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Exploration of teaching as a career. Examines teaching and learning from divergent perspectives and includes issues related to the profession and practice of teaching. Personal, public, and professional perceptions of teachers and teaching addressed. Includes a field experience. Prerequisite for admission to teacher education.
Credits: 3.0
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Prerequisite: 01:830:101.
Surveys areas of psychology most relevant to education. How children think, learn, and remember; influence of motivation; principles of measurement.
Credits: 3.0
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Special education classroom assessment techniques. Formal measures analyzed for technical adequacy & usefulness. Emphasis on teacher-made assessment instruments & IEP development. Possible fieldwork.
Credits: 3.0
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Prerequisites: 01:198:111 or equivalent; 01: 640:250,251.
In-depth study and construction of some key ideas in the high school mathematics curriculum. Viewing of mathematics in terms of the ideas built up in the minds of students.
Credits: 3.0
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Prerequisites: 01:640:250,251.
Develop teaching strategies, an interactive style, and an approach to high school mathematics content in a one-on-one tutorial or small group setting. Students work with other undergraduates in lower-level, E -credit mathematics courses.
Credits: 3.0
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Establishes a foundation for using the computer in a variety of educational settings across all subject areas through programming, application programs, computer-based instruction, and social/philosophical issues of computers in education.
Credits: 3.0
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Pre-or corequisite: 01:830:396 or 397.
Overview of the diverse physical, psychological, and social disabilities of special education children.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program.
Focuses on the range of student diversity in contemporary classrooms, including cultural, linguistic, and academic differences. Emphasizes strategies to enhance academic success, promote inter-action, and facilitate the inclusion of diverse students in the regular school setting.
Credits: 3.0
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Seminar on selected topic of current interest. Topics differ each term. Consult instructor for description of topic under study.
Credits: 3.0
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Independent project in education to be carried out in consultation with appropriate faculty. Arrangements for a project supervisor must be made prior to registering for this course.
Credits: 3.0
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Prerequisite: 01:830:331.
Examines topics in social, cognitive, and affective development through the study of children and the settings in which they learn and develop. Findings related to current literature in child development and developmental psychology. Fieldwork required.
Credits: 3.0
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Prerequisite: Admission to the teacher education program.
Addresses teaching strategies and curricula appropriate for the young child aged three to eight. Emphasizes the role of play in learning and development and instructional strategies to foster cognitive, social, and emotional development. Curriculum planning around integrated, thematically related experiences explored.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Can be taken before or after 05:300:414. Coordinated with 01:300:412 and 494.
Fieldwork in a local elementary school to observe and participate as a teaching assistant; one full day per week for nine weeks in a pre kindergarten, kindergarten, or first-through third-grade classroom.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Can be taken before or after 05:300:413. Coordinated with 01:300:441,461,471, and 495.
Fieldwork in a local elementary school to observe and participate as a teaching assistant; one full day per week for nine weeks in a fourth-through eighth-grade classroom.
Credits: 3.0
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Prerequisite: Senior standing.
Examines a variety of grammatical and sociolinguistic descriptions of language and considers the critique they offer of traditional school grammar. Explores the educational and political implications of teaching traditional school grammar in the light of these critiques.
Credits: 3.0
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Prerequisite: Senior standing.
Examines a variety of theories about what literary reading is and why it should be taught. Develop strategies for introducing, sequencing, and discussing literary texts as well as for integrating the study of literature into the other language arts. Field experience required.
Credits: 3.0
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Prerequisite: 05:300:421.
Examines a variety of perspectives on the nature of the writing process. Considers research and theory on how teachers should teach and respond to writing. Field experience required.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program.
Introductory course that examines the research and theory on first and second language acquisition related to children, teens, and adults in the United States and abroad.
Credits: 3.0
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Prerequisite: 05:300:200. Open only to students who have been formally admitted to a foreign language teaching program. May count as education credit but not toward the major in a foreign language.
Explores methods and materials used to foster world language and ESL development within an elementary school context. Fieldwork.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program.
Explores methods and materials used to foster world language and ESL development within a secondary school context. Fieldwork.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program. Relationship of linguistic, cognitive, attitudinal, and behavioral patterns within each culture and how they affect cross-cultural communication and language education.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program. Nature of language relevant to teachers involved with other languages and cultures. Topics include functional motivation of linguistic structure, linguistic sign, phonetics, phonemic and morphemic analysis, world semantics, and correctness.
Credits: 3.0
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Prerequisite: 05:300:200. Open only to students who have been formally admitted to a teacher education program. Concrete, manipulative approach to teaching mathematics concepts. Psychology of learning mathematics; the elementary curriculum; effective teaching techniques.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Focuses on understanding one ’s own mathematical problem-solving processes and how such processes develop in mathematics learners of all ages.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Reviews the status of secondary mathematics teaching in the United States, the reform movement of the 1990s, and current thinking about issues of concern to practicing teachers. Encourages development of personal style and approach to teaching high school mathematics. Topics include instructional planning, assessment, individual differences, cultural and gender differences, and teaching styles.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Corequisite: 05:300:443. Students spend two complete mornings in the school each week. Gives prospective secondary mathematics teachers an opportunity to observe experienced teachers, serve as an aide, work with individuals and small groups, and teach several class sessions in a high school setting.
Credits: 3.0
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Prerequisite: Completion of student ’s liberal arts college science requirement. Presents science as an integrated body of knowledge using investigative and inquiry techniques. Thematic or problem-based approach to science teaching.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Creating science teaching support materials using resources available over the Internet. For use in creating laboratory, demonstration, and related activities that would complement classroom practice. Involvement in the broad Internet community of interest in science and science teaching.
Credits: 3.0
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Prerequisite: Admission to the teacher education program. Examines strategies and materials for teaching social studies in the elementary school. Focuses on a cluster of teaching models to engage children in the active pursuit of knowledge, skills, and values.
Credits: 3.0
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Prerequisite: 05:300:200. Open only to students who have been formally admitted to the social studies teaching program. Study of instructional practices, curricular trends, and teaching materials used in social studies.
Credits: 3.0
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Prerequisites: 05:300:200,383; 01:830:331. Open only to special education students.
Application of learning theory and principles of systematic instruction in the areas of motor learning, oral and written language, mathematics, and social skills. Fieldwork.
Credits: 3.0
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This course is a continuation of Material and Methods in Special Education I. Students will learn to develop education programs for students, including IEP’s. Students will learn a variety of reasearch-based instructional strategies for diverse learners. Students will plan short-term and long-term units of instruction in a variety of instructional settings. Research-based practices will be used to plan, implement and evaluate instruction.
Credits: 3.0
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Open only to students who have been admitted to the special education program.
Resources essential to the handicapped student and the family. Referral procedures and use of resources.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program. Examines literacy development from birth to third grade. Varied strategies for literacy development are presented and analyzed using the emergent literacy and integrated language arts approach. Also addresses theories of early literacy development.
Credits: 3.0
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Prerequisites: 05:300:200; admission to the teacher education program. Emphasizes integrated language arts approach to literacy learning in grades three through eight. Connections between reading, writing, and oral language addressed. Reviews strategies to integrate literacy learning with instruction in the content areas.
Credits: 3.0
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Analysis of conceptual, technical, and human resources skills associated with administrative and supervisory behavior in schools. Emphasizes the foundations of leadership, communications, decision making, and human resource management.
Credits: 3.0
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Introduces both the theory and practice of educational leadership. Drawing upon differing disciplinary perspectives, the class emphasizes linking administrative policies and practices to their theoretical foundations.
Credits: 3.0
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Prerequisite: 15:230:520.
Comprehensive review of the basic accounting cycle followed by a study of accounting systems, internal administrative and accounting controls, bond financing, budgeting, and an analysis of financial statements. The application of site-based budgeting to core curriculum standards presented.
Credits: 3.0
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The business administration of a school district, including accounting, budgeting, payroll, purchasing procedures, capital outlay, management information systems, risk management, food service, transportation, personnel records, equipment, and facilities.
Credits: 3.0
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Analysis of the political basis for community support to schools and the influence of community groups on the role of the school administrator.
Credits: 3.0
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Prerequisite: 15:230:505 or permission of instructor.
Facilitates a field application of community analysis and relations programs; analysis carried out through the use of a varied political, theoretical, and practical base.
Credits: 3.0
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Impact of the legal system on education; emphasizes issues arising from conflicts between public policy and individual rights; study of federal and state constitutions, statutes, regulations, and court decisions.
Credits: 3.0
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Prerequisites: 15:230:500, 521.
Problems of organization, supervision, and administration of the elementary and secondary school.
Credits: 3.0
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Prerequisite: 15:230:500.
Administration of personnel policies, methods, and techniques employed in the public sector, including environmental influences, relevance to organizational structure, collective bargaining, tenure, affirmative action, recruitment, selection, induction, development, appraisal, termination, and legal parameters.
Credits: 3.0
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Prerequisites: Either 15:230:500 or 501 and 521.
Role and function of special education; special services within the school and community, including special classes for the mentally and/or physically handicapped; and various services, such as school psychology, school social work, speech correction, learning disabilities specialist, and others.
Credits: 3.0
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State and federal directives on school finance and educational equity; economic principles and national income measures related to public education; calculation of property taxes and bond issues; local, state, and federal methods of financing public education; overview of cost efficiency and effectiveness measures; investments; the basic accounting structure of state and local governments; and the budget system and comprehensive annual reports used by school districts in New Jersey.
Credits: 3.0
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Basic course; prerequisite to advanced study in supervision.
Aspects of supervision, such as definition and scope; philosophy, issues, principles, and techniques; understanding and improving the learning situation; and evaluation of supervision.
Credits: 3.0
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Prerequisites: 15:230:500,501.
Introduction to decision making in organizations; focuses on organizational missions, goals, and practical techniques for developing decision-making strategies; emphasizes use of microcomputers for quantitative decision making.
Credits: 3.0
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Arrangements are made by the university, the student, and the participating school district a term in advance.
Firsthand, on-the-job administrator or supervisor training under an able educational leader. May or may not involve part-time status and payment to the intern by the organization in whose system the student is placed.
Credits: 3.0
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Prerequisite: Permission of adviser. Open to graduate students enrolled in a program requiring the writing of a master’s thesis in the field of administration.
Credits: 3.0
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Selected issues and policies pertinent to the administration and supervision of education. Topics may differ each time the course is offered.
Credits: 3.0
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Prerequisite: Permission of instructor. Open only to advanced graduate students who desire to accomplish independent minor research in the solution of specific problems.
The case-conference method provides an opportunity for analysis of individual administrative problems.
Credits: 3.0
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Prerequisites: Master’s degree and permission of instructor.
History and development of theories of administration in general and theories of educational administration in particular; scientific and logical study of administrative performance and leadership behavior designed for the preparation of the practicing administrator, the theorist, and the researcher in educational administration.
Credits: 3.0
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Prerequisite: 15:230:603 or permission of instructor.
Contemporary organizational theory and analysis with major focus on behavior in educational organizations; the approach is a comparative analysis of formal organizations.
Credits: 3.0
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Prerequisite: Permission of program coordinator.
Provides opportunities for advanced students to do special research on a professional problem in the field under supervision of the Graduate School of Education staff; the problem may involve any phase of local school administration; application of research in the field to local conditions and local facilities.
Credits: 3.0
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The legislative, judicial, and administrative sources of New Jersey law affecting the cooperation of schools; policy issues, New Jersey Statutes Title 18A, and commissioner’s decisions emphasized.
Credits: 3.0
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Administrative/supervisory cases identifying and diagnosing concrete issues and problems in educational organizations; examples of learning styles and people with special needs in our multicultural society considered.
Credits: 3.0
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Prerequisites: 12 credits, including 15:230:500, 501, 521.
Examines literature on school factors related to student learning and planned organizational change. Students conduct an on-site school assessment with recommendations for instituting change.
Credits: 3.0
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Problem areas in educational administration and supervision and examination of relevant potential research topics and appropriate methodologies of study; practical experiences in the research process as a way of integrating course work experiences; and the preparation of a doctoral dissertation.
Credits: 3.0
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Problem areas in educational administration and supervision and examination of relevant potential research topics and appropriate methodologies of study; practical experiences in the research process as a way of integrating course work experiences; and the preparation of a doctoral dissertation.
Credits: 3.0
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Prerequisite: Permission of department.
Study of literature and research in an area of administration and supervision of educational institutions. The interests and back-ground of the student and his or her professional career goal are given careful consideration in the development of the reading list. Periodic reports and/or papers on the readings are used to evaluate student progress.
Credits: 3.0
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Prerequisites: 15:230:500, 521, or permission of instructor.
Using the clinical approach, students carry on studies of the theoretical context of supervisory practice, methodological techniques, sociology of supervision, and supervision as leadership in curriculum improvement.
Credits: 3.0
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Required of specialist and doctoral students establishing residency in the department.
Field experiences and related activities designed to augment full-time study.
Credits: 3.0
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Prerequisite: Permission of adviser. Open to graduate students who are writing a doctoral thesis in the field of administration.
Credits: 3.0
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Continuous registration can be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course for 0 credits. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
Credits: 3.0
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Students who hold graduate assistantships are required to enroll in this course for 3 or 6 E credits per term.
Credits: 3.0
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Students who hold teaching assistantships are required to enroll in this course for 3 or 6 E credits per term.
Credits: 3.0
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Adult social roles, psychological characteristics, and learning patterns in light of their implications for educational practice.
Credits: 3.0
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Prerequisite: Permission of instructor.
Selected current problems and issues affecting learning and teaching.
Credits: 3.0
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Principles from the social and behavioral sciences that provide the basis for curriculum development in elementary and secondary schools; emphasis on analysis of the writing of critics of current educational practice.
Credits: 3.0
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Patterns of communication across cultural boundaries; emphasis on verbal and nonverbal communication conflicts occurring in face-to-face interaction, and ways of alleviating these.
Credits: 3.0
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Children’s literature as an integral part of the total early childhood/elementary school curriculum (pre-K to grade 6); survey of different genres of children’s literature with emphasis on author style and illustrations; use of children’s literature at home and throughout all curriculum areas.
Credits: 3.0
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Computer use in education considered in the context of the history of computer-assisted instruction; general aspects of computer technology, such as hardware, programming, and information processing; fundamentals of programming; computer-assisted instruction.
Credits: 3.0
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Prerequisite: 15:250:559.
Considers the computer as an instructional instrument by examining a variety of commercially available software programs; the applicability of these materials to various instructional models examined along with evaluation techniques appropriate to the technology; software programs for classroom management, remediation, interactive tutorials, simulations, and graphics as they apply to subject fields at various levels.
Credits: 3.0
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Prerequisite: Permission of instructor. Open to graduate students who want to write master’s theses in the Department of Learning and Teaching.
Credits: 3.0
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Prerequisites: 15:250:559 and 560 or equivalent.
Principles of instructional design in relation to the creation and adaptation of computer-based learning material; top-down design, structured programming, and verification procedures developed in consideration of the computer as a delivery vehicle in consortium with other instructional media.
Credits: 3.0
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Required for doctoral students preparing dissertations in the Department
of Learning and Teaching.
Credits: 3.0
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Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
Credits: 3.0
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Students who hold graduate assistantships are required to enroll for 3 or 6 E credits per term in this course.
Credits: 3.0
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Students who hold teaching assistantships are required to enroll for 3 or 6 E credits per term in this course.
Credits: 3.0
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Implications of recent research on teaching for classroom practice; emphasis on ways the research can help inform teachers’ decisions about classroom organization, management, and instruction. Topics include classroom design; allocated, instructional, and engaged time; grouping; seatwork; motivation; teacher expectations; cooperative learning; and mainstreaming. Required field experience in a school.
Credits: 3.0
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Principles governing the construction of a curriculum for a modern elementary school and the practices followed in making and using such a curriculum.
Credits: 3.0
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Research and theory concerning early literacy development focusing on the child from birth through early childhood (third grade). Integrating reading, writing, listening, speaking, and viewing throughout the curriculum to develop literacy emphasized.
Credits: 3.0
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Prerequisite: 15:295:512 or permission of instructor.
Conceptual foundations for contemporary practice in early childhood programs, including day-care, preschool, and early primary years. Psychological theory and research undergirding various models of developmentally appropriate practice in early childhood; strengths and weaknesses of various curriculum approaches (Piagetian, Montessori, behaviorist).
Credits: 3.0
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Prerequisite: 15:295:512 or permission of instructor.
Theories and methodologies related to the education of young children; teaching strategies and classroom environments analyzed in light of the development levels of preschool and primary school children.
Credits: 3.0
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Prerequisite: Permission of instructor.
Selected topics in early childhood and elementary curriculum and instruction with a focus on critical research issues, such as develop-mentally appropriate curriculum, effective teaching and learning strategies, design of learning environments, or child care.
Credits: 3.0
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Prerequisite: Permission of instructor.
A field experience emphasizing the solution of problems or the development of projects relating to some aspect of early childhood or elementary education. Each student selects a problem or project as a major focus.
Credits: 3.0
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Prerequisite: Permission of instructor.
Identification and study of a substantive problem related to early childhood or elementary education.
Credits: 3.0
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Critical examination of historical, contemporary, and potential English curricula.
Credits: 3.0
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Students begin building a coherent theory of learning and teaching in the English language arts through their reading, discussion, and writing.
Credits: 3.0
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Language arts education for the elementary school child, with an emphasis on oral language and writing development. Topics include children’s literature, the writing process, the integration of language arts across the curriculum, and the relationships among oral language, literacy, and learning.
Credits: 3.0
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Prerequisite: Permission of instructor.
Selected current problems and issues affecting English programs and teaching.
Credits: 3.0
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Examination of the social and cognitive dimensions of children’s (K–12) writing and the contexts that support the development of children’s writing ability.
Credits: 3.0
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Critical examination of wide range of children’s and adolescent literature. Evaluation of the place of these in language arts curricula (grades four to twelve).
Credits: 3.0
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Students write, exchange their writing, and respond to the writing of others on a daily basis. The analysis of their own activities as well as current research and theory in composition form the basis for developing appropriate and effective teaching strategies.
Credits: 3.0
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Current research and theory in composition. Students write, critically examine their experiences as writers, and discuss research and theory as means to become more reflective practitioners. (1-6 credits)
Credits: 3.0
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Students in the course will write, respond to each other ’s writing, and reflect, while drawing on research to integrate writing into their teaching strategies.
Credits: 3.0
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Prerequisites: 15:252:511 and permission of instructor.
Laboratory course involving extensive classroom observation. Plan, develop, and field test a sequence of materials and/or procedures in English education.
Credits: 3.0
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Prerequisite: Permission of instructor.
Each student identifies and studies in depth a substantive problem or issue in English education.
Credits: 3.0
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Theories underlying bilingual teaching, using both the native and second languages as media of instruction; emphasis on bilingual techniques and materials in specific content areas. Content area announced each term.
Credits: 3.0
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Policies and practices, such as racism, classism, and ethnocentrism, that impede the development of minority students in schools; program models and institutional changes that can increase access and equity for language minority students. Field-based research on bilingual and ESL programs in schools and colleges.
Credits: 3.0
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Required of all matriculated students in language education programs.
Introductory course that examines the research and theory on first and second language acquisition related to children, teens, and adults in the United States and abroad.
Credits: 3.0
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Prerequisite: 15:253:520 or permission of instructor.
Basic course in syllabus construction, teaching techniques, materials development, and testing for the instruction of English as a second and foreign language in a variety of social contexts.
Credits: 3.0
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Bilingual education in the U.S. and abroad; basic assumptions underlying bilingualism-biculturalism in a multiethnic society.
Credits: 3.0
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This course will look at the productive skills of speaking and writing from both theoretical and practical perspectives. We will explore ways in which speaking and writing are both taught and learned within a communicative context. Once a theoretical base is established, we will examine various ways in which to teach and assess the productive skills. Course objectives include: familiarization with research on the productive skills; ability to think critically about current issues in the teaching and acquisition of productive skills; evaluation of materials currently available in the teaching of speaking and writing; development of speaking and writing materials to use in the FL classroom
Credits: 3.0
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Prerequisite: Permission of instructor.
Advanced study of cultural patterns in selected contemporary societies, and their reflection in language.
Credits: 3.0
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Study of ethnic contributions to American culture, and of the problem of cultural interference in bilingual instruction.
Credits: 3.0
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Prerequisite: Permission of instructor.
Current issues that affect foreign language, English as a second/foreign language, and bilingual-bicultural education. Topics differ each term the course is offered. Consult instructor for description of topic.
Credits: 3.0
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Prerequisite: Permission of instructor.
Approach to the theory and teaching of ESL, based on the conception of language as a communicative instrument.
Credits: 3.0
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Prerequisite: Permission of instructor.
Field experience in bilingual education, which may consist of a supervised teaching experience, observation and critical analysis of model bilingual classes, development and field testing of an experimental instructional unit, or another special project approved by the instructor.
Credits: 3.0
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Prerequisites: 16:300:535,536, or permission of instructor.
Current problems and issues in theoretical and applied linguistics. Topics differ each term the course is offered, according to needs and interests of the students taking it. Consult instructor for description of topic.
Credits: 3.0
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Prerequisite: 16:300:535.
Sign-based, communicative approach to English grammar. Students develop their own sign-based analyses of English and teaching procedures needed to implement them in the classroom. Some attention to French, Spanish, German, and Latin grammar; contrastive analysis between English and another language.
Credits: 3.0
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Prerequisite: Permission of instructor.
Review of research on how language reflects and reinforces race, class, gender, and ethnicity in everyday interactions, in educational settings, and in other professional settings such as law and health; antibias/multicultural education with an orientation toward identifying and changing bias at the interpersonal as well as institutional level.
Credits: 3.0
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Prerequisite: Permission of instructor. Required of all doctoral students in language education.
Study of current research in language education and culture studies.
Credits: 3.0
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Prerequisite: Permission of instructor.
Identification and study of a substantive problem or issue in foreign language, English as a second/foreign language, and bilingual-bicultural education.
Credits: 3.0
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Prerequisite: Permission of instructor.
Practicum course in language teaching (bilingual, foreign language, or English as a second/foreign language instruction). The second term includes supervised field experiences in selected schools or education centers.
Credits: 3.0
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Prerequisite: Permission of instructor.
Practicum course in language teaching (bilingual, foreign language, or English as a second/foreign language instruction). The second term includes supervised field experiences in selected schools or education centers.
Credits: 3.0
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Required of all graduate students in mathematics education. Review and study of literature in mathematics education research and practice, including theoretical perspectives and empirical studies. Students develop projects on topics of current interest.
Credits: 3.0
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Current recommendations concerning mathematics curricula; analysis of videotapes showing students engaged in mathematical activities related to these recommendations.
Credits: 3.0
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Prerequisite: 15:254:541.
Development and implementation of lessons arising out of the foundation of Analysis of Mathematics Curricula I.
Credits: 3.0
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Focus on numeration skills, counting, place value and number base, and the four basic arithmetic operations as they are taught to, and learned by, elementary school children.
Credits: 3.0
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The development of basic ideas in geometry and related areas and on methods for developing this content in the classroom.
Credits: 3.0
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Analysis of the philosophical and psychological bases of mathematics education in the elementary school, and an examination of current trends in curriculum and materials development, teacher training, achievement assessment, and other lines of research.
Credits: 3.0
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Prerequisite: Undergraduate mathematics major or equivalent.
Focus on development of familiarity and facility with major technologies used in K–12 teaching. Highlighted hardware and soft-ware include calculators; algebraic system and function plotting software; and modeling, simulation, and tutorial software. Potential impact of technologies on traditional school mathematics curricula.
Credits: 3.0
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This course will focus on the teaching and learning of mathematics in grades 5-9 with emphasis on problem-solving and the development of reasoning. The course will use a study group structure in which participants will explore mathematical tasks and curricular resources, make connections to classroom activities, and relate research to best practices.
Credits: 3.0
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This content-driven course will focus on the mathematics of the middle years, grades 4-8, and is structured as compliant with the NJ Department of Education’s Core Curriculum Content Standards. Participants will investigate the areas of number and numerical operations; geometry and measurement; patterns and algebra; data analysis, probability, and discrete mathematics. Special emphasis will be placed on the interconnected relationships of these content domains.
Credits: 3.0
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This course addresses the development of mathematical ideas and ways of reasoning in students, grades K-12. It provides an interactive context for K-12 teachers, administrators, and others interested in exploring issues in learning and teaching mathematics. Participants will study and discuss topics from a twelve-year longitudinal study of children doing mathematics. They will consider those conditions and curriculum strands that encourage meaningful mathematical activity with implications for learning and teaching.
Credits: 3.0
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Each student defines and carries out an appropriate project in mathematics education.
Credits: 3.0
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In this course, using a study group structure, participants will think deeply about mathematical ideas of the middle school curriculum, focusing on representative units from Connected Mathematics, a standards-based, 6th to 9th grade curriculum.
Credits: 3.0
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Required of all doctoral students.
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.
Credits: 3.0
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Basic library reference tools and inquiry processes in all disciplines; emphasis on applications to classroom tasks, independent study, and personal research.
Credits: 3.0
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Prerequisite: 15:255:500 or permission of instructor.
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.
Credits: 3.0
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Prerequisite: Faculty approval.
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.
Credits: 3.0
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(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.
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. In-tended 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 policymakers.
Credits: 3.0
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Prerequisite: 15:255:500. Open only to matriculated students.
Introduces students to the philosophy and techniques of qualitative methods and helps them develop skills in designing studies and analyzing qualitative data.
Credits: 3.0
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Prerequisite: 05:300:306.
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.
Credits: 3.0
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Prerequisite: 15:255:533. Corequisites: 15:255:535,536.
Examination of research on classroom organization and management. Emphasis on strategies for effective learning environments and prevention of behavior problems.
Credits: 3.0
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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.
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 fifteen weeks.
Credits: 3.0
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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.
Examines actual internship situations, provides for specific application of strategies learned in prior course work, and explores internship-related problems for individual research projects.
Credits: 3.0
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Prerequisite: 15:255:535.
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.
Credits: 3.0
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Prerequisite: 15:255:535.
Preservice teachers become critical evaluators of their teaching practices by collecting and analyzing data.
Credits: 3.0
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Prerequisite: Nonmatriculated students, permission of instructor.
Acquaints prospective and in-service biology teachers with the epistemology of biological sciences and their interaction with human culture from both historical and contemporary perspectives. Students learn a conceptual framework for appreciating the nature, practice, and culture of the biological sciences.
Credits: 3.0
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Prerequisite: Nonmatriculated students, permission of instructor.
Acquaints prospective and in-service physics and chemistry teachers with the epistemology of physical science. Epistemology is the study of construction of knowledge. Being familiar with the epistemology of the discipline is crucial for teaching it. Focus is on how scientists learned the laws of physics and chemistry that we teach our students and why we believe in these laws now.
Credits: 3.0
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Prerequisites: 15:256:551; nonmatriculated students, permission of instructor.
Helps pre- and in-service high school physical science teachers acquire pedagogical content knowledge and skills that are necessary to teach physics and chemistry (with a primary focus on physics). Includes the analysis of high school physics curriculum, detailed development of teaching strategies for most of the topics with the adjustment for different students, lesson planning, and design of formative and summative assessment tools.
Credits: 3.0
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Prerequisite: Nonmatriculated students, permission of instructor.
Helps pre- and in-service life science teachers acquire pedagogical content knowledge and skills that are necessary to teach high school biology. Includes the analysis of high school biology curriculum, detailed development of teaching strategies for most of the topics with the adjustment for different students, lesson planning, and design of formative and summative assessment tools.
Credits: 3.0
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Impact on the elementary school of new developments in science and new refinements in the teaching of science; emphasis on content, method, material, and general curricular implications.
Credits: 3.0
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Prerequisites: Admission to the Science Teacher Education certification program.
As participant observers of summer programs for high school students offered by various university departments of science, interns attend seminar and laboratory phases of these programs, which address current issues in science with broad social implications. In addition to studying how research is conducted in various fields of science, interns learn how such knowledge may be integrated into precollege science programs.
Credits: 3.0
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Prerequisite: Nonmatriculated students, permission of instructor.
Helps pre- and in-service life science teachers see evolution from the perspective of the classroom. Presents an overview of evolution from a variety of perspectives encompassing molecular processes as well as those that occur in populations, both in time and space. Particular emphasis given to the central role of the species as the unit of evolutionary change. Within the context of species, adaptation, natural selection, speciation, classification, and phylogeny explored, and also the contemporary issues of meeting creationism head-on.
Credits: 3.0
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Prerequisite: Nonmatriculated students, permission of instructor.
Acquaints prospective and in-service high school physics/chemistry teachers with the multiple representation method used in constructing concepts and teaching the concepts in physical science. Multiple representations are a powerful too that aids the brain during concept acquisition and problem solving. Multiple representations enhance metacognition and epistemic cognition. Being familiar with the multiple representations used in a discipline is crucial for mastering and teaching it. Focus is on such representations as pictorial representations, motion and force diagrams, graphs, energy bar charts, and applications of these representations to problem solving.
Credits: 3.0
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Prerequisite: Permission of instructor.
Examination of selected current problems and issues affecting science programs and teaching.
Credits: 3.0
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Prerequisite: Permission of instructor.
Examination of potential research topics and appropriate methodologies for research leading to the dissertation; focus on problem
areas of science education.
Credits: 3.0
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Prerequisite: Permission of instructor.
Examination of potential research topics and appropriate methodologies for research leading to the dissertation; focus on problem
areas of science education.
Credits: 3.0
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Prerequisite: Permission of instructor.
Laboratory or fieldwork. Work on projects, often in science classrooms with individuals and/or small groups.
Credits: 3.0
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Prerequisite: Permission of instructor.
Each student identifies and studies a substantive problem or issue in science education.
Credits: 3.0
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Required of all graduate students in social studies education.
Introduces concepts underlying instruction, development in curriculum and materials, and related topics.
Credits: 3.0
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Contemporary and potential social studies curricula and projects.
Credits: 3.0
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A seminar on theories, cases, and proposals regarding censorship in society and the schools; emphasis on social studies courses and the relation of academic freedom to censorship.
Credits: 3.0
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The impact on the elementary school of new developments in social studies and new refinements in teaching of social studies; content, method, materials, and general curricular implications.
Credits: 3.0
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Seminar on the values approach to equalizing educational opportunity; topics include school financing, student segregation, home and neighborhood backgrounds, and teacher expectations; ways of reducing inequality examined in light of the tension between the American values of liberty and equality.
Credits: 3.0
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Prerequisite: Permission of instructor.
Seminar focusing on a selected topic of current interest. Topics differ each time the course is offered. Consult instructor for description of topic under study.
Credits: 3.0
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Current, historical, and controversial literature on the topic of civic rights and obligations, as expressed through schooling; views of civics and citizenship as themes for schooling; social values such as justice, freedom, and equality reviewed in terms of competing and often contradictory rationales and practices in schooling; curricular, pedagogical, and academic freedom implications.
Credits: 3.0
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For doctoral students. Normally taken prior to 15:257:660.
Problem areas in social studies education; relevant and potential research topics and appropriate methodologies of study.
Credits: 3.0
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Prerequisite: Permission of instructor.
Current research in social studies education and development of research proposals.
Credits: 3.0
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Prerequisite: Permission of instructor.
Laboratory course. Develop and field test a sequence of materials in social studies.
Credits: 3.0
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Prerequisite: Permission of instructor.
Each student identifies and studies a substantive problem or issue in social studies education.
Credits: 3.0
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Survey of the arts in education; the place of drama, film, art, and music in the classroom; analysis of the dynamics of the arts as a created entity rather than as an intellectual exercise.
Credits: 3.0
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Prerequisite: Permission of instructor.
Topics differ each term course is offered. Contact instructor concerning topic.
Credits: 3.0
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No prior visual art experience necessary.
Through personal studio experience and theoretical readings, a treatment of visual artmaking through two modes; response to perceived physical fields and response to one’s internal, subjective fields; includes consideration of educational applications.
Credits: 3.0
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Participation/lecture course on the theories of acting, directing, and design as they apply to the teacher in the classroom. The performance aspects of teaching as one model for classroom pedagogy forms the basis for the in-depth class exploration. Such issues as spatial relationship of teacher and student, vocal production by the teacher, teaching in role, and use of lighting and properties considered and rehearsed.
Credits: 3.0
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Prerequisite: Permission of instructor.
Fieldwork with individuals and/or groups in the area of creative arts education, exploring and testing the use of arts processes and disciplines as catalysts to teaching content, or as distinct educational and aesthetic experiences in and of themselves; particular field projects are set up in one’s own school, in cooperating schools by arrangement, and in various other educational and cultural centers.
Credits: 3.0
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Prerequisite: Permission of instructor.
Identification and study of a substantive problem or issue in creative arts education.
Credits: 3.0
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Prerequisite: Permission of instructor.
Consideration of the place of the arts in the development of personal and social systems of belief.
Credits: 3.0
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Not open to students who have completed 16:960:531 or equivalent. Not recommended for doctoral students.
Preparation and interpretation of classroom tests, sources of information on standardized tests, criteria for their evaluation, methods of scoring, and interpretation of scores. Basic statistical concepts necessary for understanding and using tests.
Credits: 3.0
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Prerequisite: Background in child and general psychology.
Major historical and contemporary theories of personality.
Credits: 3.0
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Prerequisite: Recently completed graduate course in child development or permission of instructor.
Normal neuromotor and neuropsychological development from the prenatal period throughout the early years. Biological and medical conditions as a primary source of risk for developmental disabilities of various sorts; disruptions in motor development areas, facilitation of development through intervention and support. Effects of disruptions and issues affecting assessment and intervention.
Credits: 3.0
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Prerequisite: Recently completed graduate course in child development or permission of instructor.
Social/emotional development in infancy and early childhood and the development of parent-child relationships; developmental sequences in infancy and early childhood in relation to life-span development issues; impact of various disabilities upon attachment and interaction and upon general family adjustment; methods of promoting optimal psychosocial and family development within the context of cultural variations.
Credits: 3.0
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Prerequisite: Recently completed graduate course in child development or permission of instructor.
Reviews recent research evidence concerning sequences of development in cognition and language in the first five years and the relationship between these domains of functioning; consideration of delays and disruptions in cognitive and language development following from various congenital disabilities and risk factors.
Credits: 3.0
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Prerequisites: Recently completed graduate course in child development and at least two of 15:290:520, 521, 522; or permission of instructor.
Methods and issues in the assessment of infants and young children at risk and those with disabilities; formal and informal methods (medical, psychological, neuromotor, speech, and language); issues of prediction and its relationship to interventions.
Credits: 3.0
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Prerequisite: Permission of instructor.
Service experiences based on student’s goals; placements are available in a range of settings in which infants and young children, including those with risk or disability, and their families receive services such as assessment, intervention, or day care. A weekly seminar is required.
Credits: 3.0
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Brain structure and functional specialization; neurological bases of movement sensation, vision, audition, language, spatial perception, memory, emotion, and executive function; emphasis on characteristics and educational treatment of developmental and acquired disorders of children. Each student is expected to develop a class presentation based on intensive study of one disorder.
Credits: 3.0
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Open to advanced students with permission of an educational psychology supervising faculty member.
Gives students in the Department of Educational Psychology an opportunity for independent study (either a literature review or nonthesis research) under the supervision of a faculty member, in areas of their own interest.
Credits: 3.0
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Open only to matriculated doctoral students in programs in the Department of Educational Psychology.
Philosophical and scientific antecedents of psychology; history of the schools and systems of thought that contribute to modern psychology, including structuralism, functionalism, behaviorism, gestalt, psychoanalysis, and cognitive; recurring issues in psycho-logical thought.
Credits: 3.0
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Prerequisites: 15:291:515 or 15:295:502 and permission of instructor.
Training in the administration, scoring, and interpretation of standardized individual test of cognitive abilities; emphasis on Wechsler scales for children and adults. Considerable practicum time required.
Credits: 3.0
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Open to advanced students with permission of adviser. Required of all students who wish to write doctoral dissertations in any of the curricula of the Department of Educational Psychology.
Credits: 3.0
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Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
Credits: 3.0
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Students who hold graduate assistantships are required to enroll for 3 or 6 E credits per term in this course.
Credits: 3.0
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Students who hold teaching assistantships are required to enroll for 3 or 6 E credits per term in this course.
Credits: 3.0
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Prerequisite: 16:960:531.
Various techniques and strategies available to the educational researcher, formulation of problems and hypotheses, discussion of sampling procedures, methods of data collection, and interpretation.
Credits: 3.0
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Prerequisite: 16:960:531 or permission of instructor.
Psychological and statistical principles underlying test design, analysis, and interpretation with emphasis on classical psycho-metric theory; analysis of reliability and validity and their estimation; the development, analysis, and use of both norm-referenced and criterion-referenced tests; introduction to scaling techniques.
Credits: 3.0
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Prerequisite: 16:300:520.
Review of evaluation theory, methods, and practice; designing evaluations that require advanced methods; designing evaluations to address those who traditionally have been marginalized in evaluation activities; and pursuing research in evaluation theory. Prepares students for leadership roles in program evaluation research and practice.
Credits: 3.0
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Prerequisite: Permission of instructor.
Topics of current interest within educational statistics, measurement, and evaluation. Topic varies each term.
Credits: 3.0
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Recommended: Background in general psychology and personality theory.
Major topics of abnormal psychology with special reference to school-age children and youth; covers the broad areas of identification, causation, treatment, and educational problems of the emotionally and socially maladjusted child.
Credits: 3.0
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Examines definitions and characteristics of children and adults classified as mentally retarded and developmentally disabled; reviews research on the psychological, social, and educational theories relevant to these disabilities.
Credits: 3.0
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Origins of the concept of learning disabilities (LD). Cognitive and neuropsychological test patterns as LD indicators. Emphasis on cognitive characteristics that distinguish students with disabilities in the areas of reading, mathematics, attentional processes, organization for learning, and executive functioning. Influence of emotional and sociocultural factors on self-image and academic performance.
Credits: 3.0
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Interactional effects of a disabled person and the family; topics include the nature of intrafamily dynamics, life-span development, parent educational programs, and the use of community resources by the family.
Credits: 3.0
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Influence of neurological, sensory, orthopedic, communicative, and social disabilities upon the psychological development of the child; impact of disabilities on cognitive growth, mental health, and socialization of the child; emphasis on psychological factors to be considered in assessment and program development of children.
Credits: 3.0
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Prerequisites: 15:291:515, 16:960:531.
Issues related to the psychoeducational assessment of learning disabilities; specific assessment instruments, both formal and informal; guidelines for interpretation.
Credits: 3.0
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Prerequisite: 15:293:526.
Approaches to treating and managing learning disabilities; intervention approaches in special and regular educational settings; emphasizes developmental approaches.
Credits: 3.0
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Prerequisites: 15:293:526, 529.
Instructional performance analyses and intervention with exceptional learners conducted within several areas of academic and social functioning.
Credits: 3.0
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Prerequisite: 15:293:526.
Management, curricular and instructional variables, and techniques related to the education of exceptional learners; formulating instructional decisions from student performance data; various means for data collection and instructional intervention.
Credits: 3.0
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This course provides students with knowledge, skills, and understanding of assessment issues related to students in general and special education settings. Topical coverage includes the types and characteristics of assessments, and introduction to formal and informal (functional) assessment in special education, and the use of assessment information to determine special education eligibility,
identify current academic and nonacademic performance, set instructional goals, monitor progress, and determine the effectiveness of instruction.
Credits: 3.0
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The focus of this course is on special education classroom and behavior management from a systems perspective. Course content moves along a continuum from a) data-based assessment of behavioral difficulties, to b) prevention of problem behavior through effective management and instruction, to c) utilization of less intrusive strategies, to d) use of more intensive strategies, crisis de-escalation
and intervention.
Credits: 3.0
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Open only to students admitted to Ed.D. program in special education.
Focuses on the process of doctoral-level preparation and helps students prepare for the integration of their internship experience with their professional goals; current developments and issues in special education; research, teaching, and service areas reviewed as they relate to the preparation of leadership personnel in special education.
Credits: 3.0
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Psychological theories of consultation, and experience in consultation and collaboration in educational settings; skills in professional consultation, parent collaboration, and team teaching examined and practiced under supervision; analysis of team development and collaborative decision making.
Credits: 3.0
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Prerequisites: 16:960:531,532, or equivalent.
Under supervision of a faculty member, independent research study suitable for professional presentation and publication.
Credits: 3.0
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Critical analysis of the current New Jersey special education statute and regulations. The impact of New Jersey law on professional practice in the school emphasized.
Credits: 3.0
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Prerequisite: Permission of instructor.
Etiology of serious cognitive and affective disorders examined in reference to biogenic and sociogenic factors.
Credits: 3.0
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Prerequisite: Permission of adviser.
Identification of cognitive abilities and education of profoundly and multiply handicapped children; literature reviewed for the purpose of developing skills in formulating educational strategies for the severely disabled.
Credits: 3.0
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Selected topics and issues affecting the education of atypical learners. Topics will vary. Consult instructor before registering.
Credits: 3.0
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Prerequisite: Completion of core credits in Ed.D. program.
Students spend one or two consecutive terms in supervised field experiences at special education facilities consonant with program and individual goals. Possible internships include college or university teaching, administration of special education programs, research, or service with the New Jersey Department of Education. Periodic seminars with program faculty.
Credits: 3.0
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This practicum is designed to prepare students seeking NJ certification as a Learning Disabilities Teacher Consultant. Students will be mentored by a member of the Child Study Team in a school setting. Conducting student assessments and preparing written reports will be required.
Credits: 3.0
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Thinking and memory as viewed by contemporary cognitive psychology; integrates experimental finding concerning selective attention, perception, memory storage and retrieval, imagery, problem solving, and reasoning into holistic views of the human being as a processor of complex information. Class discussions include applications to educational questions.
Credits: 3.0
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Growth and development from prenatal period through adolescence; topics include social-emotional development, language, cognition, learning, and perception.
Credits: 3.0
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Sociocultural and situated cognition approaches to learning and instruction; Overview and critique of various contextualized approaches; problem-based learning, anchored instruction, project-based learning; design-based learning.
Credits: 3.0
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Piaget’s theoretical formulations regarding the origins, nature, and development of thought; characteristics of sensorimotor adaptations, preoperational thought, concrete operations, and formal thought are considered, together with research evidence
and implications for education.
Credits: 3.0
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Introduction to psychological theories of human learning, including behavioral, social, and cognitive theories of learning. Principles of learning, mediation, and transfer as deduced from these theories. Applications to a variety of settings considered, including class-rooms and information setting.
Credits: 3.0
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Prerequisites: Advanced standing and permission of instructor.
Opportunity for intensive study of topics of personal interest within selected areas of psychology. A paper of publishable quality and a report to the seminar is required. Students encouraged to join with others in requesting the organization of a seminar on a stated circumscribed area.
Credits: 3.0
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Prerequisite: Permission of adviser. Required of master’s students who intend to apply to the doctoral program in learning, cognition, and development. See student handbook for complete description.
Provides research experience leading to a paper suitable for publication or presentation to a scholarly audience. Provides training in formulating research questions; implementing research plan; analyzing data; writing about research in a clear, communicative, and technical manner appropriate for the professional reporting of research findings.
Credits: 3.0
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Prerequisite: 15:295:502 or 580 or permission of instructor.
Examines recent theories and research on memory viewed as a unified system, with specific subsystems interacting in the processing of information. The operation of sensory stores and short-term and long-term memory, including information representation, retrieval, and loss. Topics include the effects of organization, rehearsal, elaboration, and mnemonics on memory functions, and the shaping of learning and instruction to the type and level of memory desired.
Credits: 3.0
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Prerequisite: Permission of instructor.
The psychology of college teaching applied to educational psychology; numerous ways of organizing an educational psychology course discussed in light of the history of the discipline. Students outline a course, develop a unit within the course, and present it in a microteaching exercise.
Credits: 3.0
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Readings, activities, and discussion cover issues in counseling that are basic to a professional counseling relationship. Emphasis is on improving interviewing, listening, and responding skills.
Credits: 3.0
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Prerequisite: Permission of instructor.
Provides opportunity to develop theoretical and practical insights into the life and functions of basic groups, including definition of group parameters, sociometric structure, social power, leadership, norms, and problem solving, which serve as a means of achieving optimal blending of personal and group boundaries.
Credits: 3.0
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Prerequisites: 15:297:505 and permission of instructor.
Sequential, theoretical, and practical continuation of Group Psychology I with increasing emphasis on application of facilitating basic concepts such as structure and function, interaction and communication, strength and cohesion, movement and productivity, and role and leadership.
Credits: 3.0
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Prerequisite: Permission of instructor.
Exploration of sociocultural and sociohistorical experiences of clients and counselors and their potential impact on the counseling process. Designed to provide the counselor-in-training with a more flexible frame of reference for working with a diverse clientele.
Credits: 3.0
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Introduction to family systems theory, family development, family assessment, and contemporary issues that have an impact on families. “Systems” thinking is emphasized. Provides a foundation for further study.
Credits: 3.0
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Provides a framework for understanding career development. Emphasis is on the development of effective strategies to use self-understanding and occupational information to make work-related decisions.
Credits: 3.0
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Prerequisites: 15:291:515, 15:297:613, 16:960:531, or permission of instructor.
Assessment as an integral part of all counseling; covers these widely used techniques: records, rating scales, and observation; emphasis on standardized tests and inventories; includes supervised experience in the provision of assessment service to counselors.
Credits: 3.0
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Prerequisite: Permission of instructor.
Supervised orientation to the functions and activities of various agencies that provide vocational, educational, and personal-social counseling services; specified sections provide opportunities for such experiences in particular settings: elementary schools, colleges, and community agencies (employment agencies, child and family guidance bureaus, programs for the unemployed or physically disabled).
Credits: 3.0
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Open only to matriculated counseling psychology doctoral students.
Orientation to the profession of counseling. Topics include history, current issues, training and professional concerns, introduction to research, and legal/ethical and professional standards.
Credits: 3.0
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Topics reviewed concern personal and professional matters regarding the general practice of school counseling, related ethical and legal issues, communication with other professionals, and client-counselor relationships.
Credits: 3.0
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Prerequisites: 15:297:501, 505, 525, 637. Open only to doctoral students in counseling psychology with permission of adviser. Students should consult the instructor prior to the beginning of the term.
Provides supervised counseling experience in the Graduate School of Education Counseling Center.
Credits: 3.0
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Study of major theoretical perspectives in marriage and family counseling. Focus on theoretical assumptions, concepts, application, and process of counseling. Problem situations considered.
Credits: 3.0
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Presents different theoretical orientations and in so doing, extends knowledge of theoretical aspects of counseling. Students explore their theoretical approach and relevant techniques.
Credits: 3.0
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Prerequisites: 15:297:501, 505, 507.
The role of racial, social, and cultural factors in the development of relationships in counseling. Focus on the individual as a racial-cultural person whose network of personal and social identities and group affiliations influence the development of effective counseling relationships.
Credits: 3.0
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Prerequisite: Permission of instructor. For doctoral students approaching dissertation study.
Research designs, methodological issues with an emphasis on multicultural and family psychology. Identify questions to be used for dissertation research.
Credits: 3.0
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Prerequisites: 15:297:605 and permission of instructor and adviser.
Provides for professional activities in an approved setting. Designed to meet advanced students’ individual needs for further work in individual and group counseling; personal, educational, and vocational evaluation; and a variety of consulting or supervisory activities under the supervision of a faculty member.
Credits: 3.0
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Prerequisites: Completion of all doctoral course work and qualifying examinations; approval of training director.
Supervised internship in settings that meet the accreditation of the American Psychological Association (such as counseling center, hospital, medical setting, or mental health clinic). Full-time experience for one calendar year or a half-time experience for two calendar years.
Credits: 3.0
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Prerequisite: Permission of instructor.
Allows in-depth exploration of specific topics by staff and advanced students. Staff responsibility for the course alternates from term to term. Topics determined by the mutual interest of staff and students.
Credits: 3.0
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Prerequisites: 15:297:501, 613; or 15:290:518; or enrollment in the doctoral program in counseling psychology.
Critical analysis of selected theories of personality used in counseling. Emphasis on major theories and systems. Provides in-depth concept for developing a consistent approach to professional counseling.
Credits: 3.0
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Children’s literature for early childhood and elementary school. Approaches literature from genre and issues perspectives and includes author and illustrator studies. Connects literature to classroom applications concerning book selection and extended literary experiences, such as responses to literature.
Credits: 3.0
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Development of materials and strategies to enhance the students’ reading, writing, and thinking within and across disciplines.
Credits: 3.0
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For master’s students with no previous courses in reading.
Current research and practices in topics such as emergent literacy, writing, and reading in the content areas. The process of classroom learning and instruction; reading as a social process.
Credits: 3.0
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Topics may differ each time the course is offered. Topics include current issues or problems related to literacy, as well as practical teaching methods and theoretical issues.
Credits: 3.0
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This course emphasizes the implementation of early literacy research into classroom practice. Topics include book leveling, guided reading, interactive writing, running records, & organizing for instruction.
Credits: 3.0
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Prerequisite: 15:299:516 or 16:300:538.
The computer’s role in classroom instruction, learning, and educational research relative to the field of reading; evaluation of reading software; critical examination of the potential value of software for the teaching of reading.
Credits: 3.0
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This course emphasizes the implementation of current literacy research into classroom practice in the intermediate grades. Topics include: approaches to writing process; guided reading; literature circles; assessing reading and writing; and organizing for integrated instruction.
Credits: 3.0
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Strategies for Teaching Reading.
Credits: 3.0
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Examination of current research about reading and writing processes for content disciplines, including science, social studies, mathematics, and the humanities; models of composing and comprehension processes; exploration of how literacy may be integrated into content disciplines.
Credits: 3.0
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Clinical experience in the Rutgers Literacy Center. Each student is assigned a caseload of two or three reading pupils, completes a comprehensive case study for each pupil, administers appropriate screening and evaluative instruments, and develops strategies for literacy improvement. The course includes weekly orientation sessions and discussions of clinical problems.
Credits: 3.0
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Prerequisite: 15:299:565.
Current research in reading and related areas of literacy; assistance in critically evaluating published reports; exploration of problems of supervision and evaluation of reading programs. Helps develop mature ideas for developing research proposals, conducting re-search, and writing on reading and other related areas of literacy.
Credits: 3.0
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Prerequisite: Permission of adviser.
Develop and implement a research project designed to meet requirements for the Master of Education thesis.
Credits: 3.0
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Integrated view of problems of curriculum and instruction at the elementary and secondary levels, including (1) the various roles of the professional teacher, (2) problems of curriculum design, and (3) interrelationships between current issues and social forces.
Credits: 3.0
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Impact of the development of thought on education within the context of the intellectual history of Western civilization.
Credits: 3.0
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Historical survey of education in America from the colonial era to the present.
Credits: 3.0
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Contemporary educational theory and practice as reflected in the educational institutions of such nations as Great Britain, France, Russia, Japan, and the People’s Republic of China.
Credits: 3.0
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Augments through practical application various curriculum theories, determinants, principles, and trends. Each student has the opportunity to design a comprehensive curriculum with reference to an actual secondary school situation.
Credits: 3.0
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Recommended: Secondary school teaching experience.
Augments through practical application various curriculum theories, determinants, principles, and trends. Each student has the opportunity to design a comprehensive curriculum with reference to an actual secondary school situation.
Credits: 3.0
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The community context of education, including the early socialization of the child, the stratification of the population, the political control of education, and the informal impact of community; the interpretative framework of society. Students may concentrate on specific community studies or dimensions of particular personal concern.
Credits: 3.0
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Analysis and evaluation of significant curriculum practices of the middle and junior high school with suggestions for new lines of development; consideration given to organizational patterns.
Credits: 3.0
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Educational theories from the standpoint of value; works of selected major philosophers and educational theorists examined.
Credits: 3.0
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Analysis of selections from the classical literature of education, including works by Plato, Aristotle, Augustine, Aquinas, Luther,
Calvin, Comenius, Locke, and Rousseau.
Credits: 3.0
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15:(3)
Selections from the classical literature of education, including the works by Pestalozzi, Herbart, Froebel, Mann, Harris, and Dewey.
Credits: 3.0
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Leading principles of sociology and anthropology and exploration of their function in education; topics include the concepts of status and role in the school, role conflicts, the social system and culture of the school, social class difference in education, and functional analyses of educational problems.
Credits: 3.0
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Criticism of democratic, totalitarian, and other social theories as they bear on education; emphasis on the major social theories and the educational principles associated with them.
Credits: 3.0
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The sociological approach to social change; various definitions and sources of social change; the role of education as an aspect of planned change; the historical role of education as a normative institution in light of society’s need for radicals and radical thinking.
Credits: 3.0
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Moral aspects of education and the school as an institution; problems in public and private education, church and state relations, and individual and social orientation as these relate to moral systems and qualities.
Credits: 3.0
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Current criticism of education, its practices and theory.
Credits: 3.0
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Various theories and research findings in cultural anthropology and education, centering on the analysis of diverse ways that people have learned to perpetuate and innovate their culture and the enculturative roles of formal education; cultural order and dynamics, culture and personality, epistemology in education and anthropology, value orientations, scientific validation of values, and enculturative roles of education.
Credits: 3.0
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Prerequisite: Three graduate credits in secondary education or secondary curriculum.
Analysis of teaching problems in classroom situations in light of research and practice.
Credits: 3.0
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Intensive survey and application of methods and strategies in ethnography available to the educational researchers; emphasis on fieldwork employing ethnographic data-gathering techniques that involve participant observation and interview. Applicable as a research course.
Credits: 3.0
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Examination of ethical theory and its relation to dilemmas of educational practice and policy. Focus on connections between various theoretical approaches to ethics, such as pragmatic, feminist, and metaethical, and a range of practical and policy questions in education, such as grading, discipline, and professionalism.
Credits: 3.0
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Prerequisite: 15:310:520 or permission of instructor.
Examination of current sociological and anthropological theories of social stratification that underlie educational policies and practices, with emphasis on the works of Warner, Davis, and their critics; topics include social class structure, indicators of class position, differences in socialization and mobility, testing biases, and critiques of social class influences in education.
Credits: 3.0
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Prerequisite: 15:310:520 or permission of instructor.
Detailed study of the social organization of people in the school and its influence on teaching, administration, and learning; analyzing and understanding school and classroom as social system; student cliques and achievement, informal organization of the faculty, relation of formal and informal organization, values and the school social system, school culture, and resistance to change.
Credits: 3.0
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Introduction to educational theory; American systems and theories of education, the nature and genesis of formal education as idea and institution, and the values associated with them.
Credits: 3.0
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Foundations course emphasizing sociological and philosophical dimensions of the college and its environment. Current issues are studied in depth and determined by mutual interest of staff and students.
Credits: 3.0
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Prerequisite: Permission of adviser. Required of students who plan to submit a thesis in partial fulfillment of the requirements for a master’s degree. The library research, data gathering, and writing necessary to produce an acceptable thesis. Work is planned and carried out under the supervision of the thesis committee.
Credits: 3.0
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Prerequisite: Permission of instructor.
Selected problems in the history of education; works of major figures as they relate to the history of education. Applicable as a research course.
Credits: 3.0
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Prerequisite: Permission of adviser.
Extensive reading in the humanistic and sociological foundations of education. Careful consideration given to the interests and background of the individual students in devising the reading list. Reports and/or papers on the reading required.
Credits: 3.0
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Designed for students interested in conducting ethnographic pilot research in anticipation of writing dissertations. Enhances methodological skills required for such research designs, sustained data collection, data analysis, and interpretation. Provides support system for sustained peer review and collaboration in developing research designs and doing fieldwork.
Credits: 3.0
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Prerequisite: Permission of instructor.
Laboratory course for advanced students and in-service teachers, administrators, and supervisors. Analysis and treatment of problems relative to curriculum, teaching, and supervision. A problem topic must be selected by the student and approved by the instructor.
Credits: 3.0
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Prerequisite: Permission of instructor.
Theoretical aspects of education. Topics selected for study and particular approaches vary from term to term.
Credits: 3.0
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Prerequisite: Permission of instructor.
Views of the pragmatists as they relate to American education; works of James, Dewey, Peirce, Mead, Childs, Bode, and Kilpatrick included.
Credits: 3.0
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Gives students an opportunity to pursue study in areas of their own interest. Students who have well-structured areas of interest will, in consultation with appropriate faculty, design a plan of study and execute it.
Credits: 3.0
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Explores the history of American higher education from its origins to the beginnings of the twentieth century; aims of higher education and the forms taken by institutions examined in the context of social and intellectual history.
Credits: 3.0
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Prerequisite: Permission of instructor.
Technical problems in philosophy of education. Each student writes and defends at least one research paper on some problem in philosophy of education. Applicable as a research course.
Credits: 3.0
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Prerequisite: Permission of instructor.
Research and theories employed in developing various curricula and the means for testing curriculum theories.
Credits: 3.0
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For graduate students writing doctoral dissertations on topics in social and philosophical foundations of education (anthropology, curriculum theory and development, economics of education, educational theory, history, philosophy, or sociology).
Credits: 3.0
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Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
Credits: 3.0
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Students who hold graduate assistantships are required to enroll for 3 or 6 E credits per term in this course.
Credits: 3.0
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Students who hold teaching assistantships are required to enroll for 3 or 6 E credits per term in this course.
Credits: 3.0
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Examines fundamental issues in education through the reading of major theoretical texts. Explores how those issues inform current research.
Credits: 3.0
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Explores selected contemporary educational issues through reading research conducted from a variety of methodological perspectives. Explores assumptions through commentaries on the conduct of educational research.
Credits: 3.0
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Introduction to qualitative research techniques, examining their potential and limitations for investigating educational questions and issues. Topics include interviews, field notes, and observations.
Credits: 3.0
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Introduction to quantitative research techniques, examining their potential and limitations for investigating educational questions and issues. Topics include one- and two-sample tests of hypotheses, analysis of variance, multiple comparison procedures, regression, and effect size.
Credits: 3.0
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Critical examination of the philosophy and techniques of qualitative methods; design of studies and analysis of qualitative data.
Credits: 3.0
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Critical examination of sampling distributions, analysis of variance models, planned and post hoc comparisons, trend analysis, randomized block designs, within-subject designs, and higher-order factorials.
Credits: 3.0
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Intensive survey and application of methods and strategies in ethnography available to educational researchers; emphasis on fieldwork employing ethnographic data-gathering techniques that involve participant observation and interview.
Credits: 3.0
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16:. (3)
Techniques for analyzing data gathered in nonexperimental studies, including matrix algebra, multiple regression, partial and semipartial correlations, variance partitioning, dummy and effect coding, and analysis of covariance.
Credits: 3.0
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Prerequisites: 16:300:511 or 16:960:532 and permission of instructor.
Topical survey. Activities include hands-on evaluation projects.
Credits: 3.0
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Social and cognitive dimensions of literacy learning and the extent to which they can be generalized across learners.
Credits: 3.0
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Prerequisite: Permission of instructor.
The role of language in thinking and social life; variation in language use across social groups and situations.
Credits: 3.0
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Topics include functional motivation of linguistic structure, linguistic sign, phonetics, phonemic and morphemic analyses, word semantics, and correctness.
Credits: 3.0
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Prerequisite: Permission of instructor.
Contrastive survey of formal and functional grammatical theories relevant to education. History of English, discussion of language change, and a look at comparative and historical linguistics. Examines language and dialect.
Credits: 3.0
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Designed for reading teachers and reading specialists. Offers strategies for achieving literacy in subjects ranging from early childhood to adults. Helps reading professionals organize and manage literacy instruction and staff development.
Credits: 3.0
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Teaching methods for individual and small-group instruction. Topics include strategies to strengthen literacy development, selection of appropriate assessment materials, and written evaluation/intervention reports both for caregivers and for school districts.
Credits: 3.0
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Economic concepts and their application to education; topics include demand for and supply of education, measuring return on educational investment, productivity and efficiency in the educational sector, and the relationship between human capital and economic growth.
Credits: 3.0
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Problem-solving and decision-making models, including studies of values, goal establishment, performance objectives, measurement and assessment techniques, policy development and executive leadership, and information systems; the multicultural nature of society; and the identification of people with special learning needs.
Credits: 3.0
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Prerequisite: Permission of instructor.
Evaluation of educational and social institutions, programs, and policies, including the social context of evaluation and the political aspects of conducting educational evaluations. Compares and contrasts evaluation and research. Hands-on data analysis and interpretation using a social policy data set.
Credits: 3.0
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Required of all graduate students in mathematics education.
Theoretical perspectives and empirical studies. Students develop projects on topics of current interest.
Credits: 3.0
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A systematic study of the development of mathematical ideas in children from elementary school through high school. Includes the study and analysis of videotape recordings of children doing mathematics and accompanying data. Students endeavor in some cases to trace the development of mathematical ideas over time.
Credits: 3.0
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Classical and contemporary theories of human development. Topics include the relations between evolution and development, nature-nurture, individual-society, and biology-culture. The processes through which change occurs over the course of the human life span.
Credits: 3.0
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Major theories of human learning, cognition, and instruction. Topics include knowledge representation, learning and instructional strategies, domains of application, and research methods.
Credits: 3.0
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Theory and research in children’s intellectual development from birth through adolescence. Neo-Piagetian, information processing, and sociocultural approaches to cognition. Current research, including children’s memory development, social cognition, language, problem solving, spatial thinking, and theory of mind. Implications for schooling considered.
Credits: 3.0
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The cognitive and affective consequences of various forms of peer learning.
Credits: 3.0
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Current psychological theories of sex role development; evidence for and against sex differences throughout the life span; intellectual abilities, achievement, motivation, and behavior; dependence and aggression.
Credits: 3.0
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Theories of language acquisition and the functions of language for the child; topics include prelinguistic behavior, the nature of one-word utterances, the acquisition and development of early syntax and semantics, the relation of thought to language, and the development of communication and conversation skills.
Credits: 3.0
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Students engage in educational research under the supervision of faculty mentors.
Credits: 3.0
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Students engage in educational research under the supervision of faculty mentors.
Credits: 3.0
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Prerequisite: Permission of instructor.
Current research in literacy education and related areas of literacy; critical evaluation of published reports; development of mature ideas for writing a proposal, conducting research, and completing a thesis in these areas.
Credits: 3.0
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How and where the education dollar is spent, as well as how it is raised. Definitions and measures of efficiency and productivity in primary, secondary, and postsecondary education; productivity trends in education, efficient allocation of school resources, school size and productivity, and efficiency implications of school-financing methods.
Credits: 3.0
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Managing change in educational institutions from three perspectives: technical, political, and cultural.
Credits: 3.0
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The development, implementation, and effects of federal and state education policies; examples of key policy issues as cases for the exploration of political, policy design, and implementation issues.
Credits: 3.0
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U.S. historiography and the influence social science has had upon historical research in general and historical research in education in particular.
Credits: 3.0
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Prerequisite: Practicum or permission of instructor.
Formulation of one or more research question(s); discussion of their theoretical perspectives; design of a pilot study; collection of data; and identification and implementation of a suitable framework for analysis.
Credits: 3.0
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Prerequisite: Permission of instructor.
Laboratory or fieldwork activity in which students work on a project, often in mathematics classrooms with individual children and/or small groups.
Credits: 3.0
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Prerequisites: 16:300:561 and permission of instructor.
Selected topics in the learning and teaching of mathematics.
Credits: 3.0
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Prerequisite: 16:300:511 or 16:960:532.
Systematic study of chi-square techniques for analyzing educational data. Distribution-free rank tests for independent and dependent samples, confidence intervals, and measures of association.
Credits: 3.0
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Prerequisite: Permission of instructor.
Survey of multivariate statistical procedures commonly encountered in educational research. Matrix algebra, multivariate analysis of variance, discriminant analysis, exploratory factor analysis, canonical correlations, and log-linear models.
Credits: 3.0
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Prerequisite: Permission of Instructor.
In-depth analysis of classical measurement theory, including variance decomposition into true and error components; development of the Spearman-Brown formula and Cronbach’s alpha; reliability and generalizability theory; test design and equating; and comparison of multiple-choice items and performance assessments. May include basic derivations for factor analysis and item response theory.
Credits: 3.0
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Prerequisite: Permission of instructor.
Introduction to structural equation modeling, including latent variables; confirmatory factor analysis; diagnosing model fit and testing alternative models; and multisample designs. Multi-level (or hierarchical) linear models as related to multisample designs (e.g., identifying hierarchical structures, random compared with fixed effects); variance components; and designs with repeated measurements.
Credits: 3.0
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Prerequisites: 16:300:511 or 16:960:532 and permission of instructor.
Introduction to item response theory (IRT), which encompasses a group of probabilistic measurement models widely used in standardized testing programs. Foundations and assumptions underlying IRT, comparison of various IRT models, application of IRT to practical testing situations, and implementation of IRT using the BILOG computer program.
Credits: 3.0
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The theoretical basis for a variety of learning and motivational strategies, assessment of strategies, problems related to learning from different sources of information, individual differences in strategy use.
Credits: 3.0
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Prerequisite: Permission of instructor.
Provides advanced doctoral students an opportunity for advanced study of a topic of personal interest within selected areas of psychology.
Credits: 3.0
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Graphing, descriptive measures of central tendency and variability, introduction to correlation and regression, probability theory, the normal curve, sampling, point estimation, interval estimation, and elementary hypothesis testing.
Credits: 3.0
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Prerequisite: 16:960:531 or permission of instructor. Principles and practices of experimental design; z-test, t-test, chi-square tests, F-test, and analysis of variance.
Credits: 3.0
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