Processes and problems of educational development in selected areas throughout the world. Interrelationship between education and culture, in a multicultural context. While historical antecedents are recognized, major emphasis on cultural forces responsible for contemporary educational practices.

Contemporary issues facing administrators. Topics include special education finance, law, and policy.

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.

This course will examine the processes that affect rural development and analyze a variety of conceptions of rural development. Agrarian reform movements and traditional approaches to rural development will provide the examples and case studies that will be used to analyze the different approaches to development problems in rural areas.

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.

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.

The course extends knowledge, awareness and skills about social diversity and social justice regarding various forms of oppression and dynamics to issues of intergroup relations and conflict within and between social groups. It strives to prepare graduate students to be active change agents as planners and facilitators of intergroup dialogues.

This course will focus on the analysis and understanding of the critical features of a range of empirically validated interventions for achievement and behavior problems. The foundational perspectives for understanding the problem-focused interventions in both areas are instructional design, educational psychology, and learning and behavior theory. In addition, the course will include an over-arching theme of service delivery through collaborative instructional and behavioral consultation methods. This course is primarily intended for students in the School Psychology Program.

This seminar provides a mixture of group planning, support and guided individual study for those students in international education who are ready to work on a specific research topic for their M.Ed. thesis/project.

The goals of this course are: to explore in depth a contemporary issue in Literacy and Education; to develop the ability to conceptualize research and scholarship; to apply theoretical foundations in literacy and literacy learning to contemporary issues in education research and pedagogy; to explore the implications of contemporary issues in literacy and education with regard to educational equality and issues of justice and oppression; to develop ability to relate contemporary issues in literacy and education to personal research and scholarly interests; to derive theoretical, methodological