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Education Courses

ED 101 Orientation to the Teaching Profession (1 cr)

ED 510 Schools in Context (3 cr)

ED 531 NBPTS Certification I (3 cr)

ED 532 NBPTS Certification II (3 cr)

ED 571 Introduction to Quantitative Research (3 cr)

ED WS572 Educational Statistics (3 cr) WSU EDPsy 508

ED 573 Action Research (3 cr)

ED 574 Introduction to Qualitative Research (3 cr)

ED 584 Intermediate Quantitative Analysis in Education (3 cr)

ED 586 Advanced Planning and Design of Educational Research (3 cr)

ED 587 Advanced Quantitative Analysis in Education (3 cr)

ED 589 Designing and Conducting Qualitative Research (3 cr)

ED 590 Qualitative Research: Writing, Critiquing, Practice, and Application (3 cr)

ED 595 Survey Design for Social Science Research (3 cr)

ED 611 Doctoral Seminar I (1 cr)

ED 612 Doctoral Seminar II (1 cr)

ED 613 Doctoral Seminar III (1 cr)

ED 680 Philosophical Foundations of Educational Research (3 cr)

Cori Mantle-Bromley, Dean, College of Education (301 Educ. Bldg. 83844-3080; phone 208/885-6772).

Related Fields: See Educational Administration, Special Education, and Teacher Education.

ED 101 Orientation to the Teaching Profession (1 cr)

A dual credit course open to high school students. Provides prospective teachers with experiences in the K-12 educational environment and an examination of current trends, school-based practices, and professional responsibilities of school personnel. Fulfills the 100 hr. College of Education public service requirement.

ED 510 Schools in Context (3 cr)

Introduction to an inquiry based model to examine student learning and diversity in the context of the school setting. Course examines the purpose and function of schools in a K-12 setting through the development of a teaching portfolio. Course designed for post baccalaureate students seeking teaching certification. Practicum element required.

ED 531 NBPTS Certification I (3 cr)

An overview of the National Board for Professional Teaching Standards (NBPTS) certification process and a framework for completion of requirements for National Board certification; gaining an understanding of the purpose of NBPTS certification by reviewing the history of the NBPTS certification process; students examine NBPTS standards and portfolio guidelines for their area of certification and receive guidance and consultation in gathering, organizing, and writing documentation required for the NBPTS portfolio.

ED 532 NBPTS Certification II (3 cr)

Continuation of ED 531. Students will complete the requirements for National Board certification, submit a complete portfolio, and prepare to take the assessment center exercises.

Prereq: ED 531

ED 571 Introduction to Quantitative Research (3 cr)

Overview of research techniques, emphasizing experimental, quasi-experimental, descriptive, analytical, single subject designs. Special emphasis on interpreting and critically evaluating research articles; planning, analyzing, and writing quantitative research studies.

Prereq: Graduate standing

ED WS572 Educational Statistics (3 cr) WSU EDPsy 508

ED 573 Action Research (3 cr)

Introduction to action research as a form of systematic applied inquiry conducted by professionals to gain insight, develop reflective perspective, effect change, enhance environment, and improve practice, pedagogy, learner/participant outcomes, policies/procedures. Goals of course include: understanding the theoretical foundations of practical and critical action research, self-study, and teacher research; examining the impact of action research on professional knowledge/actions/environment; exploring processes for identifying area of focus, generating data, analyzing and interpreting data, and developing an action plan for change.

ED 574 Introduction to Qualitative Research (3 cr)

Introduction to historical background and theoretical foundations of qualitative research. Addresses issues of design, methods, analysis, political, and ethical issues as they relate to practice. Goals of course include: developing introductory understanding of designing a qualitative study; exploring framework and methods within qualitative research; appreciation of complexities within approach; and developing beginning skills through conducting a qualitative inquiry project.

Prereq: Permission

ED 584 Intermediate Quantitative Analysis in Education (3 cr)

An in-depth analysis of quantitative research methods in social and behavioral sciences. The overall goal of the course is to prepare students to apply quantitative research methodology in education. Topics include understanding applied experimental, quasi-experimental and behavioral designs, survey design, measurement and instrumentation, sampling, item analysis, reliability analysis, and validity assessment.

Prereq: Introductory statistics coursework or Permission

ED 586 Advanced Planning and Design of Educational Research (3 cr)

Planning, analyzing, writing, and evaluating research studies appropriate for the dissertation; formulation of conceptual framework relative to analytical process; research designs and control of variables, and interpretation of data; preparation of research presentations and writing for publication.

Prereq: ED 572, and ED 571 or ED 574, or Permission

ED 587 Advanced Quantitative Analysis in Education (3 cr)

Advanced analysis of quantitative research methods in education and social sciences. The goal of the course is to expose students to multivariate statistics and quantitative research approaches. Topics include multiple correlation/regression, discriminate analysis, exploratory and confirmatory factor analysis, multivariate analysis of variance (MANOVA), multivariate analysis of covariance (MANCOVA), canonical correlation analysis, cluster analysis, log linear model, path analysis and structural equation modeling.

Prereq: ED 584 or Permission

ED 589 Designing and Conducting Qualitative Research (3 cr)

Addresses philosophical foundations underlying qualitative research and extends understanding of design, methods of data generation, and analysis. Goals of course include understanding: relationship of design to methodologies; contextual considerations; role of Critique of Literature in developing theoretical framework; approaches to analysis; issues of trustworthiness and credibility; Researcher as Instrument; and ethical issues. Forms of reporting/writing/ representing data are introduced through reporting on newly collected or existing data.

Prereq: ED 574 or Permission

ED 590 Qualitative Research: Writing, Critiquing, Practice, and Application (3 cr)

Advanced course to develop in-depth understanding of qualitative methodologies and relationship to methods, analysis, reporting, and theoretical framework. Examines diverse perspectives, current issues in research, standards of quality, and ethical issues. Focuses on writing, interpreting qualitative data, and theory building. Goals of course include: understanding various formats for writing/reporting data; presenting and publishing qualitative research; formats for critiquing; understanding the responsibility/ commitment of researcher and research to participants/community; and use of findings from educational/social/political perspectives.

Prereq: ED 589 or Permission

ED 595 Survey Design for Social Science Research (3 cr)

This course focuses on the design and development of the survey instrument. Topics include how to word questions, validation, development of appropriate scales, traditional and alternative modes of survey administration; impacts of non-response; the effect of question structure, wording and context of instrument items; and post-survey follow-up and data processing. Recommended Preparation: Foundations of research course at graduate level.

ED 611 Doctoral Seminar I (1 cr)

This seminar is intended to help facilitate a community among doctoral students and build an understanding of the processes and strategies necessary for success in the doctoral program. (Fall only)

Prereq: Enrollment to a doctoral program

ED 612 Doctoral Seminar II (1 cr)

The seminar is intended for those doctoral students who have completed all or most of their course work. The seminar will focus on preparation for the preliminary examination and advancement to candidacy. Preparation of the dissertation proposal will also be covered. (Spring only)

Prereq: Enrollment to a doctoral program

ED 613 Doctoral Seminar III (1 cr)

The seminar is intended to support candidates who have had a successful defense of the dissertation proposal. The seminar will focus on the advancement of the dissertation, completion and continuation of the research project, defense of the dissertation, and ultimately publication of the study. Students will read , critique, and respond to other candidates work.

Prereq: Enrollment to a doctoral program

ED 680 Philosophical Foundations of Educational Research (3 cr)

This doctoral level course involves learners in an examination of the philosophical foundations, epistemological assumptions, and methodological frameworks of educational and social science research. Given the current acknowledgement of the importance of perspective and point of view in inquiry. readings in gender, class, and ethnic identity will be included.

Prereq: Enrollment to a doctoral program