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. Service-delivery issues, student characteristics, school climate, support systems, teacher preparation, paperwork requirements, administrative support, role ambiguity, and student behavioral difficulties may all affect the perceptions and consequent efficacy of teachers during their first years of employment.In this article, we examine the perceptions of one first-year teacher of students with LD, focusing on the factors that contributed to her successes and failures and on the tactics that enabled her to survive her first year.
A number of MEd (Coursework) specialisations are currently available with specific unit schedules.It clarified the need for an out-of-state educational institution that offers distance learning, including online education or correspondence study to students, to seek State approval in all states in which they would have students.The deadline for this approval was set for July 1, 2011.Note: entry to some courses requires a combination of criteria (ie. The Master of Education coursework course is designed to meet the needs of professionals and graduates seeking indepth study and professional learning in education, with a focus on a major research or professional practice project in the final year of study.It comprises the equivalent of 12 coursework units, including a requirement to complete either Research Methods plus Dissertation option or a Professional Practice Project option and is offered fully on-line.This Media and Information Literacy Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner.