EDUC 700 Courses
701. Seminar: Curriculum Issues. (3) Prerequisite: Advanced standing.
Provides opportunity for study of curriculum issues on site in elementary, middle, or secondary schools; offers students supervised work on selected national issues, on problems that appear in a particular school, or on problems that arise from their own professional practice.
703. Historical Perspectives on Literacy Research. (3)
Critically examines literacy research from historical perspectives, including behavioral and cognitive/metacognitive research paradigms. Historical perspectives are considered in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment.
704. Contemporary Perspectives on Literacy Research. (3)
Critically examines current perspectives on literacy research in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment.
705. Evaluating Educational and Social Programs. (3) Prerequisite: EDUC 695 or equivalent.
Examines how to assess the efficacy of educational programs. In a constrained fiscal environment, there are limitations on the number of programs the public can (or will) support. Thus, it is important to ask, "Does this program really work?" "Is it better than other alternatives for attaining its stated purpose?" The purpose is to develop students' skills in answering such hard questions. Before impacts can be assessed, the program and its aim must be well understood. This raises questions such as "What is this program?" "What is it meant to accomplish?" "Are these goals realistic given the parameters of its definition?"
706. Seminar: Issues in Research on Literacy. (3)
Investigates contemporary issues related to research on literacy. Specific topics vary each time the course is offered.
707. Psychometric Theory: Classical and Latent Trait Models. (3) Prerequisite: EDUC 794 or equivalent.
Treats advanced issues in measurement theory and practice, including a consideration of the use and misuse of standardized tests in American education.
708. Cognition and Instruction in the Classroom. (3) Prerequisite: EDUC 606 or equivalent.
Focuses on the development and acquisition of memory, knowledge, and expertise in classrooms from the perspective of cognitive psychology. Considers conceptual change models of learning as well as cognition and instruction in the content areas of reading, writing, mathematics, science, and social studies.
709. Motivation in the Classroom. (3) Prerequisite: EDUC 606 or equivalent.
Focuses on student motivation in classroom settings and includes discussion of different motivational theories such as attribution, social cognitive, intrinsic motivation, and goal theory. Considers how different characteristics of classrooms influence student motivation to learn.
710. Learning, Thinking, and Problem Solving. (3) Prerequisite: EDUC 606 or equivalent.
Discusses general models of learning, thinking, and problem solving and their application to education. Presents cognitive psychological and contextual models of intelligence, reasoning, self-regulated learning, and volition. Discusses implications of these models for classroom instruction and school change.
711. Research in Mathematics Education. (3, may be elected twice) Prerequisite: Permission of instructor.
Critically reviews relevant literature in mathematics education, psychology, curriculum, and teaching; leads to identification of problems for which research is needed.
713. Seminar on Science Education. (3)
Investigates recent research techniques applied to solutions of instructional problems; provides experience in writing grant proposals. Open to students preparing theses or research reports.
714. Technology and Mathematics Education. (3)
Examines modern technologies and their impact on the mathematics curriculum. Focus is on changes that can occur in what is taught and learned (and also what can be assessed) when technologies are used. Students design curricular segments that use technologies and test them with children in classrooms. Includes project-like modules integrating several domains.
715. Special Topics in Education and Psychology. (2-3) Prerequisite: Permission of instructor.
Explores topics in education and psychology based on the interests of faculty and students in the program. The topics addressed change each term. Students should consult the office of the Combined Program in Education and Psychology for the current list of offerings each semester.
716. Education Psychology Advanced Proseminar. (2-3) Prerequisite: Combined Program student standing or permission of instructor.
(Program students are required to sign up for three credit hours.) An advanced seminar on issues in education perspectives for psychologists. It is primarily for third- and fourth-year program students and is a required course. The seminar is designed to identify and review issues critical to "educationalists": researchers, those concerned with issues of training, policy specialists, and practitioners. The major focus is to become broadly conversant with the range of issues associated with the study and practice of education and to use this knowledge to analyze and reflect upon those issues. Participants will be encouraged to relate their scholarly interests to matters of practical significance.
Examines theoretical ideas that inform new distributed learning environments and models that reflect these ideas. Students will construct experimental prototypes based on these ideas and models. Ways in which teaching and learning in new learning environments are both different from and similar to traditional learning environments are also examined.
720. Social Psychology of Education. (3) Prerequisite: EDUC 606 or equivalent.
Discusses the social psychology of classrooms and schools including a focus on gender, ethnicity, social class, and cross-cultural differences from a psychological perspective. Examines how different social and psychological characteristics of classroom/school environments influence individual achievement, gender-role development, and moral and personal development.
721. Human Development and Schooling. (3) Prerequisite: EDUC 606 or equivalent.
Discusses cognitive, social, personal, and affective development across the life span from early childhood through college years. Focuses on how school, classroom, and home/family contexts influence the trajectory of individuals' development over the course of schooling.
722. Models of Teaching and Classroom Instruction. (3) Prerequisite: EDUC 606 or equivalent.
Focuses on general models of teaching and instruction such as process-product research, direct instruction, teaching for understanding, reciprocal teaching and peer instruction, and aptitude-treatment interactions.
723. Field Research Methods. (3) Prerequisite: Permission of instructor.
Introduces students to qualitative field research methods. Topics include choosing a site and negotiating entry, taking field notes, converting "raw" notes to "cooked" notes, meaning, making sense of qualitative data, focusing a qualitative study, analyzing qualitative data, computer analysis of qualitative data, validity and reliability in qualitative research, communicating a field study, exploring the relationship of data and theory, and negotiating exit. Students are required to actively engage in gathering data in educational settings.
724. Ethnographic Interviewing. (3) Prerequisites: EDUC 794 and permission of instructor.
Introduces students to the use of interviewing in ethnographic field work. Topics include effects of gender, ethnicity, and cultural differences on subject-interviewer relationships; ethics of doing interviews; use of interviews in gathering historical data; strategies for interviewing; design of interview questions; methods of analyzing and transcribing interview data; and presentation of interview data in written reports. Students should already have access to a field site and be prepared to gather and analyze data during the course.
725 and 726. Qualitative Approaches to Educational Research I and II. (3) Prerequisite: Permission of instructor.
A two-term sequence covering the philosophy and practice of qualitative research, including ethnographic, phenomenological, and interpretive approaches.
727. Research Methods in Cognition and Technology. (3) Prerequisite: Doctoral standing in Educational Technology Ph.D. program or permission of instructor.
Studies designs for research in cognition and technology from journals, dissertations, and in-progress projects. Techniques for analyzing data, including verbal protocols, videotapes, computerized log files, and problem solving errors, will be examined, together with their theoretical underpinnings. Each student will design a research study and collect and analyze pilot data from it. These studies can be continued in subsequent courses and may lead to second-year or dissertation projects.
728. Practicum in Learning Technology Design. (1-4) Prerequisite: EDUC 626 or SI 548 or equivalent.
Focuses on the design and production of interactive multimedia materials for education, using resources from the Prechter Laboratory for Interactive Technologies and the Multimedia Classroom. Team projects will be encouraged. Theory and research on learning from multimedia will also be emphasized.
729. Culture, Design, and Technology. (3) Prerequisite: Graduate standing.
This course will investigate relevant findings in human cognition how humans learn and the role of various forms of instruction in bringing about that learning and their relationship to educational computing and educational video, including video disc. It will examine, critique, and attempt to improve the design of currently available educational software and video.
730. Methods of Classroom Research. (3)
Covers methods used to study classroom process and teaching and learning in classrooms including observation, questionnaire, interview, think aloud, and case study. Multimethod designs are discussed, along with how different sources of data, both quantitative and qualitative, can be combined for interpretive purposes. Students develop their own proposals and select methods that are appropriate to the question posed. Usually the questions concern instruction, learning, individual differences, or motivation.
733. Reading and Writing Development of Young Children. (3) Prerequisite: Graduate standing.
A review of the development of young children's literacy in the home, the developmental patterns of reading and writing that precede conventional literacy, and how this development may be fostered in early childhood.
734. Sociohistorical Context of Special Education. (3) Prerequisite: Permission of instructor.
Explores socio-political aspects of special education for the purpose of preparing educators to serve as advocates for individuals with handicapping conditions. Examines history of the legal rights movement, principally through the study of landmark litigation, distilling emerging principles and interrogating the relationship between legislation and the everyday lives of youth with handicapping conditions, their teachers, and their families.
735. Theory and Research in Special Education. (3)
Advances participants' engagement in contributing to the knowledge base in special education. Explores critical theoretical and methodological issues in contemporary special education research. Students identify a special education topic for in depth examination and generation of a scholarly review.
736. Atypical cognitive and Social Development. (3) Prerequisite: EDUC 721 or equivalent.
Explores major paradigms that have been used in conceptualizing an studying atypical cognitive and social development. Societal expectations regarding "typicality" and the role of social institutions in identifying an responding to atypical development patterns will also be explored.
737. Topics in Educational Studies. (1-3) Prerequisite: Graduate standing.
Explores new topics in educational studies based on the interests of faculty and students. Topics change each term. Consult the program office for the current list of offerings.
738. Instructional Interventions for Atypical Learners: Theory and Research. (3)
Examines how intervention research with high incidence populations (especially students identified as learning disabled) has been influenced by: learning theory, knowledge and beliefs about the causes and courses of atypicality, and knowledge and beliefs about the nature of the teaching/learning relationship.
739. Differentiating Instruction in Reading. (3)
Focuses on processes and knowledge that affect the acquisition of reading skill. The course examines acquisition of reading skill from a number of different perspectives. In addition, some emphasis is placed on the effects of measures of prevention or reading difficulties and early intervention to prevent the development of severe reading disabilities over time.
Topics include (but are not limited to): (a) prerequisites of reading and predictors of reading achievement, (b) acquisition of the alphabetic code, decoding strategies and sight word vocabulary, (c) language comprehension and reading, (d) meta linguistics and reading, (e) social, cultural and biological factors that affect acquisition of reading skill, (f) discussion of methods of prevention and treatment of reading difficulties.
740. Independent Study: Educational Foundations, Policy, and Administration. (1-3, may be elected more than once) Prerequisite: Graduate standing at the doctoral level.
Comprises supervised reading, research, or other inquiry regarding educational foundations and policy or leadership and administration.
741. Topics in History of Education. (1-3)
Examines aspects of the historical development of education; selects certain problems and periods for study each time the course is offered; places emphasis on the historiography of the selected topic.
742. Topics in Sociology of Education. (1-3)
Examines specific problems in the sociology of education; places emphasis on research methods and on the policy implications of research.
743. Topics in Philosophy of Education. (1-3)
Examines selected problems in the philosophy of education; emphasizes modes of inquiry and the application of philosophy to contemporary educational issues.
744. Topics in Comparative and International Education. (1-3)
Examines educational theory and practice in various sociocultural settings around the world; selects certain problems and geographical areas for study each time the course is offered.
745. Education and Cultural/Multicultural Studies: Reconstructing Urban Schooling. (3)
This seminar will explore historical and contemporary efforts to reshape urban schools along democratic and multicultural lines. Graduate students across the University are welcome to enroll.
746. Topics in Educational Policy. (1-3)
Selects an important educational policy or policy area each term for close study and analysis; considers a variety of approaches to educational policy.
747. Topics in Foundations and Policy. (3)
Explores specific new topics in educational foundations and policy based on the interests of faculty and students. Students should consult the program office for current listings and course descriptions each semester.
748. Policy and Practice: School Reform and State Policy. (3)
Examines the relations between educational policy and practice between state and federal policies and programs on one hand and teachers' classroom work on the other. Studies policies that seek to change instruction as well as policies that regulate school finance, building safety, student transportation, and the like. Focuses particularly on recent state and national school reforms that propose to dramatically improve the intellectual quality of teaching and learning.
750. Learning and Social Cognition in Science and Technology. (3)
Looks at how people learn with an emphasis on current theory, research and classroom practices related to learning and social cognition in science and technology.
75l. The Social Context of Schooling. (3) Prerequisite: Graduate standing.
An analysis of how social, cultural, and institutional forces shape the K-12 educational system and the individuals within it. Topics include the changing nature of the family and its effects on schooling, the effects of race, class, gender, and ability on school processes and outcomes, educational attainment, and school-to-work transitions; and public expectations for schools.
752. Organization Theory and Research in Education. (3) Prerequisite: Graduate standing.
An examination of recent theory and research on the structure of educational organizations and the behavior of individuals in them. Emphasis is placed on understanding alternative theoretical perspectives and strategies in organization research, and on identifying issues for future research.
753. Analysis of School Effectiveness. (3) Prerequisite: Graduate standing.
An analysis of how the social organization of schools affects student learning. Reviews alternative theoretical perspectives on this topic, discusses methodological issues and findings in research on school effectiveness, and considers how research finding can be applied to practical problems of instructional management in schools. Students should complete Ed 794 and Ed 795 (or equivalent course work) before enrolling in this course.
754. Education and Public Policy. (3) Prerequisite: Graduate standing.
Examines the role of political processes in the organization and governance of education in the United States, with particular emphasis on the increasingly active roles of state and federal government in the formulation and implementation of public policy for education.
755. Directed Research in Educational Administration and Policy. (1-6, may be elected more than once) Prerequisite: Graduate standing.
Supervised research in the areas of administration and policy analysis undertaken as part of a master's or doctoral program.
756. Independent Study: Educational Administration and Policy. (1-3) Prerequisite: Graduate standing.
Comprised of supervised reading, research, or other inquiry regarding educational administration, policy, and leadership. May be elected more than once.
757. Practicum in Educational Administration and Policy. (1-6, may be elected more than once) Prerequisite: Graduate standing.
Provides an opportunity for application of knowledge and theory of educational administration and policy through participation in case exercises, simulations, and/or supervised laboratory or field experiences.
758. Leadership, Learning Organizations and Technology. (3)
Examines the nature of leadership in schools related to the use of technology. Students are introduced to key issues facing school leaders with respect to technology, including planning for technology, faculty development, acceptable-use policies, safety and equity.
759. Higher Education and Society. (3)
This course examines various dynamics of the relationship between higher education and society. It explores the unique structures, operations, and processes of higher education utilizing a sociological viewpoint. Emphasis will be placed upon the social roles, responsibilities, and effects of higher education institutions, faculty and students within colleges and universities, and the consequences of their activities for the broader society. Students examine some of the major societal trends that have significantly impacted higher education in the post-industrial age. The informal and formal dimensions of academic organization will also be examined. Topics include the organization of higher education, university-community relations, social stratification, the production of knowledge, the sociology of academic scholarship and research, work structures, and traditions
761. Postsecondary Institutions as Complex Organizations. (3) Prerequisite: Graduate standing.
Examines colleges, universities, and other formal postsecondary educational institutions, as complex social organizations, through application of basic concepts of organization theory. Discussion focuses on individual, group, organizational, and interorganizational-level variables and approaches to analyzing colleges and universities as complex social organizations.
762. Curriculum in Postsecondary Education. (3) Prerequisite: Graduate standing.
Deals with the varying conceptualizations of curriculum in a variety of settings and levels. Considers vocational and professional education, general education, and the liberal arts and sciences at both the undergraduate and graduate levels. Explores how the curriculum expresses goals and how it determines staffing and provision of resources.
763. Financial Management and Strategy in Postsecondary Education. (3) Prerequisite: Graduate standing.
Examines financial management and budgeting practices internal to institutions of higher education. Intended for persons who seek a working knowledge of budget development, financial management, and fiduciary control in colleges and universities.
764. (POLSCI 734,PUBPOL 732). Public Policy in Postsecondary Education. (3) Prerequisite: Graduate standing.
Focuses on legislative and executive policy formulation processes at the state, regional, and national levels. Considers theoretical and conceptual approaches to understanding public policy formation, including the role and function of the major organizational factors at each level and their modes of influence in determining policy for postsecondary education. Examines in depth selected current public policy issues that cut across political levels.
765. Research Design in Higher and Continuing Education. (3) Prerequisite: Graduate standing at the doctoral level.
Required of all CSHPE doctoral students. Examines research approaches commonly used in higher and continuing education, and focuses on key issues related to research design, modes of analysis, and causal inferences.
767. Research Practicum in Higher and Continuing Education. (3) Prerequisite: Permission of instructor.
Before they are admitted to candidacy and undertake dissertation research, CSHPE doctoral students must demonstrate their ability to design and conduct research, which is especially important for those with limited prior research experience. This involves participation in a scholarly activity that culminates in a published research article or a refereed research paper that is presented at a professional conference. The project may be an independent study conducted with faculty supervision or part of a faculty member’s ongoing research for which the student assumes primary responsibility. In the case of articles or presentations prepared jointly with faculty or other students, the student’s role is expected to be that of a lead author or equal co-author. The Practicum provides both an opportunity to directly experience the research process prior to the dissertation and to gain entrance to professional networks that are important for career development. Students may submit single- or lead-authored higher education-related research they completed prior to enrollment in the doctoral program for faculty review; this should be submitted to the student’s advisor. A waiver of the Practicum requirement may be granted based on this review.
Students should discuss this requirement with their faculty advisor at an early point in doctoral study (no later than the beginning of the second year of full-time study) in order to complete the Practicum prior to (or shortly after) the Comprehensive Qualifying Examination. Students should register for EDUC 767 (3 credit hours) while working on their research project. Upon completion, they should submit a completed Research Practicum Form along with a final copy of the product of the research (typically a conference paper or an article submitted or accepted for publication) to the faculty member serving as his or her advisor for EDUC 767.
768. Economics of Education. (3)
This course is an introduction to the economics of education. The central aim of the course is to assist students in viewing the education "industry" and its educational processes through the perspective of economics. Several tools of economic analysis are used to address the links between education and economic growth, consumption, investment, employment, and equity. Students are afforded an opportunity to examine an important issue related to the economics of education, which helps them to become more knowledgeable about the economics of education literature and learn how to apply the tools of economic analysis to a important policy issue.
769. Philanthropy and Higher Education. (3)
This course provides a historical, philosophical, and organizational
overview of the practices of philanthropy as it relates to college
and universities. Examines the implications for research and
practice in higher education that are associated with its cultivation
of philanthropy, institutional advancement and fund raising activities.
770. Independent Study in Higher and Continuing Education. (1-3, may be elected more than once) Prerequisite: Permission of instructor.
Comprises supervised reading, research, or other inquiry regarding higher and continuing education.
771. Topics in Higher and Continuing Education. (1-3, may be elected more than once)
Explores new topic areas, which may vary each time the seminar is offered, according to mutual interest of a limited number of students with one or more faculty members. Often the seminar is generated by a group of interested students and the resulting material is incorporated into existing courses or leads to development of new courses.
772. Policy and Contexts of Teacher Education. (3)
Examines contexts in which preservice teacher education takes place and the rationale for employing those contexts. Explores historical and contemporary debates about the appropriateness of these contexts, examines current research and positions regarding them, and investigates new directions and alternatives. Topics may include the place and nature of university- and school-based teacher education sites; formal and informal learning environments; social, political, and community contexts; and field experiences.
773. Issues in Teacher Education. (3)
Explores scholarship and research relevant to historical and contemporary issues in preservice and inservice teacher education. Issues may include policy, relationship of policy to research and practice, conceptual and programmatic orientations, the cyclical nature of reform, teacher certification, standards and regulations, professionalization, unionization, foundations for teacher development, and professional development.
774. The Practice of Teacher Education. (3)
Explores instructional/pedagogical approaches to the preparation of prospective teachers. Presents scholarship and research for critical examination and analysis of methods of educating prospective teachers. Topics may include instructional processes, organizational structures, delivery systems for curriculum, and inquiry and reflection strategies.
775. Research on Teacher Education. (3)
Examines policy, scholarship, and research relevant to the professional development of teachers. Considers the relationship between the means employed and the ends achieved in the preparation of teachers. Topics may include teacher beliefs, teacher socialization, the relationship between psychological development and professional development, and the influence of cultural identity on teacher preparation in a multicultural society.
776. The Practice of Teaching. (3)
Examines and investigates issues related to teacher education as a field of inquiry. Explores how current research agendas might be enhanced and new research agendas created. Topics may include themes and issues in teacher education research; research on teacher education programs, curricula, faculty, and students; and research on student knowledge and beliefs.
777. Administrative Practicum in Higher and Continuing Education. (3-6) Prerequisite: Permission of instructor.
A seminar dedicated to linking theoretical issues in practice to problems confronted by students in their field settings. Emphasis will be placed on developing critical assessments of current literature, evaluation of practice performance, and the formulation of reflective modes of thought. Students must be placed in a supervised field setting.
778. Advanced Administrative Practicum in Higher and Continuing Education. (3) Prerequisite: Permission of instructor.
Intended primarily for CSHPE Ed.D. students, who are required to have a career-related professional practicum. Building on relevant literature in higher education and other fields, students are expected to analyze the successes and failure that they observed in practice and make recommendations for improvement.
779. Technology and Teacher Learning. (3)
Technology's potential contributions to both pre-service and in-service teacher learning will be critically examined in this class. Issues include: forms of knowledge required to teach with technology, the uses of technology to prepare to teach, and the uses of technology for on-going professional growth.
780. Research on Teaching. (3)
History of research on teaching; process-product research, studies of instructional decision making and teacher thinking and approaches to the study of instructional practice and the factors that influence it; research on effects, tools and measures of instruction.
781. The Study of Mathematics Instruction. (3)
The study of teaching and learning mathematics in classrooms. Historical and comparative analyses of practice, approaches to the study of instruction; and theoretical and scholarly perspectives on instruction; how these perspectives influence conceptions of and approaches to teacher development
782. The Study of Mathematical Thinking and Learning (3)
Research on children's and adult's understanding and reasoning in mathematics; alternative perspectives on how children and adults learn mathematics; traditions of theory and research on mathematical thinking and performance, including cognitive, constructivist, sociocultural and situated perspectives; historical development of research on mathematics thinking and learning.
783. Mathematics Curriculum: Research and Development. (3)
School mathematics curriculum, both intended and implemented; sources, history and improvement models; emphasis on the U.S. and grades k-12; also postsecondary curriculum, international perspectives, historical analyses. Relationships between curriculum development and research; curriculum policy; theoretical orientations to curriculum; disciplinary foundations of mathematics and their connections with school curriculum; implementation of curriculum.
789. Research Apprenticeship. (1-3, may be elected more than once for a total of 9 hours)
Doctoral student participation in a research project to experience the conduct of research from multiple and/or methodological perspectives. Experience should total 150 hours over one or multiple semesters.
790. Foundations of Schooling. (3)
Offers an integrated study of the psychological, social, philosophical, historical, and curricular bases of education through an examination of a small number of issues or themes of profound and lasting importance in educational studies. Graduate course required of all new Educational Studies doctoral students. Should be taken early in the student's program.
791. Foundations of Teaching and Learning. (3) Prerequisite: Doctoral standing or permission of instructor.
Situated at the intersection of teaching, learning, and subject matter, this course supports understanding of basic theories of learning and development, and the role of psychological and educational theory in the: (a) design of curriculum, (b) conduct of teaching, (c) assessment of learning
792. Methods in Educational Research: Qualitative. (3) Prerequisite: Graduate standing at the doctoral level or permission of instructor.
Surveys qualitative methods of inquiry as they are currently used in the study of the contexts, processes, and effects of education. Introduces students to elementary statistics, exploratory data analysis, research design, and/or interviewing, narrative and argument analysis, and interaction and setting analysis.
793. Introduction to Quantitative Methods in Educational Research. (3) Prerequisite: Graduate standing at the doctoral level.
Surveys quantitative methods of inquiry as they are currently used in the study of the contexts, processes, and effects of education. Introduces students to elementary statistics, exploratory data analysis, research design, and computer-based data analysis methods.
795. Quantitative Methods for Non-Experimental Research. (3) Prerequisite: EDUC 794 or equivalent.
A field-based intermediate-level course in research methods that focuses on non-experimental research. Emphasizes application of statistical concepts to current educational problems. Students will examine non-experimental data using SPSS-X software. The course focuses on regression-based methods, including path analysis and analysis of covariance. Recommended for all students planning a quantitative study for the dissertation.
796. Advanced Quantitative Methods for Non-Experimental Research. (3) Prerequisites: EDUC 794 and EDUC 795 or equivalent.
A field-based advanced-level course in research methods that focuses on non-experimental research. The course will emphasize the combination of proper methodology with theoretical considerations to be addressed and characteristics of the data. Application to current educational questions will be emphasized. Several advanced statistical methods, with the appropriate software, will be covered. Recommended for doctoral students specializing in research, measurement, and evaluation.
797. Advanced Quantitative Methods for Experimental Research. (3) Prerequisites: EDUC 794 and EDUC 795 or permission of instructor.
Advanced-level course in research methods, focuses on experimental research. Emphasis on studies for which random assignment to groups is possible. Course emphasizes combination of proper methodology with theoretical considerations. Concentration on experimental design of studies, including randomized block designs, factorial designs, multiple treatment levels, and hierarchical designs. Issues in sampling (simple random, stratified, cluster, etc.) are also treated in some detail, as well as selection of appropriate comparison groups. Application to current educational questions will be emphasized.
798. Teaching Apprenticeship. (1-3, may be elected more than once for a total of 9 hours)
Doctoral student engages in the full complement of activity associated with teaching (e.g., design and revision of syllabi; design, enactment, and evaluation of course activities; design and grading of course assignments; engagement with and evaluation of learners).
799. Categorical and Limited Dependent Variable Modeling. (3)
Advanced course addresses how to remedy the statistical and analytic
problems that arise when researchers are faced with categorical and
limited dependent variables. Emphasis on learning the statistical
properties of these models and interpreting how the results produced
can be used to inform educational decision-making.
