The Graduate School Bulletin
Department of Educational Leadership and Cultural Foundations
239A Curry Building
(336) 334-5463
Department of Educational Leadership and Cultural Foundations Homepage
Admissions Information
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Faculty
Overview
Requirements for the Master of School Administration
Requirements for the Specialist in Education in Educational Leadership
Requirements for the Specialist in Education in Educational Leadership, Advanced Concentrations
Requirements for the Specialist in Education in Educational Leadership, Entry-Level Concentrations
Requirements for the Doctor of Education in Educational Leadership
Requirements for the Doctor of Education in Educational Leadership, Advanced Prinicpal and Superintendent Concentration
Requirements for the Doctor of Education in Educational Leadership, Entry-Level Principal Concentration
Requirements for the Doctor of Education in Educational Leadership, Entry-Level Principal and Superintendent Concentration
Requirements for the Doctor of Education in Educational Leadership, Non-Administratavie Licensure Educational Leadership Emphasis
Requirements for the Doctor of Philosophy in Curriculum and Teaching with a Concentration in Cultural Studies
ELC Educational Leadership and Cultural Foundations Courses
Faculty
Professors
Glenn M. Hudak, Ph.D.
Philosophy of education, critical pedagogy and the inner life, liberation theology and psychoanalytic thought in personal and social transformation, popular culture and education (Director of Graduate Study - Ph.D.).
Ulrich C. Reitzug, Ed.D.
Schools as centers of inquiry and change, school renewal, democratic schooling, principals’ narratives and practices (Chair of Department).
Svi Shapiro, Ed.D
Social foundations of education, political change and educational policy, critical pedagogy and social theory, interpretive methods of research.
Associate Professors
Kathleen Casey, Ph.D.
Curriculum theory, poverty and education, political analysis of education, narrative research.
Carl Lashley, Ed.D.
The critical practice of administration, legal and ethical dimensions of education, special education administration, disability studies and policy.
Leila E. Villaverde, Ph.D.
Curriculum studies, cultural studies, feminist theory, aesthetics, social foundations of art, critical pedagogy.
Assistant Professors
Joanne R. Chesley, Ed.D.
Psychosocial dimensions of school alienation and dropouts, resilience theory and dropouts, leadership behaviors that reduce school failure (Director of Graduate Study - M.S.A.).
Camille Wilson Cooper, Ph.D.
Educational policy, race and equity in school change, parental choice and involvement, feminist theory and methodology.
Charles P. Gause, Ph.D.
Cultural and critical perspectives of school leadership, popular culture and schooling, youth identity, black masculinity, gender construction, media representation.
Clinical Assistant Professor
Misti W. Williams, Ed.D.
School law, ethical decision making, instructional leadership, the principalship with an emphasis on retention and support of school leadership, schools as centers of inquiry.
Overview
The Department of Educational Leadership and Cultural Foundations is concerned with issues of educational theory, practice, policy, leadership, curriculum, and administration. The department offers studies that are interdisciplinary in focus and that emphasize questions of moral concern and the cultural context of education. There is a strong interest in issues of educational change as this relates to matters of human and social vision. Graduate degrees offered include master’s, educational specialist, and the Ed.D. in educational leadership, and a Ph.D. in curriculum and teaching with a specialization in cultural studies.
Requirements for the Master of School Administration
The Department of Educational Leadership and Cultural Foundations offers a graduate program of study leading to a 42-hour M.S.A. degree. The program is designed to meet state standards for initial licensure as a P-12 administrator in North Carolina; it is also designed to provide a smooth transition to advanced graduate study in school leadership. Students should work closely with advisors in planning their programs of study.
Required Courses (18 hours)
ELC 615 Foundations of Curriculum (3)
ELC 660 The School Principalship (3)
ELC 687 The Legal and Ethical Foundations of Public Education (3)
ELC 691 School Organization and Leadership (3)
ELC 694 Educational Governance and Policy (3)
ELC 670 Leadership for Teaching and Learning (3)
Required Field Experiences (12 hours)
Students are required to complete an internship experience that is the equivalent of one year of full-time administrative field experience.
ELC 690 Supervised Practicum in Educational Administration (12)
Research (3 hours)
ELC 675 Schools as Centers of Inquiry (3) or another appropriate research course selected with prior approval from the student’s advisor.
Electives (9 hours)
With prior approval, a student will select 9 additional hours of electives.
Capstone Experience
Prior to program completion, each student will prepare a portfolio and analytic paper that describes and reflects on his/her development during the degree program. The student will participate in a capstone presentation that features her/his portfolio. The student’s advisor and one other faculty member will be responsible for reviewing and approving successful completion of the capstone experience.
Requirements for the Specialist in Education in Educational Leadership
The Department of Educational Leadership and Cultural Foundations offers a graduate program of study leading to a 33-60 hour Ed.S. in educational leadership.
Advanced Principal and Superintendent Concentration (33 hours)
The 33-hour advanced principal and superintendent concentration is intended for students with a previous Master of School Administration (M.S.A.) degree and/or P licensure who seek preparation for advanced building-level administrator, district-level administrator, and superintendent positions. The concentration leads to eligibility for specialist-level principal licensure and superintendent licensure (AP and AS licensure).
Administration and Leadership Courses (18-21 hours)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The Superintendency (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 9-12 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student’s advisor
Minimum 9 semester hours from the following two areas:
Curricular and Instructional Leadership (3-6 hours)
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student’s advisor
Social and Cultural Foundations (3-6 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student’s advisor
Research (6 hours)
ERM 617 Statistical Methods in Education (3) or another course in quanititative methods
Students may select 3 hours from the following courses:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student’s advisor
Capstone Experience
The student will write a paper (no less than 10 pages in length) that responds to the following:
Reflect on the ways in which your approach to leadership practice in schools (or other contexts) has changed as a result of your learning experiences in the Specialist in Education program. Reflecting on your coursework and the
literature on education, leadership, and culture, describe the core values you want to promote in your professional practice, and discuss how they would be reflected in your response to several challenges you expect to face in
your work. Finally, discuss some of the lingering questions you still have about education, leadership, and culture and society, questions that may frame your personal and professional learning in the future.
The student will participate in a public discussion of her/his reflective paper with other students and faculty members.
Entry-Level Principal and Superintendent Concentration (60 hours)
The 60-hour entry-level principal and superintendent concentration is intended for students who have a master’s degree in a field other than school administration and who do not already hold Principal licensure. The concentration offers preparation for leadership at the building level as a school principal and at the district level as a central office administrator or superintendent and leads to eligibility for specialist-level principal and superintendent licensure (AP and AS licensure).
Administration and Leadership (27 hours)
ELC 660 The School Principalship* (3)
ELC 687 The Legal and Ethical Foundations of Public Education (3)
ELC 691 School Organization and Leadership* (3)
ELC 694 Education Governance and Policy* (3)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The Superintendency (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 6 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student’s advisor
Internship (12 hours)
ERM 690 Practicum* (6)
ERM 790 Internship (6)
Minimum of 15 semester hours from the following two areas:
Curricular and Instructional Leadership (9-12 hours)
ELC 615 Foundations of Curriculum (3)
ELC 670 Leadership for Teaching and Learning (3)
Students may select 3-6 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student’s advisor
Social and Cultural Foundations (3-6 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select from the following:
ELC 697 Selected Critical Issues in American Education
ELC 688 Contemporary Problems Seminar
Additional courses as approved by the student’s advisor
Research (6 hours)
ERM 617 Statistical Methods in Education (3) or another course in quantitative methods
ELC 675 Schools as Centers of Inquiry (3)
Capstone Experience
The student will write a paper (no less than 10 pages in length) that responds to the following:
Reflect on the ways in which your approach to leadership practice in schools (or other contexts) has changed as a result of your learning experiences in the Specialist in Education program. Reflecting on your coursework and the
literature on education, leadership, and culture, describe the core values you want to promote in your professional practice, and discuss how they would be reflected in your response to several challenges you expect to face in
your work. Finally, discuss some of the lingering questions you still have about education, leadership, and culture and society, questions that may frame your personal and professional learning in the future.
The student will participate in a public discussion of her/his reflective paper with other students and faculty members.
*Master and specialist/doctoral student requirements for this course will be differentiated.
Requirements for the Doctor of Education in Educational Leadership
The Department of Educational Leadership and Cultural Foundations offers a graduate program of study leading to a 66-93 hour Ed.D. degree in educational leadership. Students can choose from three different administrative licensure concentrations or select the non-licensure concentration.
Advanced Principal and Superintendent Concentration (66 hours)
The 66-hour advanced principal and superintendent concentration is intended for students with a previous Master of School Administration degree and/or P licensure who wish to seek preparation for advanced building-level administrator, district-level administrator, and superintendent positions. The concentration leads to eligibility for doctoral-level principal licensure and superintendent (DP and DS) licensure. Note: Upon the completion of all course requirements and internship, students are eligible for specialist-level principal and superintendent (AP and AS) licensure.
Administration and Leadership (18 hours)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The Superintendency (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 9 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student’s advisor
Internship (6 hours)
ELC 790 Internship (6)
Minimum of 15 semester hours from the following two areas:
Curricular and Instructional Leadership (6-9 hours)
Students may select 6-9 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student’s advisor
Social and Cultural Foundations (6-9 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select 3-6 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student’s advisor
Research (15 hours)
ERM 617 Statistical Methods in Education (3) or another course in quantitative methods
Students may select 12 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student’s advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
Entry-Level Principal Concentration (84 hours)
The 84-hour entry-level principal concentration is intended for students who have a master’s degree in a field other than school administration and do not already hold principal’s licensure. The concentration offers intensive preparation for leadership at the building level as a school principal and leads to eligibility for doctoral-level principal (DP) licensure. Note: Upon completion of all course requirements and internship, students are eligible for specialist-level principal (AP) licensure.
Administration and Leadership (24 hours)
ELC 660 The School Principalship* (3)
ELC 687 The Legal and Ethical Foundations of Public Education* (3)
ELC 691 School Organization and Leadership* (3)
ELC 694 Educational Governance and Policy* (3)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 9 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 701 The Superintendency (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement* (3)
Additional courses as approved by the student’s advisor
Internship (12 hours)
ELC 690 Practicum* (12)
Curricular and Instructional Leadership (12 hours)
ELC 615 Foundations of Curriculum (3)
ELC 670 Leadership for Teaching and Learning* (3)
Students may select 6 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student’s advisor
Social and Cultural Foundations (9 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select 6 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student’s advisor
Research (15 hours)
ERM 617 Statistical Methods in Education (3) or another course in quantitative methods
ELC 675 Schools as Centers of Inquiry* (3)
Students may select 9 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Research (3)
Additional courses as approved by the student’s advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
*Master and doctoral student requirements for this course will be differentiated.
Entry-Level Principal and Superintendent Concentration (93 hours)
The 93-hour entry-level principal and superintendent concentration is intended for students who have a master’s degree in a field other than school administration and do not already hold principal’s (P) licensure. The concentration offers preparation for leadership at the building level as a school principal and at the district level as a central office administrator or superintendent and leads to eligibility for doctoral-level principal and superintendent (DP and DS) licensure. Note: Upon completion of all course requirements and internship, students are eligible for specialist-level principal and superintendent (AP and AS) licensure.
Administration and Leadership (33 hours)
ELC 660 The School Principalship* (3)
ELC 687 The Legal and Ethical Foundations of Public Education* (3)
ELC 691 School Organization and Leadership* (3)
ELC 694 Educational Governance and Policy* (3)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The School Superintendency* (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 12 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student’s advisor
Internship (12 hours)
ELC 690 Practicum* (6)
ELC 790 Internship (6)
Curricular and Instructional Leadership (12 hours)
ELC 615 Foundations of Curriculum (3)
ELC 670 Leadership for Teaching and Learning* (3)
Students may select 6 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student’s advisor
Social and Cultural Foundations (9 hours)
ELC 679 History of Education in the United States or ELC 696 Philosophies in Education (3)
Students may select 6 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student’s advisor
Research (15 hours)
ERM 617 Statistical Methods in Education (3) or another course in quantitative methods
ELC 675 Schools as Centers of Inquiry* (3)
Students may select 9 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student’s advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
*Master and doctoral student requirements for this course will be differentiated.
Non-Administrative Licensure Educational Leadership Emphasis (66 hours)
The 66-hours non-administrative licensure with educational leadership emphasis concentration is intended for persons who desire to enhance their understanding of educational leadership but are not interested in administrative licensure.
Administration and Leadership (15-21 hours)
Internship (6 hours)
ELC 790 Internship (6)
The internship will not necessarily be in PK-12 schools or districts but may be in any setting, approved by the University internship supervisor, in which the student has an opportunity to observe and participate in experiences related to educational leadership.
Minimum of 18 semester hours from the following two areas
Curricular and Instructional Leadership (6-12 hours)
Social and Cultural Foundations (6-12 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select 3-9 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student’s advisor
Research (15 hours)
ERM 617 Statistical Methods in Education (3) or another course in quantitative methods
Students may select 12 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student’s advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
Requirements for the Doctor of Philosophy in Curriculum and Teaching with a Concentration in Cultural Studies
The Department of Educational Leadership and Cultural Foundations offers a graduate program of study leading to a 60 hour Ph.D. degree in curriculum and teaching with a concentration in cultural studies.
The program in cultural studies has as its framework the program of study of the curriculum and teaching doctoral program. Within that framework, the concern is with the breadth and depth of what is fundamental to educational practice—its ideology, philosophical assumptions, and moral claims. The program is grounded in the study of education and culture with a particular interest in the integration of the arts, humanities, social analysis, and moral inquiry.
The responsibility for developing a coherent and meaningful program of study lies jointly with the candidates and their individual doctoral advisory/dissertation committee. Although the program involves "core and recommended courses", every effort is made to avoid rigidity and repetition. The program has both formal and informal dimensions—course work, comprehensive examinations, doctoral dissertation, as well as discussions with faculty and other students, reflections, attending lectures and performances, etc.
Educational Foundations (18 hours)
Normally students in this program take the basic core courses in the Department of Educational Leadership and Cultural Foundations.
ELC 696 Philosophies of Education (3)
ELC 697 Selected Critical Issues in American Education (3)
In addition, students are expected to take an additional 9-12 hours in educational foundations with the approval of the student’s doctoral advisory/dissertation committee.
Research (15 hours)
Normally students take four (4) core courses:
ELC 609 Epistemology and Education (3)
ERM 617 Statistical Methods in Education (3) or ERM 680 Intermediate Statistical Methods in Education (3)
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 749 Dissertation Seminar (3)
Students will take one additional course with the approval of the student’s doctoral advisory/dissertation committee.
Curriculum and Teaching (15-24 hours)
Normally students take two (2) core courses:
ELC 615 Foundations of Curriculum (3)
ELC 686 Curriculum Theory (3)
Student’s are expected to take an additional 9-18 hours with the approval of the student’s doctoral advisory/dissertation committee.
Dissertation (12 hours)
ELC 799 Dissertation (12)
ELC Educational Leadership and Cultural Foundations Courses
| 506 | Institutes in Education (1-3) |
| Practicum or workshop experiences to focus on issues, problems, or approaches in the profession. Students may apply no more than 3 hours of this course to any degree program. (Graded on S-U basis) | |
| 581 | Teaching in the Urban School (3:3) |
| Pr. admission to teacher education or permission of instructor Course designed to provide an opportunity for educators to examine research and literature related to the problems of teaching in the urban school. | |
| 589 | Experimental Course |
| This number reserved for experimental courses. Refer to the Course Schedule for current offerings. | |
| 604 | Moral Dimensions of Education (3:3) |
| Pr. 696 or 697 or their equivalents Values involved in educational decision making; application of various moral discourses to educational practices. | |
| 609 | Epistemology and Education (3:3) |
| Pr. 696 or 697 or their equivalents An overview of several systems of knowledge and the problems of knowing, knowing how, and belief. Deals with intellect, rationality, and positional knowledge. | |
| 615 | Foundations of Curriculum (3:3) |
| Pr. graduate standing Historical, cultural, and sociopolitical foundations of curriculum theory and practice. Emphasis on ideological shifts in transformative practice, curriculum development/analysis, and relations between curriculum, individual, and society. | |
| 625 | Seminar in Teaching and Social Foundations of Education (3:3) |
| Critical consideration of the purpose and philosophy of undergraduate social foundations courses, perspectives and approaches to teaching, and reflection on issues and problematics of critical pedagogy. | |
| 641 | Designing Educational Programs (3:3) |
| Aspects of systematic educational program planning. Each student will be required to design an educational program plan. | |
| 658 | Planning of Educational Facilities (3:3) |
| School facilities planning for the purpose of promoting better surveys of needs and functional educational specifications through cooperative action. Relationships between design and educational program. Community involvement, funding, the role of the school architect, and the team approach to alternative solutions for building problems. | |
| 659 | Educational Finance (3:3) |
| Pr. advanced graduate standing and permission of instructor Financial management of education; basic economic theory. A business management appreciation of the complexity and magnitude of education as an important resource in the public sector. How the American economy provides funding for public education, how funds are administered, and trends toward more efficient utilization of resources. Equity in the provision of school services and support as crucial concerns of the public school administrator. | |
| 660 | The School Principalship (3:3) |
| For the prospective principal of the lower, intermediate, and secondary levels. Functions in providing a system of communications, organizing people to meet educational goals, defining and formulating goals and objectives, leadership in instruction, supervision, curriculum design and development, personnel administration, and ethical and legal responsibilities. | |
| 661 | Ethics and Education (3:3) |
| Pr. 696 or 697 or their equivalents Appraisal of human aims and practices, attitudes towards character, and conceptions of desirable human life, as these are related to educational theory and practice. | |
| 662 | Power, Politics, and Schools (3:3) |
| Pr. graduate standing The politics of education as the set of interactions that influence and shape the authoritative allocation of values in this society and its educational organizations. | |
| 663 | Educational Administration in Historical Perspective (3:3) |
| Pr. graduate standing Evolution of administrative thought and practice in ancient, medieval, and modern times and their relevance to the functioning of educational organizations. | |
| 664 | Foundations of Interpretive Inquiry (3:3) |
| Pr. 593, 696 or 697; ERM 617 or their equivalents Theoretical and philosophical dimensions of interpretive inquiry in education; concepts that are the foundation for qualitative methodologies in educational research. | |
| 665 | Approaches to Qualitative Inquiry (3:3) |
| Pr. 609, 664 recommended Introduction to empirical qualitative research: philosophical foundations, research design strategies, methods for data collection and analysis (especially interviewing and field observation), options for reporting research. Emphasis on skill development. | |
| 670 | Leadership for Teaching and Learning (3:3) |
| Pr. admission to M.S.A. program or permission of instructor Examines conceptions of "good" schools and the nature of instruction, curriculum, assessment, and professional development. Explores leadership, change, and school renewal that works toward good schooling and pedagogy. | |
| 671 | Principal Fellows Seminar (3:3) |
| Pr. enrollment as a Principal Fellow Required for Principal Fellows each semester during their enrollment in the M.S.A. program. Provides enrichment activities for Principals Fellows as required by the Principal Fellows Program. | |
| 672 | Technology and Administrative Leadership (3:3) |
| How school leaders can use technology to meet their management, instructional, inquiry, and problem solving responsibilities. | |
| 673 | Principal Leadership for Special Education (3:3) |
| Strategies school principals can use to advocate for and implement programs for exceptional children that are effective for students and compliant with legal requirements. | |
| 675 | Schools as Centers of Inquiry (3:3) |
| Pr. admission to M.S.A. program and ELC 670, or permission of instructor Effective schools function as professional learning communities characterized by a culture of inquiry and collaboration. Builds the skills of students in facilitating individual and whole school inquiry. | |
| 678 | Feminist Theories and Education (3:3) |
| Where feminism and education intersect, specifically how gender and other social categories impact lived experience. Political, economic, social inequities studied to transfer theory and practice in educational contexts. | |
| 679 | History of Education in the United States (3:3) |
| Historical foundations of the educational system in the U.S. Contributions of selected educational leaders and the responses of the educational system to the dilemmas posed by major events and movements in the history of the country. | |
| 680 | International Perspectives in Feminism (3:3) |
| Feminism in several world regions; global political developments and postcolonial contexts. Historical and contemporary grassroots efforts of women and men worldwide to educate. | |
| 683 | Engaging the Public in Education (3:3) |
| Examination of parent involvement in schooling, school/family/community partnerships, civic deliberation about education, school’s role in community transformation. Emphasis on equity/justice, school’s accountability to the public, research evidence, effective practice. | |
| 686 | Curriculum Theory (3:3) |
| Pr. 515 or its equivalent The nature of theory and of theory building; application of theoretical criteria to the field of curriculum. | |
| 687 | The Legal and Ethical Foundations of Public Education (3:3) |
| Pr. advanced graduate standing. Basic knowledge of history of American education, governance and organization of education and basic U.S. history and/or constitutional law The constitutional and statutory precedents and principles underlying the roles of federal, state, and local governments in public education. Recent court decisions relating to public education; development of awareness of freedoms and constraints of law and ability to implement and apply the intention of law and court decisions to practical problems of school administration. | |
| 688 | Contemporary Problems Seminar (1-3) |
| Pr. advanced master’s or doctoral standing, or permission of instructor Specific course title identified each semester by subscript, e.g., Contemporary Problems Seminar; Issues in Professional Negotiations. May be repeated for credit when topic varies. | |
| 689 | Seminar in Leadership Development (6) |
| Pr. recommendation of adviser and permission of instructor For students from all disciplines who intend to pursue a career in administrative positions. Development of creative leadership potential and maximization of personal growth. Students requested to make emotional as well as intellectual commitment to development of leadership qualities. (Same as MBA 689) (Graded on S-U basis) | |
| 690 | Supervised Practicum in Educational Administration (3-12) (SVL) |
| Pr. for educational administration majors at either master’s or sixth-year levels and permission of instructor Planned administrative functions in appropriate school setting with objective of providing direct experience with processes and functions of educational administration. Supervision is shared responsibility of university and public school faculties. May be repeated for a maximum of 12 hours credit. (Graded on S-U basis) | |
| 691 | School Organization and Leadership (3:3) |
| Examines organizational dimensions of schooling (structure, culture, human resources, politics, bureaucracy, community); explores practical organizational/leadership strategies for reforming schools to serve diverse students and promote learning, social justice, and democracy. | |
| 692 | Independent Study (1-4) |
| Pr. approval of instructor Guided readings, research, and individual project work under direction of a staff member. | |
| 693 | Introduction to Critical Pedagogy (3:3) |
| Introduction to the theory and practice of critical pedagogy including its relationship to critical social theory. Emphasis on education as vehicle for social change, moral critique, and personal transformation. | |
| 694 | Educational Governance and Policy (3:3) |
| Structures and processes of school governance, including the impacts of district, state and Federal policies, and influence of special interest groups. Attention to policy development, advocacy, implementation, analysis, and critique. | |
| 695 | Comparative Education (3:3) |
| Definition, purpose, and scope of comparative education; the role of such factors in education as race, language, religion, geography, economics, nationalism, socialism, and democracy; a survey of education in England, France, Germany, U.S.S.R., China, Japan and India. | |
| 696 | Philosophies in Education (3:3) |
| Major philosophic viewpoints (traditional and contemporary) as they apply to education; analysis of past and present changes in educational outlook and practices. | |
| 697 | Selected Critical Issues in American Education (3:3) |
| Identification and analysis of selected major policy questions facing education; relationship between the social, political, and cultural milieus, and issues in education. | |
| 698 | Gender, Art, Politics, and Pedagogy (3:3) |
| Artists whose art is political and pedagogical. How artists use art as public voice, identity formation, documentation of public memory/history, redefinition of aesthetics, and reconstruction of learning. | |
| 699 | Thesis (1-6) |
| Individual guidance and direction in the development of a research problem in the master’s degree thesis. | |
| 700 | Critical Perspectives in Education, Leadership, and Culture (3:3) |
| Explores the challenges of educational transformation, including improved teaching and learning, equity/social justice, and democracy in institutions with complex cultural contexts. Introduction to habits of mind for advanced graduate study. | |
| 701 | The School Superintendency (3:3) |
| Pr. admission to Ed.S. or Ed.D. program in educational leadership or permission of instructor Designed for both aspiring superintendents and central office administrators. Focuses on basic knowledge and skill development around a broad range of issues critical to superintendent success. | |
| 711 | Experimental Course |
| This number reserved for experimental courses. Refer to the Course Schedule for current offerings. | |
| 721 | Social and Cultural Change and Education (3:3) |
| Pr. 696 or 697 or their equivalents Consideration of social, cultural, political, and moral challenges facing education in the 21st century. Critical social and educational perspectives on the crises of meaning, democracy, globalization, religion, and identity. | |
| 722 | Aesthetics, Visual Studies, and Critical Pedagogy (3:3) |
| Aesthetics, visual literacy, visual culture, semiotics, and their influences in contemporary education. Development of critical visual literacy for the understanding and integration of the arts in pedagogy. | |
| 749 | Doctoral Dissertation Seminar (1-3) |
| Pr. permission of instructor Develop, discuss, and defend a dissertation prospectus. (Graded on S-U basis) | |
| 750 | Advanced Seminar in School Law Research (3:3) |
| Pr. 687, PSC 528, PSC 529, and/or permission of instructor Case studies in school law. For Ed.S. students or the doctoral student writing a legal dissertation. | |
| 751 | Cases and Concepts in Educational Leadership (3:3) |
| Pr. advanced graduate standing, including students majoring in educational administration, and others by permission of instructor Uses cases and problem-based learning as opportunities to explore key analytic/theoretical perspectives and research evidence relevant to leadership for meaningful and equitable educational reform. | |
| 752 | Theories in Educational Administration (3:3) |
| Pr. advanced graduate standing, including students majoring in educational administration, and others by permission of instructor The nature of theory, definition, utilization; contemporary theories applied to educational administration; system theory and its application possibilities to educational administration. | |
| 753 | Problems and Dilemmas in Administering Education (1-3:6) |
| Pr. 604 or equivalent; six semester hours of research tools (604, 617) and/or experience in some extended practical research activity, and permission of instructor Student/faculty teams will identify problems of administrative practice in education, identify methods or processes to study each problem, analyze problems/solutions in situ, explore alternative solutions (e.g. literature search) and develop conclusions. | |
| 754 | Personal Leadership Assessment and Enhancement (3:3) |
| Pr. admission to Ed.S. or Ed.D. program in educational leadership or permission of instructor For students who intend to pursue educational leadership roles and careers in administration. Emphasizes development of creative leadership potential and maximization of personal growth. | |
| 755 | Law and Policy in Special Education |
| Pr. 673 or equivalent, or permission of instructor Examination of legal, ethical, and policy perspectives in the leadership of special education programs in schools and school districts and their integration into diverse organizational settings. | |
| 775 | Directed Doctoral Research (3) |
| Pr. doctoral students in ELC or CUI and permission of instructor Individual work on dissertation research problems: collection analysis, critical review, integration, and interpretation of research literature on a topic pertinent to the student’s dissertation. May be repeated once for credit. | |
| 790 | Internship in Educational Leadership (3-18) |
| Pr. minimum of 24 semester hours beyond the master’s, or a minimum of all prerequisite courses and 24 additional semester hours for those admitted to the program without a master’s
degree. All such work to be approved in writing by the student’s Advisory/Dissertation Committee Directed year-long internship in an appropriate educational administration field-based setting. Supervision shared by department faculty and field-based mentors. (Graded on S-U basis) | |
| 799 | Dissertation (1-12) |
| Individual direction in the development and execution of a doctoral dissertation. | |
| 801 | Thesis Extension (1-3) |
| 802 | Dissertation Extension (1-3) |
| 803 | Research Extension (1-3) |