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The School of Education provides these programs and facilities for students, faculty, and, in many cases, the public. Prerequisite: EPSY 810, EPSY 811 and experience with a statistical software package. (Same as CLDP 948.) Prerequisite: EPSY 905 and instructor permission.
It maintains a library of current materials on economic/consumer education. Practical guidelines, specific intervention strategies, treatment principles, legal and ethical responsibilities, and self-care regarding crisis work will be discussed and integrated. Understanding Cultural & Individual Differences in Professional Psychology. Examines the role of culture in human behavior and its influence in counseling theories, practice, and research. Ethical and Legal Issues in Psychology and Counseling. An examination of legal, ethical, and professional standards and issues affecting the practice of professional psychology. This data is part of the Title II report required by the federal government. Supervised practice in the application of psychological theory of educational problems. (Same as SPED 802.) Prerequisite: EPSY 910 and permission of advisor and instructor. Topics include logistic regression, nominal distributions, count distributions, and distributions for censored, skewed, or otherwise irregular continuous data. Further information on graduate study may be found on the departmental sections of the online catalog. Includes work useful with exceptional children as well as experience in the application of such areas as mental hygiene and learning theory to problems involving the total school population. Random effects or latent variables are included for each type of model. The School offers a variety of programs at Joseph R. Advanced Theory and Applications of Item Response Theory. This course is designed to acquaint students with knowledge of advanced theory and applications in the field of item response theory (IRT). Computer Programming and Applications for Educational Research, Measurement and Statistics. The purpose of this course is to provide advanced students in the areas of educational research, psychometrics, and statistics with techniques for computer programming, analysis, and carrying out research using computer simulations. This course provides students with an introductory background in the basic principles and applications of hierarchical linear modeling (HLM). This seminar will provide an overview of what we have learned about administering tests on computer between the 1960s and today. This course will explore approaches used by individually administered tests to provide diagnostic information, new psychometric models that hold promise of providing better diagnostic information, and implications for test design. The course will treat a series of thematic areas with a focus on latest developments and emerging theories in learning, development and quantitative methods. Prerequisite: Prior graduate level course work in development, learning, measurement, and statistics. Topics covered include: a review of basic probability, Bayes' rule, probability distributions, Markov Chain Monte Carlo (MCMC) estimation and software for its implementation, and applications of MCMC to a variety of statistical models. Pearson Hall and Robinson Center on the Lawrence campus. Topics to be covered include: advanced IRT models for dichotomous and polytomous, multidimensional, rater effects, and testlet-based item response data, estimation of parameters for these models and related software, and goodness of fit tests. The topics covered are: Programming with Fortran languages, data manipulation and management, analysis, simulation of data according to statistical and psychometric models, numerical techniques for matrix operations, sampling from distributions, solutions for non-linear equations, and Markov-Chain Monte-Carlo techniques. The course will review both the conceptual issues and methodological issues in using hierarchical linear modeling by working step-by-step with real data sets. The focus will be on measurement issues, but depending on class interest topics will vary. A primary focus will be on how psychometric models can be used with diagnostic subscores that are more reliable and less correlated than traditional approaches. Prerequisite: EPSY 905 or equivalent or consent of instructor. A student must be enrolled for the period during which the comprehensive or final examination is taken. Emphasis placed on independent learning experiences and field-based experimentation with pilot study. Students will be exposed to the various statistical software programs and will be expected to become proficient in utilizing EQS.
Full-time graduate student enrollment in the School of Education is 9 graduate credit hours or the equivalent. Multivariate analysis of variance, discriminant analysis, logistic regression, and exploratory factor analysis. Latent Trait Measurement and Structural Equation Models. Contemporary measurement theory and latent variable models for scale construction and evaluation, including confirmatory factor analysis, item response modeling, diagnostic classification models, and structural equation modeling. Prerequisite: EPSY 807 and EPSY 715 or permission of instructor.
Fitness parameters of physical education majors and students in health, sport, and exercise sciences classes are assessed routinely. Supervised and directed experiences in selected educational or mental health settings. This course is designed to give students experience in conducting research. Emphasis will be placed on reading the current literature on research methodology.
Demonstrations of physiological and biochemical concepts are performed for exercise physiology classes. The campus-based instructor will schedule regular observations of the field experience and conferences with the student. Legal, Ethical, and Professional Issues in Professional Psychology. This proseminar is designed to examine the major legal and ethical principles and areas of concern that affect professional psychology. It is expected that students will take this course for at least two consecutive semesters. Students are required to develop a research proposal.
The Beach Center, is funded by the National Institute for Disability and Rehabilitation Research, Office of Special Education and Rehabilitative Services, U. The center is involved in research and training projects addressing family well-being across the life span. The projective assessment instruments to be used include the Rorschach (using the Exner system of scoring and interpretation), the Thematic Apperception Test, and projective drawings (e.g., Draw-A-Person test). The emphasis is on developing initial skills in the selected treatments. The emphasis is on identifying and assessing these phenomena and understanding behavioral and possible treatment implications. Supervision will be conducted on an individual basis and will include a minimum of two site visits per semester.
Projects are guided by six fundamental beliefs about families: positive contributions, great expectations, full citizenship, choices, inherent strengths, and relationships. A historical survey of the evolution of concepts, theories, and systems of thought in psychology with an emphasis on their relationship to contemporary issues in psychological theory, research, and practice. Prerequisite: At least one graduate-level course in measurement and one graduate course in assessment plus consent of the instructor. Prerequisite: Graduate student in Counseling Psychology or permission of the instructor. Prerequisite: Degree seeking status in Counseling Psychology or consent of instructor. Prerequisite: Must have school counseling position and a completed Masters degree from K.
In most cases, you will use the catalog of the year you entered KU (see your School of Education advisor for details). There is a great demand for more useful, more actionable test scores. The goals of the class are to introduce Bayesian inference, starting from the philosophical perspective, and provide methods for implementing Bayesian analysis for a variety of different statistical models. This course is designed to provide students with a knowledge foundation of clinical supervision and consultation theories and models, modes/formats of supervision, the supervisory/consulting relationship, legal and ethical considerations in the provision of supervision/consultation, and supervision research issues.