Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course

Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.

Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.

Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]

Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]

This course introduces item response theory (IRT) and its application in education, psychology, and social science. Fundamental concepts and assumptions of IRT are discussed. Several IRT models for dichotomous and polytomous item responses are introduced. Many applications of IRT models including equating, differential item functioning, and computerized adaptive testing will also be discussed.

Factor analytic techniques/applications. Component, common factor, confirmatory analysis. Factor extraction, estimating number of dimensions. Rotation, factor scores, hierarchical factor analysis. prereq: [8252 or equiv or instr consent]

Types of measurements (tests, scales, inventories) and their construction. Theory/measurement of reliability/validity. prereq: 3801H or MATH 1271 or grad student

Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: 5862 or instr consent

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans. prereq: [5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]

Introduction to qualitative methods of inquiry. Contrasting different research traditions (e.g., case study, phenomenology, ethnography, social interactionism, critical theory). Practice with field notes, observations, and interviewing. Use of NVIVO to track/code data. prereq: Graduate student or Applied Psychology in Educational and Community Settings Minor

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

This course is an introduction to the theories, data, and methods of Educational Psychology most relevant to understanding student thinking and learning. The first third of the course reviews those aspects of cognitive development that are foundational for education. The second third considers how cognitive psychology informs questions of learning, memory, knowledge, and transfer. With this background in place, the final third of the course will focus on the classroom: on instruction, motivation, individual differences, and group differences. The course concludes by considering the neural correlates of classroom learning.

How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv

Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation. Prereq: A course in learning, instruction, or educational technology or consent of the instructor

Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills. prereq: [Grad student, foundational course in [learning or psychology]] or instr consent

Human memory encoding/retrieval. How we adaptively use memory. Brain systems that support memory. Episodic/semantic memory. Working/short-term memory. Procedural memory. Repetition priming. Prospective remembering. Autobiographical memory. prereq: 3011 or 3051 or honors or grad student

Human cognitive abilities (perception, memory, attention) from different perspectives (e.g., cognitive psychological approach, cognitive neuroscience approach). prereq: [Honors or grad] or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent

Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent

Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.

Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.

Social and developmental psychology provides the underpinnings for a range of methods for conducting research in real-world settings. They also lay conceptual foundations for understanding a range of social and developmental processes. The course will cover a full range of topics within social and developmental psychology, plus selected topics in personality psychology, and examine their implications for understanding and structuring educational and other professional settings. Discussions will include a strong focus on educator and practitioner applications of research. The course is a survey course of issues related to both social psychology and human development and, their application to applied settings. It is designed for graduate students from all fields with interests in social processes. Typically, each class period of the course will include a combination of lecture, class discussion, small group cooperative learning work, and videos.

Major research and theoretical work. Developmental and educational influences on personality. prereq: Personality or child psych course

Current theory and research on personality functioning and personality structure. Descriptive, biological, evolutionary, cognitive, developmental, cultural, and narrative perspectives on personality. prereq: Honors Psychology major OR Psychology PhD student

Differential methods in study of human behavior. Psychological traits. Influence of age, sex, heredity, and environment in individual/group differences in ability, personality, interests, and social attitudes. prereq: [3001W or equiv] or [5862 or equiv] or instr consent

Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent

Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent

Applications of social psychology research/theory to domains such as physical/mental health, education, the media, desegregation, the legal system, energy conservation, public policy. prereq: 3201 or grad student or instr consent

Conceptual/methodological strategies for scientific study of individuals and their social worlds. Applications of theory/research to issues of self, identity, and social interaction. prereq: 3101 or 3201 or honors or grad student or instr consent

Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate

Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent

Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych

Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent

Alternative formulation of childhood disorders, emphasizing competency training rather than medical nosology. prereq: Doctoral student or instr consent

Social psychology is basic to an understanding of contemporary social life. This subfield of sociology focuses on social phenomena at the micro-level. Small group dynamics, social interactions, and individual experiences are importantly structured by the macro-structural context, e.g., by socioeconomic status, race, gender, sexuality, and other dimensions of social inequality. At the same time, these and other micro-sociological processes reflect individual-level identities, perceptions, motivations and cognitions. This seminar examines a wide range of social psychological phenomena linked to inequality (e.g., the effects of class, minority status, and gender on disparities in identity, self-concept, and health; the development of status hierarchies in small group interaction; intergroup relations, prejudice, and discrimination). We begin with a consideration of ?personal structure,? emphasizing the cultural and structural variability of self-conceptions and identities, cognitive processes, and motivation, as well as the biosocial bases of action. These may be considered individual-level ?building blocks? of social psychological theories (along with emotions, attitudes, values, and ideologies). We then address prominent theoretical perspectives in social psychology that illuminate the linkages between micro-social contexts of inequality and identity, including symbolic interactionism, exchange theory, structural social psychology (?social structure and personality?) and the social psychology of the life course. Social psychological theory and research are foundational to many specialty fields in sociology, including the sociology of the family, education, health, deviance, work, social mobility, social movements, emotions, and the sociology of childhood, youth, and aging. Social psychology is also central to prominent theoretical debates in sociology surrounding the relationship between social structure and agency; individual-level identities, perceptions, motivations, goals, and strategies are both structured by the social context and affect the capacity of individuals to act agentically and to achieve their goals.

Quantitative research methods. Models of scientific inquiry. Role of theories/research design. Role of measurement error in quantitative data-based inference. Qualitative methods of inquiry. Quantitative/qualitative methodologies in methodologically-oriented studies in educational measurement, evaluation, stats.

Design and implementation of research related to the unique developmental characteristics of exceptional learners.

Required for students with a family/life span focus on social development, behavioral interaction, and cultural interactions. prereq: EdPsy PhD student with spec ed subprog or instr consent

Required for students focusing on communication/language/academics. prereq: 8701 or instr consent

Design and analysis of single-case experiments to examine effects of interventions on individual behavior in school, home, and community.

Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.

Theoretical, practical, scientific issues involved in school psychological practice/training/research. Theoretical/empirical bases for developing appropriate dispositions, practices, strategies. Illustrative lectures, discussions, group activities, case studies, presentations. prereq: Honors senior or grad student

Current trends (e.g., schoolwide discipline, models of collaboration, and diversity) investigated by formulating research projects. Students write a media piece describing an issue and its impact on the community.

Legal foundations of elementary/secondary education. Statutory themes, relevant case law, emergent policy issues. Implications for educational organizations and for administrative practice. Addresses competencies required under MN AR 3512 for administrative licensure. Grad students working on K-12 Administrative Licensure, MA, MED or PHD prereqs: OLPD 5385 Licensure Seminar: Program Policies and Inclusionary Leadership or concurrent registration and OLPD 5386 Leadership Portfolio or concurrent registration.

Arranged independently with individual faculty members. prereq: instr consent

Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent