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Course Criteria
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3.00 Credits
Dissertation: Proposal Completion & Defense; Project Study: Development of Project; Case Study: Presentation of Analysis: This course provides a comprehensive review and knowledge of Educational Leadership research. Emphasis is placed on understanding of a variety of leadership paradigms, understanding of quantitative and qualitative research competencies, how to effectively analyze data and examine their own leadership experiences through the lenses of the educational leadership curriculum. 3 credit hours.
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3.00 Credits
Dissertation/Project Study/Case Study - Research Doc. Finalization & Defense Prep: This course provides a comprehensive review and knowledge of Educational Leadership research and prepares students for the completion, defense and submission of the final research document. Emphasis is placed on understanding of a variety of leadership paradigms, understanding of quantitative and qualitative research competencies, how to effectively analyze data and examine their own leadership experiences through the lenses of the educational leadership curriculum. Instructions are given on how to write final research document. Doctoral candidates meet with the course professor as a cohort group and on an individual basis with their respective advisory committee chair. Discussion of policies and procedures of the capstone process is addressed in this course. 3 credit hours.
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3.00 Credits
Dissertation/Project Study/Case Study - Research Document Completion, Defense & Submission process: This course provides candidates in the doctoral program of Educational Leadership with advisement and support while carrying out their dissertation/project study/case study. Doctoral candidates are required to address one or more ELCC/NELP standards through their choice of dissertation/project study/case study research. 3 credit hours.
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3.00 Credits
This course examines the related concepts of globalization/internationalization from an interdisciplinary perspective, and probes their interlocks in the context of higher education policy and student identity/learning in a transnational context. The students will also explore a number of current issues and key concepts relevant to higher education in a transnational context, in relation to how they inform practices of student learning/identity and every day social relations (e.g., knowledge production, transnational organizations, global trade policies, study abroad, citizenship, immigration, policy, media, language, power, and curriculum).
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3.00 Credits
This course will examine the conceptual framework for developing an integrated and comprehensive institutional strategic plan, while suggesting guidelines intended to assure its successful implementation. The students will explore the environmental challenges and trends, ways to examine institutional strengths and weaknesses within a broader competitive context, the function of major components within a plan and the ways the institutional direction and priorities may be determined.
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3.00 Credits
This course explores legal, ethical and moral issues governing PreK-12 education and identifies the fundamental principles that are central to be an ethical educational leader. This course also examines the characteristics, principles, and practices of an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Legal theories and case studies will be used to cover such topics as constitutional mandates of due process and equal protection, nondiscrimination in employment and educational programs, privacy and openness, tenure and academic freedom, contractual obligations, and program discontinuance and their applications in the real-life settings. 3 credit hours.
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6.00 Credits
Students must maintain Capstone Sustaining Credits as they progress toward completion of their capstone experience. Students must maintain communication with the course instructor and their committee chair and submit a summary of progress made and plan; outlining the next steps and targeted completion dates for their capstone experience prior to the end of each course. 6 credit hours.
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3.00 Credits
Doctoral students will be engaged in critical and reflective analysis of instructional leadership practices in schools. They develop understanding and skills of leading and managing curriculum, instruction, assessment, services, and resources. Using scholar practitioner philosophical stance and practical cases and examples, the course offers district/building capacity development approaches and the critique of them. Topics like instructional leadership, professional learning communities in leading instruction, district-building collaboration for teaching learning transformation in K-12 systems will be addressed. 3 credit hours.
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1.00 Credits
The purpose of this course is to provide an overview of the doctoral program and identify the skills required for students to become innovative leaders in the present-day education sector. The key features of this course will highlight the unique differences of each concentration. Doctoral capstone options will be discussed. The course will focus on writing style, grammar, and use of APA style and citations. Collaboration and individual assignments will ensure students have the scholarly writing, critical thinking, oral communication, and research skills essential for completion of their capstone experience and development of high level of leadership skills. 1 credit hour.
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3.00 Credits
Higher education faces many challenges, such as the increasing importance of higher education in American and global societies, a lack of financial resources, disparities in the educational preparation of candidates, and much more. In this course, candidates will evaluate data to analyze effectiveness of current policies and recommend strategies to address these issues. They will also formulate research questions to generate information for possible solutions. Candidates will build upon the discussions of these contemporary issues in higher education to identify their research interests.
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