You are in the official 2006-2007 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 (Ed.D.)
SHARON BROWN-WELTY, CSU Director,
California State University, Fresno
I. PHILLIP YOUNG, UC Director,
University of California, Davis
Education Building, Room 310
559.278.0427
559.278.0457 FAX
http://education.csufresno.edu/dpelfs/dpelfs.htm
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, 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 from four universities, including: California State University, Fresno and the University of California campuses at Davis, Los Angeles, and Santa Barbara. 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 late afternoons, 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, Educational Leadership, Conflict Resolution, Policy Development, Labor Relations
- Karen Carey - Ethnographic Research Methods, School Psychology
- Donald Coleman - Program Development, Management, Leadership and Organization Development
- Alfredo Cuellar - Organizational Culture, Organization Change, Achievement Gap, At-risk Students, Micropolitics, Higher Education Administration and Development, Socio-Cultural Issues
- Debra M. Harris - Leadership Skills and Organizational Development, Program Evaluation, Teaching via the Internet, Developmental Disabilities, Physical Disabilities, Health Issues, Chemical Dependency, Treatment and Evaluation
- Dewey Johnson - Strategic Leadership, Organizational Behavior
- James E. Marshall, II - School Curriculum Reform, Assessment, Science Education
- David E. Tanner - Educational Psychology, Statistics and Measurement, Educational Research, Quantitative and Qualitative Evaluation, Assessing Student Achievement, Evaluating Classroom Assessment Instruments, Evaluating the Performance of Teachers and Teacher Candidates
- Susan Tracz - Statistical Methodology, Educational Reform, Counseling
- Ronald Unruh - Evaluation and Assessment, Bilingual Education
- Donald Wise - Educational Leadership, Instructional Supervision, Educational Reform and Reform Models, Planning for Higher Achievement, School and District Planning, Changing School Cultures
University of California
- Rebecca Ambrose (UC Davis) - Teaching and Learning of Elementary School Mathematics, Gender Issues in Mathematics Education, In-Service and Preservice Teacher Learning, Children's Mathematical Thinking
- James Bruno (UC Los Angeles) - Quantitative Methods, 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
- 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
- Sandra Murphy (UC Davis) - Teaching and Assessing Writing, Reading Comprehension
- Jonathan Sandoval (UC Davis) - Psychological Tests and Measurement, Children's Classroom Learning, School-Linked Health and Human Services
- Cary J. Trexler (UC Davis) - Agri-food System Literacy, Agri-Food System as a Content for Teaching and Learning, Experiential Learning in Science and Technology Education, Service-Learning
- Jon Wagner (UC Davis) - Educational Reform, Social Organization of Educational Research
- Karen Watson-Gegeo (UC Davis) - Ethnographic Research Methods, Sociolinguistics, Bilingual Education, International Education
- I. Phillip Young (UC Davis) - Human resource issues as related to recruitment, selection, and compensation of public school personnel.
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 registered 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 instruction; assessment and evaluation; and sociocultural contexts.
Phase 1 Core (27 units)
EDL 201, 202, 203, 204, 206, 207, 208 , 209, 211
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)
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.
EDL 202. Change in Education (3)
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.
EDL 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.
EDL 204. Quantitative Methods Applied to Administrative Practice (3)
Prerequisite: ERA 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.
EDL 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.
EDL 207. Qualitative Research Methods (3)
Prerequisite: admission to the program. 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.
EDL 208. Theories of Cross-Cultural Education (3)
Corequisites: admission to the program. 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.
EDL 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)
EDL 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.
EDL 211. Educational Evaluation, Assessment, and Planning (3)
Prerequisites: 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)
EDL 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.
EDL 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.
EDL 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)
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.
EDU 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.
EDU 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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