Division of Educational Psychology, Research and Evaluation

• College of Education
• Educational Psychology Course Descriptions


• Educational Research and Evaluation Methods Course Descriptions
• Counseling and Family Therapy


• Educational Leadership and Policy Studies
• Teaching and Learning
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Faculty

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
Michael W. Bahr, Associate Professor
Ph.D., Indiana University
Margaret W. Cohen, Associate Professor, Associate Provost Academic Affairs, Director, Center Teaching and Learning
Ph.D., Washington University
Cody S. Ding, Associate Professor
Ph.D., University of Minnesota
Lisa M. Dorner, Assistant Professor
Ph.D., Northwestern University
Clark J. Hickman, Associate Research Professor and Associate Dean for Continuing Education Ed.D., University of Missouri-St. Louis
Donald A. Gouwens, Assistant Clinical Professor
Psy.D., Central Michigan University

General Information

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 (Ed.S.) degree program at the University of Missouri-St. Louis provides training in data-based problem solving with particular attention to interventions and Educational outcomes within a cognitive-behavioral theoretical perspective. The program promotes a unique set of professional values through its emphasis on:

• Data-based decision making
• Educational and psychological treatment outcomes
• Multicultural diversity
• Program development and evaluation
• Facilitation of organization change

The Ed.S. is a terminal degree program designed to prepare future school psychologists to work in school settings. Graduates of the program are immediately eligible for School Psychologist Certification from the Missouri Department of Elementary and Secondary Education and are qualified to apply for the National Certified School Psychologist credential from the National Association of School Psychologists.

Student Learning Outcomes

The Educational Specialist in School Psychology degree program at the University of Missouri - St. Louis has five primary program emphases that make our graduates distinctive. The following outcomes guide the training and preparation of our students:

1. Data-Based Decision Making
   Students will acquire knowledge of a variety of assessment models and methods that enable them to develop skills in collecting, analyzing, and interpreting data for the purpose of making recommendations to improve the academic performance and/or social-emotional development of children and adolescents with whom they work.
2. Educational and Psychological Treatment Outcomes
   Students will gain knowledge of and develop skills for a wide-range of treatments to promote academic performance and social-emotional behavior.
3. Program Development and Evaluation
   Students will gain knowledge and skills of a variety of interventions and research methodologies that enable them to develop, implement, and evaluate school-based programs designed for children and adolescents.
4. Multicultural Diversity
   Students will acquire knowledge of identity development that facilitates the development of skills to work with a students and families from diverse groups, thereby engaging in culturally-competent practice.
5. Facilitation of Organizational Change
   Students will acquire an understanding of the complexity of educational systems and how school psychologists can promote systemic changes to improve services for children and adolescents.

The Ed. S. in School Psychology degree program consists of 60 hours of graduate coursework that prepares school psychologists for professional roles as data-based problem solvers. 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, interdisciplinary collaboration, and systems-level interventions. Throughout the program, including 500-hours of supervised practicum and a year-long 1,400 hour internship in the schools, students work closely with the school psychology faculty and field-based supervisors to develop practical skills.

Admission requirements include a 3.0 undergraduate GPA, current GRE scores (combined verbal and quantitative score of 1000 recommended), two letters of recommendation, a personal statement describing professional goals (not to exceed five double-spaced typed pages), and a personal interview with members of the school psychology faculty. Prerequisite coursework in developmental psychology and statistics 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. All required application materials will be considered equally when making admission decisions. Applications are reviewed annually with a March 1 deadline.

The Ed.S. in School Psychology degree program involves three years of intensive, full-time training; however, students may be able to complete up to half of the curriculum on a part-time basis provided they satisfy the university residency requirement. Credit may be granted for graduate coursework completed prior to entering the program, but a minimum of 30 graduate credit hours must be completed at the University of Missouri-St. Louis. Students who plan to enroll in the Ed.S. in School Psychology degree program as a part-time student are advised to meet with their adviser and develop a professional Education plan at the start of their program. Please note the internship year involves a full-time placement with a school district during an academic school year and cannot be completed part-time.

Educational Specialist in School Psychology (Ed..S.)
Curriculum:

Fall I
ED PSY 6210, Life Span: Individual and Family Development
ED PSY 6530, Foundations of School Psychology
ED REM 6716, Psychoeducational Assessment and Intervention I
ED REM 6750, Advanced Research Design in Education

Spring I
ED PSY 6310, Psychology of Learning Processes
ED PSY 6550, Professional Issues in School Psychology
ED REM 6718, Psychoeducational Assessment and Intervention II
ED REM 7771, Quantitative Research Methods I

Summer I
CNS ED 6010, Theories of Counseling
ED PSY 6532, Psychoeducational Differences

Fall II
ED PSY 6536, Biological Bases of Behavior
ED PSY 6540, Psychoeducational Interventions
ED PSY 6545, Consultation in Schools and Related Settings
ED PSY 6590, School Psychology Practicum I

Spring II
ED PSY 6542, Psychotherapeutic Interventions in School Psychology
CNS ED 6030, Foundations for Multicultural Counseling
ED REM 6730, Educational Program Evaluation
ED PSY 6591, School Psychology Practicum II

Fall III
ED PSY 6991, School Psychology Internship

Spring III
ED PSY 6991, School Psychology Internship (Praxis II School Psychology Examination and Case Study)

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 and 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.

Courses:
Program Evaluation (12 credit hours)

ED REM 6730 Educational Program Evaluation (3)
ED REM 6732 Advanced Theory and Practice in 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)

Course Descriptions

Courses in this section are grouped as follows: Educational Psychology (ED PSY) and Educational Research and Evaluation Methods (ED REM)

Educational Psychology (ED PSY)

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.

ED PSY 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.

ED PSY 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.

ED PSY 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.

ED PSY 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.

ED PSY 6113 Psychopathology and Diagnosis (3)
Prerequisites: Graduate standing. Covers etiology, assessment and diagnosis of mental disorders using contemporary diagnostic systems. Course materials and assignment address the dynamics of adjustment and treatment implications for counselors, school psychologists, and others in the helping professions.

ED PSY 6115 Personality and Social Development (3)
A foundational course integrating major theoretical perspectives on personality and social development.  Emphasis is on the dynamic interplay of social influences on personality development and personality influences on social processes. Particular consideration is given to the impact of social contexts, including the school, on development.

ED PSY 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.

ED PSY 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.

ED PSY 6217 Foundations of Citizenship Education (3)
Prerequisites: Graduate standing. Introduction to citizenship Education providing a range of knowledge of civic participation, concepts of democracy, the democratic purposes of Education, and the developmental of civic identity and political thinking, attitudes, and engagement. Comparison of historical and contemporary approaches to democratic citizenship

ED PSY 6218 Coaching Sports for Character (3)
Prerequisites: Graduate Standing. Interdisciplinary examination of relevant theory, research and pedagogical practices related to character development through sports. Drawing from both academic and professional.

ED PSY 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.

ED PSY 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.

ED PSY 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

ED PSY 6404 Seminar (1-10)

ED PSY 6417 Current Perspectives on Citizenship Education (3)
Prerequisites: ED PSY 6217. Seminar extends students’ understanding of theory and research in citizenship Education by applying it to practical programs in the US and abroad. Analysis of assumptions underlying methods of citizenship Education and its goals. Exploration of research on methods that promote, facilitate, or inhibit civic participation and citizenship competence.

ED PSY 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.

ED PSY 6444 Cognition and Technology (3)
Prerequisites: ED PSY 6111 or consent of instructor. Same as ED TECH 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.

ED PSY 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.

ED PSY 6448 Technology-Supported Inquiry Learning (3)
Prerequisites: ED TECH 5340 & ED PSY 6310, or consent of instructor Same as ED TECH 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.

ED PSY 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.

ED PSY 6497 Problems (1-10)

ED PSY 6530 Foundations of School Psychology (3)
Prerequisites: Graduate standing. Examines the professional roles, responsibilities, and functions of psychologists in schools. Focuses on educational foundations of school psychology including the history of the profession, organization and operation of schools, and emergent technologies.

ED PSY 6532 Psychoeducational Differences (3)
Prerequisite: Graduate standing. Examination of classification systems used with children and adolescents in the diagnosis and treatment of Educational and physical disabilities, mental disorders, and other developmental challenges.

ED PSY 6536 Biological Bases of Behavior (3)
Prerequisite: Graduate standing. 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.

ED PSY 6540 Psychoeducational Interventions (3)
Prerequisites: ED REM 6716 and ED PSY 6532 or consent of instructor. Examines academic and instructional interventions, both preventive and remedial, that are delivered in schools and related settings with children and adolescents. Emphasizes linking assessment and intervention via use of direct and indirect service delivery.

ED PSY 6542 Psychotherapeutic Interventions in School Psychology (3)
Prerequisites: ED PSY 6532 and ED REM 6718 or consent of instructor. Instruction and practice developing and implementing intervention plans for common social, emotional, and behavior problems found in schools and related settings. Special emphasis on prevention and early intervention within a systems perspective.

ED PSY 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.

ED PSY 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, models of service delivery, and emergent technologies.

ED PSY 6590 School Psychology Practicum I (3)
Prerequisites: Grade of B or better in ED REM 6718 and ED PSY 6532, and consent of instructor. Introductory supervised experience in psychoeducational assessment, and interventions for academic and behavior problems in schools and related settings. Settings and responsibilities determined in consultation with program faculty and site supervisor.

ED PSY 6591 School Psychology Practicum II (3)
Prerequisites: Grade of B or better in ED PSY 6590 and consent of instructor. Advanced supervised experience in consultation, problem solving, psychoeducational assessment and interventions for academic and behavior problems in schools and related settings. Settings and responsibilities determined in consultation with program faculty and site supervisor.

ED PSY 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.

ED PSY 6991 School Psychology Internship (3)
Prerequisites: Grade of B or better in ED PSY 6591 and consent of instructor. Full-time field-based placement in an approved school or Educational setting supervised by an appropriately credential school psychologist. Course may be repeated for credit.

ED PSY 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.

ED PSY 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.

ED PSY 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.

ED PSY 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)

ED REM 3721 Psychoeducational Assessment and Evaluation (3)
Prerequisites: None. Review of measurement concepts and use of psychoeducational assessment data gathered via interview, observation, norm-referenced, and curriculum-based assessment methods. Special emphasis on progress monitoring and data-based decision making.

ED REM 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.

ED REM 6040 Educational Research for Teachers (3)
Prerequisites: TCH ED 6010 and TCH ED 6020. 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.

ED REM 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.

ED REM 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-, validity and associated descriptive statistics; derived referenced theory and technique; classical test theory, reliability and transformed scores; preparation of instructional objectives for use in developing the classroom test; performance evaluations, and portfolio rubrics.

ED REM 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.

ED REM 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.

ED REM 6712 Survey Research Methods in Education (3)
Prerequisite: ED REM 6735 or consent of instructor. Same as POL SCI 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.

ED REM 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.

ED REM 6716 Psychoeducational Assessment and Intervention I (3)
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.

ED REM 6718 Psychoeducational Assessment and Intervention II (3)
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.

ED REM 6730 Educational Program Evaluation (3)
Prerequisites: ED REM 6750 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.

ED REM 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.

ED REM 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.

ED REM 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.

ED REM 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.

ED REM 7711 Advanced Test Theory in Education (3)
Prerequisite: ED REM 6750. 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.

ED REM 7712 Discourse Analysis in Education (3)
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.

ED REM 7771 Quantitative Research Methods I (3)
Prerequisites: ED REM 6735. A second course in advanced Educational research methods sequence, with focus on multiple regression analysis and its applications to educational and psychological research.

ED REM 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.

ED REM 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.

ED REM 7781 Qualitative Methods in Educational Research I (3)
Prerequisites: ED REM 6750 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.

ED REM 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.