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Department of Educational Psychology
K. A. Anhalt, M. J. Ash, L. T. Benjamin, Jr., M. R. Benz (Head)*, D. F. Brossart, K. Callicott, G. S. Cannella, L. G. Castillo, L. D. Cifuentes, C. W. Conoley, J. C. Conoley, D. Davenport, M. Duffy, J. C. Edwards, C. J. Fournier, G. Garcia, Jr., E. T. Goetz, J. E. Gonzalez, R. J. Hall, J. N. Hughes, J. T. Kapes, S.L.Knight, R. Lara-Alecio, D. M. Lawson, P. S. Lynch, J.F.McNamara, K. L. Murphy, W. R. Nash, S. H. Ochoa, D. J. Palmer, R. I. Parker, L. H.Parrish, S. J. Pedersen, W. A. Rae, C. R. Reynolds, C. A. Riccio, M. C. Sadoski, D. C. Simmons, L. M. Stough, B.Thompson, V. L. Willson, R. D. Zellner
* Graduate Advisor
The Department of Educational Psychology offers study for the PhD degree in educational psychology, counseling psychology and school psychology. Both the counseling and school psychology programs are accredited by the American Psychological Association. Students seeking the PhD in educational psychology may emphasize one of six areas of study: learning, development and instruction; intelligence, creativity and giftedness; educational technology; research, measurement and statistics; special education; or bilingual education (Hispanic emphasis). While each of the areas can prepare students for employment as university teachers and researchers, non-academic careers can also be pursued in areas appropriate to the study programs. For example, the counseling psychology program is designed to prepare students as counseling psychologists in college and university counseling centers or other social service settings. The school psychology program prepares school psychologists to practice in schools and other health care settings. The special education program prepares students for professional leadership positions at universities and in field settings within strands: teacher preparation, field leadership and special education research.
A MEd degree is available in Education Technology and Educational Psychology. Students seeking the MEd in educational psychology may emphasize one of the following areas: gifted and talented education; school counseling; research, measurement and statistics; special education or bilingual education (Hispanic emphasis). Within special education, NCATE/CEC accredited distinct programs are offered: a) bilingual special education; b) non-categorical special education; c) low incidence disabilities; and d) transitional services. The school counseling emphasis prepares students for certification by the Texas Education Agency as school counselors, as well as career counselors for community colleges and other settings. Students seeking the MS in educational psychology may emphasize one of the following areas: learning, development and instruction; gifted and talented; research, measurement and statistics; or preparation as a Licensed Specialist in School Psychology (LSSP). The gifted and talented MEd and MS emphases also prepare students for an endorsement on their teacher certification.
In conjunction with its training in all areas of study, the department operates the Counseling and Assessment Clinic as a vehicle for student preparation and as a service to the University, as well as to the public and its schools. The clinic provides a modern laboratory for practicum experiences in counseling, educational and psychological assessment, and research.
Preparation as a professional in the areas of emphasis offered in the department requires attention to personal characteristics of the individual and his or her socialization into the profession, as well as to successful completion of academic course work. In particular, students should exhibit an orientation toward fostering human development and possess characteristics conducive to helping relationships. Accordingly, the department requires that students desiring to pursue certification or degree programs satisfy the demands of the screening committee for the area of emphasis desired. These faculty committees require students to submit personal references, complete selected tests, and be interviewed by appropriate faculty members. Formal admission to a degree program, an area of emphasis or a certification program is contingent upon the appropriate screening committee's decision concerning the individual's total fitness and promise as a professional person in the area of emphasis for which application is made. Students in all areas of study will periodically have their total progress in professional development reviewed by a committee of the faculty offering that area of study to determine whether or not they shall be permitted to continue. All PhD students in the counseling and school psychology programs are expected to undertake a series of supervised professional training experiences in addition to formal course work.
Field experiences in appropriate schools, colleges or social agencies are required in all degree programs. One complete year of full-time, professional internship is required of all doctoral students in the counseling and school psychology programs.
The deadline for Fall admissions to the educational psychology, counseling psychology and school psychology PhD programs is December 15. The deadline for admission to the hispanic bilingual and special education PhD programs is February 15. Applicants to these two programs who wish to be considered for fellowships must apply by December 15. Contact the department for deadlines for Masters programs. Prospective students should contact the department's academic advisor to request a copy of the pertinent program information and departmental application forms, as well as information on other programs' deadlines.
Because of the professional training involved, enrollment in a number of courses is limited to students majoring in the department. Some courses are limited to students admitted to specific areas of study. Approval by the department head is required for enrollment in courses.
Educational Psychology
(EPSY)
602. Educational Psychology. (3-0). Credit 3.
Cognitive analysis of academic skills and tests; current cognitive views of learning, memory, problem solving and development of skill and expertise; effects of aptitude, motivation and task environment on academic performance. Implications for assessment and instruction. Prerequisite: Approval of department head.
604. Career Assessment and Placement Services. (3-0). Credit 3.
Theory and techniques of selecting and using career assessment instruments in the career development process; planning and operating placement programs for education and employment. Prerequisite: Approval of department head.
610. Hispanic Bilingual Assessment and Monitoring Students. (3-0). Credit 3.
Assessing language ability; language assessment; evaluating and scoring different types of assessments. Prerequisites: Graduate classification and approval of department head.
611. Dual Language Program Methodologies. (3-0). Credit 3.
Use of theory and effective teaching practice in promoting students' development of strong social and academic skills; relationship of culture to language. Prerequisites: Graduate classification and approval of department head.
612. Content Area Instruction for Hispanic Bilingual Programs. (3-0). Credit 3.
Theories and approaches for integrating English as second language; learning strategies on how plan, procedures and units engage language teachers, students and learning environments. Prerequisites: Graduate classification and approval of department head.
613. Spanish/English Biliteracy. (3-0). Credit 3.
Socio-linguistic characteristics of second language learners acquiring literacy skills; reading and literature instruction for second language learners; reading and writing process across the curriculum for Hispanic second language learners. Prerequisites: Graduate classification and approval of department head.
616. Spanish for Bilingual and Dual Language Programs. (3-0). Credit 3.
Understanding of dual language programs, literacy instruction through Spanish, socio-linguistic perspectives on literacy competence and effective instructional practices. Prerequisite: Graduate classification and approval of department head.
619. Nature and Needs of the Gifted and Talented. (3-0). Credit 3.
Psychological characteristics of the gifted and talented; introduction to identification techniques, educational programs, instructional approaches and special problems. Prerequisite: Approval of department head.
621. Clinical Neuropsychology. (2-2). Credit 3.
Surveys brain-behavior relationships with an emphasis on understanding the brain as an interdependent, systemic network. Students learn to administer and score the Halstead-Reitan Neuropsychological Test Battery. Prerequisite: Approval of instructor and department head.
622. Measurement and Evaluation in Education. (3-0). Credit 3.
Principles of psychological testing applied to education; uses and critical evaluation of achievement and aptitude, interest, and personality tests and performance in educational settings. Prerequisite: Approval of department head.
623. Social and Emotional Development of the Gifted and Talented. (3-0). Credit 3.
Theoretical models and patterns of social and emotional development among the gifted and talented through adolescence; implications and strategies for educators. Prerequisite: Approval of department head.
624. Creative Thinking. (3-0). Credit 3.
Development of personal creativity across fields of endeavor; analysis of creative potential, including psychometric assessment; experience of methods for stimulating creative processing and productivity. Prerequisite: Approval of department head.
625. Advanced Behavioral Measurement. (3-0). Credit 3.
Psychometric theory, planning, construction, analysis, and evaluation of written and performance tests; item analysis, norms, reliability, and validity studies; factor analysis of tests. Prerequisites: EPSY 640; approval of department head.
627. Structured Personality Assessment in Counseling. (3-0). Credit 3.
Personality evaluation using structured assessment instruments; variety of self-report personality inventories; the Minnesota Multiphasic Personality Inventory. Prerequisites: EPSY 622; approval of department head.
628. The Rorschach Technique with Children and Adolescents. (3-0). Credit 3.
Analysis of the Rorschach Technique; basic issues in projective assessment, scoring, interpreting and analyzing the Rorschach, with an emphasis on its clinical use with children and adolescents. Prerequisite: Approval of instructor and department head.
629. Educational Planning for the Gifted and Talented. (3-0). Credit 3.
Theoretical issues confronting educators involved in program development for gifted and talented children and adolescents; analysis of educational perspectives and instructional implications. Prerequisites: Graduate classification and approval of department head.
630. Single-Case Research. (3-0). Credit 3.
Provides skills to conduct research with N=1 designs in the area of special education, school counseling and school psychology; provides the procedures and applications to scenarios in classroom and clinic settings; students are required to collect and analyze data in three mini studies. Prerequisite: Approval of instructor and department head.
631. Program Evaluation in School and Clinic. (3-0). Credit 3.
Learning of key evaluation skills: establishing focus with client, posing evaluation questions, data collection techniques, designing for internal validity, data aggregation; scenario practice. Prerequisite: Approval of instructor and department head.
636. Techniques of Research. (3-0). Credit 3.
Fundamental concepts and tools of research applied to psychological and educational problems; rationale of research, analysis of problems, library skills, sampling, appraisal instruments, statistical description and inference, writing the research report and representative research designs. Prerequisite: Approval of department head.
640. Experimental Design in Education I. (3-0). Credit 3.
Preparation in experimental research design in educational studies; application of statistical methods in these designs. Prerequisites: EPSY 636 or equivalent; approval of department head.
641. Experimental Design in Education II. (3-0). Credit 3.
Preparation in research design in educational studies; application of statistical methods in these designs. Prerequisites: EPSY 640; approval of instructor and department head.
642. Meta-Analysis of Behavioral Research. (3-0). Credit 3.
Principles and use of quantitative techniques for research integration in education and other behavioral disciplines; computer-based and branching literature searches, coding protocols, theory of effect size estimation, analysis and reporting. Prerequisites: EPSY 435 or STAT 651; EPSY 636 or equivalent; approval of department head.
643. Applied Multivariate Methods. (3-0). Credit 3.
This seminar presents various techniques for applied multivariate modeling of phenomena in educational psychology. Prerequisites: EPSY 640 and 641 or approval of instructor; approval of department head.
645. Creative Genius. (3-0). Credit 3.
Analysis of patterns of development among highly creative individuals; required dramatic presentation on the life and accomplishments of a selected individual through the use of the soliloquy stage technique. Prerequisite: Graduate classification and approval of department head.
646. Issues in Child and Adolescent Development. (3-0). Credit 3.
Theoretical orientations, issues, research strategies and empirical findings of developmental psychology relevant to education. Prerequisites: PSYC 634 or equivalent; approval of department head.
647. Adult Development and Aging. (3-0). Credit 3.
Issues and models of studying adult development and aging; research and theory of adult development; and the effect our aging population has on society. Prerequisite: Graduate classification and approval of department head.
648. Intelligence and Creativity. (3-0). Credit 3.
Considers theory, research, methodologies and issues related to the definition, identification and assessment of intelligence, and assessment of intelligence and creativity; addresses theories of intelligence and creativity; methodologies and issues related to assessment of both; relationship between them; and frameworks for fostering creativity; considers implications/applications of theory and research on effective teaching practices for creativity. Prerequisite: Graduate classification and approval of department head.
659. Practicum in Educating the Gifted and Talented. (1-6). Credit 3.
Theory and strategies for instruction and guidance of the gifted and talented through a supervised experience in a laboratory setting with gifted and talented children and/or adolescents. May be taken three times for credit. Prerequisite: Approval of instructor and approval of department head.
673. Learning Theories. (3-0). Credit 3.
Comprehensive study of classical and current learning theories; their significance to modern education. Prerequisite: Approval of department head.
678. Language, Learning and Instruction. (3-0). Credit 3.
Considers theoretical orientations toward learning and thought, and the implications of those orientations to the role of languages and learning and its implications for instruction; information processing, social cognition, situated cognition and emerging theories will be discussed. Prerequisite: Graduate classification and approval of department head.
679. Research on Teacher Effectiveness. (3-0). Credit 3.
Considers theory, research and methodologies related to the definition and identification of effective teaching practices; practice, implications and applications of theory and research in educational psychology on effective teaching practices. Prerequisite: Graduate classification and approval of department head.
682. Seminar in... (1-0). Credit 1.
Knowledge, skills and attitudes in special education, counseling, psychological foundations of education and school psychology. Specific topics are announced for each seminar offered. May be taken more than once but not to exceed 6 hours of credit. Prerequisite: Approval of department head.
683. Field Practicum in... Credit 1 to 15.
Supervised experience in professional employment settings in educational psychology. Wide range of practical experiences and activities as listed below that are closely supervised by departmental faculty. Repeatable to 15 hours total. Prerequisite: Approval of instructor and department head.
684. Professional Internship. Credit 1 to 4 each semester.
Limited to advanced doctoral students; University-directed experience in a professional employment setting; full-time participation and responsibility in experiences related to career specializations in counseling or school psychology. Repeatable to 9 hours total. Prerequisites: Approval of department head six weeks prior to registration; approval of department head.
685. Directed Studies. Credit 1 to 4 each semester.
Directed individual study of selected problems. Prerequisite: Approval of department head.
688. Research Proposal Development. (3-2). Credit 4.
This seminar models the processes of developing and defending research proposals. Prerequisites: EPSY 640 and 641 or approval of instructor; approval of department head. Cross-listed with CPSY 688.
689. Special Topics in... Credit 1 to 4.
Selected topics in an identified area of educational psychology. May be repeated for credit. Prerequisite: Approval of department head.
690. Theory of Educational Psychology Research. (3-0). Credit 3.
Theory and design of research problems and experiments in various subfields of educational psychology; communication of research proposals and results; evaluation of current research of faculty and students and review of current literature. May be repeated for credit. Prerequisite: Approval of instructor and department head.
691. Research. Credit 1 or more each semester.
Research for thesis or dissertation. Prerequisite: Approval of department head.
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