Educational Psychology

Program Overview

In Hunter’s Educational Psychology concentrations, students explore the most current, research-based answers to these questions through a challenging curriculum. The General Educational Psychology concentration offers scholarly training in theories of learning and human development. The Assessment, Research, and Evaluation concentration prepares students to evaluate, assess, and measure educational programs. Guided by excellent faculty, students engage in rigorous coursework, research opportunities, and internships. They learn how to synthesize qualitative and quantitative approaches to data analysis, hone academic writing skills, and work with diverse populations across settings. Whether your final goal is to pursue a doctorate, work in an education setting, or find employment in the private sector, our Educational Psychology programs provide key research and evaluation skills.

Credits

31 to 32

Certification/Licensure

This program does not lead to New York State (NYS) teacher certification or licensure.

Eligibility and Admission Requirements

• A bachelor’s degree from an accredited institution with a Grade Point Average (GPA) of at least 2.8
• Students who do not meet the minimum Grade Point Average (GPA) requirement may submit scores on the general aptitude test of the Graduate Record Examination (GRE) to serve as evidence of their ability to complete graduate-level work
• A statement of purpose
• Two letters of recommendation
• An on-site interview may be required

To Apply

Applications are accepted each Fall semester.

Create your Hunter College Graduate Application and select the program “Educational Psychology, MA”.

Application Deadlines

Fall Start

• March 15

Visit How to Apply for information about deadline extensions.

Contact an Admissions Advisor

edadmissions@hunter.cuny.edu

Program Leader

Sarah M. Bonner

Program At A Glance

Careers of Graduates

Graduates of the Educational Psychology MA program begin and expand their careers across higher education, PreK-12 school systems, non profit organizations, and research-driven institutions. Graduates have also advanced into educational consulting, adjunct teaching, nonprofit executive leadership, and learning-focused operations roles to support learners. Below are titles and careers of our program graduates from across a variety of educational settings.

• Academic Advising Specialist
• Adjunct Lecturer, Adjunct Professor
• Afterschool Program Director
• Charter School Operations
• College Counselor
• College Librarian
• Data & Analytics, Data Manager
• Education Administration
• Educational Consultant
• Executive Director of Non-Profit Learning Initiatives
• Higher Education Admissions
• Instructional Designer
• Operations Manager
• PreK-12 Teacher, Special Education Teacher, Teacher and Mindfulness Coordinator
• Research Assistant, Research Associate
• Research Coordinator
• Vice President of Research and Evaluation

Student Research

Student Thesis and Literature Synthesis Titles

• Analyzing Content of Teacher Mentoring Conversations: A Literature Synthesis
• Content Strategies for Mitigating the Digital Divide on Digitally-Based Assessments
• Leadership Perceptions of Funds of Knowledge in Alternative Secondary Education
• Malleable Factors Contributing to Discipline Disparity: The Disproportionate Representation of African American Students
• Obstacles to Academic Achievement for Male Latinx students: A Literature Synthesis
• Teacher Beliefs and Experiences Addressing Healthy Racial and Ethnic Identity Instructionally Through Social Emotional Learning
• Teacher Education Students’ Racial Biases: Interpersonal Attributions and Disciplinary Decisions for Classroom Behaviors of Elementary-Age Black Girls
• Teacher Self-Efficacy: Teaching Students With Specific Forms of Disabilities
• Pre-Service Teacher Intention to Use Technology
• Preservice and Inservice Teachers’ Knowledge, Beliefs, and Instructional Planning in Primary School Mathematics

Publications with Students

• Bonner, S. M., Diehl, K., & Trachtman, R. (2020). Teacher belief and agency development in bringing change to scale. Journal of Educational Change, 21(2), 363-384. https://doi.org/10.1007/s10833-019-09360-4.
  • Student: Diehl, K.
• Bonner, S. M., Torres-Rivera, C., & Chen, P. P. (2018). Standards and assessment: Coherence from the teacher’s perspective. Educational Assessment, Evaluation and Accountability, 30(1), 71-92. https://doi.org/10.1007/s11092-017-9272-2
  • Student: Torres-Rivera, C.
• Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13. https://doi.org/10.1016/j.tate.2016.01.015
  • Student: Lui, A. M.
• Chen, P. P., Cleary, T. J., & Lui, A. (2015). Examining parents’ ratings of middle-school students’ academic self-regulation using principal axis factoring analysis. School Psychology Quarterly, 30 (3), 385-397.
  • Student: Lui, A.
• Chen, P. P., & Rossi, P. D. (2013).  Utilizing calibration accuracy information with adolescents to improve academic learning and performance. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 263-297). Information Age Publishing.
  • Student: Rossi, P. D.