A comparative study of the major theories in the field of family counseling.

The course is designed to provide counselors, teachers, and administrators with increased awareness of a wide variety of work experiences.

Orientation to the profession of counseling including its historical, social, and cultural foundations. Declaration of the minor in counseling or admission to the Ed.S. in Counselor Education.

An overview of the characteristics of optimal holistic wellness and human functioning. Practical application of theoretically and empirically supported wellness models and interventions to enhance social, emotional, mental, physical, and spiritual well-being.

Emphasis on current professional approaches to college mentoring and development of leadership and mentoring skills. Students must participate in Minority Assistance Program. Upper division undergraduate standing or admission to a graduate program and consent of instructors.

Declaration of the minor in counseling.

Human relations principles applied to the counseling interview.

Issues facing student athletes regarding their personal and career development beyond athletics.

Cross-listed course: PEDU 660

Basic concepts and procedures related to cross-cultural counseling; relevant issues which constitute the core of counseling effectively from a cross-cultural perspective; the development of specific learning strategies through which counselor trainees acquire fundamental skills of cross-cultural counseling. This course number and title will be offered with a specific perspective each time, such as blacks, women, ethnic groups, etc.

Principles and techniques of counseling parents of exceptional children.

History, theories, and practices of consultation and counseling program coordination.

A comparative study of major theories of group counseling and related research with emphasis on group interaction within a counseling setting. Laboratory applications expedite understanding of theory and practice.

The history of educational and psychological measurement. Consideration of concepts such as validity and reliability of educational and psychological measures, the rationale of the development and use of instruments for educational purposes.

Knowledge and application of assessment techniques and instruments utilized in school, career, individual, and family counseling.

Career development principles and practices in school and other settings.

Study of school counseling programs, including school counseling issues; program development, implementation, and evaluation; and current trends.

Interpreting play and using play techniques to facilitate the counseling process.

Ethical concerns and legal mandates and constraints related to the counseling profession including issues regarding education, supervision, research, and policy development.

Advanced study of children within the context of family counseling theories.

Study of the elements of and practices in a comprehensive developmental school counseling program.

Surveying required knowledge and sills for the clinical mental counselor.

An overview of a family systems approach to understanding and treating clinical issues related to human sexuality.

Survey and analysis of the works of prominent leaders in counselor education (i.e., behavioral, cognitive, existential approaches). Course content varies and will be announced in the schedule of classes by title.

A supervised experience in an approved setting that develops and assesses the individual's facilitation skills in career development.

An introduction to counseling theories and models.

Emphasis on development of techniques for assisting clients’ personal, social, spiritual, and career development.

Group process and dynamics applied to counseling in group settings.

Comparative study of major approaches to counseling supervision and related research with emphasis on historical foundations of supervision, supervisee characteristics, and application of concepts and techniques to specific practice settings.

Assisting clients with personal, social, spiritual and career development.

Current knowledge about counseling and spirituality, including theories of spiritual development, assessment of spirituality, and best practices interventions with children and families.

Advanced study of children within the context of family counseling theories.

This course is designed to help students understand the connection between theory and practice and give them an opportunity to try out this new knowledge. This additional work in both theory and practice will help students to be better prepared for their practicum and internship experiences.

Supervised counseling experience in an approved institution or agency.

Supervised counseling experience in an approved elementary school setting. Approved elementary school counseling practicum application.

Supervised counseling experience in an approved institution or agency. Full admission into a counselor program and program specifics as approved by faculty.

Supervised counseling experience in an approved setting focusing on play therapy, counseling through play and expressive arts therapy.

Supervised counseling experience in an approved secondary school setting. Approved secondary school counseling practicum application.

Supervised counseling experience in an approved mental health agency or practice. Full admission into the counselor education program and program specific courses as approved by program faculty.

Supervised counseling experience in an approved clinical mental health setting.

Counseling experience will be gained in a work setting similar to that in which a counselor will eventually be employed. Internship application must be submitted early in the semester preceding enrollment.

Counseling experience in an elementary school setting.

Counseling experience will be gained in a work setting similar to that in which a counselor will eventually be employed.

Supervised counseling experience in an approved secondary school setting.

Theories of career development and career decision making. Critique of career development programs in institutions and agencies. Students may repeat the course for up to a total of 3 credit hours.

Development of advanced theoretical and skill-based competencies in the practices of play therapy.

Basic concepts and practices related to the history of play therapy, developmental issues and ethical considerations in working theory to the practices of play therapy.

An examination of the history, rationale, theories, research and techniques of using the creative arts in counseling. Particular attention will be given to the therapeutic values or visual and verbal arts.

Emphasis on assessment of counseling skill development and application of theory to practice through supervised work with clients in a laboratory setting in preparation for field-based practicum.

Emphasis on ethical issues related to counseling practice, research, writing, and continuing education including assessment and development of professional writing skills.

Advanced principles and practices for transcultural counseling.

Doctoral level supervised counseling experience in field settings relevant to students professional goals.

Emphasis on formulation and evaluation of the theoretical basis for approaches to counseling including, study of historical and contemporary perspectives.

An analysis of the empirical basis of counseling practice and theory with attention to special problems related to counseling research.

Examination of pedagogy instructional principles, and evaluation procedures for counselor education in higher education settings. Admission to the Ph.D. program in Counselor Education.

Seminars and directed practice in counseling supervision. Contact department for application deadline. Internship application must be completed early in the semester preceding enrollment.

Teaching, consultation, counseling, and/or supervision experience is gained in field settings relevant to student’s professional goals; includes clinical supervision and professional development.

Teaching experience is gained in field settings relevant to student's professional goals; includes supervision of teaching and professional development.

Supervised experience in group counseling. Students may repeat the course for up to a total of 3 credit hours.

Study of multimedia elements (e.g., graphics, animation, audio, and video) including the creation and editing of materials. Instructional applications, copyright issues, and technology limitations will be explored.

Supervised field-based experiences in the design, development, evaluation, and implementation of technology-based instructional and training projects.

Application of instructional design criteria to computer and noncomputer interactions. Analyses include requisite cognitive processes, affective outcomes, and ethical standards. Design and formative testing of interactive exercises.

Critical analysis of research in multimedia programs and implications for instruction. Application of instructional design criteria to develop, author, and evaluate multimedia projects.

An introduction to the relationships between biology, learning theory, and instructional models.

Behavioral and cognitive learning principles applicable to the design of technology-based instruction and performance training.

Principles and models of instructional design and the assessment of learning. Applications of the instructional design process and assessment criteria to develop instruction and assessment tools for technology-based environments.

Application of Universal Design, assistive devices, and other technologies to assure access to information and productivity tools by persons with disabilities, English-language learners, students at risk, and the elderly.

The organization and administration of media programs in school buildings and districts, regional and state centers, and colleges and universities. Procedures, problems, and trends for an integrated instructional support system will be emphasized.

Telecommunications tools to support research and instruction across the curriculum. Study of distance education and issues related to instructional delivery, connectivity, and distribution methods.

A study of contemporary trends, problem areas, and issues in educational technology through literature investigations, seminar discussions, and case studies.

Incorporation of instructional design criteria, multimedia development skills, knowledge of instructional methods, learning theory, and evaluation to develop a comprehensive multimedia or Web-based instructional project.

A comprehensive study of the educational technology field, and an analysis of a significant question or issue related to teaching and administration in K12 schools, higher education, and/or other social institutions through literature investigation.

Introduction to the design of applied educational technology research with theoretical alignment of contemporary paradigms of research, purposes, research questions, ethics, and positionality.

Advanced applied quantitative and qualitative methods for educational technology research using data collection, analysis, interpretation, and systematic study of a significant research problem related to teaching and learning in technology-enhanced learning environments.

Evaluation and review of relevant research literature in educational technology to synthesize theories, trends, and issues related to the field.

Emphasis is placed on synthesizing research into an original, coherent and structured review of related literature.

Selected topical problems for advanced graduate students interested in technology-enhanced teaching, learning, and performance environments.

Special permission of department required.

Overview of the field of education for exceptional children. Basic course for those entering the field of special education.

Symptomatology, behavioral manifestations, and resources for care and treatment of orthopedic conditions and other types of health problems in children and youth.

An overview of early childhood special education for young children with disabilities and their families.

Children with average/above average intelligence and specific learning impairments; diagnostic and remedial techniques. (Offered by both the College of Education and the Department of Psychology).

Cross-listed course: PSYC 529

Types and characteristics of the gifted and talented.

A study of the skills and knowledge required to implement direct instruction procedures when teaching reading, with opportunity for application of skills. Research and theoretical foundations will also be evaluated.

Research, theory, and instructional practices related to providing reading instruction in content areas for youth with disabilities, with a focus on developing disciplinary literacy in inclusive settings.


Research, theory, and instructional practices related to mathematical readiness and instruction for children and youth at risk for mathematical difficulties.

Data-based instruction for teaching students with significant disabilities: task and developmental analysis, individualizing instruction, and preparing and implementing instructional programs.

Design, development, adaptation, and implementation of curriculum, language and communication instruction for students with significant disabilities.

Theory and application of current evidence-based procedures for teaching children with specific learning disabilities.

Nature and causes of intellectual disabilities, behavior, and potentialities of persons with intellectual disabilities.

An initial course in educational procedures focusing on intervention strategies for serving young children with disabilities in inclusive environments.

Characteristics, etiology, and major theoretical models for children experiencing emotional and/or behavioral problems in school; special education curriculum, programming alternatives, assessment, and issues concerning this population.

The development of a workable approach to classroom management through an examination of a research-based synthesis of current knowledge in classroom and behavior management.

DEC Practices in Early Childhood Special Education, Assessing and Monitoring Children's Challenging Behavior, and Preventive Strategies for Challenging Behavior.

Advanced assessment methods for serving young children with and without developmental delays and their families.

Personal, social, and educational implications of a mild to moderate multi-categorical disability (emotional/behavioral, intellectual, and learning disabilities) throughout the lifespan of an individual.

Theory and application of current evidence-based procedures for teaching children with mild to moderate multi-categorical disabilities.

Basic course for mastery of the literary braille code. Transcription of instructional materials in literary braille.

The psychological, social, and educational implications for persons with visual disabilities; definitions, incidence, characteristics of, and rehabilitative and educational programs for persons with visual disabilities.

Educational implications of philosophy, theory, and research about deafness.

Knowledge and basic skills of finger-spelling and sign forms for communication.

Communication and collaboration skills and strategies for creating and maintaining effective partnerships with a variety of stakeholders involved in educating students with disabilities in PK-12 settings.

Strategies for collaborating and communicating with families and other professionals as members of multidisciplinary teams in Early Intervention and Early childhood Special Education.

Definitions, characteristics, and causes of autism; educational models, implications, and programming.

Analysis of legislation, litigation, and administrative rulings related to special education. Emphasis on the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.

Methods and materials to teach students with intellectual disabilities.

Experience in the observation of and participation in the education of children with disabilities in settings appropriate to student’s specialization. Includes weekly seminar.

Experience in the direct teaching of children with disabilities in settings appropriate to student’s area of specialization. Includes weekly seminar.

Experience and seminar in the direct teaching of students with disabilities in settings appropriate to student’s area of specialization.

Experience in the direct teaching of children with disabilities in settings appropriate to student’s area of specialization. Includes weekly seminar.

Experience in the direct teaching of children with disabilities in settings appropriate to student’s area of specialization. Includes weekly seminar.

Experience in the direct teaching of children with disabilities in settings appropriate to student’s area of specialization. Includes weekly seminar.

Experience in the direct teaching of children with disabilities in settings appropriate to student’s area of specialization. Includes weekly seminar.

Experience in the direct teaching of children with disabilities in settings appropriate to student’s area of specialization. Includes weekly seminar.

Application of principles of behavior to understanding and changing socially important behavior of students with disabilities.

Identification and assessment of problem behavior, design and implementation of positive behavior intervention plans.

Legal, ethical, and professional issues in behavior analysis.

Principles of applied behavior analysis in the design, delivery, and evaluation of instruction of children and adults in school, home, and community settings. Students pursuing Board Certification in Behavior Analysis.

Advanced concepts and principles in applied behavior analysis.

Supervised student-led research experience in a school, state agency, department or bureau of the University, or cooperating organization or institution.

Synthesis of the knowledge and skills acquired through course work and field experiences during special education teacher preparation.

The relationship of cognitive and affective factors to learning in the gifted and talented, including the self-concepts of the learner and the teacher.

Emphasis on methodologies and materials involved in the teaching of gifted and talented children and youth.

The application of microcomputers and other technology in services for special populations. Case management, assessment, and instructional uses of technology are included.

Cross-listed course: RHAB 750

Foundation for understanding and using assessment information in the transition process for youth with disabilities. Specifically, students will gain knowledge in the multiple domains of transition assessment (e.g., vocational, academic, independent living, self-determination). Students will also develop and determine appropriate transition plans, programs, services, and instruction.

Concepts, tools, and strategies essential for effective collaboration within and across systems supporting transition-age youth with disabilities. Best practices on how to partner with agencies, schools, and employers which provide students with support and advocacy as they transition to post-school life.

Specific vocational practices and information used to assist persons with disabilities as they begin to make career decisions and transition to the workforce.

Developing and selecting curricula that meet students` transition needs and align with state academic standards. Students will evaluate and implement evidence-based practices as well as develop lessons and instructional units that promote the skills necessary for transition to adult life.

Current educational methods and materials for students with partial sight including educational needs, assessment of visual functioning, and vision utilization. Educational plannings and instructional strategies will be considered.

Structure, function, and abnormalities of the eye stressing educational implications. Special attention is paid to interpretation of reports from eye specialists, theory and use of low vision aids, and vision screening techniques in schools.

Current educational procedures for students who are blind or with partial sight, including programming alternatives, curriculum adaptations and additions, use of specialized equipment, instructional strategies, and educational planning.

Lectures, discussions, observation, and practice in teaching pre-care skills, orientation and mobility, and activities of daily living to visually handicapped individuals. Presented with reference to the responsibility of the teacher of the visually handicapped.

A study of the use of acoustic amplification and speech reading in developing language skills for deaf and hard-of-hearing children and adults. Theories, methods, and systems of speech reading and use of hearing aids and other amplification equipment are studied and analyzed.

Advanced study in methods of instruction for the hard-of-hearing in the principles and techniques of lip reading and auditory training.

Application of current educational procedures for students with emotional and behavioral disorders including alternative administrative arrangements, education strategies, and sources of materials.

The study of language disorders in students with disabilities. Focus on defining communicative acts and implementation of alternative and augmentative communication and assistive technology.

Concepts and methods of assessment in special education with emphasis on administering, scoring, and interpreting standardized education tests.

Lectures and practicum experiences emphasizing the application of informal educational assessment and intervention planning procedures. Individually supervised case project.

Critical reviews of research related to key issues in special education. A research paper is required.

Experimental study of various aspects of lip-reading and auditory training.

Orientation to transition planning and vocational training as integrated components of secondary level education curriculum for students with disabilities.

Assessment instruments, techniques, and procedures for non-discriminatory educational assessment of children with disabilities birth-eight years.

Application of effective teaching techniques and organization of instructional settings for exceptional learners in selected areas of specialization. B (Behavioral Disorders), L (Learning Disabilities), I (Intellectual Disabilities), S (Severe/Multiple).

Application of effective teaching techniques and organization of instructional settings for exceptional learners in selected areas of specialization.

Application of effective teaching techniques and organization of instructional settings for exceptional learners in selected areas of specialization. B (Behavioral Disorders), L (Learning Disabilities), I (Intellectual Disabilities), S (Severe/Multiple).

Application of effective teaching techniques and organization of instructional settings for exceptional learners in selected areas of specialization. B (Behavioral Disorders), L (Learning Disabilities), I (Intellectual Disabilities), S (Severe/Multiple).

Application of effective teaching techniques and organization of instructional settings for exceptional learners in selected areas of specialization. B (Behavioral Disorders), L (Learning Disabilities), I (Intellectual Disabilities), S (Severe/Multiple).

Educational assessment in clinical and school settings. Integration of assessment procedures including interviewing, observation, testing, consultation, and report writing. Individually supervised projects.

Applications of single-case study designs to the analysis of student behavior in special education, with emphasis on visual display of data and interpretation of research results.

Advanced concepts in single-case research, including the identification of evidence-based practices in special education through systematic reviews and meta-analyses.

A study of administrative and supervisory issues in the operation of school programs for exceptional children; alternate instructional models and program organizations, budgeting and funding practices, certification requirements, and other operational factors are emphasized.

A critical review of research in the identification and education of children and adolescents with emotional and behavioral disabilities. A research project is required.

Exploration of current issues, problems, and trends in the education of children with learning disabilities.

Procedures to be used in special education classrooms, emphasis on curriculum, methods, and materials for learners with disabilities.

Supervised field-based experiences related to special education administration, pedagogy, and university teaching.

Supervised field-based experiences related to special education administration, pedagogy, and university teaching.

Supervised field-based experiences related to special education administration, pedagogy, and university teaching.

Supervised field-based experiences related to special education administration, pedagogy, and university teaching.

Selected topics in special education. With consent of advisor, may be repeated for credit as topics change.

Review and analysis of contemporary research topics in special education. May be repeated for up to 12 credit hours as topics vary.

A survey of the history, philosophy, administration, and legal bases of American education.

Development of educational institutions in Southern society with special attention given to South Carolina.

A comparison of the impact of postwar forces on the educational systems of selected European nations. Analysis of current trends, movements, and problems in all levels of education. Examination of the educational purposes, systems, techniques, and facilities with implications for the future development of industrialized societies.

Foundations of qualitative research including historical, philosophical, and theoretical perspectives. Examination of different qualitative approaches and associated methodological issues.

Qualitative research methods including naturalistic inquiry, participant observation, interviewing, focus groups, and document analysis.

Qualitative research methods including naturalistic inquiry, participant observation, interviewing, focus groups, and document analysis.

Introduction to international education and the comparative method in the study of educational systems around the world. Provides students with an overview of comparative and international education theory, practice, and research methodology.

The history of education in the United States from the colonial period through the contemporary moment. Placing the history of education in a larger American economic, social, political, and cultural context, students consider the development, purposes, effects, and evolution of public and private schools in the United States at the elementary, middle and secondary levels during this critical period in United States history and education.

The functional considerations governing educational theories and practices.

The study of historic and contemporary social theory and the application of social theory to current issues in education.

An introduction to tenets and methodology in Critical Race Theory. The study of race and racism as the primary lens of analysis in educational, social, and political issues.

Basic concepts of the relation of the school to the social order: an analysis of the essential features of the changing social context within which American educational policy and practice now operate. The educational implications of recent social change in American life and of the emergence of a new world order.

Examination of biography as a form of educational research and scholarship.

Exploration of the various forms of narrative inquiry as a distinct genre of qualitative research.

Theoretical, methodological, and pedagogical orientations to participatory action research.

Historical, methodological, and theoretical orientations to ethnographic research.

The study and practice of qualitative case study methods. Topics include explanatory, descriptive, and exploratory approaches, single case, multi-case, and multi-site design strategies.

The impact of education on the social order in the United States continued–1877 to the present. Research assignments will involve analysis and interpretation of primary source materials of 19th- and 20th-century thought and practice in South Carolina.

Individual topics selected by student application and instructor acceptance. May be repeated for up to 9 hours as topics vary.

Critical comparison of present-day schools of thought in the nature, objectives, and functions of American education.

Cross-listed course: PHIL 847

A critical and comparative exploration of different theoretical and discursive frameworks, policies and practices that have constituted and shaped the broad and interdisciplinary field of gender and education.

An advanced study of how Critical Race Theory is applied by researchers to investigate issues of racial justice. The study of race and racism is the primary lens of analysis in understanding disparities in educational, political, social and economic outcomes.

Cross-listed course: EDTE 857

An overview of the role of student activists who engaged in deliberate protest to demonstrate their dissatisfaction with the American social order and an examination of the rationale behind student rebellion and the role of high schools and colleges in facilitating student activism.

Internship dedicated to equity and justice in educational contexts.

Examines free-choice (or informal) learning and the characteristics of settings and activities outside of formal schooling that effectively promote learning and development.

Introduction to current issues in educational psychology. Topics include, but are not limited to: learning and teaching, cognition, developmental theories, the brain, information processing, motivation, individual differences, and the social contexts of learning.

Overview of the contributions of the biological and social sciences to an understanding of the mental, emotional, social, and physical development from infancy through adulthood. Study of behavior problems.

Presentation of theories and principles of human development that are particularly relevant to teaching. Application of such theories and principles to learning situations suitable to various age and grade levels.

A review of the literature concerning adolescence; nine years through teens. Emphasis on application to the educational setting.

Designed to further understanding of the adult and his/her endeavors in the learning process. Emphasis will be on the major contributing factors (physiological, psychological, and sociological) that affect the adult, on the relevant research findings, and on implications for educators.

A study of the cognitive processes involved in complex learning, conceptualization, problem-solving, abstract reasoning, and other aspects of higher intellectual functioning as developed and used in the educational setting.

A systematic survey of major traditional and contemporary learning theories and principles relevant to the design and development of classroom teaching and instruction.

Analysis of concepts and methodological approaches to research in the Educational Psychology field. Focus on critical reading and evaluation of published literature across a broad spectrum of areas.

Motivation and School Learning.

Issues in research on human development with applications to educational settings.

Advanced study of educational psychology with special emphasis on learning.

Advanced problems in educational psychology as they apply to the public schools at all levels. Designed to meet the needs of candidates for graduate degrees.

The construction and use of teacher-made tests; descriptive statistics, measurement error, norms, and interpretation of scores; types of standardized instruments for use in elementary and secondary schools.

Concepts and methods of conducting research in education. Admission to graduate standing.

Methods of statistical inference, including additional topics in hypothesis testing, linear statistical models, and non-parametric analyses.

Introductory course in statistics for graduate students in education and the other social sciences. Central tendency and variability, normal distribution, simple correlation and regression, z and t tests for one and two samples, and the chi-square test. Use of statistical software.

Continuation of Educational Statistics I. Inference for one and two samples, factorial designs, repeated measures designs, and multiple regression. Use of statistical software.

Applied nonparametric statistics in education and the social sciences. Distribution-free inference for repeated measures and factorial designs; logistic regression and log-linear analysis. Use of statistical software.

The study and practice of mixed methods research. The integration of qualitative and quantitative approaches and methods in research practices. Emphasis on educational research and settings with consideration of other social science fields as needed.

Advanced use of available statistical packages in educational research. Content varies; topics and credit announced in advance. May be repeated for up to six hours of credit. May be repeated for up to 6 hours of credit.

The history of educational and psychological measurement. Consideration of concepts such as validity and reliability of educational and psychological measures and the rationale of the development and use of instruments for educational purposes.

The rationale, construction, use, and appraisal of achievement tests as tools of educational evaluation and research.

Consideration and the construction of educational and psychological tests and measurement instruments.

Emphasis in the linkages between curriculum, instruction, and assessment, and the development of assessments for learning outcomes. Methods include observations, interviewing, performance assessments, portfolios, and classroom tests.

Topics in educational surveys: design of questionnaires, sampling, data collection, treatment of non-responses, survey interviewing, randomized response techniques, data tabulation, and graphical presentation. Use of statistical software.

Statistical techniques and theoretical concepts involved in educational and psychological measurement. Analysis and interpretation of test data, equating of equivalent forms, latent trait theories and models, multiple matrix sampling, and issues related to criterion-referenced testing.

Methods of designing and implementing evaluations of social and educational programs.

Supervised research experience in a school, state agency, department or bureau of the University, or cooperating institution.

Theories and applications of covariance structure modeling, including reliability analysis, confirmatory factor analysis, and path analysis with observed and latent variables.

Analysis of grant and contract functions in government agencies; proposal writing; legal and fiscal requirements of grants administration.

Cross-listed course: POLI 755

Concepts and application of designing research in education.

Emphasis on the development of an understanding of the role of inferential statistics in educational experimentation, a working knowledge of the common tests in statistical analysis, and the student’s ability to design and execute experiments involving application of the statistical tests.

Advanced quantitative methods course in multilevel data analysis. Covers theoretical grounding, applications in the social sciences, and model building.

Advanced statistical applications including partial and multiple correlational methods, multiple regression, multivariate analysis of variance, discriminant analysis, and canonical correlation. Use of statistical software.

Statistical models for item response theory, Rasch and other models for binary and polytomous data, and applications. Use of statistical software.

Cross-listed course: STAT 778

Theory, methodology and practice of qualitative research in educational settings. Students will conduct research in applied settings using qualitative data collection methods including observation, interviews, focus groups, and document analysis.

Examination of biography as a form of educational research and scholarship.

Theoretical and empirical issues in qualitative and/or quantitative methods in educational research. Content varies; topics and credit announced in advance. May be repeated for up to 12 hours of credit.

Study of advanced concepts, principles, techniques, and issues in structural equation modeling (SEM) and the latent variable framework.

Topics involved with major issues in the planning and conducting of significant research in education. Several faculty members participate; a forum is provided in which candidates may present for analysis original research designs primarily related to their dissertations.