FACULTY OF HUMANITIES & EDUCATION HANDBOOK 2010–2011
EDCU3103 Curriculum Development: Implementation and Evaluation This course enables students, inter alia, to identify, describe and appraise critically the various strategies that are used to initiate and install curriculum innovation in Caribbean educational systems and critically examine the strengths and weaknesses of school- based and centralised curriculum planning.
EDCU3104 Issues in Curriculum Theory and Practice This course enables students to develop a sound understanding of the concept of curriculum theory in general; be familiar with existing curriculum theories; devise strategies for establishing effective curriculum theory and practice in Caribbean systems; and understand and apply research methodologies in curriculum theory and practice in Caribbean educational systems.
EDEA3504 Creating an Excellent School This course is designed to help students understand the key characteristics associated with high performing schools and explore, through activities such as school visits, literature searches and interviews, factors which contribute to school excellence. Key factors which promote school excellence, from a Caribbean as well as from an international perspective, will be examined. These include the nature and quality of leadership, approaches employed for developing positive cultures, building community and enhancing school-parent relationships.
EDEA3601 Issues, Concerns and Problems in The major objective of the course is to identify and confront problems, issues and concerns in educational administration, devise strategies for managing them and develop, wherever possible, solutions to them.
EDLS3004 Curriculum and Instructional Issues in Literacy Studies Prerequisites: EDCU2101 and EDLA2112 The purpose of this course is to enable the students to develop a conceptual grasp of the key issues and concerns in literacy curriculum, instruction, and assessment.
EDME3813 Testing, Measurement and Evaluation II Prerequisite: EDME2211 The purpose of this course is to help students (a) understand the characteristics of educational measurement; (b) understand the need for a variety of ways of assessing school attainment and progress; and (c) improve their ability to set, administer and analyse school examinations.
EDME3814 Testing, Measurement and Evaluation III Prerequisite: EDMA2211 The purpose of this course is to help students recognize the importance of assessment in non-cognitive domains; become aware of the instruments, techniques and skills used in appraising attitudes, personality traits, personal skills; to understand the need for and ways to carry out teacher appraisals; to understand the importance of and ways of monitoring pupil progress and attainment; and to consider alternatives to conventional reporting practices.
EDPS3804 Principles of Social Psychology Prerequisite: EDPS2011 This course enables students, inter alia, to understand some of the major conceptual and theoretical approaches to the study of interpersonal behaviour and the development of social roles; to understand, use and evaluate research techniques for the scientific study of social attitudes and behaviour.
EDLA3005 Selected Pedagogical Issues in Language Arts Prerequisites: EDCU2101 and EDLA2112 The purpose of this course is to enable students to develop a conceptual framework and practical skills with reference to teaching and learning in the English Language Arts and with attention to speaking, listening, reading, writing, viewing, and representing. The course content focuses on appropriate pedagogies, the design and implementation of Language Arts curricula, content area reading and critical issues and research in these areas
EDRS3501 The B Ed Study - (6 credits) - Semester I & II Students are required to undertake the supervised study of an educational problem. The text should be between 8,000 and 10,000 words
EDSE3100 Working with Exceptional Learners Prerequisite: EDSE2924 This course considers the needs of exceptional learners in regular classrooms. At the end of the course students should be able to (i) identify factors that make learning difficult for exceptional learners; (ii) identify alternative pedagogical practices that can be utilised to