Academics

Course Catalog

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:
  • 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:
  • 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

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  • 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

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  • 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:
    • TBA
  • EDLDRS 705  Introduction to Inquiry for Educational Leaders

    Description:
    This course is designed to introduce students in the leadership in urban schools programs to the philosophical, social, and psychological foundations of inquiry in the social sciences and education, particularly as it pertains to leadership in urban schools. Students will be exposed to multiple research paradigms and the long-standing debates around what constitutes quality research in the social sciences, in general, and in education specifically. Through this course, students will develop a conceptual base for designing research about urban schools.   More Info

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  • 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:
    • TBA
  • 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

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  • 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

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  • 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:
    • TBA
  • 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

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  • 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

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  • 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

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  • 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

    Description:
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  • EDLDRS 741  Research Methods in Educational Leadership II

    Description:
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  • EDLDRS 742  Team Research Project

    Description:
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  • EDLDRS 743  Measurement and Research Instrument Design

    Description:
    This course is designed to provide doctoral student with knowledge and skills needed for developing a research instrument. Various methods and strategies of instrument design will be explored, with an emphasis on developing qualitative interview protocols and quantitative survey questionnaires in the educational environment. Through a series of brainstorming activities, direct, hands-on exercises, students will become more confident and competent in integrating instrument design into their dissertation study.   More Info

    Offered in:
    • TBA
  • 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 748  Evaluation: Theory and Practice

    Description:
    This course is designed to introduce students to the theory and practice of educational evaluation by reviewing evaluation reports and papers, preparing evaluation designs, and developing evaluation instruments. Throughout the course, students will be introduced to major evaluation theories and the practice of program evaluation. These practices include determining which evaluation approach to use in a given context, developing an evaluation plan on data collection and analysis, and considering the ethical issues surrounding the role of the evaluator.   More Info

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  • EDLDRS 750  Education Policy for School Leaders

    Description:
    This course will provide students with a deep understanding of the characteristics of K-12 education policies and the issues to which they apply. Students will be given an introduction to several central educational policy debates, from both an American and international/comparative perspective, and many policy issues will be examined from an urban context. The course will be taught from a critical perspective and aims to give students the tools to critique policies through a variety of lenses. Themes to be covered include: characteristics of an education policy; unique attributes of urban education policies; issues/problems that K-12 educational policies are meant to solve; the determinants of and influences on educational policies; theories of policy change and policy analysis; how to critique and analyze policies; the distinctions between local, rational, and global level policies. The course is divided into three sections: (1) Concepts and Policy Analysis; (2) Policy Contexts; (3) Policy Issues. Both primary and secondary sources will be used (i.e. Policy documents and critiques of such policies), and as well texts which assist in guiding students on doing policy analysis. The course is designed to foster discussion and debate around policy issues and offer potential alternatives to our current educational policy landscape.   More Info

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  • EDLDRS 751  International and Comparative Perspectives on Urban Education

    Description:
    This course engages global and cross-cultural analyses to examine critical issues in urban education within a variety of contexts, and from a number of stakeholder perspectives. Employing various units or levels of analysis, the course pays special attention to different theoretical frameworks used to explain the relationship between education and economic, political, and social development and related policies and the interventions in urban contexts. It also explores the workings of institutions involved in educational reform at the sub-national, national, and international levels.   More Info

    Offered in:
    • TBA
  • EDLDRS 752  International Education Policy and Leadership

    Description:
    This course covers a range of theories that apply to the study of globalization and international education policies, as well as the history of aid to education. Students will study the characteristics and critiques of major institutions that design policies and conduct operations which impact education globally, including multilateral agencies, non-governmental organizations, and private foundations. Students will furthermore study key issue areas that are targeted by international education policies, including testing, privatization, education in fragile states, and gender equity.   More Info

    Offered in:
    • TBA
  • EDLDRS 753  Cognition & Context: Social, Psychological and Cultural Dynamics of Teaching and Learning

    Description:
    In this course, students in the leadership in urban schools programs engage in depth with sociological, psychological and anthropological theories about how people learn. Course texts will provide various interpretations about learning as a life-long process that is individual and collective, cognitive and contextual, occurring in the home, peer groups, classroom, workplace and community. The course will pay particular attention to the implications of learning theories for research, policy, and leadership in diverse communities and urban education settings.   More Info

    Offered in:
    • TBA
  • EDLDRS 754  Dialogical Learning Communities and Praxis

    Description:
    In this course, students in the leadership in urban schools program will examine and engage with structural and constructivist approaches to framing learning as a socially dynamic and dialogical learning, students trace the historical, cultural and social specificities that situate contemporary educational phenomena as composited, not single, instances. The course will pay particular attention to the implications of critical pedagogy, dialogism, and place-based learning theories for research, policy and leadership in diverse communities of practice in urban education.   More Info

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  • EDLDRS 757  Leadership & Public Engagement

    Description:
    This course addresses the intersection between two complex and well-researched areas of interest. As a leadership course, this course will build on the knowledge, dispositions and skills offered through the two leadership workshops. As a course in public engagement for educational leaders, this course will focus on collaboration with parents, students and private, public and non-profit community partners with the understanding that course participants might represent any one of these three sectors. Course models for study include community schools, professional development schools, large-scale interorganizational urban partnerships for education and philanthropy-driven projects. A variety of theoretical perspectives introduce students to neoliberalism, regime theory, conflicting motivations for interorganizational collaboration, and civic engagement with an emphasis on social justice.   More Info

    Offered in:
    • TBA
  • EDLDRS 760  Qualifying Paper Seminar

    Description:
    This required course taken in the student's third fall semester supports the work of developing the Qualifying Paper.   More Info

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  • 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

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  • 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

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  • 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:
    • TBA
  • 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

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  • EDLDRS 892  Dissertation Seminar II

    Description:
    This seminar follows 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

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  • 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

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  • 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

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