An orientation to designs and procedures utilized in educational research, emphasizing basic principles for conducting, interpreting, and criticizing published articles representative of educational problems and issues.

Detailed examination of the design and interpretation of single-subject research. Foci for the course include rationale for single-subject research; methods for planning, implementing, and evaluating studies; and issues in the use of these methods.

This course provides students with practical experience in survey research. Topics focus on survey design, administration, analysis, and reporting. Specific topics include item writing guidelines, cognitive interviews and pilot testing, survey implementation and planning, sampling methods, data analysis, and presentation of survey results. Particular attention is given to strategies for ensuring reliable survey responses and valid inferences.

This class serves as an introduction to the central concepts of qualitative methods in research and evaluation. Primary emphasis is on the development of skills required to conduct qualitative research, with a focus on research design, specific methods of inquiry, and approaches to analysis. The philosophy and epistemology of qualitative approaches are also discussed. Empirical readings provide examples of qualitative research within education and related fields.

This course provides a theoretical and applied understanding of the general linear model in the context of continuous outcomes. Focus is on multiple regression with continuous predictors, dichotomous and multi-category predictors (i.e., ANOVA in a regression framework), and models that include combinations of these predictor types. Emphasis will also be placed on moderation and mediation, and model assumptions.

Inquiry into the applicability to present problems of selected philosophical themes and approaches. Issues include conceptions of pupils, theories of learning and teaching, educational equity and justice, indoctrination, and the adequacy of educational research itself.

Anthropology's unique contribution to the study of human life centers around the concept of culture and the methodology of ethnography. In the course of the semester, we will examine the relationship between culture and education and the ways in which the study and understanding of education can be enhanced by attention to culture. Using cases drawn from studies of learning and schooling in cultures around the world as well as among minority cultures and societies in the United States , students will be challenged to begin to see education through cultural comparative frames of reference.

This course is designed to introduce the quantitative and qualitative social science research process to students, as well as to help familiarize students with some of the more popular forms of assessment within the fields of higher education, student affairs, and athletic administration.

What does it mean to educate in and for a multicultural society? This course offers a global comparative view of education in multicultural societies around the world. We will explore how different societies' experiences with multiculturalism have lead to a variety of challenges for educational systems globally. What are these challenges and what are some potentially promising approaches?

Through research based practices and theoretical framing, students learn to build schools' professional capacity through recruitment, interviewing, induction, professional development, evaluation, and compensation. The process is considered in school and policy contexts with attention to ethical and diversity considerations. Students develop actionable plans for employing, supporting, and retaining professional capacity as a leader.