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The degree requires 60 units of doctoral level work including 12 units for dissertation work and includes a specialization in PreK-12 Leadership and a specialization in Community College Leadership. During each of the six academic terms when students are taking doctoral level courses they will complete 8 units. This usually consists of 3 units in a leadership or specialization course, 3 units in a research course, and 2 units in a research support seminar.
The program is designed so that it may be completed in three years of study. It includes three summers of study, and two complete academic years of course work followed by a period during which the candidate advances to candidacy and undertakes the dissertation. Classes will be held in the late afternoons and evenings, and occasionally on weekends, to accommodate the schedules of working professionals.
It is anticipated that students will be concurrently holding full-time positions as educators. Their full-time employment is viewed as an asset; it will provide important opportunities to apply theoretical and empirical material covered in their coursework. The program of study distributed over twelve months will facilitate integration of graduate studies and practice, periods of intensive study among candidates, and opportunities to work with faculty. |
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| Course Scheduling |
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Courses will be scheduled after 4:00 P.M. on weekdays or on weekends to accommodate the work schedule of students. Faculty teaching in the same semester or summer will coordinate when assignments are due to assist students who have busy schedules at their sites. Assignments will frequently relate to the problems and projects being undertaken at the sites where students work. |
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| Integration of Theory, Research, and Practice |
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Each candidate in the program is required to demonstrate the scholarly integration of theory, research, and practice. This will occur through three mechanisms. First, each candidate will be required to successfully complete a minimum of five research methods courses focused on the study of educational practice. Second, many courses in the program will include a required inquiry-oriented field study. Candidates will be expected to undertake field-based, analytic projects that are consistent with the objectives of the particular course. Third, candidates in the program will typically select a practice-based research topic for their dissertation. In the conduct of the dissertation—i.e., in planning it, in data collection and analysis, and in preparing the final dissertation—candidates will be expected to integrate theoretical and conceptual frameworks with significant questions of school practice. This approach to integrating theory, research, and practice is intended to prepare candidates for the study of educational issues during the program and thereafter.
Candidates will apply their research competencies as they complete a culminating dissertation that will be a rigorous, research-based study. In candidates’ dissertations, they will apply knowledge and research skills acquired in the program to examine a significant topic pertaining to PreK-12 or Community College education and administration. Faculty will assist candidates in developing dissertations that are scholarly works, which have the potential to bring about important educational reforms. |
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| Types of Courses |
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| The program is divided into four types of courses: |
- Leadership Foundation courses which address the theory and practical applications of scholarship in the various topics addressed such as organizational theory; forecasting and planning; epistemology, history, and structure of modern education.
- Research Methodology courses which address the processes for gathering and analyzing data. These include for example quantitative and qualitative analysis, methods of collection and analysis of assessment data, methods of forecasting and planning.
- Specialization courses which are similar courses in the two specializations, but which have separate syllabi focused on the particular needs of leaders for PreK-12 or Community Colleges.
- Research Support courses include six two-unit small group seminars designed to develop research capacities and move students through the process of developing their dissertation proposals, defense of the proposals, and IRB approvals. Also included here are the dissertation units which students complete as they conduct their research for their dissertations.
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| Themes That are Threaded Throughout the Courses |
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| Four major themes are threaded throughout all courses and are identified in the list of coursework as follows: |
- the use of technology (TECHNOLOGY),
- leading in diverse, demographically challenging settings (DIVERSITY),
- developing written communication skills (COMMUNICATION), and
- using scholarship to inform decision-making (SCHOLARSHIP).
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| Emphasis on Technology |
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Effectively using technology across all functions of a school system is, in itself, significant systemic reform. There is a wealth of evidence showing that facilitating change in schools, and especially maintaining that change, depends heavily on capable leadership. A focus on leadership for technology in schools will optimize its benefits in learning, teaching, and school operations.
Because of the emphasis on technology, we will utilize technology to deliver instruction. Possible technologies include Blackboard or other course delivery system, podcasting, video conferencing, audience response systems, and use on online interactive tools. |
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| Professional Administrative Credential |
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| Students who have not yet earned a Professional Administrative Credential will be able to do so while enrolled in the Ed.D. Program. Ed.D. courses will be used in the credential program. There are additional activities that students must complete to demonstrate their competence in each of the principles of administrative practice specified by the Commission on Teacher Credentialing. |
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| Research Support Seminars |
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| The Research Support Seminars are designed to embed the development of a research proposal for the dissertation throughout the academic terms. The inclusion of these seminars is a major departure from the joint program with UCI. They were developed as a result of feedback from faculty and students about the need for on-going support of the research effort and the need to identify and involve research advisors as early as possible in the degree program. The course instructor would meet with the same group of 3-5 students each semester, providing a stable advisor relationship with the students in the group, and the instructor would be likely candidates to be the chair for proposal defense and dissertation committees. The faculty member will also provide support for the credential process for those students who need the credential. Students will be assigned to groups based on their early research plans. Due to the evolving nature of student plans and needs it will be possible for students to be re-assigned to groups. |
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Ed.D. Course Sequence |
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First Fall Following Admission |
Leadership |
EDD 627 Epistemology, History, and Structure of Contemporary Education |
Specialization |
EDD 605 Application of Research: Collection and Analysis of Assessment Data OR
EDD 621B Higher Edcation/ Community College Systems, Structures, and Cultures |
Research Support |
EDD 670A Linking Research to Problems of Practice |
First Spring |
Leadership |
EDD 600 Organizational Theory & Challenges for Instructional Leadership |
Research |
EDD 601 Methods of Research: Quantitatively-Based Tools |
Research Support |
EDD 670B Connecting Research Questions to Scholarship in the Discipline |
First Summer |
Specialization |
EDD 621A Leadership of Curricular and Instructional Practices: PreK-12 OR
EDD 622B Resource Management and Development |
Research |
EDD 602 Methods of Research: Qualitatively-Based Tools |
Research Support |
EDD 670C Written Qualifying Examination
Qualifying Examination |
Second Fall |
Specialization |
EDD 624A Social Contexts of Educational Politics, Policy and Governance in Pre-K Education OR
EDD 624B Student Learning and Development |
Research |
EDD 603 Specialization in Qualitatively-Based Tools OR
EDD 606 Specialization in Quantitatively-Based Tools |
Research Support |
EDD 670D Refining Research Questions |
Second Spring |
Specialization |
EDD 622A Human Dimensions of Educational Change and Reform: PreK-12 OR
EDD 626B Integrative Seminar in Higher Education/Community College Studies and Leadership Development |
Leadership |
EDD 620 Ethical and Legal Dimensions of Instructional Leadership |
Research Support |
EDD 670E Scholarly Defense of a Proposition |
Second Summer |
Leadership |
EDD 604 Applications of Research: Forecasting and Planning for Emerging Instructional Needs |
Specialization |
EDD 626A Transforming Teaching and Schools through Resource Optimization OR
EDD 630 Leadership for Change and Collaboration |
Research Support |
EDD 670F IRB Approval and Proposal Defense |
Third Fall |
Research Support |
Dissertation work |
Third Spring |
Research Support |
Dissertation work |
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Course Catalog Descriptions |
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Course Descriptions |
EDD 600 Organizational Theory and Challengers for Instructional Leadership |
Description: Examines organizational theories and their application to the role of educational leaders. Also explores theories from leadership and management literatures, which predicate the conceptual development of the role of educational leadership. Explores implications of these theories for effective performance as educational leaders.
Units: 3 |
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EDD 601 Methods of Research: Quantitatively-Based Methods |
Description: Prerequisites: Admission to Joint Doctoral Program and consent of program adviser are required. This course provides an introduction to the conceptual and methodological bases of quantitative analysis in educational leadership. Topics include issues of research design, measurement and statistical analysis.
Units: 3 |
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EDD 602 Methods of Research: Qualitatively-Based Methods |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required. Students acquire the knowledge, dispositions, and critical thinking skills necessary for conducting field research and apply these skills to designing and implementing applied research projects that create knowledge for solving dilemmas related educational leadership.
Units: 3 |
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EDD 603 Research Elective: Specialization in Qualitatively-Based Tools |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required. Develops advanced skills in identifying, conducting, analyzing, and interpreting field research in education toward the purpose of improving education. (Prerequisites: ED.D. 602).
Units: 3 |
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| EDD 606 Research Elective: Specialization in Quantitatively-Based Tools |
Using an integrated approach, students will study statistics; exploratory data analysis; sampling, survey, and experimental design; naturalistic observation and inquiry; and interview and questionnaire design in the context of using research inforamtion in planning, change management, policy analysis, and program management. Topics include inferential, descriptive, comparative, relational, and non-parametric statistics. Instructional material will include readings; case studeies and reports from educational, govenmenta, and service organizations; and field research projects. SPSS programs will be used. (Prerequisites: ED.D. 601).
Units: 3 |
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| EDD 604 Applications of Research: Forecasting and Planning |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required. Students investigate theories and methods that promote accurate forecasting of the impact of social, economic, political, cultural, academic, and demographic trends as they affect educational institutions. Emphasis is also placed on how these indicators can be used to engage effective planning.
Units: 3 |
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EDD 605 Applications of Research: Collection and Analysis of Assessment Data in PreK-12 Education |
Description: Prerequisite: Admission to Joint Doctoral program. Methods of system-level data collection and analysis of outcomes of education are explored. Examines the complexity and efficacy of using various types of data for making judgments at the system level about the effectiveness of instruction across classrooms and schools.
Units: 3 |
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EDD 620 Ethical and Legal Dimensions of Instructional Leadership |
Description: Concepts of ethics (e.g., self-interest, free will, social responsibility, duty) are explored as the basis for legal standards (protection of individual rights, fair treatment, equality of opportunity, duty of care, public trust) through the study of education case law.
Units: 3 |
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EDD 621A Leadership of Curricular and Instructional Practices |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required. Examines current issues in curriculum design and implementation. Explores: forces affecting the curriculum; curriculum continuity and articulation; content trends in the subject areas; appropriate curriculum for students from diverse backgrounds; curriculum censorship; and effective instructional leadership for school curriculum improvement.
Units: 3 |
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| EDD 621B Higher education/community college systems, structures, and cultures |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required.
This course examines the evolution of higher education from the Egyptian Era to the colonial colleges, to the diversity of current postsecondary institutions, philosophies and orientations. Internal and external influences for organizational development and structures of higher educational systems will be considered as well as the evolution and influence of faculty, student and administrative cultures on higher education leaders and leadership functions in both two and four-year institutions.
Units: 3
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| EDD 622A Human Dimensions of Education Change |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required. To prepare effective change agents, this course examines issues associated with change. Topics include change as a sociopolitical process; sources and purpose of change; coping with multiple reform efforts; decision-making processes; implementation of reforms; problems of resistance to change in curriculum and instruction; and change as a continuous process.
Units: 3 |
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| EDD 622B resource managment and development |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required.
Examines practical applications and skills for college resource management in the form of personnel, structures, facilities, technologies, finances, and programs and services. The focus is on optimizing resources through management and creative leadership that encourages and supports collaboration across divisions and units, and resource, enrollment, and financial management.
Units: 3 |
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EDD 623 The Politics of School Reform |
Description: Prerequisite: Admission to Joint Doctoral Program and consent of program adviser are required. Explores the theoretical and practical aspects of school reform politics with particular attention to curricular and instructional reform. Topics include: history of school reform, role of city government in school reform, racial and ideological divisions over school reform, and the political challenge of building coalitions for sustainable reform.
Units: 3 |
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EDD 624A Social Context of Educational Politics, Policy and Governance |
Description: An in-depth study of topics relevant to instructional leadership and educational policy cycles. Topics include the policymaking process, the role of values and interest groups, policy analysis, equality of educational opportunity, how policy efforts are reshaped, and systemic reform. Policy issues such as high-stakes testing, curricular mandates, and accountability are used as exemplars.
Units: 3 |
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| EDD 624B student learning and development |
Description: Examines student development and learning theories based on cognitive, psychosocial, typology, and person-environment perspectives. Explores the role of faculty and others in the collaborative development and implementation of responsive curricula at 2- and 4-year institutions.
Unit: 3 |
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| EDD 626A Transforming Teaching and Schools through Resource Optimization |
Description: Through a multidisciplinary approach, explores perspectives for how optimization of resources can transform education. Topics include identification of economic, social and political resources; innovative ways to develop new streams of resources; policies and procedures that increase highly productive ways to use resources.
Units: 3 |
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| EDD 626B integrative seminar in higher education/community college studies and leadership development |
Description: Examines current issues and trends in higher education/community college studies from local, regional, state, national, and global perspectives placing the challenges and problems in context and reinforcing a multi-lens view of higher educational studies. Opportunities for discussions with experts across the higher education landscape will engage students in questions and data-driven solution focused discussions in response to current and anticipated challenges for colleges.
Units: 3 |
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| EDD 627 Epistemology, History and Structure of Contemporary Education |
Description: Analysis of the epistemological and historical trends that have shaped the structure of contemporary education. Review of the influence of major schools of thought such as rationalism, empiricism, pragmatism, behaviorism and constructivism and how modern education structure, curriculum and pedagogy have been influenced by these various perspectives.
Units: 3 |
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| EDD 630 Leadership for change and collaboration |
Description: An analysis of current research and theories on leadership and organizational change in higher education that includes multicultural organizational development theories, forecasting, planning, and effective strategies for change. Explores effective collaborations, partnerships, and community relations needed to effectively cultivate and develop sustainable programs responsive to changing workforce and community needs. Examines the educational codes, laws, policies and practices that impact instruction and student support services in higher education.
Units: 3 |
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| EDD 637 Emerging Developments in Subject Areas |
Description: This team-taught elective course focuses on cutting edge developments in reading/English language arts, math, science, and social studies curricula; the critical connection between staff development program and instructional leadership; and methods for engaging parents and the community in support of instructional improvements.
Units: 2 |
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| EDD 670A-F Research Support Seminar |
Description: Research Support Seminars are designed to embed the development of a research proposal for the dissertation throughout the academic terms. Seminars blend instruction in research methods with needs identified by students. Coaching in the use of research designs and development of expertise in scholarship will enable students have a fully developed literature review, research proposal, and IRB application.
- Linking Research and Problems of Practice
- Connecting Research Questions to Scholarship in the Discipline
- Qualifying Examination
- Refining Research Questions
- Scholarly Defense of a Proposition
- IRB Approval and Proposal Defense
Units: 2 each |
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| EDD 698 Dissertation Research |
Units: 6/6 |
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