This course is designed for advanced students who have basic knowledge of concepts such as bureaucracy, organizational structure and decision-making, environmental influences, and power and authority in organizations. Students Examine organizational theories and their application to the role of instructional leadership and explore theories from leadership and management literatures, which predicate the conceptual development of the role of instructional leadership. They consider the implications of these theories for effective performance as instructional leaders.

The principle focus of this course is to introduce students to organizational analysis and change with an emphasis on multiple frames through which organizations can be understood and democratically lead. Through this course, participants will be able to combine theory with practice (praxis) in improving their knowledge and skills related to leading and working in more effective, equitable, and humane organizations.

The principle focus of this course is to introduce students to organizational analysis and change with an emphasis on multiple frames through which organizations can be understood and democratically lead. Through this course, participants will be able to combine theory with practice (praxis) in improving their knowledge and skills related to leading and working in more effective, equitable, and humane organizations.

This course examines the potential transformation of both educational organizations and the relationships among them possible by leveraging leadership, human performance and educational technology. It forms the foundation from which educational leaders will become the agents for realizing the potential for both educational technology and human performance in their educational institution.

This course presents an overview of quantitative research methods used to generate and report scientific knowledge and theory. Students will learn procedures for gathering quantitative data, statistical techniques for appropriately analyzing univariate quantitative data and procedures for reporting the results in accordance with APA guidelines.

This course aims to develop quantitative research skills for urban educational leaders who are committed to issues of diversity, who are from traditionally underrepresented social membership groups themselves based on race, ethnicity, socioeconomic class, first language, gender, sexuality, and/or physical ability, and who are currently employed in an urban educational leadership capacity. This will be accomplished via projects and computer lab seminars. Topics include research in the areas of principal leadership and school performance, educational leadership and student achievement, organizational learning and change, and school governance and culture; and introduction to statistical techniques for research in urban educational leadership. Current research in urban educational leadership is presented and discussed.

This course aims to develop quantitative research skills for urban educational leaders who are committed to issues of diversity, who are from traditionally underrepresented social membership groups themselves based on race, ethnicity, socioeconomic class, first language, gender, sexuality, and/or physical ability, and who are currently employed in an urban educational leadership capacity. This will be accomplished via projects and computer lab seminars. Topics include research in the areas of principal leadership and school performance, educational leadership and student achievement, organizational learning and change, and school governance and culture; and introduction to statistical techniques for research in urban educational leadership. Current research in urban educational leadership is presented and discussed.

This course presents an overview of quantitative research methods used to generate and report scientific knowledge and theory. Students will learn procedures for gathering quantitative data, statistical techniques for appropriately analyzing univariate quantitative data and procedures for reporting the results in accordance with APA guidelines.

This course is designed for advanced students who have basic knowledge of concepts such as bureaucracy, organizational structure and decision-making, environmental influences, and power and authority in organizations. Students Examine organizational theories and their application to the role of instructional leadership and explore theories from leadership and management literatures, which predicate the conceptual development of the role of instructional leadership. They consider the implications of these theories for effective performance as instructional leaders.

The principle focus of this course is to introduce students to organizational analysis and change with an emphasis on multiple frames through which organizations can be understood and democratically lead. Through this course, participants will be able to combine theory with practice (praxis) in improving their knowledge and skills related to leading and working in more effective, equitable, and humane organizations.

The principle focus of this course is to introduce students to organizational analysis and change with an emphasis on multiple frames through which organizations can be understood and democratically lead. Through this course, participants will be able to combine theory with practice (praxis) in improving their knowledge and skills related to leading and working in more effective, equitable, and humane organizations.

This course examines the potential transformation of both educational organizations and the relationships among them possible by leveraging leadership, human performance and educational technology. It forms the foundation from which educational leaders will become the agents for realizing the potential for both educational technology and human performance in their educational institution.

In this first of a series of two field research methods doctoral seminars, students explore the foundations, assumptions, methods, techniques, and ethics of initiating educational research in the field. Students acquire the knowledge, dispositions, and critical thinking skills necessary for initiating field research and apply these skills to conduct an applied research project that creates knowledge for solving dilemmas related to instructional leadership.

The purpose of this course is to provide a substantial introduction to the nature and use of qualitative methods of inquiry. Student focus on 1) practicing some of the key qualitative data collection skills, i.e. interviewing, participant observation, document examination, field note construction, and developing appropriate research question development; 2) talking about other skills such as role management and site entre; 3) reading and critiquing research that uses qualitative methods, and 4) applying the skills in order to conduct and Òwrite-upÓ a mini qualitative study/project.

The purpose of this course is to provide a substantial introduction to the nature and use of qualitative methods of inquiry. Student focus on 1) practicing some of the key qualitative data collection skills, i.e. interviewing, participant observation, document examination, field note construction, and developing appropriate research question development; 2) talking about other skills such as role management and site entre; 3) reading and critiquing research that uses qualitative methods, and 4) applying the skills in order to conduct and Òwrite-upÓ a mini qualitative study/project.

In this first of a series of two field research methods doctoral seminars, students explore the foundations, assumptions, methods, techniques, and ethics of initiating educational research in the field. Students acquire the knowledge, dispositions, and critical thinking skills necessary for initiating field research and apply these skills to conduct an applied research project that creates knowledge for solving dilemmas related to instructional leadership.