This course provides a forum for the discussion and analysis of conceptual, theoretical, and practical links between multicultural education and students' primary research interests in other fields of study (language policy, bilingualism, teacher education, the education of bicultural students, curriculum, and pedagogy, among others).

This advanced graduate seminar is designed for students with previous experience or coursework related to discourse theory and methods. The course will support students' individualized, in-depth exploration of particular approaches to discourse analysis as well as application of discourse analytic methods to answer research questions. Students from a wide range of fields are welcome.

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

Seminar examines current issues confronting institutions of higher education and their policy implications. Prevailing viewpoints, problems, and opportunities associated with these issues will be identified.

The social context of U.S. schools and the myriad issues that underlie the call to "leave no child behind" are examined. Reform efforts, instructional approaches, curriculum materials, school structures, and educational practices and their influences on students' education and learning are explored.

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.

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