The purpose of this course is to continue the process of assisting candidates with moving from the role of student to that of emerging scholar and researcher through making steady progress toward completing the dissertation process. Students will understand the dissertation process and create a plan for the direction of their program of study including selecting topics of concentration, conducting research, and writing multiple dissertation plans based on a variety of research methods and approaches.

The purpose of this course is to continue the process of assisting candidates with moving from the role of student to that of emerging scholar and researcher through making steady progress toward completing the dissertation process. Students will understand the dissertation process and create a plan for the direction of their program of study including selecting topics of concentration, conducting research, and writing multiple dissertation plans based on a variety of research methods and approaches.

This course will encourage a culturally pluralistic and global perspective on the equitable education of culturally and linguistically diverse student populations. Students in the course will investigate the philosophical, theoretical, and historical foundations of multicultural education; the values inherent in cross-cultural communication; and relationships between verbal and nonverbal communication systems. Interpersonal skills for encouraging harmony between the dominant culture and culturally and linguistically diverse populations will be topics for investigation.

This course is an advanced study of policy and its impact on the field of education broadly, and school improvement specifically. There is a specific emphasis on policy development and analysis. The course is designed to enable educators to become knowledgeable, effective, and responsible actors within the political and policy arenas of schooling.

This course addresses the theories and processes of change in societies, cultures, and organizations with particular emphasis on change within the educational systems. Completion of this course will enable students to effectively use theories and processes in their role as change agents within their own educational environments. Change strategies that lead to school improvement are emphasized.

This course overviews nationally recognized models for school improvement, the forces and factors that influence school improvement and reform, the barriers to change and reform, and how change can be instigated within educational settings. Students build and value a conceptual understanding of the knowledge base in school improvement. Students develop foundational skills in different styles of writing required throughout the doctoral program.

This course prepares students to be instructional leaders in their educational settings. The knowledge base in effective teaching, motivation and learning, clinical supervision and professional development are explored and analyzed as vehicles for school improvement.

This course identifies current research and theory in principles and models of professional development in the context of school improvement. Students will examine pedagogies of professional development, structures that support teacher and adult learning, models of profession development, issues that influence and define teacher learning, and evaluation of professional development.

This course is designed to introduce students to the process of data-given decision making for school improvement purposes. It focuses on the use of quantitative and qualitative data by P-12 school leaders - as well as leaders in other types of educational settings - to improve student and organizational outcomes. Students will be introduced to this practice through the application of assessment-based educational research, focusing on how educators can improve classroom practice - as well as school - and district-wide effectiveness - through the application of assessment-based research on teaching and learning. This process includes the effective interpretation and communication of assessment results. Students are guided to develop the practice of gathering and analyzing data in a systematic and continuous manner.

This course introduces the graduate student to basic methods of empirical inquiry used in education, nursing, and related social sciences. Quantitative research designs commonly used in these disciplines are emphasized. Students will learn how to select samples, identify appropriate measurement instruments, analyze data descriptively, and apply a variety of inferential statistical tests to answer research questions.

This course focuses on the use of qualitative methods of research, including theoretical perspectives and methods of collection and analysis of qualitative data sources in educational studies. It emphasizes analysis of work samples, observations, inquiry data, artifacts, and other sources of data. Students become skilled at using methods of qualitative research to evaluate school improvement issues. In addition, students examine strategies for thematic and other forms of analysis of observational and inquiry data. Throughout the course students collect and analyze school improvement data.

This course begins a two semester site-based research experience during which students conduct a school improvement project. Students reflect on practice to identify a research problem, conduct a review of literature to provide a theoretical base for their studies, develop research questions, and plan methods for data collection and implementation.

In this course students implement a school improvement project initiated in EDSI 9963. Students will implement a theoretically-based intervention or innovation- related to their research problems, and collect and analyze data for the purpose of answering research questions. Emphasis is placed on the cyclical, continuous process of action research for school improvement.

Students develop and carry out an independent research project in school improvement. A minimum of nine semester hours in this course is required for graduation. Continuous enrollment is required while working on the dissertation project. Prerequisites: Consent of dissertation chairperson and admission to candidacy.

This course is a school-based research experience during which students conduct a school improvement project across two semesters. Students reflect on practice to identify a research problem, conduct a review of literature to provide a theoretical base for their studies, develop research question, implement a theoretically-based intervention or innovation related to their research problems, and collect and analyze data for the purpose of answering research questions. Emphasis is placed on the cyclical, continuous process of research for school improvement. Must be taken sequentially across two semesters (F, Sp). Prerequisite: EDUC 9962.

This seminar provides a vehicle for establishing thematic links among courses during the second year of the doctoral program. It builds connections between coursework and field research experiences. It provides a forum for addressing current educational issues and initiatives and new and emerging technologies. The seminar guides students through steps of developing a professional portfolio, and completing a doctoral dissertation.

Students develop and carry out an independent research project in school improvement. A minimum of eleven semester hours in this course is required for graduation. Continuous enrollment is required while working on the dissertation project. Prerequisites: Consent of dissertation chairperson; admission to candidacy.