|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
This course is concerned with communication processes within an organization. It focuses on the sending, the receiving and the interpretation of messages. Principles of downward, upward and lateral systems are investigated. Case studies, specific to traditionally under-served and marginalized populations, including but not limited to those living in poverty, students learning English as another language, and students with disabilities are employed to illustrate typical problems that arise and the methodologies devised for successful resolutions to achieve effective communication. Designed for students to learn how to represent a school district to all internal and external constituents, including the wider community.
-
3.00 Credits
Designed to provide future school and district administrators with the requisite skill sets and conceptual knowledge needed for effective 21st century leadership. Understanding technology as a tool for learning, managing, analyzing, communicating and collaborating is integral to successful school leadership at the classroom, building and central office levels. Topics explored include technology integration, digital citizenship, use of technology in systematic organizational improvement, professional growth, digital culture and visionary leadership. In addition to developing personal philosophies regarding use of technology in teaching, learning, and leading, each student will develop a personal portfolio of resources.
-
3.00 Credits
Examines the theories of leadership and organization and their applications to administrative practices. Sociological, psychological and organizational models will be described and analyzed to gain insight into administrative practices and processes such as decision making, group motivation, goal setting, delegating, conflict resolution and site-based management. Extensive research of current practices including but not limited to including programming for those living in poverty, students learning English as another language, and students with disabilities is required. Course designed to target current issues and problematic situations facing the central office administrator in today's dynamic system of public education.
-
3.00 Credits
This course is designed to prepare school leaders for leadership positions in public education. It intends to help postgraduate students in defining an appropriate mode of quantitative inquiry related to a chosen topic of study. The course has been constructed to guide students through a range of issues and considerations, which should inform their general approach to quantitative research. It will give students a general understanding of postgraduate and professional quantitative research, its methodologies, its challenges and its organization. Students will be introduced to a range of research tools and will be equipped to plan and organize their research, as well as to communicate their findings with academic, school district and community audiences.
-
3.00 Credits
Designed to enable the student to interpret the scientific literature in education and psychology and to make the computations involved in the use of tests and original investigations that require statistical technique. Measure of central tendency, variability and correlations are included as are knowledge of and evaluation of effect size research related to instructional practices, leadership practices, and educational policy.
-
3.00 Credits
Introductory study of the organization and administration of American public education for persons interested in pursuing a professional career in educational administration. Students will examine theories of leadership based on cooperation, empowerment and fucilitation of change. A basic understanding of educational leadership is developed through integration oftheory, knowledge and actual practice. Focusing on the multi-fuceted roles of school/district leaders, students will study the role of an executive leader through the lens of the executive leader as a learner, mentor, instructional leader, supervisor, manager, politician, advocate and innovator. Combining theory with practice, students will obtain a deeper understanding ofthe complexity ofleadership within traditional and non-traditional school and district settings, including but not limited to urban and multilingual schools and/or blended and online learning environments.
-
1.00 Credits
Shippensburg Course. The purpose of the course is to help students identify potential dissertation topics in the field of education leadership such that when they pass their comprehensive examiniations they are prepared for dissertation seminar activities that support the development of their dissertation proposals. This course will bring together a group of students and faculty members periodically throughout the program to examine possible areas of research in the field of executive leadership in concert with the program themes of poverty and digital learning. Students will explore their ideas, background and potential methodologies with a collegial faculty and candidate group, address questions about the viability of possible research ideas and be introduced to a variety of sources that may help them refine their ideas or locate alternative areas of exploration based on their interests.
-
3.00 Credits
Shippensburg Course. This course is designed to provide Ed. D. candidates with the necessary background and tools to develop their final drafts of the dissertation proposals and assemble their dissertation committees. Key elements of the dissertation proposal will be reviewed and candidates will begin to have more intense conversations with faculty and others regarding the nature and relevance of their research focus. The IRB process will be outlined (It is anticipated that candidates will consult with potential dissertation advisors and the IRB process will be explained when completing this course.)
-
3.00 Credits
Shippensburg Course.Working with an assigned dissertation advisor, each candidate formally begins the dissertation process. This includes a) finalizing a dissertation proposal describing the theoretical framework and antecedent literature, b) defending the written proposal in an oral examination before his/her Dissertation Committee, c) beginning dissertation activities as described in the proposal.
-
1.00 - 3.00 Credits
Shippensburg Course. This course is a continuation of ELP 898: Dissertation I. Working with the assigned dissertation advisor from ELP 898 each candidate moves fully into the execution stage of the research as set forth in the dissertation proposal. following the conclusion of the data collection stage the candidate refines the initial chapters of the dissertation and develops the presentation of the data to include the summaries, discussion, implications and recommendations for future research. finally, the candidate presents the findings in a defense of the dissertation before the Dissertation Committee.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|