GRAD > EDLDRS
Education Leadership Courses
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 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: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
Offered in: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:- TBA
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:- TBA
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 Behind's 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 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 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
Offered in: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
Offered in:- TBA
EDLDRS 755 Advanced Research Methods: Participatory Action Research +
Description:
This is an advanced research methods course to introduce graduate students to history, theory, ethics, knowledge traditions, methods, processes, and dynamics of power in participatory action research (PAR). Three inter-related traditions of participatory research will be covered in the course: action research, participatory action research, and community based participatory research. In addition to these three main lineages, examples of PAR and PAR with youth (YPAR), transnational feminist PAR, critical PAR, and issues of research rights, social justice, and the extent to which these relate to PAR will be examined. More Info
Offered in: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. 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 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 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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