2007-2009 Catalog
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Educational Leadership Banner

Mission | Administrative Services Credential
School Busn Mgmt Certificate | M.S. in Education (Ed. Admin)
ED.D in Educational Administration and Leadership
Educational Administration Courses
Educational Administration and Leadership Doctoral Classes
Dept Homepage

COLLEGE OF EDUCATION DEAN
Claire C. Cavallaro

DEPARTMENT OF EDUCATIONAL LEADERSHIP

DEPARTMENT CHAIR
Dr. Louise Adler

DEPARTMENT OFFICE
Education Classroom Building 207

DEPARTMENT WEBSITE
http://ed.fullerton.edu/edleadership

PROGRAMS OFFERED
Master of Science in Education
   Concentration in Educational Administration
   Preliminary Administrative Credential
   Professional Administrative Credential
   School Business Management
Certificate (University Extension)
Doctor of Education in Educational Leadership


FACULTY
Louise Adler, Keni Cox, Joyce Lee, Ron Oliver, Linda Orozco, Ken Stichter

MISSION
Our mission is to prepare school leaders who demonstrate strategic, instructional, organizational, political and community leadership; and to provide the community a source of scholarship and assistance in interpretation and application of scholarship.

GOALS OF THE DEPARTMENT
The goals of the department are to prepare educational leaders who demonstrate a wide array of knowledge, skills, attributes and commitment.

Strategic Leadership
Leadership requires the ability to develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities.1

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.2

A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity.2

Instructional Leadership
Leadership requires the ability to design appropriate curricula and instructional programs, to develop learner-centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction.1

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.2

Organizational Leadership
Leadership requires the ability to understand, initiate and/or improve the organization, implement operational plans, manage financial resources, and apply effective management processes and procedures.1

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.2

Political Leadership
Leadership requires the ability to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to understand and act professionally regarding the ethical implications of policy initiatives and political actions, to regulate public policy initiatives to student welfare, to understand.1

A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.2


Community Leadership
Leaders must collaborate with parents and community members; work with community agencies, foundations, and the private sector; respond to community interests and needs in performing administrative responsibilities; develop effective staff communications and public relations programs; and act as mediators for the various groups and individuals who are part of the school community.1

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.2

_______________________________
1 NCATE-Approved Curriculum Guidelines for Advance Program in Educational Leadership 1995.
2 California Professional Standards for Educational Leaders 2001.

PHILOSOPHY OF THE DEPARTMENT
Administration of schools for the 21st century demands that education leaders demonstrate:

  • Commitment to high standards;
  • Strong ethical values;
  • Credible instructional leadership;
  • Understanding of social and political trends and the changing role of education in our society;
  • Problem solving ability and the skills necessary to promote and adapt to change and use collaboration to build a shared vision for schools;
  • Capacity to collaborate effectively with a wide range of non-school agencies and community organizations which can help schools achieve their mission;
  • Commitment to lifelong learning which empowers students, staff, and themselves.

We believe that:

  • Every child must achieve academic success in school.
  • Every school must educate for an American democracy that values the norms and practices of diverse groups and at the same time celebrates shared community values;
  • School leaders must be reflective practitioners;
  • Knowledge is evolving and socially constructed and that learning is produced through an interaction of different perspectives that enable students to connect their education to their experiences.

Classroom scene

Policies of the Department
Candidates for our programs will be selected on the basis of leadership potential and commitment to the improvement of education, and will engage in a rigorous course of study.

The department is committed to a continual effort to plan and revise programs in collaboration with university colleagues, our students, and the leaders of the schools in the communities we serve.

The courses offered by the department are arranged in a specific order, which must be followed by all students. Cohorts of students are formed and move through the courses as a group.

The department expects every student to use their university email address and check their university portal regularly. The university has computing facilities that can be used by students to email or access the web.


Credential Requirements
Students who wish to apply for credential programs must complete a separate applicant portfolio. The requirements and information are available at http://ed.fullerton.edu/edleadership/admissions.htm.

Students applying for the Preliminary Administrative Credential Program are required to have three years teaching experience when entering the program. Waiver requests for 1-2 years of experience are considered for those starting a second career or under unusual circumstances.

The minimum GPA required to be recommended for a certificate of eligibility or a credential is an average of 3.0 for all classes taken in the credential program.

Review at the End of the First and Second Semester
Any faculty member who may have concerns about the progress of a student in the program or their suitability to be recommended for administrative positions in the public schools may request a department review of the student’s performance at the end of the student’s first or second semester in the program. The issue will be considered at a department meeting.

Should the consensus of the faculty confirm the concerns, the department chair will provide specific written information to the student as to the nature of the concerns and the steps necessary to resolve the concerns. The chair will meet with the student and the cohort leader to discuss the concerns and necessary steps to resolve the concerns.

In situations where the continued participation of the student in the program is not recommended by the department, the policy and procedures for removing a student from the program will be followed.

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ADMINISTRATIVE SERVICES CREDENTIAL
The Administrative Services Credential programs of the Department of Educational Leadership are approved by the California Commission on Teacher Credentialing. Because regulations governing these programs change, students should contact the department office for current information and requirements.

Preliminary Credential
The Preliminary Administrative Services Certificate/Credential is the “Tier I” administrative credential in California, requiring a total of 26-31 units of work (which may be incorporated into the master’s degree program). Upon receipt of the Preliminary credential, one is eligible for employment as an administrator in California public schools. A master’s degree is required for California State University to recommend a candidate for this credential.

Professional Credential
The Professional Administrative Services Credential is the “Tier II” administrative credential.

Candidates with strong administrative experience and a strong professional portfolio can complete the Demonstration of Mastery Program at CSUF in as little as one semester. Candidates must hold a Master’s Degree in Educational Administration and/or completed an accredited Preliminary Administrative Credential Program.

Students enrolled in the Ed.D. program complete the standards-based program requiring a total of 26 semester hours. Please note that holding a job as administrator and the Preliminary Credential are prerequisites to entry to the program for the Professional Credential.

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SCHOOL BUSINESS MANAGEMENT CERTIFICATE
This certificate is offered through Cal State Fullerton’s University Extended Education program. It provides a 25-unit specialization for people who work in or want to move into the field of school business management. Classes reflect general skills and specific functions of school business management, capped by a practicum designed to demonstrate what has been gained in classroom study. The instructors are practitioners with successful experience as school business managers.

For further information on the program including program objectives, eligibility, and registration, please visit the University Extended Education website at http://www.csufextension.org.

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MASTER OF SCIENCE IN EDUCATION (EDUCATIONAL ADMINISTRATION)
The principal objective of the curriculum is to prepare carefully selected individuals for leadership positions in public schools. The program is designed to help these individuals gain the technical knowledge and scholarship requisite to high achievement in these positions.

Application Deadlines
To assure full consideration, please complete the online applications before March 1st for the fall semester and October 1st for the spring semester (see http://www.csumentor.edu).


Application deadlines change depending on demand and enrollment allocations. Check with the department for current information.

Admission to Graduate Standing: Conditionally Classified
University requirements include: a baccalaureate degree from an accredited institution and a grade-point average of at least 3.0 in the last 60 semester units attempted (see “Graduate Regulations” section of this catalog for complete statement and procedures). In addition, an applicant should have a successful teaching experience in an elementary or secondary school. (If such experience is not available, other experience in related fields is an alternative if approved by a graduate adviser before starting the program.) A candidate portfolio is also required.

Graduate Standing: Classified
A student who meets the admission requirements and has a mini-mum 3.0 GPA in previous academic work may be granted classified graduate standing upon approval of a study plan.

Study Plan
The study plan must include 30 units of course work. Course requirements include field experience and a project.

No more than nine units of postgraduate work taken prior to classified standing may be applied to a student’s master’s degree program.

The adviser-approved 30 units (minimum) on the study plan will include:

Core Course Work (8 units)
Ed Admin 503 Organizational Leadership (3)
Ed Admin 505 Instructional Leadership (4)
Ed Admin 510 Research Design (3)

Concentration Course Work (20 units)
Ed Admin 561 Policy, Governance, Community Relations (3)
Ed Admin 563 Human Resource Administration (2)
Ed Admin 564 School Law and Regulatory Process (3)
Ed Admin 565 School Finance (3)
Ed Admin 566 Leadership in Public Schools (3)
Ed Admin 567 Fieldwork (1-2,1-2,1-2)

Project (3 units)
Ed Admin 597 Project (1,1,1)

For advisement and further information, consult the graduate program adviser, Dr. Ron Oliver (roliver@fullerton.edu).

Cohort Order of Classes
Once students are admitted to the Tier I/Preliminary Administrative Credential Program, they are required to take all of the courses in a prescribed order shown below.
FALL START SPRING START
Fall 597 Spring 597*
Fall 505 Spring 505
Fall 567 Spring 567
Spring 510* Summer 561
Spring 503 Summer 567
Summer 565 Summer 503
Summer 561 Fall 510*
Summer 597* Fall 565
Fall 563 Spring 563
Fall 564 Spring 564
Fall 567 Spring 567
Spring 566 Summer 566
Spring 567 Summer 567
Spring 597* Summer 597*

  * May not be required of credential only students.

Prior approval is required from the cohort leader and department chair to change the order or timing of courses.


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DOCTOR OF EDUCATION (ED.D.) IN EDUCATIONAL LEADERSHIP
The independent Ed.D. in Educational Leadership had received campus and CSU system approvals at the time this Catalog went to press. Full implementation awaits final approval by the university’s accrediting organization (WASC), which is anticipated in June 2007. Check with the Department of Educational Leadership for a complete listing of updated program requirements, new curriculum additions, and course scheduling.

The mission of the Ed.D. Program at CSUF is to prepare educational leaders who ethically apply critical skills of evaluation, analysis, synthesis, and action to insure excellence and equity in educational practice as they serve as stewards to the education community. A distinguishing feature of the program is its emphasis on the integration of theory, research, and practice in preparing leaders to plan, initiate, and assess local reforms to improve educational programs and outcomes. Attention to field-based study of educational problems is intended to improve linkages between graduate preparation, research, and practice and contribute to both the knowledge base in education and the improvement of public education.

The program prepares leaders for PreK-14 education who understand the critical changes educational institutions are facing; who can create, lead, and study innovative reforms; and who are committed to critical examination of educational practices and policies. It achieves this goal in large part through the active involvement of a distinguished and multi-disciplinary group of faculty a strong group of scholars committed to this innovative graduate program and its purpose of transforming educational institutions for the twenty-first century.

The distinctive features of the program are:

  • Addressing regional needs through partnerships with PreK-12 and community college leaders in which the partners participate substantively in program design, candidate recruitment and admissions, teaching, and program assessment and evaluation.
  • Using pedagogical practices that recognize needs and contributions of professionals enrolled in the program.
  • Focus on problems of educational practice addressing important educational needs.
  • Involvement of faculty with varied disciplinary perspectives and integration of different perspectives in examining field-based problems.
  • Use of a range of research methods to focus on actions to improve educational outcomes for all students.
  • Focus on addressing curricular, instructional, assessment, and governance reforms and the implications for diverse educational settings.

Admissions Requirements
Minimum requirements for admission include:

  1. an earned baccalaureate degree and master’s degree from accredited institutions of higher education with a GPA in upper division and graduate study of 3.0 or above;

  2. sufficient preparation and experience pertinent to educational leadership to benefit from the program;

  3. submission of Graduate Record Examination (GRE) scores on the three GRE tests, taken within the last five years;

  4. demonstrated educational leadership potential and skills including successful experience in school, postsecondary, community, and/or policy leadership;

  5. demonstrated academic excellence, problem-solving ability, and an interest in critically assessing and bringing about improvements within current educational policies and practices;

  6. three confidential recommendations attesting to the leadership ability and scholarship of the candidate;

  7. a written statement of purpose reflecting understanding of the challenges facing the public schools or community colleges/institutions of higher education in California;

  8. professional resume;

  9. examples of professional writings;

  10. response to a writing prompt administered on-campus prior to the interview;

  11. a personal interview with the Admissions Committee.

Meeting the minimum requirements qualifies an individual for consideration, but does not guarantee admission to the Program. Admission will be granted on a competitive basis. The Ed.D. in Educational Leadership will not include a foreign language requirement.

Specializations
Two specializations will focus on the development of PreK-14 leaders: PreK-12 Educational Leadership and Community College Leadership. Pending WASC approval, the PreK-12 specialization will begin accepting students for the 2007-08 year. The Community College specialization curriculum is being developed with the expectation that applications will be accepted for 2009.

Program of Study
The program includes two summers and two complete academic years of course work, followed by a period during which the candidate advances to candidacy and undertakes the dissertation. Classes during the academic year will be held in the late afternoons and evenings and occasionally on weekends to accommodate the schedules of working professionals.

All candidates are required to be enrolled at CSUF for a minimum of six semesters.

The courses offered throughout the program are expected to be taken by individuals who also hold full-time positions. Their full-time employment is viewed as an asset and as providing important opportunities to apply theoretical and empirical material covered in their coursework. The program of study distributed over 12 months will facilitate (a) integration of graduate studies and practice, (b) periods of intensive study among candidates, and (c) opportunities to work with faculty from CSU Fullerton.

Dissertation
All students in the CSUF Ed.D. program will complete a rigorous research-based dissertation that integrates theory and research in the study of educational practice. The dissertation will include the results of the candidate’s independent research and will typically focus on examination of (a) an educational problem, (b) a practice or program, or (c) an educational policy or reform. Most dissertations will be studies undertaken in the local context, having the potential to contribute to solutions of local educational problems. Dissertations will utilize a range of qualitative and quantitative research and evaluation methodologies. The dissertation will present the results of the candidate’s independent investigation in a manner that contributes both to professional knowledge in education and to the improvement of educational practice. Examples might include studies examining and/or evaluating reforms in curriculum and instruction, professional development, assessment, and applications of technology.

Each Ed.D. student’s dissertation must conform to the CSU regulations and specifications with regard to format and method of preparation as described in Manuscript Preparation: Standards and Procedures for Dissertations. Candidates in the program will be expected to attend information sessions in which procedures for dissertation manuscript preparation and filing are presented.

Defense of Dissertation
During a final oral examination the candidate defends the dissertation. The dissertation defense will address the theoretical and conceptual background, relevant literature, data collection techniques, data analysis strategies, and results and implications concerning the question(s) studied.

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EDUCATIONAL ADMINISTRATION COURSES FOR M.S. AND PRELIMINARY CREDENTIAL

Courses are designated as EDAD in the class schedule. Students who desire only isolated courses from the program are normally denied admission to such courses.

EDAD 501A    Collaborative Professional Portfolio Assessment of Competence for School Leaders

Description: Prerequisite: one year of experience as a school administrator. Comprehensive course for Professional Administrative Services (Tier II) credential candidates. Candidates will demonstrate mastery of fieldwork performance standards by preparing a professional portfolio of work-embedded artifacts, evidences and documentation. A collaborative assessment process (student, university faculty, mentor, colleagues in the course) will establish the candidate’s competency in each of the California Standards for Educational Leaders adopted by the California Commission on Teacher Credentialing. Successful completion of the course provides for university-approval and recommendation to the CCTC for the full and clear Professional Administrative Services Credential (Tier II). This course is a post-master’s credential course, offered credit/no credit only.
Units: (4)

EDAD 501B    Collaborative Professional Portfolio Assessment of Competence for School Leaders

Description: Prerequisite: one year of experience as a school administrator. Comprehensive course for Professional Administrative Services (Tier II) credential candidates. Candidates will demonstrate mastery of fieldwork performance standards by preparing a professional portfolio of work-embedded artifacts, evidences and documentation. A collaborative assessment process (student, university faculty, mentor, colleagues in the course) will establish the candidate’s competency in each of the California Standards for Educational Leaders adopted by the California Commission on Teacher Credentialing. Successful completion of the course provides for university-approval and recommendation to the CCTC for the full and clear Professional Administrative Services Credential (Tier II). This course is a post-master’s credential course, offered credit/no credit only.
Units: (4)

EDAD 501C    Collaborative Professional Portfolio Assessment of Competence for School Leaders

Description: Prerequisite: one year of experience as a school administrator. Comprehensive course for Professional Administrative Services (Tier II) credential candidates. Candidates will demonstrate mastery of fieldwork performance standards by preparing a professional portfolio of work-embedded artifacts, evidences and documentation. A collaborative assessment process (student, university faculty, mentor, colleagues in the course) will establish the candidate’s competency in each of the California Standards for Educational Leaders adopted by the California Commission on Teacher Credentialing. Successful completion of the course provides for university-approval and recommendation to the CCTC for the full and clear Professional Administrative Services Credential (Tier II). This course is a post-master’s credential course, offered credit/no credit only.
Units: (4)

EDAD 503    Organizational Leadership

Description: Prerequisite: admission to Preliminary Credential and/or master’s program. The focus of this class is on using organizational theory and leadership studies to understand schools and how to bring about change in schools. The course includes study of the organization, structure, and cultural context of schools and the study of techniques used to guide, motivate, delegate, build consensus, and lead others in the achievement of goals.
Units: (3)

EDAD 505    Instructional Leadership

Description: Prerequisite: admission to credential and/or M.S. program. Study of approaches for advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and professional growth.
Units: (4)

EDAD 510    Research Design

Description: Prerequisites: admission to Preliminary Credential and/or master’s program and a grade of “B” (3.0) or better in Ed Admin 505. Introduces students to the major forms of both quantitative and qualitative research used in education. Students will learn how to select an appropriate research method and the characteristics of sound research. Stress will be placed on making reasoned judgments as consumers of research as well as selecting appropriate information collection strategies as school leaders.
Units: (3)

EDAD 561    Policy, Governance, Community Relations

Description: Prerequisite: Ed Admin 503. In this course students study the factors which determine public policy with regard to education, the roles of the various levels of government in controlling public education, how to identify various interest group, and how to communicate effectively about school programs.
Units: (3)

EDAD 563    Human Resource Administration

Description: Prerequisite: Ed Admin 503. This course focuses on the importance and dimensions of human resource administration and the need to attract, retain, develop, and motivate school personnel in ways that enhance learning and professional development and that lead to positive and productive school settings. Includes study of collective bargaining and employee evaluation in public schools.
Units: (2)

EDAD 564    School Law and Regulatory Process

Description: Prerequisite: Ed Admin 503. This course reviews the federal, state and local educational laws, regulations and other policies that govern schools and the requirements that administrators act in accordance with these laws and regulations in ways that are ethically and legally defensible.
Units: (3)

EDAD 565    School Finance

Description: Prerequisite: Ed Admin 503. Course reviews effective management of fiscal resources and business services. The course covers the sources of income to public schools: federal, state, local, and private (including grants and foundations). It also reviews sound budgetary and business procedures for schools.
Units: (3)

EDAD 566    Leadership in Public Schools

Description: The course focuses on the leadership roles of principals, co-administrators, and supervisors in public schools. Content includes leadership, reflective practice, human relations, the administrator’s role in group process, site based decision-making, school climate change agent roles, and planning models. Violence and school safety issues such as gangs will be studied.
Units: (3)

EDAD 567    Fieldwork

Description: Prerequisite: admission to credential and/or master’s program. Directed fieldwork in administrative areas in school. May be repeated for up to 3 units credit.
Units: (1,2)

EDAD 597    Project

Description: Prerequisites: Ed Admin 510. Individual research on a graduate project, with conferences with a faculty adviser, culminating in a project.
Units: (1-2)

EDAD 599    Independent Graduate Research

Description: Prerequisite: consent of instructor. Independent inquiry for qualified students.
Units: (1-3)

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EDUCATIONAL ADMINISTRATION AND LEADERSHIP DOCTORAL CLASSES

Courses are designated as EDD in the class schedule.

EDD 600    Organizational Theory and Challenges 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)

EDD 601    Methods of Research: Quantitatively Based Methods

Description: 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)

EDD 602    Methods of Research: Qualitatively Based Methods

Description: 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)

EDD 603A    Research Elective: Specialization in Qualitatively Based Tools

Description: Prerequisite: ED.D. 602. Develops advanced skills in identifying, conducting, analyzing, and interpreting field research in education toward the purpose of improving education.
Units: (3)

EDD 603B    Research Elective: Specialization in Quantitatively Based Tools

Description: Prerequisites: ED.D. 601. This course will discuss a collection of quantitative methods and applications related to institutional-based interventions studies. This includes methods such as multilevel modeling and value-added techniques, growth modeling techniques, and latent variable modeling. Applications include evaluation of reading achievement programs, growth modeling of school accountability, studies of high-school and college dropout, school- or college-based preventive programs related to conduct disorder, ADHD, suicide, alcohol abuse and dependence. Assignments will be both applied and analytical, involving reporting and discussions of currently ongoing and planned studies as well as computer analyses where students use packages such as SAS, SPSS, LISREL, and HLM.
Units: (3)

EDD 604    Applications of Research: Forecasting and Planning

Description: 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)

EDD 605    Applications of Research: Collection and Analysis of Assessment Data in PreK-12 Education

Description: 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)

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)

EDD 621A    Leadership of Curricular and Instructional Practices in PreK-12 Education

Description: 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)

EDD 622A    Human Dimensions of Education Change and Reform in PreK-12 Education

Description: 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)

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)

EDD 624B    Issues in Community College Leadership: Law, Finance, and Staffing

Description: Three distinct modules on law, finance, and collective bargaining and staff performance review taught by experts in the field.
Units: (3)

EDD 626A    Transforming Teaching and Schools through Resource Optimization in PreK-12 Education

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)

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)

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)

EDD 670A    Linking Research to Problems of Practice

Description: This seminar assists students to identify complex problems of educational practice appropriate for doctoral research.
Units: (2)

EDD 670B    Connecting Research Questions to Scholarship in the Discipline

Description: This seminar assists students in writing a critical review of the professional literature pertaining to the research problem each has identified.
Units: (2)

EDD 670C    Written Qualifying Examination

Description: This seminar prepares students for the Ed.D. Qualifying Examination, which is a prerequisite for advancing to candidacy in the doctoral program.
Units: (2)

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