This course provides graduate students with an introduction to Halliday?s theory of systemic functional linguistics (SFL). The course is designed for students with an interest in critical discourse analysis, literacy development, composition studies, multilingual education, curriculum studies, political discourse, social justice education, communication, and linguistic anthropology.

Social Network Analysis (SNA) is a mathematical and visual means for conceptualizing, examining and understanding how relationships between people, organizations, and/or other actors form, and what resources are (or are not) accessed through those connections.

This course creates a space for pre-K to grade 12 teachers, literacy coaches, and researchers of languages, literacies, and literatures to refine and fortify their critical multicultural reading of social issues in children's and young adult literature. We will consider the social issues of family, linguistic, and cultural diversity; gender, sexuality, class, and race; war and peace, and the like. Participants will select and analyze relevant social issues or design an action plan based on their new understandings of critical teaching literature.

Tying current research on science teaching/learning to a classroom practice, this course examines advanced teaching strategies, discusses equity issues, and makes connections between formal and informal learning.

Course will explore the historical development of psychology as a field of study and its relationship to educational practice in the school setting. The course will cover the development of psychology from the ancient Greeks to Wilhelm Wundt, to the implications of the work of John Dewey and William James in relationship to educational practice.

Matrix algebra, linear models, profile analysis, analysis of multivariate experimental designs, discriminant, canonical, and components analysis. Prerequisite: EDUC 771

Supervised on-the-job CAGS 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.

Exploration of student-centered and democratic teaching methods in the social studies.

Research and overviews of initial and inservice education of novice and veteran teachers. Typical topics include induction programs, peer coaching, mentoring, programs for new teachers, programs for experienced teachers, and evaluation of pre- and inservice programs.

The purpose of this course is to allow graduate students to apply research skills and knowledge to a research project in the area of higher education.