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The second quarter focuses on the use of the research design in a real-world context (e.g., not a contrived context) and the study of what takes place. In this course students will engage in extensive analysis of their own interventions and support the development of students work into case studies, ethnographies, and micro-genetic analysis of learning events. Students will be required to develop both a poster presentation and develop a paper of their work. Pre-requisites: graduate status in Education, and must have your own data set. EDC&I 581 (Part I) is highly recommended.

Design-based research methods are an emerging form of educational inquiry that involves the orchestration and study of complex education interventions in naturalistic settings. In constrast to methods that are strictly observational, design-based research seeks to shape and even engineer learning environments and experiences “in the wild.” The first quarter of this class will focus on identifying a context for design research and engaging in design activities. Students will plan to carry out a design intervention between this class and part II.

Introduces the principles of mixed methods research design, whereby qualitative and quantitative components inform each other in sampling, data collection, and data analysis. Explores design issues and solutions primarily in the context of education policy research. Pre-requisites: graduate status in Education or permission of instructor.

Methods and critique of historical research in education. Examination of landmark works in education history and historiography. Hands-on experience framing historical questions, finding historical sources, using historical evidence, substantiating historical claims, and addressing issues in the history of education. Pre-requisites: graduate status in Education or permission of instructor. Note: helpful to have taken prior coursework in History of Education or other foundations coursework.

Overview of various methodologies used to conduct educational inquiry, examples of ways methodologies typically are used, and exploration of similarities and differences between methodologies. Discussion throughout is in terms of assumptions regarding the nature of knowledge and purposes of educational inquiry Pre-requisites: Ph.D. status in Education and EDLPS 525. This is the second course in a 2-quarter series that is required for all Ph.D. students in the ±¬×ߺÚÁÏ.

Overview of various methodologies used to conduct educational inquiry, examples of ways methodologies typically are used, and exploration of similarities and differences between methodologies. Discussion throughout is in terms of assumptions regarding the nature of knowledge and purposes of educational inquiry. Pre-requisites: Ph.D. status in Education. This is the first course in a 2-quarter series that is required for all Ph.D. students in the ±¬×ߺÚÁÏ. EDLPS 525must be taken in sequence with EDLPS 526.

This is an advanced methods course that covers all aspects of naturalistic data collection methods with children. It is designed for graduate students focusing on research with special and vulnerable children – infants, toddlers, preschoolers, kindergarteners, and elementary children and their families. International component included. Research methods are home and community based, not school based. Course includes hands-on completion of fieldwork with specialized children as final assignment.

This course focuses on how to analyze and report qualitative data analysis from various disciplinary perspectives; students focus on analyzing and writing up data from their own studies. Pre-requisites: second-year doctoral standing; one course in statistics/quantitative research; EDPSY 586 or equivalent; and permission of instructor. This is part of an intensive 3-quarter series that spans the academic year (students may opt into the whole sequence, or just take this as stand alone — see EDPSY 586).

Mentored experience in qualitative research from various disciplinary perspectives, including all phases of research (design, data collection, analysis, reporting). Pre-requisites: second-year doctoral standing; one course in statistics/quantitative research; EDPSY 586; and permission of instructor. This is part of an intensive 3-quarter series that spans the academic year.

This course introduces students to several traditions of qualitative inquiry, with emphasis on students' design of rigorous qualitative studies. Pre-requisites: second-year doctoral standing; one course in statistics/quantitative research; and permission of instructor. This is part of an intensive 3-quarter series that spans the academic year (students may opt into the whole sequence, or just take this as stand alone — see EDPSY 587).