Students study research methods, procedures, and designs. Preparation of research abstracts in education and related fields is included.

This course provides an overview of the research methods and philosophy of practioner self-study.

The development and application of classroom assessment instruments and the use of standardized measurement instruments in educational settings are emphasized.

This course interrogates popular culture as a qualitative text. Qualitative research methods such as semiotics, textual analysis, and content analysis will be utilized to explore how identities like race, class, gender, and sexuality are represented and constructed in popular culture forms. Many forms of popular culture will be investigated with the intent to analyze, critique, and understand. Forms to be considered include television, film, music, digital media, as well as aspects of material culture such as dress, games, and toys. In addition to learning how to analyze popular culture through media textual analysis, the course will also examine the history of popular culture, its power, and complexities as well as how it is used as a tool of revealing, producing and reproducing ideology and political struggle.

This is the introductory course in a sequence of three courses (including the core requirement EPRS 8500 and the elective courses EPRS 8510 and EPRS 8520) designed to provide theoretical and practical understandings of qualitative/interpretive research. This course provides students with an overview of the broad field of qualitative methodology, as well as an introduction to historical, philosophical, and policy research methodologies. Students will study theoretical underpinnings of qualitative research and research design. In addition, students will learn how to evaluate qualitative studies and write literature reviews.

This is the second course in a sequence of three courses (including the core requirement EPRS 8500 and the elective courses EPRS 8510 and EPRS 8520) designed to provide theoretical and practical understandings of qualitative research. This course provides students with an understanding of and practical experience in qualitative research methods.

This is the third course in a sequence of three courses (including the core requirement EPRS 8500 and the elective courses EPRS 8510 and EPRS 8520) designed to provide theoretical and practical understandings of qualitative research. This course provides students the chance to expand fieldwork skills and increase their theoretical understanding of qualitative methods and methodology.

This is the introductory course in a sequence of three courses (including the core requirement EPRS 8530 and the elective courses EPRS 8540 and EPRS 8550) designed to provide theoretical and applied understandings of quantitative research. Fundamentals of research and hypothesis testing are taught and then built upon for instruction in experimental, quasi-experimental, and correlational designs along with the requisite statistical tools for analyzing data from these designs. In addition, skills are developed in the use of SPSS, reviewing research articles, and writing research papers.

This is the second course in a sequence of three courses (including the core requirement EPRS 8530 and the elective courses EPRS 8540 and EPRS 8550) designed to provide theoretical and applied understandings of quantitative research. In this course, fundamentals of experimental design and quasi-experimental design are built upon for instruction in research designs of more than two populations, designs with more than one independent variable, repeated-measures designs, and the ANOVA techniques appropriate for these designs. Fundamentals of hypotheses testing are extended with the introduction of sampling distributions and power analysis, and this course introduces designs for multiple predictor variables of a single criterion variable. Skills at using SPSS, reviewing research articles, and writing research reports are further developed.

This is the third course in a sequence of three courses (including the core requirement EPRS 8530 and the elective courses EPRS 8540 and EPRS 8550) designed to provide theoretical and applied understandings of quantitative research. In this course, fundamentals of correlational designs are extended for instruction in designs incorporating one or more independent variables to predict or to explain one dependent variable, including simple linear regression, multiple regression, and logistic regression. This course also provides continued development of skills in the use of SPSS and in writing and reviewing research reports.

This course introduces programming in the context of educational research. Students will learn the logic of programming along with the tools and best practices for cleaning, manipulating, and graphically displaying data for analysis. The programming language will be noted in the course listing for each semester.

Students study the formative and summative evaluations of primarily educational products, processes, programs, and systems. Models, philosophies, and methods as well as current controversies and applications, are examined.

This course is an introduction to qualitative design, analysis, and reporting of the particularity and complexity of case study and the relation of case study to educational evaluation.

This course provides an introduction to Bayesian statistics including Bayes theorem, beta priors and binomial data, normal priors and data, and empirical Bayes.

This course is intended for advanced graduate students involved in ongoing research or program evaluation under the direction of a faculty sponsor. Students are expected to have the necessary prerequisite skills for the proposed research or program evaluation. Students gain experience in research design, choice of appropriate analyses, and interpretation of results. This course does not satisfy the research core experience for Ph.D. programs in the College of Education. (Repeatable, not to exceed six hours).

This course provides students with an understanding of how to utilize visual research methods and complete textual analyses of various forms of texts.

Students examine the methods of program evaluation and research which are directed towards issues in management, planning, and analysis in an institutional context.

Students study the principles of questionnaire design, sampling, and survey research focusing on their importance in connection with educational research.

Students study how to summarize research literature using quantitative methods. The course includes critiquing meta-analysis research as well as implications of meta-analysis for practice in education and psychology.

This is the first course in a two-course sequence (EPRS 8850 and EPRS 8860) exploring mixed methods research. Introduction to Mixed Methods research (EPRS 8850) introduces students to a methodology that combines qualitative and quantitative approaches. Students will explore conceptualization, design, data collection and analysis within a mixed methods framework. The study of this methodology will be contextualized within the broad field of educational research.

This is the second course in a two-course sequence (EPRS 8850 and EPRS 8860) exploring mixed methods research. Advanced Mixed Methods research (EPRS 8860) introduces students to a methodology that combines qualitative and quantitative approaches. Students will explore conceptualization, design, data collection and analysis within a mixed methods framework. The study of this methodology will be contextualized within the broad field of educational research.

This course is an introduction to measurement theory in education, emphasizing the application of measurement theory to test development and to educational research.

The purpose of this course is to provide an introduction to the function of poststructuralism in the research process. In this course, students will begin to grapple with several different poststructural theories, play with constructing a research design grounded in these theories, and deconstruct the inquiry process. Students will work with theories of Butler, Deleuze and Guattari, Derrida, Foucault, and Lyotard. (Same as ECE 9120).

This course is an introduction to 1-, 2-, and 3-parameter item response theory models and their applications to educational measurement and educational research.

Extends EPRS 9350 to differential item function analysis, multidimensional models, and other advanced applications of item response theory.

This course focuses on the study of language within social contexts, particularly as applied to teaching and learning within educational settings. Students will have opportunities to read and explore the theories and analytic techniques of a number of researchers, as well as do their own analyses of discourse-based data. (Same as ECE 9380).

This course provides students with a further understanding of how qualitative researchers move from idea to published text.

Students examine a greater depth of topics taught in Quantitative Methods and Analysis in Education I-III, including additional ANOVA and regression designs. In addition, designs incorporating classification techniques are covered, and students are introduced to factor analysis.

This course introduces research designs and associated statistical analyses for investigating the predictive or explanatory relations among latent variables and observed variables. SPSS is used early in the course, but LISREL is used for most of the statistical analyses in the course.

This is the first course in a sequence of two courses (including EPRS 9571) designed to provide theoretical and applied understandings of hierarchical linear modeling. Foundational knowledge of HLM is taught by extending knowledge of regression analyses to designs involving a nested data structure. Other basic concepts in HLM are also taught, including intraclass correlation and crosslevel interaction. The course also includes instruction in programming for and interpretation of the output for computer software for conducting HLM.

This is the second course in a sequence of two courses (including EPRS 9570) designed to provide theoretical and applied understandings of hierarchical linear modeling. The foundational knowledge of HLM and the basic designs involving multilevel data are built upon for instruction in advanced applications of HLM in educational research, including cross-classified modeling, growth curve analysis, and meta-analysis. Additional instruction is provided in programming HLM software, interpreting the output from the software, and writing research reports of HLM designs and analyses. The course culminates in a research project that students may want to develop into a dissertation or other potentially publishable work.

Advanced topics in SAS are taught, including programming simulation studies and the use of IML.

Students study the identification, planning, and implementation of research projects in education.

This course is designed for students to research and discuss special topics in qualitative research and analyze issues facing qualitative researchers. (Repeatable- may be taken as many as three times).