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Graduate Catalog 2014-2015

CatalogGraduateSchool of EducationEDLECourse Descriptions

Educational Leadership Course Descriptions

All course descriptions carry behind the name and number a parenthesis ( ) indicating the credit hours, lecture hours, and the lab hours per week. For example: NSCI 110 (4-3-2). The first number in the parenthesis indicates the credit value of the course (4); the second number indicates the number of lecture hours (3) per week; and the third number indicates the number of lab hours per week (2).

EDAM 650  (3-3-0)  Educational Leadership Development Seminar: This seminar is an introductory graduate course in educational leadership for prospective leaders at all levels of the school organization. Elements of effective leadership, standards-based educational leadership, role conceptions, and personal leadership vision will be presented. Emphasis is placed on the knowledge, skills, and dispositions necessary to develop into a successful, innovative educational leader. Students will apply this knowledge to build and embrace their philosophical and theoretical frameworks as prospective school leaders. Clinical experiences in school and district settings will be required.
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EDAM 651  (3-3-0)  Organizational Development and Diversity for School Leaders: This course is designed to study multicultural education and its link to school leadership, cultural understanding, and critical problems related to the organization of schools through the lens of human behavior. A focus is on the preparation of administrators to transform schools by understanding theoretical, sociological, political, and historical elements as they relate to ethnicity, race, socioeconomic status, gender, exceptionality, language, religion, and sexual orientation. In preparation for work in an increasingly diverse world, students in this course will engage in personal, professional, and organizational reflection.
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EDAM 652  (3-3-0)  School-Based Program Evaluation and Improvement: The focus of this course is to provide the student with a variety of opportunities to apply data analysis procedures using real or simulated school data sets. The student will be introduced to qualitative and quantitative methods and how these tools can be utilized to evaluate and improve school performance and program improvement. The student will use the following data types: student performance, teacher and community survey, and state and or local reports. The student will be required to work with school-based personnel as part of their field experiences to collect, analyze, and interpret relevant school improvement data. The student will be able to analyze the data to facilitate school improvement decision-making and the development of real and simulated school improvement plans.
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EDAM 660  (3-3-0)  Leadership and Organizational Theories in Schools: An analysis of the various leadership and organizational theories with a major focus on situational decision-making and its effects. The course explores and tests (through required field-based clinical activities) leadership skills and strategies necessary for effective school leadership. 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 strategies. Field-based clinical experiences will require students to identify issues affecting the school; leadership and organizational theory will frame discussion of the issues. In addition to observation in a variety of school settings, clinical experiences may include participation in board meetings and school advisory boards.
Prerequisite: Must be admitted to the MSA degree program and EDAM 650
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EDAM 661  (3-3-0)  School Law and Public Policy Issues: This course is designed to review laws that pertain to public schools, including constitutional laws, state laws and court decisions that have helped to shape school law. A focus is on the study of court decisions addressing the legal principles affecting education, schools, and school professionals. Constitutional, statute, and administrative laws related to education are examined and analyzed through case studies and the analysis of case law. Students are expected to complete analyses of recent state and federal judicial decisions and legal structures related to responsibility and accountability of school leaders. The course engages 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.
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EDAM 670  (3-3-0)  Resource Management and Schools: This course is designed to provide an examination of the theory and practice of human resource management and public school finance in relation to expenditures and resources at the local, state and federal levels of support in school districts. It also provides an examination of social issues that impact the school learning environment, to include gender, quality, multicultural education, diversity; and privatization. It provides an in-depth study of the basic principles of money management in public education and how to manage it. The primary focus is on the management of dollars (fiscal), space (building operations), people (human resources), community resources (engagement) and time. The course addresses the issue of equity and adequacy in funding public schools and advancing the critical importance of data driven decision-making that maximizes learning.
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EDAM 671  (3-3-0)  Leadership for Learning: This course provides the student with an introduction to the philosophical and social foundations of curriculum in schools. The student will be exposed to those foundational philosophical and social theories that have driven the development of school curricula. The student will be introduced to and utilize school improvement practices that focus on teaching for learning. Special emphasis will be given to researched-based improvement practices that include effective leadership behaviors and teaching pedagogy. The student will participate with other school-based personnel to observe, analyze, and interpret school data to develop learning improvement plans. The student will be able to analyze school-based approaches to teaching for learning and make improvement recommendations in real and simulated school improvement planning situations.
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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 to EDAM 690. Interns also may participate in intensive summer staff development and in-service programs. Weekly seminars with participating faculty members and joint training with mentors/coaches will be designed to develop individualized and quality internship experiences for EDAM 690 and EDAM 691.
Prerequisite: EDAM 650 And EDAM 651 And EDAM 652 And EDAM 660 And EDAM 661 And EDAM 670
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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 site administrators.
Prerequisite: EDAM 680
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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 site administrators.
Prerequisite: EDAM 690 Or EDAM 690
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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.
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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.
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EDLE 700  (3-3-0)  Culturally Proficient Leadership: Focus on awareness of leader's social group memberships and impact of these identities upon leadership skills, personal awareness of multiple forms of oppression and impact on leadership ability. Discussion of leadership strengths and challenges: managing conflict, resistance, and group-leader dynamics.
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EDLE 701  (3-3-0)  Cultural Diversity in American Schools: The course addresses the origins, concepts, principles, and trends in multicultural education. It provides candidates with an understanding of multicultural education as an instructional concept, educational reform movement, and systemic process.
Prerequisite: EDLE 700 And EDLE 706 And EDLE 720
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EDLE 703  (3-3-0)  Public Policy and Political Issues In Education: Candidates study political and educational policy processes in relation to such problems as globalization and the nation- state, local, and community development, social identification and political participation, pressure groups and indoctrination, academic freedom, and school reforms.
Prerequisite: EDLE 701 And EDLE 704 And EDLE 721
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EDLE 704  (3-3-0)  Curriculum and Instructional Leadership: This course examines the social and philosophical foundations of curriculum, and curriculum theory. The course prepares candidates to understand the politics of curriculum development.
Prerequisite: EDLE 700 And EDLE 706 And EDLE 720
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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.
Prerequisite: EDLE 701 And EDLE 704 And EDLE 721
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EDLE 706  (3-3-0)  Seminar in Educational Leadership: In this course, candidates investigate forces and trends that are influencing the nature of schooling and learning in a global society. Candidates explore futurist literature and the importance of holding a compelling vision for the future as an educational leader. They explore strategies for facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the learning community.
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EDLE 707  (3-3-0)  Seminar in Legal Issues, Critical Race Theory, and Professional Ethics: This course focuses 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. This course also focuses on critical race theory as a critique of racism and the law in U.S. society and discusses its current applications to education policy and research in K-12 schooling and higher education; looks at how critical race theory can be used as a methodological lens for policy analysis and educational research; examines the social aspects of leadership in moral terms.
Prerequisite: EDLE 703 And EDLE 705
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EDLE 708  (3-3-0)  Organizational Theory and Administrative Behavior: In this course candidates examine schools as institutions from an organizational perspective. It critiques the field of organizational theory in order to better understand how schools function the way they do by turning to studies in business about organizational structure and culture. Candidates will develop the tools to look at organizational behavior from a critical perspective, which will provide a basis for understanding the status quo of any organization and the dynamics for change. The awareness of gender issues and cross-cultural issues that affect the modern organizational climate is emphasized.
Prerequisite: EDLE 703 And EDLE 705
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EDLE 709  (3-3-0)  University 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 is on teaching effectiveness, the application of course material to the formal classroom environment, assessment, and standards.
Prerequisite: EDLE 710 And EDLE 722 And EDLE 731
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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.
Prerequisite: EDLE 712 And EDLE 723 And EDLE 730
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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.
Prerequisite: EDLE 710 And EDLE 722 And EDLE 731
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EDLE 712  (3-3-0)  History of Higher Education: Candidates examine the history of higher education, particularly in the United States. Candidates examine the aims and institutional forms of higher education. The nature of academic pursuits in terms of the development of disciplines and fields of study and the development of the professoriate are examined.
Prerequisite: EDLE 703 And EDLE 705 And EDLE 707 And EDLE 708
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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.
Prerequisite: EDLE 700 And EDLE 706 And EDLE 721
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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.
Prerequisite: EDLE 700 And EDLE 706 And EDLE 720
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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.
Prerequisite: EDLE 707 And EDLE 708
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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.
Prerequisite: EDLE 722 And EDLE 730
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EDLE 725  (3-3-0)  Special Topics on School Leadership - Closing the Achievement Gap: Research and Effective Strategies for African American K-12 Students in Public Schools: This course is designed (1) to familiarize graduate students with research about the causes of the underachievement of many African American students in K-12 public schools, and (2) to provide graduate students with effective research-based strategies to improve African American student achievement and retention.
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EDLE 729  (3-3-0)  Internship in Educational Leadership I: This course is the first in the three-semester internship course series designed to provide candidates field-based clinical leadership experience. The course provides interns with opportunities to develop insight into leadership processes, focusing on skills of observation and diagnosis, while shadowing site administrators and mentors/coaches. The course gives the candidate the initial field experiences needed to prepare for the subsequent placement in increasingly more involving leadership roles in EDLE 730 and EDLE 731. These roles will be negotiated with site mentors and approved by supervising university faculty. Weekly seminars with participating faculty members are devoted to analysis and discussion of the intern’s field experiences, the development of required evidences, and conferencing with site administrators.
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EDLE 730  (3-3-0)  Internship in Educational Leadership II: The advanced educational leadership internship is an extensive educational experience that will provide an opportunity for candidates to engage in a series of field-based clinical experiences. The candidate, faculty advisor, and the supervisor of the participating organizations will work as a team to develop an individualized plan. These plans will be based on the experiences, background, needs, and professional goals of the candidates.
Prerequisite: EDLE 707 And EDLE 708
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EDLE 731  (3-3-0)  Research Internship Seminar in Educational Leadership: In this course, candidates engage in a series of field-based clinical experiences with a focus on sharing their research, writing, and communication of expertise as related to their dissertation area of focus. Candidates present their preliminary dissertation proposal (chapters 1, 2, and 3). Successfully completing this seminar course prepares candidates to formally enroll in dissertation study under the supervision of a faculty chair and committee.
Prerequisite: EDLE 722 And EDLE 730
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EDLE 740  (3-3-0)  Dissertation in Educational Leadership I & II: 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. To be repeated for a total of 6 credit hours.
Prerequisite: EDLE 723 And EDLE 731
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EDLE 753  (3-3-0)  Advanced Research and Methodology for School Improvement: This course will provide Ed.D. students in the PK-12 cognate area opportunities to investigate a variety of research approaches and statistical procedures to support school or organizational research. 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. The student will apply appropriate statistical procedures to analyze student achievement, teacher, and parent/community data sets. Computer software programs widely used in educational research will be examined demonstrated.
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EDLE 799  (3-3-0)  Advanced Studies in Educational Leadership and Organizational Change: This course prepares participants to lead change initiatives within a variety of organizational settings. Students will explore change management through a systems approach at it relates to the structural, human resource, political and symbolic frames. Analysis will include contrasting organizational environments, assessing conditions that foster both acceptance and resistance to change, and discussing specific strategies for managing change. Participants are required to select a “live” project and apply the course content to this project. This course is designed to foster the skills necessary for leading teams through a successful transition process.
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EDLE 999  (0-0-0)  Doctoral Dissertation Continuation: This course must be taken every semester in order to maintain active status in the doctoral program until completion of dissertation.
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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.
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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.
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