Focuses on experimental and quasi-experimental designs in educational research; applications of the general linear mode; power and statistical efficiency; randomization and control; multiple comparisons; factorial experiments and interaction with fixed-factor and mixed design; analysis of covariance; effects of assumption violations; and related computer programs for statistical analysis.
Examines theory and techniques involved in each stage of survey research, including problem formulation, questionnaire development, interview and mailed surveys, assessing reliability and validity, sampling plans, data reduction (e.g., factor analysis), and analysis of continuous and categorical data. Requisites: Requires prerequisite courses of EDUC 5726 and 7316 (all minimum grade D-).
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. Department enforced 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. Requisites: Requires prerequisite course of EDUC 5716 (minimum grade D-).
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 factor analysis. Prior experience with Anova and multiple regression is assumed. Requisites: Restricted to graduate students only.
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. Requisites: Requires prerequisite courses of EDUC 7316 and EDUC 7376 (all minimum grade D-).
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. Requisites: Restricted to graduate students only.
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. Recommended prereq., EDUC 7369.
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. Same as LING 7775, CSCI 7772, PSYC 7775, SLHS 7775, and PHIL 7810. Requisites: 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. Requisites: Requires prerquisite course of EDUC 8210 (minimum grade B-). 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. Requisites: 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. Requisites: Restricted to PhD students only.
Examines radical analyses of schooling, based on class, gender, sexual identity and race, through which U.S. public schooling is said to maintain dynamics 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. Requisites: Restricted to graduate students only.
Engages participants in the process of curriculum development. Principles that guide the development of curricula and learning environments are discussed as they integrate with learning theory. Participants develop and/or test specific activities in the classroom and modify them as a result. There is a particular focus on incorporating the practices of the discipline into each content-based activity. May be repeated up to 12 total credit hours.
Introduces students to various theoretical perspectives informing educational research and how they are employed to study teaching, learning, and policy in K-12 classrooms. Includes reading and discussion related to the assumptions,questions, methods, and findings associated with theoretical traditions within and across disciplines. Requisites: 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. Requisites: 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.). Requisites: 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. Requisites: Requires prerequisite course of EDUC 8230 (minimum grade D-). Restricted to EDCI, EECD, EPSY, EFPP or REME PhD graduate students only.
