National University

• Use library resources, including electronic databases, to establish a historical overview of a topic that includes major research, relevant research trends, appropriate statistics, and model programs or studies.
• Critically evaluate a published qualitative and quantitative research study.
• Interpret t test, analysis of variance, chi-square, analysis of covariance, parametric and non-parametric tests, and correlational statistics.
• Understand the application of statistical and practical significance.
• Utilize correct form and style according to the American psychological association manual with all written papers.
• Describe how to establish and implement a research plan.
• Explain the difference between qualitative, quantitative and action research and when each type is appropriate.
• Describe the ethical considerations and appropriate precautions involved with research on human subjects including the NU policy on research involving human subjects, the need for informed consent, student assent, and institutional Review Board approval.
• Describe the difference between population and sample and identify the characteristics of a sample that make it representative of the population.
• Discuss the advantages and disadvantages or limitations of different sampling techniques for quantitative and qualitative research.
• Identify the major types and threats to instrument validity (content, criterion-related, construct and consequential) and reliability (stability, equivalence, equivalence and stability, internal consistency, and inter-rater reliability).
• Explain the difference between action, single-subject, descriptive, causal-comparative, correlational, quasi-experimental, experimental and evaluation research and the advantages and disadvantages of each and when each of the methodologies is appropriate.
• Describe different types of variables including nominal , ordinal, interval, ratio; categorical and qualitative; and dependent and independent.
• Describe the various types of tests and instruments used to collect data and the advantages and disadvantages of each.
• Explain the factors that influence the interpretation of qualitative and quantitative research results.
• Discuss the advantages and limitations of qualitative data collection techniques, factors influencing validity and reliability and processes for analysis and interpretation.
• Describe common problems made when conducting educational research and how they can be avoided.
• Identify the major threats to research design validity.
• Evaluate if there is evidence-based support for a particular teaching or intervention strategy.
• Discuss how to prepare a research report both orally and in writing.

• MASTER OF SCIENCE IN EDUCATIONAL ADMINISTRATION WITH PRELIMINARY ADMINISTRATIVE SERVICES CREDENTIAL OPTION
  • Build consensus among stake-holders, evaluate, analyze and develop new school programs and paradigms
  • Engage in the examination of philosophy of educational leadership, including a study of ethics through reflective reading of great educational thinkers/leaders.
  • Understand, evaluate, and apply financial policies and practices used in schools and districts, which emphasize federal, state, and local revenue sources as well as district and school budgeting and financial management procedures.
• MASTER OF SCIENCE IN EDUCATIONAL COUNSELING WITH PPSC CREDENTIAL OPTION
  • Demonstrate a basic understanding of descriptive statistics and test and survey construction, as well as the purpose and uses of standardized and un-standardized group and individual assessment.
  • Demonstrate skills in developing and interpreting social science research and applying the findings to professional practice.
  • Understand and utilize computer technology relevant to the tasks and role of a school counselor.
• MASTER OF SCIENCE IN SCHOOL PSYCHOLOGY WITH PPSP CREDENTIAL
  • Demonstrate knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings; demonstrates skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
  • Demonstrate knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes; demonstrates skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

Incomplete A grade given at the discretion of the instructor when a student who has completed at least two-thirds of the course class sessions and is unable to complete the requirements of the course because of uncontrollable and unforeseen circumstances. The student must convey these circumstances (preferably in writing) to the instructor prior to the final day of the course. If an instructor decides that an "Incomplete" is warranted, the instructor must convey the conditions for removal of the "Incomplete" to the student in writing. A copy must also be placed on file with the Office of the Registrar until the "Incomplete" is removed or the time limit for removal has passed. An "Incomplete" is not assigned when the only way the student could make up the work would be to attend a major portion of the class when next offered.

An "I" that is not removed within the stipulated time becomes an "F." No grade points are assigned. The "F" is calculated in the grade point average.

Withdrawal Signifies that a student has withdrawn from a course after beginning the third class session. Students who wish to withdraw must notify their admissions advisor before the beginning of the sixth class session in the case of graduate courses, or before the seventh class session in the case of undergraduate courses. Instructors are not authorized to issue a "W" grade.