You are in the official 2004-2005 General Catalog
for California State University, Fresno.
Educational Leadership
Joint Doctoral Program
Kremen School of Education and Human Development
Joint Doctoral Program in Educational Leadership
SHARON BROWN-WELTY, CSU Director,
California State University, Fresno
I. PHILLIP YOUNG, UC Director,
University of California, Davis
DIANE RIVERA-PASILLAS, Department Administrative Assistant
Education Building, Room 310
(559) 278-0427
(559) 278-0457 FAX
http://jdpel.csufresno.edu
Doctorate in Educational Leadership
(Ed.D)
Organizational Studies
Supervision, Curriculum, and Instruction
Assessment and Evaluation
Sociocultural Contexts
The Doctoral Program
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
jointly by California State University, Fresno and the University of California,
this 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 from five universities, including: California State
University, Fresno and the University of California campuses at Davis, Los
Angeles, Santa Barbara, and Santa Cruz. The faculty hail from a number of
academic disciplines: educational administration, education, anthropology,
sociology, business, psychology, linguistics, and economics.
All courses are taught in Fresno and are held during the evenings and on
the weekends to accommodate full-time working professionals.
Interdisciplinary/Intercampus Faculty
California State University, Fresno
- Armando Baltra - ESL and Foreign Language Teaching Methodology, Bilingualism and Bilingual Education, Psycholinguistics
- Jacques Benninga - Curriculum and Instruction, Developmental Psychology, Character Education
- Sharon Brown-Welty - Evaluation, Education Leadership, Conflict Resolution, Policy Development, Labor Relations
- Karen Carey - Ethnographic Research Methods, School Psychology
- Donald Coleman - Program Development, Management, Leadership and Organization Development
- Deanna Evans-Schilling - Family Involvement, Curriculum, Teacher Preparation
- Dewey Johnson - Strategic Leadership, Organizational Behavior
- Phyllis Kuehn - Research, Measurement, Statistics, Language Acquisition
- James Marshall - School Curriculum Reform, Assessment, Science Education
- Susan Tracz - Statistical Methodology, Educational Reform, Counseling
- Ronald Unruh - Evaluation and Assessment, Bilingual Education
- Diane Yerkes - Pre-service Preparation of Instructional Leaders, Preparation of Administrators, Women in Educational Administration
University of California
- James Bruno (UC Los Angeles) - Quantitative Method, Operations Research, Educational Policy and Planning, Evaluation and Assessment, Educational Leadership
- Joseph Castro (UC Santa Barbara) - Organizational Learning, Leadership in Higher Education
- James Catterall (UC Los Angeles) - Administration and Policy Analysis, Organization and Leadership
- Donald Erickson (UC Los Angeles) - Principalship, Organizational Theory
- Richard Figueroa (UC Davis) - Bilingual Special Education, Special Education, Minority Testing, Nonpsychometric Assessment, Migrant Education
- Tuli Glasman (UC Santa Barbara) - Principalship/Superintendent, Personnel Evaluation
- Ross MacDonald (UC Davis) - Developmental Education, Tutoring, Ethnographic Research
- Peter McLaren (UC Los Angeles) - Curriculum Theory and Design; Critical Pedagogy; Critical Theory and Critical Multiculturalism; Historical, Philosophical, Social, and Multicultural Foundations of Education
- John McNeil (UC Los Angeles) - Curriculum, School Administration
- Barbara Merino (UC Davis) - Bilingual Schooling, Multilingual Contexts
- Douglas Minnis (UC Davis) - Non- formal Education, Mentoring, Teacher Effectiveness
- Sandra Murphy (UC Davis) - Teaching and Assessing Writing, Reading Comprehension
- Russell W. Rumberger (UC Santa Barbara) - Educational Reform, Education Policy, Education and Labor Markets, Survey Design
- Jonathan Sandoval (UC Davis) - Psychological Tests and Measurement, Children's Classroom Learning, School-Linked Health and Human Services
- Trish Stoddart (UC Santa Cruz) - Educational Psychology, Science Education/Curriculum
- Jon Wagner (UC Davis) - Educational Reform, Social Organization of Educational Research
- Karen Watson-Gegeo (UC Davis) - Ethnographic Research Methods, Sociolinguistics, Bilingual Education, International Education
- George Yonge (UC Davis) - Educational Psychology, Educational Philosophy, Teacher Preparation
Admission Requirements
Applicants must meet the general admission requirements for both California
State University, Fresno and UC Davis. These include a master's degree from
an accredited institution and a grade point average of at least 3.2 in upper-division
undergraduate and master's degree coursework. Applicants must also demonstrate
high potential for educational leadership and scholarly achievement through
professional experience, academic accomplishment, and professional recommendations.
Applicants whose graduate degrees are in subjects other than education/educational
administration and who plan to pursue a Professional Administrative Services
Credential must complete the required 24 credential units (Preliminary level)
prior to admittance.
The deadline for application to the program is in February. Finalists are
interviewed by the Joint Doctoral Program Admissions Committee.
Residency Requirements
Students must spend a minimum of one year in academic residence at each
campus. To establish residence at UCD, doctoral students must be resgistered
as full-time students three consecutive quarters.
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 field case study, and phase three comprises the dissertation.
All students move through phase one as a cohort. Students may choose to
specialize in one of four areas: organizational studies; supervision, curriculum,
and in struction; assessment and evaluation; and sociocultural contexts.
Phase 1 Core (27 units)
EDL 201, 202, 203, 204, 205, 206, 207, 208
Phase 2 Specialization (21 units)
EDL 210, 280T, 290,
EDU 292, 299, 299D
Phase 3 Dissertation (12 units)
EDL 299
Total (60 units)
Doctoral Graduate Courses
Educational Leadership (EDL)
201. Organizational Theory in Complex Organizations (3)
Prerequisite: admission to the program. Seminar. Combines alternative views
of organizational theory with applications to the structure of the school;
to critical roles played by teachers, principals and other school personnel;
and to examine the relationships among structural elements of schools.
202. Planning and Changing in Education (3)
Prerequisite: admission to the program. Seminar. Examines strategies for
initiating and institutional izing change in people and organizations, with
particular attention to moral and ethical issues faced by educational leaders.
Attention is given to the development of skills in communicating results
of research and evaluation, critiquing of scholarly and professional writing
and communication of research and technical information.
203. Governance and Political Perspectives for Educational Leadership
(3)
Prerequisite: admission to the program. Seminar. Determinants of policy
in educational organizations and leadership. Analysis of structures used
for legal, fiscal and political decisions and conflict man agement. Role
of the educational leader in relation to intergovernmental activities aimed
at educational reform.
204. Quantitative Methods Applied to Administrative Practice (3)
Prerequisite: ERF 220 or equivalent. A tutor will be available for specific
student need. 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.
205. Families, Communities, and Schools in Sociocultural Context (3)
Prerequisite: admission to the program. Seminar. Explores the role of parental
relationships with the schools focusing on representation of culturally
diverse communities, involvement of parents in their children's education,
socialization, and learning processes as related to the transition of children
from home to school.
206. Conceptual Curriculum Perspectives for Educational Leadership (3)
Prerequisites: admission to the program and EDL 201, 202. Seminar. Students
will develop the philosophical and analytical skills to examine curriculum
theory and practice, including the conceptualization of purposes of the
organization of subject matters, and of the instructional methods.
207. Ethnographical Research Methods (3)
Corequisites: admission to the program and EDL 204. Seminar. Examines the
purpose and nature of ethnographic research including current application
in educational settings. Emphasis is directed toward critical analysis of
current ethnographic studies and will include field-based application.
208. Theories of Cross-Cultural Education (3)
Corequisites: admission to the program and EDL 205. 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
as leaders with multicultural populations coexisting in a pluralistic society.
209. Advanced Educational Research and Measurement (3)
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.
Includes psychometric theory, validity and reliability of tests, professional
testing standards, and hands-on experience with test evaluation. (Formerly
EDL 280T)
210. Field-based Research Practicum in Organizational Settings (1-3;
max total 3)
Prerequisites: admission to the program, EDL 201-208, and permission of
the co-directors. 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.
280T. Topics in Educational Leadership (1-3; max total 15)
Prerequisites: admission to the program, EDL 201-208, and permission of
the co-directors. 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.
290. Individual Study (1-18; max total 18)
Prerequisites: admission to the program, EDL 201-208, and permission of
the co-directors. Research for individual doctoral graduate students. CR/NC
grading only.
299. Dissertation (1-12; max total 12)
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.
UC DAVIS COURSES
Education (EDU)
292. Special Topics in Education (2-4)
Prerequisite: completion of doctoral core courses in education or consent
of instructor. Selected topics in education. Designed to facilitate preparation
for the qualifying examination or dissertation. Students will critically
analyze scholarly work including their own works in progress. May be repeated
for credit.
299. Individual Study (1-6; max total 40 quarter units)
Independent study, 3-18 hours. Individual study under the direction of a
faculty member. Satisfactory/Unsatisfactory grading only.
299D. Research (1-6; max total 30 quarter units)
Independent study, 3-18 hours. Research for individual graduate students.
Satisfactory/Unsatisfactory grading only.
Courses
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