An overview of methods used to conduct educational research with emphasis on locating and evaluating research literature. Course content includes the scientific method, development of research questions, formulation of research designs with ethical considerations, and professional critiques of methodologies. Qualitative, quantitative, and mixed-method designs will be reviewed. Scholarly writing and APA formatting will be a focus. (Course must be taken within the first 12 credits of the doctoral program.)

Study of administrators’ roles in decision making, evaluation, performance appraisal, school organization and operation, problem identification and resolution, goal setting, planning, as well as management team concepts. Examination of various experiences that affect both teacher and learner.

Examination of the personnel function in educational settings. Consideration of trends in staffing, recruitment, selection, assignment orientation, performance evaluation as well as grievances, labor relations, federal, state, and local mandates and negotiations.

Comprehensive study of school business management. This course is concerned with district-wide business administration policies and procedures essential to conservation and wise use of funds, facilities, equipment and people.

Emphasis on the application of organizational development practices related to educational settings. Focus on change theory and its implementation in schools.

Preparation of administrators to develop and use various oral and written communication skills needed to communicate with diverse groups found within the school environment. Theoretical and analytical foundations of communication on intergroup and interpersonal bases.

This course, aligned with the PA Leadership Core Standards and Corollary Standards and offered in an online environment, examines the historical antecedents of the political processes of education, as well as ways to improve the organization’s culture. The course focuses on the political, social, and economic realities in which the education system operates and considers research and theory which are directly related to issues of education and school reform.

This course provides doctoral students with a basic understanding and appreciation of the interaction of the PA School Code, PA School Law, School Policies, and landmark court decisions that have influenced the development of education in the Commonwealth of Pennsylvania. (Prerequisite: EDL 625)

Analysis of various approaches to curriculum theory. Examination of the educational strengths and weaknesses of these theories as they are implemented in different school environments. Evaluation of the effectiveness of school curriculum programs. (Prerequisite: EDL 622)

Assistance for experienced educators in their effort to monitor and evaluate the implementation of curriculum improvement plans. (Prerequisite: EDL 622)

This course examines pupil personnel services in public and private schools. The focus includes the nature and development of programs to meet diverse student needs at the building and district levels along with discussions of current issues and trends. Central administration and school leadership must understand the broad and extensive services mandated by state and/or federal requirements and those that derive from student needs at the local level. These services strongly influenced by member constituents requires an evaluation and assessment of their worth and effectiveness in promoting effective learning environments and programs for students.

This course, aligned with the PA Leadership Core Standards and Corollary Standards, examines the supervisory process as developmental, dynamic, and collegial to promote purposeful, important learning and teaching. Supervisory perspectives, skills, and authority are analyzed. Options for working with teachers in a learning community and for encouraging teacher leadership are included. Through research, problem-based learning, in-class scenarios, case studies, and discussion, the course will focus on leadership and the role of supervision in student achievement. (Prerequisite: EDL 623)

Focus on the process of growth and change in the adult and various ways of enabling individuals to gain professional competence. Includes skills needed in designing, implementing and evaluating staff development programs.

Guidance of student efforts to translate theoretical constructions and research ideas into useful plans to be incorporated into the research proposal (Chapters 1-3 Draft). Course includes preparation for all aspects of the dissertation process. Grading is Pass or Fail. (Prerequisite: successful completion of required course work and Degree Candidacy Application.)

A culminating experience which reflects the student’s synthesis, integration of knowledge and the academic content of the dissertation research. Successful completion of the Degree Candidacy Application prepares the student for EDL 734: Dissertation Research Seminar. Students will submit Dissertation Chapters 1-2 (draft) with references. Grading is Pass/Fail. The student is allowed to take the Degree Candidacy Application twice. In order to be eligible for the degree candidacy application, the student must complete all required course work prior to the Dissertation Research Seminar with a GPA of at least 3.3 and secure the approval of the chair.

The time when the student works with committee members to complete the dissertation. Students must register for consecutive semesters of dissertation. Grading is Pass/Fail. (A minimum of 6 credits in dissertation is required) Normally, EDL 798 involves completion of the dissertation proposal, EDL 799 involves data collection and analysis, and EDL 800 involves preparation of the final document and the dissertation defense. See Dissertation Handbook for further details.