Evaluation of Mental Health Courts: Lessons Learned From a Multi-site Longitudinal Study
Asil Ali Özdoğru and Henry J. Steadman
Mental health courts (MHC) are specialty courts within the legal system to facilitate the processing and diversion of people with mental health problems involved in the criminal justice system. MacArthur MHC evaluation study looked at four courts across the United States for three years in terms of public safety and mental health outcomes of defendants who were processed through MHCs and a similar comparison group who went through the regular court system. Preliminary analyses and our experiences show that adoption of a multi-site longitudinal evaluation strategy involving a wide range of stakeholders in an attempt to create change in multiple systems has methodological and analytical advantages as well as administrative and contextual challenges in the design and implementation of an evaluation study.
Keywords: Multisite evaluation, criminal justice programs, mental health courts, lessons learned
Thursday, November 12, 2009
Friday, May 01, 2009
Behavioral Sciences & the Law
Alford pleas in the age of innocence
Allison D. Redlich and Asil Ali Özdoğru
In 1970, the Supreme Court handed down a decision in North Carolina v. Alford that has since allowed defendants who do not wish to risk their fates at trial to plead guilty while simultaneously asserting their innocence. Although Alford pleas have remained unexamined by researchers, the increasing number of identified wrongful convictions of those factually innocent highlights the need for an in-depth examination of them. In the present study, using the Department of Justice 2004 State Survey of Inmates in Correctional Facilities dataset, we examined the likelihood of entering Alford pleas over traditional guilty, no contest, and not guilty pleas for those convicted of murder/manslaughter. Although we generally found few differences between the three guilty plea types, interesting differences between Alford and not guilty pleas emerged. Implications for actual innocence are discussed.
Keywords: Alford pleas, plea types, criminal characteristics
Allison D. Redlich and Asil Ali Özdoğru
In 1970, the Supreme Court handed down a decision in North Carolina v. Alford that has since allowed defendants who do not wish to risk their fates at trial to plead guilty while simultaneously asserting their innocence. Although Alford pleas have remained unexamined by researchers, the increasing number of identified wrongful convictions of those factually innocent highlights the need for an in-depth examination of them. In the present study, using the Department of Justice 2004 State Survey of Inmates in Correctional Facilities dataset, we examined the likelihood of entering Alford pleas over traditional guilty, no contest, and not guilty pleas for those convicted of murder/manslaughter. Although we generally found few differences between the three guilty plea types, interesting differences between Alford and not guilty pleas emerged. Implications for actual innocence are discussed.
Keywords: Alford pleas, plea types, criminal characteristics
Wednesday, January 21, 2009
Graduate Coursework
University at Albany
SPRING 2009
EPSY 899 - Doctoral Dissertation (1)
Joan Newman
Required of all candidates completing the degree of Doctor of Philosophy.
FALL 2008
EPSY 899 - Doctoral Dissertation (1)
Joan Newman
Required of all candidates completing the degree of Doctor of Philosophy.
SPRING 2008
EPSY 797 - Research Apprenticeship (3)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 890 - Research and Independent Study in Educational Psychology (6)
Joan Newman
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
FALL 2007
EAPS 887 - Hierarchical Linear Modeling (3)
Kathryn S. Schiller
This course examines applications in educational research and administration of hierarchical linear modeling (HLM), a widely used statistical technique for analyzing complex data sets with multiple levels of analysis. Applications to be discussed during the semester include analyses of the relative influence of individual characteristics compared to organizational composition, of variation in the effects of individual characteristics across organizations, and of changes within individuals over time.
Brickel, R. (2007). Multilevel analysis for applied research: It’s just regression! New York: The Gilford Press.
Raudenbush, S. W., & Bryk, A. S. (2001). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
Vogt, W. P. (1999). Dictionary of statistics and methodology: A non-technical guide for the social sciences (2nd ed.). Thousand Oaks, CA: Sage.
EPSY 890 - Research and Independent Study in Educational Psychology (6)
Joan Newman
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
SPRING 2007
EPSY 742 - Test Construction (3)
Robert F. McMorris
Planning tests, writing and editing test items; analysis and selection of items; problems in scoring; try-out and standardization of tests estimating validity and reliability. Prerequisite: E Psy 640.
EPSY 797 – Research Apprenticeship (3)
Robert F. McMorris
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 890 - Research and Independent Study in Educational Psychology (3)
Robert F. McMorris
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
FALL 2006
EPSY 740 - Seminar in Topics of Measurement (3)
Robert F. McMorris
Topics such as decision making with tests, prediction, item analysis, social desirability and response set, assessment of partial knowledge, the criterion problem. Required of all students specializing in measurement and statistics.
Berk, R. A. (2006). Thirteen strategies to measure college teaching. Sterling, VA: Stylus.
EPSY 890 - Research and Independent Study in Educational Psychology (3)
Joan Newman
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
EPSY 895 - The Internship in Educational Psychology (4)
Joan Newman
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.)
SPRING 2006
ASOC 708 – Multilevel Analysis (3) [Audit]
Lawrence E. Raffalovich
This is a course on the quantitative analysis of multilevel or clustered data, such as employees within organizations, students within schools, or households within neighborhoods. Following a brief review multivariate least-squares regression, we will focus on key underlying assumptions. In this context, we will discuss relationships among theory, model, method, and data; and consider alternative models and techniques. We will then extend the multivariate linear regression model to better represent the theories and processes of interest. Specific topics include: data structures; hierarchies and contexts; variance components; variable parameters; fixed and random effects; and model specification, estimation, and interpretation. Prerequisites: ASoc 609 or equivalent.
Kreft, I. G., De Leeuw, J. (1998). Introducing multilevel modeling. Thousand Oaks, CA: Sage.
Raudenbush, S. W., Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
EPSY 687 – Institute: Principles and Applications of Item Response Theory (3)
John P. Jones
Theory and practice of IRT for measurement and assessment practitioners, educators, and other professionals. Emphasis on basic concepts and models for including parameter estimation, model-data fit, scale development, equating, and test construction. Prerequisites: E Psy 530 and E Psy 540 or equivalent courses.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response Theory. Sage Publications, Newbury Park, CA.
EPSY 721 – Comparative Theories in Human Development (3)
Joan Newman
This course examines several major theories that have been, or are, influential in child development, and compares their contributions in guiding research, education and child rearing. Students are encouraged to read original works by the major theorists, as well as representative research and commentary. A videotaped case study of an adolescent will provide a focus for the course. The contributions that the various theories make to explanation and interpretation of the adolescent’s behavior will be examined and compared. Students will be asked to relate their weekly reading to the case study, and submit regular reflections on this approach.
Goldhaber, D. E. (2000). Theories of human development: Integrative perspectives. Mountain View, CA: Mayfield.
EPSY 797 – Research Apprenticeship (6)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 895 – Internship in Educational Psychology (4)
Joan Newman
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.).
FALL 2005
ECPY 720 – Computer Applications in Counseling Psychology (3)
Richard F. Haase
Focus on contemporary computer software for the analysis of advanced statistical data, with concentration on the analysis of variance and regression analysis. Current versions of SPSS, SAS, JMP, SYSTAT, and other software packages for the analysis of complex statistical data will be emphasized. Prerequisites: EPsy 630, ECpy 724, or equivalent.
EPSY 725 – Seminar in Human Development (3)
Frank R. Vellutino
This course provides an in-depth analysis of divergent theoretical viewpoints as to the relationship between linguistic and cognitive development. The role accorded language in Jean Piaget’s and Lev Vygotsky’s developmental theories are contrasted with Noam Chomsky’s preformationist view of language, and the relative contributions of each theory, to our understanding of language and cognition, are the central focus of the course. The respective viewpoints of other researchers are also discussed and students take their turn at leading discussions centering on the work of one or another protagonist. Discussions are based on assigned readings, but each student is responsible for independent reading of an introductory text on language development.
Berko Gleason, J., & Bernstein Ratner, N. (Eds.) (1998). Psycholinguistics (2nd ed.). Austin, TX: Thomson Learning.
EPSY 750 – Educational Research and Design (3)
Dianna L. Newman
Development and design of behavior research. Topics include selection and development of statements of problems; theory, constructs, and hypotheses; sampling, research designs; types of research; observation and collection of data; analysis and interpretation of data. Prerequisite: EPsy 530 or equivalent.
EPSY 780 – Seminar in the Profession of Educational Psychology (3)
Joan Newman
Designed for doctoral students who plan to be educational psychologists and who have a professional assignment (e.g., teaching, supervision) in the University. Topics may include preparation of professionals in education, professional ethics, models of teaching and instruction; and evaluation. Prerequisite: Consent of division.
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
EPSY 797 – Research Apprenticeship (6)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 895 – Internship in Educational Psychology (4)
Joan Newman
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.).
SPRING 2005
EPSY 735 – Seminar in Selected Topics in Statistics (3)
Robert M. Pruzek
Examination of selected topics and issues in statistics.
ETAP 683 – Seminar in Instructional Technology (3) [Online]
Peter Shea
This course is meant to provide students with an opportunity to explore significant themes in instructional technology-specifically in the area of online and distributed learning. We will explore both the theoretical underpinnings as well as various perspectives on the nature of "learning at a distance" with an emphasis on higher education contexts. Students will read and reflect upon the literature that frames the practice of online teaching and learning as well as critically review research in this arena. Students will also review and "try out" new technologies for online and distributed learning with the aim of becoming conceptually (and practically) more knowledgeable.
Hiltz, S. R., & Goldman, R. (2005). Learning together online: Research on asynchronous learning networks. Mahwah, NJ: Lawrence Erlbaum Associates.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. Jossey Bass.
RSSW 705 – Advanced Structural Equation Modeling (3)
James Jaccard
This is a continuation of our previous course on structural equation modeling. Topics covered: Bootstrapping, categorical variables, dichotomous outcomes (M Plus), longitudinal designs, fit indices and specification search, growth curve models, higher order factor analysis, hierarchical regression and partial correlation, interaction effects, limited information estimation approaches, means and intercepts, missing data, model diagnostics, model comparisons with non-normality and bootstrapping, multiple group solutions, non-linear relationships, non-normality, ordinal data (M Plus), outliers, power analysis, reciprocal causation, sample size issues, simulations, weighted data (M Plus).
FALL 2004
EPSY 680 – Research Project in Educational Psychology (3)
Zheng Yan
Methods for designing and conducting quantitative and qualitative educational and psychological studies, and for summarizing and interpreting newly collected or already existing data. Students will complete an appropriate special project in their area of expertise or interest. Prerequisite: E Psy 530, E Psy 531, or equivalent.
ESPE 561 – Integrating Students with Disabilities in General Education Classrooms (3) [Online]
Bruce T. Saddler
This course is designed to provide elementary and secondary general education teachers with a range of research-based approaches for integrating students with disabilities. These approaches include effective planning for individual differences, grouping strategies, co-teaching, cooperative learning and peer tutoring. Strategies for specific disabilities and specific disciplines will also be discussed.
Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). Upper Saddle River, NJ: Merrill.
ETAP 743 – Meta-Analysis and Literature Review in Educational Research (3)
Robert L. Bangert-Drowns
Examines strategies for literature review as a systematic scholarly activity. Articulates strategies appropriate for different types of literature review and promotes critical examination of published reviews. Critically examines approaches to literature review that are sensitive to the probabilistic nature of research findings. Meta-analytic techniques are reviewed with guided experiences in application.
Fink, A. (1998). Conducting research literature reviews: From paper to the internet. Thousand Oaks, CA: Sage.
Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London, UK: Sage.
RSSW 705 – Introduction to Structural Equation Modeling (3) [Audit]
James Jaccard
This course is an introduction to structural equation models as applied to problems in the social sciences, broadly defined. The major purpose of the course is to familiarize you with the technique of structural equations and to provide you with working knowledge of AMOS, a computer program designed to execute the analysis of a broad class of structural equation models.
SPRING 2004
EPSY 614 – Children's Learning (3)
Frank R. Vellutino
The purpose of this course is to expose students to theoretical models and relevant research concerned with the cognitive bases of learning. It is divided into four major units covered in class lectures. The first unit is concerned with the study of the concept of intelligence, initiating with the work of Galton up to the present. The second is concerned with perceptual development and its relation to higher order cognitive processes. The third unit is concerned with memory and attentional processes. The fourth unit is concerned with language and involves an assigned reading of an introductory text on language acquisition. Information processing models of perception and cognition are the foundation of the course and a developmental perspective is adopted. Practical illustrations highlight coding systems involved in reading and word identification.
Ashcraft, M. (2002). Cognition (3rd ed.). New York: Scott Foresman.
Berko-Gleason, J. (2001). The development of language (5th ed.). New York: Charles Merrill.
Bjorklund, D. (2000). Children’s thinking (3rd ed.). Monterey, CA: Brooks/Cole.
Kail, R. (1990). The development of memory in children (2nd ed.). San Francisco, CA: W. H. Freeman.
EPSY 630 – Statistical Methods: II (3)
Dianna L. Newman
Emphasis is on statistical inference. Topics include one- and two-way analysis of variance, multiple comparison tests, correlation and regression techniques, chi-square, and nonparametric statistics. Prerequisite: EPsy 530 or equivalent.
Keppel, G. (1992). Design and analysis (2nd ed.). Boston: Prentice Hall.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs. Boston: Houghton Mufflin.
Keppel, G., Saufley, W. H., & Tokunaga, H. (2004). Introduction to design analysis (3rd ed.). New York: W. H. Freeman.
EPSY 640 – Educational and Psychological Measurement (3)
Robert F. McMorris
Principles and concepts of measurement; validity and reliability of tests; norms; standardized tests of aptitude and achievement; measures of interests and other personality traits. Prerequisite: EPsy 530 or equivalent.
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Thorndike, R. M. (1997). Measurement and evaluation in psychology and education (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
EPSY 797 – Research Apprenticeship (3)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
FALL 2003
EPSY 502 – Educational Psychology (3)
David Y. Dai
This course focuses on the core principles and theories of learning and instruction which have evolved through research in the fields of education and psychology. Major topics include: current theories of learning and cognitive development, academic motivation, social and emotional development, instuction in the content areas, and assessment. Prerequisite: None. Not open to students with credit in EPsy 200.
Sternberg, R. J., & Williams, W. M. (2002). Educational psychology. Boston: Allyn and Bacon.
EPSY 530 – Statistical Methods: I (3)
Robert M. Pruzek
Descriptive statistics including measures of central tendency and variability, correlation and regression. Introduction to statistical inference, including sampling distributions, significance tests, confidence intervals, and power of tests of significance.
Utts, J. M., & Heckard, R. F. (2004). Mind on statistics (2nd ed.). Toronto, Canada: Brooks/Cole.
EPSY 623 – Advanced Developmental Psychology (3)
Joan Newman
Emphasis on human development research and theory for children in the school years. Students will be expected: (1) to analyze critically selected developmental research; (2) to compare research methods within developmental psychology; and (3) to participate in ongoing developmental research.
Bukatko, D., & Daehler, M. W. (2003). Child development: A thematic approach (5th ed.). Boston: Houghton Mifflin.
SPRING 2009
EPSY 899 - Doctoral Dissertation (1)
Joan Newman
Required of all candidates completing the degree of Doctor of Philosophy.
FALL 2008
EPSY 899 - Doctoral Dissertation (1)
Joan Newman
Required of all candidates completing the degree of Doctor of Philosophy.
SPRING 2008
EPSY 797 - Research Apprenticeship (3)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 890 - Research and Independent Study in Educational Psychology (6)
Joan Newman
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
FALL 2007
EAPS 887 - Hierarchical Linear Modeling (3)
Kathryn S. Schiller
This course examines applications in educational research and administration of hierarchical linear modeling (HLM), a widely used statistical technique for analyzing complex data sets with multiple levels of analysis. Applications to be discussed during the semester include analyses of the relative influence of individual characteristics compared to organizational composition, of variation in the effects of individual characteristics across organizations, and of changes within individuals over time.
Brickel, R. (2007). Multilevel analysis for applied research: It’s just regression! New York: The Gilford Press.
Raudenbush, S. W., & Bryk, A. S. (2001). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
Vogt, W. P. (1999). Dictionary of statistics and methodology: A non-technical guide for the social sciences (2nd ed.). Thousand Oaks, CA: Sage.
EPSY 890 - Research and Independent Study in Educational Psychology (6)
Joan Newman
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
SPRING 2007
EPSY 742 - Test Construction (3)
Robert F. McMorris
Planning tests, writing and editing test items; analysis and selection of items; problems in scoring; try-out and standardization of tests estimating validity and reliability. Prerequisite: E Psy 640.
EPSY 797 – Research Apprenticeship (3)
Robert F. McMorris
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 890 - Research and Independent Study in Educational Psychology (3)
Robert F. McMorris
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
FALL 2006
EPSY 740 - Seminar in Topics of Measurement (3)
Robert F. McMorris
Topics such as decision making with tests, prediction, item analysis, social desirability and response set, assessment of partial knowledge, the criterion problem. Required of all students specializing in measurement and statistics.
Berk, R. A. (2006). Thirteen strategies to measure college teaching. Sterling, VA: Stylus.
EPSY 890 - Research and Independent Study in Educational Psychology (3)
Joan Newman
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
EPSY 895 - The Internship in Educational Psychology (4)
Joan Newman
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.)
SPRING 2006
ASOC 708 – Multilevel Analysis (3) [Audit]
Lawrence E. Raffalovich
This is a course on the quantitative analysis of multilevel or clustered data, such as employees within organizations, students within schools, or households within neighborhoods. Following a brief review multivariate least-squares regression, we will focus on key underlying assumptions. In this context, we will discuss relationships among theory, model, method, and data; and consider alternative models and techniques. We will then extend the multivariate linear regression model to better represent the theories and processes of interest. Specific topics include: data structures; hierarchies and contexts; variance components; variable parameters; fixed and random effects; and model specification, estimation, and interpretation. Prerequisites: ASoc 609 or equivalent.
Kreft, I. G., De Leeuw, J. (1998). Introducing multilevel modeling. Thousand Oaks, CA: Sage.
Raudenbush, S. W., Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
EPSY 687 – Institute: Principles and Applications of Item Response Theory (3)
John P. Jones
Theory and practice of IRT for measurement and assessment practitioners, educators, and other professionals. Emphasis on basic concepts and models for including parameter estimation, model-data fit, scale development, equating, and test construction. Prerequisites: E Psy 530 and E Psy 540 or equivalent courses.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response Theory. Sage Publications, Newbury Park, CA.
EPSY 721 – Comparative Theories in Human Development (3)
Joan Newman
This course examines several major theories that have been, or are, influential in child development, and compares their contributions in guiding research, education and child rearing. Students are encouraged to read original works by the major theorists, as well as representative research and commentary. A videotaped case study of an adolescent will provide a focus for the course. The contributions that the various theories make to explanation and interpretation of the adolescent’s behavior will be examined and compared. Students will be asked to relate their weekly reading to the case study, and submit regular reflections on this approach.
Goldhaber, D. E. (2000). Theories of human development: Integrative perspectives. Mountain View, CA: Mayfield.
EPSY 797 – Research Apprenticeship (6)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 895 – Internship in Educational Psychology (4)
Joan Newman
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.).
FALL 2005
ECPY 720 – Computer Applications in Counseling Psychology (3)
Richard F. Haase
Focus on contemporary computer software for the analysis of advanced statistical data, with concentration on the analysis of variance and regression analysis. Current versions of SPSS, SAS, JMP, SYSTAT, and other software packages for the analysis of complex statistical data will be emphasized. Prerequisites: EPsy 630, ECpy 724, or equivalent.
EPSY 725 – Seminar in Human Development (3)
Frank R. Vellutino
This course provides an in-depth analysis of divergent theoretical viewpoints as to the relationship between linguistic and cognitive development. The role accorded language in Jean Piaget’s and Lev Vygotsky’s developmental theories are contrasted with Noam Chomsky’s preformationist view of language, and the relative contributions of each theory, to our understanding of language and cognition, are the central focus of the course. The respective viewpoints of other researchers are also discussed and students take their turn at leading discussions centering on the work of one or another protagonist. Discussions are based on assigned readings, but each student is responsible for independent reading of an introductory text on language development.
Berko Gleason, J., & Bernstein Ratner, N. (Eds.) (1998). Psycholinguistics (2nd ed.). Austin, TX: Thomson Learning.
EPSY 750 – Educational Research and Design (3)
Dianna L. Newman
Development and design of behavior research. Topics include selection and development of statements of problems; theory, constructs, and hypotheses; sampling, research designs; types of research; observation and collection of data; analysis and interpretation of data. Prerequisite: EPsy 530 or equivalent.
EPSY 780 – Seminar in the Profession of Educational Psychology (3)
Joan Newman
Designed for doctoral students who plan to be educational psychologists and who have a professional assignment (e.g., teaching, supervision) in the University. Topics may include preparation of professionals in education, professional ethics, models of teaching and instruction; and evaluation. Prerequisite: Consent of division.
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
EPSY 797 – Research Apprenticeship (6)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
EPSY 895 – Internship in Educational Psychology (4)
Joan Newman
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.).
SPRING 2005
EPSY 735 – Seminar in Selected Topics in Statistics (3)
Robert M. Pruzek
Examination of selected topics and issues in statistics.
ETAP 683 – Seminar in Instructional Technology (3) [Online]
Peter Shea
This course is meant to provide students with an opportunity to explore significant themes in instructional technology-specifically in the area of online and distributed learning. We will explore both the theoretical underpinnings as well as various perspectives on the nature of "learning at a distance" with an emphasis on higher education contexts. Students will read and reflect upon the literature that frames the practice of online teaching and learning as well as critically review research in this arena. Students will also review and "try out" new technologies for online and distributed learning with the aim of becoming conceptually (and practically) more knowledgeable.
Hiltz, S. R., & Goldman, R. (2005). Learning together online: Research on asynchronous learning networks. Mahwah, NJ: Lawrence Erlbaum Associates.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. Jossey Bass.
RSSW 705 – Advanced Structural Equation Modeling (3)
James Jaccard
This is a continuation of our previous course on structural equation modeling. Topics covered: Bootstrapping, categorical variables, dichotomous outcomes (M Plus), longitudinal designs, fit indices and specification search, growth curve models, higher order factor analysis, hierarchical regression and partial correlation, interaction effects, limited information estimation approaches, means and intercepts, missing data, model diagnostics, model comparisons with non-normality and bootstrapping, multiple group solutions, non-linear relationships, non-normality, ordinal data (M Plus), outliers, power analysis, reciprocal causation, sample size issues, simulations, weighted data (M Plus).
FALL 2004
EPSY 680 – Research Project in Educational Psychology (3)
Zheng Yan
Methods for designing and conducting quantitative and qualitative educational and psychological studies, and for summarizing and interpreting newly collected or already existing data. Students will complete an appropriate special project in their area of expertise or interest. Prerequisite: E Psy 530, E Psy 531, or equivalent.
ESPE 561 – Integrating Students with Disabilities in General Education Classrooms (3) [Online]
Bruce T. Saddler
This course is designed to provide elementary and secondary general education teachers with a range of research-based approaches for integrating students with disabilities. These approaches include effective planning for individual differences, grouping strategies, co-teaching, cooperative learning and peer tutoring. Strategies for specific disabilities and specific disciplines will also be discussed.
Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). Upper Saddle River, NJ: Merrill.
ETAP 743 – Meta-Analysis and Literature Review in Educational Research (3)
Robert L. Bangert-Drowns
Examines strategies for literature review as a systematic scholarly activity. Articulates strategies appropriate for different types of literature review and promotes critical examination of published reviews. Critically examines approaches to literature review that are sensitive to the probabilistic nature of research findings. Meta-analytic techniques are reviewed with guided experiences in application.
Fink, A. (1998). Conducting research literature reviews: From paper to the internet. Thousand Oaks, CA: Sage.
Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London, UK: Sage.
RSSW 705 – Introduction to Structural Equation Modeling (3) [Audit]
James Jaccard
This course is an introduction to structural equation models as applied to problems in the social sciences, broadly defined. The major purpose of the course is to familiarize you with the technique of structural equations and to provide you with working knowledge of AMOS, a computer program designed to execute the analysis of a broad class of structural equation models.
SPRING 2004
EPSY 614 – Children's Learning (3)
Frank R. Vellutino
The purpose of this course is to expose students to theoretical models and relevant research concerned with the cognitive bases of learning. It is divided into four major units covered in class lectures. The first unit is concerned with the study of the concept of intelligence, initiating with the work of Galton up to the present. The second is concerned with perceptual development and its relation to higher order cognitive processes. The third unit is concerned with memory and attentional processes. The fourth unit is concerned with language and involves an assigned reading of an introductory text on language acquisition. Information processing models of perception and cognition are the foundation of the course and a developmental perspective is adopted. Practical illustrations highlight coding systems involved in reading and word identification.
Ashcraft, M. (2002). Cognition (3rd ed.). New York: Scott Foresman.
Berko-Gleason, J. (2001). The development of language (5th ed.). New York: Charles Merrill.
Bjorklund, D. (2000). Children’s thinking (3rd ed.). Monterey, CA: Brooks/Cole.
Kail, R. (1990). The development of memory in children (2nd ed.). San Francisco, CA: W. H. Freeman.
EPSY 630 – Statistical Methods: II (3)
Dianna L. Newman
Emphasis is on statistical inference. Topics include one- and two-way analysis of variance, multiple comparison tests, correlation and regression techniques, chi-square, and nonparametric statistics. Prerequisite: EPsy 530 or equivalent.
Keppel, G. (1992). Design and analysis (2nd ed.). Boston: Prentice Hall.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs. Boston: Houghton Mufflin.
Keppel, G., Saufley, W. H., & Tokunaga, H. (2004). Introduction to design analysis (3rd ed.). New York: W. H. Freeman.
EPSY 640 – Educational and Psychological Measurement (3)
Robert F. McMorris
Principles and concepts of measurement; validity and reliability of tests; norms; standardized tests of aptitude and achievement; measures of interests and other personality traits. Prerequisite: EPsy 530 or equivalent.
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Thorndike, R. M. (1997). Measurement and evaluation in psychology and education (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
EPSY 797 – Research Apprenticeship (3)
Joan Newman
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, report writing, and presentation.
FALL 2003
EPSY 502 – Educational Psychology (3)
David Y. Dai
This course focuses on the core principles and theories of learning and instruction which have evolved through research in the fields of education and psychology. Major topics include: current theories of learning and cognitive development, academic motivation, social and emotional development, instuction in the content areas, and assessment. Prerequisite: None. Not open to students with credit in EPsy 200.
Sternberg, R. J., & Williams, W. M. (2002). Educational psychology. Boston: Allyn and Bacon.
EPSY 530 – Statistical Methods: I (3)
Robert M. Pruzek
Descriptive statistics including measures of central tendency and variability, correlation and regression. Introduction to statistical inference, including sampling distributions, significance tests, confidence intervals, and power of tests of significance.
Utts, J. M., & Heckard, R. F. (2004). Mind on statistics (2nd ed.). Toronto, Canada: Brooks/Cole.
EPSY 623 – Advanced Developmental Psychology (3)
Joan Newman
Emphasis on human development research and theory for children in the school years. Students will be expected: (1) to analyze critically selected developmental research; (2) to compare research methods within developmental psychology; and (3) to participate in ongoing developmental research.
Bukatko, D., & Daehler, M. W. (2003). Child development: A thematic approach (5th ed.). Boston: Houghton Mifflin.
Thursday, October 23, 2008
NERA 2008
Children’s Weekend Activities across Cultures: A Dissertation Proposal
Asil Ali Özdoğru
Children’s out-of-school time activity patterns and profiles reveal important information about their individual and emotional development. Studying the structure and the schedule of children’s weekend activities across cultures is valuable in the understanding of developmental processes as well as the role of culture in human development. In addition to looking at activity profiles of children from four different cultures, this dissertation will test the relation between adult-structure in activities and specific outcomes of emotional development. Fourth grade students’ adult-structured weekend activities and their relation to enjoyment and anxiety in children from Bulgaria, Taiwan, Turkey, and United States will be discussed.
Keywords: Out-of-school activities, cross-cultural psychology, anxiety, enjoyment
Asil Ali Özdoğru
Children’s out-of-school time activity patterns and profiles reveal important information about their individual and emotional development. Studying the structure and the schedule of children’s weekend activities across cultures is valuable in the understanding of developmental processes as well as the role of culture in human development. In addition to looking at activity profiles of children from four different cultures, this dissertation will test the relation between adult-structure in activities and specific outcomes of emotional development. Fourth grade students’ adult-structured weekend activities and their relation to enjoyment and anxiety in children from Bulgaria, Taiwan, Turkey, and United States will be discussed.
Keywords: Out-of-school activities, cross-cultural psychology, anxiety, enjoyment
Saturday, April 12, 2008
TASSA 2008
The Case of “Hurried Child” in Different Cultures:
A Dissertation Proposal
Asil Ali Özdoğru
Fast pace of modern times requires effective time management skills. In terms of parenting, it translates into efficient use of children’s time in wide array of activities that are enriching and preparing children for a competitive economic system. Some scholars argue that this form of parenting is harmful for normal child development and label these children as hurried or overscheduled children who are rushed through one activity to another. Some others defend organized activities for their skill-building and protective features. This study proposes to look at fourth grade students’ adult-structured weekend activities in relation to enjoyment and anxiety associated with these activities in Bulgaria, Taiwan, Turkey, and United States. Preliminary findings show that children from these four cultures spend different amount of time in activities like watching television, studying academics, and playing sports. Gender differences also offer valuable insight for parenting and socialization in cultures with different value orientations.
Keywords: Cross-cultural psychology, parenting, out-of-school activities, anxiety
A Dissertation Proposal
Asil Ali Özdoğru
Fast pace of modern times requires effective time management skills. In terms of parenting, it translates into efficient use of children’s time in wide array of activities that are enriching and preparing children for a competitive economic system. Some scholars argue that this form of parenting is harmful for normal child development and label these children as hurried or overscheduled children who are rushed through one activity to another. Some others defend organized activities for their skill-building and protective features. This study proposes to look at fourth grade students’ adult-structured weekend activities in relation to enjoyment and anxiety associated with these activities in Bulgaria, Taiwan, Turkey, and United States. Preliminary findings show that children from these four cultures spend different amount of time in activities like watching television, studying academics, and playing sports. Gender differences also offer valuable insight for parenting and socialization in cultures with different value orientations.
Keywords: Cross-cultural psychology, parenting, out-of-school activities, anxiety
Thursday, November 08, 2007
AEA 2007
Creating a Sense of Community Through Empowerment Evaluation of an Academic Program
Asil Ali Özdoğru
In the evaluation of an academic program, students and faculty, as major groups of stakeholders, can perform various phases of evaluation. This study demonstrates a case example of a graduate program utilizing its constituents in the planning and implementation steps of its evaluation. The program accomplished a valid and responsive evaluation as a result of the collaborative project between students and faculty. Triangulation of different perspectives and experiences provided a rich array of information in the identification of major program components, development of essential outcome measures, and interpretation of evaluation results. This collaborative approach also resulted in the strengthening of sense of community among program members by enhancing community knowledge and ownership. Findings and experiences from this participatory evaluation process will be shared to exemplify the lessons learned and best practices for academic program evaluation from an empowerment perspective.
Keywords: Empowerment evaluation, program evaluation, sense of community
Asil Ali Özdoğru
In the evaluation of an academic program, students and faculty, as major groups of stakeholders, can perform various phases of evaluation. This study demonstrates a case example of a graduate program utilizing its constituents in the planning and implementation steps of its evaluation. The program accomplished a valid and responsive evaluation as a result of the collaborative project between students and faculty. Triangulation of different perspectives and experiences provided a rich array of information in the identification of major program components, development of essential outcome measures, and interpretation of evaluation results. This collaborative approach also resulted in the strengthening of sense of community among program members by enhancing community knowledge and ownership. Findings and experiences from this participatory evaluation process will be shared to exemplify the lessons learned and best practices for academic program evaluation from an empowerment perspective.
Keywords: Empowerment evaluation, program evaluation, sense of community
Thursday, October 18, 2007
NERA 2007
Days of Our Lives in Graduate School
Asil Ali Özdoğru
Our days in graduate school can follow very much the same kind of storylines we used to see in soap operas. We make plans for our future, work towards achieving our goals, and negotiate solutions to our daily stressors and long-term problems. In the company of Jorge Cham's intuitive cartoons (http://www.phdcomics.com/) this talk lays the ground for necessary steps of action and golden keys for success in academic and non-academic settings for graduate students.
Keywords: Graduate students, life planning, peer advise
Asil Ali Özdoğru
Our days in graduate school can follow very much the same kind of storylines we used to see in soap operas. We make plans for our future, work towards achieving our goals, and negotiate solutions to our daily stressors and long-term problems. In the company of Jorge Cham's intuitive cartoons (http://www.phdcomics.com/) this talk lays the ground for necessary steps of action and golden keys for success in academic and non-academic settings for graduate students.
Keywords: Graduate students, life planning, peer advise
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