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EPFE 722X - Adult and Higher Education in Social Context
Crosslisted as CAHA 722. Critical analysis of the relationships existing between adult and higher education and its various social contexts. Clarification of present and future purposes and practices of adult and higher education in light of trends in social science research.
Credits: 3
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EPFE 723 - History of Higher Education
Critical analysis and interpretation of historical developments in American higher education from the colonial to modern periods. Emphasis on key institutions, episodes, people, and social trends illustrating the continuities, complexities, and changes in community colleges, colleges, and universities.
Credits: 3
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EPFE 725 - History of Women’s Education in the United States
Survey of women’s education in the context of the main currents of United States history. Educational leaders, theories, institutions, and developments analyzed in multicultural contexts.
Credits: 3
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EPFE 730 - Seminar in Comparative/International Education
Selected topics focusing on theoretical frameworks, relevant research, and implications for educational policy and practice.
Credits: 3
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EPFE 740 - Seminar in Professional Educational Organizations
Case studies of educational organizations, their history, purposes, and functions. Appraisal of the impact of these groups on past, present, and future educational trends. May be repeated to a maximum of 3 semester hours.
Credits: 1-3
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EPFE 745 - Interpretive Methods in Educational Research
Crosslisted as EPS 745X and ETR 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes
PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
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EPS 501 - Psychological Foundations of Education
Psychology as it relates to and provides foundations for educational practice. Constructive analysis of the principal areas, theories, experimentation, and conclusions in psychology with focus on such topics as motivation, learning, thinking, problem solving, self-regulation and the social context.
Credits: 3
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EPS 504 - Psychology of Education in the Elementary and Middle School Years
Application of psychological principles to teaching elementary and middle school. For students pursuing a Master of Arts in Teaching degree.
Credits: 3
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EPS 505 - Issues in Human Development in the Elementary Through High School Years
Cognitive, socioemotional, and physical development of children and adolescents within their families, schools, and sociocultural contexts. Focus on relationships between these aspects of student development and their implications for educational approaches and teaching within a school setting. Designed for students needing K-12 educator licensure. Documented clinical experience or supervised participation in schools is required either prior to or concurrent with this course.
Credits: 3
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EPS 506 - Theories and Research in Child Behavior and Development
Analysis of theory and research concerning the nature of child development and the implications of such for classroom teachers and other professionals who work with childhood populations.
Credits: 3
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EPS 507 - Issues in Human Development and Learning in the Middle School and High School Years
Cognitive, socioemotional, and physical characteristics of youth and their implications for educational practices with respect to student learning and performance in middle school and high school. Designed for students seeking educator licensure in grades 5-12 only.
Prerequisites & Notes
CRQ: Clinical experience or supervised participation in schools.
Credits: 3
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EPS 508 - Theories and Research in Adolescent Behavior and Development
Analysis of theory and research concerning the nature of adolescent development and the implications of such for classroom teachers and other professionals who work with adolescent populations.
Credits: 3
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EPS 510 - Adult Educational Psychology
Study of educational and psychological theories of adult development and aging with emphasis on the evaluation of contemporary research in adult cognitive development.
Credits: 3
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EPS 511 - Moral Development and Character Education
Advanced seminar focusing on critical analysis of theoretical perspectives, research, and educational practices related to moral development.
Prerequisites & Notes
PRQ: EPS 506, EPS 508, or EPS 510, or consent of department.
Credits: 3
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EPS 512 - Educator, Family, Community: Relations and Resources
Theoretical and empirical perspectives on how relationships among teachers, families, and communities influence the learning and school adjustment of children and adolescents as well as the roles of teachers, parents, and community agencies. Models and methods for facilitating positive relationships among teachers, parents, and students. Resources for the education of children within families and communities.
Credits: 3
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EPS 513 - Creativity and Learning
Preservice and inservice training for elementary and secondary teachers in the nature of creativity, the creative process, the creative person, and cultivation of the creative personality. Addresses the assessment of creative processes and products. Emphasis on the creative process as it relates to education and schools.
Credits: 3
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EPS 515 - Social Theory Applied to Education
Crosslisted as EPFE 515X. Investigation of social theory and brief survey of its origins in psychology, educational studies based on this approach, and relevant contributions from the social sciences.
Credits: 3
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EPS 518 - Motivation in the Classroom
Application of current motivation theories and research for understanding and fostering student motivation to learn in the classroom.
Credits: 3
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EPS 519 - The Middle School Child
Examination of the match between characteristics of early adolescents (10-14 years) and characteristics of middle school programs. Biological, cultural, psychological, and social forces affecting the development of young adolescents. Focus on the role of the teacher, school, and community in helping the adolescent to deal with the impact of changes in these types of forces.
Credits: 3
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EPS 523 - Application of Psychological Research to Educational Practice
Interpretation and application of research concerning human development, learning, and motivation to improve practices in schools and other organized learning environments. Design and evaluation of educational practices based on psychological theory and research, analyzing and selecting developmental assessments, observing student learning and motivation during instructional activities, and communicating with practitioners about research.
Credits: 3
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EPS 524 - Ethnographies in Human Development and Learning within Educational Settings
Ethnographies in diverse educational settings (e.g., classroom, school, family) with emphasis on human development across the life span and cultures. Ethnographic research relevant to learning and development such as negotiating entry, collecting data through interview and participant-observation, writing field notes, developing and identifying research questions, and generating valid and critical hypotheses and conclusions.
Credits: 3
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EPS 526 - Foundations of Psychedelic Studies in Education
Crosslisted as EPFE 526X. An exploration of psychological, social, historical, philosophical, and anthropological implications of psychedelics for educational practice and policy.
Credits: 3
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EPS 532X - Evaluation of Teachers and Teaching
Crosslisted as ETR 532. Examination of major components of a comprehensive system for evaluating teachers and teaching and the related issues and teacher effectiveness literature.
Credits: 3
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EPS 535 - Examining Educational Psychology Evidence for Educational Practices
Examination of a number of practices in education from a psychological perspective, with focus on weighing the best available evidence. Topics may include methods of grouping students for instruction, individual differences in learning, student academic support activities, and student achievement. Evaluation of evidence in order to make informed decisions regarding effective practices in education.
Prerequisites & Notes
PRQ: Graduate course work in educational psychology and research methods, or consent of department.
Credits: 3
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EPS 540X - Education for Social Justice
Crosslisted as EPFE 540. Social and psychological forces which influence human relationships and have implications in educating for social justice and the diminution of forces of aggression, fear, and violence.
Credits: 3
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EPS 550X - Classroom Management
Crosslisted as TLCI 550. Applications of motivation and management principles and procedures to maintain a positive learning environment in classrooms.
Credits: 2
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EPS 552 - Classroom Management for Adolescent Students
Applications of motivation and management principles and procedures to maintain a positive learning environment in classrooms, focusing particularly on the developmental needs of adolescent students. Topics include building relationships with students, establishing classroom structures and expectations, managing and resolving conflict appropriately, responding effectively to student misbehavior, and effectively implementing a variety of instructional modalities. Intended for middle and secondary licensure.
Credits: 3
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EPS 553 - The Gifted Student
Characteristics of the gifted. Emphasis on identification, growth and development, creativity, motivation, guidance, and evaluation of the gifted.
Credits: 3
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EPS 554 - Procedures for Educating the Gifted
Current practices, trends, and issues in curriculum development and instructional methods for the gifted. Procedures as they relate to cognitive functions, factors of intellect, and creative expression.
Prerequisites & Notes
PRQ: EPS 553 or consent of department.
Credits: 3
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EPS 560 - Mind, Brain, and Education
Neuro-cognitive bases of learning, memory, and motivation, and their implications for educational practice. Survey topics include basic neuroanatomy and an overview of neuroscience methodologies; evaluating claims of “brain-based” educational techniques; genetic, cultural, and environmental influences on brain development and learning; the cognitive and neural substrates of reading, mathematical reasoning, and creativity; and the cognitive and neural substrates of learning disability and giftedness. For each topic, classroom implications will be considered.
Credits: 3
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EPS 587 - Practicum in Gifted
Supervised field experience in special education programs in schools, institutions, and other facilities for gifted students. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes
PRQ: Admission to Graduate School and consent of department.
Credits: 1-10
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EPS 590 - Workshop in Educational Psychology
Designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of the public school. Content varies. May be repeated to a maximum of 12 semester hours.
Credits: 1-3
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EPS 592 - Seminar in Educational Psychology
Review and analysis of current issues and research in educational psychology. May be repeated to a maximum of 9 semester hours when subject varies.
Credits: 3
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EPS 597 - Independent Research
Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 18 semester hours but no more than 6 hours can be applied to a degree.
Prerequisites & Notes
PRQ: Consent of faculty member who will direct research.
Credits: 1-6
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EPS 614 - Instructional Psychology
Crosslisted as PSYC 614X. Models and theories of instructional psychology as related to contemporary research in cognition.
Prerequisites & Notes
PRQ: EPS 713, a course in cognitive psychology, or consent of department.
Credits: 3
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EPS 679 - Cultural Perspectives on Human Development
Crosslisted as ANTH 679X and PSYC 679X. Cultural perspectives on parenting, home-school relations, psychological development, and education. Case materials drawn from western and non-Western societies.
Credits: 3
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EPS 699A - Master’s Thesis
Enrollment by special arrangement with student’s major adviser. May be repeated for a maximum of 6 semester hours. S/U grading.
Credits: 1-6
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EPS 699B - Master’s Project
Culminating experience. Enrollment by special arrangement with student’s major adviser. May be repeated for a maximum of 6 semester hours. S/U grading.
Credits: 1-6
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EPS 701 - Professional Practices in Educational Psychology
Examination of the historical and systemic roots of educational psychology; relationships among educational psychology, education, and other behavior sciences; career options and professional practices; and current initiatives and future directions within the discipline.
Credits: 3
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EPS 705 - Advanced Seminar in Child Development
Critical analysis of child development theories with application to contemporary educational issues and problems.
Credits: 3
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EPS 706 - Research on Human Development in Educational Settings
Examination and analysis of recent research in human development framed in sociocultural theory and research. Focus on development of skills for conducting research in human development and learning applicable to all educational settings.
Credits: 3
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EPS 707 - Human Development and Educational and Social Policy
Crosslisted as EPFE 707X. Interplay among societal issues, human development research and theory, and social policy. Methods for initiating, developing, and implementing social and educational policy in a variety of institutional settings.
Credits: 3
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EPS 708 - Advanced Research Seminar in Adolescent Development
In-depth examination of selected research methods and topics in adolescent development. Particular focus on student research and secondary analysis of existing data sets pertaining to various dimensions of adolescent development within educational contexts. Background in adolescent development recommended.
Credits: 3
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EPS 710 - Seminar in Lifespan Human Development
The study of human development and learning from a lifespan perspective pertinent to cognitive, emotional, physical, and social development. Implications for educators.
Credits: 3
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EPS 713 - Advanced Educational Psychology
Detailed analysis of modern learning theories and practices as they relate to education. Detailed investigation of major research in educational psychology focusing on learning and cognition.
Credits: 3
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EPS 715 - Education and Human Cognitive Processing
Implications of human cognitive processing and memory research techniques and their application to learning situations.
Credits: 3
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EPS 716 - Learning Research Practicum
Extended study of learning theory and individual research focusing on specific and persistent problems of design, translation, and interpretation of learning research for educators. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes
PRQ: EPS 713 or consent of department.
Credits: 3
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EPS 718 - Research Seminar in Motivation and Education
Critical analysis of current motivation theories and research in educational settings. Emphasis on issues of research design and interpretation for educators.
Credits: 3
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EPS 723 - Design of Research on Human Development and Learning in Educational Settings
Development of proposals for studies of human development, learning, and motivation within educational settings. Acquisition of skills to analyze research critically, develop research questions, select appropriate designs and methods, and create or adapt instruments to assess learner development.
Prerequisites & Notes
PRQ: ETR 522 and EPS 523, or consent of department.
Credits: 3
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EPS 739 - Fieldwork Methods in Educational Research
Crosslisted as ETR 739X. Emphasis on studying examples of educational fieldwork and actual hands-on research.
Prerequisites & Notes
PRQ: ANTH 560 or ETR 525, or consent of department.
Credits: 3
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EPS 745X - Interpretive Methods in Educational Research
Crosslisted as EPFE 745 and ETR 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes
PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
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EPS 770X - Writing for Publication in Educational Psychology and Special Education
Crosslisted as SESE 770. Planning, producing, and submitting manuscripts for publication. Includes analysis of professional journals and articles published in them with different types of publications addressed and analyzed, including review, research, and theoretical position papers.
Credits: 3
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EPS 771X - Writing Grant Proposals in Education
Crosslisted as SESE 771. Reviewing and writing competitive grant proposals. Identifying funding sources (federal, state, private) that match one’s interests and expertise. Analysis of components of different types of grants, including research, demonstration, special project, technology, and personnel preparation grants.
Credits: 3
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EPS 786 - Internship
Work individually or in small groups in a practical situation under the guidance of a staff member of that setting and a university supervisor. Open only to doctoral students, or by consent of department. May be repeated to a maximum of 12 semester hours. S/U grading.
Credits: 1-12
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EPS 792 - Advanced Research Seminar in Educational Psychology
Students design and conduct a study dealing with a problem in educational psychology. It may be a pilot study related to the doctoral dissertation. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes
PRQ: Master’s degree.
Credits: 3
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EPS 797 - Independent Research
Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 18 semester hours but no more than 6 hours can be applied to a degree.
Credits: 1-6
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EPS 799 - Doctoral Research and Dissertation
Students are required to register for a minimum of 3 semester hours per term unless an exception is granted by the department. May be repeated for additional credit to a maximum of 24 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
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ETR 501 - Proseminar in Educational Research and Evaluation
Current issues and topics in research presentation, manuscript preparation, data presentation, and information retrieval, emphasizing technology-oriented applications. Examination of historical and future trends, ethical/legal issues in educational research and evaluation, and exploration of career options in the field. May be repeated up to 3 credit hours.
Credits: 1-3
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ETR 519 - Applied Educational Research
Application of context-based research methods to problems in education. Focus on research issues in educational and applied settings and the formulation of feasible applied/action research plans to inform educational decision-making.
Credits: 3
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ETR 520 - Introduction to Research Methods in Education
Introductory course in empirical methods of research in education; evaluating published research; planning a research study; developing skills in problem identification; identifying methods for data collection and research design; and preparing a research proposal.
Credits: 3
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ETR 521 - Educational Statistics I
Techniques necessary for understanding, analyzing, and interpreting data. Concepts and applications of basic descriptive methods, correlation, and simple linear regression. Introduction to probability theory and sampling. Discussion of various inferential tests of means, correlations, proportions, variances, and one-factor analysis of variance.
Credits: 3
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ETR 522 - Educational Statistics II
Concepts and techniques necessary for intermediate inferential methods. Analysis of variance (factorial, repeated measures, and nested designs), analysis of covariance, multiple regression, and multiple comparison procedures.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575, or consent of department.
Credits: 3
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ETR 524 - Assessing Students with Special needs
Nondiscriminatory assessment procedures for identifying and enhancing educational outcomes for students with special needs.
Prerequisites & Notes
PRQ: SESE 240 or consent of department.
Credits: 3
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ETR 525 - Qualitative Research in Education
Introduction to the role of qualitative research in education, with emphasis on actual, handson research. Basic principles and focus of qualitative research will be discussed. Research methods will include case studies, ethnography, and interpretive research.
Credits: 3
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ETR 526 - Advanced Technologies in Qualitative Research
Use of e-mail and Web-based data gathering techniques, digital video, transcription approaches, computer-based transcription analysis programs, and electronic dissemination for data collection and analysis.
Prerequisites & Notes
PRQ: EPS 524 or ETR 525 or consent of department.
Credits: 3
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ETR 528 - Educational Assessment
Conceptual examination of theoretical foundations for assessment in education: classroom, diagnostic, placement, problem-solving. Emphasis on appraising assessment methods through reliability, validity, usability, and normative data consideration.
Credits: 3
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ETR 529 - Principles of Educational Measurement
Study of psychometric properties of assessments used in the field of education, with emphasis on theory and calculation of reliability and validity indices from a classical test theory perspective.
Credits: 3
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ETR 530 - Test Construction and Evaluation
Modern concepts of evaluation; preparation and use of teacher-made tests. Techniques of item analysis and concepts of reliability and validity. Procedures for assessing relatively intangible outcomes, through observational and judgmental techniques.
Credits: 3
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ETR 531 - Program Evaluation in Education
Methods of evaluating educational programs using accepted models and data-gathering procedures. The rationale for and nature of educational evaluation, planning evaluation, evaluation models, large-scale assessment programs, implementing and sampling strategies, data-gathering tools and techniques, data analysis, and reporting and interpreting evaluation results.
Prerequisites & Notes
PRQ: ETR 520 or consent of department.
Credits: 3
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ETR 532 - Evaluation of Teachers and Teaching
Crosslisted as EPS 532X. Examination of major components of a comprehensive system for evaluating teachers and teaching and the related issues and teacher effectiveness literature.
Credits: 3
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ETR 533 - Standardized Testing
Crosslisted as CAHC 533X. Principles of measurement as applied to group standardized measures of achievement, special aptitude, intelligence, personality, and interest for use in educational personnel work. Administering, scoring, and interpreting these measures.
Credits: 3
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ETR 534 - Dynamic Assessment for Students with High-incidence Disabilities
Assessment of students with high-incidence disabilities within a problem-solving framework with attention given to the identification of students with high-incidence disabilities and recommendations for special education procedures including nondiscriminatory testing.
Prerequisites & Notes
PRQ: ETR 434, or ETR 528, or ETR 529, or ETR 530, or consent of department.
Credits: 3
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ETR 535 - Mixed-Methods Research
Overview of mixed-methods research designs in which quantitative and qualitative procedures are combined to address research problems and answer research questions. Examination of the foundations of mixed-methods research, types of mixed-methods designs, and process of conducting mixed-methods research.
Prerequisites & Notes
PRQ: ETR 520, ETR 521, and ETR 525; or consent of department.
Credits: 3
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ETR 536 - Assessment Design
Purpose and methods of formal and informal classroom assessment for guiding and communicating educational decisions. Techniques for designing, using, and evaluating curriculum-aligned assessments through traditional and alternative methods. Emphasis on both theory and practical applications.
Prerequisites & Notes
PRQ: ETR 528 or ETR 529, or ETR 530, or consent of department.
Credits: 3
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ETR 537 - Methods of Learning Analytics
Exploration of methods of learning analytics and applications to real-world problems, research, and practice. Leveraging educational data for teaching and research.
Credits: 3
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ETR 540 - Survey Research Methods
Methods used in survey research. Conceptualizing the survey process; choosing an appropriate survey platform (e.g., paper, electronic); selecting and creating survey instruments; sampling techniques; analyzing, interpreting, and communicating the results of survey data.
Credits: 3
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ETR 556 - User Experience (UX) Research Methods
Introduction to user experience (UX) research methods in instructional technology. Focus on UX, research methods, and collecting and analyzing UX research data to improve product development.
Credits: 3
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ETR 560 - Computer Data Analysis
Survey of common statistical packages used for conducting quantitative data analyses. Data coding, data entry, variable transformation, use of various data analytic techniques, and interpretation of results contrasted among personal computer statistical packages such as SAS and SPSS.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
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ETR 562 - Applied Categorical Data Analysis
Applications of categorical and related data analysis techniques to education and social problems. Analysis of measurement issues, prediction, classification, scaling, instrument validation, and rater reliability using categorical techniques. Focus on interpretative and consequential aspects of analysis.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
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ETR 572X - Assessment Methods in Higher Education
Crosslisted as CAHE 572. Basic concepts and procedures in the assessment of applicants for admission and retention and use of assessment methods for counseling to support retention in institutions of higher education.
Credits: 3
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ETR 573X - Applied Assessment Methods in Higher Education
Crosslisted as HESA 573. Opportunity to practice and apply assessment methods through an active higher education assessment project. Instruction and guidance to conceptualize, operationalize, and implement a higher education assessment project.
Credits: 3
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ETR 586 - Internship in Research and Evaluation
Work in a practical situation under guidance of staff member from that setting and a university supervisor. May be repeated to a maximum of 15 semester hours, although typically only 3 semester hours may be applied to the program of study. S/U grading.
Prerequisites & Notes
PRQ: Consent of site and university supervisors.
Credits: 3-15
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ETR 587 - Practicum in Educational Research and Evaluation
Applications of educational research and evaluation approaches through practical in-class exercises and supervised participation in fieldbased activities. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Consent of department.
Credits: 1-6
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ETR 590 - Workshop in Research and Assessment
Workshop designed for teachers, administrators, supervisors, and evaluators to study issues related to research and assessment. May be repeated to a maximum of 9 semester hours. Students may enroll in more than one section in a given term.
Credits: 1-3
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ETR 592 - Special Topics in Research and Assessment
Topics announced. May be repeated to a maximum of 9 semester hours when topic varies. Students may enroll in more than one section in a given term.
Credits: 1-3
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ETR 597 - Independent Research in Research and Assessment
Independent study under direction of faculty member. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes
PRQ: Consent of department.
Credits: 1-3
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ETR 699A - Master’s Thesis
Investigation of an issue or problem related to educational research and evaluation. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Consent of department.
Credits: 1-6
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ETR 699B - Master’s Project
Applied project serving as the capstone experience of the degree. Designed to address the needs of an identified issue or problem in educational research and evaluation. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Consent of department.
Credits: 1-6
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ETR 699C - Master’s Portfolio
Design of a cumulative portfolio of work in the Educational Research and Evaluation (ERE) program. Process will be mentored by an ERE faculty member. May be repeated to a maximum of 3 credit hours.
Prerequisites & Notes
PRQ: Consent of department.
Credits: 1
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ETR 720 - Advanced Research Methods in Education
Advanced course in empirical in education. Identification of methodological procedures that align with research objectives, including development of research questions/problems, sampling, instrumentation, interview and observational protocols, threats to validity, ethical considerations, and methods for collecting, analyzing, and interpreting data.
Prerequisites & Notes
PRQ: ETR 519 or ETR 520; and ETR 521 and ETR 525; or consent of department.
Credits: 3
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ETR 721 - Nonparametric Statistics
Application, computation, and interpretations of nonparametric statistical tests and correlation measures. Comparison of these tools and techniques with their parametric counterparts.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 675 or consent of department.
Credits: 3
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ETR 722 - Methods of Multivariate Analysis
Introduction to methods appropriate for analyzing multivariate relationships. Canonical correlation, discriminant cluster, and factor analysis; multivariate analysis of variance and structural equation modeling.
Prerequisites & Notes
PRQ: ETR 522 or PSYC 606 or consent of department.
Credits: 3
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ETR 724 - Multilevel Modeling
Analysis of nested data and growth modeling of repeated measures data using multilevel techniques. Theory, assumptions, modeling process, current trends, and use of multilevel software packages. Applications in education and social sciences emphasized.
Prerequisites & Notes
PRQ: ETR 521 and ETR 522, or consent of department.
Credits: 3
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ETR 725 - Bayesian Approach to Educational Statistics and Decision Making
Subjective probabilistic assessments of data using Bayesian analysis and inference. Implications for research problems, designs and interpretations. Computer applications.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
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ETR 733 - Organization and Administration of the School Testing Program
Procedures of establishing goals for the school testing program, selecting tests appropriate to stated goals, coordinating the testing program with other members of the school’s professional staff, and using test results in curriculum analyses and in administrative decisions.
Prerequisites & Notes
PRQ: ETR 530 or consent of department.
Credits: 3
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ETR 734 - Construction of Scaling Instruments
Techniques of scale construction for use in assessing attitudinal, interest, temperament, personality variables, and psychomotor skills; reliability and validity of each technique.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
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ETR 735 - Theory of Measurement
Analysis of theoretical approaches to reliability, validity, item analysis, and factor analysis. Exploration of related measurement problems.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
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ETR 736 - Educational Assessment for the Handicapped
Advanced study of symptomatology in relation to the nondiscriminatory diagnostic process, with attention to its significance for educational planning.
Prerequisites & Notes
PRQ: ETR 534 or consent of department.
Credits: 3
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ETR 739X - Fieldwork Methods in Educational Research
Crosslisted as EPS 739. Emphasis on studying examples of educational fieldwork and actual hands-on research.
Prerequisites & Notes
PRQ: ANTH 560 or ETR 525 or EPS 524 or consent of department.
Credits: 3
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ETR 744 - Seminar: Research and Assessment
Investigation of problems and practices in research and assessment.
Credits: 3
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