This course provides an in-depth study of topics relevant to instructional leadership and educational policy cycles, including the policy making process, the role of values and interest groups, policy analysis, equality of educational opportunity, how policy efforts are reshaped, and systemic reform. The course goals and objectives are aligned broadly with California Professional Standards for Education Leaders (2001) Standard 6 which states that the school administrator is an education leader who promotes the success of allstudents by understanding and responding to, and influencing the larger political, social, economic, legal, and cultural context.

This course offers in-depth study of topics relevant to educational reform and policy-making, such as: substantive nature of selected reforms, ethical and value choices they entailed, programmatic strategies used in implementing them, and methods used to evaluate them. Upon completion of the course, the student will develop mastery in educational policy issues, roles of key players, sources of policy development, theories and models, and theory-to-practice.

This course offers in-depth study of topics relevant to educational reform and policy-making, such as: substantive nature of selected reforms, ethical and value choices they entailed, programmatic strategies used in implementing them, and methods used to evaluate them. Upon completion of the course, the student will develop mastery in educational policy issues, roles of key players, sources of policy development, theories and models, and theory-to-practice.

The goal of this course is for students to be able to critically analyze a range of educational policies: their rationale, objectives, methods, and likely success under different conditions. Educational policy will be discussed in the context of past and current reform efforts—as reasons for, constraints to, and facilitation of change

Overview of quantitative research methods used to generate and report scientific knowledge and theory. Includes 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 explores quantitative research methods for urban educational leadership. 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; introduction to statistical techniques for research in urban educational leadership. The 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 course explores quantitative research methods for urban educational leadership. 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; introduction to statistical techniques for research in urban educational leadership. The 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.

Overview of quantitative research methods used to generate and report scientific knowledge and theory. Includes procedures for gathering quantitative data, statistical techniques for appropriately analyzing univariate quantitative data and procedures for reporting the results in accordance with APA guidelines.

Cohort IV

EDUCATIONAL POLICY

This course offers in-depth study of topics relevant to educational reform and policy-making, such as: substantive nature of selected reforms, ethical and value choices they entailed, programmatic strategies used in implementing them, and methods used to evaluate them. Upon completion of the course, the student will develop mastery in educational policy issues, roles of key players, sources of policy development, theories and models, and theory-to-practice.

This course offers in-depth study of topics relevant to educational reform and policy-making, such as: substantive nature of selected reforms, ethical and value choices they entailed, programmatic strategies used in implementing them, and methods used to evaluate them. Upon completion of the course, the student will develop mastery in educational policy issues, roles of key players, sources of policy development, theories and models, and theory-to-practice.

The goal of this course is for students to be able to critically analyze a range of educational policies: their rationale, objectives, methods, and likely success under different conditions. Educational policy will be discussed in the context of past and current reform efforts—as reasons for, constraints to, and facilitation of change.

The central objective of this course (the first in a sequence of 2) is to provide students with a general understanding of qualitative research data collection methods and their use in education. The very applied nature of the course engages students in practicing key qualitative data collection skills such as interviewing, participant observation, document examination, fieldnote construction, developing appropriate research questions, and research design. Students will also explore their role as researcher, a fundamental element in qualitative inquiry. Students will be challenged to analyze the underlying assumptions of theoretical frameworks that guide the work of qualitative researchers and how they affect research design and data collection through the examination of key texts and research articles.

The central objective of this course (the first in a sequence of 2) is to provide students with a general understanding of qualitative research data collection methods and their use in education. The very applied nature of the course engages students in practicing key qualitative data collection skills such as interviewing, participant observation, document examination, fieldnote construction, developing appropriate research questions, and research design. Students will also explore their role as researcher, a fundamental element in qualitative inquiry. Students will be challenged to analyze the underlying assumptions of theoretical frameworks that guide the work of qualitative researchers and how they affect research design and data collection through the examination of key texts and research articles.

Overview of quantitative research methods used to generate and report scientific knowledge and theory. Includes procedures for gathering quantitative data, statistical techniques for appropriately analyzing univariate quantitative data and procedures for reporting the results in accordance with APA guidelines.