An approach to research and evaluation; theories and ethical issues; practice using specific methods; learning to choose an appropriate method for particular contexts and goals.

The course will review contemporary models of program evaluation often used in the fields of education and human services. Particular emphasis is placed on the use of logic models and program theory and the CIPP model of program evaluation.

Supervised on-the-job doctoral school psychology experience. Work includes delivery of indirect and direct services in the areas of assessment, prevention, intervention, case management, and system level service delivery.

The primary purpose of this course is to provide advanced knowledge and practice in several areas of supervision as it relates to psychological service delivery. Content of the course is oriented toward context, philosophy, relationship and pragmatics of supervision. Major topics include the fundamentals of supervision, clinical supervision, and administrative supervision including supervision of professional practice and evaluation. Issues of ethnicity, class, gender, school change, and technology in supervision will also be addressed.

This seminar explores critical literacies as sociocultural and sociopolitical practices across languages, literacies, and contexts. Participants will investigate how these practices can deconstruct/reconstruct power relations in texts, teaching, and research.

This course will focus on social justice-oriented research methodologies in support of students as they create and carry out research projects with/for historically marginalized communities. Students will explore various traditions that cohere under the umbrella of critical research to further develop their work. Doctoral students in Social Justice Education and other areas of study that emphasize critical social inquiry are most welcome. Prerequisites: basic experience with qualitative research.

Students will be introduced to foundational philosophies and strategies for qualitative data analysis, coding their own data sets in weekly workshop and discussion settings. Strategies will be presented for setting up and organizing a database, coding and sorting data into categories, modifying and refining the scheme, aggregating data into larger themes or patterns, establishing audit trails, triangulating among data sources, participants and methodologies, and establishing trustworthiness of the data set.

This course provides a survey of the relevant research literature describing not only cross cultural conceptions of childhood, but also contemporary U.S. contexts to reflect the intersections of culture and ideology and problematize what is legitimated as normal childhood. The course also provides training in research methodologies for doing qualitative work with children.

Many theories and pedagogies have shaped how literacy is enacted in education. The central goal of this course is to understand theoretical, methodological, and pedagogical implications and challenges of cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical perspectives of literacy and education.

The seminar is one of a series of doctoral-level LLC seminars on contemporary issues in language, literacy, and culture in education as well as issues of teacher education. The purpose of this course is to support doctoral students interested in exploring theoretical and practical aspects of second language literacy, teachers' education and professional development, and school change from a sociocultural perspective.