Graduate Bulletin-College of Education

An introduction to tests and measurements. Reliability, validity, interpretation of standardized test manuals. Survey of standardized aptitude, achievement, and personality tests. Students learn how to construct valid classroom tests.

531. Human Learning and Cognition. (3 s.h.)

A survey of major theories, processes, and issues in learning and instruction. Topics include: conceptual development, memory, language-communications, social cognition and the attribution process.

541. Concepts in Human Development. (3 s.h.)

Covers the major theoretical orientations and methodological approaches. Uses a life-span approach to cognitive, social, and physical development, genetic influences, parental influences, language and perceptual development, intelligence, peer influences, parenting practices, moral development, and the development of gender identity.

550. Introduction to Program Evaluation. (3 s.h.)

Methods and approaches to evaluation; planning and conducting evaluations; problems confronting the evaluator; professional issues.

621. Diagnostic and Corrective Techniques in Basic School Subjects. (4 s.h.)

Prerequisite: Ed. Psy. 529 or equivalent; limited to matriculated graduate students or those with permission of instructor.

A survey of standardized and informal techniques for analyzing academic difficulties in arithmetic, reading, spelling, and written and oral expression, together with practical corrective techniques regarding teaching. Emphasis on prescriptive teaching.

625. Intermediate Educational Statistics. (3 s.h.)

Prerequisite: Ed. 525 or equivalent.

Survey of issues, problems, and approaches involved in using ANOVA, correlational, and nonparametric procedures. Emphasizes guidelines for selecting statistical tests, computer-aided computation, and interpretation of results.

627. Introduction to Research Design. (3 s.h.)

Prerequisite: Ed. 525 or equivalent.

How to design a valid research study. Emphasizes experimental research design issues (control strategies, models, sources of invalidity).

629. Test Construction and Validation. (3 s.h.)

Prerequisite: Ed. Psy. 529 or equivalent.

Students will plan, develop, construct, revise, validate an instrument. Methods for assessing reliability and validity (especially construct validity) are emphasized. Item analysis techniques are included.

632. Theories of Cognition. (3 s.h.)

Prerequisite: Ed. Psy. 531 or 541, or permission of instructor.

A survey of major theories, processes, and contemporary issues in cognition. Topics included are conceptual processes, creativity and problem solving, memory, knowledge representation, language and communication processes.

643. Development Birth to Preschool. (3 s.h.)

Prerequisite: Ed. Psy. 541 or permission of the instructor.

Covers pregnancy, prenatal factors, cognitive and social development in infancy and preschool, day care, effects of early education, and preschool program models.

741. Proseminar in Human Development. (3-12 s.h.)

Prerequisite: Ed. Psy. 731.

Extended treatment of selected topics in human growth and development.

825. Advanced Statistics. (3 s.h.)

Prerequisite: Ed Psy 625.

A survey of statistical techniques involving both between groups and correlational analyses.

826. Multivariate Research Methods. (3 s.h.)

Prerequisite: Ed. Psy. 625.

Limited to matriculated doctoral students or those with permission of instructor. A survey of multivariate data analysis procedures, with a focus on parametric techniques. Students use computer library programs (e.g., BMDP, SPSS) to analyze data.

827. Advanced Analysis of Variance. (3 s.h.)

Prerequisite: Ed. Psy. 625.

Limited to matriculated doctoral students or those with permission of instructor. Emphasizes parametric analyses of variance and covariance, and their nonparametric analogs. Students use computer library programs (e.g., BMDP, SPSS) to analyze data.

831. Topical Seminar in Learning. (3-12 s.h.)

Prerequisites: Ed. Psy. 531 and 541.

Advanced seminar in selected topics in educational psychology involving critical analysis and application of current research with implications for future trends.

981. Apprenticeship in Educational Psychology. (3-12 s.h.)

Limited to matriculated doctoral students and those with departmental approval. Supervised apprenticeship in an educational activity central to educational psychology. Examples of possible apprenticeships are: research apprenticeship, educational program evaluation apprenticeship, educational product development apprenticeship, and teaching apprenticeship.

985-986-987. Seminar Series: Problems in Educational Psychology. (3, 6 or 9 s.h.)

Limited to matriculated doctoral students and those with permission of instructor. Specified problems, research, and practice in educational psychology. May be repeated for credit when approved by the instructor. Specific offerings change from semester to semester; contact Department for current offerings.

989. Independent Study in Educational Psychology. (1-6 s.h.)

Limited to matriculated doctoral students and those with permission of instructor. A course intended to meet the needs of students who desire to carry on individual investigation.

997-998. Master's Thesis in Educational Psychology. (6 s.h.)

Limited to those who plan to complete the master's degree by writing a thesis.

999. Dissertation in Educational Psychology. (3-9 s.h.)

Limited to candidates for the Ph.D. who have successfully completed the comprehensive (major area) examination and the minimum number of semester hours required for the degree.

School Psychology

Direct inquiries to: Dr. Joseph Rosenfeld, Coordinator, School Psychology Program, (215) 204-8075, 269 Ritter Annex, Temple University, Philadelphia, PA 19122.

General Statement

The American Psychological Association-approved program in School Psychology offers graduate work leading to the Master of Education (Ed.M.) and Doctor of Philosophy (Ph.D.) degrees. The program reflects a developing role model for school psychologists. It is grounded in sound clinical and educational practice and relates this professional background to the range behavior and learning problems.

The program also offers a planned course of study that leads to certification as a school psychologist in the Commonwealth of Pennsylvania and meets the requirements of most other states. Such a sequence involves courses beyond the master's level. Students with a master's degree can apply directly to the program for the certification program. The program houses the National Center for the Study of Corporal Punishment and Alternatives in the Schools. Students can participate in research, advocacy, and training projects in school discipline.

The program, in cooperation with the Supervisory Certification Program, offers certified psychologists the opportunity to obtain the supervisory certificate in school psychology from the Pennsylvania Department of Education. Students should apply to the Department and to the Supervisory Certification Program. The doctoral program is fully accredited by the American Psychological Association.

Areas of Specialization

Areas of specialization include psychoeducational assessment, diagnosis, intervention and remediation, school consultation, psychotherapy, organization and administration of psychological services in schools, social policy regarding schools, awareness of multicultural issues, conflict management, applied behavior analysis, and school discipline.

Application Deadlines

Applications and supporting materials for admission are considered only once each year and should be received by January 2 for admission in the summer and fall semesters.

Financial Aid

In addition to financial aid awarded through the Graduate School, the department offers a number of service assistantships.

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