KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7300/Master of Education in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Master of Education
Proposed Effective Date
August 1, 2008
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 7300______________________
Course Title ____ Research in Educational Leadership_____________
Credit Hours
3
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
Candidates will have an understanding of qualitative and quantitative research methods
and designs, focusing on interpretation and application relating to school improvement.
Basic descriptive and inferential statistics will be explored to prepare candidates to be
research consumers. Candidates will be involved in the development of a research
proposal to meet the criteria established by the instructor.
III.
Justification
Educational leaders need to understand research methodology in order to make
judgments about the research they read, their professional growth, and to prepare them
for conducting their own research. The primary goals of this course are to develop basic
knowledge and skills of how to read critically and understand educational research and
evaluation reports, and to become knowledgeable about the process of research
outcomes. Understanding the research process will also assist educational leaders in
utilizing research to solve problems and foster school improvement.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
Text(s):
Glanz, J. (2003). Action Research. (2nd Ed.) Norwood, MA: Christopher-Gordon
Publishers, Inc.
American Psychological Association (2001). Publication manual of the American
Psychological Association. Washington, D. C.: Author.
Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the candidate
will be able to:
1．Use action research to review performance data and student work to refine curriculum
implementation and innovation.
2．Systematically collect and analyze multiple sources of data and use them to

Identify improvement needs

Determine root causes of performance problems

Determine a course of action

Monitor progress at frequent and regular intervals

Celebrate accomplishments
3. Develop an appropriate presentation for an internal/external audience based on analysis
of multiple sources of data.
4. Analyze data from multiple sources to inform a decision about curriculum, assessment,
and instruction.
5. Use technology tools for data analysis.
6. Select or develop and use instruments designed to analyze beliefs, processes, and
structures in a school or district that support or impede rigor in teaching and learning.
Instructional Method:
Course activities will include, but are not limited to:
1.
Lecture
4.
Class and group discussions
2.
Student research projects
5.
Reading assignments
3.
Class exercises
6.
Presentations
7.
Field Experiences
V. Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Amount
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the
entire Master of Education Program.
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 7300
Research in Educational Leadership
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 7300 Research in Educational Leadership
Department of Educational Leadership
Kennesaw State University
__________ Semester, 200__
Instructor: (Name)………
(Title)……….
(Address)……….
(Phone)……….
FAX: (770) 423-6910
(E-mail)……….
Class Session: (Day and Time)………..
(Place)……….
Texts: Glanz, J. (2003). Action Research. (2nd Ed.) Norwood, MA: Christopher-Gordon
Publishers, Inc.
American Psychological Association (2001). Publication manual of the American
Psychological Association. Washington, D. C.: Author.
Referenced Journals:
Review of Educational Research
American School Board Journal
American Educational Research Journal
Educational Researcher
Educational Administration Quarterly
Catalog Description:
Prerequisite: Admission to the M.Ed. Program in Educational Leadership
Candidates will have an understanding of qualitative and quantitative research methods and
designs, focusing on interpretation and application relating to school improvement. Basic
descriptive and inferential statistics will be explored to prepare candidates to be research
consumers. Candidates will be involved in the development of a research proposal to meet the
criteria established by the instructor.
Purpose/Rationale:
Educational leaders need to understand research methodology in order to make judgments about
the research they read, their professional growth, and to prepare them for conducting their own
research. The primary goals of this course are to develop basic knowledge and skills of how to
read critically and understand educational research and evaluation reports, and to become
knowledgeable about the process of research outcomes. Understanding the research process will
also assist educational leaders in utilizing research to solve problems and foster school
improvement.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING, LEARNING and LEADERSHIP
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and that
only through the implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the
PTEU recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals in the
university, the public and private schools, parents and other professional partners, the PTEU meets the
ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University
that address each of the multicultural variables outlined above.
Statement for field-based activities
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of leadership and field-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing field-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational leadership
experiences, you are encouraged to explore every opportunity to learn by doing. Approximately 30% of
the class assignments will involve field-based activities which you are required to log-in and provide
reflection. Some of the field-based documentations will serve as artifacts in professional portfolios.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire ePortfolio account.
This web-based application will be used in multiple courses throughout your program, but you will only
need to purchase your account ONE time since the accounts are good for five years. Accounts must be
purchased through the KSU Bookstore. For additional information on how to purchase the account, the
purpose of Chalk and Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to create an organized
view of themselves and their educational leadership capabilities. Each student is expected to create an
electronic portfolio demonstrating mastery of the BOR strands and the PSC/ELCC/NCATE standards.
Students are required to upload assignments from each class in the Educational Leadership program to the
Chalk and Wire portfolio. Each assignment uploaded must be accompanied by a reflection clearly
demonstrating knowledge, application, analysis, and synthesis of the BOR strands and the
PSC/ELCC/NCATE standards.
Professional Assistance:
Candidates may seek additional assistance from KSU Writing Center for language assistance and KSU
Math Lab for computation assistance.
Course Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the student will be
able to:
Course objective
Course
Contents
Course
Activity/
Assignment
BOR
PSC/NCATE
Assessment Ten Strands Standards
Overview of educational Chapter review exercises;
Use action research to
Examples of research
review performance data research;
reports for review;
Evaluation
of
research
and student work to refine
projects
curriculum implementation
and innovation.
Proposal Development
Systematically collect and
analyze multiple sources of
data and use them to
identify improvement
needs, to determine root
Action research process;
causes of performance
Components of a research
problems, to determine a
proposal:
course of action, to monitor
Purpose of the Study
progress at frequent and
Research Question(s)
regular intervals, and to
Review of Literature
celebrate accomplishments
Methodology
Develop an appropriate
presentation for an
APA style of writing
internal/external audience
based on analysis of
multiple sources of data. Proposal Development
Research 1f
Evaluation
Criteria
Proposal development
activities and presentation
of research project
Research
proposal
evaluation
rubric
Chapter review exercises;
Literature review matrix
Exercise
grading
rubric;
4a
1a
2b
2c
APA exercise 4b
grading rubric
3c
LRM Rubric
APA practice exercises
Research
proposal
evaluation
rubric
Analyze data from multiple Analysis of quantitative data; Chapter review exercises; Examination 4c
sources to inform a
of results of
Review of basic statistics; Introduction to SPSS;
decision about curriculum, Analysis of qualitative data Introduction to treatment of data analysis
assessment, and instruction.
qualitative data
Use technology tools for Analysis of quantitative data; Chapter review exercises; Examination 4e
data analysis.
of results of
Review of basic statistics; Introduction to SPSS;
Analysis of qualitative data Introduction to treatment of data analysis
qualitative data
Quantitative and qualitativeChapter review exercises;
Exercise
Select or develop and use
research designs and
Examples of different types grading rubric 5a
instruments designed to
of research design and
analyze beliefs, processes, instruments
instrument.
and structures in a school
or district that support or
impede rigor in teaching
and learning.
2b
2c
Proposal development
activities and presentation
of research project
3c
3c
3c
Course Outline: Please Note: Course Outline is subject to change. Revisions may address either
pedagogical and/or logistical conditions.
Date Topics
Course Overview
Action Research process
(Chapter1)
Readings/Assignments Due
Glanz, Chapters 1 & 3 - Read & do review exercises
Information Sheet and Course Goals
Components of a research
proposal (Chapter 3):
Purpose of the Study
Research Question(s)
Review of Literature
Proposal Groups/Facilitation
Groups
Proposal
Review of Literature
Continued
APA Style
Glanz, Chapters 2, 4 & 5 - Read & do review exercises
Read: APA Manual: 1.04; 1.08; 1.13; 1.14; 2.03; 2.04;
2.05; 2.06; 2.07; 2.08; 2.09; 2.16; 3.39; 3.75 – 3.81; 3.94 –
3.103; 4.04; *4.06; *4.15 & *4.16
Quantitative Research
(Chapter 4)
Qualitative Research
(Chapter 5)
Multidimensional Model
(Chapter 2)
Methodology:
Participants
Glanz, Chapters 7& 8 - Read & do review exercises
Preliminary Literature Review Matrix Due
Instruments
Literature Map Due
Procedure (Chapter 7)
Analyzing Quantitative Data
(Chapter 8)
Review of Basic Statistics
Analyzing Qualitative data
(Chapter 9)
Glanz, Chapters 6 & 9 - Read & do review exercises
Peer Review/Individual or
Group Conference
Glanz, Chapter 13- Read & do review exercises
Chapter 13
Final Report Due and Submit both Via WebCT and Hard Copy
Literature Review
Research Report
Development and Evaluation and References Due
of Research
Introduction & Methodology Due
Individual or Group
Conference
Presentation of Research
Project
Course Reflection Due
Course activities:
Course activities will include, but are not limited to:
1.
Lecture
4.
Class and group discussions
2.
Student research projects
5.
Reading assignments
3.
Class exercises
6.
Presentations
7． Field Experiences
Course requirements:
1.
Participation, Facilitation, and Professionalism: Participation requires more than attendance. It is
expected that you will keep up with the readings and share your ideas in class, as well as listen to and be
respectful of the ideas of your peers. It is also required that all assignments will be turned in on
time. Cooperative learning group activities in class will enable students to apply new skills and knowledge.
Also, be punctual, attentive to the professor and your colleagues, and avoid side conversations. If you miss
a class, it is your responsibility to get the notes and assignments from a classmate. Attendance in class is a
requirement . (See Attendance Policy)
(15%)
2.
Continuous Development Action Plan: At the beginning of the course, each candidate will write a
statement addressing his/her personal and professional expectations. At the conclusion of the course,
candidates will reflect upon their progress towards the goals set for the course and how well each was met.
In addition, candidates will write a statement addressing how the knowledge, skills and professional
dispositions acquired and honed within this course will be utilized in future coursework and professional
practice.
(15%)
3.
Satisfactory Completion of Collaborative Research Project & Presentation. [PORTFOLIO
SUBMISION] The research proposal is based an educational problem to be resolved in the field.
Candidates can log in 40 hours as Practicum Activities and also use the completed report for portfolio
documentation. It is comprised of seven major areas:
(45%)
(a) An introduction, briefly describing what research you are proposing and why it is
important to be done—to include problem statement, purpose of research and research
question(s);
(b) literature review, covering both the substantive question or questions being addressed
and the method or intervention being suggested;
(c) methodology, including a description of the design of the research, the participants,
the data collection techniques and methods of analysis;
(d) findings, reporting the results of data analysis.
(e) conclusion, concluding from research experiences and recommending for action to
change;
(f) references, using standard APA format (use APA manual- 5th edition.), and;
(g) appendices.
(Please see Research Project Assessment Rubric attached.)
4. Completion and submission of literature matrix and literature review map.
(15%)
5. Group facilitation of discussion and exercises of individual chapters in class.
(15%)
Student performance evaluation:
1. Class Attendance & Participation
15%
2. Literature Matrix & Map
15%
3. Research Project
45%
4.
5.
Group Facilitation
Final Reflection
15%
10%
Grades will be based on the following criteria:
A: 90% - 100%
B: 80% - 89%
C: 70% -79%
F: 69% or lower
Academic Integrity Expectations:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an
“informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the Code of Conduct's minimum one semester
suspension requirement.
Attendance Policy:
The Educational Leadership Program has established class attendance policy as follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional make-up work.
3. Candidates with more than one class absence will be advised to drop the class.
Bibliography:
Ary, D., Jacobs, L. C., & Razavieh, A. (1996). Introduction to research in education. (5th Ed.).
New York: Harcourt Brace College Publishers.
Edwards, J. E., Thomas, M. D., Rosenfeld, P., & Booth-Kewley, S. (1997). How to conduct
organizational surveys. London: Sage Publications.
Johnson, A. P. (2002). A short guide to action research. Boston, MA: Allyn and Bacon.
Leedy, P. D. (1997). Practical research. (6th Ed.). Columbus, Ohio: Merrill-Prentice Hall.
Lester, P. E., & Bishop, L. K. (2000). Handbook of tests and measurement in education and the
Social sciences. Lanham, Maryland: Scarecrow Press.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria,
VA: Association of Supervision and Curriculum Development.
Marshall, C. & Rossman, G. B. (1999). Designing qualitative research. (3rd Ed.). Thousand
Oaks, CA: Sage Publications.
McMillan, J. H. (1996). Educational research fundamentals for the consumer. (2nd Ed.). New
York; Harper-Collins Publishers.
Schwartzman, H. B. (1993). Ethnography in organizations. London: Sage Publications.
Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction. (8th Ed.).
Boston, MA: Ally and Bacon.
School Administrators involved in course design:
Dr. Bobby Macris, Assistant Principal of North View High School, Fulton County Schools.
Dr. Vicki Stasiak, Assistant Principal of Murdock Elementary School, Cobb County Schools.
Kennesaw State University Department of Educational Leadership Alumni involved:
Ms. Lisa Schmid, Teacher, Cobb County School District
Ms. Tawanna Rusk, Assistant Principal, Cobb County School District