Educational Psychology Courses
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.
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 524 Lifespan Human Development (3)
Research and theory related to typical intellectual, social, and emotional development over the lifespan, including the adult years.
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 Content Area Instruction (3)
The Common Core and NYS Learning Standards will serve to focus reading and discussion of research on how cognitive theories of learning and development can be applied in the pursuit of educational goals for the content in the learning standard domains across the K-12 grade span.
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 645 Item Response Theory (3)
In this course students will be introduced to the theory and practical applications of item response theory. Students will be able to understand, interpret, and apply both dichotomous and polytomous IRT models. The course will address critical issues such as estimation, model fit, and differential item functioning. Instrument design and computerized adaptive testing within the context of IRT will be covered. Examples from both education and psychology will be used throughout the course. Prerequisite: E Psy 640 or equivalent.
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 699C Master's Thesis Continuation (1)
Load Graded. Appropriate for master's students engaged in research and writing of the master's thesis beyond the level applicable to their degree program.
E Psy 700 History and Systems of Psychology (3)
Primarily for doctoral students in psychology. Intellectual history of ideas that have led to the present discipline; topics may include changing views of the process of learning, intelligence, personality 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 726 Gene-Environment Interplay (3)
This course focuses on gene-environment interplay, or how genes, environments, and their combination influence human development and behaviors. Students will gain a basic understanding of genetically informed research designs with a concentration on molecular genetics in human developmental research. Topics will include a history of gene-by-environment interaction (GxE) research in psychology, current thoughts and opinions in this area of research, and the future direction of the field including applications of knowledge. Prerequisites: Permission of instructor.
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: E Psy 630.
E Psy 732 Single-Case Design and Analysis (3)
This course is designed to help students gain a working understanding of methods used to design, analyze and meta-analyze single-case research data (i.e, small-n, interrupted time series, intrasubject, N=1, single-subjects), the assumptions underlying these methods, and the limitations of these methods. We will consider visual analyses, structured visual analyses, randomization tests, non-overlap statistics, regression based methods and corresponding effect size indices, and hierarchical linear modeling. For each of these methods, students will learn to: (1) Read, paraphrase, and evaluate the analyses of others, (2) Plan meaningful analyses for specific single-case studies, (3) Articulate rationales for the planned analyses, (4) Conduct the analyses, using statistical software when appropriate (5) Communicate the results of the analysis. Prerequisite: E 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 and 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 and 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, including Positive Behavior Interventions and Supports (PBIS) and Functional Behavioral Assessments (FBA).
E Psy 767 Seminar on Giftedness, Talent, and Creativity (3)
This course is intended to expose doctoral students to current theories and research on topics of giftedness, talent, and creativity with respect to their psychological underpinnings and educational implications. Although the history of research along this line will be covered, the focus is on most current theoretical thinking and empirical research. A seminar format will be used for this course, and significant amounts of reading, class discussion, and writing are anticipated. Through critical reading of the literature, students are expected to develop a solid understanding of critical issues in this area and the ability to formulate ideas that are meaningful and researchable.
E Psy 768 Research in Autism Spectrum Disorders (3)
In this course students will examine the practices that have been demonstrated by research to be evidence-based for individuals with autism spectrum disorders (ASD) in a variety of domains. Topics to be covered include potential causes and cognitive theories of ASD, assessment practices, communication and language development, behavior, social/emotional development, sensory development, academic skills, and technology. In addition, students will examine research designs often utilized in studies with individuals with ASD, including single-case, correlational, and qualitative designs.
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 784 ( E Spy 784) School Crisis Preparedness and Intervention (3)
Overview of school crisis prevention, preparedness, response, and recovery, with a focus on crisis plans, multidisciplinary crisis teams, and rationale and procedures for psychological triage and indirect and direct interventions to increase adaptive coping. Prerequisite: Consent of instructor.
E Psy 786 (E Spy 786) Instructional Consultation and Intervention (3)
Overview of instructional consultation theory, research, and practice in the use of data-based decision making for the selection, design, implementation, and evaluation of empirically-based comprehensive instructional consultation and academic interventions. Prerequisite: Consent of instructor.
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)
Required of all candidates completing the degree of Doctor of Philosophy. Registration for this course is limited to doctoral students who have been admitted to candidacy.