This course is designed to acquaint you with major methods and techniques of measurement and evaluation used to assess and report growth, development, and academic achievement of individuals. Also, the interpretation of standardized test information is included.
The professional responsibilities of the school psychologist are explored in relation to ethical and legal aspects, state and federal litigation and legislation, dynamics and organization of regular and special education, issues in multicultural and exceptional child education, and provision of assessment, placement, and intervention services in the public schools. Prerequisite: Permission of instructor.
This course is designed to provide school psychology students with an opportunity to complete a series of structured observations and interviews in school and community settings pertinent to their understanding of the organization of these settings and the function of a variety of professionals working in these settings. These experiences acquaint students with diverse types of children and refine their understanding of critical issues confronting education. Prerequisite: For approved school psychology candidates or permission of instructor.
Surveys characteristics, definition/identification, and service delivery models for children and youth with disabilities or who are gifted/talented. Considers state and federal policies governing special education program service delivery, as well as the legal rights of individuals with disabilities.
This course provides an in-depth examination of developmental, cognitive, and interactionist learning theories as they apply to classroom instruction. Emphasis is placed on direct application of theory to the improvement of classroom instruction and the relationship of learning and motivation.
The intent of this course is to provide the student with skills necessary to administer and interpret informal, developmental, perceptual-motor, adaptive, achievement, and other allied measures used in a psycho-educational assessment. Moreover, students should become aware of issues associated with individualizing assessments based upon variables such as ethnicity, SES, gender, medical conditions, and linguistic and cultural differences. Prerequisite: For approved school psychology candidates or permission of instructor.
Selection of a research problem, data collection, types of research, research reports, and use of the library and computer in connection with research problems are studied. Elements of statistics are introduced. This course provides background for preparation of the thesis and enables the student to become an intelligent consumer of products of academic research. Required for all students working toward the MEd degree.
An upward extension of educational psychology with a systematic review of current research and learning theory with emphasis on classroom applications, including studies of the organization, administration, and operation of schools.
This course presents an in-depth discussion of developmental issues that impact adolescents in instructional environments. In particular, physical, societal, and educational influences as they affect high-risk behaviors in this age group are examined. Students are expected to research and present successful intervention programs for adolescents.
This course explores behavior problems encountered in classroom situations and gives cause, characteristics, and some preventative and remedial techniques, including those appropriate for managing students with learning and behavioral exceptionalities.
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