OISE Courses

This is an introductory course intended to provide students an overview of the theoretical and clinical application of the theories and techniques of counselling and psychotherapy. It will also critically explore the use of these theories and techniques across culturally diverse settings. This knowledge provides a foundation for further development in clinical skills and training in a global context.

A core element of the Research Intensive Training in Psychology and Education field of study within the Master of Arts in Child Study and Education program is the production of a Major Research Paper (MRP). The MRP represents a student's ability to engage in the production of a novel piece of research. The MRP will follow the OISE guidelines for the components of a M.A. thesis in terms of its design and layout. Students who complete an MRP will be assigned a primary faculty supervisor who will support the student through the research process and the development of a research proposal and MRP. A second faculty member will act as the "second reader" who must read and review the final MRP and provide formal approval of the MRP along with the primary supervisor.

This course presents the foundations of the beliefs and practices of Child Study. Child Study is a necessary response to individual differences in the needs and contexts of children. The course is designed to develop the knowledge and skills knowledge fundamental to the systematic study of children through observing, recording, and interpreting their development in diverse settings. The course draws upon socio-emotional programming, health and physical curriculum, science education, and EDI practices. 

This is a seminar course that examines the interactions between teachers and children in kindergarten, primary and junior grade educational settings. Students learn instructional methods (planning, learning environment, classroom management) and pedagogies for elementary teaching. Emphasis is placed on the integration of teaching practice with Social Studies curriculum and social learning theories. Critical pedagogies and Indigenous perspectives are introduced and explored. The law, legislations and government policies for education are explored and tied to professional practice. This course blends theory and practice and draws on students’ experiences from practicum placements.

This seminar course will provide the students with opportunities to examine key topics in education as well as share and reflect upon topics and issues that emerge during the students' internship (APD2221Y Teaching Internship) and that relate to employment preparation. Each week students will discuss and evaluate ideas, strategies, and activities that they have observed in their classrooms in relation to key components of pedagogical practice in elementary education.

A study of education techniques and the role of the teacher in designing, implementing and evaluating curricula for children aged three to twelve. Basic areas of the elementary curriculum are introduced, including designing educational programs, early childhood, language and literacy, mathematics and science.

This course provides a foundation of understanding for language and literacy instruction, translating current theory and research into evidence-based practice. The course considers reading and writing acquisition in terms of the component processes involved at various stages of literacy development. The goal of the course is to engender thoughtful, critical, informed decisions about the teaching and assessment of language and literacy in the schools. Teachers successfully completing the course will be prepared to develop and implement theoretically-sound, practical and motivating classroom literacy programs for the primary and junior grades.

This course offers a detailed study of mathematics learning and education from the early years through to middle school (with a primary focus on K-6 mathematics). The course aims to strike a balance between. research and practice, routinely integrating research in the cognitive, developmental, and educational sciences with the teaching and learning of mathematics; assessment is discussed throughout the course and as a fundamental aspect of all mathematics teaching and learning. The course provides a foundation for developing research-informed practice and curriculum design, creating pathways that promote engaging, equitable, and accessible mathematics for all students.

In this course students will use a variety of artistic modalities (visual art, music, dance, drama), to explore arts-based critical pedagogy through an experiential learning model. Students will be provided opportunities to mobilize the arts towards a wide range of learning outcomes with a focus on equity, critical awareness, and community building. Students will also become familiar with process-driven and participation-based assessment as important elements of the Ontario Arts Curriculum.

First year Child Study and Education students are placed in classrooms in the Dr. Eric Jackman Institute of Child Study Laboratory School, in public and separate schools in Toronto, and in other independent school settings. Students are under the joint supervision of an associate teacher on site and an academic staff member at the Institute. This course is normally open to students in the MA in Child Study and Education program only.

Second year Child Study and Education students carry out a single practicum placement called an internship during either the fall or winter term. Supervised by a mentor teacher on site and a staff member from the Institute of Child Study in an assigned setting from kindergarten through grade six, students have an opportunity to consolidate developing skills and attitudes as they apply their teaching skills.

Students will take this course during the internship term of their second year of the MA CSE program. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Working collaboratively with students enrolled in APD2223 (Professional Practice: Developing the Skills of Critical Friendship), students will gain experience enacting their own continuous professional cycle as they work to improve their practice as beginning teachers.

Students will take this course during the academic term of their second year of the MA CSE program. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Working collaboratively with students enrolled in APD2222 (Professional Practice: Enacting a Research-Informed Professional Learning Cycle), students will develop skills as "critical friends" who actively create the conditions for the impactful professional learning of themselves and others.

An educational program consists of a sequence of learning activities carried out over an extended period of time to accomplish a number of long-term learning goals. The main goal of this course is to help students learn how to plan educational programs that can accommodate a variety of children and achieve a variety of learning goals.

This course provides teacher candidates with the opportunity to learn and practice therapy techniques that can be used to engage parents, teachers, and students in the education system. Teacher candidates will learn different therapy techniques to engaging, focusing, evoking, planning, and healing to resolve conflict and practice the skills within class. Though the intent is not to train teachers as therapists, it is to provide them with essential skills that they can use in their practice.

Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to the student but are not included in available courses. While credit is not given for a thesis investigation proper, the study may be closely related to such a topic.

A critical analysis of current issues related to instruction for school-aged children with a focus on those with special educational needs. The emphasis is on using well-founded research and data to inform instructional practices and decision-making. This course is designed to promote reflective thinking about key topics that educators must conceptualize from both theoretical and practical perspectives. It is intended to provide students with knowledge, skills, and attitudes that will enable evidence-based understanding of what is involved in working with exceptional learners across a variety of settings, but primarily in an inclusive classroom situation. Focus is placed on curriculum being flexible in responding to diversity, so that teachers are guided to make appropriate accommodations and modified expectations for the various categories of exceptionality. This course includes a service-learning experiential component to enable students to make connections between theory, research, and practice.

This course will examine the potential of microcomputer-based technology in various types of learning environments. The focus is on the use of adaptive and assistive technology as a tool to increase the teacher's ability to handle a wide range of student learning needs in main streamed classrooms. The course is suitable for students in the departments of Curriculum, Teaching and Learning and Applied Psychology and Human Development.

A critical analysis of current issues related to identification and programming for children with special needs. The emphasis is on using well-founded research to inform instructional practices and decision-making. This course is designed to promote reflective thinking about key topics in Special Education that educators must conceptualize from both theoretical and practical perspectives. It is intended to provide students with knowledge, skills, and attitudes that will enable evidence-based understanding of what is involved in working with exceptional learners across a variety of settings, but primarily in an inclusive classroom situation. Focus is placed on curriculum being flexible in responding to diversity, so that teachers are guided to make appropriate accommodations and modified expectations for the various categories of exceptionality. Since characteristics of special needs and second language learners are often inter-related, ESL support will also be addressed.

Critical analysis of assessment procedures including psychometric tests, curriculum-based assessment, and dynamic assessment and of the function of assessment in relation to adaptive instruction. A practical component is included.

Introductory course in the critical evaluation of research reports. Emphasis on understanding and interpretation of the outcome of basic statistical and research methods. Hands-on experience in research design and report writing.

This course focuses on prevention and intervention in the area of reading and writing difficulties and disabilities. It is designed to prepare special educators and classroom teachers to implement evidence-based practice in the assessment and instruction of children with reading and writing problems. Half of the course is concerned with assessment, including informal and standardized approaches, and the remainder is concerned with research-based interventions to meet specific programming needs. Both parts involve hands-on strategies with children and adolescents who have serious reading and writing difficulties.

This is a doctoral course that will provide foundational knowledge in developing as scholar practitioners and completing a dissertation in practice. The course will provide an overview of research methods and practices that are relevant to EdD students. Special topics that will be covered include a review of practice, policy, research and theory relevant to the students' focus of interest. Students will be introduced to the requirements of ethical reviews and working in the community as well as how to apply for funding and liaise with various agencies. Students will be introduced to program evaluation, action research, as well as other methodologies to support the development of proposals and programs of study to support their research with a focus on adults and adolescents.