Please help me spread the word to prospective students about our graduate
programs in Educational and School Psychology in the College of Education at
the University of Alabama.
If you could forward this announcement (verbally or electronically) to
potential students and other colleagues, or print it out and post it in your
department, I would be most appreciative.
Thanks,
Adam Winsler
Educational Psychology
College of Education
University of Alabama
Box 870231
Tuscaloosa, AL 35487 (205) 348-1182 awinsler who-is-at bamaed.ua.edu
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THE UNIVERSITY OF ALABAMA
EDUCATIONAL AND SCHOOL PSYCHOLOGY PROGRAM
CALL FOR APPLICATIONS - Fall 1996
The Educational and School Psychology Program is designed to
provide exemplary graduate training in research, application, and practice
related to learning, development, and mental health of people of all ages.
The program invites applications from potential students.
EDUCATIONAL PSYCHOLOGY DEGREES
Degree programs in educational psychology focus on theory and
research related to learners, learning and developmental processes,
teaching, and application of these to educational practice. Students
participate in courses, seminars, and field experiences in learning,
instruction, cognition, human development, motivational factors, social
and cultural bases of behavior, biological factors, educational research,
educational foundations, and other areas. Students are required to
participate in extensive field-based and research experiences.
Four degrees are offered:
M.A. in Educational Psychology
Ed. S. in Educational Psychology
Ed. D. in Educational Psychology
Ph. D. in Educational Psychology
Through a collaborative arrangement with the Department of Human
Development and Family Studies, students may choose one of the
following three concentrations for a Ph. D. in Educational Psychology:
Learning and Instruction
Human Development
Learning,Instruction, and Development
Graduates with educational psychology degrees engage in
teaching, research, training, and program development in a number of
settings, including colleges and universities, schools, business and industry,
state departments of education, and other public and private agencies.
SCHOOL PSYCHOLOGY DEGREES
Degree programs in school psychology focus on the practice and
direct provision of school psychological services, based on a strong
foundation of research and application related to learners and learning
processes. The school psychology degree programs provide an integrated
and sequential program of study with related supervised practice.
Students participate in courses and seminars in assessment, interventions
and problem-solving, prevention, consultation, professional school
psychology, statistics and research, socio-cultural foundations,
psychological foundations, human development, educational foundations,
and other areas. Students are required to participate in extensive
practicum, internship, and research experiences.
Four degrees are offered:
M.A. in School Psychometry
Ed. S. in School Psychology
Ed. D. in School Psychology
Ph. D. in School Psychology
These degrees in school psychology prepare students for state and
national certification in school psychology. The M. A. is approved by the
Alabama Department of Education for the A Certification in School
Psychometry; the Ed. S., Ed. D., and Ph. D. are approved for AA
Certification in School Psychology. The Ed. S., Ed. D., and Ph. D.
degrees are approved by the National Association of School Psychologists
(NASP), and, upon successful completion of the national school
psychology exam, graduates are eligible for the National Certification in
School Psychology (NCSP).
Graduates with school psychology degrees are employed as school
psychometrists and school psychologists in public and private schools as
well as other educational facilities, where they provide services to
children, youth, families, and teachers. Graduates also engage in
teaching, research, training, and program development in a number of
public and private settings.
ADMISSION
Minimum requirements for regular admission for graduate study,
as specified by The University of Alabama Graduate School and College
of Education, include the following:
1. Grade point average of 3.0 on a 4.0 scale,
2. Scores at the 50th percentile on the Graduate Record Examination or Miller
Analogies Test,
3. Three or more letters of recommendation,
4. Goals noted in the Graduate School form for "Statement of Purpose" which are
commensurate with the program emphasis,
5. Experience and/or undergraduate or graduate training relevant to educational
and school psychology.
Admission decisions are based on a composite of the qualitative and
quantitative requirements noted above. Conditional admission may be
granted to applicants who do not meet the above requirements.
Applications should be completed on or before January 15 preceding the
fall semester in which the applicant plans to begin graduate study. Later
applications will be considered when possible. Prospective students are
encouraged to contact the address below for more information. Ed. S., Ed. D., or
Ph. D. degree students must complete a masters degree from an accredited
institution. The masters degree may be in any field related to educational
and school psychology. Those students who do not hold a previous
masters degree from another institution may complete their masters
degrees during their programs at the University of Alabama.
The University of Alabama is committed to equal opportunity in
employment and education and does not discriminate on the basis of
race, color, religion, national origin, sex, age, disability, citizenship, or
veteran status as provided by law.
RESIDENCY AND TIME LIMITS
The M. A. degrees in Educational and School Psychology
typically require a minimum of 1-2 years of full-time academic study
beyond the baccalaureate degree. The Ed.S. degrees typically require 3
years and the Ed. D. and Ph. D. degrees typically require 4-6 years of
study beyond the baccalaureate degree. The M. A. and Ed. S. degrees
must be completed within the 6 year period and the Ed. D. and Ph. D.
degrees must be completed within the 7 year period following admission
to the Graduate School for the degree program.
All students are expected to engage in continuous, full-time
academic study after admission to the Educational and School Psychology
Program. (Part-time study may be approved by the faculty in special
circumstances). All students must complete a minimum residency
requirement of full-time academic study (nine credits or more per
semester). The residency requirement for M. A. and Ed. S. degrees is
full-time continuous residence for a minimum of two semesters, one
semester and one summer session, or two summer sessions. The
residency requirement for Ed. D. and Ph. D. degrees is full-time
continuous residence during the student's second or third academic year
(fall and spring semesters). Credits taken for internship, thesis, or
dissertation may not be used to meet the residency requirement.
Doctoral students may not use interim or summer sessions to meet the
residency requirement.
FINANCIAL SUPPORT AND RESOURCES
The Educational and School Psychology Program has a number
of graduate teaching and research assistantships for highly-qualified
applicants. Applications may be obtained from the program chair and are
due March 1 for an assistantship to begin the following fall semester. In
addition, the University of Alabama Graduate School and College of
Education offer a number of fellowships, scholarships, and assistantships.
Information is available in the Graduate School Catalog.
The Educational and School Psychology Program is housed in the
Area of Professional Studies in the College of Education. Other
programs in the Area of Professional Studies include Educational
Research, Counselor Education, Educational Leadership, and Health
Studies. The College of Education also includes a strong Area of
Teacher Education. The college is accredited by the National Council for
Accreditation of Teacher Education. The Educational and School
Psychology Program works closely with other programs within the college
and university and with school districts and other agencies outside the
university.
The University of Alabama, located in Tuscaloosa, is a campus
rich in history and tradition. About 20,000 graduate and undergraduate
students are enrolled. The library system consists of a centrally located
main library and a system of six discipline satellite units. The campus has
a well-developed system of satellite terminal clusters that ties into an
IBM 3090 computer. The College of Education supports several well-
equipped microcomputer laboratories. A computer network provides
service for a variety of software and electronic mail.
FACULTY AND SPECIALIZATIONS
Faculty in Educational & School Psychology:
Dolly, John P., Ed.D (Georgia), Professor and Dean, research artifacts and
expectancy effects in classroom research, instructional design,
instructional research
Harrison, Patti L., Ph. D. (Georgia), Professor and Chair, Educational
and School Psychology Program, adaptive behavior assessment, preschool
assessment, professional issues in school psychology.
Iran-Nejad, Ashgar, Ph. D. (Illinois), Associate Professor, cognitive,
motivational, and biological foundations of learning and instruction; self-
regulation; reading comprehension
Riccio, Cynthia, Ph. D. (Georgia), Assistant Professor, neuropsychology,
learning disabilities, language impairment, attention-deficit hyperactivity
disorder.
Winsler, Adam, Ph. D. (Stanford), Assistant Professor, private speech,
self-regulation and self-regulated learning, attention-deficit hyperactivity
disorder, bilingualism, early childhood education, Vygotskian sociocultural
theory.
Faculty in the Department of Human Development and Family Studies:
Curtner-Smith, Mary Elizabeth, Ph. D. (UNC-Greensboro), Assistant
Professor, parent-child interactions and child outcomes, children's
aggressive, bullying behaviors, family conflict and divorce.
Jessee, Peggy, Ph. D. (Alabama), Associate Professor, infant social
development, psychosocial care of hospitalized and chronically-ill children
and youth, ethics in science.
Ladewig, Becky, Ph. D. (Tennessee), Associate Professor and Head,
Department of Human Development and Family Studies, dual-earner
marriage relationships, family stress, coping, social support.
Stinnett, Nick, Ph. D. (Florida State), Professor, family relationships,
family strengths, adolescent wellness, human sexuality.
Thoma, Stephen, Ph. D. (Minnesota), Associate Professor, personality
and social development in adolescence and youth, moral judgment
development, college student development.
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FOR ADDITIONAL INFORMATION AND APPLICATION MATERIALS
WRITE, CALL, OR EMAIL:
Chair, Educational and School Psychology Program
College of Education
University of Alabama
Box 870231
Tuscaloosa, AL 35487-0231
(205) 348-7575
awinsler who-is-at bamaed.ua.edu
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