This course introduces fundamental issues in educational equity and the complexities of addressing and disrupting inequities through a field-based umbrella project. The Lab comprises the field-based umbrella project. The Studio is a creative space that introduces theoretical frameworks and tools to help meaningfully frame and explore educational equity problems.

Doctoral student participation in a research project to experience the conduct of research from multiple and/or methodological perspectives. Experience should total 150 hours over one or multiple semesters.

May be elected more than once for a total of 9 hours.

Offers an integrated study of the psychological, social, philosophical, historical, and curricular bases of education through an examination of a small number of issues or themes of profound and lasting importance in educational studies. Graduate course required of all new Educational Studies doctoral students. Should be taken early in the student’s program.

Prerequisites: Doctoral standing or permission of instructor.
 
Situated at the intersection of teaching, learning, and subject matter, this course supports understanding of basic theories of learning and development, and the role of psychological and educational theory in the: (a) design of curriculum, (b) conduct of teaching, (c) assessment of learning.

Prerequisites: Doctoral standing or permission of instructor.
 
Surveys qualitative methods of inquiry as they are currently used in the study of the contexts, processes, and effects of education. Introduces students to elementary statistics, exploratory data analysis, research design, and/or interviewing, narrative and argument analysis, and interaction and setting analysis.
 

Prerequisites: Graduate standing at the doctoral level.
 
Surveys quantitative methods of inquiry as they are currently used in the study of the contexts, processes, and effects of education. Introduces students to elementary statistics, exploratory data analysis, research design, and computer-based data analysis methods.

Prerequisites: EDUC 793 with a grade of B- or better
 
This course introduces students to the use and interpretation of multiple regression analysis and program evaluation. Students will learn to use data to address policy topics such as class size, teacher certification, education finance and the payoff to education in the labor market. 
 

Prerequisites: EDUC 793 or equivalent.
 
Building on the foundation developed in Educ 793, this course provides the opportunity for students to advance their quantitative reasoning skills for applied empirical research, focusing on a range of statistical techniques but with a special emphasis on regression techniques that are used frequently in education research.

Doctoral student engages in the full complement of activity associated with teaching (e.g., design and revision of syllabi; design, enactment, and evaluation of course activities; design and grading of course assignments; engagement with and evaluation of learners).

May be elected more than once for a total of 9 hours.

Advanced course addresses how to remedy the statistical and analytic problems that arise when researchers are faced with categorical and limited dependent variables. Emphasis on learning the statistical properties of these models and interpreting how the results produced can be used to inform educational decision-making.

This course is designed to provide students with conceptual understanding of structural equation modeling (SEM) and guided experience running these analyses. The emphasis in this course is more applied than technical. At the end of this course, students will have the conceptual and analytic stills to specify, analyze, and interpret SEMs. A second goal of the course is for students to have sufficient conceptual, technical, and syntactic understanding of SEM to solve the methodological problems that will come up in your future work. 
 

Prerequisites: Graduate standing and graduate-level courses in STAT 500 and STAT 501.
 
Considers methodological issues that arise in research in the social sciences. Themes for each meeting will arise from on-going research projects at U-M. Visiting researchers will provide a brief account of their aims and data before defining the methodological challenge for which they desire discussion.
 

 
This course explores the use of experiments and quasi-experiments in education research. We will examine papers that use advanced research methods such as instrumental variables, regression discontinuity, propensity score matching, natural experiments, differences-in-differences, and randomized trials. Students will produce a substantial, original piece of research. The class is intended for PhD students early in their dissertation phase, as well as for advanced master’s students who plan to work with empirical research in a professional setting.

Examines the ways in which science education has developed over the last century; looks at the history of science education through an extensive review of significant documents; and considers critically the ways in which changing views of the history, philosophy, and sociology of science have affected, and continue to affect, science education practice and research.

Discusses past and current issues in research on learning and instruction in science. Focuses on philosophical issues and theoretical frameworks used to understand how students learn science. Examines approaches to empirical work investigating students’ learning in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in science education.