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Course Criteria
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3.00 Credits
Prerequisite: ED REM 6710 or consent of instructor. A course that engages the participants in systematic qualitative inquiry into their own practice: framing appropriate questions; gathering and interpreting data; analyzing culture, subjectivity and multiple perspectives; and reporting the results ("telling the story"). Readings will address the methods, politics, and ethics of action research. Enrollment requires access to a field setting.
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3.00 Credits
Prerequisite: Graduate standing. Instruction in the administration, scoring, interpretation, and reporting of results of individual and group tests of psychomotor ability, academic achievement, and oral language skills. Special attention given to linking assessment to intervention.
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3.00 Credits
Prerequisites: Grade of B or better in ED REM 6716 or CNS ED 6050, and consent of instructor. An advanced assessment course in the administration and use of individual tests of cognitive abilities, diagnostic interviewing, adaptive behavior, and social-emotional behavior assessment with an emphasis on writing integrated reports with meaningful recommendations linking assessment to intervention.
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3.00 Credits
Prerequisites: Admission to doctoral Education and ED REM 6710 or consent of instructor. A course on the principles and procedures for assessing the quality and effectiveness of programs, projects, and materials related to planned interventions and system changes in Educational settings.
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3.00 Credits
Prerequisites: ED REM 6730 or consent of the instructor. Extension of the principles, attributes, and practices of program evaluation to contemporary problems and settings. Study will include the comparison of examples of the program evaluation process. Focus will be on adherence to the Program Evaluation Standards endorsed by leading professional research and evaluation associations.
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3.00 Credits
Prerequisites: Graduate standing. Provides students with a fundamental and intermediate understanding of quantitative methods and their relationship to social science research in Education. This course is designed to provide statistical background to students who will pursue advanced degrees in Education. Students will conduct lab data analysis based on the topics covered in the class and learn how to generate specific research questions and conduct basic statistical analyses.
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3.00 Credits
Prerequisites: ED REM 6735 or consent of instructor. This course is designed to provide students with a thorough background in the fundamental principles of research design in Education, and the knowledge and skills necessary to design and carry out studies appropriate to a wide variety of research problems. It focuses on tailoring the research design and methodology to most effectively address the problem or issue of concern, including qualitative, quantitative, and mixed-method designs. This is an experiential course designed around active discussion by students each week, and requires each student to develop a detailed research proposal for conducting a study to examine an appropriate Educational research problem.
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1.00 - 10.00 Credits
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
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3.00 Credits
Prerequisite: Admission to doctoral Education and ED REM 6707, or ED REM 6709, or consent of instructor. An advanced course in measurement theory and practice: issues of reliability, validity, and item analysis for both criterion and norm referenced tests; introduction to factor analysis in the development and analysis of test structure and validity; introduction to item response theory for the improvement of Educational testing and research.
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3.00 Credits
Prerequisites: Admission to a Doctoral Program or Consent of Instructor. The role of language in social life is a paramount concern to educational researchers.? The purpose of this course is to introduce students to theories and methods of discourse analysis. Students will be come familiar with the methods used in conversation analysis, critical discourse analysis and mediated or multimodal discourse analysis. Topics include transcription theory and practice, the role of context in discourse analysis, the ethics of representation and the place of action in discourse analysis. Students will engage with the theories and methods for analyzing educational interactions such as small-group discussions, education documents, classroom scenes, in-depth interviews, and naturally occurring conversations.
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