In this course, students will examine how effective coaching and mentoring approaches by school and organizational leaders can improve instruction, teaching effectiveness, and learning outcomes. Course activities will include involvement with theory, research, and exemplary practices related to coaching and mentoring. [ED 6001 and ED 6002 can be done by any order.]

This course provides an in-depth examination of all stages of conducting quantitative research in education. Topics will include quantitative research designs, development of research questions and testable hypotheses, sampling and sample size, and descriptive and inferential methods of statistical analysis.

This course will examine the nature of learning disabilities, as well as current theory and practice for diagnosis and remediation. Restricted to Exceptional Learner students.

This course will help educators increase their knowledge regarding the preparation, mentorship and induction of both pre-service and beginning in-service teachers. The course includes an examination of: current research on teacher development; Canadian teacher preparation programs; initiatives in beginning teacher mentorship; and teacher induction programs from New Brunswick, Canada and Internationally.

This course will prepare learners to provide counselling support services in the unique context of Indigenous communities. It will explore the historical, political, and socioeconomic dynamics influencing the governance and day to day functioning of contemporary communities in New Brunswick and beyond, in order to ensure that learners are equipped with the necessary knowledge to effectively guide individual, family and community growth and change. Prerequisites: None

This course will explore indigenous theories and approaches to helping and healing, and mainstream, Western theories of counselling. Students will gain an understanding of contemporary theories of counselling. Simultaneously, with guidance from traditional healers and Elders, learners will initiate or deepen their understanding of the foundation of Indigenous models of well-being, how this well-being was profoundly affected by colonization, and develop an appreciation of the strengths and resilience of Indigenous peoples and communities.

This course is designed to help learners develop fundamental interpersonal communication and counselling support skills emerging from a variety of theoretical orientations. Emphasis will be placed on the importance of the therapeutic, helper-client relationship, including the practice of deep listening, advanced empathy, focusing, facilitative self-disclosure, confrontation and immediacy from both Indigenous and mainstream perspectives.

This course will explore the legacy of trauma, particularly the undermining and outlawing of traditional identities and spiritual ceremonies under the Indian Act and the breakdown of healthy patterns of family and community life through residential and federal day schools. Theories of intergenerational trauma transmission, complex PTSD, and emotional suppression will be explored and linked to contemporary crisis situations.

Prerequisite: ED 6032

This course provides an in-depth examination of the practice of counselling and guidance in both community schools and provincial school systems. Differences between the two systems, in terms of cultures, laws, policies, guidelines, procedures and funding regulations, and how these differences impact the role of the counsellor will be emphasized. Key content will include the role and duties of teachers and counsellors as they work in schools with students and as liaisons and relationship-building partners with families and Indigenous Communities.

This course will help learners to look at addictions in a wholistic manner, understanding how these are maladaptive behaviours in response to an underlying painful phenomena or trauma. In particular, learners will develop the skills and knowledge required to recognize symptoms of addiction in individuals, along with the therapeutic counselling strategies for assisting addicted persons and/or making referrals to appropriate treatment organizations. Indigenous healing strategies that focus on guiding and supporting individuals, families and communities suffering the effects of addiction will be emphasized throughout.

Prerequisite: ED 6030 or permission of the Instructor.

The intent of this course is to provide students with an in-depth review of test theory, administration, and interpretation of standardized measures and evaluation processes relevant to the professional assessment role of resource teachers. Restricted to Exceptional Learner students.

This course will provide students with the opportunity to apply methods in program development and evaluation. Focus will be on prevention and intervention approaches for working with exceptional learners. Restricted to Exceptional Learners students.

This course provides an in-depth examination of theory, research and practice related to career development and counselling across the lifespan. The focus will be on understanding vocational psychology processes and applying the career counselling interventions with individuals who have diverse characteristics and needs, at different stages in life. Emphasis will be placed on learning to apply contemporary models of vocational psychology to career counselling practice with adults.

In this course students will design and present a dossier of their learnings across the program, citing evidence and demonstrating through the curation of artifacts their thorough understanding of the literature and demonstrated impact on their own professional practice.

Each of these courses provides students with a prescribed period of applied field experience in a counselling setting. The courses are arranged on an individual basis depending on the interests and competence of the student. Students must complete a pre-practicum meeting prior to arranging a practicum.  For further information students should contact their program advisors and/or the Program Practicum Supervisor. Prerequisites: ED 6071, ED 6072, ED 6049. Pre/co-requisite: ED 6077, ED 6081. Also note that ED 6098 is a pre-requisite to ED 6099.

This course is an applied field experience in a counselling setting for research-based students. The internship must be arranged on an individual basis with an internship site depending on the interests and competence of the student, and the requirements of individual sites. It may be completed over one, two, or three semesters. Students must complete a meeting with the internship coordinator prior to arranging a practicum. Further information about internship can be found in the MED Counselling Internship Handbook. Registration is by instructor permission, which will be granted after the student has met with the internship coordinator and completed the required paperwork. Prerequisites: ED 6071, ED 6072, ED 6077. Pre/co-requisite: ED 6081, ED 6049.

This course will examine core issues related to bilingual and multilingual education including: theories of language development, cultural awareness and sensitivity, Global English, language death and genocide, language revitalization, language rights, language as a resource, identity, and empowerment. It will also explore strong and weak forms of bilingual and multilingual programming and assessment, including second and foreign language immersion.

This course examines historical and contemporary perspectives of curriculum theory, and implications for curriculum practices and inquiries.

This course will provide both theoretical constructs and practical strategies related to teaching in multilingual contexts. The focus will be on educational approaches relevant to learners of diverse linguistic and cultural backgrounds. Topics will include intercultural competencies, language proficiency and literacy, as well as inclusive and intentional instruction. The course concludes with a project synthesizing course content as it pertains to the professional realities of course participants.

This course examines the theoretical constructs of universal design for learning (UDL) and how it intersects with second language teaching and learning. In particular, we will explore foundational principles related to inclusive second language teaching, learning and assessment. Topics include:

• Foundations of inclusive second language education
• Affective, socio-affective, sociocultural factors that influence second language acquisition
• Concepts such as learner autonomy, learner empowerment, advocacy, and self-efficacy
• Inclusive pedagogies that support learning in the following areas: comprehension and production, focus and attention, and vocabulary development
• Universal Language Actions and Differentiation

Designed to promote inquiry, discourse, visual thinking and creative problem solving, this course will enable educators from across the discipline spectrum to find innovative, inventive and imaginative solutions to problems and applications for creative practice within their individual and professional contexts.

This course examines some of the main ways in which feminist thought can disturb and disrupt both its own and conventional assumptions about educational practice. It considers contemporary feminist themes, such as the body, representation, difference, engendering knowledge, and the relation between women and the state. The course explores how this work can inform curriculum, classroom pedagogy, educational policy and research.

This course will enhance students’ theoretical knowledge and professional expertise in the application of strategies for exceptional learners. Specific instructional components investigate varied approaches for the promotion of the collaboration and consultation processes, and the design of school-based models for delivery of services to students with exceptionalities. Presentations by key experts are supplemented by applied assignments to enhance teacher knowledge and skills in special education. Restricted to Exceptional Learner students.

This course builds on the foundation established in ED 6166 and investigates varied approaches for the promotion of collaboration and consultation processes, and the design of school-based models for delivery of services to students with exceptionalities. Presentations by key experts and supplemented by applied assignments designed to enhance teacher knowledge and skills in special education. Restricted to Exceptional Learner students.

This course is an applied field experience in a counselling setting. The internship must be arranged on an individual basis with an internship site depending on the interests and competence of the student, and the requirements of individual sites. It may be completed over one, two, or three semesters. Students must complete a meeting with internship coordinator prior to arranging a practicum. Further information about internship can be found in the MEd Counselling internship handbook. Registration is by instructor permission, which will be granted after the student has met with the internship coordinator and completed the required paperwork. Prerequisites: ED 6071, ED 6072, ED6077. Pre/co-requisite: ED 6081, ED 6049

A culminating course option for Master of Education course-based students, this Capstone Course serves as a scholarly synthesis and/or extension of the students' learning over the course of their degree. Students are required to draw on the reading, analytical abilities, and research skills developed during the M.Ed. to produce and share a literature-based assignment that demonstrates their learning. Prerequisites: 21ch of MED course work; permission of instructor required.