This course is designed for researchers and leaders to gain experience using quantitative analytic approaches to answer questions in educational research and policy analysis. As the first course in a two-part series, this course introduces students to foundational tools in quantitative data analysis. Specifically, topics include measurement, graphical and tabular data displays, probability, hypothesis testing, t-tests, X2 tests, analysis of variance (ANOVA), and fundamentals of regression.

Typically offered in Fall, Spring, and Summer

Students will apply and enhance their quantitative skills through analysis of existing datasets. Course goals include practicing and extending Multiple Regression knowledge and skills, generating and testing hypotheses in a multiple regression framework, and appropriately disseminating results. Restricted to doctoral students in Education Research only.

Prerequisite: ED 710

Typically offered in Fall, Spring, and Summer

Design of qualitative studies, conduct of field work including open-ended interviews and participant observation, analysis of data and understanding of theoretical and philosophical background of this research approach.

Typically offered in Fall, Spring, and Summer

Intensive course in the use of field-based and general qualitative research data analysis methods in the social study of education. The course is to help participants acquire skills and gain experience in using various methodological and analytical research techniques. The course emphasis is on the collection, management, analysis, and interpretation of qualitative data.

Prerequisite: ELP 736, EAC 785 or ED 730

Typically offered in Fall, Spring, and Summer

Reading and discussion of 20th-century works in educational philosophy. Consideration of such movements as pragmatism, reconstruction, perennialism and existentialism.

Typically offered in Fall, Spring, and Summer

Comprehensive study of constitutional, statutory and case law as related to elementary and secondary school administration. Emphasis on legal issues associated with governance, finance, property, personnel and curriculum.

Typically offered in Spring only

Historical and sociopolitical contextual analysis of underlying values, methodologies and policies associated with economic and financial planning of K-12 education (e.g., efficiency, equity, and liberty) and the economic and financial mechanisms used to generate, distribute, and expend revenues for educational purposes.

Typically offered in Fall only

This course will draw on both classic and contemporary materials in educational policy research and will primarily focus on the substance of policy research rather than methodology. It addresses research pertaining to the foundations, implementation and evaluation of policy in all levels and sectors of the educational system. Major attention will be given to education in the United States, with comparative perspectives included.

Typically offered in Fall, Spring, and Summer

Analysis of political interactions of individuals and groups in P-12 education, specifically, how politics shapes educational decisions within a federal system of governance. Topics covered include micropolitics and macropolitical systems at the school, district, municipal, state, and federal levels, as well as political culture, interest groups, advocacy coalitions, and institutions. Doctoral standing required.

Typically offered in Fall only

Understand the purposed and uses of school data for research-based school improvement. Understand different types of assessment needed for school and district-wide improvement. Develop models of administrative decision making incorporating key goals, resources, curriculum alignment, data, assessment, and evaluation. Doctoral student status required.

Typically offered in Spring only

Prepares district-level administrators to analyze the changing nature of the superintendency, including major management and leadership responsibilities and leadership approaches. Operational domains examined include school governance and organizational theory, school boards, school district policy, collaborative leadership, material and human resource management, systemic and sustainable reform, contemporary challenges, and personal practices management. Doctoral standing required.

Review of educational program evaluation with emphasis on (1) theory and conceptual models of evaluation, (2) evaluation design, and (3) environmental practical factors influencing design and implementation of evaluation studies.

Typically offered in Fall only

Special Topics in Educational Research and Leadership

Opportunity for graduate students in education to study problem areas in professional education under direction of member of graduate faculty.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall, Spring, and Summer

Utilization of participant-observer role and required participation in selected educational situations with emphasis upon development of observational skills, ability to record relevant observations by means of written journals, skills in analyzing experiences identifying critical incidents and projection of events and consequences. Required development of possible alternative courses of action in various situations, selection of one of alternatives and evaluation of consequences of selected course of action.

Prerequisite: Nine hrs. in grad.-level courses

Typically offered in Fall, Spring, and Summer

Provision of individualized but structured investigation of alternative problem definitions, research methodologies and statistical analyses for a problem of student's choosing, usually associated with thesis or dissertation. In small groups or individually with instructor, student consideration of research design, measurements and statistical analysis necessary to conduct research.

Prerequisite: ELP 742

Typically offered in Fall, Spring, and Summer

Dissertation research.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer