A course in the study of developmental principals relating to the physical, cognitive, social, and moral development of the middle childhood student 10-14 years old.

This course examines the relationship between developmental principles in childhood and educational practice.

This course examines the relationship between developmental principles in adolescence and educational practice.

Our debt to the ancient Hebrews, Greeks, and Romans. Emphasis also is placed upon the movements since the beginning of the Renaissance.

Thirty-five hours public school clinical experience in middle/secondary schools designed to provide an opportunity for MAT students to work with faculty, staff and students in a teaching environment. (CR: CI 515)

An investigation of current trends and issues in education through extensive reading, research and discussion. Implications for schools, classrooms, and teachers are the focus of the course.

A study of the fundamental skills needed to evaluate educational progress at the individual, classroom, program, and school levels.

Development of public and private educational systems in the United States.

The nature of human growth and development from infancy to adulthood.

A first course in Multiple Regression Analysis and its application to educational research. (PR: EDF 517 or Equivalent)

An introduction to applied multilevel analysis and growth curve modeling for nested educational data. The nested data may have a repeated measures dependent variable.

Study of learning theories and their applications to teaching.

Integrates quantitative and qualitative approaches and applications to research, couching these models within developing theories for and approaches to mixed methods research in education and closely related fields.

Research methods and techniques and their application.

Study of action research as a systematic method carried out by practitioners to improve educational practice.

Study of qualitative research methods: understanding historical and philosophical foundations of qualitative research and developing expertise in qualitative research strategies including participant observation, interviewing and inductive content analysis of data.

The study of the origins, nature, scope, basic literature and methodology of comparative education.

History, philosophy and advanced statistical methods for testing, measuring and evaluating pupil behavior are studied.

Seventy-five hour secondary public school experience provides opportunity for preservice, master's-level teachers to put theory into classroom practice through observation, participation, reflection, individual/small group teaching, and up-front classroom teaching. (PR: EDF 537 and CI 515)

Pre-req: EDF 537 with a minimum grade of C and CI 515 with a minimum grade of C.

A program of reading, either extensive or intensive, and reports on a group of outstanding conributions to education; readings selected with guidance of advisor. Only one registration for this course is permitted.

A guided program of readings, reports and discussions. No student may register for this course a second time.

Surveys basic philosophy schools and concepts and their application to educationsal practice.

American school organizational patterns interpreted sociologically; role of power and bureaucracy, social and cultural change, stratification and social mobility, and values; analysis of school rituals and ceremonies.

A foundation course in descriptive and inferential statistics as applied in education and the social sciences.

Culminating clinical experience through directed activity in a clinical setting for MAT/PBC student.

Pre-req: EDF 537 with a minimum grade of C and EDF 637 with a minimum grade of C.

The preparation of a written report on a research problem, experiment or field project in education. This report is not a thesis.

May be taken for 3 hours of credit by students whose reports in 679 were excellent and are of such character as to warrant further research. Students completing 679 and 681 for a total of 6 hours may qualify for the master's degree by earning an additional 26 hours of credit. Students completing 681 must defend their thesis in an oral examination.

The purpose of this doctoral research methods course is to prepare College of Education doctoral students to design and carry out research at the doctoral level (PR: Admission to EdD Program)

Advanced research, theories, methods and procedures for conducting survey research in education.

This course is designed to introduce students to the tasks and processes involved in the completion of the doctoral requirements (PR: Admission to the Cooperative Doctoral Program)

Advanced study of selected topics in qualitative research. Emphasis on application of qualitative research knowledge and skills.

This course provides the development of computer-based skills and competencies for applying statistical concepts and procedures when conducting research. (PR: EDF 676 or similar)

Pre-req: EDF 676 with a minimum grade of C or EDF 517 with a minimum grade of C.