Board Employees:
Few issues have generated more
controversy than the sexual exploitation of children in the schools. What are
the rights of teachers accused of sexual abuse? What are the duties of
teachers aware of improper behaviour on the part of their colleagues? How
are current legal developments affecting everyday classroom teacher-pupil
relationships?
The AIDS Controversy:
The potential of a single student to transmit contagious
disease can become a challenging problem for the classroom teacher. Mrs. X
confides to you that her eight year old son, your pupil, has AIDS, but she wants
him to continue attending your class. What should you do? What are your
responsibilities and rights? What are the implications of your actions?
The applicability of the B.C. Public School Act, the common law, the Charter of
Rights and Freedoms, and other education-related legislation will be
discussed. The course also provides a basic introduction to the legal
terminology used in the lectures and seminars and does not require prior
knowledge of the Canadian legal system or the law.
REQUIRED READING
Terri Sussel.
Issues in Law and Education: A Reader on the Legal Context
of Teaching
(in preparation).
Alan Nicholls.
An Introduction to School Case Law.
Vancouver: BCSTA,
1984.
A. Thomas.
Accidents will Happen: An Enquiry into the Legal Liability of
Teachers and School Boards.
Toronto: OISE, 1976.
Barry Sullivan and G. Williams.
An Enquiry into the Sexual Abuse of
Children by School Board Employees in the Province of B.C.
Victoria:
B.C. Ministry of Education, 1986.
COURSE REQUIREMENTS
Students will be evaluated on the basis of one in-class presentation (30%), a
5-10 page research project (40%), and class participation (30%).
.
SELECTED BIBLIOGRAPHY
?
027
Barrell, G.R.
Teachers and the Law.
London: Methuen, 1978.
Burton, Anthony. "The Rights of Teachers" in Doug Ray and Vincent D'Oyley (Eds.),
Human Rights and Canadian Education.
Iowa: Kendall/Hunt Publishing Co.,
1983.
Carson, B. "Negligence: Standard of Care: Reasonably Careful Parent or
Competent Instructor in the Field,"
Ottawa Law Review,
1968,
3,
359.
David, R.K. "The Firing of
James Keegstra."
Canadian School Executive,
1983,
3(l),
19.
Fischer, Louis & Schimmel, David.
The Rights of Students and Teachers.
New
York: Harper & Row, 1982.
Fish, B.C. "Constitutional Aspects of Teacher Dismissal,"
Alberta Law Review,
1979, 17,545.
Flemming, T. "Teacher Dismissal for Cause: Public and Private Morality."
Journal
of
Law and Education,
1978, 42.
Janisch, H.N. "Education Malpractice: Legal Liability for Failure to Educate.
Advocate,
1980,
38,
491.
Mackay, A. Wayne. "Teachers Rights: Collective Bargaining, Employment and
Lifestyle" in
Education Law in Canada.
Toronto: Edmond Montgomery,
1984.
McCurdy, S.G.
The Legal Status
of
the Canadian Teacher.
Toronto: Macmillan,
1968.
Manley-Casimir, M.E., & Sussel T.A.
Courts in the Classroom: Education and the
Charter of
Rights and Freedoms.
Calgary: Detselig Press, 1986.
Martin, Y.M., & Nicholls, A.C. "Teacher Competence and Emerging Legal Criteria,"
Canadian School Executive, 3(6),
20
Nicholls, A.C.
An Introduction to School Case Law.
Vancouver: BCSTA, 1984.
Thomas, A.
Accidents Will Happen: An Enquiry into the Legal Liability
of
Teachers
and School Boards.
Toronto: OISE, 1976.
Sullivan, Barry and Williams, G.
An Enquiry into the Sexual Abuse
of Children by
School Board Employees in the Province
of B.C.
Victoria: B.C. Ministry of
Education, 1986.
Sussel, Tern.
Issues in Law and Education: A Reader on the Legal Context
of
Teaching
(in preparation).
Explanatory Note
?
028
.
This course has been offered as a Special Topics course in 87-2 for the first time.
The course is designed to familiarize classroom teachers with the legal context of
their professional practice.
0
FOR INFORMATION
029
EDUCATION (EDUC)
FACULTY OF EDUCATION
EDLJC 220-3 Psychological issues In Education
Human variability; relationships among motivation, learning and development.
(LecturolTuiorial)
EDUC 230-3 Introduction to Philosophy of Education
This course provides prospective teachers as welt as others interested in
education an opportunity to examine a variety oi oducalionai problems from
a philosophical perspective. The central concern of the course is to elucidate
the nature of education as a phenomenon distinct from such activities as
traintng..sclrooling, and socialization.
?
(Lectureflutortai)
EDUC. 240-3 Social Issues in Education
Social functions of the school: societal trends affecting the institutions and
practices of education; dynamics of group behavior.
?
(Lecture/Tutorial)
EDUC 320-3 Educational Psychology: Learning and instruction
An examination of prominent theories of instruction and their basis in research
as descriptive lenses for viewing school learning events. Emphasis will be
placed on information processing, and operant and social-psychological
models of instruction derived from learning, student-teacher interaction. and
curriculum-based research. (Lecture)
Prerequisite. EDUC 220 or equivalent. PSYC 201 recommended.
EDUC 325-3 Measurement and Evaluation in Teaching
Basic principles
at
test theory applied to the use of measures in education;
construction and use of classroom tools for measuring achievement of edu-
cational objectives, Including obsorvatlon methods: standardized tests. over-
view of contemporary, local and provincial evaluation programs. (Lecture)
Prerequisite: EDU.0 220 or equivalent. MATH 101 or PSYC 210 recom-
mended. ?
-
A: Euc 220-3, Educ 230-3, Educ 240-3 may be
applied towards the Certificate in Liberal Arts.
CHANGE: Social functions of the school:
education and socialization; social, political,
economic and cultural influences on the
institutions and practices of education.
CHANGE: Instructional Psychology
An examination of prominent theories of
instruction and their basis in psychological
research. Emphasis will be
p laced on theories
of information processing, learning,
and motivation as these relate to instruction.
Prerequisite: EDUC 220 or equivalent.
DELETE: Math 101 or Psyc 210 recommended.
EDUC
?
326-3
?
Classroom Management and Discipline
An examination
01
contemporary approaches to classroom management and
discipline, Including a consideration of legal, organizational and administrative
issues. The major goal of the course Is to enable students to comprehend the
basic principles and tenets of a number of management approaches and to
translate these principles Into specific teaching strategies and skills.
(Lecture/Seminar)
Prerequisite: 60 hours of credit,
,
and one of EDIJC 220. 230 or
240 or
oquiv-
slant is recommended.
S
EDUC ?
330-3 ?
A Critical History of Educational Thought
CHANGE: A critical and selective examination
A
Dewey
critical
and
examination
the nooprogrosslvisls,
of educational
showing
thought
their influence
from Socrates
on the development
and Plato to
of educational thought from Plato to the
of educational theory and practice.
?
',
present, showing the influence of such thought
on the development of educational theory and
practice.
EDUC ?
350-3 ?
Instructional Programs for Diverse
Settings
An introduction to the design of Instructional programs for a variety of pur-
poses and settings. The course Is designed to be appropriate for people for
whom Instruction Is an important responsibility. including persons in industry,
government, and educational setlings other than the public schools. During
the course, students
Will
be Involved In the application and practice of what
Prerthey
tional
e
are
qsettings.learning,
?
both in classroom workshops and If possible
(Lecture/Seminar)
in their Instruc-
uisite: 60 hours of credit.' This course will
not
count toward B.Ed.
degree or EDUC 404 requirements.
EDUC 361-3 Contemporary Issues and New Developments in
Educational Practice
Examines new developments and current issues In teaching and educational
practice.
Prerequisite: 60 hours of credit.
(Lecture/seminar)
EDUC 401-8 Introduction to
Classroom Teaching
• ?
(Not offered in Summer semester)
A hail-semester of observation and experience In a B.C. school during which
two students work as a team with a teacher selected by school authorities
and appointed by Simon Fraser University as a school associate. Students
observe, teach and participate in school routines and programs.
EDUC 402.7 Studies of Eddcationat Theory and Practice
(Not offered in Summer semester)
A half -semester 01 study which provides students with workshops, seminars,
and lectures designed to introduce them to basic curriculum and methods
appropriate for the age/grade level in which they expect to teach. Students
will also be given an Introduction to generic leachIng skills, as well as
10
EDiJC 406.5
Supervised Observation and Teaching
Education 406 is designed for those who need to moot B.C. certification
requirements. ills a Supervised orlenlalionfobsarvalioi,Jleachlng sequence of
a minimum of eight weeks, In a B.C. public school. This praclictjm Is designed
as an opportunity to familiarize students with the British Columbia school
system and/Or update their teaching skills.
students
Prere quisites:
without
Education
previous
405
teaching
or equivalent.
experience.
Permission
Grading
will
will
not
be on
be
a
given
pass/.
to
withdrawal basis. Permission
of the
Director of Professional Programs is
required.
further Credit.
Students with credit for EDUC 407 may not take
EDUC
406 for
EDIJC 407-5 Field Based In-ServIce: Theory and Practice of Imple-
mental Ion
EDIJC 407 is designed for praclising teachers who wish to Implement now
curriculum or Instructional techniques In their own classrooms.
This 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 Under-
graduate Programs Is required).
407
students
withdrawal
Prerequisites:
for further
Without
basis.
Credit.
EDUC
previous
Students
405
teaching
or
with
equivalent.
credit
experience.
for
Permission
EDUC
Grading
406 may
will
will
not
not
be
be
take
on
given
a pass/
EDUC
to
EDtJC ?
422-4 ?
Learning Disabilities
chology
disabilities.PrA
Introduction
Study
erequisite:
of
courses
?
conceptual
to
60
the
recommended.
hours
methodologies
and
of credit
historic
EDUC
foundations
of diagnosis
2
2 0
of
and
learning
remedlation
disabilities
?
instructional
(Lecture/Tutorial)
of
learning
and
Pstr-
an
EDUC 423-4
?
Teaching and Teacher
foundation
Findings from
for
Contemporary
improving teaching.
research
Topics
on teaching
Include: gathering
are examined
data
to
on
provide
loathing
a
Findings from contemporary research
effects, teacher thinking and decision making, descriptions
01
classrooms and
on teaching are examined to provide a
instructional systems, and leaching skills and tactics.
mended.Prerequisite:
60 hours of credit.
EDUC
220
or
equiv
a
l ent.
EDUC 320
rocom.
include:
foundation
teaching
for improving
skills
and
teaching.
strategies,
Topics
gathering
data on teaching effects, teacher thinking and
decision makin
g ?
;netr,i,t;,,n,,1
_...... ?
L.uuoralory
Supervised experience In analysis and evaluation of treatment strategies to
be used wilh classroom students having learning disabilities.
Prerequisite or core quisite:
EDUC
422. ?
(Lecture/Laboratory)
EDUC 425
.
4 School Counselling for the Classroom Teacher
Intended for senior students or practicing teachers Who wish to explore the
used
area of
within
school
a classroom
counseiling
selling.
and develop
A
combisome
nation
counselling
of lectures,
skills
discussion
that can
and
be
permission
Prerequisite:
making,
role
SupeMsed
of the
standardized
school
of
practice
?
60
instruntnrhours
counswill
of
ellorschoot
be
testing,
credit.
used as
EDUC
commcounselling
a means
220
unication
for
or
systems,
PSYC
exploring
skills,
101,
vsuch
ocational
(LeclurefrulorjaQ
and
or
equivalent,
areas
'effective
decision.
as the
or
development.
,
.
FOR INFORMATION
EDUC 404 Semester on Campus
(Normally completed in the Summer Semester)
Students undertake 14 to 18 somostor credit hours of studios In Education
and/or other faculties to complete the protosslonal, academic and certification
requirements and/or partial fulfillment of a minor In Education.
Prerequlsilos:
EDUC
401 and 402.
NOTE:
EDUC 404 Is credited toward a B.Ed. degree. Students completing
degrees from the Faculties of Arts, Business Administration. Ap-
plied Science or Science may apply credit for Educ. 404 towards
that degree.
EDUC 405.15 Teaching Semester
(Not oliered In Summer semester)
A full semester of classroom experience supervised by Univorsily appointed
school associates. The school placement is appropriate to the grade level
and subject specialties which the student aspects to teach alter graduation.
Prerequisites: EDUC 40
•
1 and 402.
5'-
030
[1
DUC 429-4 Research for the Classroom Teacher
classroom
Designing
leaching.
research projects on
individually
-selected
problems related to
Prerequisite: mUG 4011402 or
equivalent.
EDUC 432-4 Philosophical Issues In Teaching
A number
01
classroom practices and loather related activities are Philosoph-
ically examined. Assumptions underlying these practices are made explicit;
lion,
indoctrination
arguments
the meaning
assessed.
and
indivstructure
idualization
Examples
01
the
play,
01
arguments
topics
creativity,
to
clarified:
be
discipline,
discussed
and
and
the
are:
open
merits
instruction,
educa
of the
instructor.
Prerequisite: 60 hours of credit.
EDIJC
230 or equivalent or permission of
Designing research projects
on
Problems related to classroom teaching. Overview
of: research design, measurement, observation
systems, procedures for locating and synthesizing
research on teaching.
Prerequisite:
EDUC
220.
CHANGE,
A number of classroom practices and
teacher related activities are philosophically
examined. Assumptions underlying these practices
are made explicit; the meaning and structure
of the
arguments clarified; and the merits of the
arguments assessed. Examples of topics to be
discussed are: education, teaching, instruction,
indoctrination, individualization,
play,
creativity,
discipline, and open education.
.'
FOR 1NFORMATO
ED'JC 433-4
Philosophical issues In Curriculum
Examines fundamental philosophical issues Involved in designing, evaluating,
or changing educational curricula. Such issues as the nature and justification
or educational curriculum. the components 01 a rational curriculum, the nature
. of knowledge and Its differentiation, curriculum integration and the education
of the emotions. Also deals with such current issues as the place of behav-
knowledge.
Ioral objectives' in education the
-
hidden curriculum' and the Sociology of
Prerequisite: 60 hours of credit. EDUC 230 or equivalent or permission of
instructor.
EDUC
435 .
4
Educational Theory and Theory Criticism
The status, function and form of educational theories and their relationship Is
educational practice.
Prerequisite: 60 hours of credit.
EDUC
437 . 4
Ethical issues in Education
Ethical problems in education are identified and examined. Four major areas
or concern are explored: 1. The normative character of education as a whole:
2. The justification of education;
3.
Ethical questions related to equality;
autonomy,
ucaf Ion and
Inter-personal
values education.
relationships,
-
and rights In education;
4.
Moral ad.
Prerequisite: 60 hours of credit. Students With credit for EDUC 436 may not
take EDUC 437 for further credit.
EOlt( ?
4,5j, ?
I-.,I•,....
?
...
.
010.1 CUUCUIIUU
- -.
Social and psychological factors relating to the education of students from
minority Cultures.
Prerequisite: 60 hours of credit.
EDUC
4484
Law In the Curriculum
The justification and practise of law-related education is the subject 01 this
methodology course. Students will examine the place of law In the curriculum
and have the opportunity to develop Unit plans and Curriculum maferiats,
teaching strategies, and skills In legal research. Emphasis is on developing
and implementing law-related programs in the classroom.
Prerequisites: EDUC 40112 or equivalent.
S
CHANGE: Multicultural Education
Social and psychological dimensions of multi-
culturalism in Canada and implications for
education. Topics include: dealing with prejudice,
discrimination, stereotyping and value conflicts,
developing multicultural education programs and
analysis of social issues which impinge on
educational practice.
? --
CHANGE: Law in the Curriculum
The justification and practise of law-related
education in the K - 12 curriculum is the subject
of this methodology course. Students will examine
the place of law in the curriculum, existing
resources and appropriate teaching strategies
and will have the opportunity to develop unit plans
and curriculum materials. Emphasis is on
developing and implementing law-related programs
in the classroom.
EDUC
452-4
Education
Field Work and Case Studies In Environmental ?
CHANGE: Prerequisite:
EDUC 401/402 or
(Normally offered in Summer session only) ?
equivalent or permission of the instructor.
Provides students who have a conceptual knowledge of environmental edo-
EDUC 462 should normally be taken concurrently.
Cation, with operational experience under field conditions.(Lecture/Laboratory( ?
A $35.00 field activity fee will be levied in this
Prerequisites: EDUC 4011402 or equivalent. EDUC 452 should normally be
course,
token
concurrently.
A
$35.00
field activity fee will be levied in this course.
EDUC
456-4
Models of the Contemporary Arts In Education -
Major conceptions of educational value in the contemporary arts, and appli-
cation of these Ideas 10 the development of visual arts programs In the
schools.
?
(Seminar/Studio( ?
Prerequisite: 60 hours of Credit.
EDUC
4574
Teaching Active Health
The Active Health Program that is currently taught In the public schools of
British Columbia is an interdisciplinary approach to leaching human biological
Concepts. nutrition and health maintenance. This course will cover basic
content areas of this curriculum and illustrate how the various topics can be
taught in subject areas such as science, health and physical education.
Prerequisite: KIN. 375 or permission of the Faculty.
EDUC
459-4
Instructional Activities In Elementary School Physical
Education
The main Instructional activities of an elementary school physical education
program (K-7). Emphasis Is given to the movement analysis of a variety of
activities and to approaches to leaching these activities to primary and infer-
mediate school age children. (Lecture/Laboratory)
Prerequisites: EDUC 4011402 or equivalent.
NOTE: This course is available for Elementary School Physical Education
minors only.
?
-
CHANGE: This course focuses on the theoretical
and curriculum content of the elementary school
physical education program (K - 7). Emphasis is
given to the movement education orientation as
it pertains to the various program activities and
approaches applicable to both primary and
intermediate school age children.
Prerequisite:
EDUC 40 1/402 and EDUC 405 or
equivalent.
EDUC ?
461-4 ?
Trends
and Developments in In-ServIce Education
Examines trends and developments in In-Service Education.
CHANGE;
Examines trends and developments in
Prerequisite: EDUC 405 or equivalent.
5
In-Service Education as they apply to staff'
development and the implications for school
improvement
EDUC
?
462-4
?
Environmental Education
(Outdoor Education)
(Normally offered in Summer session only)
CHANGE: Environmental Education
The
of the
design
urban
of
and
multi-disciplinary
natural environment.
educational programs to develop awareness
Prerequisite:
EDUC 401/402 or equivalent or
Prerequisite: EDUC 4011402 or equivalent,
permission of the instructor.
FOR INFORMATION
EDUC 463-4 Educational Media
Media In relation to methodologies of teaching, learning and curriculum de-
sign; development of Instructional materials in laboratory settings.
Prerequisites: EDUC
4011402 or
equivalent.
EDUC 464-4 Early Childhood Educattdn
dren.
Current trends, Issues and research relating to the education of young chil-
Prerequisites: EDUC 4011402 or equivalent.
EDUC 465-4 Children's Literature
Prerequisite:
Historical, sociological
60 hours of
and
credit.
literary perspectives on literature for Children.
EDUC 4674 Curriculum and Instruction in Teaching English as a
Second Language
Students wilt learn louse English language teaching grammar appropriately,
to evaluate and use methods of leaching English as a second language, to
do error analysts, and to adapt commercial programmes to the specific needs
of learners. This course Is designed for teachers and prospective teachers.
(Lecture/Tutorial)
Prerequisite: 60 hours of credit. A lower level Linguistics course is required.
032
S
EDUC
468
.
4 ?
Recent Advances In the Teaching of English ass Second
Language
New developments in teaching practice, curriculum development and second
language learning research will be explored. Students are expected to have
acquired Previously a basic level of competence in methods for leaching
English as a secondlanguago.
Prere quisite:
EDUC 467.
EDUCUnderstanding
?
469-4
?
the
Music
language
Education
of music,
as
both
ThInkIng
historical
In Sound
and contemporary, and
CHANGE-
U
nderstanding the language of music,
preferably,
Prerequisites:
activity.
developing
?
some
strategies
60
teaching
hours
for
of
experience.
credit,
use In
and
leaching
some
music
basic musical
as a
(Seminar/Workshop)
general
knowledge
classroom'with,
general
electronicboth
historical
music classroom.
?
and
acoustic
contemporary,
instruments
and
in the
use
of
EDUC ?
471-4
?
Curriculum Development: Theory and Practice
Explorations of curriculum theory and processes at development with appli-
cations at different levels and in several subject areas.
Prerequisite: 60 hours of credit.
EDUC 472 to 480
?
Designs for Learning
Planning for learning: creating learning environments; developing teaching
strategies and materials. Sections in each course will deal with applications
at different levels of schooling.
Prerequisites: EDUC 4011402 or equivalent.
EDUC 472-4 English and Language Arts
EDUC 4734 Reading
EDUC 4744 Social Studies
?
flANGE:
This course focuses on the theory and
P
ractice
of Social Studies education with major
emphasis on instructional strategies.
Topics
include: the nature and purposes of Social
Studies, the B.C. curriculum, unit planning and
an examination of such strategies as inquiry
methods, critical thinking, procedures,
simulations, group work and community
interaction.
EDUC 4754 Mathematics
EDUC 476-4 Natural Sciences
This is an introductory course in the
curriculum and methodology of science education.
as
The
science
well
course
as
intended
public
addresses
aw
for
areness
use
contemporary
in
public
p
rograms
schools,
p ro
related
g
rams
K -
to
12,
in
EDUC 478-4 Music
Prerequisite: Some basic knowledge olmusic and pe!(ormence Skill.
EDUC 479
.4
Physical Education
EDUC 480-4 Designs for Learning: French as a Second Language
Deals with a variety of approaches, teaching strategies and curricula, for
teaching French as a second language in elementary and secondary Schools.
(Lecture/Seminar)
Knowledge
Prerequisite:
at
rouc
French
4011402
at least
or
equivalent
equivalent.
to FREN
instruction
206.
given in French.
EDUC 481-4 French Immersion and Programme-cadre do Françals
relation
History, definition
to
Programme-cadre
and growth 01
in British
immersion
Columbia.
(a Canadian
Emphasis
phenomenon)
on integration
and
of
its
tour Skills (listening, speaking, reading and writing) particularly on speaking
and reading. Error analysis, teaching techniques and development of activity
ant
centres.
subjects
Exploration
(e.g. French,
and adaptation
Reading, Math).
of various commercial programs in differ-
men!
Prerequisite:
given
procedures).in
French,
EDUC
Fluency
4011402
In French
(French
(check
Immersion)
with Faculty
or equivalent.
for current
Instruction
555055-
CHANGE:
History, definition and growth of
immersion (a Canadian phenomenon) and its
relation to Programme-cadre in Brit.jh
Columbia.
Emphasis on integration of four skills (listening,
speaking, reading and writing) particularly on
speaking. Error analysis, teaching techniques
and development
of
activity centres. Exploration
and adaption of various commercial programs in
different subjects (e.g. French, Math).
0
