This course prepares first-year students interested in Education for college-level work and campus life. Using group discussions and oral presentations, the course acquaints students with education as a field of study. Students in this course become familiar with resources in the department, college, and university to ensure they develop the academic skills and strategies to succeed as college students. Specifically, they gain an understanding of major requirements, learn about the Montclair's teacher education programs, and/or explore other education-related career paths. This course also helps students address social and personal issues, empowers them to appreciate and grow from campus diversity, and provides opportunities to build interpersonal and academic/professional connections that will last a lifetime.
This course is designed to introduce students accepted or interested in the EFET major to the academic study of education. Students will analyze social, cultural, and political issues affecting teachers, schools, students, and the functioning of American democracy.
Prerequisite(s): WRIT 105 or HONP 100. The psychological foundations of education enable students to understand and apply essential topics in teaching and learning including development, motivation, diversity and assessment. Through relating theoretical frameworks to empirical research and applying them to classroom settings, students will be better able to understand their own experience as learners and conceptualize their future practice as teachers. Satisfies SEEDS Analyzing Cultures & Societies student learning outcome in alignment with Self-Discover & Self-Care value. Meets Gen Ed - Social Science Perspectives.
Prerequisite(s): WRIT 105 or HONP 100. This course examines the public purposes of education in our social and political democracy. Students inquire into the role of schools in fostering the development of democratic principles and practices, and examines various curriculum designs and pedagogical strategies. Students also explore the main issues stemming from the efforts to teach democratically in public educational institutions. They examine and analyze successful practices of instruction and classroom management. Students complete 25 hours of fieldwork in an assigned high-performing urban school, which provides a context for these explorations. In order to participate in the fieldwork, students will be required to undergo a criminal history background check with fingerprinting as a required component of this course, which carries a separate fee paid to the state of New Jersey. Attendance at the first class and the fieldwork orientation is required. This course is prerequisite for admission into the teacher education program. Satisfies Interdisciplinary Studies GenEd requirement; satisfies SEEDS Political and Civic Life student learning outcome in alignment with Social Justice and Equity value. Mutually Exclusive with READ 210 and SASE 210.
Prerequisite(s): WRIT 105 or HONP 100. Western philosophical heritage as related to the issues and responsibilities of American education. Comparative analysis of past and current ideological movements that influence moral, social, and educational decisions of parents, political leaders, and professional educators. Satisfies Philosophical/Religious Perspective GenEd requirement; satisfies SEEDS Ethical Inquiry student learning outcome in alignment with Educated Citizenry value.
Prerequisite(s): WRIT 105 or HONP 100. This course offers students the crucial sequence of ideas that constitute one of the central themes in American society and culture. Since its beginnings, American thinkers have seen education as the key to an informed citizenry. Major themes in American education will be looked at through the reading of primary and secondary sources. Satisfies American and European History GenEd requirement; satisfies SEEDS Historical Thinking student learning outcome in alignment with Educated Citizenry and Social Justice and Equity values.
Prerequisite(s): WRIT 105 or HONP 100. Examines the nature of gender, gender identity, gender roles and gender discrimination, and the influence of these on classrooms, schools and educational policy. Meets Gen Ed - Social Science Perspectives. Meets World Cultures Requirement.
Prerequisite(s): WRIT 105, ENGL 110, ENGL 111, or EDFD 200; may be taken as a prerequisite or concurrently. In this course, students learn about the social-emotional development of youth within the context of urban schools. Students examine the risk factors that challenge the healthy development of urban youth, and have the opportunity to design and implement procedures, activities, and curricula for working with urban youth for promoting resilience and character skills. Students engage in readings, discussion, and/or curriculum development around issues that impact the healthy development of urban youth. May be repeated for a maximum of 12 credits.
Prerequisite(s): EDFD 200. In this course, students critically analyze and evaluate various theories of learning as they are applied to teaching, with an emphasis on educational assessment. Students gain a deep understanding of the reciprocal and entwined relationship between learning and assessment, and the assessment principles, practices, and tools associated with each theory. Moreover, students learn how to construct a variety of assessments that measure a range of thinking skills, and the methods and strategies for how to use information from their assessments to improve P-12 student learning. Students consider ethical dilemmas and implications of various approaches to educational assessment. As a result, they develop a shared professional vocabulary, a critical curiosity, and a personal ethical perspective for discussing the practice of educational assessment.
Corequisite(s): SASE 310; and SASE 312 or EDFD 312 or READ 312. Prerequisite(s): SASE 210, EDFD 210, or READ 210. Restriction(s): Admission to Teacher Education Program. This course examines the qualities of teachers, teaching, and schooling that foster the learning of students from diverse social and cultural backgrounds. Students explore the ways in which socialization experiences shape perceptions. They reflect on their own beliefs, assumptions, and perceptions about sociocultural identity and how their own socialization has shaped their perceptions of themselves and other people. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools in the United States. They learn ways of teaching all children well and to develop positive relationships among teachers, parents and children. Mutually Exclusive with READ 305 and SASE 305.
Corequisite(s): SASE 310; and SASE 305 or EDFD 305 or READ 305. Prerequisite(s): SASE 210, EDFD 210 or READ 210. Restriction(s): Admission to the Teacher Education program. This course module exposes students to the central issues in the education of English language learners in US schools and helps them learn about best practices in education through hands-on experience creating and adjusting lessons and instruction to benefit the academic performance of English language learners as well as of all students. Issues addressed include sociocultural, legal, and political influences on the education of English language learners; principles of second language acquisition; and explicit practice in planning academic content instruction for English language learners. Mutually Exclusive with READ 312 and SASE 312.
Prerequisite(s): Any 300-level course. This course provides students with basic training in human rights thinking, activism, and law. It emphasizes the power of education to effect social change, specifically by mobilizing people to stand against injustice and indignities. To that end, students will select a human rights topic of their choice related to concrete rights to life, liberty, equality, free speech, privacy, health, food, or housing. Students will conduct an in-depth research project on that topic and design a lesson plan. As a culminating project, students who have developed effective and successful lesson plans will have the opportunity to teach their lesson plan in a local public school at the end of the semester. Lesson plans and all associated teaching materials will be published online on the MSU Holocaust, Genocide, and Human Rights Education Project website as a resource for K-12 educators worldwide.
Prerequisite(s): EDFD 200, EDFD 220, or EDFD 221. A study of recent initiatives, controversial questions, and current problems which have impacted the field of education throughout the past decade, as well as an examination of new theories which may change the course of American education in the near future. Equivalent course EDFD 449 effective through Fall 2026.
Prerequisite(s): Any 300-level course. This course prepares educators to effectively teach US and World History in ways that reflect current historical scholarship and anti-bias pedagogy.
Prerequisite(s): EDFD 220. This course focuses on dialogue as the basis for cooperative inquiry in a classroom or community setting. Students will reflect on the construction of meaning, knowledge, and values while also exploring theories and methodologies of inquiry across school subjects. Students will examine the role that both participants and discussion facilitators play in fostering the skills and dispositions to engage in productive dialogue in any setting. The course investigates the value of dialogue and inquiry for: personal and interpersonal development; democratic education and practice; and educational reconstruction. Students will actively engage in the process of forming a community of inquiry while also analyzing the process of community-formation as it develops. Equivalent course EDFD 320 effective through Fall 2025.
Restriction(s): Matriculation in School Psychology programs. This course provides an in-depth examination of the ethical, legal, and professional standards guiding school psychology practice. Students will explore the ethical principles established by the National Association of School Psychologists and the American Psychological Association, as well as relevant federal and state laws affecting the delivery of psychological services in educational settings. The course emphasizes the application of ethical and legal standards through case studies, scenario analyses, and discussion of contemporary challenges in the field.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course explores the influence of culture, ethnicity, language, socioeconomic status, gender, sexual orientation, ability, and other aspects of identity on development, learning, and behavior in school settings. Grounded in multicultural and social justice frameworks, the course prepares future school psychologists to deliver culturally responsive assessment, consultation, and intervention services. Students will examine the impact of systemic inequities, bias, and privilege on educational outcomes and mental health. Emphasis is placed on self-reflection, ethical practice, and advocacy for equity within schools and communities.
This course offers an overview of key methodological principles and approaches to quantitative, qualitative, and mixed methods research. Research literacy and developing the ability to access, read, and critique professional research literature in education, counseling, and related fields is a central focus on the course. The course also provides an opportunity for students to evaluate current research relevant to their professional interests.
Principles and techniques of research applicable to classroom situations. Various kinds of classroom research are studied and analyzed. Practice provided in the planning and outlining a research project. The development of experimental designs, and evaluation of the structure and outcomes of classroom research.
Restriction(s): Students must be enrolled in a Master of Arts in Teaching, Instructional Teaching Certificate or Master of Education. This course examines how teachers, teaching, schooling, & curriculum can foster student learning from diverse socio-economic, linguistic & cultural backgrounds. Students explore foundational learning theories & how they inform curriculum & assessment; the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs about their sociocultural identities & how those have been shaped by experience. The course provides prospective teachers with knowledge & skills for evaluating & understanding student learning across diverse educational settings, including an introduction to the design & evaluation of curriculum for how it provides students with learning opportunities. Students consider assessment practices from the learners' point of view and analyze local & national assessment policies & practices in order to maximize student performance. They learn to develop assessments that meet the needs of diverse learners & are aligned with curricular learning goals. May be repeated once for a maximum of 6 credits. Mutually Exclusive with SASE 509.
This course examines creative problem solving, imagination, and other thinking skills in gifted and talented learners. These 21st century skills are considered essential for personal, social, academic, and vocational success, and they feature in many of the most influential models of gifted and talented education. The course draws heavily on empirical research examining creativity and critical thinking as well as their psychological and philosophical foundations. The central idea guiding the course is that creativity and imagination are mental skills that could be promoted and developed. They can be taught. This perspective counters the traditional view that people are naturally creative or imaginative. Students learn the optimal methods and strategies for promoting such behaviors in learners.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course examines the developmental processes that influence learning, behavior, and adjustment with a focus on the period from early childhood through adolescence. Emphasis is placed on cognitive, social, emotional, and moral development within the context of schools, families, and communities. Students will analyze developmental theories and empirical research to understand individual differences and diverse developmental trajectories. The course will examine the implications of developmental science for assessment, prevention, and intervention in school psychology practice, with attention to cultural, linguistic, and contextual factors that shape development.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course provides an in-depth examination of the origins, characteristics, and developmental trajectories of psychological disorders in children and adolescents with an emphasis on an integrative, evidence-based approach. The course explores the biological, cognitive, emotional, social, and environmental factors that contribute to psychopathology. Students will learn to identify and conceptualize a wide range of emotional and behavioral disorders within educational settings, including anxiety, mood, attention, conduct, and neurodevelopmental disorders. Special attention is given to issues of cultural and linguistic diversity, differential diagnosis, and the interaction between psychopathology and learning.
This course examines the historical, social, philosophical, and psychological foundations of gifted and talented education as well as issues related to the identification, instruction, and assessment of gifted and talented students. Students in the course examine the needs and cognitive, emotional, and social development of gifted and talented learners. Particular emphasis is placed on issues of diversity, democracy, and social justice as they relate to gifted and talented education. As such, the course critically examines the traditional focus of gifted and talented education on academic achievement and explores exceptional performance in alternative subject areas such as performance in visual, performing, musical, and literary arts as well as less traditional subject areas such as technology.
Corequisite(s): SASE 509 or EDFD 509; and SASE 517. Prerequisite(s): SASE 505 or EDFD 505; and SASE 518. Restriction(s): Students must be enrolled in a Master of Arts in Teaching, Instructional Teaching Certificate, Educational Services Certificate or Master of Education. This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2 credits. Mutually Exclusive with SASE 516.
Prerequisite(s): SASE 505 or EDFD 505; and SASE 518. Restriction(s): Students must be enrolled in a Master of Arts in Teaching, Instructional Teaching Certificate, Educational Services Certificate or Master of Education. This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2 credits. Mutually Exclusive with SASE 519.
This course provides an overview of educational assessment and data literacy. Students are provided with grounding in diagnostic, formative, and summative assessments, including best practices for developing and using assessment data to inform educational decision-making. Students examine and employ general concepts and techniques of data analysis, generation, and presentation, with specific applications to educational issues including program assessment and evaluation, resource planning and allocation, and strategic planning. Moreover, focusing on the use of a common vocabulary, students will practice discussing assessment findings with a variety of audiences.
This course is designed for educators who are interested in learning more about how formative assessment and differentiated assessment can assist teachers in promoting student learning. Students learn the difference between assessment for, as, and of learning, and discuss the ways formative assessment (including peer and self assessment) can be used to inform instruction and best meet the needs of all students in the classroom. The course explores the key elements of a supportive classroom environment that encourage the implementation of the philosophy of differentiation. The course covers specific strategies to identify student needs, strengths, and interests and how to plan for and execute high-quality differentiation.
Introduction to Transcultural and Translingual Education in a global context with special reference to historical, cultural, social, political, legal, and psychological backgrounds; typology and definitions; programs and practices; legislation and policy; and curriculum affecting culture and language in education.
This course examines the historical, political, and ethical foundations of educational assessment. The course situates current issues in educational assessment within the larger historical and social discourse. Students consider the varied ethical dilemmas and implications for current and future educational assessment initiatives. Students develop a professional vocabulary for discussing the role of educational assessment and a critical perspective for understanding educational assessment in practice.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course introduces graduate-level foundational concepts in research methods and statistical analysis as applied to school psychology. Students will learn how to design, evaluate, and interpret research relevant to educational and psychological practice. Topics include research design and implementation, measurement, ethics in research with children and schools, inferential statistics including ANOVA and regression, and the use of statistical software to analyze data.
This course empowers teachers and leaders to facilitate dialogue for cooperative inquiry in a classroom or community setting. Participants will explore theories and methodologies of inquiry and develop a repertoire of discourse practices needed to facilitate dialogue effectively. Participants will also develop the skills and dispositions needed to facilitate dialogue productive in any setting to address their specific instructional or communication goals. The course investigates the value of dialogue and inquiry for: personal and interpersonal development; democratic education and practice; and educational reconstruction. Participants will examine current research on the value of dialogue as a tool to foster genuine understanding of competing views, develop higher-order thinking, and acquire deep learning. Participants will actively engage in the process of forming a community of inquiry while also analyzing the process of community-formation as it develops.
This course enables teachers to utilize speaking, reading and writing across the curriculum to develop students’ argumentation skills by supporting effective reasoning in both the production and evaluation of oral and written texts. The course addresses how argumentation is encapsulated in oral and written texts across the curriculum, how arguments differ from other sorts of use of language used in school subjects, and how arguments may be evaluated. The course will also focus on helping future teachers acquire pedagogical knowledge and skills needed to support the development of argumentation in students, including cognitive and affective dispositions that support and inhibit reasoning.
This course consists of an inquiry into the necessary conditions for a form of schooling dedicated to fostering participatory democratic sensibilities, dispositions, structures, and practices, with special emphasis on the role and function of dialogical inquiry and collaborative argumentation in this process. Students in the course apply the lenses of democratic theory, dialogue theory, and critical educational theory to the phenomenon of the common school in the United States and Europe, in an effort to identify the elements of a public educational institution based on the fundamental principles of dialogue, and functioning as an authentic participatory democratic social and political apparatus.
This course provides participants with an intense experience of participating in, facilitating and assessing a community of philosophical inquiry, as that practice has been developed by the Institute for the Advancement of Philosophy for Children (IAPC) over the past 40 years. The course combines multiple sessions each day with sessions devoted to the study and discussion of the theoretical foundations of this practice. Typically, about half of the participants in this seminar are educators and philosophers from other countries, providing a rich context of diverse cultural perspectives to the philosophical issues discussed.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course examines the principles, procedures, and tools used to assess students’ social, emotional, and behavioral functioning within school settings. Students will learn to administer, score, interpret, and integrate data from multiple sources, including behavior rating scales, direct observations, record reviews, and structured and semi-structured interviews with students, parents/guardians, and teachers. Emphasis is placed on culturally responsive assessment, ethical practice, and the use of assessment data to inform intervention planning and progress monitoring. The development of report writing skills in the communication of evaluation results to parents/guardians and school personnel will be addressed.
In this course, students learn the fundamentals of creating, implementing, and maintaining curricula and developing and employing methods for identifying, teaching, and assessing gifted and talented learners. A distinguishing feature of this course is the opportunity to virtually interact with senior educators and staff members at Montclair State University’s renowned K-12 Gifted and Talented Program, which serves gifted and talented learners from New Jersey, New York, and Pennsylvania year-round. Students therefore apply concepts related to gifted and talented education within an authentic learning environment.
This course provides a foundational understanding of the science, theory, and application of educational and psychological testing, focusing on construction, evaluation, and interpretation of measurement instruments. Key topics include reliability, validity, test development, item response theory (IRT), construction of tests and measurement instruments, use and misuse of testing data, and ethical considerations for diverse populations. Students will engage in critical analyses of selected standardized instruments and will create a course project geared to their needs and interests.
Restriction(s): Students enrolled in graduate school psychology programs or permission of program director. This course explores the biological and affective bases of human behavior with an emphasis on processes relevant to learning, development, and emotional functioning in children and adolescents. Topics include brain structure and function, neural communication, psychophysiology, genetics, neuroplasticity, and the biological underpinnings of attention, memory, motivation, and emotion. The course also examines the neurodevelopmental origins of behavioral and learning disorders, the effects of trauma and stress on the brain, and implications for assessment and intervention in school psychology practice. Students will integrate knowledge of neurobiological processes with psychological theory to inform evidence-based, developmentally appropriate, and ethically responsible practice within educational and clinical settings.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course examines consultation processes and strategies used by school psychologists to support students, educators, and families. The course covers theoretical models of consultation, problem-solving frameworks, and evidence-based practices for working with teachers, administrators, and community professionals. Emphasis is placed on developing collaborative skills, effective communication, and culturally responsive approaches within school systems. Students will learn to design and implement interventions at the individual, group, and organizational levels, addressing academic, behavioral, and social–emotional challenges.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course provides school psychology students with a comprehensive understanding of Applied Behavior Analysis principles and their application in educational settings. Students will learn to conduct Functional Behavioral Assessments to identify the underlying causes of challenging behaviors, and develop evidence-based Behavior Intervention Plans tailored to individual student needs. Emphasis is placed on data-driven decision making, ethical considerations, collaboration with educators and families, and the use of interventions that promote positive behavioral and academic outcomes.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This practicum course provides opportunities for skill development in all areas of the practice of school psychology, including cognitive and social/emotional assessment, consultation and problem-solving through intervention, and group and individual counseling with school-age children.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course examines single subject research designs and their utility for assessing behavior change. It will explore single subject research compared to group-design; the use of single subject designs in research as well as applied practice; behavior measurement procedures; interobserver agreement; experimental designs including: withdrawal, reversal, alternating treatment, changing criterion, multiple baseline, probe designs, graphical representation of data including; experimental control procedures; and visual analysis of data. Students will also gain experience using commercially available graphing products.
Prerequisite(s): Departmental approval. Designed for individuals who, in consultation with advisor, wish to undertake an in-depth analysis of a specific research problem. May be repeated once for a maximum of 6 credits.
Restriction(s): Matriculation in Clinical Psyc w/conc:Child/Adolesc Clinical Psyc, School Psychologist, or PhD in Clinical Psychology programs. This course provides an introduction the profession and practice of school psychology. Topics include the history and foundations of school psychology, roles and functions of school psychologists, professional issues and standards, and contemporary issues and anticipated future directions in the field. Students also participate in a practicum experience, in which they learn about the roles, skills, and credentials required of school psychologists by directly observing a school psychologist employed in a K-12 school setting. Mutually Exclusive with PSYC 661.
Restriction(s): Permission of PsyD program director or course instructor. Students serve as apprentice psychologists in cooperating school districts. A certified school psychologist, employed in the cooperating district, serves as the student's on-site supervisor. Students meet weekly with the faculty instructor for additional supervision. Equivalent course PSYC 662 effective through Summer 2026.
Prerequisite(s): Completion of 21 credits of required courses, research courses and electives. The final course in the M.Ed.is meant to act as an individualized learning experience involving each graduate student in the planning and execution of a cumulative project. This course will provide students with a workshop environment to develop the project in accordance with his or her on-going professional interests and academic requirements. A descriptive and evaluative report are required, as is the dissemination of the project through a conference presentation, professional presentation, or academic round-table discussion.
Corequisite(s): EDFD 686. Restriction(s): Admitted to the Teacher Leadership Endorsement Program. This course guides teacher leaders to develop a form of inquiry that parallels their understandings of teaching and learning. It provides teacher leaders with the tools and resources necessary to examine their own practice as the center of their investigation and later share their findings with other teacher leaders. Participating in a cycle of inquiry, teachers design a self-study or action research project that focuses on an authentic question that has emerged from their teaching/leading in the classroom or school setting. They use a variety of different research methods such as action research and narrative research to collect and analyze data. They then share their research process with their colleagues to reflect on the process of self-study and the ways in which it has begun to impact their teaching and leading. Becoming teacher researchers enhances their teacher leadership. Mutually Exclusive with TLRN 684.
Corequisite(s): EDFD 684. Restriction(s): Admission to the teacher Leadership Endorsement Program. This course brings together current ideas and literature in a critical exploration of the interrelationship between teaching, learning, and leadership. It provides teacher leaders with tools and resources to evaluate and develop their own views of the relationship between teaching and learning and the ways to document and assess student growth. Teacher leaders develop a working understanding of concepts such as learning, cognition, development, assessment, and pedagogy and examine how they occur in a variety of cultural contexts (home, school and community) and also within their own practices. In the course teachers analyze multiple examples that illustrate common interests and concerns with an emphasis on professional learning, research-based instructional practices, and the quality of reflective practice and self-study of teaching. Mutually Exclusive with TLRN 686.
Corequisite(s): EDFD 692. This course brings together research and practice in a critical exploration of professional development and teacher learning. It provides teacher leaders with the tools and resources to be able to develop their own understanding of the role of communities of practice and professional development in teacher learning. Students study what research tells us about effective and ineffective professional development forms, focusing particularly on those that involve teacher leadership. We examine the role of technology and data analysis in teacher learning and how it is most effectively used in professional development. Students identify professional development needs in their school and then work to develop professional development plans and programs to meet those needs, incorporating technology and their understanding of effective professional development practices. Mutually Exclusive with TLRN 689.
Corequisite(s): EDFD 689. This course brings together theories and practices of education policy and law that have had an impact on teacher education, certification, and licensure. It provides teacher leaders with the habits of mind, skills, tools and resources to analyze and evaluate the effectiveness of education policy and law through the lens of teacher education. Teacher leaders study the history that has shaped the development of these education policies and laws on local, state, and federal levels, and will consider the impact of politics, the courts, and public opinion. They apply these understandings in order to critique policies derived from current federal legislation and explore their roles as advocates for teachers, students, and families. Mutually Exclusive with TLRN 692.
Restriction(s): Students matriculated in Advanced Standing School Psychology or School Psychology doctorate (PsyD) programs. This course focuses on the theory, research, and practice of psychological consultation and program evaluation within school and educational settings with an emphasis on data-driven decision-making and systems-level change. Topics include models of consultation, stages, and processes of consultation as well as culturally responsive consultation practices. Students will also explore methods of program evaluation, including needs assessment, formative and summative evaluation, and evaluation design and analysis.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course provides students with an in-depth understanding of the theory, research, and practice of supervision within school-based psychological services. Students will explore major models of supervision (e.g., developmental), evaluate empirical literature, and apply skills in the observation, evaluation, and support of developing school psychologists. The course addresses systems-level leadership, feedback strategies, and managing the complexities of supervision in diverse, interdisciplinary, and school-based contexts. Students will engage in applied supervision activities, under faculty guidance, conducting evaluations of professional competencies, and analyzing their own supervisory style and development. Issues related to professional identity, cultural humility, and ethical decision-making in supervision will be examined.
Restriction(s): Students enrolled in School Psychology PsyD programs or permission of PsyD program director. In this seminar, students will critically evaluate current literature, develop research questions, and design methodologically sound studies. The primary focus will be placed on the development and ongoing progress of students’ dissertation research, including proposal preparation, IRB application, data collection strategies, and analysis plans. The seminar will also address publication and presentation of research findings in professional venues.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course examines the historical, philosophical, and theoretical foundations of psychology with a focus on developmental processes and individual differences. Students explore the evolution of major psychological schools of thought, including behaviorism, cognitive psychology, humanistic approaches, and contemporary systems theories, and consider their influence on understanding human development and diversity. Emphasis is placed on the application of historical and theoretical perspectives to the study of cognition, learning, personality, and socio-emotional development in children and adolescents.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of the instructor. This course explores major theories, research, and applications of personality psychology, with a focus on application in clinical and school psychology practice. Emphasis is placed on understanding how personality develops across the lifespan and how individual differences impact behavior, learning, mental health, and interpersonal functioning in school-age populations. Topics explored include the critical evaluation of personality assessment tools and consideration of the ethical, cultural, and contextual factors in their interpretation and use. Research on personality disorders and their implications for diagnosis, intervention, and consultation in school and clinical settings is also explored.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of the instructor. This course examines social and organizational processes that influence behavior, performance, and outcomes within educational settings. Students explore theories of group dynamics, leadership, motivation, communication, decision-making, organizational culture, and change management. Emphasis is placed on understanding how these processes affect schools, classrooms, and other educational systems, and how school psychologists can apply this knowledge to promote positive organizational functioning and student outcomes.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course examines major theories, principles, and research in learning and cognition, with a focus on their application to educational and psychological practice. Students will explore behavioral, cognitive, social-cognitive, and constructivist perspectives on how individuals acquire, process, and retain knowledge. Topics include attention, memory, metacognition, problem solving, motivation, and the influence of culture and context on learning. The course emphasizes the integration of cognitive science with school psychology practice, including implications for assessment, instructional design, intervention planning, and consultation.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course builds on graduate-level foundational concepts to provide advanced training in the analysis and interpretation of data within psychological and educational contexts. Topics include multiple regression, multivariate analysis of variance (MANOVA), factor analysis, and introduction to causal modeling. Qualitative research designs and analysis will also be explored. Students will apply these methods using statistical software to analyze complex data sets relevant to assessment, intervention, and program evaluation in schools. Emphasis is placed on selecting appropriate analytic techniques, interpreting results accurately, and communicating findings in clear, APA-style reports. The course also explores methodological issues such as measurement and the implications of data-based decision making for school psychology practice.
Restriction(s): Students enrolled in Graduate School psychology programs, or permission of PsyD program director. This course provides an in-depth examination of the principles and applications of psychometrics within school psychology, education, and related disciplines. Students will develop competency in test construction, standardization, reliability and validity analysis, and interpretation of quantitative assessment data. Emphasis is placed on evaluating the technical adequacy of educational, cognitive, behavioral, and socio-emotional assessments commonly used in schools and other applied settings.
Restriction(s): Matriculation in EdD in Pedagogy and Philosophy. This course will focus on selected theoretical and practical issues regarding the relationships between pedagogy and philosophy, including but not limited to research topics, pedagogical theory and strategy, curriculum assessment and development, the relationship of Philosophy for Children to various philosophical traditions, and related topics in critical thinking, moral education, and philosophy of education. May be repeated once for a maximum of 6 credits.
Restriction(s): Matriculation in EdD in Pedagogy. This course examines the art and science of teaching and learning in an evolving social and political democracy. It aims at developing an understanding that teaching and learning occur in sociocultural contexts. Themes to be explored include competing views of knowledge and their implications for curriculum construction; current theories of learning and assessment; strategies to ascertain student's prior knowledge and experience; and pedagogical practices that build upon student's cultural capital. The course will examine diverse pedagogical strategies and their relationships to the structure and epistemology of the disciplines. Special attention will be given to the moral dimensions of the teaching-learning process.
Restriction(s): Permission of the PsyD program director. This culminating experience consists of a full-time, full-year, 1,500-hour internship experience where students are expected to go beyond the range of services they provided during their masters- or specialist-level externship, if applicable. Internship-specific practice requirements will be dependent on the intern’s placement (e.g., school, psychological services clinic) and will be specified in the intern’s contract with their field placement supervisor. The internship is divided into two semesters with each semester consisting of up to 750 hours. Students wishing to pursue licensure for the independent practice of psychology will complete a minimum of 1,750 hours. A minimum of 600 hours of this experience must be completed in a PreK-12 school setting if the student is not already a certified school psychologist. Students placed in PreK-12 school settings must be supervised by a certified school psychologist who may or may not be a licensed psychologist. Students placed in non-school settings must be supervised by a licensed psychologist.
Restriction(s): Matriculation in a doctoral program at MSU. This course introduces students to the theories and practices of qualitative research. Students develop skills to critically analyze qualitative studies and the various components of research design. They are also introduced to a rich array of qualitative approaches and possibilities in educational research. They develop an understanding of what is involved in designing original research and have hands-on practice with qualitative data gathering.
Restriction(s): Matriculation in a doctoral program at MSU. This course introduces students to major methodologies and fundamental skills of quantitative research. Students critically examine the features of common research methods, including experimental, quasi-experimental, and non-experimental designs, as well as related sampling techniques. Students study the underlying principles of measurement, focusing on such concepts as validity, reliability, and bias. Students also acquire skills for interpreting basic statistical procedures. Topics include descriptive statistics, introduction to probability and statistical inference, and the presentation and interpretation of statistical data in empirical literature. The course provides students with an opportunity to use statistical computing packages, such as SPSS, to support data analysis and interpretation.
Prerequisite(s): EDFD 821. The second in a sequence of two doctoral courses in quantitative research methods, this course enables students to further examine and apply quantitative research methods and tools. Students learn widely-used statistical procedures that are fundamental for the further study of statistics. They study inferential statistical methods and their applications to research. Topics include simple and multiple regression, one-factor analysis of variance, factorial designs, analysis of covariance, and nonparametric methods. Students have multiple opportunities to use statistical computing packages, such as SPSS, to support data analysis. Students further develop the skills for understanding and evaluating the use of quantitative methods in the research literature.
Prerequisite(s): EDFD 820. This is the second in a sequence of two doctoral courses in qualitative research methods, building on students' initial understanding of qualitative research from EDFD 820 Qualitative Methods of Research in Education. This course offers students the opportunity to develop a more in-depth understanding of qualitative research and its application to original research, including dissertations. Students explore the interconnections and congruence between theoretical and conceptual framing, research design, and data analysis and representation.
Restriction(s): Matriculation in EdD in Pedagogy; Advancement to Candidacy. While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded.