Examination of ethnographic theory, methods, and techniques of researching language, literacy, and culture in educational settings. It involves conceptualizing and conducting a full ethnographic study and learning how to use reflection on the fieldwork experiences to construct (or deconstruct) and articulate the theoretical basis, methods, and findings of your research. The course is organized to highlight both knowledge acquisition and reflection. Year-long course.

Prerequisite: Doctoral status, 9 credits of study in Doctoral program.

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.

Issues in counseling psychology and human service delivery, counseling skills, techniques, and ethics.

The purpose of this course is to provide students with an understanding of the major historical and contemporary theories of human development and learning and their educational implications.

This course is the second half of a yearlong course focused on Social Justice Education in K-12 schools. It's purpose is to guide students in implementing, evaluating and reflecting upon social justice education initiatives in elementary and secondary schools. Additionally, students will develop a publication-ready manuscript examining a K-12 application of Social Justice Education.

TEAMS Tutoring Leadership Seminar.

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

Selected problems in curriculum and instruction in science.

This course is designed as an introduction to the field of testing, assessment and evaluation in second language education (bilingual, foreign language, and ESL settings).