This foundational course will introduce you to the concepts and practices of advanced graduate study. You will examine concepts and expectations of advanced graduate study and academic integrity as well as investigate best practices of scholarship and research. You will explore university resources and supports associated with student success, including technologies for learning and research. You will also evaluate the program process and requirements for success. Finally, you will advocate for self-care and reflection during your studies.

Academic writing is at the heart of scholarly writing. How you explore and navigate your topic of interest is both a personal and professional matter. In this course, you will integrate effective research and writing skills, and evaluate standards of academic writing, honesty, and integrity. Literature and writing are closely related, so this course also offers you a first chance to examine the elements of conceptual and theoretical frameworks and critique the role of supporting literature and inquiry with conceptual and theoretical frameworks. Finally, you will synthesize the frameworks commonly used in educational research.

In this course, you will explore theories, philosophies, and professional standards related to educational leadership. You will also examine diversity, equity, and inclusion in the context of school leadership. Based on best practices, you will develop a personal leadership approach and promote ethical behavior and decision-making to become an effective leader within your educational setting.

You will develop effective search and scholarly writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified research themes, including a study problem, purpose, and theoretical perspectives for an empirical research study; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal of this course is for you to understand strategies to survey scholarly empirical and theoretical literature to avoid bias, focus on educational practice-based research problems, and address the required components of a scholarly literature review.

In this course, you will explore evidence-based decision-making in leadership to facilitate school and district performance. Utilizing authentic situations, you will analyze techniques to identify valid evidence to make informed decisions, processes in effectively collaborating with major stakeholders, and the effectiveness of the evidence-based decision making process.

In this course, you will explore the understanding of and relationships among educational policy, leadership, and research. Course emphasis will involve definitions and examples of effective educational policy, leadership theory, and research as well as how these areas can be effectively employed together. You will analyze various seminal educational policies, effective leadership qualities and practices, and research approaches to facilitate school performance.

Today’s educators must appraise, assess, and argue the best means to reach diverse and exceptional students. Additionally, individuals differ in gender, sexual orientation, age, cultural background, experiences, and abilities. In this course, you will explore different means to address the nature of cultural diversity, its sources, and its importance to educators. You will consider how districts can plan and prepare to meet the needs of diverse students, taking into consideration epistemological and axiological perspectives unique to many cultures.

In this introductory research course, you will explore the underpinnings of the research process, examine research paradigms, and investigate theoretical and practical foundations of qualitative and quantitative research methodologies used within educational research. You will identify criteria for the development of a quality research study that is ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics will involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, generalizability or transferability, and rigor. This course is intended to familiarize you with concepts and skills associated with conducting theoretical and applied research.

In this course, students will focus on research, theory and philosophy in developing powerful schools that educate all children well, grades K through 12. Students will learn about various school reform efforts, policies and politics behind various local, states, and federal efforts, and be able to draw upon the educational change and leadership literature to develop their own process and design for better schools.

In this course, students will utilize various research-based leadership decision-making concepts and supervisory processes to advance teacher development and instructional practice. Emphasis will be on the educational leader as a decision-maker, supervisor, and teacher advocate to support student achievement. Additional topics will involve perceptions of leadership, instructional strategies and support, professional development, and collaboration.

In this course, students will explore classic and contemporary approaches to organizational development from a leadership perspective. Major emphasis will be placed on theories, strategies, and leadership styles relative to implementing organizational growth. Students will address various organizational concepts leading to the development of their own organizational leadership plan.

In this course, you will explore the theoretical foundations of effective school district leadership. Course emphasis will involve an understanding of leadership theory, the importance of leadership theory, and how leadership theory can inform effective school district leadership. You will analyze various leadership theories and their application within the school learning environment as a school district leader.

This course offers foundational knowledge to become a critical consumer of statistical- based research literature as well as develop the necessary skillset for non-inferential quantitative analyses. The emphasis will be on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, interpretation and critical inferences from statistical results. Statistical computations will be completed using statistical software applications for quantitative data analysis. The course culminates in a synthesis project to demonstrate statistical skills and aligned with APA guidelines for presentation of statistical results.

This course focuses on qualitative research methodology and designs and the methods used to collect and analyze data in educational research. You will examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness pertaining to qualitative research, and the role and responsibilities of the qualitative researcher will also be explored.

This course explores the quantitative research methodology and associated designs and methods. You will examine paradigmatic perspectives along with the tenets and conventions of quantitative research. This examination of designs and methods will include topics such as feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You will also explore the components of aligned and coherent quantitative research designs that support meaningful research within the field of education.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. The course takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods to present the analyses and findings.

You will learn advanced statistical principles and how to apply them to quantitative research. You will be provided an overview of advanced statistical concepts used in empirical research, including inferential analyses. Advanced computations will be performed using SPSS. The focus involves helping you build independent scholarly skills with an emphasis on understanding multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and presentation of statistical results.

Prerequisites: Completed all foundational, research, and specialization courses as required by program.

The doctoral comprehensive assessment for the Ph.D.-EDL is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. Throughout this course, you will synthesize discipline-specific content with scholarly literature as you create a prospectus for a theoretically based research study focused on furthering knowledge in the field of education. Ph.D.-EDL research has a focus on contribution to theory, whereas Ed.D.-EDL research focuses on addressing a researchable problem that has practical applications. The two are similar in that they both apply the scientific method to collect data, analyze data, and present results. However, the results are given greater emphasis in terms of theory for the Ph.D.-EDL. In the Ph.D.-EDL degree, you will therefore conduct research that contributes to the broader discipline rather than a specific problem rooted in an applied, professional practice. This prospectus will likely become the foundation of your Ph.D.-EDL dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.

Students in this course will be required to complete Chapter 1 of their dissertation proposal including a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee approved (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.

Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection, and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.

Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.

In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.