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Course Criteria
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3.00 Credits
Through Design-Based Research in Schools This course is devoted to the study of cognition and learning in classroom and school contexts. Students examine learning through a process of design-based research. Individuals engaged in design-based research utilize domain specific learning theory and research to outline cycles of instructional design, enactment, and analysis, and redesign in natural learning contexts. Student examine examples of published design research to derive frameworks, principles, and methods for action. Students draw from the literature to develop their own design experiments including appropriate assessment tools and evaluation processes to embed within the design. Students are expected to design and implement one research cycle during the course. Prerequisite(s): EPS541 Cognition and Instruction (or equivalent course); a graduate level research design course. 3 semester hours
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3.00 Credits
Culturally Diverse Educational Environments The social fabric of today's schools is woven with many cultures and languages. This complex fabric requires educators and students to understand individuals from cultures outside their own. To develop such understanding, students first explore and critique the vast literature on ethnic and cultural issues in conflict creation and its resolution and peace education. Students also examine theories, research, and practice related to identity development, perception of "the other," and prejudicial attitudes and behavior. Lastly, students explore the interrelations among theories, research and practice in building positive social relations and manage or resolving conflicts in diverse educational cultural settings. Prerequisite(s): Doctoral standing or permission of instructor. 3 semester hours COURSE DESCRIPTIONS 303 NATIONAL COLLEGE OF EDUCATION
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3.00 Credits
Delivery Systems Students will learn about IDEIA changes that legitimize service provision in a 3-tier prevention model based on severity of educational needs and intensity of resources required to produce meaningful educational benefit. These services are delivered through a Problem-Solving model, including FLEX in Illinois. Students will learn a variety of forms of Problem-Solving that have a strong philosophical underpinning and procedural components (e.g. universal screening, progress monitoring) that distinguish it from referral-test-place special education practices. Procedural practices as implemented in schools and states across the country will be presented. Prerequisite(s): Doctoral standing or permission of instructor. 3 semester hours
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1.00 - 6.00 Credits
Prerequisite: Consent of instructor. 1-6 semester hours
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1.00 - 6.00 Credits
The School Psychology doctoral internship is a twelve-month full time experience in broad areas of psychology, under the supervision of both university and licensed psychologists in the field. The internship goals, requirements, activities, evaluation, etc. have been developed and are delivered through the Illinois School Psychology Internship consortium (ISPIC). The experience is designed to meet all the professional associations' requirements for doctoral level School Psychology internship. Prerequisite(s): Successful completion of the relevant courses and the comprehensive examination. Consent of the Doctoral Program Director. 1-6 semester hours
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3.00 Credits
This practicum is designed to broaden the applied skills of doctoral level school psychology students to include activities essential for the delivery of mental health services to children and youth in schools and other educational contexts. Practicum activities include early identification and intervention activities designed to promote mental health and resiliency. Doctoral students will work under the supervision of mental health professionals, such as a licensed doctoral level psychologist, and the university practicum instructor. A total of 600 practicum hours and 6 semester hour credits are required. Practicum seminar: Students enrolled in the practicum must attend a biweekly seminar. The seminar, which is associated with the field experience, will be primarily problem-based, and will involve presentation, analysis, and discussion of actual practice experiences. Students may complete the practicum in either one or two years and will participate in practicum seminars concurrently with their field experience. Students will typically register for 2 semester credits per term. A total of 6 semester hours are required. Prerequisite(s): EPS562D, EPS52E, EPS562F, Mental Health in Schools I, and Mental Health in Schools II, or equivalent. Admitted doctoral level School Psychology students. 1-6 semester hours
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1.00 - 3.00 Credits
1-3 semester hours
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1.00 - 3.00 Credits
1-3 semester hours
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3.00 Credits
The course is specially designed for the education major. Prospective teachers engage in understanding and developing a psychological view of the classroom. Social, emotional, and cognitive influences that shape the educational experiences of both students and the teacher are examined in light of recent research. Individual perspective is emphasized through readings, written assignments, and discussions. Educational Psychology for Teachers is required for admission to National College of Education and has concurrent enrollment with ELE 200 Elementary Education: Practicum I. Prerequisite: Elementary Education major (minimum Sophomore standing) and one developmental psychology course. 3 quarter hours
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3.00 Credits
with a Focus on Early Childhood This course introduces human development from birth through adolescence, with a special focus on development from birth through eight years old. Emphasis is placed on the physical, neurological, cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children, particularly the young child. Emphasis will be on the typically developing child, however, various developmental patterns will be explored. Contemporary issues related to the care and education of young children will be critically examined relative to the developmental domains. As part of this course students will be required to complete a case study involving 10 to 16 hours of observation. Prerequisite(s): none. 3 semester hours
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