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Graduate Course Proposal Form Submission Detail - EDA7281

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Current Status: Approved by SCNS - 2012-06-14
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC chair 5/4/12.for Ed. Lead. EdD; GC appd 5/15/12. to USF 5/15/12. to SCNS 5/23/12. Appd eff 8/1/12


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2729 2012-01-31
     
    Department College Budget Account Number
    Educational Leadership ED 173500
     
    Contact Person Phone Email
    Anthony Rolle 8139746624 arolle@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDA 7281 Policy Analysis and Implementation Strategies for Educational

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Pol & Imp Strategies for Educ
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Acceptance into a doctoral program

    Corequisites

    Course Description

    This course has students apply systematic frameworks for policy analysis and implementation - utilizing multiple analytical and implementation concepts - to improve educational system, district, school, and student performance.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to compete with national trends

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    At capacity, ths course should attract 10 - 20 students annually from DELPS. Programs within the COEDU also may find this course appealing as well as students from other social sciences interested in educational leadership & policy.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    The successful candidate should have credentials demonstrating excellence in scholarly activities, teaching, and academic administration. Knowledge and experience applying quantitative & qualitative methods to the multiple stages of the educational policy process.

    --------------------------------------------------------------------------------


  4. Other Course Information

    A. Objectives

    The purpose of this course is to introduce educational leaders to means by which answers can be framed in questions such as:

    • What is education policy analysis and its purposes? What is education policy implementation and its purposes?

    • How can education policy analysis and policy implementation be used to influence the trajectory of an organization?

    • What types of education policy analysis and policy implementation concepts guide educational leaders when discussing alternative administrative, legal, instructional, and financial strategies?

    Which types of staff are foreseen, how will students, and teachers benefit – and how should benefits be defined – from education policy analysis and implementation decisions?

    B. Learning Outcomes

    In choosing educational policy solutions, problems associated with policy analyses (i.e., analytical schemes utilized to select appropriate policy options) and the implementation (i.e., how a policy is moved from a policy option to practice) of the chosen policy rarely receive detailed, systematic, and sustained attention in doctoral study. In part, this lack of theoretical focus is due to having no generally accepted methodology for performing such an analyses that falls within the skill set of a single profession. Also in part, it is because bureaucrats, politicians, and interest groups supporting programs have few incentives to detail potential implementation problems during legislative processes. To address these and similar issues, this course describes – and has students apply – systematic frameworks for policy analysis and implementation. And, even though the course will not provide a complete “cookie cutter” methodology, utilizing multiple analytical and implementation concepts and standards can highlight potential trouble in the education policymaking process; and, improve district, school, and student performance.

    C. Major Topics

    Educational Organizations, Costs, and Cost Effectiveness:

    Measuring and Assessing Policy Options

    Applications of Policy Assessment Tools

    A Synthesis of Implementation Research Literature

    Policy Implementation Concepts & Theory

    Multiple Perspectives for Policy Implementation

    Policy Implementation & Education Reform

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Other readings will be assigned as necessary.

    F. Student Expectations/Requirements and Grading Policy

    Evaluation of Student Outcomes:

    Each student is expected to attend class regularly; study and analyze assigned readings; participate in class discussions; and complete all assignments. Some work in the class will be done in small discussion groups organized around a topic for study. Groups will work during the class period and report on issues, questions, and insights regarding the assigned material. In addition, there will be a weekly computer lab session where students will learn to analyze data using EXCEL and SPSS.

    ASSIGNMENT ONE (5%): “The Elephant in the Room” or “The Ed School’s Romance with Progressivism”. Critique the manuscript using the “Questions for Guiding the Critique of Policy-Based Reports” as a guide. Your response should address specific applications of data-based or statistical methodologies surround educational leadership & policy issues. Please use Times New Roman characters, 12 point font, and one-inch margins. Limit responses to three typed, single-spaced pages. (Due Week 2)

    ASSIGNMENT TWO (10%): “Can a State Department of Education Increase Teacher Quality?” or “How Within-District Spending Inequities Help Some Schools to Fail”. Critique the manuscript above using the “Questions for Guiding the Critique of Policy-Based Reports” as a guide. Your response should address specific applications of data-based or statistical methodologies surround educational leadership & policy issues. Please use Times New Roman characters, 12 point font, and one-inch margins. Limit responses to three typed, single-spaced pages. (Due Week 4)

    EXAMINATION ONE (20%): An Application of Policy Analysis in Education (Due Week 6)

    ASSIGNMENT THREE (15%): “How to Improve the Supply of High Quality Teachers” or “Some Schools Have More Underqualified Teachers Than Others”. Critique the manuscript above using the “Questions for Guiding the Critique of Policy-Based Reports” as a guide. Your response should address specific applications of data-based or statistical methodologies surround educational leadership & policy issues. Please use Times New Roman characters, 12 point font, and one-inch margins. Limit responses to three typed, single-spaced pages. (Due Week 8)

    EXAMINATION TWO (20%): An Application of Policy Implementation in Education (Due Week 10)

    FINAL PROJECT (30%): “Policy Analysis and Implementation Action Research” (Due Finals Week).

    The purpose of this group project is to engage students in a culminating policy analysis and implementation experience. Students will demonstrate their knowledge of social, political, and economic analytical frameworks that are associated with planning, developing, implementing, managing, and evaluation of education policy processes through a corporate-style written report and video presentation. Presentations will be approximately one hour in duration. Written reports and video presentations will consist of several components including, but not limited to:

    • A description of your ideal educational organization and its educational objectives;

    • A description of your ideal educational organization budget and management philosophy;

    • A description of the education policy decision to be implemented;

    • A detailed description of policy analysis decision process; and,

    • A detailed description of how implementation choices will be made and evaluated.

    A group grade will comprise 30 out of the 40 percentage points possible on this assignment. The remaining 10 percentage points will be divided equally based on the quality of presentations and peer-evaluations.

    As can be expected, readings must be completed before class. There may be weekly written and computer homework assignments as well as take-home examinations. Where applicable, all assignments must be typed. Each student should meet with the instructor at least once during the semester. Office hours will be held after class or by appointment. Evaluation of your work will be based on the following criteria:

    A / 4.0: All assignments are complete, on time, thorough, well edited, and exceed stated course requirements. All written work shows exemplary graduate level quality in expression, attention to detail, evidence of originality, organization and reflection. Learning is demonstrated by careful preparation for class, and thoughtful contributions as an individual and group member.

    A- / 3.7: All assignments are complete, on time, thorough, well edited, and exceed stated course requirements. All written work shows superior graduate level quality in expression, evidence of originality, organization and reflection. Learning is demonstrated by preparation for class, and thoughtful contributions as an individual and group member.

    B+ / 3.3: All assignments are complete, edited, and meet all stated course requirements. All written work shows graduate level quality in expression, organization and reflection. Learning is demonstrated by preparation for class, and thoughtful contributions as an individual and group member.

    B / 3.0: All assignments are complete, edited, and minimally meet all stated course requirements. Most written work shows graduate level quality in organization and reflection. Learning is demonstrated by a basic preparation for class, and contributions as an individual and group member. Cumulative grade point averages must remain at 3.0 or higher. Lower final grades can affect your degree and/or credential receipt.

    B- / 2.7: All assignments are complete, edited, and meet most stated course requirements. Written work is slightly below graduate level quality. Preparation for class, and contributions as an individual and group member are slightly below an acceptable level.

    C / 2.0: Some assignments are incomplete, poorly edited, and meet some stated course requirements. Written work is below graduate level quality. Preparation for class, and contributions as an individual and group member are below an acceptable level.

    F: Assignments and written work are well-below expected graduate level quality.

    After a consultation with the instructor, only one assignment receiving a score of C or below may be chosen to rewrite; and, it must be submitted within one week of the original return date. The maximum grade on a rewritten submission is a B+. Grades will be earned as follows:

    Grade Percentage

    A / 4.0 94 and above

    A- / 3.7 90-93

    B+ / 3.3 84-89

    B / 3.0 80-83

    B- / 2.7 74-79

    C / 2.0 70-73

    F Below 70

    G. Assignments, Exams and Tests

    Introduction and Overview:

    R1: The Elephant in the Room (Haycock, Brookings Paper)

    R2: The Ed School’s Romance with Progressivism (Labaree, Brookings Paper)

    Educational Organizations, Costs, and Cost Effectiveness:

    Chapters 1, 2, 3, 4 (Mingat, Tools for Education Policy Analysis)

    Measuring and Assessing Policy Options: Chapters 5, 6, 7

    (Mingat, Tools for Education Policy Analysis)

    R3: Can a State Department of Education Increase Teacher Quality? (Stotsky & Haverty, Brookings Paper)

    R4. How Within-District Spending Inequities Help Some Schools to Fail (Roza & Hill, Brookings Paper)

    Applications of Policy Assessment Tools: Chapters 8, 9, 10

    (Mingat, Tools for Education Policy Analysis)

    Week 1 through 4 Review

    A Synthesis of Implementation Research Literature (Fixen, Naoom, Blasé, Friedman, and Wallace, 2005)

    Policy Implementation Concepts & Theory: Chapters 1, 3, 5

    (Honig, New Directions in Education Policy Implementation)

    R5: How to Improve the Supply of High Quality Teachers

    (Hanushek & Rivkin, Brookings Paper)

    R6: Some Schools Have More Underqualified Teachers Than Others

    (Ingersoll, Brookings Paper)

    Multiple Perspectives for Policy Implementation: Chapters 7, 9, 10

    (Honig, New Directions in Education Policy Implementation)

    Policy Implementation & Education Reform: Chapters 6, 8, 11

    (Honig, New Directions in Education Policy Implementation)

    Week 5 through 9 Review

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    No late work is accepted.

    J. Program This Course Supports

    Ph.D. in Educational Leadership & Policy Studies


  5. Course Concurrence Information

    Not applicable.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.