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Graduate Course Proposal Form Submission Detail - EDA7197

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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 apprd 5/15/12. to USF Sys 5/15/12. to SCNS 5/23/12. Appd eff 8/1/12


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2731 2012-01-31
     
    Department College Budget Account Number
    Educational Leadership ED 173500
     
    Contact Person Phone Email
    Leonard Burrello 8139744078 burrello@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDA 7197 Current Readings and Discourse in Educational Leadership

    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)
    Readings/Discourse Ed. Ldrshp
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Acceptance into a doctoral program

    Corequisites

    Not applicable

    Course Description

    The purpose of this course is to identify the discourses that have shaped and are shaping the dialogue, scholarship, and practice of public education and to contextualize leadership as a social practice that holds unique values and ideologies.


  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?

    Yes, 1 time

    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 and qualitative methods to multiple educational policy and accountability structures.


  4. Other Course Information

    A. Objectives

    This course is designed to orient DELPS students to doctoral studies in educational leadership and:

    1- Make students conversant with the major discourses of the field of education and educational leadership and policy studies in order to develop and further their own scholarly interests and preparation to lead schools and school districts in socially just and inclusive ways.

    2- Review and critique original research, students will be able to deconstruct the conceptual and theoretical frameworks used to guide that research and thus develop their own theoretical frameworks.

    3- Identify, develop, and present a developing research proposal that integrates relevant research within an appropriate theoretical framework to guide a their study.

    B. Learning Outcomes

    This course is designed to orient DELPS students to doctoral studies in educational leadership and:

    1- Make students conversant with the major discourses of the field of education and educational leadership and policy studies in order to develop and further their own scholarly interests and preparation to lead schools and school districts in socially just and inclusive ways.

    2- Review and critique original research, students will be able to deconstruct the conceptual and theoretical frameworks used to guide that research and thus develop their own theoretical frameworks.

    3- Identify, develop, and present a developing research proposal that integrates relevant research within an appropriate theoretical framework to guide a their study.

    C. Major Topics

    Policy Issue #1: Does NCLB Leave Some Students Behind? Were we achieving more before NCLB?

    Policy Issue #2: How has equity been re-defined by the neo-liberals and neo-conservatives. What are the alternative definitions of equity?

    Policy Issue #3 – Can we evaluate teachers primarily based upon student performance – why or why not? What is underneath this policy and does it pertain to charter schools as well?

    Policy Issue #4 Can scientifically based research guide good instructional practice?

    Policy Issue #5: High school dropouts and the achievement gap? What policies and practices lead us to consider what can and should be done?

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Week One

    Students should have read Diane Ravitch book -all chapters but 4 and 5. Overview them in class.

    Students should also have read Carolyn Riehl, Colleen L. Larson, Paula M. Short, and Ulrich C. Reitzug (2000): Reconceptualizing Research and Scholarship in Educational Administration: Learning to Know, Knowing to Do, Doing to Learn. Educational Administration Quarterly, 36, 391-427.

    Furman, G. (2007). “Scientific” research and the new narrative for educational leadership. In English, F., and G. Furman (Eds.), Research and educational leadership: Navigating the new national research council guidelines. Lanham, MD: Rowman and Littlefield, pp. 79-96.

    *Murphy, J. (2002, April). Reculturing the Profession of educational leadership: New Blueprints.

    Educational Administration Quarterly, 38(3), 176-191.

    Students should have read Foster’s Toward A Critical Practice of Leadership and Professoriate will overview - Paradigms and Promises, Chapters 3-6

    Generating student led policy issues – organizing the work of the course.

    Policy Issue #1 Does NCLB Leave Some Students Behind? Were we achieving more before NCLB? Square your views with Ravitch’s arguments. Come prepared to discuss this issue.

    Week Two

    Foster the Postmodern Leader (Review Rost framework) and Limits of Leadership from the Journal of Thought – Are there limits to leadership – Arizona State University Framework for Change.

    Furman, 2003

    Burrello et al pp. 179-190

    Hostetler: What is “ Good “ Education Research?

    First Dissertation Group Discussion and Analysis

    Readings on Literature Reviews on McKenzie Dissertation

    Boote and Beile – Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

    Maxwell: A Commentary on Boote and Beile’s “Scholars Before Researchers”

    Stephen Ball, Chapter 2 and 3 – Anderson – Chapter 1 and 3

    Read Weaver- Hightower Ecology Policy Framework – Educational Researcher

    Show Facilitating Change Framework of ASU team

    Policy Issue #2: How has equity been re-defined by the neo-liberals and neo-conservatives. What are the alternative definitions of equity? Square your arguments with Anderson’s arguments.

    Week Third

    Symth et al. Activist and Socially Critical School and Community Renewal - Chapters 1-3

    Second Dissertation Group

    Dantley and Tillman, (2005)

    Leadership for Social Justice on Theoharris dissertation

    Second Dissertation Group Discussion and Analysis

    Readings on Literature Reviews on Theoharris Dissertation

    Boote and Beile – Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

    Maxwell: A Commentary on Boote and Beile’s “Scholars Before Researchers”

    Policy Issue #3 – Can we evaluate teachers primarily based upon student performance – why or why not? What is underneath this policy and does it pertain to charter schools as well?

    Read two EPI Papers on Teacher Evaluation and How to improve schools and the role of the teacher. Murphy et al Measuring Learning-Centered Leadership. Murphy, J. & Meyers, C. V. (2008). Turning around failing schools: Leadership lessons from the

    organizational sciences. Thousand Oaks, CA: Corwin.

    Annotated Bibliography should be started related to your policy/leadership intersect question

    Week Four

    Anderson – Chapters 2-4-5-6

    Smyth et al Chapters 4-6

    Anyon: Radical possibilities, Chapter 9 and 10

    Third Dissertation Group Discussion and Analysis

    Third dissertation Karen Jackson – Quantitative what can we learn about principal to teacher relationships?

    Readings on Literature Reviews on

    Boote and Beile – Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

    Maxwell: A Commentary on Boote and Beile’s “Scholars Before Researchers”

    Policy Issue #4 Can scientifically based research guide good instructional practice?

    Reading Issue materials from Fixsen, Naoom, Blase, Friedman, and Wallace (2005) Implementation Research: A synthesis of the literature.

    Week Five

    Students of Color and ways of understanding CRT as a theoretical lens in race-relations

    Lopéz, G. R. (2003). The (racially) neutral politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 67-93.

    Parker, L. & Villapando, O. (2007). A race(cialized) perspective on educational leadership: Critical race theory in educational administration. Educational Administration Quarterly, 43, (5), 519-524.

    Murtadha, K. (2004). The outsider-within: Toward a socially critical theory of leadership. In W. Hoy and C. Miskel (Eds.), Educational administration, policy, and reform (pp.337-370). Greenwich, CT: Information Age Publishing.

    Policy Issue #5: High school dropouts and the achievement gap? What policies and practices lead us to consider what can and should be done?

    Presenting the policy questions and student perspectives informed accompanied by each one’s annotated bibliography

    F. Student Expectations/Requirements and Grading Policy

    Evaluation of Student Outcomes & Grading Policy

    Written and oral work should reflect integration of required readings and additional sources. The Publication Manual of the American Psychological Association (APA) is the style adopted by the Department of Educational Leadership and Policy Studies.

    Grading Scale

    The points required to earn a grade are listed below (out of a possible 100 points):

    A = 93-100

    A- = 91-92

    B+ =89-90

    B = 83-88

    B- = 81-82

    C+ =79-80

    C =73-78

    F= Anything at 73 or below. No grade below “C” will be accepted toward a graduate degree.

    Student Evaluation and percent of grade by course assignments

    (1) Read all assigned material and participate in classroom discussion (25%)

    (2) Prepare to share their individual research critiques of selected student doctoral research with classmates (25%)

    (3) Identify, revise, and ultimately, prepare and present their developing research proposal (50%)

    Written and oral work should reflect integration of required readings and additional sources. The Publication Manual of the American Psychological Association (APA) is the style adopted by the Department of Educational Leadership and Policy Studies.

    G. Assignments, Exams and Tests

    Week One

    Students should have read Diane Ravitch book -all chapters but 4 and 5. Overview them in class.

    Students should also have read Carolyn Riehl, Colleen L. Larson, Paula M. Short, and Ulrich C. Reitzug (2000): Reconceptualizing Research and Scholarship in Educational Administration: Learning to Know, Knowing to Do, Doing to Learn. Educational Administration Quarterly, 36, 391-427.

    Furman, G. (2007). “Scientific” research and the new narrative for educational leadership. In English, F., and G. Furman (Eds.), Research and educational leadership: Navigating the new national research council guidelines. Lanham, MD: Rowman and Littlefield, pp. 79-96.

    *Murphy, J. (2002, April). Reculturing the Profession of educational leadership: New Blueprints.

    Educational Administration Quarterly, 38(3), 176-191.

    Students should have read Foster’s Toward A Critical Practice of Leadership and Professoriate will overview - Paradigms and Promises, Chapters 3-6

    Generating student led policy issues – organizing the work of the course.

    Policy Issue #1 Does NCLB Leave Some Students Behind? Were we achieving more before NCLB? Square your views with Ravitch’s arguments. Come prepared to discuss this issue.

    Week Two

    Foster the Postmodern Leader (Review Rost framework) and Limits of Leadership from the Journal of Thought – Are there limits to leadership – Arizona State University Framework for Change.

    Furman, 2003

    Burrello et al pp. 179-190

    Hostetler: What is “ Good “ Education Research?

    First Dissertation Group Discussion and Analysis

    Readings on Literature Reviews on McKenzie Dissertation

    Boote and Beile – Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

    Maxwell: A Commentary on Boote and Beile’s “Scholars Before Researchers”

    Stephen Ball, Chapter 2 and 3 – Anderson – Chapter 1 and 3

    Read Weaver- Hightower Ecology Policy Framework – Educational Researcher

    Show Facilitating Change Framework of ASU team

    Policy Issue #2: How has equity been re-defined by the neo-liberals and neo-conservatives. What are the alternative definitions of equity? Square your arguments with Anderson’s arguments.

    Week Third

    Symth et al. Activist and Socially Critical School and Community Renewal - Chapters 1-3

    Second Dissertation Group

    Dantley and Tillman, (2005)

    Leadership for Social Justice on Theoharris dissertation

    Second Dissertation Group Discussion and Analysis

    Readings on Literature Reviews on Theoharris Dissertation

    Boote and Beile – Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

    Maxwell: A Commentary on Boote and Beile’s “Scholars Before Researchers”

    Policy Issue #3 – Can we evaluate teachers primarily based upon student performance – why or why not? What is underneath this policy and does it pertain to charter schools as well?

    Read two EPI Papers on Teacher Evaluation and How to improve schools and the role of the teacher. Murphy et al Measuring Learning-Centered Leadership. Murphy, J. & Meyers, C. V. (2008). Turning around failing schools: Leadership lessons from the

    organizational sciences. Thousand Oaks, CA: Corwin.

    Annotated Bibliography should be started related to your policy/leadership intersect question

    Week Four

    Anderson – Chapters 2-4-5-6

    Smyth et al Chapters 4-6

    Anyon: Radical possibilities, Chapter 9 and 10

    Third Dissertation Group Discussion and Analysis

    Third dissertation Karen Jackson – Quantitative what can we learn about principal to teacher relationships?

    Readings on Literature Reviews on

    Boote and Beile – Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

    Maxwell: A Commentary on Boote and Beile’s “Scholars Before Researchers”

    Policy Issue #4 Can scientifically based research guide good instructional practice?

    Reading Issue materials from Fixsen, Naoom, Blase, Friedman, and Wallace (2005) Implementation Research: A synthesis of the literature.

    Week Five

    Students of Color and ways of understanding CRT as a theoretical lens in race-relations

    Lopéz, G. R. (2003). The (racially) neutral politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 67-93.

    Parker, L. & Villapando, O. (2007). A race(cialized) perspective on educational leadership: Critical race theory in educational administration. Educational Administration Quarterly, 43, (5), 519-524.

    Murtadha, K. (2004). The outsider-within: Toward a socially critical theory of leadership. In W. Hoy and C. Miskel (Eds.), Educational administration, policy, and reform (pp.337-370). Greenwich, CT: Information Age Publishing.

    Policy Issue #5: High school dropouts and the achievement gap? What policies and practices lead us to consider what can and should be done?

    Presenting the policy questions and student perspectives informed accompanied by each one’s annotated bibliography

    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

    At the discretion of the professor.

    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.