¶¡ÏãÔ°AV

• EDUC 863 (EDUC 810 or EDUC 864) 

and

• EDUC 867 (EDUC 866)

or  

• EDUC 975 (EDUC 863 and EDUC 864)
  

Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.

This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.

A doctoral-level survey of major scholars, theories and technological contributions shaping the field of educational technology and learning design. This offering focuses on understanding and differentiating several traditions of research development that have shaped and continue to shape the field.

A doctoral-level survey of major scholars, theories and technological contributions shaping the field of educational technology and learning design. This offering focuses on the interdependence of perspectives on knowing, learning, teaching and design, and the use of technology to support these processes. Prerequisite: ¶¡ÏãÔ°AV to ETLD program.

Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 866. Prerequisite: EDUC 866.

Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Students with credit for EDUC 865 may not take this course for further credit. Prerequisite: EDUC 863 and 864 or permission of instructor.

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following.

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-18 Doctoral Thesis.