EDU7010/8010 Introduction to Educational Research
4 semester hours
The purpose of this course is to provide an introduction to the major research paradigms
of educational research: quantitative and qualitative. At the same time,
the course will provide the skills and knowledge necessary to read critically educational
research literature. Students will examine current research practices in
education, analyze research findings related to current educational issues, and
analyze and evaluate the implications of those findings.
Prerequisite: Acceptance into the Ed.D. program.
EDU7100/8100 Quantitative Educational Research
4 semester hours
This course examines educational quantitative research design and data analysis.
The course stresses the connections between research design, data analysis, and the
use of computer software for statistical analysis and reporting. Topics include the use
of statistical software, the relationship between research design and the appropriate
selection and use of simple and complex descriptive and inferential statistics.
Prerequisite: EDU7010/8010.
EDU7110/8110 School Reform/School Renewal: Seminar
3 semester hours
After examining specific reform/renewal movements in American education history
and learning about the factors that effect and affect the success of reform/
renewal, this course will turn its attention to current school reform/renewal
issues, policy and initiatives and analyze them from historical, philosophical, political,
economic, and social perspectives. This course is considered foundational
to both strands of the Ed.D. Program in that it provides students with necessary
background perspectives to understand and discuss current trends, issues,
research, policies, principles and practices of education in America.
Prerequisite: Acceptance into the Ed.D. program.
EDU7120 Policy Analysis/Research in Education
4 semester hours
This course will focus on the elements of public policy analysis/research. It will
examine the purposes, conceptual frameworks, methodologies, design, and strategies
which comprise policy analyses/research, particularly the relationship
between policy evaluation/analysis and decision-making in education. Students
will be introduced to the analytical tools necessary for policy analysis/research
and will learn to view policy and policy-making from different perspectives: as
rational problem-solving, organizational habit, and political settlement; as the
effort to symbolize key values; as expression or temporary resolution of moral
dilemmas. The course will address current problems and issues in community
relations as they affect administrative practices in the areas of policy analysis and
research. This course will consider internal relationships, such as those among various
components of the school district and between the board of education and
the district office.
Prerequisite: Acceptance into the Ed.D. program.
EDU7135/8135 Dynamics of Organizational Theory and Change
4 semester hours
This course acquaints each student with theories and strategies of organizations
that impact the administration and organizational development of schools. Additionally,
students will examine the conceptual and operational steps organizations
must take to change successfully. This course will analyze critically traditional and
alternative assumptions about organizations, how they function, and why people
in organizations behave as they do. Additionally, this course will examine inclusive
models for community and district development and building positive relationships
to support education.
Prerequisite: Acceptance into the Ed.D. program.
EDU7140 Seminar in Advanced Education Law
3 semester hours
This course will analyze the impact of state and federal laws on schooling and
educational practice, and on the interactions among participants in education
such as teachers, students, parents, and administrators. It will also provide educators
with the conceptual and practical skills to handle the legal function of educational
administration and to become proactive advocates regarding educational
policy and law.
Prerequisite: Acceptance into the Ed.D. program.
EDU7150 Advanced Human Resources Administration
3 semester hours
This course will examine various theories, practice, and research in human
resources administration. Through fictionalized and local case studies and relevant
literature, students will learn about patterns and practices in educational personnel
management, and issues and trends in human resources administration.
Prerequisite: Acceptance into the Ed.D. program.
EDU7170 Administration of Educational Facilities
2 semester hours
Through case studies, field experiences and the literature, this course will explore
the problems, issues, research and trends in the design, maintenance and utilization
of educational facilities.
Prerequisite: Acceptance into the Ed.D. program.
EDU7190/8190 Qualitative Research in Education
4 semester hours
Building upon Introduction to Educational Research, the first part of this course
will examine research design and data collection for a number of types of qualitative
research: lived experience, narrative inquiry, life history/oral history,
ethnography, case study, documentary research, ethnography, micro-ethnography,
grounded theory, descriptive/interpretive, critical theory/feminist. Issues
such as ethics, validity and reliability, and the role of the practitioner-researcher
will be addressed. The second part of this course will address data analysis and representation
examining types of data analysis and management and critical issues
in qualitative research.
Prerequisite: EDU7010/8010.
EDU7200/8200 Advanced Quantitative Research
3 semester hours
This course builds upon Introduction to Educational Research and Quantitative
Research in Education I. This course will examine advanced topics in quantitative
research design and data collection, and various data analysis techniques. The
use of IBM SPSS in data analysis will be stressed. The quantitative research concerns
of individual students will also be addressed.
Prerequisite: EDU7100/8100.
EDU7210/8210 Advanced Qualitative Research
3 semester hours
Building upon Introduction to Educational Research and Qualitative Research in
Education I, this course will emphasize data analysis, its assumptions, variations,
and processes. The course will also examine various ways of presenting and communicating
the findings of qualitative research, and students will read and analyze
examples of qualitative research. Issues such as ethics, validity and reliability
will continue to be addressed.
Prerequisite: EDU7190/8190.
EDU7220 Economics of Education
4 semester hours
This course will focus on the relationship between economics and the provision
of educational services. Current topics in educational economics such as returns
to investment in education, school choice, teacher compensation, accountability,
and privatization of education will be examined. Students will learn how to
analyze issues from an economic perspective. As well, the course will examine current
problems in school finance, including costs, ability to support schools, and
financial implications of educational principles. Problems of federal, state, and
local school support will be examined.
Prerequisite: Acceptance into the Ed.D. program.
EDU7225 Curriculum for Administrators
3 semester hours
This course provides administrators with an overview of how to provide curriculum
leadership, including designing, aligning, implementing, and evaluating curriculum.
It examines the curriculum development cycle from concept, through
writing and piloting, to formative evaluation, revision, and implementation. Students
will focus on aligning a curriculum with other curricula and with state standards.
They will also discuss providing leadership around professional
development. Students will complete a practical project that involves evaluating
a district-wide curriculum.
Prerequisite: Acceptance into the Ed.D. program.
EDU7240 Administration of Technology and Technology for Administrators
2 semester hours
As the title suggests, this course will have two foci. The course will concentrate on
issues surrounding technology in the schools and on the administrative functions
that technology requires. It will also concentrate on the functions that technology
can play in efficient management and management of information. The course
will include lab experiences.
Prerequisite: Acceptance into the Ed.D. program.
EDU7260 The Modern Superintendency
3 semester hours
Candidates will take this course toward the end of their academic program. As
such, The Modern Superintendency will provide a practical, capstone experience,
during which candidates will analyze, synthesize, and apply their knowledge from
previous courses. The course will take a very broad perspective in examining the
job of superintendents in today’s schools. Students will examine: 1. the leadership
characteristics of modern superintendents, 2. the role of the superintendent
in 21st Century schools, and 3. the many challenges facing superintendents in
today’s educational environment.
Prerequisite: Acceptance into the Ed.D. program.
EDU7270 Assessment for Administrators
3 semester hours
This course will explore assessment issues faced by administrators, especially issues
around high-stakes standardized tests. Candidates will address essential concepts
around interpreting and using assessments, including ethical behavior, reliability,
validity, and interpreting norm-referenced scores. In light of the purposes of
assessment, they will examine and critically analyze specific testing/assessment
programs and consider the elements of an ideal district assessment program.
Prerequisite: Acceptance into the Ed.D. program.
EDU7830/8830 Directed Study
3 semester hours
EDU7750 Educational Leadership Internship
3 semester hours
The Internship in Educational Leadership provides continued practical experience
in the student’s major field, under close supervision and direction of local
school district personnel and doctoral faculty members. The internship is defined
as the process and product that result from the application in a workplace environment
of the strategic, instructional, organizational, and contextual leadership
program standards associated with the Ed.D. program at Aurora University. The
outcome should be a powerful synthesis of knowledge and skills useful to practicing
school leaders. Each internship is unique to the needs of that particular
doctoral candidate and comes at, or near, the end of the formal program of studies.
It is understood that effort expending during the internship must be comparable
to formal coursework. This effort translates into approximately 60-65
clock hours devoted to the internship for 3 semester hours of credit.
Prerequisite: Acceptance into the Ed.D. program.
EDU7800/8800 Dissertation
12 semester hours
In this course, divided over two or more semesters, the candidates work one-on-one
with members of their dissertation committee, writing and defending the proposal,
submitting the proposal to the Institutional Review Board, collecting and analyzing
data, writing the dissertation, and preparing for the dissertation defense.
EDU7980/8980 Independent Study
3 semester hours
EDU8080 Curriculum Design I
3 semester hours
This course will examine principles and research in the design and development
of instructional materials and curriculum. The development cycle of conceptualization,
writing, formative evaluation and revision of instructional materials,
including textbooks, is examined. The realities of publishing and marketing
instructional materials are explored as are procedures for evaluating and selecting
instructional materials. A contemporary curriculum project and research
related to that project are examined for its assumptions, development process,
content and effectiveness. Candidates will design instructional materials, employing
best practice in the design.
Prerequisite: Acceptance into the Ed.D. program.
EDU8130 Foundations for Curriculum Studies
4 semester hours
The course will examine epistemologies influencing the field of curriculum and
curriculum development. It will also explore the history of the curriculum field.
Primary and secondary source readings will be used, as well as analyses of curriculum.
Prerequisite: Acceptance into the Ed.D. program.
EDU8150 Technology for Educators
3 semester hours
This course will examine the theoretical foundations and research into various
techniques of learning technologies: computer-based and internet-based technologies,
virtual classrooms and schools, Web 2.0, digital libraries, videoconferencing,
virtual reality, networks, discussion forums, interactive whiteboards, online
courses, etc. As well, the course will include discussions and readings about access,
ethics, equity, privacy, and the impact of the technologies on society in general
and education in particular. Students will be exposed to applications for various
curriculum subjects and will analyze technology standards for students, teachers
and administrators (NETS). . In lab sessions, students will examine specific technologies
and design learning experiences that integrate technology.
Prerequisite: Acceptance into the Ed.D. program.
EDU8160 Clinical Supervision and Teacher Development
3 semester hours
This is an advanced course in supervision which focuses on the theory and practice
of supervision and teacher development. The focus will be on supervision as
an instructional process, the aim of which is to improve instruction. Both pre-service
and in-service supervision will be discussed.
Prerequisite: Acceptance into the Ed.D. program.
EDU8170 Curriculum for Race, Gender, Culture and Ethnicity
3 semester hours
This course will examine educational responses to diversity and inequality of educational
opportunity. Students will focus on programs, policies and curricula
aimed at ameliorating problems faced by disenfranchised groups in contemporary
P-12 schools. Issues such as race, gender, class, exceptionalities, etc. will be
addressed.
Prerequisite: Acceptance into the Ed.D. program.
EDU8180 Leadership and Implementation of Curriculum
4 semester hours
This course will evaluate traditional approaches to leadership as well as contemporary
theories and styles of leadership. Candidates will examine principles
underpinning leadership such as their own values, personal philosophy and
beliefs. Candidates will apply leadership content to the role of Curriculum Director
in a school district. They will critically analyze selected curricula and curricular
trends (P-12) from a number of perspectives, develop a curriculum in an
area of interest and reflect on how to implement the curriculum effectively.
Prerequisite: Acceptance into the Ed.D. program.
EDU8220 Teaching: Current Research and Theory
3 semester hours
This course will explore the research literature on classroom teaching and the
contrasting conceptual and methodological approaches upon which the research
is based. The course is designed to help students become knowledgeable about
the major areas in the field, develop a critical perspective on contrasting paradigms
and raise questions about the implications of research on teaching for curriculum,
instruction, evaluation and professional development.
Prerequisite: Acceptance into the Ed.D. program.
EDU8225 Philosophies of Adult Learning
3 semester hours
The course begins by defining common characteristics of adult learners. Readings
include the research literature on learner-centered instruction. The course
emphasizes theories of self-regulated learning and motivation, focusing particularly
on: constructivism, social cognition, efficacy, attribution, and self-determination.
The course accentuates adult-oriented constructivist methods of teaching
and learning, including problem-based learning.
Prerequisite: Acceptance into the Ed.D. program.
EDU8250 Principles and Practices of Assessment and Program Evaluation
4 semester hours
This course explores issues and practices of the evaluation and assessment of educational
outcomes, including student learning, curriculum effects, program evaluation,
teacher competency, and the impact of large scale assessment programs.
Students examine and analyze critically specific testing/assessment programs and
read, analyze and evaluate selected curriculum and program evaluations and
design a program or curriculum evaluation. Although the course does not have
a statistical measurement focus, it will require students to read and understand
assessment results.
Prerequisite: Acceptance into the Ed.D. program.
