3.
    b
    • ?
    SS N.\'F ?
    (J Ii TTI ?
    ON IJN1)ERG!/JUATE sI'ir ' i:s
    NEW COURSE PROPOSAL FORM
    *
    1. Ca
    L!ldar
    In I orni;i lion
    ?
    Department:
    ?
    Ediica t ion
    Abbreviation Code:
    ?
    Et)1T(
    ?
    Course Number: 361.
    ?
    Credit flours:
    6 ?
    Vector:
    Title of Course: Contemporary
    Issues
    and New Developments
    in
    Teaching
    Calendar Description of Course: This course,
    Extended Studies Diploma Program in Educati
    developments and current issues in teaching
    * A Coordinator will be responsible for the
    input with regard to developments. Papei
    to each presentation.
    Nature of Course: lecture/seminar
    intended for students enterl.ñg the
    )fl
    provides a survey of new
    and educational practice.
    course and Faculty will provide
    wit]. he distributed two weeks prior
    Prerequisites (or special instructions): Not less than 60 hours credit.
    What course (courses), if any, is being dropped frofn the calendar If this course is
    approved: None.
    2. Scheduling
    How frequently will tht coiir;e be offered? On'e per year
    Semester in which the course will first be offered?
    ?
    taLl 1980
    To provide
    provide a survey of new developments and contemporary issues in teaching
    and
    educat ional practice.
    To develop appropriate skills of critical analysis
    in
    order to assess issues and
    developments.
    4. Betary and Space Requirements (for information only)
    What additional resources will be required in the following areas:
    Faculty - No additional faculty are required. One of several faculty members
    ?
    will be asked Lo'coordinate the course as part of load.
    Staff ?
    - none.
    Librar y
    - Previous outlines of the course have been sent to the library are assessment.
    Audio Visual - none.
    Space ?
    - none.
    EqiIpneut
    5. Ajjov:i1
    ?
    r7,
    1
    Date ?
    7/11 ?
    fi
    r::icnt Chrmu
    ?
    / ?
    Dc
    l•ty
    20 •80
    --.-.
    /
    Chair:cn, SCUS
    S ?
    .
    hducalion 301-4
    ?
    COURSF OUlL1NIi
    The organization of the course will vary somewhat from year to
    year depending on the avail bil ity of Faculty and changes in the
    fiehi of teaching
    that can
    he expected
    to
    cmc rgc that should be
    reflected in the course.
    ?
    in order to insure that the course
    adequately reflects the pluralistic nature of Education, it
    is proposed that the outline be presented to the Undergraduate
    Programs Committee each time the course is offered. A sample
    ?
    O•
    outline of the course follows
    Week
    i
    Introduction
    a) ?
    what constitutes an issue?
    b) what constitutes a development?
    Week
    2
    Conceptualization in which to view developments
    Skills of critical analysis
    Week
    3
    Analysis of teaching
    Week
    4
    Multiculturalism and cultural differences
    Week
    S
    Learning disabilities
    Week
    6
    Problems of literacy
    Week
    7
    Review of developments and issues
    Week
    8
    Self education
    Week
    9
    Educating awareness
    Week
    10
    Early childhood education
    Week
    11
    Environmental education
    Week
    12
    Movement education
    Week
    13
    Review of developments and issues
    0
    ?
    le
    R
    D
    N
    QT
    n'
    MAY 21
    1980
    F
    W
    !
    STRAR'S OFFICF.
    MAIL.
    DESK -
    .
    ?
    ?
    BIBLIOGRAPHY
    .
    The texts listed below are I ii te(.1 for
    I)U1i)05C5
    0( - those S tiidciits who wish to
    pursue different areas. The required reading for the course will he sets of
    papers that will be distributed from time to time during the semester.
    Alley
    ?
    Deshler,
    ?
    iLbiliJQ LoccmL: Stra 1:ei.es uCl
    Methods, Love Publishing Company, 1979
    Bijou, S., Child Development: The Basic Stage of Early Odidhood, Lngl.ewood Cliffs,
    N.J., Prentice-Flail, 1976
    Crat ty , B., Movement Behavior and Motor Learning, Phi la de 1 ph ia , Lea and Febij ncr,
    1967
    Dearden, R.F., The Philosoph
    y of Primar y
    Educatioii, London, Routledge Kagan Paul
    Dunkin, M.J.
    ?
    Biddle, B.J., The Stud
    y
    of Teaching
    Farnham-Diggory, S., Learning Disabilities: A Psychological Perspective, Harvard
    University Press, 197$
    Hirst, P.H. and Peters, R.S., The Logic of Education
    Flunkins, F.P., Questioning Strategies and Techniques
    Joyce, B.R.
    ?
    Well, M., Models of Teaching
    Knowles, Malcolm, Self Directed Learning, Association Press, 1975
    Lloyed, D. I., Philosophy and the Teacher
    Logan, G.A., Adapted Ph
    y
    sical Education, Ilihuque, W.M.C. Brown, 1972
    Mann, P.H. and Suitor, P., handbook in Diagnostic Teaching: A Learning Disabilities
    pproach (revised edition), Allyn { Bacon, 1979
    Metheng, E., Movement and Meaning. New York, McGraw-!-liii, 1968
    Piaget, J., Science of Education and the Psychology of the Child, Ilannondsworth,
    Middlesex, England, Penguin, 1970
    Ross, A.O., Learning Disabilities: The Unrealized Potential, McGraw-Hill, 1.977
    Schmuck, Richard A. { Schmuck, Patricia A., Group Processes in the Classroom,
    William C. Brown, 2nd edition, 1975
    Stenhouse, Lawrence, An Introduction of Curriculum Research and Development,
    London, l-leinemann Educational Books Ltd. , 1975
    LJ.N.L.S.C.O. , June, 1972, The Declaration on the hluiiian Environment, Prepared For
    the U. N. Conference on the Human Environment, Stockholm, Sweden, 1972
    Wells, K.F., Kinesiolo
    y
    : The Scientific Basis of Human Motion, 5th ed., Philadelphia,
    V1.B. Saunders, 1971

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