E Psy 501 Behavioral Adaptation to School and Society (3)
Methods of studying behavior; modifiability of attitude, conflict, and emotion;
constructive measures for aiding pupils to adjust to complex situations.
E Psy 502 Educational Psychology (3)
This course focuses on the core principles and theories of learning and instruction
which have evolved through research in the fields of education and psychology.
Major topics include: current theories of learning and cognitive development,
academic motivation, social and emotional development, instruction in the content
areas, and assessment. Prerequisite: None. Not open to students with credit
in E Psy 200.
E Psy 521 Development in Childhood (3)
This course focuses on the young child (birth through age 11), especially the
development of cognition and social-emotional characteristics. Emphasis will
be placed on major developmental theories, methods of studying child development,
and the implications of child characteristics for instruction, assessment, and
the attainment of the NYS Learning Standards. Prerequisite: None .
E Psy 522 Adolescent Development (3)
This course focuses on development during middle childhood and adolescence (ages
10 through 18) with emphasis on the interaction of biological, psychological,
and school forces. Topics include individual and group differences, their implications
for teaching and advising students, general theories of adolescent development,
and a variety of issues facing adolescents.
E Psy 530 Statistical Methods: I (3)
Descriptive statistics including measures of central tendency and variability,
correlation and regression. Introduction to statistical inference, including
sampling distributions, significance tests, confidence intervals, and power
of tests of significance.
E Psy 531 Understanding and Teaching Scientific Inquiry and Basic Data Analysis
(3)
Introduction for teachers to methods for collection, summarization, analysis
and presentation of quantitative and qualitative data. Topics include the role
of bias, random selection, stratification, hypothesis testing, models and design
for scientific inquiry, and probabilistic models for inference. Includes methods
to teach these concepts in accordance with NYS Learning Standards. Prerequisite:
None.
E Psy 540 Assessment in Education (3)
Theory and practice of assessment for teachers and other professionals. Emphasis
on classroom assessment and evaluation
practices consistent with the NYS Learning Standards. Methods include performance
assessments, instructional rubrics,
student portfolios and exhibitions, and objectively-scored tests. Assessments
used for improving student performance and
teaching practice. Prerequisite: None.
E Psy 550 Educational Research Problems (3)
Principles and procedures of educational research; interpretation of educational
statistics; organization and presentation of research reports.
E Psy 606 Field Experience in Educational Research (2-4)
Supervised field experience in educational research. Open only to graduate students
in educational psychology and methodology.
E Psy 610 Advanced Educational Psychology: Learning and Instruction (3)
Theories of learning; educational practices in light of research on learning.
Prerequisite: E Psy 502 or E Psy 521 or ETAP 519. (Learning in the Academic
Disciplines) or equivalent.
E Psy 611 Advanced Topics in Learning (3)
Topics emphasized in this course will build upon those taught in E Psy 610,
allowing students to more intensely focus on selected learning theories. Specific
topics may include, but are not limited to, the development of self-regulation,
cognitive strategy instruction, cooperative learning, problem solving, learning
for transfer and guided participation. Prerequisite: EPSY 610 or equivalent.
E Psy 612 Motivation (3)
This course will examine theories and research on motivation as applied to school
learning and behavior. Emphasis will be placed on cognitively-based theories
of motivation. Prerequisite: E Psy502 or course in learning; and a course in
research methodology such as E Psy 530 or E Psy 531.
E Psy 614 Children's Learning (3)
This course exposes students to theoretical models and relevant research concerned
with the cognitive bases of learning. It is divided into four major units: the
concept of intelligence; perceptual development; memory and attentional processes;
and language. Information processing models of perception and cognition are
the foundation of the course and a developmental perspective is adopted.
E Psy 615 Application of Cognitive Theories to English Language Arts and
Social Studies (3)
The Elementary and Intermediate New York State Learning Standards in English
Language Arts and Social Studies will serve to focus reading and discussion
of research on how cognitive theories of learning can be applied in the pursuit
of educational goals for these domains. Prerequisites: E Psy 502 or E Psy 521
or ETAP 519 or equivalent.
E Psy 616 Application of Cognitive Theories to Math, Science, and Technology
(3)
The Elementary and Intermediate New York State Learning Standards in Math, Science,
and Technology will serve to focus reading and discussion of research on how
cognitive theories of learning can be applied in the pursuit of educational
goals for these domains. Prerequisites: E Psy 502 or E Psy 521 or equivalent.
E Psy 620 Advanced Adolescent Development (3)
This course will examine research and theory relating to intellectual, social,
physical, and emotional development during adolescent years. Contrasting theoretical
approaches and issues, as well as some applied concerns, will be addressed.
Students will be required to do a theoretical paper and a paper on an applied
topic. Prerequisite: Graduate course in child development or permission of instructor.
E Psy 623 Advanced Developmental Psychology (3)
Emphasis on human development research and theory for children in the school
years. Students will be expected: (1) to analyze critically selected developmental
research; (2) to compare research methods within developmental psychology; and
(3) to participate in ongoing developmental research.
E Psy 630 Statistical Methods: II (3)
Emphasis is on statistical inference. Topics include one- and two-way analysis
of variance, multiple comparison tests, correlation and regression techniques,
chi square, and nonparametric statistics. Prerequisite: EPsy 530 or equivalent.
E Psy 633 Nonparametric and Distribution-Free Statistics (3)
Designed to familiarize the student with nonparametric and distribution-free
statistics. Methods and techniques that have broad utility for social science
research (i.e., education, sociology, and psychology.) Application, particularly,
to binomial or related distributions. Prerequisite: E Psy 530 or its equivalent.
E Psy 640 Educational and Psychological Measurement (3)
Principles and concepts of measurement; validity and reliability of tests; norms;
standardized tests of aptitude and achievement; measures of interests and other
personality traits. Prerequisite: E Psy 530 or equivalent.
E Psy 642 Social Issues in Testing (3)
A study of social issues related to the use of tests for critical employment,
admissions, and competency decisions. Consideration is given to legal, ethical,
and psychometric aspects of such issues as test bias, open admissions, privacy,
and truth-in-testing. Research project is required.
E Psy 660 Psychological Factors in Educating Emotionally Disturbed and Minimally
Neurologically Impaired (3)
Nature of severe emotional disturbance, social maladjustment, and subtle neurological
dysfunctioning; effect of such problems on school behavior and learning; methods
of classroom management; use of other professionals.
E Psy 670 Mental Retardation: Nature and Consequence (3)
In-depth investigation of psychological and education sequel of mental retardation
as a developmental disability. Emphasis on etiology, theory, learning, and adaptive
characteristics and approaches of educational and sociological systems in providing
services to retarded individuals.
E Psy 680 Research Project in Educational Psychology (3)
Methods for designing and conducting quantitative and qualitative educational
and psychological studies, and for summarizing and interpreting newly collected
or already existing data. Students will complete an appropriate special project
in their area of expertise or interest. Prerequisite: E Psy 530, E Psy 531;
a measurement course; and IRB research certification.
E Psy 687 Institute in Education (2-9)
Special course, not part of the pattern of regular offerings, designed to meet
particular nonrecurring needs. Available for division use and subject to division
approval.
E Psy 697 Independent Study in Educational Psychology (2-6)
Student will complete a special project under faculty supervision. Prerequisite:
Consent of Instructor.
E Psy 699 Master's Thesis (2-6)
E Psy 700 History and Systems of Educational Psychology (3)
Primarily for educational psychology graduate students. Intellectual history
of ideas that have led to the present discipline; changing views of the process
of education, learning, memory, intelligence, and individual differences.
E Psy 713 Self Regulated Learning (3)
This course examines self-regulated learning and related concepts, including
metacognition and self-assessment. Course topics include theories of self-regulated
learning, measurement of SRL, applications to education, clinical psychology,
health, and other professional fields, and directions and challenges for future
research. Prerequisite: E Psy 610 or equivalent.
E Psy 715 Seminar in Learning (3-6)
Selected topics and issues in school and human learning. Prerequisite(s): Two
courses in learning and/or motivation and consent of division.
E Psy 716 Seminar in Social Psychology Applied to School Behavior (3)
Role of the school in socialization of the individual; relationship between
social cognition and academic achievement. Emphasis on interpretation of relevant
research and formation of testable hypotheses.
E Psy 720 Techniques in Studying Human Development (3)
Techniques of developmental analysis appropriate for school practice.
E Psy 721 Comparative Theories of Human Development (3)
Selected theories of child and adolescent development. Implications for education.
E Psy 725 Seminar in Human Development (3-6)
Examination of selected topics and issues in developmental psychology.
E Psy 731 Experimental Design (3)
Review of statistical inference, sampling distributions, and basic inferential
tests; multiple comparisons, higher order analysis of variance, analysis of
covariance, and randomization theory; logical and statistical principles of
experimental design. Prerequisite: Psy 630.
E Psy 733 Factor Analysis (3)
Matrix algebra and vector theory, multiple and canonical correlation. Emphasis
on contemporary methods for factor analysis and their antecedents. Prerequisite:
E Psy 630.
E Psy 734 Multivariate Analysis with Computer Applications (4)
Selected methods of multivariate analysis will be considered theoretically and
in relation to computer analysis. Topics include binary data matrix, multimode
factor analysis, and multiple regression techniques. Prerequisite: E Psy 733.
E Psy 735 Seminar in Selected Topics in Statistics (3-6)
Examination of selected topics and issues in statistics.
E Psy 740 Seminar in Topics of Measurement (3-6)
Topics such as decision making with tests, prediction, item analysis, social
desirability and response set, assessment of partial knowledge, the criterion
problem. Required of all students specializing in measurement and statistics.
E Psy 741 Theoretical Constructs (3)
Consideration of various psychological constructs which are measured in psychology
and education (e.g., intelligence, attitudes, personality traits or characteristics).
Emphasis on construct validity. Prerequisite: E Psy 640.
E Psy 742 Test Construction (3)
Planning tests, writing and editing test items; analysis and selection of items;
problems in scoring; try-out and standardization of tests estimating validity
and reliability. Prerequisite: E Psy 640.
E Psy 743 Laboratory in Test Construction (3)
Preparation and try-out of tests and contact with agencies where test construction
is done.
E Psy 744 Theories of Validity and Reliability (3)
A Historical and contemporary formulation of the concepts of validity and reliability.
Crucial examination of existing theories.
E Psy 750 Educational Research Design (3)
Development and design of behavior research. Topics include selection and development
of statements of problems; theory, constructs, and hypotheses; sampling, research
designs; types of research; observation and collection of data; analysis and
interpretation of data. Prerequisite: E Psy 530 or equivalent.
E Psy 751 Multivariate Methods for Applied Researchers and Evaluators
(3)
Selected topics dealing with the selection, interpretation, and communication
of findings that result from using multivariate methods in applied research
and evaluation. Emphasis on determining appropriate methods of analysis, documenting
and communication these needs, and interpreting the analyses in client/lay language.
Pre-requisite: E Psy 630 or equivalent; and E Psy 750 (either prior to or concurrently)
or equivalent.
E Psy 752 Program Evaluation and Policy Studies in Education and Human Services
(3)
Survey of program evaluation and policy study methods as used in education and
human service domains. Included selection of appropriate methodology, utilization
of information, and standards of practice. Emphasis on use by policy makers,
program administrators, and service providers.
E Psy 755 Selected Topics in Research Design (3-6)
Examination of Selected topics and issues in research design.
E Psy 756 Seminar in Research in Educational Psychology II (3-6)
Selected topics dealing with current research and theory in educational psychology.
E Psy 761 History and Issues in Special Education (3)
Examination of the historical and current literature on special education issues
centered in schools. Examples of topics to be discussed might include: assessment,
problems with overidentification, inclusion and its effectiveness, and teacher
preparation issues.
E Psy 762 History and Issues in Special Education: Society (3)
Examination of the historical and current literature on special education issues
centered in society. Examples of topics to be discussed might include: deinstitutionalization,
ethical issues, behavior change issues, and community living issues.
E Psy 763 Seminar on Students with Severe and Multiple Handicaps (3)
Examination of the education of students with severe and multiple handicaps
from a historical, theoretical and empirical perspective. Topics to be discussed
might include: theories about etiology; developmental, behavioral, and learning
characteristics, and content on assessment, educational programming, living
alternatives and other issues concerning individuals with severe and multiple
disabilities.
E Psy 764 Seminar on Early Childhood Special Education (3)
Examination of the provision of special education and related services to young
children with disabilities from a historical, theoretical and empirical perspective.
Topics to be discussed might include: identification, program models, and the
efficacy of early intervention for children at risk or with identified disabilities.
E Psy 765 Seminar on Learning Disabilities (3)
Examination of the concept of specific learning disabilities from a historical,
theoretical, and empirical perspective. Topics to be discussed might include:
theories about etiology, developmental and behavioral characteristics of children
with learning disabilities, and issues in the identification and treatment of
children with learning disabilities. Prerequisite: E Spe 666 or permission of
instructor.
E Psy 766 Seminar on Emotional & Behavioral Disorders (3)
Examination of emotional and behavioral disorders in children and youth from
historical, theoretical, and empirical perspectives. Topics to be discussed
might include: definitions, prevalence, theories of etiology and various approaches
to assessment and intervention of emotional and behavioral disorders in children
and youth. Prerequisite: E Psy 660 or permission of the instructor.
E Psy 780 Seminar in the Profession of Educational Psychology (3)
Designed for doctoral students who plan to be educational psychologists and
who have a professional assignment (e.g., teaching, supervision) in the University.
Topics may include preparation of professionals in education, professional ethics,
models of teaching and instruction; and evaluation. Prerequisite: Consent of
division.
E Psy 797 Research Apprenticeship (3-12)
Student and instructor will participate in a joint research endeavor. With scaffolding
provided by the instructor, the student will contribute to the majority of phases
of research: conceptualization, design, implementation, data gathering, report
writing, and presentation.
E Psy 887 Institute in Education (1-9)
A special course, not part of the pattern of regular offerings, designed to
meet non-recurring needs.
E Psy 890 Research and Independent Study in Educational Psychology (2-6)
Designed to meet the need of students in the advanced program. Prerequisite:
Consent of division.
E Psy 895 The Internship in Educational Psychology (4-8)
Participation in planned experiences which emphasize the student's professional
objective. Includes a seminar. (Registration for a minimum of 4 credits for
one session or 6 credits per year.)
E Psy 899 Doctoral Dissertation (1-12)
Required of all candidates completing the degree of Doctor of Philosophy.