Designs and research on counseling and mental health services, professional and ethical standards, issues in cultural, political, and historical contexts of helping. Consent of instructor required (Doctoral Section).

This course explores the theory and practice of non governmental organizations (NGOs) with case studies from different countries. The course evaluates the impact of NGOs on institutional building, NGO management processes including accountability, transparency, and NGO-government-donor relationships.

This course deals with advanced topics in psychometric methods and educational statistics. Topics include: differential item functioning, univariate and multivariate selection theory, equating, score scales and norming, generalizability theory, and Bayesian inference.

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.

This course presents and discusses the major theories regarding the concept of "test validity" and the major practices involved in test validation. The skills taught in this course will enable students to be experts in testing tests.

Prerequisites: EDUC 656, 591J or 632

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.

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.

Students review classic research manuscripts in counseling/school psychology, review current manuscripts and identify trends and issues, evaluate quality of research designs, develop research proposals related to areas of special interest, conduct pilot research studies under faculty mentorship related to areas of special interest.

The purpose of this course is to support graduate students as they move forward in their research and scholarly work in science education, mathematics education, and/or learning technology.

This course begins with a brief survey of basic theories of organizational behavior and change. Examines such strategies as action research, strategic planning, and negotiation - emphasizing the role of different kinds of leadership in the process of change.