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The Advanced Learning Technologies project at the KU Center for Research on Learning, uses the most advanced and innovative technologies available to improve teaching and learning. Stresses the importance of career development in education, with an emphasis on developmental life planning. Students work with clients in the on campus learning center under supervision. Interview procedures, behavioral observation strategies, behavior rating scales and checklists, self-report inventories, and rational theoretical techniques will be introduced. Faculty and students in ALTEC come from a range of disciplines and programs, including the School of Education, the School of Journalism and Mass Communications, the School of Engineering, the School of Music, and the School of the Arts. Course includes topics such as delivery systems, utility of career development theory, sexism and racism in career development and counseling, the effects of sex role socialization, nature of the world of work, evaluation of career information, use of career information in individual and group counseling, and the role of empirical research in career development theory and practice. Topical seminars also are included throughout the semester. The intent is to place these assessment approaches in their theoretical contexts and to discuss how they could be used by pupil personnel specialists to understand the problem behavior and plan interventions to enhance students' personal adjustment and achievement in the classroom. Psychoeducational Clinic 2: Assessment, Consultation, and Intervention. A continuation of School Psychology Clinic I where students will be performing the same activities at a higher level of autonomy and independence. Quantitative Methods for Research in Educational Leadership and Policy Studies. This course addresses the conceptual basis of statistical analysis with an emphasis on applied data analysis. 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.

View the mission statement of the School of Education. Undergraduate programs feature extensive coursework in subject areas taught by expert faculty and real world experiences or concentrations in areas of interest or future study. In this course, contemporary methods for the analysis of data that are not normally distributed are presented. The course will treat an intensive critical study of various views of evaluation as it exists opposite the experimental research process, emphasizing the operational definitions of objectives, existing models, taxonomies, and structure, and goals and methods of obtaining and summarizing evaluation data. Seminar in Current Issues in Counseling Psychology. An examination of selected current issues in counseling psychology. Theory and Applications of Educational Measurement. Other suggested courses include those related to psychological and educational measurement, classical test theory, item response theory, and research methods.

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.

Research on the physiological ramifications of exercise stress is conducted. This course is an introduction to the skills involved in a small number of Evidence Based Treatments, in the context of understanding their place in the pursuit of Evidence Based Practice. An examination of psychological disorders from a counseling psychology perspective that emphasizes strengths. Two consecutive enrollments covering a period of one academic year. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agency, and the campus-based instructor. Field experience credit in any one semester may not exceed five hours, and total credit in this and additional field experience enrollments may not exceed eight hours. Prerequisite: EPSY 842 and consent of the practicum coordinator. The course will also examine the historical development of professional psychology and current issues that affect the future direction of research and practice. (This course fulfills the requirement by the School of Education for a two semester, research practicum course.) Prerequisite: Doctoral student status in a program in the Department of Educational Psychology.

Graduate and undergraduate students assist in service and research projects. It is the only federally funded center in the nation conducting research with families with members with disabilities. The major goal of the course is to integrate information about a person from one or more projective tests into a useful summary. The course includes readings, videos, and discussion of the treatments, with a heavy experiential component of role plays and reviews on video through the Center for Psychoeducational Services. The course will cover the current version of the Diagnostic and Statistical Manual (DSM), as well as alternative taxonomies, exploring personality as it ranges from normal personality styles to personality disorders, and the full range of mental disorders. During this time the student prepares a portfolio of skills competencies, classroom guidance programs presented, and other experiences appropriate to the student's school level. Prerequisite: Doctoral status in counseling, clinical, clinical child, or school psychology, or consent of the instructor.

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