A study of the physical, mental, social and emotional development of young people from conception to late adolescence.

Assists future educators to understand adolescent development and behavior of students in the middle and high schools. Issues and problems include the school's role in the social, emotional, and intellectual development of middle and secondary school students from diverse multicultural backgrounds; student-teacher and peer relationships; and the academic and vocational planning process.

A study of the physical, mental, social and emotional development of young people from conception to late adolescence.

The application of formative and summative evaluative concepts in building and interpreting tests in the educational setting.

The application of formative and summative evaluative concepts in building and interpreting tests in the educational setting.

Study of a significant topic, theory, model or problem in behavioral studies. May be repeated once for credit when content varies.

Directed individual study and research. Consent of department chair is required. (No more than two directed studies can be counted toward the Bachelor's degree and Class B Certificate).

Psychology of learning as it pertains to education. Emphasis is on both the practical application of learning principles in educational and training classroom situations and theories of learning.

A study of the crucial developmental principles of human development and behavior focusing on: developmental tasks over the life span; growth patterns of the diverse subcultures emphasizing attitudes, values, and learning styles; family, school, and community impact on people of all ages living and growing in a multicultural society.

This course is offered as part of the Alternative Masters Degree in Education. Upon completion of the course, students will be able to construct, evaluate, administer, and interpret classroom and school-related assessment. In addition, students will be prepared to be effective consumers of research reports, writings, and results in professional literature in their field.

Understanding and interpreting the meaning of test scores. Technical qualities desired in a test. Techniques for obtaining information about clients and/or students. Using this information in counseling, consulting, and teaching. Cultural bias in tests. Problems of testing and obtaining information about clients and/or students with diverse backgrounds.

Includes basic theories of intelligence, basic concepts and principles of intelligence testing, extensive practice in administering, scoring and interpreting the Wechsler Adult Intelligence Scale, the Wechsler intelligence Scale for Children and the Wechsler Preschool and Primary Scales of Intelligence in a wide variety of educational settings.

Includes basic theories of intelligence, basic concepts and principles of intelligence testing, extensive practice in administering, scoring and interpreting the Stanford-Binet Scale in a variety of educational settings. Competencies in consulting with professional personnel and with parents will be emphasized.

The Kaufman Assessment Battery for Children and the Kaufman Adolescent and Adult Scale are the basic instruments used for extensive practice in administering, scoring, and interpretation of intelligence. The various theories of intelligence, especially those of Horn and Cattel, Luria, Sperry and Neisser are emphasized.

Guided supervision in the completion of learning tasks in educational psychology such as program design and revision, study of a significant topic, theory, model, and supervision of selected learning activities to acquire specific counseling and testing skills.

Students explore through directed study of problems and issues of special interest or significance in Educational Psychology. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree program.

A study of the major psychological theories, models, research and principles that apply to the teaching and learning process. Special attention will be given to cognitivistic approaches.

Examination of individual and developmental differences as related to learning, performance and behavior. Intelligence attitudes, cognitive and learning styles, anxiety, prior knowledge, and locus of control are among the topics discussed. Models and methods for using learner characteristics in instructional design, teaching practices, and research are considered.