Methods and critique of historical research in education. Examination of landmark works in education history and historiography. Hands-on experience framing historical questions, finding historical sources, using historical evidence, substantiating historical claims, and addressing issues in the history of education. Pre-requisites: graduate status in Education or permission of instructor. Note: helpful to have taken prior coursework in History of Education or other foundations coursework.

Overview of various methodologies used to conduct educational inquiry, examples of ways methodologies typically are used, and exploration of similarities and differences between methodologies. Discussion throughout is in terms of assumptions regarding the nature of knowledge and purposes of educational inquiry Pre-requisites: Ph.D. status in Education and EDLPS 525. This is the second course in a 2-quarter series that is required for all Ph.D. students in the College of Education.

Overview of various methodologies used to conduct educational inquiry, examples of ways methodologies typically are used, and exploration of similarities and differences between methodologies. Discussion throughout is in terms of assumptions regarding the nature of knowledge and purposes of educational inquiry. Pre-requisites: Ph.D. status in Education. This is the first course in a 2-quarter series that is required for all Ph.D. students in the College of Education. EDLPS 525must be taken in sequence with EDLPS 526.

This is an advanced methods course that covers all aspects of naturalistic data collection methods with children. It is designed for graduate students focusing on research with special and vulnerable children – infants, toddlers, preschoolers, kindergarteners, and elementary children and their families. International component included. Research methods are home and community based, not school based. Course includes hands-on completion of fieldwork with specialized children as final assignment.

This course focuses on how to analyze and report qualitative data analysis from various disciplinary perspectives; students focus on analyzing and writing up data from their own studies. Pre-requisites: second-year doctoral standing; one course in statistics/quantitative research; EDPSY 586 or equivalent; and permission of instructor. This is part of an intensive 3-quarter series that spans the academic year (students may opt into the whole sequence, or just take this as stand alone — see EDPSY 586).

Mentored experience in qualitative research from various disciplinary perspectives, including all phases of research (design, data collection, analysis, reporting). Pre-requisites: second-year doctoral standing; one course in statistics/quantitative research; EDPSY 586; and permission of instructor. This is part of an intensive 3-quarter series that spans the academic year.

This course introduces students to several traditions of qualitative inquiry, with emphasis on students' design of rigorous qualitative studies. Pre-requisites: second-year doctoral standing; one course in statistics/quantitative research; and permission of instructor. This is part of an intensive 3-quarter series that spans the academic year (students may opt into the whole sequence, or just take this as stand alone — see EDPSY 587).

This course is designed to provide a basic overview of qualitative research methods. It is appropriate for graduate students who are interested in becoming more familiar with the purpose, design, and conduct of qualitative research. Pre-requisites: graduate status in Education or permission of instructor.

Sociolinguistics is the study of language in its social context and the study of social life through language.

Conceptual/philosophical methods course. The idea that human beings can scientifically interpret how other human beings understand their life-experience has fascinated philosophers in the west sine the 19th century. Interpretive research interests philosophers, because it “pushes” traditional philosophical conceptions about scientific knowledge, methodology, self-understanding, and ethics. At the same time, researchers who undertake interpretive fieldwork often find themselves pondering classic philosophical questions. How do we interpret what we see?