Program type:


On Campus
Est. time to complete:

3-4 years
Credit Hours:

63 with prior Master's78 with prior Bachelor's
Quality vs. Quantity? Why not both?
The Educational Psychology Ph.D. with a concentration in Research, Measurement and Statistics (RMS) is designed to prepare scholars and researchers in both quantitative and qualitative methodology. You'll initially be exposed to the same foundational courses in intermediate statistics, research methods, and qualitative inquiry that all other doctoral students acquire in the College of Education. You'll also be exposed to foundational courses in Educational Psychology as part of the core portion of the Ph.D.

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Why Earn a Research, Measurement and Statistics Educational Psychology Ph.D.?

You'll receive more advanced training, primarily in quantitative methods, however additional coursework includes advanced data analysis in qualitative investigations.

Entry to advanced training begins with a course in Multiple Regression. A two-course sequence is usually required in measurement and psychometrics, and you'll also receive additional training in latent variable modeling through coursework in multivariate statistics and structural equation models.

Training is provided in courses such as Multi-level Modeling, Simulation and the use of advanced software for statistical analysis. Coursework is followed by a comprehensive examination prior to completion of a dissertation under a faculty member of the RMS program.

Marketable Skills
  • Synthesize and apply relevant literature
  • Advanced research methods/statistical analysis
  • Provide technical assistance to agencies
  • Advanced oral and written communication
  • Collaborate with stakeholders to improve outcomes

Research, Measurement and Statistics Educational Psychology Ph.D. Highlights

The College of Education is accredited by the National Council for the Accreditation of Educator Preparation, which means we meet or exceed strict academic standards for excellence in education.
All course instruction is provided in the evening hours, providing flexibility to accelerate you through the program or permit you to take courses at a pace that allows the program to fit with busy family and/or work lives.
Full-time students are eligible for competitive Graduate Assistantships (Research or Teaching) that usually require students to work 20 hours per week and provide tuition compensation in addition to a stipend for the work performed.
Our faculty members obtain grants, write books and publish scholarly, peer-reviewed journal articles, and have been recognized by or serve as officers and leaders for many national, international and regional academic professional organizations.
We provide you opportunities to present research at national and regional conferences, publish journal articles, apply for grants and participate in professional activities with faculty mentors.
You'll be assigned an initial advisor following admission to guide you through coursework, but you may change the initial advisor as you become more familiar with your research interests and how those interests align with faculty.

What Can You do With a Research, Measurement and Statistics Educational Psychology Ph.D.?

This preparation supplies most of the necessary skills for pursuing an academic career, although approximately half of our graduates opt to pursue careers in corporations conducting research or in development (such as in test development) or in school districts directing assessment, evaluation or accountability functions.

Research, Measurement and Statistics Educational Psychology Ph.D. Courses You Could Take

Statistics for Educational Research (3 hrs)
Application of statistical techniques to research in education; the development of skills in interpreting statistical concepts. Analysis of variance and covariance, multiple comparisons, non-parametric statistics and multiple correlation.
Statistical Theory and Simulations (3 hrs)
Statistical theory and simulation of statistical distributions. Topics include factors affecting sampling distributions, sampling from different distributions, Chebyshev’s theorem, Central Limit Theorem, probability distributions, statistical distributions (normal, t, chi-square, correlation, regression), Power (sample size, Type I error, Type II error, confidence interval, effect size), Monte Carlo, meta-analysis, bootstrap and jackknife techniques.
Technology in Research (3 hrs)
Use of data analysis in the planning and implementation of research projects in the disciplines of educational psychology. Emphasis on statistical packages, organization and collection of data, computing hardware and software, and various data display and reporting techniques.
Item Response Theory (3 hrs)
The Common Factor model of measurement and latent variables with IRT concepts, models, and assumptions. Item and trait/ability parameter estimation with Rasch, 2, and 3 parameter dichotomous models, and polytomous IRT models. Test reliability, development, equating, bias (DIF), computer adaptive testing, and multidimensional models.
Structural Equation Modeling (3 hrs)
Multiple regression, path analysis and factor analysis methods are reviewed. Structural Equation Modeling (SEM) approaches using AMOS, EQS, LISREL, MPLUS and other personal computer application software are presented. The basic SEM approaches include path models, factor models, interaction models, MIMIC models, multi-level models, latent growth curve models and multiple group models.
Foundations of Educational Psychology (3 hrs)
History of educational psychology, advanced philosophical and empirical foundations of learning, cognition, development, individual differences; applications to teaching and learning contexts.

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