Educational Leadership PK-12, Ed.D.
Doctoral Program in Educational Leadership (Ed.D.)
Sharon Brown-Welty, Director
Education Building, Room 310
Degrees and Programs Offered
EDD in Educational Leadership PK-12, Ed.D.
EDD in Educational Leadership CC, Ed.D.
The purpose of the Doctoral Program in Educational Leadership is to enhance the talents and skills of individuals who plan to devote their lives to the implementation of educational practices informed by research. Offered by California State University, Fresno, the Ed.D. program provides students with a broad view of educational problems and a strong background in social science theory. In addition, the program prepares students to conduct and interpret inquiries on which sound educational policy and practice can be anchored.
Students in the program benefit from the teaching and research expertise of established scholars and practitioners. The faculty hail from a number of academic disciplines: educational administration, education, anthropology, sociology, business, psychology, linguistics, and economics as well as from surrounding school districts.
All courses are taught in Fresno and are held during the late afternoons, evenings, and/or the weekends to accommodate full-time working professionals.
Educational Leadership Doc Pgm
EDL 501. Organizational Theory in Complex Organizations
Prerequisites: admission to the program. Seminar. Combines alternatives views or organizational theory with application to the structure of the school; to critical roles played by teachers, principals and other school personnel; and to examine the relationships among strutural elements of schools.
EDL 502. Educational Reform
Prerequisite: admission to the program. Seminar. Examines change in education settings in the context of organizational theory, structure, and culture; change processes; and change leadership strategies and styles. K-12 educational settings and higher education settings are used to test theories and change strategies.
EDL 503. Educational Policy Environments
Prerequisite: admisssion to the program. Seminar. Determinants of policy in educational organizations and leadership. Analysis of structures used for legal, fiscal and political decisions and conflict management. Role of the educational leader in relation to intergovernmental activities aimed at educational reform.
EDL 504. Advanced Applied Quantitative Methods
Prerequisites: admission to the program or permission of instructor. Seminar. Examines advanced research methodologies and data analysis techniques applicable to education and social science settings.Topics include experimental and quasi-experimental design, advanced statistical techniques, sampling distributions, nonparametric statistics, inference and hypothesis testing. Specific applications to the work of the education leader.
EDL 506. Conceptual Curriculum Perspectives for Educational Leadership
Prerequisites: admission to the program and EDL 201, EDL 202. Seminar. Students will develop the philosophical and analytical skills to examine curriculum theory and practice, including the conceptualization of purposes of the organiztaion of subjects matters, and of the instructional methods.
EDL 507. Applied Qualitative Research Methods
Prerequisite: admission to the program. Seminar. Examines the purpose and nature of qualitative research including current applications in educational settings. Emphasis is directed toward critical analysis of current qualitative studies and will include field-based application.
EDL 508. Theorie of Cross-Cultural Education
Prerequisite: admission to the program. Seminar. Designed to explain and discuss the most relevant theoretical approaches dealing with cross-cultural, multicultural education. As diverse and conflicting perspectives are examined, students will experience the complexity of views and perceptions dealing leaders with multicultural populations coexisting in a pluralistic society.
EDL 509. Advanced Applied Educational Research and Measurement
Prerequisite: Admission to the program. Review of approaches to designing and conducting educational research, including ethical issues. Emphasis on reading and evaluating research literature, and designing research projects. Psychometric theory, validity and reliability of tests, professional testing standards, hands-on experience with test evaluation are included.
EDL 510. Field-based Research Practicum in Organizational Settings
Prerequisites: admission to the program, EDL 201, EDL 202, EDL 203, EDL 204, EDL 205, EDL 206, EDL 207, EDL 208, and EDL 211, and permission of the director. Engages students in studies relevant to field settings. Includes collecting and analyzing both qualitative and quantitative data related to improving educational practice and/or solving school problems. Expected to relate to prospective dissertation topic and proposal possibilities.
EDL 511. Educational Evaluation, Assessment, and Planning
Prerequisite: admission to the program. Examines assessment practices, planning strategies, and evaluation processes in K-12 and higher education settings. Addresses current issues and trends in the field of education related to school accountability. (Formerly EDL 280T)
EDL 520. School Leadership for Reading Instruction
Students analyze forces driving reading/language arts mandates and their impact on the implementation of reading curricula. Using philosophical and corporate underpinnings of the "Reading Wars" students discover the praxis between theory, research, and practice.
EDL 521. Human Resource Leadership in Schools
Application of Human Resource Management Theory, empirical findings, and best practices to school leadership. HR theories and practices including recruitment, staffing, motivation, performance management, and development are examined emphasizing the strategic role of HR in enhancing organizational effectiveness.
EDL 523. School Resource Management and Fiscal Planning
Develops advanced skills to effectively manage internal and external resources within the school setting. The course provides an overview for leveraging external resources, obtaining grants, developing external partners, and examining issues and studies related to financing public education.
EDL 524. School Law
Examination of Federal Law, California Ed. Code, California Code of Regulation, and program implementation. Freedom of expression, separation of church and state, personnel law, liability, governance requirements, and special education are covered.
EDL 540. Resources and Fiscal Planning for Higher Education
Covers how resource allocation is determined in a Higher Education system structure. Approaches to budget development are examined using knowledge of traditional and nontraditional financial resources available to colleges, which are a major strategic aspect of higher educational financial planning.
EDL 580T. Topics in Educational Leadership
Prerequisites: admission to the program, EDL 201, EDL 202, EDL 203, EDL 204, EDL 205, EDL 206, EDL 207, EDL 208, and EDL 211, and permission of the director. Topics and issues in educational leadership in the areas of organizational studies, curriculum, instruction and supervision, assessment and evaluation, and sociocultural studies. Analysis of research findings and an emphasis on the relationship of theory to practice.
Units: 1-3, Repeatable up to 15 units
EDL 580T. Community College Adminstration
This course provides an understanding and development of knowledge of community college administration with emphasis on the California Community College system. The course combines theory, research, topics, issues, and debates of the profession. Practical applications will be explored while enabling students to develop a knowledge base grounded in current theory and research in community college administration.
EDL 580T. Leaders and Leadership
During this course, attention will be focused on the following questions: 1) What is leadership? 2) How does the research literature define leadership generally? Educational leadership? 3) What role does leadership play in the policy-making process? What role does it play in everyday practice? 4) How many notions of leadership changed in recent times? 5) What characteristics make an individual a leader? 6) What are the implications for leaders K-12 and higher education institutions?
EDL 580T. Providing Leadership for Common Core
This course will provide students the opportunity to explore the leadership opportunities and challenges for California educators as they transition from the California's current content standards to the full implementation of the California's Common Core Standards. Students will explore relevant change theories and curriculum theories, and apply these models to fieldwork with client school districts. Students will gain a deep understanding of California's Content Standards--how they differ from the current curriculum, how they will be addressed and how they will transform the nature of classroom instruction.
EDL 580T. Human Relations: Leading, managing and valuing diversity
Managing workforce diversity and valuing human resource differences is an important discipline in the field of human resource management. This course surveys diversity-related concepts, policies and practices designed to enhance the students' level of understanding and sensitivity to diversity-related issues in society and the workplace. Through this course students will develop theoretical, practical and experimental understanding of the emerging field of diversity in organizations.
Units: 3, Repeatable up to 9 units
EDL 580T. Writing for Publication
This course is intended to explore the world of publishing for educational research. In this course, students will gain an understanding of how educational researchers prepare manuscripts for publication. Students will also conduct in-depth explorations of the type of publishing venues that exist for the publication of educational researcher, such as: online journals, peer reviewed journals, methodological journals, theory journals, and practitioner journals. Students will also learn different ways to: engage with journal editors, assess editorial boards of journals, select journals to publish in, and assess journal quality.
EDL 580T. Organization Development for High Performance
This course provides knowledge and practice of organizational development methods used in promoting organizational and large system change. Students examine organizations using organizational diagnosis and development tools in an effort to help leaders transform their organizations into high performing entities. Emphasis will be placed on the knowledge and skill of leaders in designing and conducting appropriate interventions to improve team functioning, in using effective facilitation techniques to support teams in defining and reaching their goals, and the role of leadership in creating and sustaining teams that contribute to positive individual, team, and organizational success.
EDL 580T. Grant Development
Students in this course will learn to plan, write, and submit a grant to a federal or private funding agency of their choice. The course will cover identifying funding agencies, developing the grant plan, literature review, evaluation component, budget, human subjects review requirements, and submission procedures. Students are encouraged to develop a grant in an area related to their work or eventual dissertation topic. The course will include individual directed study, group work, and lectures through Google Hangout. Text and web resources will be used for assignments, lectures, and discussion.
EDL 580T. Interpersonal Leadership and Conflict Resolution
This course is a doctoral level course designed to engage the P-12 and higher education leader in inquiry (conflict resolution research and best practice), analysis (conflict theory frameworks) and skill building (implementation of effective conflict resolution strategies-including school-wide program development). The course closely follows the US Department of Education's model curriculum designed to train educators in principles and practices of conflict management.
EDL 590. Individual Study
Prerequistes: admission to the program, EDL 201, EDL 202, EDL 203, EDL 204, EDL 205, EDL 206, EDL 207, EDL 208, and EDL 211, and permission of the director. Research for individual doctoral graduate students. CR/NC grading only.
EDL 599. Dissertation
Prerequisites: advancement to candidacy for the Doctorate in Education and a minimum GPA of 3.0. Submission of approved dissertation. See Criteria for Dissertation. CR/NC grading only.
EDL 599C. Dissertation Contiunation
Pre-requisite: Thesis EDL 298. For continuous enrollment while completing the thesis. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.
Doctoral Program in Educational Leadership Requirements
Applicants must meet the general admission requirements for California State University, Fresno. These include a master's degree from an accredited institution, a grade point average of at least 3.0 in upper-division undergraduate and master's degree coursework, and evidence of receipt of scores from the Graduate Record Examination (GRE) General Test. Applicants must also demonstrate high potential for educational leadership and scholarly achievement through professional experience, academic accomplishment, and professional recommendations. Applicants who plan to pursue a Professional Administrative Services Credential must complete the required 24 Preliminary Administrative Services Credential units prior to admittance.
The deadline for application to the program is in March. Finalists are interviewed by the Doctoral Program Admissions Committee.
Students in the program move through three phases of study, comprising 60 units. Phase one comprises nine core courses, phase two comprises specialization courses, and phase three comprises the dissertation. All students move through phase one as a cohort. Students may choose to specialize in pre-K-12 or post-secondary education leadership with a focus on organizational studies; supervision, curriculum, and instruction; assessment and evaluation; and sociocultural contexts.
Phase 1 Core (27 units)
EDL 501, 502, 503, 504, 506, 507, 508, 509, 511
Phase 2 Specialization (21 units)
EDL 510, 580T, 590
Phase 3 Dissertation (12 units)
Total (60 units)
|Burke, Thomas J|
|Cervantes, Ann M||Doctorate of Educationemail@example.com|
|Frazier, Christine L||Doctorate of Educationfirstname.lastname@example.org|
|Hioco, Barbara A||Doctorate of Educationemail@example.com||559.292.0576|
|Kuehn, Phyllis A||Doctor of Philosophyfirstname.lastname@example.org|
|Mimms, Jacqueline||Doctor of Philosophyemail@example.com|
|Moradian Watson, Jennifer L||Doctorate of Educationfirstname.lastname@example.org|
|Oliver, Diane E||Doctor of Philosophyemail@example.com||559.278.0448|
|Suleiman, Mahmoud F||Doctor of Philosophyfirstname.lastname@example.org|
|Varanini, Adrian Eemail@example.com|
|Whetton, Dana J||Doctorate of Educationfirstname.lastname@example.org|