Educational Leadership CC, Ed.D.

Department

Doctoral Program in Educational Leadership (Ed.D.)

Kenneth Magdaleno, Director
Education Building, Room 310
559.278.0427
FAX: 559.278.0457
www.fresnostate.edu/dpelfs/

Degrees and Programs Offered

EDD in Educational Leadership PK-12, Ed.D.
EDD in Educational Leadership CC, Ed.D.
EDD in Doctor of Educational Leadership P-12-CI, ED.D.
EDD in Doctor of Educational Leadership CC-CI, ED.D.

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 by California State University, Fresno, the 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 and practitioners. The faculty hail from a number of academic disciplines: educational administration, education, anthropology, sociology, business, psychology, linguistics, and economics as well as from surrounding school districts.

All courses are taught in Fresno and are held during the late afternoons, evenings, and/or the weekends to accommodate full-time working professionals.

Courses

Educational Leadership Doc Pgm

EDL 501. Organizational Theory in Complex Organizations

Prerequisites: admission to the program. Seminar. Combines alternatives views or organizational theory with application to the structure of the school; to critical roles played by teachers, principals and other school personnel; and to examine the relationships among strutural elements of schools.

Units: 3

EDL 502. Educational Reform

Prerequisite: admission to the program. Seminar. Examines change in education settings in the context of organizational theory, structure, and culture; change processes; and change leadership strategies and styles. K-12 educational settings and higher education settings are used to test theories and change strategies.

Units: 3

EDL 503. Educational Policy Environments

Prerequisite: admisssion to the program. Seminar. Determinants of policy in educational organizations and leadership. Analysis of structures used for legal, fiscal and political decisions and conflict management. Role of the educational leader in relation to intergovernmental activities aimed at educational reform.

Units: 3

EDL 504. Advanced Applied Quantitative Methods

Prerequisites: admission to the program or permission of instructor. 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.

Units: 3

EDL 506. Conceptual Curriculum Perspectives for Educational Leadership

Prerequisites: admission to the program and EDL 201, EDL 202. Seminar. Students will develop the philosophical and analytical skills to examine curriculum theory and practice, including the conceptualization of purposes of the organiztaion of subjects matters, and of the instructional methods.

Units: 3

EDL 507. Applied Qualitative Research Methods

Prerequisite: admission to the program. Seminar. Examines the purpose and nature of qualitative research including current applications in educational settings. Emphasis is directed toward critical analysis of current qualitative studies and will include field-based application.

Units: 3

EDL 508. Theorie of Cross-Cultural Education

Prerequisite: admission to the program. Seminar. 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 leaders with multicultural populations coexisting in a pluralistic society.

Units: 3

EDL 509. Advanced Applied Educational Research and Measurement

Prerequisite: Admission to the program. Review of approaches to designing and conducting educational research, including ethical issues. Emphasis on reading and evaluating research literature, and designing research projects. Psychometric theory, validity and reliability of tests, professional testing standards, hands-on experience with test evaluation are included.

Units: 3

EDL 510. Field-based Research Practicum in Organizational Settings

Prerequisites: admission to the program, EDL 201, EDL 202, EDL 203, EDL 204, EDL 205, EDL 206, EDL 207, EDL 208, and EDL 211, and permission of the director. 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.

Units: 1-3

EDL 511. Educational Evaluation, Assessment, and Planning

Prerequisite: admission to the program. Examines assessment practices, planning strategies, and evaluation processes in K-12 and higher education settings. Addresses current issues and trends in the field of education related to school accountability. (Formerly EDL 280T)

Units: 3

EDL 520. School Leadership for Reading Instruction

Students analyze forces driving reading/language arts mandates and their impact on the implementation of reading curricula. Using philosophical and corporate underpinnings of the "Reading Wars" students discover the praxis between theory, research, and practice.

Units: 3

EDL 521. Human Resource Leadership in Schools

Application of Human Resource Management Theory, empirical findings, and best practices to school leadership. HR theories and practices including recruitment, staffing, motivation, performance management, and development are examined emphasizing the strategic role of HR in enhancing organizational effectiveness.

Units: 3

EDL 523. School Resource Management and Fiscal Planning

Develops advanced skills to effectively manage internal and external resources within the school setting. The course provides an overview for leveraging external resources, obtaining grants, developing external partners, and examining issues and studies related to financing public education.

Units: 3

EDL 524. School Law

Examination of Federal Law, California Ed. Code, California Code of Regulation, and program implementation. Freedom of expression, separation of church and state, personnel law, liability, governance requirements, and special education are covered.

Units: 3

EDL 540. Resources and Fiscal Planning for Higher Education

Covers how resource allocation is determined in a Higher Education system structure. Approaches to budget development are examined using knowledge of traditional and nontraditional financial resources available to colleges, which are a major strategic aspect of higher educational financial planning.

Units: 3

EDL 551. Organizational Theory and Leadership in Comp

Students develop skills to create action plans for organizational change, reform, and renewal by analyzing educational organizations, diagnosing organizational needs, and identifying institutional challenges and contexts.

Units: 3

EDL 552. Educational Reform

Examines changes in educational settings in the context of: organization theory, structure and culture; change processes; and change leadership strategies and styles, K-12 educational settings and higher education settings are used to test theories and change strategies.

Units: 3

EDL 553. Educational Policy Environments

Determinants of policy in educational organizations and leadership. Analysis of structures used for legal, fiscal and political decisions and conflict management. Role of the educational leader in relation to intergovernmental activities aimed at educational reform.

Units: 3

EDL 554. Applied Quantitive Research Methods

Examines advanced research methodologies and data analysis techniques applicable to education and social science settings. Topics include experimental and quasi-experimental design, statistical techniques, sampling distributions, nonparametric statistics, inference and hypothesis testing with applications to the work of the education teacher.

Units: 3

EDL 556. Conceptual Curriculum Perspectives for Education

Examines the socio-political context of curriculum and its historical development. Focuses on educational theories and philosophies, instructional theories and practices, the influences of technology on curriculum, and the assessment of teaching and learning.

Units: 3

EDL 557. Applied Qualitative Research Methods

Examines the purpose and nature of qualitative research including current applications in educational settings. Emphasis is directed toward critical analysis of current qualitative studies and will include field-based and online applications. Fieldwork component is included in this course.

Units: 3

EDL 558. Theories of Cross-Cultural Education

Students develop skills to create action plans for organizational change, reform, and renewal by analyzing educational organizations, diagnosing organizational needs, and identifying institutional challenges and contexts.

Units: 3

EDL 559. Applied Research and Measurement in Education

Review of approaches to designing and conducting educational research, including ethical issues. Emphasis on reading and evaluating research literature and designing research projects. Includes psychometric theory, validity and reliability tests, professional testing standards, and hands-on experience with test evaluation.

Units: 3

EDL 561. Educational Assessment, Evaluation and Planning

Examines assessment practices, planning strategies, and evaluation processes in P-12 and higher education settings. Addresses current issues and trends in the field of education related to school accountability. Contains fieldwork/application component.

Units: 3

EDL 580T. Topics in Educational Leadership

Prerequisites: admission to the program, EDL 201, EDL 202, EDL 203, EDL 204, EDL 205, EDL 206, EDL 207, EDL 208, and EDL 211, and permission of the director. 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.

Units: 1-3, Repeatable up to 15 units

EDL 580T. Technology Planning in Education

This course is designed to explore critical issues, research findings, predictions for the future, and exemplary practice for Educational Technology Planning and teaching with technology including the use of video, computers, mobile devices and online programs. Students will participate in a variety of activities including hands-on explorations, small and large group collaboration, discussions, synthesizing through discussion boards, and short group presentations.

Units: 3, Repeatable up to 9 units

EDL 580T. Professional Ethics

Course aim is to promote doctoral students? knowledge and leadership of professional ethics that promote equity for student learning at all levels. Students will gain expertise in identifying and rectifying ethical inequities and craft plans for effective implementation and improvement.

Units: 3, Repeatable up to 9 units

EDL 580T. Program Evaluation

This course is an advanced application of program evaluation methods and practices. You will need to identify an actual, real-world program willing to engage your services (fieldwork). The work in the course is intended to build off of that presented in EDL 511 by taking your knowledge of program evaluation approaches and guiding you through the program evaluation process.

Units: 3, Repeatable up to 9 units

EDL 580T. Contemporary Issues in Higher Education

This course is intended to present a broad exploration and generate greater understanding of contemporary issues influencing higher education that will involve discussion, written and oral reports and the integration of knowledge across the spectrum of issues relating to higher education.

Units: 3

EDL 580T. Human Resources

This course focuses on the application of human resource management theory, empirical findings, and best practices to school administration. The theories and practices associated with the major functions of human resources including recruiting, staffing, motivation, performance management and development will be examined. There will be an emphasis on the critical, strategic role of human resources in enhancing organizational effectiveness.

Units: 3

EDL 580T. Closing the Achievement Gap: Effective Instructional Practices

Course aim is to promote doctoral students' knowledge of leadership of instructional practices that promote equity and the acceleration of student learning at all levels, K-12. Students will gain expertise in identifying and rectifying educational inequities, develop understanding of effective pedagogical practices that accelerate learning, and write plans for effective implementation of instructional practices. Analysis of research findings and an emphasis on the relationship of theory to practice will be emphasized.

Units: 3

EDL 590. Individual Study

Prerequistes: admission to the program, EDL 201, EDL 202, EDL 203, EDL 204, EDL 205, EDL 206, EDL 207, EDL 208, and EDL 211, and permission of the director. Research for individual doctoral graduate students. CR/NC grading only.

Units: 1-18

EDL 599. Dissertation

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.

Units: 0-12

EDL 599C. Dissertation Contiunation

Pre-requisite: Thesis EDL 298. For continuous enrollment while completing the thesis. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

Requirements

Doctoral Program in Educational Leadership Requirements

Admission Requirements

Applicants must meet the general admission requirements for California State University, Fresno. These include a master's degree from an accredited institution, a grade point average of at least 3.0 in upper-division undergraduate and master's degree coursework, and evidence of receipt of scores from the Graduate Record Examination (GRE) General Test. Applicants must also demonstrate high potential for educational leadership and scholarly achievement through professional experience, academic accomplishment, and professional recommendations. Applicants who plan to pursue a Professional Administrative Services Credential must complete the required 24 Preliminary Administrative Services Credential units prior to admittance.

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

Program Requirements

Students in the program move through three phases of study, comprising 60 units. Phase one comprises nine core courses, phase two comprises specialization courses, and phase three comprises the dissertation. All students move through phase one as a cohort. Students may choose to specialize in pre-K-12 or post-secondary education leadership with a focus on organizational studies; supervision, curriculum, and instruction; assessment and evaluation; and sociocultural contexts.

Phase 1 Core (27 units)
EDL 501, 502, 503, 504, 506, 507, 508, 509, 511

Phase 2 Specialization (21 units)
EDL 510, 580T, 590

Phase 3 Dissertation (12 units)
EDL 599

Total (60 units)

Faculty

Name Degree Email Phone
Hannigan, Jessica D Doctorate of Education jhannigan@csufresno.edu
Hioco, Barbara A Doctorate of Education bhioco@csufresno.edu 559.292.0576
Oliver, Diane E Doctor of Philosophy doliver@csufresno.edu 559.278.0448