Courses

Examines radical analyses, based on class, gender, and race, that public schooling in the U.S. maintains a dynamic of oppression and domination that undermines the schools' democratic premise. Scrutinizes the conceptual framework, interpretive and explanatory adequacy, and ethical justification of radical claims.

Provides an historical perspective of research on teaching, focusing on the evolution of conceptual frameworks, research methods, and research findings. Examines substantive and methodological issues that underlie contemporary research on teaching. Explores areas of research including teacher knowledge and beliefs, teaching for understanding, understanding student thinking, motivation and volition, and classroom assessment.

Explores substantive and methodological issues that underlie current research on learning to teach, teacher education, and teacher professional development. Considers the learning and development of experienced and novice teachers, with an emphasison learning to teach in ways that conform to reform-based educational ideas.

Examines special topics in theory and research related to literacy and literacy education. Topics vary each semester. May be repeated up to 12 total credit hours.

Examines special topics in theory and research related to mathematics education. Topics vary each semester.May be repeated up to 12 total credit hours. Prerequisites: Restricted to Graduate Students only.

Examines special topics in theory, research, and assessment related to science education. Focuses on the development of the doctoral prospectus. Provides opportunities for students to defend their own work and to critique the work of their peers. Topics range from theoretical framing to presenting and defending one's work. May be repeated up to 12 total credit hours.

Introduces students to various paradigms within educational research and how they are employed to study teaching and learning in K-12 classrooms. Includes an analysis of the theories, assumptions,questions, methods, and findings associated with each of them. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Introduces conceptual and empirical issues and controversies in educational research and policy. Complements other doctoral courses in quantitative and qualitative methodology. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Explores the use of statistics to formalize research design in educational research. Introduces descriptive statistics, linear regression, probability, and the basics of statistical inference. Includes instruction in the use of statistical software, (e.g., SPSS.). Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Continues the exploration of research design in the social sciences, especially the evaluation of the quantitative research reported in professional journals. Introduces instances of the general linear model (both multiple regression and ANOVA) and its application to educational research. Prereq., EDUC 8230 or equivalent. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Introduces students to the theory and practice of qualitative research in education. First of a two-course sequence covering research design, theoretical perspectives, and methods. Preference given to first-year doctoral students in education. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Builds on EDUC 8250 to develop knowledge and skills in ethnographic and case study research. Second of a two-course sequence covering qualitative research design, theoretical perspectives, and methods. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Intensive study of selected topics in human development. The focus of the seminar will vary depending on the instructor's expertise and students' interests; may repeat for credit more than once. Recent topics include adolescent development in social context, Vygotsky and Cultural-Historical Activity Theory, and teaching and learning in and out ofschool. Prereqs., EDUC 6318, EDUC 8210, or instructor consent. Prerequisites: Restricted to Graduate Students only.

Intensive study of selected topics in human learning.The focus of the seminar will vary depending on the instructor's expertise and students' interest; may repeat for credit more than once. Recent topics include sociocultural, situated, and other approaches to understanding the role of discourse in learning and teaching disciplinary content in school. Prereq., EDUC 6318, EDUC 8210, or instructor consent.

Examines the central issues and venerable theories of philosophical ethics that have historically framed research ethics. Also examines contemporary ethical theory that emphasizes a greater attention to the social sciences. Focuses on research ethics (both research of human subjects and research misconduct), various issues of professional academic ethics, and the AERA ethical code. Prerequisites: Restricted to Graduate Students only.

Examines special topics in theory and research related to educational equity and cultural diversity in education. Topics vary each semester. May be repeated up to 12 total credit hours. Prerequisites: Restricted to Graduate Students only.

Examines ways in which issues of language can affect the validity of educational research. Discusses how language can be properly addressed with a multidisciplinary perspective through different stages in the process of an investigation, including design, sampling, data collection, and data analysis. Provides the conceptual basis for addressing linguistic diversity from a multidisciplinary perspective. Prerequisites: Restricted to Graduate Students only.

Introduces students to classical test theory and item response theory. Emphasizes the process of developing, analyzing and validating a survey instrument. Focuses on developing a survey instrument with items that derive from a clearly delineated theory for the construct to be measured. Analyzes item responses and put together a validity argument to support the proposed uses of the survey. Prerequisites: Restricted to Graduate Students only.

Focuses on psychometric models for measurement and their applications in educational and psychological research. Emphasizes understanding and evaluating the utility of models from item response theory (IRT). Applies and compares measurement models in the context of simulated or empirical data sets. Recommended prereq., EDUC 8710.

Requires students begin semester with qualitative data already collected (from class project, pilot study, dissertation). Focuses on three approaches to data analysis: reconstruction, coding (deductive and inductive), and constant comparative method. Students apply these approaches to their own data. Instructors customize part of course to address specific topic of expertise, e.g., discourse analysis, video analysis, textual analysis, ethnographic analysis. May be repeated up to 12 total credit hours.

Focuses on theories underlying traditional and contemporary proposals for assessment of student learning, and design and research of large-scale and classroom-based methods to assess student learning. Explores intersections between large-scale and classroom assessment, although gives greater attention to issues related to classroom assessment. Prerequisites: Restricted to Graduate Students only.

Designed to meet needs of graduate students with topics of pertinent interest. Prerequisites: Restricted to Graduate Students only.