Graduate Courses (General and Educational Electives 255)
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15:255:500 Foundations of Inquiry (3)
Provides a
broad conception of disciplined inquiry. Enables students to locate
various methods and general issues in research within a larger
perspective; epistemology, history and philosophy of science and social
science, logic, introduction to the logic of specific methods,
contemporary issues in social science, and research ethics.
Required of all doctoral students. |
15:255:501Bibliographic Inquiry I (3) Basic library reference tools and inquiry processes in all disciplines; emphasis on applications to classroom tasks, independent study, and personal research. |
15:255:502Bibliographic Inquiry II (3) Advanced reference tools and inquiry processes useful for research in education and related fields at the doctoral level and beyond; emphasis on the presentation of literature in proposals, dissertations, and research reports. Prerequisite: 15:255:500 or permission of instructor. |
15:255:505Research Internship (BA) Provides opportunity to participate in the research process prior to conducting dissertation study. The internship varies depending upon the nature of the particular study, but may involve idea formulation, research design, data collection, data analysis, literature review, or other activities pertinent to the student`s area of study and expertise. The nature of the activities are stated prior to beginning the internship. Prerequisite: Faculty approval. |
15:255:512Enhancing Learning and Development for Infants and Young Children (3) Planning and implementing interdisciplinary developmental programs to enhance the learning and development of infants and young children in integrated settings, especially those at risk for or experiencing developmental disabilities, and their families. Intended for current or potential team members from all appropriate disciplines: educators, developmental and school psychologists, occupational and physical therapists, learning consultants, speech and language pathologists, infant day care providers, social workers, nurses, physicians, administrators, and policy makers. (Formerly 15:290:524)
Prerequisites: Recently completed graduate course in child development and at least two of 15:290:520, 521, 522; or permission of instructor. |
15:255:525Qualitative Methods: Design and Analysis (3) Introduces students to the philosophy and techniques of qualitative methods and helps them develop skills in designing studies and analyzing qualitative data. Prerequisite: 15:255:500. Open only to matriculated students. |
15:255:533Assessment and Measurement for Teachers (2) Overview of assessment, measurement, evaluation, and grading issues that confront teachers. Relationship between assessment and instruction, principles and techniques of grading, design and construction of classroom assessments, and technical and legal issues in testing. Prerequisite: 05:300:306. |
15:255:534Classroom Organization (1) Examination of research on classroom organization and management. Emphasis on strategies for effective learning environments and prevention of behavior problems. Prerequisite: 15:255:533. Corequisites: 15:255:535, 536. |
15:255:535Teaching Internship (9) Full-time internship in approved schools under the supervision of university faculty and classroom teachers. Full time is defined as an assignment of responsibilities for a full school day for 15 weeks. Prerequisites: Admission to the graduate teacher certification program, completion of all preparatory course work (preparatory course work varies by program; student must confer with program adviser). Corequisites: 15:255:534, 536. |
15:255:536Teaching Internship Seminar (3) Examines actual internship situations, provides for specific application of strategies learned in prior course work, and explores internship-related problems for individual research projects. Prerequisites: Admission to the graduate teacher certification program, completion of all preparatory course work (preparatory course work varies by program; student must confer with program adviser). Corequisite: 15:255:535. |
15:255:537Ethics, Education, and Society (3) Examines educational goals, issues, and values and the instructional and social contexts within which these operate. Analyzes the relations of educational ends and means, the purposes of education in a free society, and the moral implications of pedagogical actions and the bureaucratic structure of schooling. Prerequisite: 15:255:535. |
15:255:538Teacher as Researcher (3) Preservice teachers become critical evaluators of their teaching practices by collecting and analyzing data. Prerequisite: 15:255:535. |
