Educational Psychology Ph.D. with a concentration in Learning Sciences

Design-based research (DBR) is a methodology that involves the orchestration and empirical study of innovative and equity-focused learning environments, organizations, and social movements. In contrast to strictly observational methods, DBR transforms and theoretically analyzes learning environments “in the wild.” Similarly, participatory methods, such as Design-Based Implementation Research (DBIR), Participatory Action Research (PAR), Community-Based Research (CBR), and Social Design Experiments (SDEs) work toward these aims with varying emphasis on the role of the researcher and power dynamics within and across research teams and contexts. While DBR and participatory research tends to be heavily qualitative, mixed methods designs are also common. This course will provide an overview of these methods; will help prepare and build students’ capacity to form ethical and effective partnerships toward design-based and participatory research studies; and support students in conceptualizing and designing their own design-based and/or participatory research studies.

Explore multiple approaches to analysis of learning contexts and the iterative qualitative exploration of data that supports the learning of researchers and the iterative design of learning environments. Students will engage in a small sample-project using a corpus of data to explore a phenomenon of interest, recording their iterative analysis process through analytical memos and presenting their methodological justifications for method choices throughout the semester.

Effects of cultural, ethnic, gender, linguistic, religious and developmental differences on teaching, learning, development, and adjustment of children and families. Educational, psychological, attitudinal, social, legal and political issues in diversity. Necessity of attention to diversity and acculturation within educational and social organizations.

With advisor approval: Disciplinary Focused Course (3 credit hours) graduate UNT course with justification provided by student.
Elective choice (3 credit hours) of any graduate (masters or above) course at UNT with justification provided by student.

This course provides an overview of theoretical perspectives and methodological approaches to the study and design of learning. This course will consider the role of social context and culture in shaping learning processes; the various ways learning is demonstrated; and the implications of these processes for the design and study of learning environments.

This advanced Learning Sciences course provides a context for deepening students’ professional identities as Learning Sciences scholars by articulating and developing their own theoretical perspectives and methodological approaches to the study and design of learning in preparation for their dissertation work. This course supports students to deepen their understanding of the role of social context and culture in shaping learning processes, the various ways learning is demonstrated, and the implications of these processes for their design and study of learning environments.