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Course Criteria
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3.00 Credits
This course provides the student with the opportunity to explore current or specialized topics in the field of educational research. The emphasis is on action research projects, writing for publication, presenting results of research at professional meetings and extending professional contacts through a collegial teacher research support group. This course assumes students have background knowledge in research. 3 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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1.00 - 6.00 Credits
This course provides the student with the opportunity to explore current or specialized topics in the field of educational research. 1-6 semester hours
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3.00 Credits
This course is currently under revision. Consult your Doctoral Program Director for current information. Prerequisites:
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2.00 Credits
of Knowing In this team-taught course students explore multiple theories of knowledge and research and the ways in which these theories are enacted in contemporary educational and interdisciplinary contexts. Students investigate the nature and language of epistemological claims as they are created and legitimized through scientific, philosophical, historical, cultural, and personal renditions of knowledge. Students examine the implications of specific paradigms of knowledge for critiquing, conceptualizing, conducting, interpreting, and using research within a variety of settings. Critical reflections on the intersections of knowledge. Prerequisite(s): Doctoral standing; ESR507 or consent of instructors. 2 semester hours
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15.00 Credits
Students explore assumptions and techniques of empiricalquantitative research in the context of schools and education with a focus on practitioner research. Approaches and methods for data collection, analysis, and interpretation are introduced. Topics to be covered include basic and intermediate level descriptive and inferential statistics, ethical consideration in conducting and presenting research, and issues of reliability and validity in assessment. Students are expected to conduct and report on a small-scale research project in their own setting by collecting and interpreting numerical data. Statistical software (e.g. SPSS) is introduced and used by students to analyze their research project data. The course includes a minimum of 15 hours of fieldwork. Prerequisite(s): Doctoral standing; ESR610 3 semester hours
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3.00 Credits
This course introduces conceptual and practical assumptions, contributions, limitations, and controversies of interpretive and critical research. Viewed as paradigms, interpretive and critical research engages ontological and epistemological positionings. COURSE DESCRIPTIONS 311 NATIONAL COLLEGE OF EDUCATION Drawing from various traditions and processes, students will become aware of the complexities of research contexts and relationships and how they are embedded in community, culture, language, history and power structures. Through field research and theoretical dialogue, students will begin to understand and grapple with inherent tensions in the interplay among purpose, methodology and ethics, while cultivating a personal understanding of their relationship to the research, contexts, and participants. Prerequisite(s): Doctoral standing; ESR610 or consent of instructors. 3 semester hours
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3.00 Credits
This course uses a case-based approach to explore issues that arise in empirical/analytical studies when multiple measures are available from individuals or groups. The course builds on the discussion of the previous course ESR612 to examine inferential statistical techniques for multivariate data. The assumptions, design and limitations of empirical/analytical studies that use multiple measures will be addressed. Multivariate statistical techniques will be discussed in the context of one or two cases of data and data generated by students. Prerequisite: ESR610, ESR612. 3 semester hours
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3.00 Credits
This course extends the understanding and skills developed in ESR614. It will focus on specialized strategies and design; advanced methods of collecting, analyzing, and interpreting data; ethics and policies of research; and current uses and issues associated with educational research. By completing a self-designed project that will advance some phase of their work, students will focus on the "doing" of interpretive/critical research as a practical, ethically regulated engagement in "knowing, doing and being." Prerequisite(s): Doctoral standing; ESR610 and ESR614 or consent of instructors. 3 semester hours
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3.00 Credits
Childhood Education This course explores the rich historical and philosophical antecedents of educational programs for young children, including those with exceptionalities. Its scope extends from Plato to the present day with comparisons and contrasts made between earlier educators and leading theorists of the present era. Some cross-cultural comparisons are included: Students are encouraged to use the Internet and other technologies to access current information and examine it with research findings and our knowledge base from the past. The purposes are: to provide the early childhood educator with a context for understanding and evaluating current practices and to provide a context for the development of a reasoned and coherent personal philosophy of caring for and teaching young children, based on ethical and professional practice and decisionmaking. Prerequisite(s): None. 3 semester hours.
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