Courses

Examples of courses we have offered, do offer, or plan to offer (some in connection with other departments).

Course Schedules:

Qualitative Courses

Y611 Qualitative Inquiry in Education
P: Y520, or H510, or consent of instructor. Examination of qualitative approaches to educational inquiry (e.g., case study, naturalistic inquiry, educational anthropology, educational connoisseurship and criticism). Exploration of methods for collecting and analyzing qualitative data, criteria for field studies, and approaches to writing up field studies.
Y612 Critical Qualitative Inquiry I
P: Y520 or Y521. This first course in the sequence provides an introduction to critical social theory as it emerges through the context of qualitative research. Students begin corresponding field work, including both data collection and analysis. (3 credits)
Y613 Critical Qualitative Inquiry II
P: Y612. This second course in the sequence continues the exploration of social theory and methodology by providing an opportunity for students to follow through on fieldwork and analysis started in Y612 and by examining some theory left implicit in Y612. The course will include opportunities to begin writing methodological tests (taught previously under Y750). (3 credits)
Y630 Narrative Inquiry
Y631 Discourse Theory and Analysis
Y671 Knowledge, Reflection & Critique in Methodological Theory
Y672 Communicative Action Theory

Quantitative Courses

Y500 Computer Laboratory for Educational Statistics
This laboratory course is designed to accompany courses in educational statistics. Use of statistical software, interpretation of analysis results, and conceptual discussion of statistical concepts and principles are included in this laboratory. The management and use of large data sets may be included in some laboratory offerings.
Y502 Intermediate Inferential Statistics (must be taken concurrently with Y500)
Basic mathematical and algebra skills and knowledge of research concepts as might be learned in an introductory statistics or research course. Review of descriptive statistics; correlation and regression; multiple regression; inferential statistics (e.g. t-test, analysis of variance, one-and two-way factorial designs); analysis of covariance; and categorical data analysis (e.g. chi-square).
Y510 Action Research I
An introduction to the basic philosophy and methods of action research. Students will design an action research project, write a proposal, and learn how to conduct action research. The course emphasizes the selection of an area of focus, collection of data, organization, analysis and interpretation of data as well as decision about the appropriate actions to take based on findings. (This is not a core inquiry course for Ph.D. students)
Y515 Foundations of Educational Inquiry
Examination of the nature and purpose of educational inquiry with a focus on topics in social science/epistemology. (3 credits)
Y521 Methodological Approaches to Educational Inquiry
Introduction to the various methodological approaches to the conduct of social science inquiry in general and educational inquiry in particular. Focus on the epistemological implications of methodological choices. (This course is designed for Ph.D. students). (3 credits)
Y525 Survey Research Methodology
P: Y520 or Y521 and Y502.This course introduces students to social survey research, with particular emphasis on questionnaire design. Specifically the educational goals for the course include: (1) designing survey items that match research questions and plans for analysis, (2) understanding concepts, terminology related to questionnaire design and the fundamental steps of conducting survey research, (3) critical reading of survey research, (4) developing an awareness of current issues and important problems in questionnaire design, and (5) developing a theoretical and epistemological framework within which to understand the ambitions, limitations, history and practice of survey research. (3 credits)
Y527 Educational Assessment and Psychological Measurement
P: Y501/ Y520. Introduction to theoretical foundations for assessing educational and psychological constructs, with application to standardized tests; methods for estimating reliability and validity; and techniques for scale construction, including attitude, personality, interest, and aptitude.
Y600 Methodological Implications of Social and Psychological Theories
Introduction to social and psychological theories that inform current methodological theory and practice including those developed by Freud, Piaget, Levi-Strauss, Weber, and Marx. This introduction forms the basis of an exploration of methodological concepts such as validity and inference in terms of their social and psychological foundations. (3 credits)
Y603 Statistical Design of Educational Research
Must be taken concurrently with Y500. P: Y502 or consent of instructor. Distribution of random variables; estimation; statistical hypotheses; analysis of trend data; analysis of variance (between/within group treatments, simple factorial, split plot, mixed, nested), and other higher dimensional analysis.
Y604 Applied Multivariate Statistics
Must be taken concurrently with Y500.P: Y502 or equivalent. Multivariate normal distribution, multivariate correlational analysis, covariance matrix, testing hypotheses of covariance matrices, principal components and factor analysis, canonical correlations and variables, multiple discriminant functions, generalized distance functions.
Y617 Psychometric Theory
P: Y502, or Y527, and consent of instructor. Development of theory of complex psychometric procedures, including derivation of reliability and validity indices, and statistical techniques for advanced test analysis.
Y625 Latent Variables and Structured Education Modeling
This course focuses on the study of latent variables and structural equation modeling. Extension of the regression model and factor analysis model are considered to indure confirmatory factor analysis and examine how these are joint in the study of lijnear relationship. (3 credits)
Y627 Advanced Measurement
Y630 Narrative Theory and Inquiry
P: Y611 or Y612. Examines narrative theory and its connection to narrative approaches to inquiry. Explores the use of narrative in qualitative inquiry, and practices methods of collection and analyzing narrative data. (3 credits)
Y631 Discourse Theory and Analysis
P: Y611 or Y612. Examines the roots of the discourse analytic field in qualitative research. Explores current trends in discourse theory and analysis. Examines exemplars and provides opportunities to engage in discourse analytic methods. (3 credits).
Y637 Categorical Data Analysis
P: Two statistic courses at the graduate level, or consent of instructor. The analysis of cross-classified categorical data. Loglinear models, regression models in which the response variable is binary, ordinal, nominal, or discrete. Logit, probit, multinomial logit models; logistics and Poisson regression. Equivalent to STAT S637. (3 credits)
Y638 Multilevel Modeling
This course is designed to address the handling of data that are sampled from multilevel (hierarchical) Structores, where data would otherwise violate the assumption of independent of observation—an assumption that is made with most statistical procedures. (3 credits)
Y639 Mutilevel Models
P: Two statistics courses at the graduate level, or consent of instructor. Introduction to the general multilevel model with an emphasis on applications. Discussion of hierarchical linear models, and generalizations to nonlinear models. How such models are conceptualized, parameters estimated and interpreted. Model fit v software. Major emphasis throughout the course will be on how to choose an appropriate model and computational techniques. Course is equivalent to STAT S639. (3 credits)
Y645 Covariance Structure Analysis
P: Two statistics courses at the graduate level, or consent of instructor. Path analysis, Introduction to multivariate multiple regression, confirmatory factor analysis, and latent variables. Structural equation models with and without latent variables. Mean-structure and Multi-group analysis. Equivalent to STAT S645. (3 credits)
Y655 Longitudinal Data Analysis
P: Two statistics courses at the graduate level, or consent of instructor. Introduction to methods for longitudinal data analysis; repeated measures data. The analysis of change – models for one or more response variables, possibly censored. Association of measurements across time for both continuous and discrete responses. Course is equivalent to STAT S655. (3 credits)
Y660 Affinity Research Group
P: instructor’s consent. Study and research support groups formed on the basis to mutual interests to generate guidance of a faculty member. The work of these groups could continue over the course of several semesters to develop research papers, presentations, books, or conduct empirical research as a team. (1-6 credits)
Y671 Knowledge, Reflection & Critique in Methodological Theory
P: Y611 or Y612. This course examines the concept of reflection in epistemological theories as these have historically developed from Kant to the contemporary period. Kant’s philosophy introduced reflection to the theory of knowledge through his development of transcendental logic. The contribution this made to epistemology was lost in the growth of “positive science” from its beginnings in the 19^th century to the paradigmatic status it attained in sciences of all epistemology took Kant’s insights in many different directions: hermeneutics, critical theory, psychoanalytic Theory and the cognitive and moral development theories of Piaget, Vygotsky and Kohlberg. This history will be covered in the course, along with direct applications of reflection to research methodology. (3 credits)
Y672 Communicative Action Theory
P: Y611 or Y612. This course focuses exclusively on both volumes of Habermas’ The Theory of Communicative Action Volumes One and Two. The Theory of Communicative Action (TCA) has direct implication for all social research, both in methodological and substantive ways. Methodologically, TCA provides a core theory of reason and validity, action and meaning, and a bifurcated concept of the social (lifework and system) having implications for research design and data analysis. Substantively, the theory of communicative action is suggestive for formulating research questions and determining the vocabulary through which to articulate findings. It also provides a framework for ascertaining the significance of research findings. These statements are true for all types of social research, quantitative as well as qualitative, having a micro as well as a macro or combined focus.

Courses Common to Both Tracks

Y515/H510 Foundations of Educational Inquiry
Y521 Methodological Approaches to Educational Inquiry
Y600 Methodological Implications of Social and Psychological Theories
Y510 Action Research I
An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. In this class, you will learn how to conduct action research.You will learn to select an area of focus, collect data, organize, analyze and interpret data, and take action based on your finding. You will plan an action research study and write a formal proposal for that study.
Y525 Survey Research Methodology
Y535 Evaluation Models & Techniques
Y520 or equivalent. An overview of evaluation as an inquiry process, including a discussion of the history of evaluation and the state of the art. Frameworks and models for planning evaluation studies are discussed and applications are demonstrated. Criteria for evaluation studies, steps for writing evaluation proposals and reports, and techniques for the collection of information are discussed. This course is similar to J660. Credit may not be earned in both courses.
Y635 Methodology of Educational Evaluation
P: Y520, Y535, or consent of instructor. Multidisciplinary methods for organizing, collecting, and processing evaluative information; presentation of problems in evaluation methods of inquiry and use of methods from other disciplines to alleviate these problems. Emphasis will be on the transfer of appropriate methods and techniques to evaluation problems.
Y650 Topics in Inquiry Methodology: Variable Title
An intensive advanced study of research an theory on selected topics.
Y660 Affinity Research Group
Y590 Independent Study in Inquiry Methodology
Individual research or study with an Inquiry faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, Y590 should not be used for the study of material taught in a regularly scheduled course.
Y690 Independent Study in Inquiry Methodology
Y750 Topical Seminar in Inquiry Methodology: Variable Title
Nine hours of pertinent 500 and 600 level Inquiry courses. Study of selected advanced methodological topics encountered in educational research and exploration of recent developments in Inquiry methods.
Y795 Dissertation Proposal Preparation
This course is for the development of a dissertation proposal in program areas in education which do not currently offer such a course. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
Y799 Dissertation Thesis in Inquiry Methodology