Teacher candidates will explore essential skills focused on the study of educational scholarship and thinking in higher education. Note: This course will be graded as Credit/No Credit (CR/NCR). 

School-based practicum component of the Bachelor of Education in Early Childhood Education involves a six-week term in K-3. Note: This course will be graded as Credit/No Credit (CR/NCR). 

Provides experiences for students to acquire knowledge, practice, and tools required to understand, design, intervene in, and promote curriculum and strategies of well-being in educational contexts from Indigenous perspectives. Note: credit cannot be counted for both ED 3021 and ED 3023.   

Development of personal and social identity among children in First Nations communities. Implications for classroom practice. Credit cannot be counted for both ED 3022, INDG 4686 or ABRG 3686. 

Provides the student with an introduction to the field of knowledge associated with exceptional learners.

Explores how teachers respond effectively to the culture of children as individuals and to the culture of their people about a variety of cultural contexts, including Canadian Indigenous cultures.

Introduces the dominant theories which influence and shape current thinking and practices in school environments today. Key ideas, their origins, teaching responsibilities, and the components of professional practice are discussed. The course is intended to orient education students to teaching as a profession.

An overview of the legal, organizational, financial and professional aspects of schools and school systems.

Explores the social, economic, cultural, and political contexts of learners’ lives, discourses of social difference, equity and social justice. Topics include: ableism, sexism, gender bias, racism, class oppression, transphobia, homophobia, and heterosexism, harassment and violence, and the questions these issues raise for schools, curricula and classroom practice.

Examines concepts and inter-relationships among nutrition, exercise, and well-being within educational contexts.

Explores how visual representation supports communication and shared meaning in early learning contexts. Emphasis is placed on creative confidence, interpretive language, and pedagogies that nurture risk-taking, experimentation, and discovery through artistic practices. NOTE: Credit cannot be counted for both ED 3212 and ED 3211. 

The study of number relationships and approaches to developing number sense in children and adults. This course will be graded as Credit/No Credit (CR/NCR). 

The study of geometric relationships and approaches to developing spatial sense in children and adults.

Overview of physical education programs in elementary schools. Program planning, practical work.

Scope and purpose of geography in education. Topics of inquiry include: place, space, time, humans, culture, and the Anthropocene. Note: Credit can only be obtained for one of ED 3641  or ED 5641

Designed to introduce students to basic concepts and practices in the integration of application software within curriculum-based topics. Emphasis is placed on the development of electronic portfolios of technology- enhanced teaching materials for the classroom. 

Examines the development of technology education as a field of study and explores the context in which technology is taught in schools, applied in industry and its impact on society. Current technology applications are examined in areas such as: transportation, construction, communication, manufacturing and biotechnologies.

Eighteen weeks of school and classroom experience. Additional regulations are included in the Education General Regulations under Field Experiences Practicum in Section G of the Calendar. This course will be graded as Credit/No Credit (CR/NCR). 

Explores theoretical and practical components of workplace training designed to improve organizational effectiveness and individual performance. Learners examine emergent training topics in a variety of workplace contexts.

Examines the characteristics of helping relationships in educational and work settings. Focus will be on the development of skills and strategies conducive to effective advising, coaching and mentoring through collaborative learning, reflection and practice.

Students will normally be limited to 6 ch of independent study.

Advanced practicum including the second nine weeks of school and classroom experience. Additional regulations are included in the Education General Regulations section under Field Experiences Practicum (Student teaching) in Section G of the Calendar. Note: This course will be graded as Credit/No Credit (CR/NCR). 

Note:  Only students who have been officially admitted to the WBEd (4-Year, Elementary) may register for ED 4200. Students are required to remain in good academic standing in their courses and maintain respectful, ethical relationships with colleagues, peers, and instructors in order to enrol in ED 4200 and proceed to their practicum placement. 

Examines the philosophy and process of teaching First Nations Literature in an integrated curriculum for primary and elementary children. Includes practical classroom experience. 

An advanced course in the integration of ICT in the classroom. Students should have previously taken ED 3862 or be able to demonstrate sufficient background knowledge in application software. Focus will also include emerging trends in educational technologies.

An introduction to teaching as a reflective, professional practice focused upon three themes: Learning and Learners; Establishing a Classroom Context to Support Learning; and Professional Concerns for Teachers. Field experience is central to the course with students expected to apply course ideas in the classroom and reflect on that experience in seminars. This course will be graded as Credit/No Credit (CR/NCR).

A continuation of the examination of teaching as a reflective, professional practice focused upon three themes: Learning and Learners; Establishing a Classroom Context to Support Learning; and Professional Concerns for Teachers. Field experience is central to the course with students expected to apply course ideas in the classroom and reflect on that experience in seminars. This course will be graded as Credit/No Credit (CR/NCR).

As a culmination of Teaching and Learning Theory I and II, this course will facilitate students integrating their personal backgrounds, academic and professional education through the development of a significant project. Projects will be shared with peers as well as the broader professional and public community in a senior conference. This course will be graded as Credit/No Credit (CR/NCR).

Through the use of reflection, self-assessment and personal journals, participants will create an experience-based dossier which will describe their personal philosophy, current professional practices, and needs for further learning. 

In consultation with faculty advisor. (Intended for students in the DAUS.)

Explores new concepts for working with adult learners. Investigates critical thinking, critical self-reflection and transformative learning. 

An examination of personal, societal and school assumptions about the meaning and importance of inclusion in life and learning from childhood. Inclusive models of education will be examined.

In consultation with faculty advisor. (Intended for students in the DAUS.)

Explores traditional First Nations pedagogy and concepts of education in comparison with those which have shaped formal schooling. It will further describe roles and responsibilities of schools, teachers, and communities in educating First Nations students. Notes: This course will be graded as Credit/No Credit (CR/NCR). Credit cannot be counted for both ED 3043 and ED 5043. 

Enhances teacher candidates’ knowledge of diverse student learning needs and dynamic inclusive practices for enhancing the learning environment for all learners. This course will be graded as Credit/No Credit (CR/NCR) 

In consultation with faculty advisor. (Intended for students in the DAUS.)

Characteristics of the at-risk student. Psychological, social, and economic effects of dropping out. Remedial strategies involving learning, teaching, counselling, school climate, and school organization. Exemplary programs for at-risk students and for dropout prevention.

School-based experience component of the 10-month B.Ed. involves an observation practicum during K-12 students' first week of classes in September, a seven-week Intermediate Practicum in the fall term, and en eight-week Advanced Practicm during the winter term. This course will be graded as Credit/No Credit (CR/NCR). NOTE: Students are required to be in good acadeimc standing and maintain respectful, ethical relationships with colleagues, peers, and instructors to proceed to their practicum placement and remain enrolled in ED 5050.

Examines complex dynamics of classroom environments through holistic, Wabanaki perspectives and explores effective strategies focused on creating nurturing, inclusive, culturally responsive classroom communities. Emphasis will be on trauma-invested practices, Wabanaki perspectives, and strengths-based principles.  

A historical examination of cultural constructions of childhood and family and the implications of these various constructions upon the education of young children.

Examines history, philosophy, and social contexts of education. Through each of these disciplines, teacher candidates explore broad concerns and impacts of ethics and equity with connections to curriculum, pedagogy, and school practice. Notes: This course will be graded as Credit/No Credit CR/NCR. Credit cannot be counted for both ED 5070 and ED 5072,

Explores current problems within education as well as aims, curriculum, teaching, administration and ideas viewed from a historical perspective.

Concepts, definitions and terminology. A preventive approach.

An overview of various emotional and behavioural disorders of children and young people and the ways in which coping and management strategies can be applied to develop self-discipline and control.

Allows teachers to explore current research on differentiation; familiarize themselves with many strategies for differentiating content, process and product; develop differentiation lesson plans including pre-assessment strategies as well as classroom management strategies intended for classroom application. 

Fifteen weeks of school and classroom experience. This cours will be graded as Credit/No Credit (CR/NCR).

Examines characteristics of early years learners and the role of the teacher as observer and curriculum developer in theory and practice.

Examines theory and practice of connecting home and school literacies for the development of a literate community.

Investigates the impact of technologies on play and emergent digital literacies, exploring ways in which educators and families can support engagement with technologies (or digital envrionments) in early childhood settings and homes.

Introduction to the role of the counsellor in various settings, including the public education system. Students will examine the counsellor as a person, roles of the client and counsellor, the counselling process, counselling skills, counselling theories, and counselling in the individual and group context. 

Introduction to understanding the importance of and the application of career development throughout the public education system. Topics include the historical development of career guidance, theories of vocational development, career education in the curriculum, career assessments, Social Emotional Learning, Global Competencies, Problem Based Learning, Experiential Learning, Labour Market information, Universal Design for Learning, and working with students from various minority groups.

Addresses the significance of creativity in image-making, communication, and self-expression. Imagery as a primary form of communication provides a basis for exploring a wide variety of topics, ideas and issues. Analyzing images, exploring different visual media, and communicating through visual means are key components of this course. Connections that exist between images and other forms of communication and self-expression are also explored.

Culture-based education: design, development, and implementation. Appropriate evaluation and assessment.

The study of the entire range of a society's arts, beliefs, institutions, and communicative practices and its application to education.

An exploration of the literature on play including play as reflective pedagogy. A variety of theoretical perspectives will be brought to the interpretation of children's play. The teacher's role in creating physical and social environments that facilitate cognitive, emotional, social, spiritual, and physical growth will be examined.

An examination of selected standardized tests used in the public school system.

An examination of current assessment issues, procedures, and techniques and how these can be used to improve teaching and student learning.

Explores how feminist theories have re-thought educational practice, with specific focus on issues of knowledge, curriculum, classroom pedagogy, research, and educational policy.

Examines research and theory of problem-solving with young children. Emphasizes the teacher's role as the facilitator of problem-solving across the curriculum.

Students will normally be limited to 6 ch of independent study. NOTE: Permission of an instructor is required before registration.

Addresses the importance of creativity and innovation in education, explores applications in teaching, and builds creative capacity through visual and other modes of communication. It is a dynamic, interactive and cross-disciplinary course designed to increase creative, critical and divergent thinking, and art making skills in order to enhance meaning making, problem solving and self-expression.
Students will also learn to design creative and innovative teaching strategies relevant and applicable to teaching visual art and related subject areas.

Art education theories and practices as they apply to learning across the curriculum.

Examines contemporary issues in Art Education with a practical focus on developing teaching strategies that address local, national, and international issues being debated in art education.

Group process drama will be employed to study in any curriculum subject, such as history, mathematics, science and social studies. No experience necessary.

The interpretation and understanding of literature will be studied through various theatre practices, including readers' theatre, chamber theatre, monologues, dramatic scripts, and other media such as film.

Introduces discourses about and approaches to teaching and evaluating writing in schools, including traditional approaches, writing process, and genre modelling.

Aims, materials, and methods of teaching language, literature, and composition. Middle school and high school.

A sequel to ED 5353. Emphasis on planning course units, evaluation in English, and the integration of English and other subjects.

Examines theory in practice of young children and symbolic representation as the context of their emerging literacies.

Focus on appropriate methodology for teaching mathematics at the high school level.

Focus on appropriate methodology for teaching mathematics at the elementary school level. Students must demonstrate an adequate mastery of the mathematics content underlying the curriculum prior to completion of this course. 

Current issues in teaching mathematics, Grades K-12. 

Explores ways in which mathematics fits into an integrated curriculum, grades K-12.

Examines how the language of mathematics affects its acquisition and how the appropriate use of writing and literature can enhance the learning of mathematics. 

Examines mathematical approaches for developing the conceptualization of change in predictable and unpredictable situations, building from everyday experience.  

Examines curriculum and pedagogy in a range of elementary, middle and secondary school programs that come under the rubric of health education. Includes analyses of underlying assumptions, the organization of knowledge, and pedagogical approaches to this subject area. Note: Credit can only be obtained for one of ED 4451 or ED 5452

Introduces students to a variety of ways to effectively present and teach games to students at the middle and high school levels.

Focuses on planning and preparing the learning environment for instruction in physical education.

This course focuses on topics related to the teaching of physical education at the secondary level (grade 6-12).

A post-internship course for secondary physical education majors. Emphasis on contemporary trends in teaching physical education in public schools. Practical application.

This course will explore the ways that science is taught in relation to how students learn. Topics such as experiential learning, inquiry-based learning, constructivism, and the barriers to learning science are some of the topics covered within this course.  

This course is focused on the integration of Secondary science teaching components into comprehensive and holistic science teaching. Topics include but are not limited to unit planning, assessment, differentiation and technological integration within the science classroom.

This course will require students to comprehensively engage with an area of interest or concern in science education and through a peer-support and review process engage with other students and the instructor on these topics.

Ce cours suivra les principes et les pratiques de l’évaluation sommative et formative. Les participants auront l’occasion de voir comment ces pratiques sont utilisées de façon efficace dans la salle de classe. 

Ce cours explorera les principes et les pratiques pédagogiques en français langue seconde à l’élémentaire. Les participants auront l’occasion d’examiner les composantes—oral, lecture, et écriture—qui caractérisent une approche intégrée de la littératie. Notes: A required course for elementary French second language specialists. A French oral proficiency certificate with a minimum level of Advanced from the New Brunswick Department of Post-Secondary Education, Training and Labour is required.

Ce cours continuera l’exploration des principes et des pratiques pédagogiques nécessaires au développement de la littératie en français langue seconde au niveau élémentaire, mettant l’emphase sur l’intégration de la littératie dans l’enseignement des matières. Notes: A required course for elementary French second language specialists. A French oral proficiency certificate with a minimum level of Advanced from the New Brunswick Department of Post-Secondary Education, Training and Labour. 

Explores current pedagogical practices used in teaching English as a second/additional language (EAL) . Emphasizes the analysis and development of tasks and activities that support contextualized grammar, vocabulary, and pronunciation instruction.  Note: Required course for CTESL candidates.  

A field placement in an English as a second/additional language (EAL) learning environment. Notes: Required course for CTESL candidates. Graded on a CR/NCR basis. 

Explores specialized techniques to enhance English as a second/additional (EAL) instructional practices. Notes: Elective course for CTESL candidates. Credit cannot be granted for both ED 5564 and ED 5568.  A French oral proficiency certificate with a minimum level of B2 (CEFR) or Advanced (OPI) is required. 

Examen en profondeur de l’enseignement du français langue seconde dans diverses matières scolaires du niveau secondaire. Notes : Required course for secondary French second language specialists. A French oral proficiency certificate with a minimum level of B2 (CEFR) or Advanced (OPI) is required. 

Students will develop initial competence in selected aspects of social studies teaching.

An examination of the global education movement and its implications for curriculum and instruction. Students will be involved in a cross-cultural experience, the examination of global education materials, and a curriculum development project.

Students will develop initial competence in selected aspects of social studies teaching with particular emphasis on civic engagement and geography.

Students will develop initial competence in teaching history with particular attention to professional scholarship in fostering historical thinking.

Historical trends and contemporary issues in classroom practice and curriculum development.

Education is quintessentially a cultural matter. No matter what the context – be it in the formal education systems found around the world, or the many informal ways of passing on skills, knowledge, position, prestige and power – education is about culture. A systematic comparison of learning institutions and practices in a range of different cultural settings reveals a lot about our own understandings of teaching, learning and the management of knowledge as well as those from other cultures. Restricted to upper-level students, or the permission of the instructor.

Identifies and examines the development of Mi'kmaq-Wolastoqey literacies’ concepts and the relationships with language that define First Nations literacy in primary and elementary children. 

Learn to navigate the use of film and media production in various curricular and school-based contexts. Through experiential learning production and critical analysis activities, students will gain both practical skills and theoretical understanding of the role of media in education. 

Provides an introductory and broad overview of the International Baccalaureate (IB) from the Primary Years Program through the Middle Years Program to the Diploma Program (DP). Particular philosophical and applied aspects of the IB will be examined in comparison to other approaches to education. Note: This course is only open to students in the IBEC program, or with permission from the faculty. 

Provides a practicum/professional learning community [PLC] experience for students enrolled in the International Baccalaureate Educator Certificate program [IBEC]. Three flexible options for completing this course are a) a 7-week virtual mentorship with an experienced IB educator in Canada or internationally, b) a 7-8 week practicum experience at an IB accredited school as part of their ED 5050 practicum placement experience (*this option is for IBEC BEd students only) or c) a week-long IB immersive experience within an IB setting during the gap week between classes and the practicum. Note: This course will be graded as Credit/No Credit (CR/NCR).  

A critical and hands-on exploration of the role technology plays in teaching and learning. The primary aim is to strengthen educators' abilities to critically assess, select, and effectively use current and emerging technologies to support educational goals and address real-world challenges. 

Principles and practices for determining knowledge, skills, and attitudes for teaching/learning. 

Addresses the theoretical underpinnings and implementation methods of the six strands in the teaching of literacy: reading, writing, listening, speaking, viewing and visual representation. 

Eighteen weeks of school and classroom experience. Graded on a CR/NCR basis.

Examines music, visual art, and physical education both separately and based on curricular integration. Technical skills in each area are presented along with effective ways to implement these subjects in schools. Teaching resources and issues related to arts and education in different cultures are also examined.  

Designed for practicing teaching professionals who have responsibilities directly related to citizenship and social studies education. The focus is on the development of professional knowledge and skills that teachers require in assisting their students to be effective learners in citizenship and social studies education. The course will emphasize an evidence-based approach to teaching and learning with participants being required to demonstrate a close knowledge of the related research and to demonstrate its application in their daily planning and practice.

The course will require students to become closely acquainted with generally accepted best practice in citizenship and social studies education based on an analysis of programs in England, Australia, the United States and Canada. 

Focuses on the teaching and learning of mathematics at the elementary school level. Demonstration of methods occurs within a framework that develops content knowledge and mathematical connections underlying curricular topics. Projects and discussion draw upon the individual contexts within which teachers work. 

Enhances professional practice by providing teachers with a research-based framework for evaluating teaching, reflecting on professional experience, and planning in collaboration with colleagues to improve curriculum and professional practice. Tools are presented to help teachers assume leadership positions within schools. 

An opportunity for participants to examine some of the more important educational theories directly related to teaching elementary and intermediate school science. The course will provide a series of interactive opportunities testing various methods and techniques of teaching science.  

This course is designed to enhance teachers’ knowledge of the diverse needs of students with special needs as well as knowing how to apply evidence based practices to meet their needs in the classroom.  

Attends to aspects of content knowledge through emphases on connections between mathematical ideas and a sense of mathematical process. 

Provides students with the necessary background to understand the significant role of agriculture and agricultural science. 

Addresses the theoretical underpinnings and implementation methods of the six strands of literacy: reading, writing, listening, speaking, viewing, and representing with particular emphasis on issues encountered by First Nations learners.

Enhances professional practice by providing teachers with a research-based framework for evaluating teaching, reflecting on professional experience, and planning in collaboration with colleagues to improve curriculum and professional practice. Particular emphasis is placed on successful strategies that enhance learning in public schooling for First Nations learners.

Focuses on the development of professional knowledge and skills that teachers require in assisting their students to be effective learners in social studies education. Emphasis is placed on an evidence based approach to teaching and learning with participants being required to demonstrate a close knowledge of the related research and to demonstrate its application in their daily planning and practice. First Nations world-views are the basis from which all topics are explored.

Focuses on a framework that develops content knowledge and mathematical connections underlying curricular topics. Projects and discussions draw upon the individual context within which teachers work, especially teachers of First Nations learners.

Helps teachers develop effective science teaching skills and innovative ways to integrate science with other disciplines in the curriculum. First Nations world-views and connections with nature are integrated into the content.