A. Introduction to qualitative data collection and analysis in educational research. Review of origins, theory, and design of method; issues of validity, reliability, and human subject ethics.

A. Investigation of cultural and social influences on the developmentof leadership in educational settings. Emphasis is on place and the application of sociocultural concepts to leadership issues and problems in educational settings.

A. Examination of social and political dimensions of the process and content of leadership from theoretical and practical perspectives. Emphasis is on the application of relevant theoretical constructs to leadership issues and problems in educational settings.

A. Study and application of appropriate and effective uses of different types of assessment data in a variety of educational settings to guide leadership practice.

A. Prerequisite: EDL 810 or permission of instructor. The emphasis is on research design, the limitations of research design, and the analysis of data. Techniques include ANOVA, regression, and ANCOVA.

A. An introduction to teaching on the college level focusing on best practices in pedagogy and research.

A. Prerequisite: departmental approval. Completion and defense of a research thesis in educational leadership, policy studies, or a related field. May be retaken to a maximum of six hours.

A. Prerequisite: departmental approval. Minimum of eighty hours of field experiences relevant to the student¿s planned program of study, supported by skill development through symposia, tutorials, lectures, and assessments. May be retaken to maximum of six hours.

(3). A. Examines the dynamacs of educational organizations including the complex patterns of human dynamics and provides a rationale for principles of situational leadership. Facilitates understanding of organizations, their management, and implications for perceptions of fairness.

A. Consideration of the relationship between schools and rural communities, including issues related to democratic localism, state and nationaleducation agendas, and economic development in rural areas.

Examination of social and political dimensions of the process and content of leadership from theoretical and practical perspectives, emphasizing and examining the shape of education in the United States, and the effect of these forces. Formerly EDL 822. Credit will not be awarded to students who have credit for EDL 822.

(3) A. Examines education as a social and cultural phenomenon. Students gain skills to critically analyze educational practice, promote inclusion in schools, lead for cultural equity within organizations, and work with varied communities to serve marginalized students.

A. Analysis of skills required for successful leadership in education organizations. Students evaluate established theories, compare management from leadership, and examine ethical decision-making in complex educational dilemmas. Aligning leadership to individual strengths, values will be considered., Formerly EDL 821. Credit will not be awarded to students who have credit for EDL 821.

Focuses on the leader’s role in changing educational organizations emphasizing the nature, characteristics, responsibilities, and contextual determinants of change. Course considers leadership practices used to build organizational capacity. Formerly EDL 826. Credit will not be awarded to students who have credit for EDL 826.

The course focuses on education policy formation, application, and impact on both P-12 and postsecondary education. The interaction between policy and politics is emphasized. Students will research and prepare policy briefs. Formerly EDL 924. Credit will not be awarded to students who have credit for EDL 924.

(3) A. Formerly EDL 900. A diverse field experience relevant to the student’s planned program of study and research focus, supported by a mentor through site visits, interviews, field investigations and peer information sharing.

(3) A. This course examines best practice approaches for educating and serving students marginalized due to environmental, developmental or behavioral conditions and circumstances. Students in this course will develop improvement plans and analyze strength-based leadership.

A. Designed to examine major themes of higher education administration, organizational leadership and governance with special emphasis on contemporary leadership challenges in postsecondary educational settings.Formerly EDL 912. Credit will not be awarded to students who have credit for EDL 912.

(3) A. Prerequisite: EDD 903 or departmental approval. Examination of intermediate qualitative research methods. Emphasis is on advancing techniques for data collection, data analyses, and write up with emphasis on practice and application. Includes practice with Qualitative Data Analysis (QDA) software.

(3) A. Students analyze leading theorists, historical development, legal and policy precedence, and contemporary issues in American P-20 education with emphasis on the examination of leader roles. Students will integrate theoretical, legal, and historical context to interpret current issues.

(3) A. Formerly EDL 900. A field experience relevant to the student’s planned program of study and research focus, supported by a mentor through site visits, interviews, field investigations and peer information sharing.

(3) A. This is a doctoral course designed to instruct students on writing well-structured, critical literature reviews. The course covers topic selection, searching and managing literature data, note-taking techniques, assessing and synthesizing extant literature, and writing, editing, and proofreading strategies. Credit will not be awarded for both EDD 905 and EDL 956.

A. Prerequisite: departmental approval. Completion and defense of a research dissertation in educational leadership, policy studies, or related field. May be retaken to a maximum of twelve hours.