Courses

Explores the history of ethnography and its translation into educational research. Students practice participant observation, interviewing, journal writing, artifact searches, qualitative analysis and interpretation, and styles of reporting. Prereq., EDUC 6325 or equivalent doctoral level course in anthropological or sociological theory, or sociology of education.

Introduces theories of measurement and applications, and presents classical test theory. Includes quantitative concepts, methods, and computational techniques for the development, application, and evaluation of measurement instruments in social/ behavioral science and education. Prereq., EDUC 5716.

Builds an understanding of the range of approaches taken by educational evaluators, focusing particularly on the evaluation of programs. Explores the nature of different evaluation perspectives and how these disparate views translate into methodological and conceptual models. Students develop a familiarity with the most common and influential approaches to evaluation.

Introduces contemporary advanced multivariate techniques and their application in social science research. Methods include multivariate regression and analysis of variance, structural equation models, and hierarchical/multi-level models. Prior experiencewith Anova and multiple regression is assumed. Prerequisites: Restricted to Graduate Students only.

Presents selected topics for advanced study in educational research, statistics, measurement, and evaluation.

Includes one-, two-, and three-parameter logistic models for dichotomously-scored items and partial credit models for polychotomously-scored items; applications of the models to problems such as equating of test forms, test design, computerized adaptive testing, and the detectionof item bias. Prereqs., EDUC 7316, 7376.

Explores major policy issues confronting U.S. education and examines the nature and undertaking ofeducational policy studies. Learn to approach policy issues from a contextual perspective that highlights systemic forces and analyzes and applies differing policy instruments. While a wide variety of policies are covered in the course, it particularly emphasizes issues of educational equity.

Covers in depth two advanced multivariate models common to social science research: latent variable (structural equation) models and multi-level (hierarchical) models. Topics may be taught with a particular analytic context, such as measurement of change (longitudinal analysis) or experimental design. Prereq., EDUC 7396 or equivalent.

Reading of interdisciplinary innovative theories and methodologies of cognitive science. Students participate in the ICS Distinguished Speakers series that hosts internationally recognized cognitive scientists who share and discuss their current research. Session discussions include analysis of leading edge and controversial new approaches in cognitive science. Restricted to students enrolled in ICS Cognitive Science Academic Programs. Same as LING 7775, CSCI 7772, PSYC 7775, SLHS 7775, and PHIL 7810. Prerequisites: Restricted to Graduate Students only.

Addresses the sociopolitical context of multiculturalism and education, and the sociocultural context of learning. Examines critical issues involved in making schooling responsive to an increasingly multicultural and multilingual society. Required for all doctoral students. Prereqs., EDUC 8210, 8220, 8230 8240, 8250 and 8260. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Examines in depth recent developments in curriculum theory highlighting conceptual, contextual, and normative issues. Substantially explores distinct curricular traditions, corresponding conceptions of the good life along with related approaches to reason and emotion. Focuses on the works of prominent curriculum theorists.

Familiarizes students with important concepts and issues from the philosophy of science and, to a lesser extent, political theory and ethics; grounds such concepts and issues in the literature (often in terms of primary philosophical sources); and stimulates students to apply this material to the field of educational research in an informed way. Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

Provides students with an examination of the theories behind education policy analysis. Takes a thematic approach to the study of policy in order to understand how policy agendas are set; how democratic deliberation should be linked with research and policy; and the relationship between politics, social structures, research, and policies. Prerequisites: Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.

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.