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.

Participants examine views regarding what constitutes policy success and failure, build competencies to make policies more viable, and use course concepts and skills to modify policies of their own choosing.

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.

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.

For advanced doctoral students in education, psychology, and sociology. Techniques for specifying statistical models that conform to theory, fitting the models to data, testing the fit of the models and based on the analysis, either rejecting or modifying the theory. Prerequisite: Educ 771.

An introduction to basic concepts, skills, strategies, and research related to leading and managing schools. Topics include organizational culture, and models of decision making, leadership, learning, and instruction.

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.

Critical evaluation of current literature, research yearbooks, and experiments in curriculum and teaching of English. Prerequisites: Educ 515 and teaching experience.