| Educational Psychology | EPSY | 413 | Youth Development Colloquium | 1 hours. | Focuses on current issues and trends in the field of youth development. Satisfactory/Unsatisfactory grading only. May be repeated. Prerequisite(s): Junior standing or above. |
| Educational Psychology | EPSY | 414 | Developing Programs for Youth in Urban Contexts | 3 hours. | Survey, evaluation, and development of models and programs designed to facilitate growth, development and learning for diverse youth. Specific focus will be on the urban context. Previously listed as CI 416. Prerequisite(s): Consent of the instructor or enrollment in the Youth Development Program. |
| Educational Psychology | EPSY | 415 | Fieldwork in Youth Development in Urban Contexts | 3 hours. | Experience working with programs that foster the developmental needs of young people in urban contexts. Students will design, implement and evaluate programs that promote personal development and independent action among youth. May be repeated to a maximum of 6 hours. Previously listed as CIE 415. Field work required. Prerequisite(s): Enrollment in M.Ed in Youth Development or consent of the instructor. |
| Educational Psychology | EPSY | 416 | Systematic Approaches to Program Quality | 3 hours. | An overview of theories and methods in exploring the system of program development, quality implementation, and evaluation. Relevant for those working in diverse settings and with diverse youth. Course information: Recommended background: coursework in psychology or educational psychology. |
| Educational Psychology | EPSY | 420 | Social Development of Urban Children | 3 OR 4 hours. | General principles of social development and socialization during childhood and the factors common to urban children that illustrate and modify these principles. Same as PSCH 420. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): Admission to a graduate program in education or psychology, or consent of the instructor. |
| Educational Psychology | EPSY | 429 | Constructivist Approaches to Development: Piaget and Vygotsky | 3 OR 4 hours. | Piaget's and Vygotsky's theories of development of knowledge. Empirical and logico-mathematical forms of knowledge. Thought and action. Thought and language. Same as PSCH 429. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): ED 422 or PSCH 422 or the equivalent and graduate standing in education or graduate standing in psychology or consent of the instructor. |
| Educational Psychology | EPSY | 446 | Characteristics of Early Adolescence | 3 hours. | Physiological, social, emotional and cognitive development of early adolescence. The relationship between these developmental characteristics and success in the middle grades. Same as PSCH 423. Prerequisite(s): ED 210 or ED 421 or ED 422 or PSCH 422 or the equivalent, and approval of the College of Education; or admission to the Ph.D. in Psychology program; or consent of the instructor. |
| Educational Psychology | EPSY | 447 | Adolescence in Urban Contexts | 3 hours. | Overview of physiological, social and cognitive development and how the urban context shapes development. The course utilizes an assets-based approach that challenges stereotypes and normative assumptions regarding the adolescents in urban contexts. Prerequisite(s): Introductory coursework in psychology, child development, and social development; or admission to the M.Ed. or doctoral program in Educational Psychology. |
| Educational Psychology | EPSY | 449 | Early Childhood/Early Childhood Special Education: Perspectives, Policies and History | 3 hours. | Perspectives, policies, history, and foundations of Early Childhood Education and Early Childhood Special Education. Emphasis on the effects of changing economic, political, legal, social, and views of human development. Same as SPED 449 and EDPS 449. |
| Educational Psychology | EPSY | 451 | Staff Management and Human Relations for Leaders in Early Childhood Education | 3 hours. | Designed for directors, supervisors and managers in early childhood programs. Focuses on the administrator's role in staff development and human relations, including recruitment, hiring, retaining, training, support and evaluation of personnel. |
| Educational Psychology | EPSY | 452 | Legal, Fiscal and Program Management for Leaders in Early Childhood Education | 3 hours. | Provides students with opportunities to learn and apply current theories of administration in order to improve their skills in managing early childhood education programs. |
| Educational Psychology | EPSY | 453 | Educational Programming and Community Relations for Leaders in Early Childhood Education | 3 hours. | Designed for directors and managers in early childhood programs. Focuses on development and implementation of a program philosophy, curriculum for typically and atypically developing children; and promoting a positive image to the public. |
| Educational Psychology | EPSY | 465 | Cognitive Development and Disabilities | 3 hours. | Theory and research on cognitive development in children with disabilities from infancy through adolescence, in the context of typical development. Models for cognitive assessment and intervention. Same as SPED 465. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| Educational Psychology | EPSY | 466 | Language Development, Diversity, and Disabilities | 3 hours. | Theory and research on language development in children with disabilities, in the context of typical development. Models for language assessment and intervention. Same as SPED 466. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| Educational Psychology | EPSY | 467 | Social and Emotional Development and Disabilities | 3 hours. | Exploration of the risk factors and different theoretical approaches associated with the social and emotional development of youth ages 5-21 with and without disabilities. Same as SPED 467. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| Educational Psychology | EPSY | 494 | Topics in Educational Psychology | 1 TO 4 hours. | Seminar on a pre-announced topic focusing on methodology, research and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours. Prerequisite(s): Consent of the instructor. |
| Educational Psychology | EPSY | 496 | Independent Study | 1 TO 4 hours. | Students carry out independent study under the direction of educational psychology faculty member. Prerequisite(s): Junior standing or above; and consent of the instructor. |
| Educational Psychology | EPSY | 500 | Proseminar in Educational Psychology | 2 hours. | Interdisciplinary colloquia on selected topics in educational psychology. Serves as introduction to faculty research foci. Same as PSCH 550. Satisfactory/Unsatisfactory grading only. Prerequisite(s): Admission to the Ph.D. in Education program or the Ph.D. in Psychology program, or consent of the instructor. |
| Educational Psychology | EPSY | 501 | Cognition and Instruction | 4 hours. | Current research on relations among cognitive processes, learning, and instruction. Same as PSCH 551. Prerequisite(s): Admission to the Ph.D. in Education program or the Ph.D. in Psychology program, or consent of the instructor. |
| Educational Psychology | EPSY | 502 | Social Psychology of Education | 4 hours. | Social psychological factors influencing academic and social outcomes in schools. Achievement motivation, peer relations, social values in relation to student characteristics and school practice. Same as PSCH 517. Prerequisite(s): Admission to the Ph.D. in Education program or the Ph.D. in Psychology program; or consent of the instructor. |
| Educational Psychology | EPSY | 503 | Essentials of Quantitative Inquiry in Education | 4 hours. | Introduces theory and assumptions behind parametric statistics. Also provides hands-on experience in conducting basic quantitative research (t-test, correlation, regression, analysis of variance). Same as ED 503. Prerequisite(s): Admission to the Ph.D. in Education program or consent of the instructor. |
| Educational Psychology | EPSY | 504 | Rating Scale and Questionnaire Design and Analysis | 4 hours. | Development and administration of rating scales and questionnaires, analysis of data, and reporting of results. The focus is on rating scales. Same as PSCH 504. Previously listed as EPSY 550. Prerequisite(s): ED 501, and ED 503 or EPSY 503 or the equivalents or consent of the instructor. |
| Educational Psychology | EPSY | 505 | Advanced Analysis of Variance and Multiple Regression | 4 hours. | Detailed coverage of the principles of ANOVA models, multiple correlation, and multiple regression techniques as tools for the analysis and interpretations of educational and behavioral science data. Extensive computer use required. Prerequisite(s): EPSY 503; or consent of the instructor. |
| Educational Psychology | EPSY | 506 | Item Response Theory/Rasch Measurement | 4 hours. | Statistical inference with item response theory models, useful to measure an individual's performance on a test or questionnaire. Models include parametric, non-parametric, unidimensional, multidimensional, and cognitive. Same as PSCH 506. May be repeated to a maximum of 8 hours. Extensive computer use required. Prerequisite(s): ED 501 and EPSY 503 and EPSY 546 or the equivalent. Appropriate score on the department placement test. Graduate or professional standing required or consent of the instructor. |
| Educational Psychology | EPSY | 507 | Approaches to Analyzing Rating Data | 1 TO 4 hours. | An introduction to various statistical approaches for detecting rater effects and monitoring rater performance. Extensive computer use required. Prerequisite(s): ED 501 and ED 503 or the equivalent; or consent of the instructor. Recommended background: EPSY 504 and EPSY 505 and EPSY 506 and EPSY 512 and EPSY 546; and EPSY 547 |
| Educational Psychology | EPSY | 509 | Research Design in Education | 4 hours. | Emphasis is placed on discriminating theoretical and program evaluation research, distinguishing the parts of the study, and designing a research proposal. Prerequisite(s): Admission to a graduate program. |
| Educational Psychology | EPSY | 510 | Theory of Statistics | 4 hours. | The foundations of statistical analysis and probability modeling, including probability theory, parameter estimation, axioms and principles of rational decision-making, and large-sample theory. EPSY 546 or EPSY 547 or EPSY 563; and graduate or professional standing; or consent of the instructor or equivalent. |
| Educational Psychology | EPSY | 512 | Hierarchical Linear Models | 4 hours. | Parametric and semiparametric approaches to hierarchical linear modeling, for the analysis of continuous and categorical multivariate data. These approaches extend on classical linear regression analysis. Extensive computer use required. Prerequisite(s): EPSY 546 or EPSY 547 or EPSY 563; and graduate or professional standing; or consent of the instructor or equivalent. |
| Educational Psychology | EPSY | 514 | Non-Parametric Modeling | 4 hours. | Contemporary nonparametric and semiparametric models that make minimal assumptions about the data-generating process, in order to permit more accurate conclusions in data analysis. Prerequisite(s): ED 501 and EPSY 503 or the equivalent; and appropriate score on the department placement test. |
| Educational Psychology | EPSY | 517 | Seminar in Urban Youth Development | 4 hours. | In-depth analysis of topics and issues in the field of youth development and its relation to youth program development, with special attention to the urban context. Previously listed as CIE 517. Prerequisite(s): Consent of the instructor. |
| Educational Psychology | EPSY | 519 | Curriculum, Instruction and Assessment in Early Primary Grades | 5 hours. | Language arts, mathematics, science, social studies and fine arts curriculum development and instruction in the primary grades. Prerequisite(s): EPSY 429 and EPSY 520; and consent of the instructor. |
| Educational Psychology | EPSY | 520 | Curriculum and Practice in Early Childhood Education I | 5 hours. | Examines curriculum models and methods for fostering learning and development in early childhood. Provides extensive clinical experience in early childhood classrooms. Prerequisite(s): EPSY 429 and ED 422; and consent of the instructor. |
| Educational Psychology | EPSY | 521 | Early Childhood Education Student Teaching | 10 hours. | Instructional methods and curricula in the early childhood classrooms. Discussion of program and child evaluation. Includes full-time supervised student teaching. Meets Illinois State requirement for Type 04 Certification by providing supervised student teaching experience. Prerequisite(s): EPSY 519 and EPSY 520; and consent of the instructor. |
| Educational Psychology | EPSY | 522 | Internship in Early Childhood | 6 hours. | Instructional methods in curricula in Early Childhood Education. Meets Illinois State Board of Education requirement for Type 04 Certification. May be repeated. Full-time fieldwork required in early childhood education classroom. Prerequisite(s): Consent of the instructor. |
| Educational Psychology | EPSY | 524 | Parent and Staff Relations in Early Education | 4 hours. | Methods for involving parents in early childhood programs. The role of the director in program administration and in hiring, training, and supervising teachers and staff. Prerequisite(s): Consent of the instructor. |
| Educational Psychology | EPSY | 525 | Advanced Adolescent Development | 3 hours. | Examines current theory and research on physiological, intellectual, emotional, and social development during the adolescent years. Examines relationship amongst individual, interpersonal, and contextual factors related to adolescent development. Prerequisite(s): EPSY 446 or EPSY 502 or ED 421 or ED 422 or ED 445; or consent of the instructor. Recommended background: Coursework in Educational Psychology or Psychology. |
| Educational Psychology | EPSY | 526 | Development in Infancy and Early Childhood | 4 hours. | Consideration of development in the preschool years. Stress on theory, research, individual child study, and educational implications. Same as PSCH 520. Prerequisite(s): ED 422 or PSCH 422 or the equivalent. |
| Educational Psychology | EPSY | 527 | Seminar in Moral Development, Character Formation, and Education | 4 hours. | Philosophical assumptions, psychology research, and theory underlying current approaches to moral and character education. Cultural and developmental factors in value formation. Same as PSCH 527. Prerequisite(s): ED 422 or PSCH 422 or the equivalent, or admission to the Ph.D. in Education program, Ph.D. in Psychology program, or Ph.D. in Social Work program, or consent of the instructor. |
| Educational Psychology | EPSY | 529 | Cognition and Instruction: Advanced Constructivist Approaches | 4 hours. | Piaget's and Vygotsky's theories of knowledge development. Emphasis on competing approaches concerning the relation of thought to action, to language, and to social relations. Same as PSCH 552. Prerequisite(s): EPSY 429 or PSCH 429 or the equivalent, and admission into a Ph.D. program in the College of Education or psychology or consent of instructor. |
| Educational Psychology | EPSY | 530 | Achievement Motivation | 4 hours. | The psychology of achievement motivation will be explored from the perspectives of personality, social, and educational psychology. Same as PSCH 525. Prerequisite(s): Graduate standing in education or psychology or consent of the instructor. |
| Educational Psychology | EPSY | 531 | Gender, Sexuality, and Adolescent Development | 4 hours. | Focuses on the development of gender and sexuality in adolescence, the ways in which this development impacts growth in other areas, and the impact that social, contextual, and cultural factors have on these processes. Prerequisite(s): Consent of the instructor. |
| Educational Psychology | EPSY | 546 | Educational Measurement | 4 hours. | Contemporary models for the analysis of data arising from multiple-choice tests, rating-scale questionnaires, or experts' judgments of examinee performance. Test equating is also covered. Prerequisite(s): ED 501, and ED 503 or EPSY 503 or the equivalent or consent of the instructor. |
| Educational Psychology | EPSY | 547 | Multiple Regression in Educational Research | 4 hours. | Introduction to multiple correlation and regression techniques as tools for the analysis and interpretation of educational and behavioral science data. Prerequisite(s): EPSY 503. |
| Educational Psychology | EPSY | 553 | Assessment for Teachers | 4 hours. | Plan, construct, administer, score, and report on classroom assessments that measure a wide variety of learning outcomes, from simple to complex; select and use standardized achievement tests; developing defensible grading procedures. Prerequisite(s): EPSY 421 and EPSY 422; or consent of the instructor. |
| Educational Psychology | EPSY | 560 | Educational Program Evaluation | 4 hours. | An introduction to concepts, approaches, techniques, and practices of educational program evaluation. Students work toward acquiring knowledge and skills to plan and conduct evaluations of programs, projects, curriculum and institutions. Prerequisite(s): ED 501 and EPSY 503; or consent of the instructor. |
| Educational Psychology | EPSY | 561 | Assessment for Measurement Professionals | 4 hours. | Plan, construct, administer, score, and report on classroom assessment; select and use standardized achievement tests; develop defensible grade procedures; measure issues in classroom assessment; validity and reliability of classroom assessments. Prerequisite(s): ED 421 and ED 422; or consent of the instructor. |
| Educational Psychology | EPSY | 562 | Large-Scale Testing | 4 hours. | An introduction to large-scale assessments, including planning, constructing, administering, scoring, and reporting on large-scale tests. Prerequisite(s): EPSY 501 or the equivalent; or consent of the instructor. Recommended background: EPSY 503 or EPSY 553 or EPSY 561. Prior experience in designing, administering, scoring, and/or reporting on large-scale tests. |
| Educational Psychology | EPSY | 563 | Advanced Analysis of Variance in Educational Research | 4 hours. | Detailed coverage of the principles of analysis of variance and the analysis of data collected from research employing experimental designs. Prerequisite(s): EPSY 503. |
| Educational Psychology | EPSY | 582 | Forging Collaborations with Family and Community | 3 hours. | Develops skills necessary to work in partnership with the families of children with disabilities, and community members. Same as SPED 582. Prerequisite(s): ED 461 or SPED 461 or the equivalent or consent of the instructor. |
| Educational Psychology | EPSY | 583 | Multivariate Analysis of Educational Data | 4 hours. | Introduction to multivariate statistical methods in education including data screening, canonical correlation, MANOVA/MANCOVA, DFA, profile analysis, component/factor analysis, confirmatory factor analysis, and structural equation modeling. Prerequisite(s): EPSY 505 or EPSY 547 or EPSY 563. |
| Educational Psychology | EPSY | 588 | Current and Specialized Topics in Psychometrics | 2 hours. | Seminar on current and specialized topics in psychometrics. Satisfactory/Unsatisfactory grading only. May be repeated. Extensive computer use required. Prerequisite(s): Credit or concurrent registration in EPSY 546 or credit or concurrent registration in EPSY 550; and credit or concurrent registration in EPSY 503; or consent of the instructor. |
| Educational Psychology | EPSY | 589 | Topics in Educational Statistics | 4 hours. | Seminar on a preannounced topic on educational statistical methodology for the analysis of educational data. May be repeated. Prerequisite(s): EPSY 547. |
| Educational Psychology | EPSY | 593 | Ph.D. Research Project | 1 TO 8 hours. | Students design, implement, and analyze results of a research problem in this area of specialization. Completed study is reviewed by faculty. May be repeated to a maximum of 8 hours. Prerequisite(s): Admission to the Ph.D. in Education program. |
| Educational Psychology | EPSY | 594 | Special Topics in Educational Psychology | 1 TO 4 hours. | Seminar on a preannounced topic focusing on methodology, research, and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours. Prerequisite(s): ED 421 and ED 422, or consent of the instructor. |
| Educational Psychology | EPSY | 596 | Independent Study | 1 TO 4 hours. | Students carry out independent study in educational psychology under the direction of a faculty member. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): ED 490 or the equivalent, and consent of the advisor and instructor. |
| Educational Psychology | EPSY | 598 | Masters Research | 0 TO 16 hours. | Research on the topic of the student's Master's thesis. May be repeated to a maximum of 8 hours. Prerequisite(s): Consent of the thesis instructor. |
| Educational Psychology | EPSY | 599 | Thesis Research | 0 TO 16 hours. | Research on the topic of the student's dissertation. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term. Prerequisite(s): Consent of the dissertation advisor. |