Division of Educational Psychology, Research and Evaluation Home Page

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
Victor A. Battistich, Associate Professor*
Ph.D., Michigan State University
Brenda Bredemeier, Associate Professor*
Ph.D., Temple University
Margaret W. Cohen, Associate Professor*
Associate Provost Academic Affairs, Director, Center Teaching and Learning
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.

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.

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 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 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 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 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.

6115 Personality and Social Development (3)
Prerequisites: Graduate admission.  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.

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.

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

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.

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)

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.

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. 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.

6532 PsychoEducational Differences in Childhood (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.

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 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.

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. 

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, models of service delivery, and emergent technologies.

6590 School Psychology Practicum (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.

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.

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.

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.

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-, 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.

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 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.

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.

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.