Centre for Distance Education

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Simon Fraser University

EDUCATION 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 of educational curriculum, the components of 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

"behavioral objectives" in education, the "hidden curriculum" and the sociology of

knowledge.

Unit Topics:

Unit 1

Curriculum

Unit 7

Moral Education

Unit 2

Learning How to Learn

Unit 8

Knowledge

Unit 3

Objectives

Unit 9

Critical Thinking

Unit 4

Needs

Unit 10

Empirical Research

Unit 5

Emotions

Unit 11

Developmental Theory

Unit 6

Creativity

Unit 12

Evaluation

PREREQUISITE:

60 credit hours.

REQUIRED TEXTS:

Barrow, R.

The Philosophy of Schooling.

1981.

Barrow, R. Understanding Skills.

1992.

COURSE REQUIREMENTS:

There are five assignments in total. The first assignment is mandatory but

ungraded. There are two essay assignments worth 30% each, and two written

assignments worth 20% each.

SUPPLEMENTARY FEES:

Course Materials & Service Fee

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$30

Deposit for Additional Materials

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$20

02/21196

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Simon

Fraser

for Distance

University

Eatjon

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EDUCATION 425-4

SCHOOL COUNSELLING FOR THE

CLASSROOM TEACHER

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Being a teacher is becoming an increasingly complex career. In B.C., the

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Ministry's policy document defines the goals of formal education broadly,

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including not only the traditional academic subjects but education leading

?

to personal development and better citizenship. The expanded role of the

?

school teacher requires educators have a knowledge base and skill

?

repertoire beyond the traditional academic subjects. Education 425 was

?

primarily prepared for school teachers and persons whose vocation involves?

teaching in less formal settings. The goal of the course is to make

?

accessible to a wide audience some of the theories and techniques that

counsellors found useful helping people grow, make decisions and/or solve

problems.

The topics covered in this course include: theories, communication,

play, gender-fair classroom practices, sexuality, and practical applications

of counselling techniques to classroom problems. Some of the units focus

on material that can be directly applied in many settings while other parts

of the course deal with more general issues.

The course is built around a course reader, texts and a number of

assigned readings taken from diverse sources. The student is required to:

(a) read the course reader and the assigned readings, and (b) complete the

assignments that form part of each unit.

PREREQUISITE:

EDUC 4011402, EDUC 220 or PSYC 100 and 102.

REQUIRED TEXTS:

Allan, John A.B. & Nairne, Judith.

Class Discussions For Teachers &

?

Counsellors In Elementary Schools.

(2nd

ed.)

OISE Press, 1993.

Thompson,

Cole, 1999.

C.L., & Rudolph, L.B.

Counseling Children. (5th ed.)

Brooks-

COURSE REQUIREMENTS:

The assignments are of two types:

• A "Reflective Journal" involving reading or doing some experiential tasks, and

• formal "Assignments"—involving the completion of some specific task

and writing a short (1-3 pages) report or an essay.

The course grade is based on these assignments.

SUPPLEMENTARY FEES: Course Materials & Service Fee $30

Deposit for Additional Materials $20

10/25/00

---

Simon

Centre

for Distanceation

Universi

?

EDUCATION 425-4

SCHOOL COUNSELLING FOR THE

CLASSROOM TEACHER

?

Being a teacher is becoming an increasingly complex career. In B.C., the

?

Ministry's policy document defines the goals of formal education broadly,

?

including not only the traditional academic subjects but education leading

?

to personal development and better citizenship. The expanded role of the

?

school teacher requires educators have a knowledge base and skill

?

repertoire beyond the traditional academic subjects.. Education 425 was

?

primarily prepared for school teachers and persons whose vocation involves

?

teaching in less formal settings. The goal of the course

is

to make ?

accessible to a wide audience some of the theories and techniques that

counsellors found useful helping people grow, make decisions and/or solve

problems.

The topics covered in this course include: theories, communication,

play, gender-fair classroom practices, sexuality, and practical applications

of counselling techniques to classroom problems. Some of the units focus

on material that can be directly applied in many settings while other parts

of the course deal with more general issues.

The course is built around a course reader, texts and a number of

assigned readings taken from diverse sources. The student is required to:

(a) read the course reader and the assigned readings, and (b) complete the

assignments that form part of each unit.

PREREQUISITE:

EDUC 401i402, EDUC 220 or PSYC 100 and 102.

REQUIRED TEXTS:

Allan, John A.B. & Nairne, Judith.

Class Discussions For Teachers &

?

Counsellors In Elementary Schools. (2' ed.)

OISE Press, 1993.

Thompson,

Cole, 1999.

C.L., & Rudolph, L.B.

Counseling Children. (5th ed.)

Brooks-

COURSE REQUIREMENTS:

The assignments are of two types:

• "To Do's"—these involve reading or doing some experiential tasks, and

• formal "Assignments"—involving the completion of some specific task

and writing a short (1-3 pages) report or an essay.

The course grade is based on these assignments.

SUPPLEMENTARY FEES: Course Materials & Service Fee $30

Deposit for Additional Materials $20

06/27/00

OO-

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MON FRASER UNIVERSITY

S

Summer Semester 2000

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EDUC 425 - 4

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Dr. Adam Horvath

School Counselling for the

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Office: MPX 8556

Classroom Teacher

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Phone: 291-3624

Thursdays 17:30-21:20 ?

E01.00

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E-mail: adam_horvath@sfu.ca

PREREQUISITE

Educ 401/402 & Educ 220 or Psyc 100 &102

COURSE DESCRIPTION

This course is intended for senior students or practicing teachers who wish to explore the

contributions counselling concepts and skills will make in the classroom or similar settings. A

combination of lectures, discussions, practice exercises and seminars will be used to explore such

topics as: the role of the counsellor in the school, different models of counselling, effective

helping skills, the use of group discussion to promote affective development, and the use and

misuse of assessment techniques in the classroom.

REQUIREMENTS

1.

Change project and paper - 30%

(Identification of a desirable change in one's own life and a diary of application of some of the

counselling skills learned in class to this issue.)

2.

Research task and class presentation - 30%

(Exploration of a specific target problem in counselling, and presentation in class of your

findings.)

3.

Micro-Projects; small assignments on specific topics - 30%

4.

Class participation -10%

READINGS

Thompson, C.L. & Rudolph, L.B. (1999). Counselling Children, 5th edition. Nelson.