EDU 7010 EDUCATIONAL LEADERSHIP AND THEORY
Four hours. The course is 14 weeks, four (4) hours, face-to-face course. Through investigating and engaging students in the study of different aspects of leadership, this course will provide students with in-depth exposure to the study of educational leadership that include traits, characteristics, models, and dimensions of leadership coupled with a critical examination of sustainable theory in education environments.
The course will cover major characteristics of leadership by researching the diverse facets of leadership theory with application to educational issues and use theory to help inform their own research interest. In completing the course assignments, the student will generate their own leadership theory and style that augments learning for diverse student populations.
EDU 7020 CURRICULUM LEARNING AND INSTRUCTION
Four hours. This course will examine curriculum, learning and instruction within the context of the theoretical structures that underlie curriculum considerations relative to the work of responsible curriculum decision-makers at all levels. This will include a critical study of the history of curriculum and curriculum theory in the United States with emphasis being placed on the historical, philosophical, and scientific foundations of curriculum theory. Curriculum, learning and instruction will provide a framework for thinking about how curriculum relates to students' understanding of the world around them. It will symbiotically meld curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in social, educational, and economic relations.
EDU 7030 ETHICS IN EDUCATIONAL LEADERSHIP
Four hours. This course will be a critical and pragmatic examination of ethical leadership and administration within education focused organizations: higher education, community college and pre-K-12. The main emphasis for this course is on the philosophical, social and moral standards, codes, and values focusing on how decisions impact public school and college leaders. Ethical decision-making is underscored by social and moral values and these form the basis for understanding the relationship between one’s values and decision making. This course will demonstrate the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it will address some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it will emphasize the importance of ethics instruction from a variety of theoretical approaches. And finally, it will provide a process that leaders/teachers might follow to develop their own ethics unit or course.
EDU 7040 ORGANIZATIONAL THEORY AND BEHAVIOR
Four hours. In this course, learners will develop and demonstrate dispositions of instructional designers as they analyze and apply systematic strategies for the identification of instructional needs, the design of instructional models, and the selection and design of these models to meet educational and training goals in both K-12 education, and adult education. Learners will use technology as a learning tool and as a tool for reflection on learning. This course has been designed to meet the needs of those individuals involved in designing instruction, incorporating elements of learning theory, evaluation theory and system theory which support the design of instruction. This course will provide teachers, media specialists, and adult educators with those skills needed to design instruction they are responsible for conducting and enable them to consult with others who are responsible for instruction. You will have the opportunity to work in "design teams", building collaborative work environments, addressing the goals and requirements of this class.
This course is project-oriented: development efforts culminate in a proposal for an instructional product and a report on prototype development and testing efforts. However, the goal of the course is not to develop products per se, but to provide opportunities to practice disciplined and collaborative processes for inquiring about learning problems and opportunities, and for inquiring about the value of alternative strategies for addressing these problems and opportunities. The course takes an engineering approach to instructional development. Topics include needs assessment, analysis of subject-matter content, development of goals and objectives, classification and sequencing of objectives, design of instructional strategies, selection and integration of media-based delivery systems, design of print- and/or multimedia-based instruction, and formative evaluation of product prototypes.
EDU 7050 EDUCATIONAL POLITICS, POLICY AND CURRENT ISSUES
Four hours. While educational leaders are not required to become politicians, it is very important C to understand the political system and environment in which school and district administrators work. Federal and state law, and local school board policy, often begins as ideas and action that may result in new educational rules and/or statutory requirements students, teachers and school leaders must follow. Political influence, policy guidelines, and instructional decisions that emerge within the context of new rules have a profound impact on the role of an educational leader. They are complex and often controversial. Unintended consequences of well-intentioned law, policy or rule require the school leader to carefully and thoughtfully navigate, often uncharted, waters in order to establish and maintain a productive and safe learning environment. In this course, students will develop an awareness of significant political decisions related to law, legislation, policy, or rule that defines an ever-changing environment. Students will review, analyze and evaluate political background and characteristics of major legislation that has a major impact upon public schools and school leaders. In addition, students will examine pathway from political thoughts, action, and ideas to policy decisions and instructional practice resulting from implementation of new requirements. Course content and objectives relate primarily to research practices (Reflection, Analysis, and Inquiry) that will become integrated into the student’s professional practice.
EDU 7060 K-12 LAW AND GOVERNANCE
Four hours. Legal decisions have a profound impact on your role as an educational leader. They are complex and often controversial. The courts attempt to balance the rights of individuals with the right of school districts to establish a productive and safe learning environment for student, teachers and educational leaders. In this course, students will develop an awareness of important law/legislation that defines an ever-changing legal environment. Case law relating to significant legal decisions will be reviewed and analyzed. Course content and objectives relate primarily to research practices (Reflection, Analysis, and Inquiry) that will become integrated into the student’s professional practice.
EDU 7070 CURRICULUM ANALYSIS
Four hours. This course focuses on the application of instructional design principles to the development of instruction. Topics include contemporary issues and trends in instructional design, foundations in learning research, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics, hardware and software innovations, assessing instructional outcomes, and factors affecting utilization.
EDU 7080 FINANCE AND RESOURCE ALLOCATION
Four hours. Course examines the complexities of higher education finance and Public Education K-12 finance and how political, economic, and social forces impact budgetary decisions. Provides an overview of financial administration in public and private colleges and universities, public K-12 schools and private K-12 schools with special emphasis on funding theories and strategies, governmental and private-sector programs and initiatives, resource allocation concerns, and institutional fund-raising activities.
This course offers a basic understanding of the nature and role of budgeting and finance in the K-16 education sectors in Florida. Budgets are one of the most significant policy documents in the public domain. They reflect priorities, values, and power relationships. Although they have important technical aspects, budgets are fundamentally political statements. They reflect the choices that result from the political process and ultimately become issues in the electoral process. Similarly, how we finance education reflects political processes and public priorities. In this course, we will learn how K-16 schools are financed and how educational finance relates to student outcomes.
EDU 7090 QUANTITATIVE ANALYSIS
Four hours. The purpose of this course is for doctoral students to analyze quantitative research methods using a combination of readings, problems, web sites, and other resources. Topics will include the nature and purposes of quantitative research; planning and conducting quantitative research; critiquing and evaluating research; sampling; survey and experimental design; evaluation research; observation and inquiry; measurement and methods of data collection; ethics; and the use of computers in data analysis. Collaborative discussion, case-study analysis, and computer exercises will be a few methods practiced in conducting and analyzing quantitative data.
EDU 7110 EDUCATIONAL ACCOUNTABILITY AND STUDENT ASSESSMENT
Four hours. This is a 4-hour course designed to provide real world experiences with a foundation for understanding current state and federal accountability systems. School leaders will learn accountability through data –based decisions by applying the functions of curriculum, assessing instructional activities, influence of maintaining a positive climate, and assessing student performance in a planned school improvement model.
EDU 7120 QUALITATIVE ANALYSIS I
Four hours.The purpose of this course is for doctoral students to analyze qualitative research methods using a combination of readings, problems, web sites, and other resources. Topics will include the nature and purposes of qualitative research; planning and conducting qualitative research; critiquing and evaluating research; sampling; survey and experimental design; evaluation research; observation and inquiry; measurement and methods of data collection; ethics; and the use of computers in data analysis. Collaborative discussion, case-study analysis, and computer exercises will be a few methods practiced in conducting and analyzing qualitative data.
EDU 7130 POLICY ANALYSIS, IMPLEMENTATION AND EVALUATION
Four hours. The course is 14 weeks, four (4) hours, online format. Creating and implementing effective education policies requires a close examination of the social and historical foundations of education in the United States and beyond. This course helps student recognize and understand how educational policies permeate educational systems and how policies are received and articulated in the cultural practices of schools.
The course also deepens and expands understandings of educational policy, practice and theory, past and present, at local, national, and international levels. Students will examine educational policies, movements, outcomes, dilemmas, and controversies--as well as the theories shaping them--using modes of inquiry associated with an array of scholarly fields and disciplines. In order to improve practice for the purposes of promoting excellence, equity, and efficiency in educational systems and organizations in a world of accelerating educational change, students need a better understanding of the practices by educational organizations and the policies that govern them.
EDU 7140 Dissertation
Twelve hours. The purpose of this course is for doctoral students to develop, implement, analyze, and evaluate research based on a research or set of research questions. Students will work directly with a doctoral research committee. The dissertation will be an approved research study to investigate a research question/s using proven research methods. Research topics must be pre-approved by the doctoral dissertation committee and directly related to educational leadership. The dissertation will consist of five chapters and upon completion; the student will defend research findings.