Course Descriptions

Department of Educational Leadership

EDAM 650 (3-3-0) Leadership Development and Evaluation Seminar: This seminar engages the student in a variety of activities designed to identify strengths and weaknesses and to develop a knowledge base and skills related to school based management and the utilization of computer-based management information systems. The student will: respond to self-analysis instruments and participate in various self-improvement activities relating to problem solving, leadership styles, adaptability, risk-management, transactional analysis, motivation, observation and listening; examine problems and procedures in the development and implementation of school-based management principles; and study the utilization of computer-based management information systems and use of modern telecommunications in increasing the effectiveness of communication between the school and the community at large. Required clinical experiences will include observation of school board meetings; investigation of available data bases for decision making in governmental agencies, business and management situations; workshops and seminars; participation in professional development activities through teleconferencing, and self-assessment and professional development portfolios in collaboration with school districts and the North Carolina Leadership Academy.

EDAM 651 (3-3-0) Humanistic Dimensions and Diversity: The examination of the factors relating to human behavior within an organization is the focus of this course. The student will examine organizations with the context of human characteristics and behaviors and will engage in discussions and activities designed to build effective leadership skills in addressing organizational issues relating to group dynamics, team building, decision making, and empowerment of teachers, parents, and community. This course also will include a discussion of relevant issues from educational psychology, social psychology and human growth and development. Field based clinical experiences in inter-agency collaboratives, county government, health and social services, community-based agencies and organizations, and business and industrial sites will be required.

EDAM 652 (3-3-0) Research Methodology: Focus is on research methodology, with emphasis on effective problem-solving approaches, research techniques, research design, and applications of statistical methods. Selected concepts covered include: estimation, graphic methods, hypothesis testing and variance, correlation, and non-parametric procedures in the context of educational studies. Computer software programs widely used in educational research are examined and demonstrated. Students are required to select their action research topic and begin the development of the conceptual framework for the project.

EDAM 660 (3-3-0) Leadership in Educational Organizations: An analysis of the various leadership theories with a major focus on situational leadership, leadership styles and style-flex. The course explores and tests (through required field-based clinical activities) leadership skills and strategies necessary for effective school oversight. The student engages in an in-depth review of the literature relevant to effective organizational change and analysis as a foundation for the development of change topologies. Field-based clinical experiences are required during which students are provided opportunities to identify issues affecting the school and engage in proposing solutions utilizing leadership concepts. Required clinical experiences will include observation of board meetings and activities of state educational agencies, regional technical assistance centers, school districts, local school advisory boards, and regional and state professional meetings and conferences of superintendents, principals, and assistant principals.

EDAM 661 (3-3-0) Legal and Policy Professional Issues: This course is designed to review laws that pertain to public schools, including constitutional laws, state laws and landmark court decisions that have helped to shape school law. The impact of school law on formulation and implementation of school-based policy and procedures will be explored. Students will complete an analysis of recent state judicial decisions and legal structures as related to responsibility and accountability of school leaders. The course will also engage the student in an examination of the school system as a policy system and the implementation of these policies by the school leader at the building level. Focus areas include: relationships of local school district policies to state policies, constraints imposed by state policies, implications of the state local system for local control, and effects of community expectations and participation in policy making at the school district and building levels. The clinical modules will include case studies; investigation of the role and responsibilities of North Carolina Center for Public Policy and Research, the Institute of Government of the University of North Carolina, the North Carolina Center for Rural Development and other state agencies and organizations involved in policy development.

EDAM 670 (3-3-0) Trends and Issues: Resources Management/Society and the Schools: This course engages the student in the examination of social issues that impact the school environment, including issues related to: equity, gender and quality; multi cultural education; diversity; and privatization. It also provides an in-depth study of the basic principles of financing public education. The primary focus is on an examination of revenue sources and various business functions including: budget preparation, purchasing, accounting and fiscal policies and law related issues. The course also addresses the use of people resources for reducing the fiscal cost of operation of the schools. Case studies; investigations of local, state, and federal financing of public education through onsite visitations, presentations by experts and research projects; and community surveys for environmental analyses will comprise clinical experiences for this course.

EDAM 671 (3-3-0) Curriculum Theories and Instructional Leadership: This course provides examination of the literature relating to cognitive development with a primary focus on the application of current effective theories of learning and psychological research to classroom instruction. Attention is also given to relevant human growth and development issues, learning and motivation techniques, the multi cultural classroom, and learning styles. An in-depth study of curriculum and instruction issues including: influencing This course provides examination of the literature relating to cognitive development with a primary focus on the application of current effective theories of learning and psychological research to classroom instruction. Attention is also given to relevant human growth and development issues, learning and motivation techniques, the multi cultural classroom, and learning styles. An in-depth study of curriculum and instruction issues including: influencing.

EDAM 680 (3-3-0) Internship Part I: An exploratory summer field experience will afford opportunities for interns to make site visits to exemplary school sites and programs. This course is a
Prerequisite: EDAM 650 And EDAM 651 And EDAM 652 And EDAM 660 And EDAM 661 And EDAM 670

EDAM 690 (6-0-6) Internship Part II: Internship Part II is the first semester of a full time year-long administrative experience. The course provides interns with opportunities to develop insight into administrative processes focusing on skills of observation and diagnosis while shadowing site administrators and mentors/coaches. Weekly seminars with participating faculty members are devoted to analysis and discussion of the intern's field experiences and conferencing with field mentors/coaches.
Prerequisite: EDAM 680

EDAM 691 (6-0-6) Internship Part III: Internship Part III is the second semester of a full time year-long administrative experience. The course provides interns with opportunities to develop insight into administrative processes focusing on skills of observation and diagnosis while shadowing site administrators and mentors/coaches. Weekly seminars with participating faculty members are devoted to analysis and discussion of the intern's field experiences and conferencing with field mentors/coaches.
Prerequisite: EDAM 690 Or EDAM 690

EDAM 698 (3-3-0) Computer Usage for Educational Administrators: This course is designed to enhance the computer literacy of educational administrators in the field of education and provide exposure to a wide spectrum of electronic technology in administration and a classroom setting. Attention will be paid to technologies that permit access to all branches of education. This will include networks and bulletin boards, interactive voice, visual interactions, data and image transmission, designing and implementing instructional and administrative procedures. Students will be expected to demonstrate knowledge of computer skills in word processing, data management, spreadsheets, graphics and courseware applications and authoring tools.

EDAM 699 (3-3-0) Pre-Doctoral Admin Studies: A part of the Pre-Doctoral Institute offered each summer for graduate students who have been admitted to the doctoral program in educational leadership and for those interested in doctoral level studies, EDAM 699 introduces students to doctoral-level graduate study through a variety of experiences focusing on contemporary organizational theory, organizational change and inquiry methods. The topic around which the experiences will revolve is the development of schools as learning organizations. Students will study contemporary organizational concepts such as Senge┐s learning organization and their application to public schools. They will study and discuss strategies for organizational change in schools with invited guest speakers from the field. Finally, students will be introduced to methods of inquiry including an overview to research methods, the library and its paper and electronic information sources and the Internet.

EDLE 700 (3-3-0) Group Dynamics, Decision Making, and People Management: This course will be an examination of small groups as crucial environments for individual self-assessment and change, and for effective use of human resources in decision-making and program implementation. Individual group members will be expected to demonstrate the ability to be a change agent in different cultural climates.

EDLE 701 (3-3-0) Cultural Diversity in American Schools: The course addresses the origins, concepts, principles, and trends of multi cultural education, equity and the conceptual framework of cultural diversity in relation to education. The topics will include concepts that facilitators of leaning will need in order to skillfully and effectively teach in a multicultural setting. Specific content areas to be covered are the topology of American cultures: Race, Ethnicity, Gender, Sexual orientation, Physical condition, Age, Ethnocentricity, Eurocentricity, Afrocentricity, Interculturality, Cross-culturality, Group dynamics and Organizational development, Cooperative learning and emerging Sub-cultures. Discussions will focus on explication of the concepts and development of strategies, for conflict resolution and situational leadership, thus enabling the facilitator of learning to become a better decision maker and change agent.

EDLE 703 (3-3-0) Public Policy and Political Issues In Education: This course is an in-depth examination of the theoretical and conceptual basis of politics and public policy in education and its relationship to the successful practice of educational administration. A compendium of political issues at the local, state, and federal levels serves as focal points to stimulate students┐ thinking, understanding, and perception about education, politics and policy formulation.Emphasis is placed on the practical application of the acquired knowledge base by engaging in a variety of didactic schema such as case studies analyses, simulations, and mini-studies. Each schema is designed to demonstrate the interrelationship among education, politics, and policy formulation at the local, state, and federal levels. Continuous evaluation is made throughout the course to determine students┐ level of political astuteness and savvy.

EDLE 704 (3-3-0) Curriculum and Instructional Leadership: This course is designed to examine the educational leader┐s role as a facilitator of learning in curriculum and instruction. The central intent of the course is to provide curriculum and instructional master theories on design, implementation, and evaluation. Case studies and simulations which enhance change will be included. Instructional strategic concepts and issues will be viewed from the educational leader┐s point of view as a decision-making facilitator of learning and curriculum specialist.

EDLE 705 (3-3-0) The Planning and Financing of Educational Organizations: This course is an in-depth examination of school planning and implementation of the financial perspective at local, district, and state levels. Included are the traditional methods of financing and the emergent ideas and subsequent suggested practices to meet the needs of a changing national educational environment. Also addressed are the areas of financing of school corporations in the current economic and political setting with emphasis on interrelationships of educational, economic, and political decisions.

EDLE 706 (3-3-0) Seminar in Educational Leadership: Educational leadership within the changing contexts of the American school and society is the focus of the course. Strong emphasis is placed on the role, function, and duty of the facilitator of learning as a change agent when faced with the problems, issues, and concerns of today┐s schools. This seminar examines the

EDLE 707 (3-3-0) Seminar in Legal Issues and Professional Ethics: The course is a doctoral-level course in school law. This course will focus on Legal Issues and Professional Ethics of particular concern to education policy-makers and central office school administrators. Federal and North Carolina school law will be included with attention given both to theoretical and practical concerns.

EDLE 708 (3-3-0) Organizational Theory and Administrative Behavior: This course is designed to analyze the relationship between administrative theory and practice by utilizing the literature in organizational theory and administrative behavior and by applying the concepts to administrative practice in educational settings. The awareness of gender issues and cross-cultural issues that affect the modern organizational climate is emphasized. Case studies, simulations and in-basket techniques will be utilized to supplement lectures and discussions.

EDLE 709 (3-3-0) University and College Teaching: An examination of philosophies, methodologies, and related issues (gender, race, et.al) that influence teaching and learning in college and university classroom settings. Emphasis on teaching effectiveness, the application of course material to the formal classroom environment, assessment, and standards.

EDLE 710 (3-3-0) The Adult Learner: The focus of this course will be on the examination of how adults learn in instructional settings. Characteristics of the adult learner will be examined. Students will investigate adult learning theory as well as current trends and advancements in adult learning. The focus will be on making better instructional decisions and media selections for the education and training of adults.

EDLE 711 (3-3-0) Emerging Issues in Leadership and Supervision: This course will introduce doctoral students to the role of an institutional leader and supervisor in the Twenty-First Century, and on how leadership continues to evolve in the changing expectations of individuals in the organizations, in which senior and upper level administrators reign. Senior and upper level leaders must be able to communicate skillfully both orally and in writing with all stakeholders. In addition, they are expected to model collaborative decision-making skills as they negotiate the political landscape, work with diverse groups of constituents, while addressing retention and graduation rates. Whether the leader is K-12 or Post-secondary education, they both face the same or similar issues with faculty, students, board and trustee members, and the general public. Through readings, discussion forums, chats, blogs, emails, interviews, case studies, in-baskets issues, simulations, videos, and other electronic tools, this on-line course will provide doctoral students with the skills, understandings, and dispositions of a senior and upper level administrator. Attention is also given to the role of the superintendent and higher education administrator in goal setting, developing and implementing long-range plans in response to current and emerging issues within the academic community, as well as, the broader spectrum of state and national educational issues.

EDLE 720 (3-3-0) Educational Statistics: This course will cover the application of basic statistical procedures to the decision making process. The student will learn the most widely-used statistical procedures and how they support managerial decision-making and organizational change processes. The course includes Parieto Analysis, Ishikawa Diagrams, statistical process control, charting, presentation, the communication of statistical information; and touches on experimental design in the managerial context. Emphasis will be on research conducted in schools by presenting methods that are appropriate for school-based research. Educational leadership is evolving to place added emphasis upon teacher, parent and student empowerment, which will have fundamental consequences for administrative practice. In the future, administrators will need skills in projecting budget expenses for programs developed by this consortium of participants. To share power will require the educational leader to be skillful in interpreting and sharing research findings with these participants. This course will be the introduction to the development of an educational leader able to evaluate design and conduct educational research to deal with the changing school.

EDLE 721 (3-3-0) Research, Design, and Evaluation Methodology: This course is designed to teach the student how to match the research design to the substantive problem in education without further distorting the problem. The first one half of the course will cover the basics of research design. The second half of the course will cover program evaluation. Future school administrators will be provided the information they need to conduct or supervise instructional program evaluation. The program evaluations component will be based on the material covered in the first half of the class. The student will have taken statistics and be knowledgeable of the basics of test and measurement.

EDLE 722 (3-3-0) Qualitative Research, Theory, and Application: A study of qualitative research from different theoretical and methodological approaches. This course is designed to assist the educational leader in becoming a more effective facilitator of learning through knowing how to conduct research without formal hypotheses, allowing the hypotheses to evolve over time as events unfold. The researcher begins without preconceived ideas about what will be observed and describes behavior that seems important. Language principles, designs, and methodologies of producing qualitative research from experimental and non-experimental approaches will be presented. Students will demonstrate skills needed from practical and applied research in various educational settings.

EDLE 723 (3-3-0) Quantitative Research Application and Methodology: This course provides administrators with the knowledge of the methods and analytic approaches in educational research that will aid them in dealing with the school restructuring now occurring in the nation┐s schools. The measurement, design, and analysis procedures that are the most useful for dealing with a changing school system will be presented. An integrated approach to statistics and educational research will provide the student with an awareness of the interrelations and interdependencies among the statistics and research procedures presented. This awareness is essential for becoming an intelligent consumer of research and a competent researcher. Although the course requires a background in statistics on the level of an introductory course (EDLE 720), these topics will be reviewed before extending the presentation to more advanced topics.

EDLE 730 (3-3-0) Internship in Educational Leadership: The advanced educational leadership internship will be a year-long educational experience that will provide an opportunity for students to engage in a series of field-based clinical experiences. An individualized plan will be developed as a team by the student, faculty advisor, and the supervisor of the participating organizations. These experiences will be based on the experiences, background, needs, and professional goals of the student.

EDLE 740 (3-0-3) Dissertation in Educational Leadership: The dissertation process serves to bring together all of the experiences in which students have engaged during the entire program. The dissertation culminates the theoretical and practical research experiences of the candidates. The application of theory and research to solve, inform, or suggest changes in problems and dilemmas facing educational leaders today should be reflected in an original, sophisticated, and high quality document. To facilitate the dissertation process, candidates will participate in regularly scheduled seminars designed to keep them on task and provide on-going constructive faculty feedback. The end result is a final dissertation and successful defense.

EDUC 560 (3-3-0) Educational Communication, Methods and Materials: A survey of types of visual materials used in education, including slides, prints, filmstrips, films, transparencies, and television, with emphasis on the selection, integration, and evaluation of communications materials appropriate to school programs.

EDUC 600 (3-3-0) History and Philosophies of Education: A survey of the development of principles and practices of education from earliest times to the 18th century, emphasizing the evolution of educational philosophies.

EDUC 999 (0-0-0) Dissertation Non-Credit: This course is required for doctoral students who have completed their course work and the number of dissertation hours for credit required in their graduate degree program. Students Doctoral candidates who will continue to use University resources in completing their dissertation must enroll in this course.