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GRAD > EDLDRS
Education Leadership
EDLDRS 696 Independent Study
Description:
Study of a particular area of this subject under the supervision of a faculty member. More Info
Offered in:- TBA
EDLDRS 701 Leadership Workshop I
Description:
This course, offered in the first summer, focuses on the knowledge, skills, attitudes and behaviors that participants in the doctoral program need to develop or acquire to be effective leaders in promoting organizational changes in schools. Participants explore five interrelated facets of their own leadership development: 1) their operating conceptions and definitions of leadership and their set of understandings and beliefs about organizations, change and leadership; 2) their visions and goals for schools and why those goals are important to them; 3) their individual, interpersonal and group skills, including their sensitivity to how issues of race, ethnicity, class and gender affect these; 4) the organizational and broader sociocultural contexts in which they work and their understandings about how these contexts affect issues of leadership and organizational change; and 5) their personal journey toward leadership roles in schools, including their own history and how it is affected by their cultural background, their self-assessment of their strengths and weaknesses and their plans for personal learning. Participants develop a leadership and learning portfolio, which is added to and modified over the course of their doctoral work. More Info
Offered in:- TBA
EDLDRS 702 Leadership Workshop II
Description:
This course, offered in the second summer, focuses on the knowledge, skills, attitudes and behaviors that participants in the doctoral program need to develop or acquire to be effective leaders in promoting organizational changes in schools. Participants explore five interrelated facets of their own leadership development: 1) their operating conceptions and definitions of leadership and their set of understandings and beliefs about organizations, change and leadership; 2) their visions and goals for schools and why those goals are important to them; 3) their individual, interpersonal and group skills, including their sensitivity to how issues of race, ethnicity, class and gender affect these; 4) the organizational and broader sociocultural contexts in which they work and their understandings about how these contexts affect issues of leadership and organizational change; and 5) their personal journey toward leadership roles in schools, including their own history and how it is affected by their cultural background, their self-assessment of their strengths and weaknesses and their plans for personal learning. Participants develop a leadership and learning portfolio, which is added to and modified over the course of their doctoral work. More Info
Offered in:- TBA
EDLDRS 703 Critical Issues I
Description:
This course, offered in the first summer, examines a range of critical issues of importance to urban school leaders in the context of the changing relationship between schools and society. Issues discussed in Critical Issues I typically include demographic changes in the K-12 student population, multiculturalism, desegregation, bilingual education, special education, tracking, curricular and pedagogical reform, school reform movements and school finance reform. Critical Issues II covers fewer issues in greater depth; typical issues might include conflict resolution or the relationship between educational technology and school change. More Info
Offered in:- TBA
EDLDRS 704 Critical Issues II
Description:
This course, offered in the second summer, examines a range of critical issues of importance to urban school leaders in the context of the changing relationship between schools and society. Issues discussed in Critical Issues I typically include demographic changes in the K-12 student population, multiculturalism, desegregation, bilingual education, special education, tracking, curricular and pedagogical reform, school reform movements and school finance reform. Critical Issues II covers fewer issues in greater depth; typical issues might include conflict resolution or the relationship between educational technology and school change. More Info
Offered in:EDLDRS 710 The Culture of Urban Schools
Description:
This required course, taken in the student's second spring, focuses on inquiry into the nature of urban schools, including social contexts and structural inequalities. Participants study social and cultural practices and relations in an urban school site, examine how structural concerns influence school culture and read studies of urban schools that highlight problems, successes, struggles and transformations. Through active dialogue with their peers, they reflect upon the complexities of daily life and change in urban schools and identify questions and directions for further exploration. More Info
Offered in:EDLDRS 712 Comparative Study Tour: Educational Change in China and the United States
Description:
This course is designed to provide students with opportunities to explore the educational system and education reforms in China. Recent changes and progress in the Peoples Republic of China have been historic and highly significant. As the Chinese continue to improve their economic, political, and social foundations, they also look to strengthen their educational systems. These changes can serve as basis for comparison for educators interested in examining the process of educational change. By examining these reform efforts in China, both in educational systems and instructional practices, educators will develop the ability to assess the impact of educational change and to plan effectively for activities that will enhance the learning experiences in their own schools More Info
Offered in:- TBA
EDLDRS 714 Integrative Seminar I
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools. More Info
Offered in:EDLDRS 715 Integrative Seminar II
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools. More Info
Offered in:EDLDRS 716 Integrative Seminar III
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools. More Info
Offered in:EDLDRS 717 Integrative Seminar IV
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools. More Info
Offered in:EDLDRS 720 Teaching, Learning and Curriculum in Urban Contexts
Description:
This required course investigates common concerns in addressing the needs of urban students in elementary and secondary learning environments and community settings. It considers questions of human development in several domains, current problems and controversies about learning and responsive curricula and pedagogies. Readings frame issues across age groups and educational contexts, with additional materials for each topic focusing on particular age groups and levels of schooling. More Info
Offered in:EDLDRS 730 Historical Roots of Contemporary Urban Schooling
Description:
This required course, taken in the first fall semester, is built on the premise that most issues of educational policy and practice are rooted in some historical context that is deeply influential but often widely unexamined. This course considers the historical development of several contemporary educational issues, recognizing their roots in intense debates in American history. Although it does not provide explicit guidance for today's practitioners, this historical understanding should inform their approaches to the complexities of their current concerns. With 19th-21st-century urban schooling as the focus, topics include responses to racial, ethnic and gender identities of students; the development of national standards for curriculum and testing; the relative responsibilities of public and private educational institutions; the professional identities of teachers and school administrators; and schools as the site of social reform. More Info
Offered in:EDLDRS 732 Organization and Leadership in Educational Institutions
Description:
This required course, taken in the first spring semester, helps participants develop a diverse set of perspectives for analyzing organizations. Practitioners who are interested in leadership roles in schools and other urban educational settings function in a variety of roles in many large and small organizations: teachers and classroom administrators in buildings or programs, members of a department or team, students in a graduate classroom, union members and leaders, parents of school-aged children and part of a school community. Practitioners also play roles in organizations outside of schools-in community groups, sports teams, religious groups, etc. The course helps look at those organizations and the roles played within them, by offering a broad set of perspectives drawn from the extensive literature on organizations. Learning to understand and use multiple perspectives for analyzing organizations allows us to reflect on our roles in them, even as it expands the set of possible choices for taking action and leadership within them. More Info
Offered in:EDLDRS 734 Scholarly Writing in Education
Description:
This three-credit elective helps student sin both Ed.D tracks will induct practitioners into the intricacies of professional writing and scholarly discourse, both to make them better consumers of research and to help them respond to No Child Left Behinds mandates for administrators and other educational leaders to research and publish through developing forms like Classroom-based Inquiry, Teacher Research, and Action Research. The class is grounded in three theoretical frameworks (Writing Process Theory, Genre theory, Cultural Capital Theory) and conducted primarily as a writing workshop. Students will write, be part of writing response groups in which they share their own writing and respond to the writing of others, and conference with the instructor about work-in progress. Course includes lectures and exercises on academic writing, substantial reading and writing assignments outside of class. More Info
Offered in:- TBA
EDLDRS 740 Research Methods in Educational Leadership I
EDLDRS 741 Research Methods in Educational Leadership II
EDLDRS 742 Team Research Project
EDLDRS 745 Ethnography and Education
Description:
This course focuses on ethnography (the study of culture) as a research method for research about education. Students will learn about the historical roots of ethnography, the various styles of ethnography, and the critiques of and debates around ethnography. Students will sample and critique ethnographies, and they will practice collecting, analyzing and reporting ethnographic data. Finally, students will learn about and discuss the ethics of doing ethnographic research in educational settings, and the importance of understanding the researchers role in the ethnographic process. Students will be evaluated on the basis of the completion of course assignments culminating in a mini-ethnography about a setting or subject of their choice. The purpose of the course is to introduce students to the versatility of ethnographic research methods as well as to help students develop an awareness of how to collect, analyze, and report ethnographic data. More Info
Offered in:- TBA
EDLDRS 760 Qualifying Paper Seminar
EDLDRS 796 Independent Study
Description:
This course involves the comprehensive study of a particular topic or area of literature determined by the student's need; the study is pursued under the guidance and subject to the examination of the instructor. An application or outline of study should be submitted to the prospective instructor by the end of the semester previous to that in which this course will be taken. The instructor must agree to supervise the student, and the program director must approve the independent study. More Info
Offered in:EDLDRS 797 Special Topics
Description:
This advanced course offers intensive study of selected topics in the field of educational leadership. Course content and credits vary according to topic and are announced before the advanced pre-registration period. More Info
Offered in:EDLDRS 798 Internship
Description:
A one-semester, field-based internship experience designed by the student in collaboration with a faculty member. The internship must meet the following four criteria: it must focus on action; it must provide a student with mentoring; it must take place in an organizational context outside the student's current professional role; and it must involve written reflection. More Info
Offered in:EDLDRS 891 Dissertation Seminar
Description:
This seminar is designed to assist students in developing research ideas, writing their research plan, preparing a dissertation proposal and forming a dissertation committee. Satisfactory completion of the seminar requires submission of a dissertation proposal acceptable to the instructor and the chair of the student's dissertation committee. More Info
Offered in:EDLDRS 892 Dissertation Seminar II
EDLDRS 893 Dissertation Seminar
Description:
This seminar follow Dissertation Seminar 891, providing structured support as students gather data, research and analyze their dissertation topics; write the dissertation; prepare for its defense; and submit the final dissertation. More Info
Offered in:EDLDRS 897 Special Topics
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period. More Info
Offered in:- TBA
EDLDRS 899 Dissertation Research
Description:
Research conducted under the supervision of faculty and the dissertation committee leading to the presentation of a doctoral dissertation. More Info
Offered in:
