Pennsylvania State University-Main Campus · Courses
EDPSY
19 courses with the subject EDPSY, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDPSY 101Analysis and Interpretation of Statistical Data in Education3
This course is an introduction to quantitative methods in educational and social science research emphasizing the interpretation of frequently encountered statistical procedures. Students will learn both conceptual and technical aspects of common approaches to understanding score interpretation and ranges, relationships among variables, and hypothesis testing and group comparisons. Students will learn how to use these approaches to interpret findings and draw conclusions from quantitative data.
EDPSY 400Introduction to Statistics in Educational Research3
The foundations of statistical techniques used in educational research; distributions, central tendency, variability, correlation, regression, probability, sampling, hypothesis testing.
EDPSY 406Applied Statistical Inference for the Behavioral Sciences3
This course introduces evidence-based decision making in education and the social sciences. The topical focus is on descriptive and inferential statistical concepts and procedures applied to univariate distributions including central tendency, variability, confidence intervals, error, p-values, mean differences, correlation, and the general linear model. Students will also gain experience with the use of statistical software to analyze and interpret data.
EDPSY 408Meeting Instructional Needs of English Language Learners with Special Needs3
A major objective of this course is for students to be able to develop or modify instructional plans that reflect evidence based practices for adapting for the needs of English Language Learners (ELL) with special needs. The course has been developed to fulfill Pennsylvania Department of Education requirements and in recognition of the growing number of ELLs in the general population and thus, in special education settings. This course covers (1) theory and research on the instructional needs of ELLs and (2) the knowledge base on effective instruction for students with special needs and assists students in bringing these two areas of research together. Major topic areas include principles and issues in second language acquisition; ELLs characteristics including linguistic and cultural factors that affect second language acquisition; techniques and methods of research-based instruction for ELLs with special needs; lesson planning and instructional modifications for ELLs with special needs; and appropriate assessment practices for ELLs with special needs.
EDPSY 421Learning Processes in Relation to Educational Practices3
This course covers the major theories used to explain learning across educational settings. Students will learn foundational assumptions and concepts in each theory with a primary focus on the principles that have been forwarded to explain learning. The emphasis in this course is on how these principles can be understood in applied settings and how knowledge of these principles can inform learning and instruction. This course is appropriate for students who are interested in understanding students' learning processes.
EDPSY 422Learning and Development in the Context of Adversity and Trauma3
This course will provide students with an overview of the learning and developmental impact of adversity and trauma on children and youth with a particular focus on trauma-informed strategies to promote health and wellness within educational settings. Students will explore the physical, emotional, and psychosocial effects of adversity across the lifespan, along with evidence-based and evidence-informed practices to create a safe and supportive learning environment in classrooms, schools, and broader communities. Course content will cover a) literature highlighting the complexity inherent in understanding adversity's concomitant risks and differential impact for students, classrooms, and beyond; b) theories on learning, development, and adversity; c) trauma-informed frameworks; d) evidence-informed practices; e) identification of student needs and services due to adversity; f) trauma-informed competencies; g) cultural context of adversity. At the conclusion of the course, students will have an understanding of the developmental impact of adversity on children's learning and be able to identify and provide a safe, stable, and nurturing learning environment to prevent further re-traumatization and mitigate the effects of trauma to promote positive outcomes.
This is an introductory course about properties of test scores such as reliability and validity. In addition, the course focuses on the construction and evaluation of measurement instruments used in educational and psychological settings and may include topics such as test development, score reporting, and interpretation. Basic statistics are introduced throughout the course to interpret the psychometric properties of scores.
This is an introductory course about research methods used in educational research. Students will learn how to evaluate research in educational and applied settings and acquire knowledge needed to design a research study. Overall goals are that students will appreciate the value and limitations of research and continue to seek research articles related to their interests or expertise throughout their careers. The course offers a general survey of research methods commonly used in education and other social sciences; the primary emphasis focuses on various stages of quantitative research with less time spent on qualitative or mixed methods research.
