College of Education

 

 Graduate Index


Department of Educational Psychology

Counselor Education (EDCE)

  • 502–Guidance Techniques for Classroom Teachers. (3)
  • 503–Family Guidance. (3) Effective techniques for childrearing.
  • 507–Educators in Industry. (3) The course is designed to provide counselors, teachers, and administrators with increased awareness of a wide variety of work experiences.
  • 510–Introduction to Counseling. (3) (Prereq: senior or graduate standing)
  • 570–Problems in Counseling and Personnel Work. (1—3) (Prereq: consent of instructor)
  • 600–Communications Skills in Counseling. (3) Human relations principles applied to the counseling interview.
  • 601–Group Procedures in Counseling. (3) (Prereq: completion of or current enrollment in EDCE 600)
  • 650–Counseling Student Athletes. {=PEDU 660} (3) Issues facing student athletes regarding their personal and career development beyond athletics.
  • 690–Independent Study. (1—3)
  • 700–Cross-Cultural Counseling. (3) (Prereq: consent of instructor) Basic concepts and procedures related to cross-cultural counseling; relevant issues which constitute the core of counseling effectively from a cross-cultural perspective; the development of specific learning strategies through which counselor trainees acquire fundamental skills of cross-cultural counseling. (This course number and title will be offered with a specific perspective each time, such as blacks, women, ethnic groups, etc.)
  • 701–Counseling Parents of Exceptional Children. (3) Principles and techniques of counseling parents of exceptional children.
  • 702–Counselor as Consultant. (3) (Prereq: EDCE 510) History, theories, and practices of consultation and counseling program coordination.
  • 704–Theory and Procedures of Group Counseling. (3) (Prereq: EDCE 601 and EDCE 721 or PSYC 704) A comparative study of major theories of group counseling and related research with emphasis on group interaction within a counseling setting. Laboratory applications expedite understanding of theory and practice.
  • 705–Educational Measurement. (3) The history of educational and psychological measurement. Consideration of concepts such as validity and reliability of educational and psychological measures, the rationale of the development and use of instruments for educational purposes.
  • 706–Individual Appraisal Laboratory. (3) (Prereq: EDCE 705 or its equivalent; a materials fee is charged for this course) This course is designed to provide counselors with a working knowledge of various instruments used in educational, vocational, and social-personal counseling. Students take, administer, score, and record the results of various standardized instruments. The uses of sociometry and similar techniques for individual appraisal are discussed and evaluated.
  • 707–Career Development. (3) Career development principles and practices in school and other settings.
  • 708–Administrative Provisions for Guidance Service. (3) Study of problems related to administration of guidance services including counseling, program development, implementation and evaluation procedures, ethics, and current trends.
  • 709–Counseling Through Play. (3) (Prereq: EDCE 510, EDCE 600, or consent of instructor) Interpreting play and using play techniques to facilitate the counseling process.
  • 710–Professional, Legal, and Ethical Issues in Counseling. (3) (Prereq: EDCE 510)Ethical concerns and legal mandates and constraints related to the counseling profession including issues regarding education, supervision, research, and policy development.
  • 711–Advanced Family Guidance. (3) (Prereq: EDCE 503 or equivalent) Advanced study of children within the context of family counseling theories.
  • 712–Comprehensive Developmental School Counseling. (3) (Prereq: EDCE 510) Study of the elements of and practices in a comprehensive developmental school counseling program.
  • 716–Leaders in Counselor Education. (3) Survey and analysis of the works of prominent leaders in counselor education (i.e., behavioral, cognitive, existential approaches). Course content varies and will be announced in the schedule of classes by suffix and title.
  • 720–Theories of Counseling. (3) (Prereq: EDCE 510, 600) An introduction to counseling theories and models.
  • 721–Techniques of Counseling. (3) (Prereq: EDCE 720) Emphasis on development of techniques for assisting clients’ personal, social, spiritual, and career development.
  • 723–Counseling Supervision Theory. (3) (Prereq: Consent of the instructor) Comparative study of major approaches to counseling supervision and related research with emphasis on historical foundations of supervision, supervisee characteristics, and application of concepts and techniques to specific practice settings.
  • 769–Interdisciplinary Perspectives on Child Abuse and Neglect. {=CRJU 743, HPRE 769, NURS 726, SOWK 769} (3) Current knowledge about child abuse and neglect, including typologies, etiology, effects, and current practice interventions.
  • 800–Special Problems in Counseling and Personnel Work. (1—3) (Prereq: consent of the instructor) This course is designed to provide opportunities for the study of special topics in counseling and personnel work.
  • 802–Practicum in Human Development and Counseling I. (3) (Prereq: full admission into a counselor program and program-specific prerequisites as approved by program faculty) Supervised counseling experience in an approved institution or agency.
  • 802E–Elementary School Counseling Practicum I. (3) (Prereq: full admission to the K—12 School Counseling Program, successful completion of EDCE 510, 600, 601, 700, 702, 705, 706, 710, 712, 720, 721, EDPY 705, EDRM 700, and passing grade on CPCE) Supervised counseling experience in an approved elementary school setting. Contact department for application deadline.
  • 802S–Secondary School Counseling Practicum I. (3) (Prereq: full admission to the K—12 School Counseling Program, successful completion of EDCE 510, 600, 601, 700, 702, 705, 706, 707, 710, 712, 720, 721, EDPY 705, EDRM 700, and passing grade on CPCE) Supervised counseling experience in an approved secondary school setting. Contact department for application deadline.
  • 805–Counseling Internship. (3 or 6) (Prereq: EDCE 802 and consent of instructor. Internship application must be submitted early in the semester preceding enrollment.) Counseling experience will be gained in a work setting similar to that in which a counselor will eventually be employed.
  • 807–Advanced Career Development. (3) (Prereq: EDCE 707 and consent of the department) Theories of career development and career decision making. Critique of career development programs in institutions and agencies.
  • 809–Advanced Counseling Through Play. (3) (Prereq: EDCE 709, 802) Development of advanced theoretical and skill-based competencies in the practices of play therapy.
  • 812–Counseling Skills Assessment Lab. (3) (Prereq: consent of instructor) Emphasis on assessment of counseling skill development and application of theory to practice through supervised work with clients in a laboratory setting in preparation for field-based practicum. (Meets concurrently with EDCE 813.)
  • 813–Professional Issues in Counseling. (3) (Prereq: consent of instructor) Emphasis on ethical issues related to counseling practice, research, writing, and continuing education including assessment and development of professional writing skills. (Meets concurrently with EDCE 812.)
  • 820–Advanced Transcultural Counseling. (3) (Prereq: EDCE 700) Advanced principles and practices for transcultural counseling.
  • 822–Counseling Practicum II. (3) (Prereq: EDCE 802; internship application must be submitted early in the semester preceding enrollment) Advanced level supervised counseling experience in field settings relevant to students’ professional goals.
  • 823–Advanced Counseling Theory. (3) (Prereq: EDCE 802 and consent of instructor) Emphasis on formulation and evaluation of the theoretical basis for approaches to counseling including, study of historical and contemporary perspectives.
  • 825–Empirical Basis of Counseling. (3) An analysis of the empirical basis of counseling practice and theory with attention to special problems related to counseling research.
  • 830–Systematic Training Models in Counselor Education. (3) (Prereq: EDCE 721, 823, and a counseling practicum) Examination of systematic counselor training models currently used by counselor educators. Models, research bases, and development of approaches are included.
  • 832–Practicum in Counseling Supervision. (3) (Prereq: EDCE 822 and 830; internship application must be completed early in the semester preceding enrollment) Seminars and directed practice in counseling supervision. Contact department for application deadline.
  • 855–Internship in Counselor Education. (1—3) (Prereq: EDCE 830 and EDCE 832, completion of the qualification process for the Ph.D. and internship application) Teaching, consultation, counseling, and/or supervision experience is gained in field settings relevant to student’s professional goals; includes clinical supervision and professional development.
  • 879–Group Counseling Practicum. (3) (Prereq: EDCE 704 and 802 or consent of instructor) Supervised experience in group counseling. Contact department for application deadline.
  • 890–Independent Study. (3)

Instructional Technology (EDIT)

  • 504–Newspaper in the Classroom. {=JOUR 570} (3) An intense study of daily and weekly newspapers as supplementary teaching tools in the public school classroom. Consultation with professional journalists, journalism educators, and public school teachers.
  • 564–The Film Experience: An Introduction to the Art of the Film. {=ENGL 566 and THSP 580} (3) An introduction to the critical appreciation and history of the motion picture, with special emphasis upon the place of film within the liberal arts, dealing generally with the types and forms of the feature film, their background and development, and aiming to create an increased critical awareness of the basic elements of the filmmaker’s art.
  • 603–Electronic Technologies in Instruction. (3) Review of interactive multimedia programs and their applications in instruction. Use of computer in non-linear presentation of text, graphics, animation, voice, music, photographs, and motion video.
  • 650–Internship in Instructional Technology. (3) (Prereq: EDIT 603 and EDPY 722) Supervised field-based experiences with instructional technology in school, business, and administration.
  • 651–Internship in Instructional Technology. (3) (Prereq: EDIT 603 and EDPY 722) Supervised field-based experiences with instructional technology in school, business, and administration.
  • 652–Design and Evaluation of Academic Games and Simulations. (3) Application of instructional design criteria to computer and noncomputer interactions. Analyses include requisite cognitive processes, affective outcomes, and ethical standards. Design and formative testing of interactive exercises.
  • 655–Advanced Principles of Educational Communications and Technology. (3) The role of the ECT specialist in the educational system. Definition of the field, historical development of the visual literacy movement, the systems approach in education, objective specifications, mass media and multimedia systems, computer assisted instruction, dial access systems, cost determination, environmental design for testing and learning, sources of instructional resources, and related topics.
  • 690–Independent Study. (1—3)
  • 703–Advanced Methods in Integrated Media. (3) (Prereq: EDIT 603, EDPY 722) Critical analysis of research in multimedia programs and implications for instruction. Application of instructional design criteria to develop, author, and evaluate multimedia projects.
  • 746–Management of Media Resources. (3) The organization and administration of media programs in school buildings and districts, regional and state centers, and colleges and universities. Procedures, problems, and trends for an integrated instructional support system will be emphasized.
  • 890–Independent Study. (1-3)

Educational Psychology (EDPY)

  • 690–Independent Study. (3—15)
  • 705–Human Growth and Development. (3) Overview of the contributions of the biological and social sciences to an understanding of the mental, emotional, social, and physical development from infancy through adulthood. Study of behavior problems.
  • 706–Human Development and Learning Situations. (3) Presentation of theories and principles of human development that are particularly relevant to teaching. Application of such theories and principles to learning situations suitable to various age and grade levels.
  • 707–Growth and Development: Middle Childhood and Adolescence. (3) A review of the literature concerning middle childhood through adolescence; nine years through teens. Emphasis on application to the educational setting.
  • 708–Growth and Development: Adulthood. (3) Designed to further understanding of the adult and his/her endeavors in the learning process. Emphasis will be on the major contributing factors (physiological, psychological, and sociological) that affect the adult, on the relevant research findings, and on implications for educators.
  • 722–Technology and Learning Principles. (3) Principles of learning applied to the design of technology-based instruction. Application to individual and group strategies.
  • 741–Basic Processes: Cognition. (3) (Prereq: EDPY 702 or 706) A study of the cognitive processes involved in complex learning, conceptualization, problem-solving, abstract reasoning, and other aspects of higher intellectual functioning as developed and used in the educational setting.
  • 751–Psychological Analysis of Instruction I. (3) A systematic survey of major learning theories relevant to classroom instructions. Broad general types of learning relevant to the educational process will be covered: signal learning, stimulus response learning, chaining, verbal association learning. Students will be expected to evaluate this material in light of instructional problems.
  • 752–Psychological Analysis of Instruction II. (3) (Prereq: EDPY 701) A survey of the basic determinants of human behavior relevant to the classroom. Major variables to be considered include teacher characteristics, motivation, individual difference, value systems, and cultural factors related to classroom learning. Each variable will be considered for its relevance to various instructional strategies and programs. Considerable attention will be given to current research literature.
  • 805–Contemporary Research in Human Development and Education. (3) Issues in research on human development with applications to educational settings.
  • 835–Educational Psychology. (3) Advanced study of educational psychology with special emphasis on learning.
  • 873–Advanced Problems in Educational Psychology. (3) Advanced problems in educational psychology as they apply to the public schools at all levels. (Designed to meet the needs of candidates for graduate degrees.)
  • 890–Independent Study. (3)

Special Education (EDEX)

  • 523–Introduction to Exceptional Children. (3) Overview of the field of education for exceptional children. Basic course for those entering the field of special education.
  • 525–The Nature of Orthopedic and Special Health Problems. (3) Symptomatology, behavioral manifestations, and resources for care and treatment of orthopedic conditions and other types of health problems in children and youth.
  • 530–Introduction to the Education of the Pre-School Handicapped. (3) (Prereq: EDEX 523 or PSYC 518 or consent of instructor) Theoretical and practical approach to the education of the pre-school child with special needs.
  • 531–Specific Learning Disabilities of School Children. {=PSYC 529} (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Children with average/above average intelligence and specific learning impairments; diagnostic and remedial techniques. (Given jointly by the College of Education and the Department of Psychology.)
  • 540–Nature and Needs of the Gifted and Talented. (3) (Prereq: EDEX 523 or PSYC 518 or consent of instructor) Types and characteristics of the gifted and talented.
  • 580–Reading Instruction for Execptional Learners: Theory and Application. (3) (Prereq: EDEX 523) A study of the skills and knowledge required to implement direct instruction procedures when teaching reading, with opportunity for application of skills. Research and theoritical foundations will also be evaluated.
  • 583–Acquisition of Language and Articulatory Skills. (3) (Prereq: EDEX 580 or equivalent or permission of instructor) The evolution of speech and language in the healthy child. Development of phonetics, phonemics, morphology, syntax, and semantics are discussed in relation to biological foundations and environmental variables.
  • 589–Speech and Language Problems of the Mentally Retarded. (3) (Prereq: permission of instructor) Neurological and psycholinguistic factors in the diagnosis of language impairment and therapy procedures for language disorders of the mentally handicapped.
  • 604–Interdisciplinary Study of Developmental Disabilities. {=NURS 604} (3) (Prereq: senior standing) Understanding the developmentally disabled: mental retardation, cerebral palsy, epilepsy, autism, dyslexia, and other handicapping conditions. Prior course work in related disciplines strongly recommended.
  • 610–Systematic Instruction of Students with Moderate, Severe, or Profound Disabilities. (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Data-based instruction for teaching students with significant disabilities: task and developmental analysis, individualizing instruction, and preparing and implementing instructional programs.
  • 615–Curriculum for Students with Moderate, Severe, or Profound Disabilities. (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Design, development, adaptation, and implementation of curriculum for students with significant disabilities.
  • 616–Educational Procedures for Specific Learning Disabilities. (3) (Prereq: PSYC 529 or equivalent, or permission of instructor) Theory and application of current remedial procedures for children with specific learning disabilities: motor therapy, visual training, multi-sensory techniques, behavior modification, prescriptive teaching. Alternative administrative arrangements for the education of learning-disabled children; sources of materials for academic therapy.
  • 619–The Psychology of Mental Retardation. {=PSYC 524} (3) (Prereq: a course in the areas of child psychology or child development) Nature and causes of mental retardation, behavior, and potentialities of persons with mental retardation.
  • 625–Educational Procedures for the Orthopedically Handicapped. (3) (Prereq: EDEX 523 and EDEX 525) Methodology, curriculum materials, and procedures for teaching basic skills.
  • 630–Methods for the Pre-School Handicapped Child. (3) (Prereq: EDEX 530 or consent of instructor) Methods and materials to be used with pre-school handicapped children including intervention models, training procedures, and behavior management.
  • 632–Nature of Emotionally Handicapped Students. (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Characteristics, etiology, and major theoretical models for children experiencing emotional and/or behavioral problems in school; special education curriculum, programming alternatives, assessment, and issues concerning this population.
  • 640–Managing Problem Behavior in the Classroom. (3) The development of a workable approach to classroom management through an examination of a research-based synthesis of current knowledge in classroom and behavior management.
  • 682–Introduction to Braille. (3) Basic course for mastery of the literary braille code. Transcription of instructional materials in literary braille.
  • 685–Nature of the Visually Handicapped. (3) The psychological, social, and educational implications of visual handicaps; definitions, incidence, characteristics of, and rehabilitative and educational programs for the visually handicapped.
  • 686–Introduction to Deafness. (3) (Prereq: EDEX 523 or equivalent or consent of instructor) Educational implications of philosophy, theory, and research about deafness.
  • 687–Manual Communication for the Hearing Handicapped. (3) Knowledge and basic skills of finger-spelling and sign forms for communication.
  • 690–Independent Study. (1—3)
  • 691–Inclusion: Co-Teaching Students with Mild Disabilities. (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Collaborative and co-teaching strategies for teaching students with mild disabilities in general education classrooms.
  • 710–Legal Issues in Special Education. (3) Analysis of legislation, litigation, and administrative rulings related to special education. Emphasis on the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.
  • 712–Educational Procedures for the Mentally Retarded. (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Emphasis on methodologies and materials involved in the teaching of mentally retarded children and youth.
  • 713–Practicum in the Instruction of Exceptional Children I: A (Administration); B (Behavior Disordered); G (Gifted/Talented); H (Hearing Impaired); L (Learning Disabled); M (Mentally Retarded); N (Non-Categorical); O (Orthopedically and Health Impaired); P (Pre-School Handicapped); V (Visually Impaired). (3) (Prereq: EDEX 523) Practicum experience in the education of exceptional children in settings appropriate to the graduate student’s specialization. Weekly seminar.
  • 714–Practicum in the Instruction of Exceptional Children II: A (Administration); B (Behavior Disordered); G (Gifted/Talented); H (Hearing Impaired); L (Learning Disabled); M (Mentally Retarded); N (Non-Categorical); O (Orthopedically and Health Impaired); P (Pre-School Handicapped); V (Visually Impaired). (3) Practicum experience in the education of exceptional children in settings appropriate to the graduate student’s area of specialization. Weekly seminar. Simultaneous registration in EDEX 713 permitted.
  • 715–Applied Behavior Analysis in Special Education. (3) (Prereq: EDEX 523 or PSYC 528 or consent of instructor) Application of principles of behavior to understanding and changing socially important behavior of students with disabilities.
  • 716–Functional Assessment and Behavior Intervention Plans. (3) (Prereq: EDEX 610 or EDEX 640 or equivalent) Identification and assessment of problem behavior, design and implementation of positive behavior intervention plans.
  • 726–Seminar in Special Education for Student Teachers. (3) (Coreq: EDEX 796) Synthesis of the knowledge and skills acquired through course work and field experiences during special education teacher preparation.
  • 740–Cognitive and Affective Aspects of the Gifted and Talented. (3) (Prereq: EDEX 523 and EDEX 540) The relationship of cognitive and affective factors to learning in the gifted and talented, including the self-concepts of the learner and the teacher.
  • 742–Educational Procedures for the Gifted and Talented. (3) (Prereq: EDEX 740) Emphasis on methodologies and materials involved in the teaching of gifted and talented children and youth.
  • 750–Technology and Exceptional Populations. {=RHAB 750} (3) The application of microcomputers and other technology in services for special populations. Case management, assessment, and instructional uses of technology are included.
  • 770–Methods and Materials for Low Vision Students. (3) (Prereq: EDEX 685 and EDEX 773 or consent of instructor) Current educational methods and materials for partially seeing students including educational needs of partially seeing students, assessment of visual functioning, and vision utilization. Educational planning and instructional strategies will be considered.
  • 773–Anatomy, Physiology, and Pathology of the Eye. (3) Structure, function, and abnormalities of the eye stressing educational implications. Special attention is paid to interpretation of reports from eye specialists, theory and use of low vision aids, and vision screening techniques in schools.
  • 774–Educational Procedures for the Visually Handicapped. (3) (Prereq: EDEX 682 and EDEX 773 or consent of instructor) Current educational procedures for blind and partially seeing students including programming alternatives, curriculum adaptations and additions, use of specialized equipment, instructional strategies, and educational planning.
  • 775–Orientation and Mobility for the Visually Handicapped. (3) Lectures, discussions, observation, and practice in teaching pre-care skills, orientation and mobility, and activities of daily living to visually handicapped individuals. Presented with reference to the responsibility of the teacher of the visually handicapped.
  • 780–Speech Reading and Auditory Training I. (3) (Prereq: consent of the instructor) A study of the use of acoustic amplification and speech reading in developing language skills for deaf and hard-of-hearing children and adults. Theories, methods, and systems of speech reading and use of hearing aids and other amplification equipment are studied and analyzed.
  • 781–Speech Reading and Auditory Training II. (3) (Prereq: EDEX 780, its equivalent, or consent of instructor) Advanced study in methods of instruction for the hard-of-hearing in the principles and techniques of lip reading and auditory training.
  • 784–Educational Procedures for the Emotionally Handicapped. (3) (Prereq: PSYC 510 or equivalent) Application of current educational procedures for the emotionally handicapped, e.g., behavior modification, prescriptive teaching. Also a study of alternative administrative arrangements for the education of the emotionally handicapped student, and sources of materials for academic therapy.
  • 785–Language Impairment in Children. (3) (Prereq: consent of instructor) The neurophysiological and psychological bases of language disorders in children. Differential diagnostic and educational-rehabilitative procedures for treatment of language-impaired children.
  • 790–Introduction to Assessment in Special Education. (3) Concepts and methods of assessment in special education with emphasis on administering, scoring, and interpreting standardized education tests.
  • 791–Procedures in Special Education Assessment and Intervention I. (3) (Prereq: EDEX 790) Lectures and practicum experiences emphasizing the application of informal educational assessment and intervention planning procedures. Individually supervised case project.
  • 792–Issues in Special Education. (3) (Prereq: EDRM 700, EDEX 790, EDEX 640, 1 methods course) Critical reviews of research related to key issues in special education. A research paper is required.
  • 793–Seminar in Aural Rehabilitation. (3) (Prereq: consent of instructor) Experimental study of various aspects of lip-reading and auditory training.
  • 794–Mainstreaming the Handicapped Child. (3) (Prereq: EDEX 691 or EDEX 523 or consent of instructor) An advanced course emphasizing mainstreaming handicapped children into the regular classroom. Teaching strategies, procedures, and management will be explored.
  • 795–Assessment in Early Childhood Special Education. (3) Assessment instruments, techniques, and procedures for non-discriminatory educational assessment of children with disabilities birth—eight years.
  • 796–Directed Teaching in Special Education. (12) (Prereq: Admission to the Professional Teacher Certification Program and completion of the special education core) Application of effective teaching techniques and organization of instructional settings for exceptional learners in selected areas of specialization. E (Emotionally Handicapped), L (Learning Disabled), M (Educable Mentally Handicapped), T (Trainable Mentally Handicapped), V (Visually Impaired).
  • 808–Procedures in Special Education Assessment and Intervention II. (3) (Prereq: EDEX 790 and EDEX 791) Educational assessment in clinical and school settings. Integration of assessment procedures including interviewing, observation, testing, consultation, and report writing. Individually supervised projects.
  • 809–Single-Case Research Designs. (3) (Prereq: EDEX 715 or consent of instructor) Applications of single-case research designs to the analysis of student behavior in special education, with emphasis on visual display of data and interpretation of research results.
  • 815–Coordination of Programs for Exceptional Children. (3) (Prereq: EDEX 523 or its equivalent or consent of instructor) A study of administrative and supervisory issues in the operation of school programs for exceptional children; alternate instructional models and program organizations, budgeting and funding practices, certification requirements, and other operational factors are emphasized.
  • 816–Special Problems in Education of the Emotionally Handicapped. (3) (Prereq: PSYC 510 or equivalent and EDRM 700, or consent of instructor) A critical review of research in the identification and education of emotionally handicapped and socially maladjusted children and adolescents. A research project is required.
  • 817–Advanced Educational Problems in Learning Disabilities. (3) (Prereq: PSYC 529 and EDEX 616 or their equivalents, or consent of instructor) Exploration of current issues, problems, and trends in the education of children with learning disabilities.
  • 890–Independent Study. (3)
  • 891–Advanced Educational Procedures for Exceptional Children. (3) (Prerequisites depend on specialization.) Educational procedures to be used in special education classrooms, emphasis on related problems involving curriculum, methods, and materials for exceptional learners: A (Administration); B (Behaviorally Disordered); L (Learning Disabled); M (Mentally Retarded); N (Non-Categorical); O (Orthopedically and Health Impaired); P (Pre-School Handicapped); V (Visually Impaired).
  • 892–Internship in Exceptional Children. (3 or 6) (Prereq: EDEX 891 and consent of instructor) Supervised field-based experiences and related activities with exceptional children in public and private schools, clinical, and administrative settings. A (Administration); B (Behaviorally Disordered); L (Learning Disabled); M (Mentally Retarded); N (Non-Categorical); O (Orthopedically and Health Impaired); P (Pre-School Handicapped); V (Visually Impaired).
  • 893–Study of Advanced Topics in Exceptional Children. (3) (Prereq: EDEX 891 and consent of instructor) Lectures, presentations, and discussion sessions on a selected area of special education. A (Administration); B (Behavioral Disorders); L (Learning Disabled); M (Mentally Retarded); N (Non-Categorical); O (Orthopedically and Health Impaired); P (Pre-School Handicapped); V (Visually Impaired).
  • 894–Seminar in Exceptional Children. (3) (Prereq: EDEX 891 and consent of instructor) Current research in special education ; the analysis of research design in selected areas of special education. A (Administration); B (Behavioral Disorders); L (Learning Disabled); M (Mentally Retarded); N (Non-Categorical); O (Orthopedically and Health Impaired); P (Pre-School Handicapped); V (Visually Impaired).

Foundations of Education (EDFN)

  • 592–Historical Foundations of American Educational Thought. (3) A survey of the history, philosophy, administration, and legal bases of American education.
  • 643–Southern Educational History. (3) Development of educational institutions in Southern society with special attention given to South Carolina.
  • 690–Independent Study. (1—3)
  • 722–Contemporary Education in Europe. (3) A comparison of the impact of postwar forces on the educational systems of selected European nations. Analysis of current trends, movements, and problems in all levels of education. Examination of the educational purposes, systems, techniques, and facilities with implications for the future development of industrialized societies.
  • 742–The School and the Social Order: Western Europe. (3) Education as a social institution; the development of education in Western Europe in relation to basic ideologies and the changing patterns of social institutions–political, economic, religious; current educational policy of the major countries of Western Europe.
  • 743–The School and the Social Order: The United States I. (3) The impact of education on the social order in the United States from the colonial period to 1877. Research assignments will involve analysis and interpretation of primary source materials of 18th and 19th century educational thought and practice in South Carolina.
  • 744–Philosophy and Education. (3) The functional considerations governing educational theories and practices.
  • 749–The School in Modern Society. (3) Basic concepts of the relation of the school to the social order: an analysis of the essential features of the changing social context within which American educational policy and practice now operate. The educational implications of recent social change in American life and of the emergence of a new world order.
  • 843–The School and the Social Order: the United States II. (3) (Prereq: EDFN 743, the equivalent, or the consent of the instructor) The impact of education on the social order in the United States continued–1877 to the present. Research assignments will involve analysis and interpretation of primary source materials of 19th and 20th century thought and practice in South Carolina.
  • 845–Seminar in Foundations of Education. (3—9) (Prereq: advanced doctoral status) Course content varies: individual topics selected by student and approved by instructor. May be repeated for up to 9 hours as topics vary.
  • 847–Modern Philosophies of Education. {=PHIL 847} (3) (Prereq: EDFN 744, the equivalent, or consent of the instructor) Critical comparison of present-day schools of thought in the nature, objectives, and functions of American education.
  • 890–Independent Study. (3)

Research and Measurement in Education (EDRM)

  • 520–Introduction to Testing and Evaluation. (3) The construction and use of teacher-made tests; descriptive statistics, measurement error, norms, and interpretation of scores; types of standardized instruments for use in elementary and secondary schools.
  • 690–Independent Study. (1—3)
  • 700–Introduction to Research in Education. (3) (Prereq: full admission to graduate standing or consent of instructor) Concepts and methods of conducting research in education.
  • 710–Educational Statistics I. (3) Introductory course in statistics for graduate students in education and the other social sciences. Central tendency and variability, normal distribution, simple correlation and regression, z and t tests for one and two samples, and the chi-square test. Use of statistical software.
  • 711–Educational Statistics II. (3) (Prereq: EDRM 710) Continuation of Educational Statistics I. Inference for one and two samples, factorial designs, repeated measures designs, and multiple regression. Use of statistical software.
  • 712–Nonparametric Statistics. (3) (Prereq: EDRM 711) Applied nonparametric statistics in education and the social sciences. Distribution-free inference for repeated measures and factorial designs; logistic regression and log-linear analysis. Use of statistical software.
  • 715–Theory and Methods of Sampling. (3) (Prereq: EDRM 710 or equivalent) A consideration of the theoretical and practical aspects of sampling in research design including random cluster and stratification techniques as they affect bias, precision, and cost of research. Both parametric and nonparametric models will be taught.
  • 718–Research and the Statistical Packages. (3) (Prereq: EDRM 710 or equivalent) Training in use of available statistical packages as applied to educational research. Particular emphasis is placed on efficient management of large data sets as arise in statewide assessment projects.
  • 720–Educational Measurement. (3) The history of educational and psychological measurement. Consideration of concepts such as validity and reliability of educational and psychological measures and the rationale of the development and use of instruments for educational purposes.
  • 721–Constructing Cognitive Instruments. (3) (Prereq: EDRM 710 and EDRM 720 or equivalent) The rationale, construction, use, and appraisal of achievement tests as tools of educational evaluation and research.
  • 722–Constructing Non-Cognitive Instruments. (3) (Prereq: EDRM 721) Consideration and the construction of educational and psychological tests and measurement instruments.
  • 723–Classroom Assessment Methods. (3) Emphasis in the linkages between curriculum, instruction, and assessment, and the development of assessments for learning outcomes. Methods include observations, interviewing, performance assessments, portfolios, and classroom tests.
  • 724–Design and Analysis of Educational Surveys. (3) Topics in educational surveys: design of questionnaires, sampling, data collection, treatment of non-responses, survey interviewing, randomized response techniques, data tabulation, and graphical presentation. Use of statistical software.
  • 728–Technical Aspects of Tests and Measurements. (3) (Prereq: EDRM 710 and EDRM 720 or equivalent) Statistical techniques and theoretical concepts involved in educational and psychological measurement. Analysis and interpretation of test data, equating of equivalent forms, latent trait theories and models, multiple matrix sampling, and issues related to criterion-referenced testing.
  • 736–Program Evaluation. (3) (Prereq: EDRM 700 and EDRM 710) Methods of designing and implementing evaluations of social and educational programs.
  • 737–Internship in Research. (3 each) (Prereq: consent of the Committee on Educational Research) Supervised research experience in a school, state agency, department or bureau of the University, or cooperating institution.
  • 738–Quantitative Techniques in Curriculum Study and Instructional Design. (3) Various quantitative techniques used in the exploration and validation of course objectives, and in the formulation of related instructional sequencing strategies.
  • 740–Qualitative Research in Education. (3) Qualitative research including naturalistic inquiry, participant observation, interviewing, ethnography, educational history, oral history, visual sociology, and educational biography.
  • 768–Individual Appraisal Laboratory. (3) (Prereq: EDRM 720 or its equivalent) This course is designed to provide counselors with a working knowledge of various instruments used in educational, vocational, and social-personal counseling. Students take, administer, score, and record the results of various standardized instruments. The uses of sociometry and similar techniques for individual appraisal are discussed and evaluated.
  • 800–Grants Administration. {=GINT 755} (3) Analysis of grant and contract functions in government agencies; proposal writing; legal and fiscal requirements of grants administration.
  • 805–Internship in Research. (3) (Prereq: consent of the Committee on Educational Research) Supervised research experience, emphasis is on the practical application of research methodology.
  • 806–Internship in Research. (3) (Prereq: consent of the Committee on Educational Research) Supervised research experience, emphasis is on the practical application of research methodology.
  • 807–Internship in Research. (3) (Prereq: consent of the Committee on Educational Research) Supervised research experience, emphasis is on the practical application of research methodology.
  • 810–Design and Analysis of Experiments. (3) (Prereq: EDRM 711 or the equivalent) Emphasis on the development of an understanding of the role of inferential statistics in educational experimentation, a working knowledge of the common tests in statistical analysis, and the student’s ability to design and execute experiments involving application of the statistical tests.
  • 816–Correlational and Multivariate Methods. (3) (Prereq: EDRM 711) Advanced statistical applications including partial and multiple correlational methods, multiple regression, multivariate analysis of variance, discriminant analysis, and canonical correlation. Use of statistical software.
  • 818–Research and the Computer. (3) (Prereq: consent of instructor) Computer uses in social and behavioral research, survey of popular languages, basics of software engineering and programming, and current topics in computer-based research. Intended for advanced graduate students.
  • 828–Item Response Theory. {=STAT 778} (3) (Prereq: EDRM 711 or PSYC 710 or STAT 701 or STAT 704) Statistical models for item response theory, Rasch and other models for binary and polytomous data, and applications. Use of statistical software.
  • 840–Methods of Ethnographic Description. (3) (Prereq: EDRM 740) Theory, methodology and practice of ethnographic research. Students will conduct research in applied settings using participant observation and interviews.
  • 842–Educational Biography. (3) Examination of biography as a form of educational research and scholarship.
  • 878–Seminar in Research Techniques. (3) (Prereq: advanced doctoral status or consent of instructor) A synthesis of research techniques in formulating research design with particular emphasis on the critical analysis of published research. Each student is required to defend an original research design before the group.
  • 890–Independent Study. (3)
  • 897–Dissertation Seminar in Education. (3) (Prereq: standing as an advanced doctoral candidate) Topics involved with major issues in the planning and conducting of significant research in education. Several faculty members participate; a forum is provided in which candidates may present for analysis original research designs primarily related to their dissertations.

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