This course examines current issues in curriculum design and implementation. Students explore 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.

This course will consider current theory and research on leadership and organizational change in schools, colleges, and universities. This course will further provide a solid scholarly foundation for solving practical problems and leading change initiatives in educational environments. The course will introduce legal and ethical issues as they apply specifically to leadership challenges in education.

This course offers a broad comprehensive view of language planning and policy with specific reference to local and international educational contexts. The course begins with a brief overview of linguistics, language use in educational settings, institutional discourse, and language acquisition. Then, historical, social and theoretical perspectives on language planning are addressed. Finally, specific case studies of language planning, practice, and policy are examined, in particular as they relate to students’ research interests and dissertation topics.

Students will become conversant with philosophical, political, social, and ethical issues of technology-based organizations in relationship to leadership challenges posed by integration of technological infrastructures within the context of an educational environment. Topics include strategic planning, leadership styles and issues, institutional change process, policy issues in educational technology and the role of technology in school reform.

The purpose of this course is to continue the development of students' facility in quantitative methods as applied to inquiry in educational leadership. Inquiry includes the process by which educational phenomena are understood, the specification of models for that understanding, the assumptions of those models, and the linkage between theories, concepts, researchable problems, and methods of analysis. The course will introduce students to various quantitative methods used for analyzing data, including data collected at one point in time (i.e., cross-sectional), several points in time (longitudinal), and/or at different organizational levels (e.g., students in class, classes in schools, schools within districts, etc.). Methods to be discussed include models for the classification and discrimination of individuals and groups, models for determining the underlying structure of data, multivariate tests of group differences, and structural modeling.

The central objective of this course is to provide students with a general understanding of college student and adult development and learning theory, with a particular focus on research traditions and practical application. Students will be challenged to analyze the underlying philosophical assumptions of a diverse body of literature and to develop a more advanced understanding of theory building. Although many of the developmental theories pertaining to college students have been based on fairly traditional views of the college-going population, more recent research has focused on the diversity of contemporary students and the multiplicity of today’s collegiate experience. Thus, an essential component of this course is to offer an exploration of traditional views complemented with extensive exposure to emerging theoretical understandings.

The central objective of this course is to provide students with a general understanding of college student and adult development and learning theory, with a particular focus on research traditions and practical application. Students will be challenged to analyze the underlying philosophical assumptions of a diverse body of literature and to develop a more advanced understanding of theory building. Although many of the developmental theories pertaining to college students have been based on fairly traditional views of the college-going population, more recent research has focused on the diversity of contemporary students and the multiplicity of today’s collegiate experience. Thus, an essential component of this course is to offer an exploration of traditional views complemented with extensive exposure to emerging theoretical understandings.

The purpose of this course is to continue the development of students' facility in quantitative methods as applied to inquiry in educational leadership. Inquiry includes the process by which educational phenomena are understood, the specification of models for that understanding, the assumptions of those models, and the linkage between theories, concepts, researchable problems, and methods of analysis. The course will introduce students to various quantitative methods used for analyzing data, including data collected at one point in time (i.e., cross-sectional), several points in time (longitudinal), and/or at different organizational levels (e.g., students in class, classes in schools, schools within districts, etc.). Methods to be discussed include models for the classification and discrimination of individuals and groups, models for determining the underlying structure of data, multivariate tests of group differences, and structural modeling.

This course examines current issues in curriculum design and implementation. Students explore 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.

This course will consider current theory and research on leadership and organizational change in schools, colleges, and universities. This course will further provide a solid scholarly foundation for solving practical problems and leading change initiatives in educational environments. The course will introduce legal and ethical issues as they apply specifically to leadership challenges in education.

The central objective of this course is to provide students with a general understanding of college student and adult development and learning theory, with a particular focus on research traditions and practical application. Students will be challenged to analyze the underlying philosophical assumptions of a diverse body of literature and to develop a more advanced understanding of theory building. Although many of the developmental theories pertaining to college students have been based on fairly traditional views of the college-going population, more recent research has focused on the diversity of contemporary students and the multiplicity of today’s collegiate experience. Thus, an essential component of this course is to offer an exploration of traditional views complemented with extensive exposure to emerging theoretical understandings.

Students will become conversant with philosophical, political, social, and ethical issues of technology-based organizations in relationship to leadership challenges posed by integration of technological infrastructures within the context of an educational environment. Topics include strategic planning, leadership styles and issues, institutional change process, policy issues in educational technology and the role of technology in school reform.

In this second course in the field research methods series students continue exploring the foundations, assumptions, methods, techniques and ethics of field research and extend their knowledge of field methods beyond gaining access to the field and collecting data through participant observation, interviewing and gathering research documents. The course focuses on data management, coding, data analysis, interpretation, making meaning, and writing up the research report enabling students to complete the field research pilot studies initiated in Field Research Methods I.

This is the second in a series of field-based courses. Students will develop and carry out a field study for three quarters that will involve the development of a research question, review of relevant literature, ongoing data gathering and analysis, and in depth reading and discussion on a particular topic.

This is the second in a series of field-based courses. Students will develop and carry out a field study for three quarters that will involve the development of a research question, review of relevant literature, ongoing data gathering and analysis, and in depth reading and discussion on a particular topic.

In this second course in the field research methods series students continue exploring the foundations, assumptions, methods, techniques and ethics of field research and extend their knowledge of field methods beyond gaining access to the field and collecting data through participant observation, interviewing and gathering research documents. The course focuses on data management, coding, data analysis, interpretation, making meaning, and writing up the research report enabling students to complete the field research pilot studies initiated in Field Research Methods I.