California State University, Fresno

Educational Leadership

You are in the official 1996-97 General Catalog
for California State University, Fresno.

Educational Leadership - Joint Doctoral Program

Division of Graduate Studies
Joint Doctoral Program in Educational Leadership
KAREN T. CAREY,
Co-Director California State University, Fresno

ROBERT A. DeVILLAR, Co-Director University of California, Davis
Education Building, Room 310
(559) 278-0427
(559) 278-0457 FAX

Doctorate in Educational Leadership (Ed.D.)
Organizational Studies
Supervision, Curriculum, and Instruction
Assessment and Evaluation
Sociocultural Contexts

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 jointly by California State University, Fresno and the University of California, this 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 from seven universities, including: California State University, Fresno and the University of California campuses at Davis, Los Angeles, Riverside, Santa Barbara, and Santa Cruz. The faculty hail from a number of academic disciplines: educational administration, education, anthropology, sociology, business, psychology, linguistics, Chicano and Latin American studies, and economics.

All courses are taught in Fresno and are held during the evenings and on the weekends to accommodate full-time working professionals.

Interdisciplinary/Intercampus Faculty

California State University, Fresno

Ric Brown Research, Statistics, and Measurement, Educational Psychology, Student Rating of Instruction
Karen Carey Ethnographic Research Methods, School Psychology
Janice Chavez Special Education
Donald Coleman Program Development, Management, Leadership and Organization Development
Alfredo Cuellar Educational Leadership, Organizational Cultures, Mentoring Processes
Manuel Figueroa-Unda Methodological Explorations on Schooling, Higher Education in Latin America
Alexander Gonzalez Social Psychology of Cooperative Teaching and Learning, Issues in Assessment of Minorities
Harold Haak Higher Education, Public Administration
Harry Harris Management, Government Relations, Administration
Lynn Hemink Higher Education, Administration
Nancy Hunt Teacher Education, Use of Computer-Based Technologies
Rebecca Kopriva Research Methods, Statistics and Measurement
Phyllis Kuehn Research, Measurement, Statistics, Language Acquisition
Finian McGinn Linguistics, Literacy, Multicultural Education
Rosemary Papalewis Educational Leadership, Administration/Higher Education, Women Leaders
Theresa Perez School Change, Curriculum, Innovations, New Teacher Induction
Bernice Stone Curriculum, Teacher Preparation, Mainstreaming
Gail Tompkins Reading, Language Arts
Diane Yerkes Pre-service Preparation of Instructional Leaders, Preparation of Administrators, Women in Educational Administration

University of California

Lynn Beck (UC Los Angeles) Leadership, Administration, Principalship
James Catterall (UC Los Angeles) Administration and Policy Analysis, Organization and Leadership
Concha Delgado-Gaitan (UC Davis) Sociocultural Education, Education and Anthropology
Robert A. DeVillar (UC Davis) Education Language, Literacy and Culture
Donald Erickson (UC Los Angeles) Principalship, Organizational Theory
Patricia Gandara (UC Davis) Educational Psychology, Social Foundations, Educational Policy
Tuli Glasman (UC Santa Barbara) Principalship/Superintendent, Personnel Evaluation
John McNeil (UC Los Angeles) Curriculum, School Administration
Barbara Merino (UC Davis) Bilingual Schooling, Multilingual Contexts
Douglas Minnis (UC Davis) Non- formal Education, Mentoring, Teacher Effectiveness
Theodore Mitchell (UC Los Angeles) Public Policy, Philosophy of Education
Rodney T. Ogawa (UC Riverside) - Organizations Theory, Leadership Theory, Qualitative Research
Russell W. Rumberger (UC Santa Barbara) - Educational Reform, Education Policy, Education and Labor Markets, Survey Design
Sandra Murphy (UC Davis) Teaching and Assessing Writing, Reading Comprehension
Trish Stoddart (UC Santa Cruz) Educational Psychology, Science Education/Curriculum
Jon Wagner (UC Davis) Educational Reform, Social Organization of Educational Research
Karen Watson-Gegeo (UC Davis) Ethnographic Research Methods, Sociolinguistics, Bilingual Education, International Education
George Yonge (UC Davis) Educational Psychology, Educational Philosophy, Teacher Preparation

Admission Requirements

Applicants must meet the general admission requirements for both California State University, Fresno and UC Davis. These include a master's degree or equivalent from an accredited institution and a grade point average of at least 3.2 in upper-division undergraduate and master's degree coursework. Applicants must also demonstrate high potential for educational leadership and scholarly achievement through professional experience, academic accomplishment, and professional recommendations. Applicants whose graduate degrees are in subjects other than education/educational administration and who plan to pursue a Professional Administrative Services Credential must complete the required 24 credential units (Preliminary level) prior to admittance.

The deadline for application to the program is in early March. Finalists are interviewed by the Joint Doctoral Program Admissions Committee.

Residency Requirements

Students must spend a minimum of one year in academic residence at each campus. To establish residence at UCD, doctoral students in their second year of coursework will register at UCD in the Winter and Spring Quarters and also in two summer sessions.

Program Requirements

Students in the program move through three phases of study, comprising 60 units. Phase one com prises eight core courses, phase two comprises specialization courses and field case study, and phase three comprises the dissertation. All students move through phase one as a cohort. Students may choose to specialize in one of four areas: organizational studies; supervision, curriculum, and in struction; assessment and evaluation; and sociocultural contexts.

Phase 1 Core (24 units)
EDL 201, 202, 203, 204, 205, 206, 207, 208

Phase 2 Specialization (24 units)
EDL 210, 280T, 290, EDU 299, 299D

Phase 3 Dissertation (12 units)
EDL 299

Total (60 units)

Doctoral Graduate Courses

Educational Leadership (EdL)

201. Organizational Theory in Complex Organizations (3)
Prerequisite: admission to the program. Seminar. Combines alternative views of organizational theory with applications to the structure of the school; to critical roles played by teachers, principals and other school personnel; and to examine the relationships among structural elements of schools.

202. Planning and Changing in Education (3)
Prerequisite: admission to the program. Seminar. Examines strategies for initiating and institutional izing change in people and organizations, with particular attention to moral and ethical issues faced by educational leaders. Attention is given to the development of skills in communicating results of research and evaluation, critiquing of scholarly and professional writing and communication of research and technical information.

203. Governance and Political Perspectives for Educational Leadership (3)
Prerequisite: admission to the program. Seminar. Determinants of policy in educational organizations and leadership. Analysis of structures used for legal, fiscal and political decisions and conflict man agement. Role of the educational leader in relation to intergovernmental activities aimed at educational reform.

204. Quantitative Methods Applied to Administrative Practice (3)
Prerequisite: ERF 220 or equivalent. A tutor will be available for specific student need. 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.

205. Families, Communities and Schools in Sociocultural Context (3)
Prerequisite: admission to the program. Seminar. Explores the role of parental relationships with the schools focusing on representation of culturally diverse communities, involvement of parents in their children's education, socialization, and learning processes as related to the transition of children from home to school.

206. Conceptual Curriculum Perspectives for Educational Leadership (3)
Prerequisites: admission to the program and EdL 201, 202. Seminar. Students will develop the philosophical and analytical skills to examine curriculum theory and practice, including the conceptualization of purposes of the organization of subject matters, and of the instructional methods.

207. Ethnographical Research Methods (3)
Corequisites: admission to the program and EdL 204. Seminar. Examines the purpose and nature of ethnographic research including current application in educational settings. Emphasis is directed toward critical analysis of current ethnographic studies and will include field-based application.

208. Theories of Cross-Cultural Education (3)
Corequisites: admission to the program and EdL 205. 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 as leaders with multicultural populations coexisting in a pluralistic society.
;
210. Field-based Research Practicum in Organizational Settings (1-6; max total 8)
Prerequisites: admission to the program, EdL 201-208, and permission of the co-directors. 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.
;
280T. Topics in Educational Leadership (1-3; max total 15)
Prerequisites: admission to the program, EdL 201-208, and permission of the co-directors. 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.

290. Individual Study (1-18; max total 18)
Prerequisites: admission to the program, EdL 201-208, and permission of the co-directors. Research for individual doctoral graduate students. CR/NC grading only.

299. Dissertation (1-12; max total 12)
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.

UC DAVIS COURSES

Education (EdU)

299. Individual Study (1-6; max total 40 quarter units)
Independent study, 3-18 hours. Individual study under the direction of a faculty member. Satisfactory/Unsatisfactory grading only.

299D. Research (1-6; max total 30 quarter units)
Independent study, 3-18 hours. Research for individual graduate students. Satisfactory/Unsatisfactory grading only.

Return to Courses Menu

Return to General Catalog Home Page