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This course involves an examination of theoretical, empirical and practical literature on social and emotional development in young children and its application to education and school settings.

An introduction to major paradigms of inquiry in educational psychology including their inherent assumptions, central concepts and dominant procedures. The practices of ethical scholarship and presentation and dissemination of knowledge in educational psychology are additional foci.

Reviews theories of language and reading development for children with and without learning disabilities and the neurobiological evidence in support of these theories.

Reviews policies and procedures intended to support learning of children with high-incidence disabilities in general education classrooms. Prerequisite: EDUC 826 or consent of the instructor.

Selective issues important and current in the learning disabilities field are examined in depth. The objective is to enable students to master a significant body of knowledge in the learning disabilities field, and to identify areas of interest for their eventual thesis research. Prerequisite: EDUC 422.

Sociocultural criticisms of traditional views of psychological development and learning are examined, and alternatives advanced by an array of sociocultural theories and research pertaining to individual and collective development are explored with particular attention to their relevance for educational contexts, practices, and aims.

An advanced survey of core topics in educational psychology. Prerequisite: An undergraduate course in educational psychology or a cognate field of psychology.

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.

Examines issues in research designed to enhance learners' cognitive processes. This research is subsumed under the broad term 'cognitive interventions,' which in turn, refers to research purported to increase learners' success in learning. The issues examined include the historical context, problems and prospects of cognitive interventions.

A survey of major 20th century systems and paradigms that underlie research and theories in instructional psychology; addresses learning, cognition, motivation, methods of inquiry, and other cornerstones of the field.

The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms.