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 will be introduced to foundational philosophies and strategies for qualitative data analysis, coding their own data sets in weekly workshop and discussion settings. Strategies will be presented for setting up and organizing a database, coding and sorting data into categories, modifying and refining the scheme, aggregating data into larger themes or patterns, establishing audit trails, triangulating among data sources, participants and methodologies, and establishing trustworthiness of the data set.

This course provides a survey of the relevant research literature describing not only cross cultural conceptions of childhood, but also contemporary U.S. contexts to reflect the intersections of culture and ideology and problematize what is legitimated as normal childhood. The course also provides training in research methodologies for doing qualitative work with children.

Introduction to IRT models for analyzing polytomous and multidimensional data which are becoming popular in school, state, and national assessment programs. Prerequisites: EDUC 736

This course is designed to provide graduate students with a broad and integrated understanding and advanced graduate-level knowledge in the biological bases that effect human behavior, emotions, development and learning. This course will facilitate a comprehensive understanding of physiological processes that influence perception, cognition, emotion, learning and motivation. Specifically, the course will introduce student to the structure and physiology of the brain, hormonal influences on behavior, affective bases of behavior, and roles of psychopharmacology.

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.

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.

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.