WCSU Graduate Catalog 2018-2019

Doctoral Course Descriptions – Instructional Leadership and 092 Certification

Doctor of Education in Instructional Leadership: Core Courses in Theory and Foundation
ED 800 Foundations of Instructional Leadership    3 SH

This course will prepare classroom practitioners to identify and apply ethical and professional constructs of leadership to affect change. Topics include the history, philosophy, and social psychology of instructional leadership and educational reform. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 801 Group Leadership, Group Processes, and Team Building in Education    3 SH

This course will introduce students to the theories and practices of group leadership, skill development, group process, and the enhancement of cooperative academic-learning climates. Students will acquire knowledge about the principles of effective team building, faculty teamwork, conflict mediation, cooperative learning, and collaboration based upon theories of group-process dynamics. Emphasis will be placed on the development of leadership skills to enhance social, psychological, cultural, organizational, and emotional influences on the development of the group and to promote interpersonal learning in order to achieve educational goals and objectives. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 802 Emerging Instructional Technologies    3 SH

Teachers will identify, analyze, and project the roles of emerging technologies and related achievements to school reform and improvement. This course will enable classroom practitioners to plan for the integration of emerging technologies in instruction, research, and assessment. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 803 National Standards, Current Practices, and Policies in Education (Summer Institute)    3 SH

This course will be conducted as a summer institute. A variety of local and state experts in education will provide students with contemporary information about state and national policies and standards as well as theory and research related to best educational practices. This course will make extensive use of online Internet access to national, regional, and state organizations and agencies involved in standards-based reform. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 804 Learning, Cognition, and Teaching    3 SH

Using many original sources, this course represents a detailed consideration of human growth and development in the principle schools of psychology and related social sciences. Participants will investigate the application of these concepts to educational settings. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 805 Research and Evaluation in Education    3 SH

The purpose of this course is to introduce theories and models of evaluation as applied to educational programs and administrative systems. The course will provide graduate students with the necessary skills to conceptualize an evaluation design, select appropriate techniques, and conduct an evaluation within the infrastructure of an educational institution. This course will assist the learner in understanding administrative educational systems and methodically assessing an aspect of a particular system. Prerequisites: acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861, and ED 865.

ED 820 Topics in Curriculum and Instruction    3 SH

This course deals with current developments in scientific research, public policy, and/or educational practice related to curriculum, instruction, assessment, and leadership within schools. It is designed to keep students abreast of developments that affect or have the potential to affect decisions about curriculum design, choice of instructional strategies, and program implementation. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 821 Leadership Assessment and Development    3 SH

This course is designed to help students examine and develop competencies that characterize successful leaders in education and related professions. Students will analyze theories underlying the assessment of leadership abilities and examine the structure of the construct of leadership. They will also engage in self-assessment, creating a leadership plan that outlines long-term and short-term goals for the development of leadership competencies. Students will be able to update their progress through revision and periodic review of this leadership plan. Prerequisites: acceptance into the Doctor of Education in Instructional Leadership program and ED 800.

ED 822: Talent Development Across the Curriculum    3 SH

This course investigates the value of multiple intelligences and other cognitive-developmental theories. Students will modify or design integrated curriculum for the classroom. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 823 Models of Creative Thinking    3 SH

Problem-solving and creative-thinking issues are demonstrated, critiqued, and discussed. Strategies will pertain to all curricular areas. Participants will reflect on their own cognitive processes. Connections will be made to national standards in education. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 824 Diversity Issues in Schools    3 SH

This course will assist educators in developing a pluralistic and global perspective about the equitable education of diverse students. Participants will investigate the philosophical, social, and historical foundations of multicultural education while developing leadership skills that promote social harmony, cultural integration, and student achievement. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program.

ED 826 Quantitative and Qualitative Applications of Educational Research    3 SH

The purpose of this course is to extend students’ research skills to examine and apply the knowledge found in professional journals and other sources. These skills will be enhanced in the context of both quantitative and qualitative paradigms. Prerequisites: acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861, and ED 865.

Doctor of Education in Instructional Leadership: Inquiry Strategies and Dissertation Sequence
ED 860 Quantitative Methods Applied to Educational Research    3 SH

This course provides the basis for understanding, applying, and interpreting univariate statistics and multiple correlations in educational settings. The student will relate specific quantitative research questions and hypotheses to appropriate statistical procedures as well as analyze each procedure using appropriate software. Students will use data sets that apply directly to educational research. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; EPY 505 or equivalent course.

ED 861 Qualitative Methods Applied to Educational Research    3 SH

This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; EPY 505 or equivalent course.

ED 865 Introduction to Educational Research Designs    3 SH

This course conveys the orientation and strategies needed to employ both quantitative and qualitative methodologies of research and investigation in the field of education. Topics include an examination of significant designs, their relations to specific types of research questions, hypotheses, descriptions of subjects, data collection procedures, and analyses. Limitations to each design will also be thoroughly examined. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 860 and ED 861.

ED 881 Dissertation Seminar 1    3 SH

Students will be guided through the research process as they complete their dissertation proposals, begin the literature review for their investigations and describe the methodologies necessary for their projects. In this seminar approach, students will work with their dissertation advisers both individually and in small groups. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861 and ED 865; satisfactory completion of comprehensive exams.

ED 882 Dissertation Seminar 2    3 SH

Students will defend their proposals and make the necessary arrangements to begin their investigations, by completing the review of the literature, obtaining consent from subjects and beginning the data-collection process. Students will work with their dissertation advisers both individually and in small groups. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, and ED 881; satisfactory completion of comprehensive exams.

ED 883 Dissertation Seminar 3    3 SH

Dissertation data collection and writing will commence. Students will work with their dissertation advisers both individually and in small groups. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, and ED 882; satisfactory completion of comprehensive exams.

ED 884 Dissertation Seminar 4    3 SH

Dissertation research will be completed, and thesis writing will continue. Students will work with their dissertation advisers both individually and in small groups. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, ED 882, and ED 883; satisfactory completion of comprehensive exams.

ED 885 Dissertation Seminar 5    3 SH

Students will complete their research and writing. They will also prepare to defend their investigations. Students will work with their dissertation advisers both individually and in small groups. Candidates will also prepare future presentations and publications. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, ED 882, ED 883, and ED 884; satisfactory completion of comprehensive exams.

ED 886 Continuing Research     0-6 SH

Course description varies with the needs of the students. Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program and written permission of the primary adviser and program coordinator. Registration through the Office of Graduate Admissions is required.

ED 898 Faculty-Developed Study     1-6 SH

Course description varies with the needs of the program and/or its students. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.

ED 899 Student-Developed Study    1-6 SH

Course description varies with the needs of the program and/or its students. Prerequisites: aAceptance into the Doctor of Education in Instructional Leadership program and written permission of the faculty sponsor and program coordinator. Registration through the Office of Graduate Admissions is required.

 

Doctor of Education in Instructional Leadership: Areas of Specialization – 092 Certificate
ED 660 Internship and Seminar in Educational Leadership:  Theory, Research, and Practice I     3 SH

This is part I of a supervised administrative internship and accompanying seminar in an organizational setting where interns apply strategic, instructional, organizational, and contextual leadership skills. Students initiate an action plan and professional portfolio. In addition to the seminar requirements, each candidate will be working on-site with an administrative mentor under the supervision of a member of CCSU’s/WCSU’s faculty, who will be the university supervisor. The internship, parts I and II, will extend over two semesters. All candidates are required to log a requisite number of hours each semester as specified by the Educational Leadership Constituent Council and are required to complete school-based activities, as well as district-based activities. Prerequisite: acceptance into the Doctor of Education in Instructional Leadership program and the Certificate for Intermediate Administration or Supervision program (Endorsement 092).

ED 665 Internship and Seminar in Educational Leadership: Theory, Research, and Practice II    3 SH

This is part II of a supervised administrative internship and accompanying seminar in an organizational setting where interns apply strategic, instructional, organizational, and contextual leadership skills. Students initiate an action plan and professional portfolio. In addition to the seminar requirements, each candidate will be working on-site with an administrative mentor under the supervision of a member of CCSU’s/WCSU’s faculty, who will be the university supervisor. The internship, parts I and II, will extend over two semesters. All candidates are required to log a requisite number of hours each semester as specified by the Educational Leadership Constituent Council and are required to complete school-based activities as well as district-based activities. Prerequisites: acceptance into the Doctor of Education in Instructional Leadership program, the Certificate for Intermediate Administration or Supervision program (Endorsement 092), and completion of ED 660.