Graduate Research Courses

Introduction to the concepts, principles, and methods in intermediate statistical analyses for educational administration research, with a focus throughout on applied data analysis. The frame of reference for this course is experimental and ex post facto research designs. We will review of descriptive statistics (including measures of central tendency, variability, proportions, and basics of probability theory), however, this course particularly focuses on inferential statistics (for example, bivariate correlation, t-tests, one-way ANOVA, chi-square, discriminate analysis, and linear regression). All concepts will be taught from an applied perspective. This course also provides hands-on application of planning, conducting, and reporting of analyses using APA style.

Theories and strategies of evaluation examined within the context of society at large and educational and human service programs in particular. Key evaluation models examined as they relate to judgments and decisions about programs. Methodological, social, and political issues in evaluation which pertain equally to an educational program or a human service agency.

This course has no description.

Purposes and characteristics of research process, selection of research problems in education and social sciences, critical review of published research, research ethics and institutional review, sampling methods, threats to validity in research.

Integrated view of correlational and experimental research in education and social sciences. Builds on idea of relationships among variables and concept of casual relationships between variables. Possible research designs in light of these general principles.

Philosophical, strategic, and practical issues in conducting experimental research with single-case experimental designs. There is special emphasis on quantifying behavior, arranging and carrying out experimental comparisons, analysis of data, and drawing valid conclusions.

Connections in the general study of history to the study of the history of education. Concepts employed in educational historical research and the methods used by historical researchers. The methodology of historical research.

Steps in preparing a research proposal, including statement of the research question, review of relevant literature, and determination of an appropriate research design and methodology. Research methodology, including both quantitative and qualitative procedures.

Philosophy, goals, and methodologies related to research in nutritional science. Survey and application of basic research tools.

Empirical and theoretical research into the sociocultural problems and the lived experiences of people across educational, family and community settings.A. Ethnographic Methods (1-3 cr, max 3) (ANTH 930A)B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr, max 9)D. Discourse Analysis Across School, Home and Community Settings (1-3 cr, max 3)E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr, max 3)J. Hermeneutic Traditions in Education (1-3 cr, max 3)K. Quantitative Research Traditions in Education (1-3 cr, max 3)M. Introduction to Multimodal Textual Analysis (3 cr)