Doctor of Education in Instructional Leadership

Department of Education and Educational Psychology

Faculty: M. Delcourt, K. Burke, N. Heilbronner, G. Olmstead

Core Courses in Theory and Foundations (18 SH)
ED800: Foundations of Instructional Leadership (3SH)

Course Description: 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.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED801: Group Leadership, Group Process, and Team Building in Education (3SH)

Course Description: 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 promote interpersonal learning in order to achieve educational goals and objectives.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program.

ED802: Emerging Instructional Technologies (3 SH)

Course Description: Teachers will identify, analyze, and project the roles of emerging technologies to achieve school reform and improvement. This course will enable classroom practitioners to plan for the integration of emerging technologies in instruction, research and assessment.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED803: National Standards, Current Practices, and Policies in Education (Summer Institute) (3 SH)

Course Description: 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.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED804: Learning, Cognition, and Teaching (3 SH)

Course Description: 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.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED805: Research and Evaluation in Education (3 SH)

Course Description: 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, 860, 861, & 865.
 

Area of Specialization Related to Curriculum and Instruction (18 SH)
ED 660 Internship in Educational Leadership: Theory, Research and Practice (2 SH)

This is a supervised administrative internship 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/WestConn’s faculty, who will be the university supervisor. This internship will extend over two semesters. All candidates are required to log 150 hours each semester for a total of 300 hours of internship requirements.

Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program and to the Certificate for Intermediate Administration or Supervision program (Endorsement #092).

ED 665 Seminar in Educational Leadership: Theory, Research and Practice (2 SH)

In this administrative seminar interns apply strategic, instructional, organizational, and contextual leadership skills. Students initiate an action plan and professional portfolio that accompanies their internship activities. Monthly group meetings will be held with at least one supervisor to reinforce and discuss internship activities. This seminar will extend over two semesters, beginning and ending with group meetings that will include the university supervisor, on-site administrative mentor, program coordinator, and all interns.

Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program and to the Certificate for Intermediate Administration or Supervision program (Endorsement #092).

ED820: Topics in Curriculum and Instruction (3 SH)

Course Description: This course deals with current developments in scientific research, public policy and/or educational practice that are 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.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program.

ED821: Leadership Assessment and Development (3 SH)

Course Description: 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 t update their progress through revision and periodic review of this leadership plan.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program, ED 800.

ED822: Talent Development Across the Curriculum (3 SH)

Course Description: This course investigates the value of Multiple Intelligences and other cognitive-developmental theories. Students will modify or design integrated curriculum for the classroom.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED823: Models of Creative Thinking (3 SH)

Course Description, Including Prerequisites: 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.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED824: Diversity Issues in Schools (3 SH)

Course Description, Including Prerequisites: This course will assist educators develop 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.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.

ED825: Curriculum Development Using Community Resources (3 SH)

Course Description, Including Prerequisites: This course will introduce models of curriculum development, implementation and assessment that integrate community resources. Educators will use leadership skills to plan, implement, analyze, and assess community-based curricula.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership Program.
 

Inquiry Strategies and Dissertation Sequence (24 SH)

ED826: Application of Quantitative and Qualitative Methods Applied to Educational Research (3 SH)

Course Description: This course focuses on the use of qualitative and quantitative research methodology in natural contexts.  The quantitative portion will include an emphasis on the development of valid interpretation and the evaluation of research with respect to methodology.  The qualitative portion focuses on the use of qualitative methodology in the context of data collection and theory building.
Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED860

ED860: Quantitative Methods Applied to Educational Research (3 SH)

Course Description: This course provides the basis for understanding, applying, and interpreting univariate statistics in educational settings and introduces multiple correlational research. 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.

ED861: Qualitative Methods Applied to Educational Research (3 SH)

Course Description: 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.

ED865: Introduction to Educational Research Designs (3 SH)

Course Description: 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)

Course Description: Students will be guided through the beginning of 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 advisors both individually and in small groups.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, 860, 861 and 865; satisfactory completion of comprehensive exams.

ED882: Dissertation Seminar 2 (3 SH)

Course Description: 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 advisors both individually and in small groups.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, 805, 860, 861, 865 and 881; satisfactory completion of comprehensive exams.

ED883: Dissertation Seminar 3 (3 SH)

Course Description: Dissertation data collection and writing will commence. Students will work with their dissertation advisors both individually and in small groups.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, 805, 860, 861, 865, 881 and 882; satisfactory completion of comprehensive exams.

ED884: Dissertation Seminar 4 (3 SH)

Course Description: Dissertation research will be completed and thesis writing will continue. Students will work with their dissertation advisors both individually and in small groups.

Prerequisites: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, 805, 860, 861, 865, 881, 882 and 883; satisfactory completion of comprehensive exams.

ED885: Dissertation Seminar 5 (3 SH)

Course Description: Students will complete their research and writing. They will also prepare to defend their investigations. Students will work with their dissertation advisors 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, 805, 860, 861, 865, 881, 882, 883 and 884; satisfactory completion of comprehensive exams.

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