You are in the official 2009-2010 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.)
at Fresno State
SHARON BROWN-WELTY, Director,
California State University, Fresno
Education Building, Room 310
559.278.0427
559.278.0457 FAX
http://education.csufresno.edu/dpelfs/
Doctoral Program in Educational
Leadership (Ed.D)
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/or the weekends to accommodate full-time working professionals.
Graduate Group Faculty
California State University, Fresno
- David Andrews - secondary science methods; technology in science education; preparation and development of science teachers
- Jacques Benninga - curriculum and instruction, developmental psychology, character education
- Kathryn Biacindo - cultural and psychological foundations of education
- Carol Fry Bohlin - mathematics education; professional development for math teachers; educational neuroscience; mathematics learning and teaching styles
- Roy Bohlin - curriculum and instruction; technology integrated into curriculum; educational statistics; advanced instructional theories and strategies
- Sharon Brown-Welty - evaluation, educational leadership, conflict resolution, policy development, labor relations
- Walter Buster - educational reform, superintendency, educational leadership, leading change, building learning communities
- 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
- Elaine Garan - teaching reading, teaching language arts; assessment in reading; literacy K-3; literacy support for ELLs
- 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
- Pamela Lane-Garon - psychological and cultural contexts of teaching and learning; conflict and classroom management; school-based peer mediation; character education; cultural foundations of education
- 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
- Peter Mehas - politics in education, governmental perspectives in education, educational policy development and analysis
- Judith Neal - reading specialist, reading recovery
- Kien Pham - math instruction for second language learners
- Dana Powell - teaching students with disabilities; enhancing instructional practice with diverse students
- 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 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.
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 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.
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.
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.
Courses
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