You are in the official 2007-2008 General Catalog
for California State University, Fresno.

Doctoral Program
in Educational Leadership

Kremen School of Education and Human Development
Doctoral Program in Educational Leadership (Ed.D.)

SHARON BROWN-WELTY, CSU Director,
California State University, Fresno

Education Building, Room 310
559.278.0427
559.278.0457 FAX

http://education.csufresno.edu/dpelfs/dpelfs.htm

Doctoral Program 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 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 on the weekends to accommodate full-time working professionals.

Interdisciplinary Faculty

California State University, Fresno

• Jacques Benninga - Curriculum and Instruction, Developmental Psychology, Character Education
• Denise F. Blum - Cuban education, qualitative methods, minority achievement, cultural and social foundations of education
• Sharon Brown-Welty - Evaluation, Educational Leadership, Conflict Resolution, Policy Development, Labor Relations
• Karen Carey - Ethnographic Research Methods, School Psychology
• 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
• Kenneth R. Magdaleno - Educational administration, equity issues in educational leadership, Hispanic leaders as role models, effective mentoring support for educational administrators
• 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

Admission Requirements

Applicants must meet the general admission requirements for California State University, Fresno. These include a master's degree from an accredited institution and a grade point average of at least 3.0 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 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 201, 202, 203, 204, 206, 207, 208 , 209, 211

Phase 2 Specialization (21 units)
EDL 210, 280T, 290,

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. Educational Reform (3)
Prerequisite: admission to the program. Seminar.

EDL 203. Educational Policy Environments (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. Advanced Applied Quantitative Methods (3)
Prerequisite: admission to the program, ERA 220 or equivalent. 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. Applied Qualitative Research
Prerequisite: admission to the program. Seminar.

EDL 208. Theories of Cross-Cultural Education (3)
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 as leaders with multicultural populations coexisting in a pluralistic society.

EDL 209. Advanced Applied 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 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.

EDL 211. Educational Evaluation, Assessment, and Planning (3)
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)

EDL 280T. Topics in Educational Leadership (1-3; max total 15)
Prerequisites: admission to the program, EDL 201-208 and 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.

EDL 290. Individual Study (1-18; max total 18)
Prerequisites: admission to the program, EDL 201-208 and 211, and permission of the director. 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.

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