EDU-811 |
Dissertation Advisement I |
This course offers an introduction to the dissertation: defining the dissertation, research goals, research guiding questions, and literature reviews. Published dissertations will be explored to reflect on theories and gaps in theories to frame a possible dissertation topic. Students will practice how to construct effective research guiding questions for those topics to begin the literature review process. The dissertation committee for each student |
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will also be formed during this cours |
3.00 |
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EDU-812 |
Dissertation Advisement II |
Students will develop the methodology for their dissertation based upon the gap they identified in the literature, so that it is congruent with their study purpose, research questions, and theoretical or conceptual framework. Human subjects research training will foster understanding of ethics, validity, and reliability |
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in methodological design. The Institutional Review Board approval process will be introduced. |
3.00 |
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EDU-813 |
Dissertation Advisement III |
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Developing a comprehensive description of the research approach used for the study, including research- guiding | |||
questions, null hypothesis, research design, and selection of subjects for study, data collection, and data analysis. 3.00 | |||
EDU-814 |
Dissertation Advisement IV |
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Compiling and analyzing data, review of participants or materials used, answering research guiding questions, | |||
reflecting on the results, constructing findings and conclusions, and noting implications for research and practice. 3.00 | |||
EDU-815 |
Dissertation Advisement V: Continuation |
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This one credit hour semester-long course is required for doctoral candidates in educational leadership who have | |||
completed all coursework requirements for the degree, but have yet to meet one or more related requirements, | |||
including the following: Comprehensive assessment accepted by Faculty Committee Written dissertation | |||
accepted by full Dissertation Committee Oral defense of dissertation accepted by full Dissertation Committee | |||
Journal article based on dissertation research suitable for publication accepted by Dissertation Advisor Abstract of | |||
dissertation research and key words accepted by Dissertation Advisor The doctoral candidate who has not met | |||
one or more of these requirements shall enroll continuously in this course each semester in order to have access | |||
to university facilities, resources, and faculty until all requirements are satisfied, whereupon the doctoral | |||
candidate shall be eligible for graduation at the next date. The course shall consist of independent work to | |||
complete the above-cited requirements under the direction of the Dissertation Advisor. The course shall be | |||
graded on a pass / fail basis. |
1.00 |
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EDU-821 |
The Superintendency |
This course is an analysis of the role and responsibilities of the superintendent of schools, including preparation for the superintendency. An emphasis is placed on equity, equality, and raising achievement for all students. Twenty hours( 20) of embedded field experience are required for those seeking the superintendent of school ' s |
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letter of eligibility. |
3.00 |
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EDU-822 |
Sch Boards & Sch District Governance |
Considerations of school boardsmanship, internal and external governance, and structures in K-12 education. The course explores analysis the politics of school district governance and the leadership practices necessary to effectively lead in complex relationships. The characteristics of effective boardsmanship are defined through research and best practice. Twenty( 20) hours of embedded field experience are required for those seeking the |
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superintendent of school ' s letter of eligibility. |
3.00 |
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EDU-824 |
Transforming Leadership Holistic Achv |
This course is designed to enhance school and district leaders ' ability to transform personally and professionally to advance the learning of students and adults within their respective systems. Participants will identify their own strengths-based leadership characteristics, recognize personal immunities to change, analyze an adaptive problem in their current educational environment, and plan for authentic, continuous, student-centered |
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improvement. |
3.00 |
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EDU-825 |
Labor Relations & Fiscal Management |
Personnel administration, contract administration, collective bargaining, and fiscal management, including the |
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economics of education. |
3.00 |
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