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EDUC 702 | N/A |
Wolverine Pathways
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EDUC 703 | 3 | Historical Perspectives on Literary Research
Critically examines literacy research from historical perspectives, including behavioral and cognitive/metacognitive research paradigms. Historical perspectives are considered in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment. |
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EDUC 705 | 3 | Evaluating Educational and Social Programs
Prerequisites: EDUC 695 or equivalent. |
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EDUC 706 | 3 | Seminar: Issues in Research on Literacy
Investigates contemporary issues related to research on literacy. Specific topics vary each time the course is offered.
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EDUC 707 | 3 | Psychometric Theory: Classical and Latent Trait Models (PSYCH 707)
Prerequisites: EDUC 794 or equivalent.
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EDUC 708 | 3 | Cognition and Instruction in the Classroom (PSYCH 708)
Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
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EDUC 709 | 3 | Motivation in the Classroom (PSYCH 709)
Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
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EDUC 711 | 3 | Research in Mathematics Education
Prerequisites: Permission of instructor. May be elected twice. |
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EDUC 712 | 3 | Causal Inference in Education Policy Research: Preschool, Elementary and Secondary (PUBPOL 712)
This course focuses on rigorous evaluation of policies and interventions intended to support children's early learning and success in k-12. Evaluations will be discussed in the context of the current and historical landscape. Specific topics will include theories across developmental psychology and economics, school accountability, teacher-focused policies, and digital learning. |
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EDUC 714 | 3 | Casual Interference in Education Policy Research: Postsecondary (PUBPOL 713)
Prerequisites: EDUC / PUBPOL 712
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EDUC 715 | 2-3 | Special Topics in Education and Psychology
Prerequisites: Permission of instructor.
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EDUC 716 | 2-3 | Education Psychology Advanced Proseminar
Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: Combined Program student standing or permiss (Program students are required to sign up for three credit hours.) An advanced seminar on issues in education perspectives for psychologists. It is primarily for third and fourth-year program students and is a required course. The seminar is designed to identify and review issues critical to "educationalists": researchers, those concerned with issues of training, policy specialists, and practitioners. The major focus is to become broadly conversant with the range of issues associated with the study and practice of education and to use this knowledge to analyze and reflect upon those issues. Participants will be encouraged to relate their scholarly interests to matters of practical significance. |
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EDUC 717 | 1-3 | Interdisciplinary Problem Solving
This is a course offered at the Law School through the Problem Solving Initiative (PSI). Through a team-based, experiential and Interdisciplinary learning model, small groups of U-M graduate and professional students work with faculty to explore and offer solutions to emerging, complex problems.
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EDUC 718 | 3 | Critical Race Theory in Education
This course overviews critical race theory (CRT) in education, an analytical framework that examines and challenges race/racism and other forms of subordination shaping disparate educational opportunities for Communities of Color. Students will explore CRT's intellectual genealogies, its origins in schools of law, and its applications to the field of education. Full Term Credit Hours: Grad Min: 3.00 Grad Max: 3.00 - Half Term Credit Hours: Grad Min: 3.00 Grad Max: 3.00 |
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EDUC 719 | 1 | Pedagogies of Diversity, Inclusion, Justice and Equity
This mini-seminar is for university instructors interested in moving the concepts of diversity, inclusion, justice, and equity (DIJE) from the theoretical to the practical in undergraduate courses. Participants will analyze scholarly reflections about teaching issues of racial and social justice, and consider how to pedagogically account for DIJE. Full Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00 - Half Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00
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