Matthew W. Keefer, Associate Professor and Chair*
Ph.D., University of Toronto
Wolfgang Althof, Theresa Fischer Endowed Professor of Citizenship Education,
Dr. Phil., University of Fribourg and Dr. Phil. Habil, Carl-Von-Ossietzky
Marvin W. Berkowitz, Sanford N. McDonnell Professor of Character Education*
Ph.D., Wayne State University
Thomas E. Jordan, Curator's Professor* of Child Development, Professor Emeritus
Ed.D. , Indiana University
William L. Franzen, Professor *, Dean Emeritus
Ph.D., University of Wisconsin
Victor A. Battistich , Associate Professor*
Ph.D., Michigan State University
Margaret W. Cohen , Associate Professor*
Associate Vice Chancellor of Academic Affairs, Director, Center Teaching Excellence
Ph.D., Washington University
Michael W. Bahr, Associate Professor
Ph.D., Indiana University
Elisha A. Chambers, Assistant Professor*
Ph.D. Southern Illinois University , Carbondale
Cody S. Ding, Assistant Professor*
Ph.D., University of Minnesota
Donald A. Gouwens, Assistant Professor*
Psy.D., Central Michigan University
Clark J. Hickman , Assistant Professor and Associate Dean of Continuing Education and Outreach*
Ed.D., University of Missouri-St. Louis
Stephen A. Sherblom, Assistant Professor*
Ed.D., Harvard University
* members of Graduate Faculty
Faculty in the Division of Educational Psychology, Research, and are housed on the fourth floor of Marillac Hall. Information about course offerings may be obtained in the division office, 402 Marillac Hall.
At the undergraduate level, the division coordinates educational psychology and measurement courses required in the various B.S. in education degree programs.
At the graduate level, the division offers courses in educational psychology and in educational research and evaluation methods required in the various M.Ed. degree programs and in the doctoral programs. Students choosing to pursue a Ph.D. in education may elect an emphasis in educational psychology. The Missouri certificate in school psychology is coordinated through this division.
Educational Specialist in School Psychology
The Educational Specialist in School Psychology program is a terminal degree program designed to train future school psychologists to work in school settings and meet Missouri certification as a School Psychologist. The program consists of 60 hours of graduate coursework designed to prepare school psychologists for professional roles in the scientist-practitioner model of service delivery. In addition to courses in psychological and educational foundations, assessment, and direct interventions, a primary emphasis within the program is upon prevention and early intervention of academic, behavioral, and social-emotional problems through consultation, inter-disciplinary collaboration, and the facilitation of organizational change. Throughout the program, including 400-hours of supervised practicum and a year-long 1,400 hour internship in the schools, students will work closely with the school psychology faculty and field based supervisors to develop practical skills.
Interested applicants are required to submit undergraduate and graduate transcripts, current Graduate Records Examination scores, two letters of recommendation, and a personal statement describing professional goals (not to exceed five double-spaced typed pages). All required application materials will be considered in making admission decisions, but preference will be given to applicants with at least 3.0 GPA and a combined GRE verbal/quantitative score of 1,000. Finalists will be invited for a personal interview with members of the school psychology faculty. A prerequisite of 12 hours of graduate or undergraduate psychology courses in developmental psychology, statistics, tests and measurement, and theories of personality is required for admission. Conditional acceptance into the program may be granted pending completion of prerequisites and/or satisfactory progress in the program (i.e., 3.0 graduate GPA) for students who lack prerequisites or do not quite meet the admission requirements.
The Educational Specialist in School Psychology degree program requires three years of intensive, full-time training; however, students may be able to complete up to half of the curriculum as a part-time student. Graduate coursework completed prior to entering the program will be evaluated and considered for credit on an individual basis, but a minimum of 30 hours used for the degree must be completed at the University of Missouri-St. Louis. In addition, students must satisfy a residency requirement that involves taking nine credit hours per semester for two consecutive semesters or the completion of a planned sequence of required activities. Please note that the internship year involves a full-time placement with a school district during an academic school year, and as such cannot be done on a part-time basis. Students planning to work toward the specialist degree on a part-time basis are advised to meet with their adviser and develop a professional education plan at the start of their program.
Educational Specialist in School Psychology
Fall I (12)
Ed Psy 6530, Foundations of School Psychology
Ed Psy 6210, Life Span: Individual and Family Development
ED REM 6710, Educational Research Methods and Design
ED REM 6716, Psycho-Educational Assessment I
Winter I (12)
ED REM 7771, Quantitative Research Methods I
ED PSY 6310, Psychology of Learning Processes
ED REM 6718, Psycho-Educational Assessment II
ED PSY 6531, Professional Issues in School Psychology
Summer I (6)
CNS ED 6010, Theories of Counseling
Ed PSY 6532, Psycho-Educational Differences of Childhood
Fall II (12)
CNS ED 6600, Theories and Techniques of Counseling Children and Adolescents
ED PSY 6545, Consultation in Schools and Related Settings
ED PSY 6590, School Psychology Practicum I
ED PSY 6536, Biological Factors Influencing Human Behavior (Comprehensive Examination or Thesis)
Winter II (12)
ED PSY 6540, Psycho-Educational Interventions in Childhood
SPC ED 6444, Education of Learners w/Learning Disabilities
ED PSY 7645, Sociocultural Perspectives in Education [or CNS ED 6030 - Foundations for Multicultural Counseling]
ED PSY 6590, School Psychology Practicum II ( National School Psychology Exam and Case Study)
Fall III (3)
ED PSY 6990, Internship in School Psychology
Winter III (3)
ED PSY 6990, Internship in School Psychology
Graduate Certificate in School Psychology
The Graduate Certificate in School Psychology is a 30-hour certificate program designed specifically for students who already possess graduate degrees and wish to work toward certification as a School Psychologist in Missouri. The program consists of a coordinated curriculum of school psychology specialty courses that provide partial completion of the 60 graduate hours required for certification as a School Psychologist in Missouri. Please note that the Graduate Certificate in School Psychology is a university certificate and not state certification; it can be completed en route to state certification, but additional coursework is required (e.g., internship). Applicants should submit official undergraduate and graduate transcripts, current GRE scores, two letters of recommendation, and a personal statement describing professional goals (not to exceed five double-spaced typed pages). The final step of the admission process involves a personal interview with a school psychology faculty member to explore career aspirations, review graduate transcripts, and develop a professional education plan tailored to the individual needs of the student. Graduate coursework completed within six years will be considered for credit toward the certificate and/or certification on an individual basis, but a minimum of 12-hours of graduate coursework must be completed at the University of Missouri-St. Louis to satisfy the university residency requirement. Again, please note that state certification as a School Psychologist typically involves additional coursework beyond the requirements for the Graduate Certificate in School Psychology as outlined below.
Foundations (9 hours)
Ed Psy 6530, Foundations of School Psychology
Ed Psy 6550, Professional Issues in School Psychology
Ed Psy 6532, Psycho-Educational Difference in Children
Psycho-Educational Assessment (6 hours)
Ed Rem 6716, Psycho-Educational Assessment I
Ed Rem 6718, Psycho-Educational Assessment II
Interventions (9 hours)
Spc Ed 6444, Education of Learners with Learning Disabilities
Ed Psy 6540, Psycho-Educational Interventions in Childhood
Ed Psy 6545, Consultation in Schools and Related Settings
Supervised Experience (6 hours)
Ed Psy 6590, School Psychology Practicum
Graduate Certificate in Program Evaluation and Assessment in Education
The Graduate Certificate in Program Evaluation and Assessment in Education provides specialized study in the theory and practice of program evaluation and assessment.
The program will build on the content area knowledge base of the individual's bachelors or masters degree. The focus of the Program Evaluation and Assessment in Education certificate will be on the skills delineated in the standards and guidelines of the American Evaluation Association and the Joint committee on Standards in Educational Evaluation. The certificate will consist of 30 hours of core courses and internship experiences. Graduate credits earned in equivalent courses in Education or related Social Science disciplines may meet some of these requirements. Ed Rem 6710 Educational Research Methods and Design or its equivalent is prerequisite to all the courses in the Research Methods and Statistics focus area.
Program Evaluation (12 credit hours)
Ed Rem 6730, Educational Program Evaluation (3)
Ed Rem 6732, Advanced Theory and Practice in Educational Program Evaluation (3)
Ed Rem 6990, Internship (6)
Testing and Measurement (9 credit hours)
Ed Rem 6707, Classroom Measurement and Evaluation (3)
Ed Rem 6709, Educational and Psychological Testing (3)
Ed Rem 7711, Advanced Test Theory in Education (3)
Research Methods and Statistics (9 credit hours)
Ed Rem 6712, Survey Research Methods in Education (3)
Ed Rem 7771, Quantitative Research Methods I (3)
Ed Rem 7781, Qualitative Methods in Educational Research I (3)
Courses in this section are grouped as follows: Educational Psychology (Ed Psy) and Educational Research and Evaluation Methods (Ed Rem)
Educational Psychology (Ed Psy)
2212 Introduction to Learners and Learning (3)
Prerequisite: Psych 1003. Same as Tch Ed 2212 Foundational study of the development of infants, children and adolescents focusing on the role of appropriate educational environments in fostering positive physical, cognitive, social, and moral outcomes. Reading relevant research will be combined with experiences in the field and technology-based assignments to investigate both biological and sociocultural forces that shape the development process. A minimum of 10 field experience hours required.
3312 The Psychology of Teaching and Learning (3)
Prerequisites: Tch Ed 2210, Tch Ed 2211, Tch Ed 2212 or equivalents and admission to Teacher Education program. (Same as Tch Ed 3312). Application of the principles of psychology to an understanding of the dynamics of teaching behavior and learning behavior. Involves both theoretical and practical approaches to analysis of the learning environment of the school. Required of all who are preparing to teach. Includes a field experience.
3525 Education and the Psychology of Human Sexuality (3)
(Same as Nursing 4725). The course is designed to provide educators and other human services personnel with knowledge and understanding of various personal and social dimensions of human sexuality.
6030 Instruction, Learning and Assessment (3)
Prerequisites: Admission into Graduate School. Same as Tch Ed 6030. Uses learning as the basis for the design of classroom instruction. By applying learning theories, teachers can improve their own unit development, lessons plans, assessment strategies, and the use of technology for effective teaching. Deals with the impact of cognitive educational research on the subject content and what is known about how people learn. Teachers will learn to critically evaluate and improve their own educational practices, design principled and appropriate assessments based on their instructional goals, and to assess their own professional development.
6109 Learning & Development in Secondary School Settings (4)
Prerequisites: Graduate standing and admission to the secondary teacher education program. Investigation of teaching and learning theories and research on the developmental needs of pre-adolescent and adolescent students. Issues of cognition, moral and social development, motivation, and assessment will be analyzed and debated. Emphasis will be on theoretical and practical approaches to constructing and analyzing a learning system. Includes field experiences.
6111 Psychology of Education (3)
Current psychological theories and research that guide inquiry and decision making in education. Topics surveyed include behavior, development, learning, instruction.
6113 Personality Development and Adjustment (3)
A course in personality development, personality structure, and the dynamics of adjustment. Course materials are oriented to the applied problems of counselors, teachers, administrators, and others in the helping professions.
6210 Life-Span: Individual and Family Development (3)
Prerequisites: Graduate standing. Critical analysis of theories of human development including readings from empirical research and cross-cultural comparisons focusing on strategies to enhance developmental outcomes through relationship and environmental opportunity.
6215 Psychology of Early Childhood Development (3)
Prerequisite: Ed Psy 6111 or consent of instructor. A survey of the theories, concepts, and research which inform the field of early childhood development to help caregivers and teachers understand the cognitive, social, and emotional changes that take place from birth through the primary years of schooling.
6220 Psychology of the Elementary School Child (3)
Prerequisite: Ed Psy 6111 or consent of instructor. Current research on the psychological changes which occur during the school age years of childhood. Includes attention to how development proceeds and to the processes that may alter its progress.
6225 The Psychology of Adolescence (3)
Prerequisite: Ed Psy 6111 or consent of instructor. Current research on the psychological changes which occur during adolescence. Attention is paid to the family, school, peer groups, and contemporary settings that practitioners must understand to help young people meet the psychosocial challenges of adolescence.
6230 Adult Learning and Development (3)
Prerequisites: Ed Psy 6210 or Ed Psy 6111, or Adu Ed 6410. (Same as Adu Ed 6230). Study of how life stage theories and theories of learning pertain to adult learners. Research bases of these theories will be explored in relationship to instructional practice with adult learners.
6310 Psychology of Learning Processes (3)
Prerequisite: Ed Psy 6111. Advanced study of learning and instructional theories. The historical and theoretical bases of instructional practice are examined
6404 Seminar (1-10)
6440 Moral Development and Education (3)
Prerequisites: Ed Psy 6210 or Ed Psy 6220 or Ed Psy 6225 or consent of the instructor. An introduction and overview of moral psychology and its implications for creating learning environments. Questions of human morality are by nature cross-disciplinary, and readings and discussions will involve questions of epistemology, human nature, conceptions of "the good life," evidence for the malleability of human development, and research regarding the foundation, nature, and complexity of moral development.
6444 Cognition and Technology (3)
Prerequisites: Ed Psy 6111 or consent of instructor. (same as Ed Tec 6444). Examines cognitive theories and computer-based tools for learning. Students will gain a critical understanding of the relationship between the design of technological tools, the use of those tools in educational settings, and their implications for learning.
6445 Character Education and Development (3)
Prerequisites: Ed Psy 6111 and Ed Psy 6220 or Ed Psy 6225. Critical survey of theories of character development and models for character education in childhood and adolescence. Includes empirical and conceptual study of the nature of moral character, how it develops, and how it can be fostered in schools.
6448 Technology-Supported Inquiry Learning (3)
Prerequisites: Ed Tec 5340 & Ed Psy 6310, or consent of instructor (same as Ed Tec 6448). Educational technology such as networked computers and software can play a supportive role in inquiry-based learning. Students will explore the theoretical background, design issues, and pragmatic realities of technology-supported inquiry learning environments. Such learning environments are best understood as systems involving social, cultural, material and psychological aspects. Consideration will be given to the important properties of settings, activities and technologies, as well as to the role of instructors.
6450 Advanced Methods in Character Education (3)
Prerequisite: Ed Psy 6445. Advanced exploration of methods for promoting character development in schools: class meetings, democratic processes, cross-age learning and character curriculum development. Methods will be critically examined for their empirical and theoretical justifications.
6497 Problems (1-10)
6530 Foundations of School Psychology (3)
Prerequisites: Graduate standing and consent of the instructor. Focus on educational foundations of school psychology including the organization and operation of schools. The historical and emerging roles, responsibilities, and functions of a school psychologist are analyzed.
6532 Psycho-Educational Differences in Childhood (3)
Prerequisite: Ed Psy 6210 or Ed Psy 6220 or Ed Psy 6225 or consent of instructor. Examination of educational and mental health challenges first seen in childhood, with an emphasis on understanding both educational and mental health classification systems.
6534 Behavioral Analysis of Human Learning (3)
Prerequisite: Graduate standing. A course in the principles of human learning and the technology of behavior modification, from the perspective of the teaching and counseling professions. Emphasis is placed on its application to school learning and behavior problems and to social behavioral patterns in a variety of appropriate counseling settings.
6536 Biological Factors Influencing Human Behavior (3)
Prerequisite: Ed Psy 6111 or Ed Psy 6310 or consent of instructor. Examination of biological factors affecting human behavior. Includes an overview of neuroscience, developmental psychophysiology, and basic psychopharmacology. Implications for psychological and educational interventions are considered.
6540 Psycho-Educational Interventions in Childhood (3)
Prerequisites: Ed Psy 6530 and Ed Psy 6532 or Cns Ed 6000 or consent of instructor. Examination and evaluation of educational and mental health interventions delivered in schools and related settings, with emphases on primary prevention and systems perspectives.
6545 Consultation in Schools and Related Settings (3)
Prerequisite: Ed Psy 6530 or Cns Ed 6000 or consent of instructor. An examination of theoretical principles, research, and legal and ethical issues as applied to consultation practices in schools and related settings.
6550 Professional Issues in School Psychology (3)
Prerequisites: Ed Psy 6530. Advanced examination of professional issues facing school psychologists including legal and ethical considerations, standards of practice, and alternative models of service delivery.
6590 School Psychology Practicum (3-6)
Prerequisites: Grade B- or better in Ed Rem 6718, Ed Psy 6550, Ed Psy 6532, and consent of instructor. Supervised experience in psycho-educational assessment, intervention, consultation, and instructional strategies in schools and related settings. Settings and responsibilities to be determined in consultation with site supervisor and program faculty. May be repeated.
6990 Internship (1-10)
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.
7640 Changing Perspectives in Educational Psychology (3)
Prerequisites: Ed Psy 6111 and doctoral standing or consent of instructor. The advanced exploration of foundational issues in educational psychology. Topics include theoretical perspectives of modes analysis used in the investigation of psychological theories and concepts in education.
7642 Sociocultural Perspectives in Education (3)
Prerequisites: Doctoral standing or consent of instructor. Investigation of sociocultural theory with a focus on educational applications. Topics include the social formation of mind, language as cultural tool, methodological issues in social science research, and dialogic inquiry as pedagogy.
7644 Motivation Theory in Education (3)
Prerequisites: Ed Psy 6111 and doctoral standing or consent of instructor. Focuses on the social and cognitive aspects of contemporary theories of motivation and examines supporting research. Participants will apply theory to settings of teaching and learning, training, and counseling relevant to their interests.
7647 Teaching for Learning in the Univ. (3)
Prerequisites: Graduate standing and consent of the instructor. An examination of current research in learning, motivation, and assessment as it pertains to teaching and learning in post-secondary settings. Designed to guide graduate students to promote active and meaningful learning in college classrooms to develop college students' critical thinking skills. Graduate students across the disciplines may enroll.
Educational Research and Evaluation Methods (Ed Rem)
3720 Classroom Testing and Measurement (3)
Basic measurement principles for the classroom teacher: test planning; construction and use of selection, supply, and performance type test items; item analysis for test improvement; methods of summarizing test scores; derived scores for interpretation of performance; development and use of norms in evaluation.
3721 Interpretation of Educational Tests and Measurements (3)
Prerequisite: Meet the university standard for proficiency in basic mathematical skills. A study of the principles of test theory with emphasis on standardized aptitude, behavioral, and achievement tests; the interpretation of individual and group performance; and application within classroom settings. Required of all majors in special education.
5730 Educational Statistics (3)
Prerequisite: Meet the university standard for proficiency in basic mathematical skills. Statistical methods for advanced undergraduate and beginning graduate students: descriptive statistics, probability and sampling, and introduction to hypothesis testing and inferential statistics.
6040 Teacher Research (3)
Prerequisites: Tch Ed 6010 and Tch Ed 6020. (Same as Tch Ed 6040) This course provides the knowledge, skills, and practice for experienced practitioners to engage reflectively in a process of systematic study of their own practice with educational systems and situated contexts. Educators will learn both analytic and practical tools to document multiple factors that can impact student learning and become more sophisticated consumers of research in order to engage in student advocacy and influence policy decision-making.
6404 Seminar (1-10)
Prerequisite: Consent of instructor. Educational research and evaluation methods seminar addressing special issues and topics not normally included in the regular statistics, research methods, evaluation, and measurement courses.
6497 Problems (1-10)
Prerequisites: At least one previous Ed Rem course and consent of course supervisor. Individual study on topics pertaining to educational measurement, evaluation, statistics, and research design.
6705 Evaluation of Data Analysis Programs (3)
Prerequisite: Graduate admission and an introductory statistics course or consent of instructor. Principles and procedures for assessing the quality and effectiveness of data analysis computer programs and packages in educational research. Review and evaluation of various computer programs and packages used in educational research.
6707 Classroom Measurement and Evaluation (3)
Prerequisites: Graduate admission or consent of instructor. An introductory graduate course to classroom testing and evaluation. Topic areas include comparison of criterion-and norm-referenced theory and technique; classical test theory, reliability, validity and associated descriptive statistics; derived and transformed scores; preparation of instructional objectives for use in developing the classroom test; performance evaluations, and portfolio rubrics.
6709 Educational and Psychological Measurement (3)
Prerequisite: Graduate admission or consent of instructor. An introductory graduate course in testing and measurement theory: reliability, validity, and associated descriptive statistics; correlation and simple regression; derived and transformed scores; interpretation of test scores; measurement of aptitude, vocational interests, and personal-social adjustment.
6710 Educational Research Methods and Design (3)
Prerequisite: An introductory statistics course or Ed Rem 6707, or 6709, or consent of instructor. An introductory course in educational research methodology: comparison of various types of qualitative and quantitative educational research, threats to internal/external validity, sampling methods, data analysis, and components of research reports.
6712 Survey Research Methods in Education (3)
Prerequisite: An introductory statistics course and Ed Rem 6710 or consent of instructor. Same as Political Science 6406 and Soc 5432. A course on the principles and procedures for conducting survey research. Topics include forming questions and scales, survey design, sampling methods, data preparation and analysis, and presentation of results.
6714 Action Research in Education (3)
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.
6716 Psycho-Educational Assessment I (3)
Prerequisite: Ed Rem 6707 or Ed Rem 6709, or Ed Rem 3721, and consent of instructor. Instruction is provided in the administration, scoring, interpretation, and reporting of results of individual and group tests of psychomotor ability, academic achievement, and oral language skills.
6718 Psycho-Educational Assessment II (3)
Prerequisites: Ed Psy 6716, or Cns Ed 6050, and consent of instructor. An advanced assessment course for school psychologists that provides training in the administration and use of individual tests of cognitive abilities, diagnostic interviewing, functional assessment, and social -emotional assessment with an emphasis on writing integrated reports with meaningful recommendations.
6720 Nonparametric Statistics in Education (3)
Prerequisite: Ed Rem 6710 or consent of instructor. An advanced educational research methods course in alternative analysis procedures to classical parametric statistics. Nonparametric methods are surveyed and their data requirements compared to their parametric counterparts. Educational research problems appropriate to or adaptable to these methods are studied.
6730 Educational Program Evaluation (3)
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.
6732 Advanced Theory and Practice in Educational Program Evaluation (3)
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.
6735 Statistical Analysis for Education Research (3)
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.
6750 Advanced Research Design in Education (3)
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.
6910 Teacher Research Capstone (3)
Prerequisites: Completion of Tch Ed/Ed Rem 6040 and all but the last 6 hrs of M.Ed. program. (Same as Tch Ed 6910) This course applies the research knowledge, skills, and practice of experienced practitioners to a final research project that results from reflectively evaluating their own practice within educational systems and situated contexts. Educators will use both analytic and practical tools to research multiple factors that impact their own students learning. The final project will be presented to the faculty and students in the College of Education and displayed in a public forum as a capstone project for the M.Ed.
6990 Internship (1-10)
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
7711 Advanced Test Theory in Education (3)
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.
7771 Quantitative Research Methods I (3)
Prerequisites: Admission to doctoral education and Ed Rem 6710 or consent of instructor. An advanced educational research methods course: hypothesis testing using factorial analysis of variance; analysis of covariance; and the general linear model.
7772 Quantitative Research Methods II (3)
Prerequisite: Ed Rem 7771 or consent of instructor. An advanced educational research methods course: multivariate analysis of variance; canonical correlation, discriminant function analysis, factor analysis; cluster analysis; advanced topics in multiple linear regression; and associated research design issues.
7773 Quantitative Research Methods III (3)
Prerequisite: Ed Rem 7772. An advanced educational research methods course using multiple linear regression models, path analysis, and structural equation modeling. Focus is on the theory, issues, and application of these advanced data analysis techniques.
7781 Qualitative Methods in Educational Research I (3)
Prerequisites: Admission to doctoral education and Ed Rem 6710 or consent of instructor. An introductory qualitative research methods course in education to develop skill in forming research questions, writing field notes, and collecting, organizing, and analyzing a variety of data. Philosophical and ethical issues in qualitative research are presented.
7782 Qualitative Methods in Educational Research II (3)
Prerequisite: Ed Rem 7781 or consent of instructor. An advanced qualitative educational research methods course to address the issues of sampling strategies, observational and interview techniques, and data analysis. Requires access to a field setting to conduct a qualitative research study.