Professor Del Siegle
Bray, Beghetto, Brown, Bruder, Chafouleas, Coyne, Gubbins, Kaufman, Kehle, Leu, Madaus, McCoach, O’Neil, Reis, Siegle, Sugai, and Swaminathan
Card, Colbert, Little, Olinghouse, Pérusse, Rogers, Sanetti, Simonson-Gaines, Van Heest, Young
Freeman, Goldstein, Hines, Joo, Kearns, La Salle, Lombardi, Montrosse-Moorhead, Rhoads
Graduate study in the Department of Educational Psychology (http://epsy.education.uconn.edu) leads to the Master of Arts and the Doctor of Philosophy degrees in the field of study of Educational Psychology. In addition, the Department offers the Sixth- Year Diploma in Professional Education conferred by the Neag School of Education.
The Field of Educational Psychology
The Concentration in Cognition, Instruction and Learning Technology links psychological theory with research and educational practice. The program emphasizes learning, cognition, instructional design, research, and theoretical perspectives on new literacies and instruction. Course work typically includes the study of instructional theories and models from cognitive psychology, motivation, emerging technologies, and research methods. Additionally, research experiences are encouraged both at the University and in more applied settings. Contact S. BrownR. Beghetto at Unit 3064 3007 or visit http://CILT.education.uconn.edu for additional information.
The Ph.D. Concentration in Counselor Education and Counseling Psychology is intended to prepare Counselor Educators. Mandatory bi-monthly seminars including all the program’s doctoral students and full-time faculty are an integral part of the program and are intended to promote a mutually supportive community of scholars that are actively addressing critical issues in the field. To build their credentials as future professors, all the program’s Ph.D. students are expected to assist the faculty in teaching a minimum of two graduate courses in our master’s degree program in school counseling; to make presentations at state, regional, and/ or national professional conferences; and to collaborate with faculty and their peers on research studies resulting in publishable manuscripts. Doctoral students are involved in all aspects of our master’s program. The mission of the master’s program in School Counseling is to prepare professional school counselors to work with students of all age levels with special emphasis on poor and minority youth. It leads to state certification as a school counselor. The doctoral program includes core academic requirements designed to enhance the students’ research skills as well as a variety of specialty tracks from which students may choose the one that best meets their professional interests and career goals. The specialty tracks are in the following areas: (1) program evaluation, (2) qualitative research methodology, (3) primary prevention, (4) gifted and talented education, (5) positive behavioral supports, (6) licensure as a professional counselor, and (7) licensure as a counseling psychologist. Contact R. Colbert at Unit 3064 or visit http://counseling.education.uconn.edu for more information.
The Concentration in Educational Technology (M.A. only) emphasizes the study of the use of various media to promote learning and instruction. Special emphasis is placed on research, and development and design of instruction based on the latest instructional technologies. Students completing the program may work in academic or in training settings. Contact M. Young at Unit 3064 or visit http://edtech.education.uconn.edu for more information.
The Concentration in Gifted and Talented EducationGiftedness, Creativity, and Talent Development prepares individuals for leadership roles creativity and gifted education as gifted education program coordinators, curriculum development specialists, regional or state gifted education agency directors, and for positions as teachers and researchers in higher education settings. The program of study includes course work on strategies and program models for developing student talent, field experiences in school settings, and research investigations that provide worthwhile and creative contributions to the literature. Contact C. Little at Unit 3007 or visit http://gifted.education.uconn.edu for more information.
The Concentration in Measurement, Evaluation and Assessment (MEA) prepares graduates to become leaders in educational measurement, program evaluation, large-scale and classroom-based assessment practice, educational statistics, and research methodology. The program integrates theory and practice to promote the scientific uses of measurement within the field of education and related disciplines. Coursework emphasizes the development of professional competencies within the area of MEA and focuses on current and emerging topics including instrument development, measurement theory and applications, multilevel modeling, item-response theory, sampling methods, latent variable modeling, and educational assessment. Faculty support strong student/faculty interactions to promote research excellence and the development of significant contributions to the field. Contact D. Betsy McCoach at Unit 3064 or visit http://mea.education.uconn.edu for more information.
The Concentration in School Psychology (Ph.D.) is accredited by the American Psychological Association. The Master’s/Sixth Year program also is approved by the National Association of School Psychologists. The program adheres to the scientist- practitioner model of graduate education, which assumes that the effective practice of school psychology is based on knowledge gained from established methods of scientific inquiry. Emphasis is on the preparation of competent practitioners who are skilled and dedicated researchers who will contribute to the knowledge base in school psychology. In addition, the program is designed to acquaint students with the diversity of theories and practices of school psychology, allowing the student sufficient intellectual freedom to experiment with different delivery systems and various theoretical bases. The atmosphere is intended to foster student- faculty interaction, critical debate, and respect for theoretical diversity of practice, thus creating a more intense and exciting learning experience. The faculty believe that such an environment encourages and reinforces the student’s creativity and intellectual risk- taking that are fundamental in the further development of the professional practice of school psychology. Contact M. Bray at Unit 3064 or visit http://schoolpsych.education.uconn.edu for more information.
The concentration in general Special Education is an individualized program, containing a number of emphases, including study in teacher education, transition, behavioral disorders, school reform, learning disabilities, literacy, developmental disabilities, and secondary and postsecondary education and services for students with disabilities, among others. Our commitment is to inspire and prepare professionals in special education to create and broaden opportunities for individuals with disabilities. Students are encouraged to develop their interests in educating learners at risk across a wide range of disabilities incorporating a lifespan perspective. The doctoral program is designed to enhance independent thinking and leadership qualities through an individualized program embedded in a thorough knowledge of theory and the existing literature and culminating in active research to guide, direct, and inform the field. Contact M. Coyne at Unit 3064 or visit http://specialed.education.uconn.edu for more information.