Login
|
Register
|
Favorites (0)
Home
Search
Search
Search for Transfer Profiles
Search for Course Equivalencies
Search for Exam Equivalencies
Search for Transfer Articulation Agreements
Search for Programs
Search for Courses
Current
Search for Colleges
Search for Open Education Resources
PA Bureau of CTE SOAR Programs
Current
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
SPED 9004: Doctoral Seminar II in Special Education
1.00 - 3.00 Credits
University of Cincinnati-Main Campus
Second course for new doctoral students to continue development of a research question and its potential contribution to the field.
Share
SPED 9004 - Doctoral Seminar II in Special Education
Favorite
SPED 9005: Clinical Evaluation and Diagnosis I
3.00 Credits
University of Cincinnati-Main Campus
This course is organized around readings, inquiries, and discussions designed to provide doctoral students with knowledge of contemporary issues and theories in special education research and related fields. By completing the objectives in this course students will name, locate, and analyze various traditions of special education research and investigate frameworks and contemporary issues that will help them develop and define their own line of inquiry. As a result, students will learn the elements of and develop a research proposal (e.g. phase II proposal) and an Institutional Review Board (IRB) proposal. Students will also be able to identify future readings and studies that they will need in order to accomplish their goals as a doctoral student and special education researcher.
Share
SPED 9005 - Clinical Evaluation and Diagnosis I
Favorite
SPED 9006: Clinical Evaluation and Diagnosis II
3.00 Credits
University of Cincinnati-Main Campus
This course, designed for graduate students, delves into the methodology used to conduct experiments in applied behavior analysis (ABA). Students will gain an understanding of applied behavior analysis, and how this approach can be used to change socially significant behavior for individuals with and without disabilities. Students will be guided in understanding the strategies and tactics for arranging experimental conditions, how single-subject designs are implemented, how experimental control is demonstrated, and the conditions under which each would be most appropriate. When serving as editorial board members on peer-refereed journals, individuals will be required to evaluate research articles employing a variety of research methods. This course will equip students to (a) identify the key components of a single-subject study, (b) evaluate the study components in terms of quality, and (c) provide an unbiased review of the article with specific suggestions for improvements.
Share
SPED 9006 - Clinical Evaluation and Diagnosis II
Favorite
SPED 9009: Doctoral Internship in Special Education
3.00 - 12.00 Credits
University of Cincinnati-Main Campus
Orientation, observation, and participation in educational or policy agencies serving children, youth, and adults with disabilities. Internship plan must be approved by the student's doctoral program committee.
Share
SPED 9009 - Doctoral Internship in Special Education
Favorite
SPED 9010: Professional Seminar in Special Education: Understanding Educational Research
1.00 - 3.00 Credits
University of Cincinnati-Main Campus
This seminar is designed to provide doctoral students with the opportunity to explore various research methodologies used in education and related fields. Additionally, students will learn the basic elements of peer-review and constructing a literature review. Students will demonstrate foundational knowledge and skills through both oral and written contributions to the class.
Share
SPED 9010 - Professional Seminar in Special Education: Understanding Educational Research
Favorite
SPED 9011: Current Trends in Special Education
3.00 Credits
University of Cincinnati-Main Campus
This seminar is designed to provide doctoral students with the opportunity to explore historical and contemporary issues in the field of special education within the context of practice, policy, and research. Students will demonstrate rudimentary skills in creating academic arguments, both orally and in writing, using the extant literature for many pressing issues in the field today. In addition, students will write a paper about the future of the field using support from the literature.
Share
SPED 9011 - Current Trends in Special Education
Favorite
SPED 9020: Mentored Research in Special Education I
1.00 - 6.00 Credits
University of Cincinnati-Main Campus
The purpose of the mentored research experience is for the doctoral student to assist the Research Mentor. The doctoral student does not conduct her or his own research project. Rather, the doctoral student is apprenticed into a research culture by assisting the Research Mentor with her or his on-going work.
Share
SPED 9020 - Mentored Research in Special Education I
Favorite
SPED 9021: Mentored Research in Special Education II
1.00 - 6.00 Credits
University of Cincinnati-Main Campus
The purpose of the mentored research experience is for the doctoral student to assist the Research Mentor. The doctoral student does not conduct her or his own research project. Rather, the doctoral student is apprenticed into a research culture by assisting the Research Mentor with her or his on-going work. At the end of Phase I of doctoral work, the candidate will be asked to provide evidence of his or her participation and learning in these research activities. This evidence may take a variety of forms and is negotiated with the Research Mentor.
Share
SPED 9021 - Mentored Research in Special Education II
Favorite
SPED 9030: Dissertation Guidance: Special Education
1.00 - 12.00 Credits
University of Cincinnati-Main Campus
This course involves dissertation work under the supervision of the doctoral committee. The outcome is a dissertation approved by the committee and submitted to the graduate school.
Share
SPED 9030 - Dissertation Guidance: Special Education
Favorite
SPSY 7040: School Organization and The Role of the School Psychologist
3.00 Credits
University of Cincinnati-Main Campus
The purposes of this course are to: 1) to introduce students to schools as organizational systems; 2) to introduce students to the major issues and forces that impact schools today, such as state and federal laws and mandates; 3) to help students better understand schools as ecological systems; 4) to gain an initial understanding of the roles of school psychologists, including the range of service delivery models and tiered service delivery systems like Response To Intervention (RtI), and the role of other school professionals; 5) to introduce students to the history of school psychology; 6) to acquire a basic understanding of the legal and ethical bases for practice of school psychology; and 7) to understand the NASP Blueprint for Training and Practice and how this is reflected in UC training.
Share
SPSY 7040 - School Organization and The Role of the School Psychologist
Favorite
First
Previous
491
492
493
494
495
Next
Last
Results Per Page:
10
20
30
40
50
Search Again
To find college, community college and university courses by keyword, enter some or all of the following, then select the Search button.
College:
(Type the name of a College, University, Exam, or Corporation)
Course Subject:
(For example: Accounting, Psychology)
Course Prefix and Number:
(For example: ACCT 101, where Course Prefix is ACCT, and Course Number is 101)
Course Title:
(For example: Introduction To Accounting)
Course Description:
(For example: Sine waves, Hemingway, or Impressionism)
Distance:
Within
5 miles
10 miles
25 miles
50 miles
100 miles
200 miles
of
Zip Code
Please enter a valid 5 or 9-digit Zip Code.
(For example: Find all institutions within 5 miles of the selected Zip Code)
State/Region:
Alabama
Alaska
American Samoa
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Federated States of Micronesia
Florida
Georgia
Guam
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Marshall Islands
Maryland
Massachusetts
Michigan
Minnesota
Minor Outlying Islands
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Northern Mariana Islands
Ohio
Oklahoma
Oregon
Palau
Pennsylvania
Puerto Rico
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virgin Islands
Virginia
Washington
West Virginia
Wisconsin
Wyoming
American Samoa
Guam
Northern Marianas Islands
Puerto Rico
Virgin Islands
Privacy Statement
|
Cookies Policy
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.