Courses in this department are offered according to availability as listed in the applicable Registration Guide.
UNDERGRADUATE DEGREE COURSES
EADM 422.3
Teacher in School Organization 1/2(3L) Prerequisite(s): Admission to the College of Education and completion of 60 credit units at the university level.
Familiarizes prospective and practising teachers with the nature of school structures and social systems, and examines the effects of the organization and group interaction patterns on the school experiences of individual teachers.
EADM 423.3
Teacher and School Improvement 1/2(3L) Prerequisite(s): Admission to the College of Education and completion of 60 credit units at the university level.
Prospective and practising teachers will explore trends and issues in school improvement, innovations, and effectiveness. Research on school effectiveness in various countries will be examined, and models of school improvement employed in specific schools and school systems will be assessed.
EADM 424.3
Teacher as Leader 1/2(3L) Prerequisite(s): Admission to the College of Education and completion of 60 credit units at the university level.
Provides a comprehensive understanding of concepts of leadership by integrating theory, research, philosophy, and practice. Students will discuss the history and nature of leadership; the tasks, contexts, attributes, and powers associated with leadership; and the related roles of the teacher as leader.
EADM 425.3
Legal and Institutional Contexts of Education 2(3L) Prerequisite(s): EXPR 402.
Students will integrate the knowledge and experience acquired in earlier coursework and the extended practicum by examining the components of governmental, administrative, legal, ethical and professional aspects of public education in Saskatchewan and Canada.
Note: Students with credit for EADM 321 may not take this course for credit.
GRADUATE COURSESDepartment of Educational Administration, College of Graduate Studies & Research
EADM 810.3
Change Theory and Innovation in Education 1/2(3S) Prerequisite(s): EADM 811.
Includes presentation of theories regarding changes in education. Forces affecting change in education are studied in detail through a case study approach. Special attention is given to the role of administrators and to methods for improving the process of change in education.
EADM 811.3
History and Development of Organizational Theory 1(3S)
Traces major theories through the evolution of organizational thought, and examines recent trends in the study of organizations. A variety of schools of thought are investigated and utilized as perspectives from which to view educational organizations. The content is designed to provide a basis for further in-depth study of concepts and processes in educational settings.
EADM 812.3
Educational Finance 1/2(3S)
Financing public education; educational revenues and expenditures; principles underlying grants systems for education; alternative models for financing public education; taxation and principles of taxation; financial administration in local school systems; cost-quality relations in education; trends in educational finance; financial planning in times of retrenchment.
EADM 813.3
Planning and Data Based Decision Making 1/2(3S)
Designed to provide individuals with a knowledge of educational planning at the Board of Education level. Includes such theoretical aspects as the nature of educational planning, planning concepts, and approaches and models. Investigates applied aspects such as data collection, demographic analysis and enrolment forecasting, school facilities, master plans, and new planning techniques.
EADM 816.3
Instructional Leadership and School Management 1(3S) Prerequisite(s): EADM 811.
Focuses on the formal and informal organization of the school. The leadership styles of principals and vice-principals, as they affect curriculum development, implementation and evaluation, will be studied. Emphasis will be placed on organizational development strategies.
EADM 817.3
Supervision for Improvement of Classroom Instruction 2(3L)
Deals with the development of supervisory skills through the process of clinical supervision. Attention will be given to the role expectations of personnel involved in the supervisory process and the nature of the supervisory process as it involves classroom teachers and principals.