http://coe.umsl.edu/divisions/edpsych/main.html
Faculty
Matthew W. Keefer, Associate Professor and Chair*
Ph.D., University of Toronto
Wolfgang Althoff, Theresa
Fischer Endowed Professor of Citizenship Education, Dr. Phil.,
University
of Frieourg 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*
Interim Associate Vice Chancellor of Academic Affairs,
Director, Center Teaching Excellence
Ph.D., Washington 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
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.
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.
Courses:
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.
Courses:
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)
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)
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.
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.
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
7711Advanced 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.
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