back
to specializations
The Learning, Development, and Instruction
specialization of the Doctoral Program in Educational Psychology prepares
students to analyze and explain human learning in both formal and
informal instructional contexts, to develop instructional procedures
to enhance learning and to evaluate the effectiveness of the process.
Graduates have assumed positions in universities, public school systems,
agencies devoted to education and evaluation and private corporations.
Program
of Study
After students
in Learning, Development and Instruction have completed basic level
courses, they have the option of developing a program of study from
advanced course offerings or choosing course work in a subspecialization.
These subspecializations are areas of faculty research and course
clusters. They include the following:Research
on the Acquisition of Literacy: focuses on the development of
reading and writing processes from the preschool years to adulthood,
including word reading, spelling, comprehension, composition, causes
of reading disabilities, and instructional effects.Research
on Health Behavior and Education: focuses on health beliefs and
decision-making, disease prevention and self-management, health promotion
and behavior change, exercise and athletic development, and comprehensive
health education.Research
on Social Cognition and Self-Regulation: focuses on modeling
and observational learning, metacognitive and self-regulatory processes,
self-judgements and self-efficacy beliefs, student motivation, and
sociocultural influences on academic achievement.Research
on Teaching and Learning in Mathematics: focuses on the development
of mathematical thinking, learning, and instruction in mathematics,
the teaching of mathematics, and mathematical problem solving.Course
offerings include: Cognitive Development and Learning Processes
in Education, Social and Motivational Development in Education, Language
and Communicative Development, Theory and Application of Behavioral
Techniques in Educational Settings, Developmental Psychopathology,
Self-Regulation of Academic Learning and Motivation, Cultural Differences
in Social Cognitive Processes and Academic Achievement, Health Education
and Behavior Change, Metacognitive and Cognitive Processes in Learning
and Instruction, Theories and Instructional Issues in Learning Disabilities,
Instructional Technology, Theory and Research on Literacy in School
Settings: The Pre-School and Elementary School Years, Theory and Research
on Literacy in School Settings: Grades 3 through 12, Research in Theories
and Issues in Comprehension and Composition, Theory, and Research
on Reading Disabilities, Research on the Teaching of Mathematics,
Research on Learning and Instruction in Mathematics.
Faculty
Daisuke
Akiba, Eleanor Armour-Thomas, David J. Bearison, Shirley Cohen, Linnea
C. Ehri, Shirley Feldmann (Emeritus), Bert Flugman, Dominic Gullo,
Penolope Hammrich, Hope Hartmann, Bruce Homer, Helen Leos Epstein Johnson, Beatrice
Kachuck (Emeritus), Ellen Mandinach, David Podell, Gaoyin Qian, Hollis
Scarborough, Carol Kehr Tittle (Emerita), and Barry J. Zimmerman (Head).
