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EDUCATION
Department of Educational
Foundations and Research |
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Professors: Gershman (Chair), Landry, LeMire, Weaver-Hightower and Williams
The Department of Educational Foundations and Research provides programs for educators and other professionals interested in educational foundations, educational evaluation, and/or educational research. The department is committed to the encouragement of interdisciplinary efforts and to increased understanding of our multicultural society.
The department cooperates with the Department of Teaching and Learning in offering an M.S. in Education—General Studies and doctoral work in teaching and learning with an emphasis in research methodologies. See the descriptions under Teaching and Learning forthe details related to these programs. Students are admitted to these programs following procedures established by the college.
Courses
500. Foundations of Educational Thought. 3 credits. A problem-centered class dialogue on those philosophical, social, political and historical concepts of educational thought that have shaped the development of the learning experience.
501. Psychological Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A study of the learning process with secondary emphasis on how the learning process is affected by individual differences, growth and development, and personality. A background in undergraduate Educational Psychology is assumed. Both theories of learning and theories of instruction are considered.
502. Issues and Trends in Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. Examination of contemporary issues of education and some of the political, social, and historical foundations which influence their development.
503. Historical Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. An historical examination of the concepts of the meaning, nature, process, and purposes of education as evolved in different historical periods and social contexts with emphasis on the learners, ideas and changing institution.
504. Philosophical Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A study of the representative schools of thought which have structured major philosophies of education.
505. Social Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. The study of schools and education in social contexts such as community, polity, equity, race, class, gender, and social reproduction.
506. Multicultural Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A review of the conceptual, historical and theoretical aspects of multicultural education. A major goal will be to provide educators with processes for incorporating multicultural education into educational environments; to meet the needs of culturally diverse students and to increase the cultural awareness and sensitivity of all students. North Dakota/Native American issues are primary elements of this course.
507. Gender and Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A critical feminist analysis of the history, philosophy, theory, curriculum, and practice of education. The roles of educators, students, society, biology, and policy are considered in the schooling of females and males.
508. Anthropological Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. Students will examine the convergence of anthropology and education through an analysis of education as cultural transmission and a review of enculturation and acculturation processes in traditional and modern societies.
509. Introduction to Educational Research. 3 credits. An introduction to the research methodologies used to study education. The course covers quantitative as well as qualitative types of research. The paradigms of both types of research will be contrasted and the application of the methodologies in actual research investigated.
510. Qualitative Research Methods. 3 credits. Qualitative research methods are naturalistic and contextual. The methodology derives from Anthropology and other social sciences, and seeks to understand human behavior from the actors’ perspective. Students are to learn the fundamental data collection methods: observation, participant-observation, and interviewing, as well as data analysis through coding and categorizing.
511. Curriculum and Program Evaluation. 3 credits. A study of the theoretical models of curriculum and program evaluation theory. Emphasis on the analysis of models for implementation and application in various educational and social programs.
512. Educational Tests and Measurements. 3 credits. Prerequisite: EFR 515 or consent of the instructor. Application and integration of measurement theory in a research framework; evaluation of cognitive and affective scales with emphasis on the statistical and psychometric properties of the scales.
513. Computer Applications in Educational Statistics. 3 credits. Prerequisites: EFR 515 (or concurrent) or consent of the instructor. A study of computer applications in educational statistics, usually involving relatively large data sets using SPSS and/or SAS.
515. Statistics I. 3 credits. An introduction to basic statistical methods, focusing primarily on descriptive statistics and inferential statistics up to and including two-way analysis of variance.
516. Statistics II. 3 credits. An in-depth study of inferential statistics with primary emphasis on analysis of variance models, multiple regression techniques, analysis of covariance and other higher-order statistical procedures.
517. Advanced Research Methodologies. 3 credits. Both qualitative and quantitative aspects of research are considered for a variety of topics, including ethics in research, use of data banks, Q-methodology, survey research, Bayesian concepts, critical theory, longitudinal research and research consultation. Comprehensive examinations in educational research are addressed. This is a capstone course in educational research. Previous or concurrent involvement in research is highly desirable. Available for doctoral level students only.
518. Multivariate Analysis. 3 credits. Multiple regression in generalized problem solving; discriminant analysis, factor analysis, multivariate analysis, canonical analysis, and multivariate analysis of covariance. Students are encouraged to analyze their own data including student-generated computer applications.
519. Research Seminar. 1 to 4 credits. Experimental Design—An in-depth treatment of analysis of variance designs including factoral designs, treatment by subjects designs, groups within treatment designs, latin squares, higher dimensional designs, mixed effect designs, analysis of covariance, and trend analysis. Emphasis is placed on underlying linear models. Other seminars are held on specific research topics, particularly research proposals. May be repeated.
520. Advanced Qualitative Research Methods. 3 credits. Prerequisite: EFR 510 or consent of instructor. Advanced Qualitative Research Methods will engage students in more in-depth and complex theoretical and practical issues associated with the methodology. Students will conduct mini-research studies and examine qualitative studies conducted by others. Knowledge about IRB requirements will also be addressed.
521. Seminar in Foundations of Education. 1 to 4 credits. Advanced consideration of selected topics in Foundations of Education. May be repeated for credit with change of topic.
584. Internship in Educational Research. 1 to 8 credits. Prerequisites: Appropriate coursework in educational research and consent of the adviser and department chair. Practical experience in the conduct of educational research, analyzing data, and writing reports. Available for doctoral level students only. May be repeated.
590. Special Topics in Education. 1 to 4 credits. Prerequisite: Consent of instructor or advisor. Exploration of special topics in the study of education not regularly included in available course offerings. May be repeated for different topics.
591. Readings in Education. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. Designed primarily for advanced graduate students. May be repeated for different topics.
592. Individual Research in Education. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. May be repeated.
997. Independent Study.
999. Dissertation. |
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