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EdD in Leadership for Learning
FORM
02/25/04
PROGRAM OR CONCENTRATION NAME:_EdD In Educational Leadership for
Learning
DEPARTMENT:_Educational Leadership
PROPOSED EFFECTIVE DATE:_Spring 2011
Check One or More of the Following and Complete the Appropriate Sections
Sections to be Completed
_____New Program Proposal** All
___xx__Change in Program/Concentration/Degree Requirements III – VII , XII
_____New Concentration Proposal I – VII , XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved

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______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate Collelge
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
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The purpose of this proposal is to revise the Admissions Requirement for the
EdD in Educational Leadership for Learning to eliminate requirements that are redundant to holding applicable certification; and to eliminate illustrative examples that are unnecessary.
The proposal for the EdS/EdD in Educational Leadership for Learning was approved by the Teacher Education Curriculum Committee (TEC) of the Bagwell
College of Education and subsequently, Kennesaw State University's Graduate
Policy & Curriculum Committee (GPCC), prior to its submission to the Board of
Regents (BOR) for review and approval by the University System of Georgia
(USG). The program was approved by the BOR and by SACS in September
2006. The Educational Leadership EdD concentration was not submitted at that time as Educational Leadership programs were under revision by the Board of
Regents and the Professional Standards Commission.
The Educational Leadership EdD in Learning for Learning will operate under the academic supervision of the Vice President for Academic Affairs, the Dean of the
Graduate Studies College, the Dean of the Bagwell College of Education and the
Chair of the Department of Educational Leadership. Coordinating support and operational assistance will be provided by the BCOE Associate Dean for Graduate
Programs Study, the Director Coordinator of Specialist Programs and the staff of the Graduate Program Office (GPO) in the Teacher Education Advisory Center
(TEAC) Education Student Services (ESS). The program will benefit from the oversight and participation of the university-wide Professional Teacher Education
Unit (PTEU) as well.
The Educational Leadership concentration of the EdD program in Educational
Leadership for Learning was developed by a design team and in a collaborative manner with representatives from leaders in P-12 settings. Specific design team and P-12 p artner’s responsibilities included:
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Department Faculty ’s Contributions:
1. Reviewing and researching the literature to establish a rationale and theoretical framework for the program.
2. Developing curriculum maps with objectives derived from Standards for
Advanced Programs in Educational Leadership (National Policy Board for Educational Administration, 2002), BOR Principles, and PSC
Standards.
3. Developing syllabi for residency modules to include content, activities, assessment strategies, and resource bibliographies.
4. Linking all activities to program objectives.
5. Developing assessment criteria.
6. Compiling references to support the residency module.
7. Reviewing reports.
8. Recommending the Educational Leadership concentration EdD to department faculty for approval.
9. Facilitating the TEC and GPCC review process and revising as recommended.
10. Coordinating partnerships with partner schools/districts.
11. Working with PSC for program approval.
12. Preparing for program implementation.
P-
12 Leaders’ Contributions
1. Meeting with faculty individually and in small groups to discuss program goals and residency module structure.
2. Reviewing doctoral courses and providing feedback.
References :
In addition to practitio ner input, the program design committee’s decisions were principally informed by the following literature:
Brimley, V., Jr.. & Garfield, R. R. (2008).
Financing education in a climate of change. Boston, MA: Allyn & Bacon.
Copeland, M. A. & Knapp, M. S. (2006). Connecting leadership with learning: A framework for reflection, planning, and action.
Alexandria, VA: Association for
Supervision and Curriculum Development.
Cuban, L., Darling-Hammond, L.; & Fuhrman, S. et al (2004).
Who’s in charge here: The tangled web of school governance and policy. Harrisonburg, VA.,
R. R. Donnelley.
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Cunningham, C. A. & Billingsley, M. (2006). Curriculum webs.
Boston, MA:
Pearson/Allyn and Bacon.
Dufour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn.
Bloomington, IN: National Education Service.
Goleman, D. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press.
Gordon, S. P. (2004). Professional development for school improvement:
Empowering learning communities.
Boston, MA: Pearson/Allyn and Bacon.
Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An approach to intercultural communication (4 th ed.). New York, NY: McGraw-
Hill.
Kouzes, J. M. & Posner, B. A. (2007). The leadership challenge (4 th ed.). San
Francisco, CA: John Wiley & Sons, Inc.
Martin, J. M. & Nakayama, T. K. (2007). Intercultural communication in contexts
(4 th ed.). Boston, MA: McGraw-Hill.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2008). Measurement and assessment in teaching (10 th ed.). Upper Saddle River, NJ: Prentice-Hall.
Ornstein, A. C. & Hunkins, F. P. (2004). Course design: a guide to curriculum development for teachers.
Boston, MA: Pearson/Allyn and Bacon.
Rebore, R. (2007). Human resources administration in education: A management approach (8 th ed.). Boston, MA: Pearson.
Sergiovanni, T. J. (2009). The principalship: a reflective practice perspective (6 th ed.) Boston, MA: Pearson/Allyn and Bacon.
Smith, R., (2005). Human resources administration: A school-based perspective
(3 rd ed.). Larchmont, NY: Eye on Education.
Sowell, E. J. (2005). Curriculum: An integrative approach.
Upper Saddle River,
MH: Pearson/Merrill Prentice Hall.
Spring, J. (2006). Pedagogies of globalization: The rise of the educational security state. Mahwah; Lawrence e=Erlbaum Associates, Inc.
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Swarez-Orozco, M. & Qin-Hilliard, D. B. (2004). Globalization; Cultural and education in the new millennium.
Berkeley, CA: University of California
Press.
West, M. & Petersen, P. (Eds.). (2007). School money trials: The legal pursuit of educational adequacy . Washington, D. C.: Brookings Institute Press.
Wheatley, M. (2005). Finding our way: Leadership of an uncertain time . San
Francisco, CA: Barrett-Koehler Publishers, Inc.
Wright, R. J. (2007). Tests and measurements in the age of accountability .
Thousand Oaks, CA: Sage Publications.
The Educational Leadership concentration of the Educational Doctorate (EdD) in
Educational Leadership for Learning program is designed for experienced educators. Candidates who require Transitional Module experiences must be referred for admisisons by their respective schools/districts. The program will be delivered in cohorts for the core courses and offered through a combination of oncampus seminars, school/district based performance, and on-line learning experiences specifically designed so that candidates maximize collaboration with professional colleagues and peers. Instruction will involve the use of a variety of instructional methods including, but not limited to, problem-based learning, modules, case-studies, research and individual projects. Application of learning to school-based issues and problems is a critical component of this applied program.
Candidates in the program are required to be employed as teachers or administrators in a school district.
Transfer of Credit:
Transfer credit will not be accepted for the core course requirements that are central to the program’s distinctive focus. Consequently, transfer credit considerations will typically be restricted to courses in the concentration, guided electives, and the initial courses in applied research methods. Decisions about the acceptability of transfer credit will be made on a case-by-case basis and must be approved by the concentration advisor and Director coordinator of the Doctoral and Specialists
Programs.
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Program Admission Requirements (EdD)
Expected qualifications for applicants to be considered for admission will typically include:
1) an earned Educational Specialist in education or a related field;
2) Georgia PL-6 certification or L-6 certification or its departmentally approved equivalent (such as a Georgia L-6 certificate)
3) Graduate Aptitude & Achievement Index Score of at least 3500 (Graduate
Index Score = GRE Quantitative Score plus GRE Verbal Score times GPA for all
post-ma ster’s work; and
4) Current full time employment as a professional educator with at least four five years of teaching and/or administrative experience in P-12 education.
Applicants to the program must submit the following:
1. Official transcript of college coursework, both undergraduate and graduate from the degree granting institutions;
2. Evidence of completion of Educational Specialist degree or its equivalent in a related field;
3. Georgia certification or documentation of approprirate certification as approved by the department;
4. Copies of Official scores on the General Test of the Graduate Record
Exam within the past five years;
5. All relevant professional teaching and/or administrative certificates;
6. Professional Profile detailing related professional qualifications;
7. Reflections on Leadership; and
8. Official request for consideration of transfer courses
The admissions process for the Educational Leadership EdD degree will have three levels of review as described below.
Level 1: The Kennesaw State University Graduate Admissions Office under the supervision of the Dean of the Graduate College Studies will conduct the first level of review. The Graduate Admissions Office will assemble all materials submitted by the candidate and enter the data into Banner and Knowledge Web. Once all materials are complete, the Graduate Admissions Office will forward the completed application packet to the Bagwell College of Education Graduate Programs Office for the second level of review. Simultaneously, the Graduate Programs Office, under the supervison of the Associate Dean for Graduate Studies Study in the
Bagwell College of Education will confirm completion of the packets and assemble them for review .
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Level 2: The BCOE Graduate Programs Office will evaluate each candidate’s application making sure it is complete AND that the candidate meets the minimum requirements for consideration for admission to the Educational Leadership concentration in the EdD in Educational Leadership for Learning degree program.
Application packets for those candidates meeting all minimum requirements will be forwarded to the Educational Leadership Coordinator. The final pool of qualified applicants for admission will be identified by the EdD Program and Admissions
Committee who will forward a list of candidates recommended for admission to the Director
Coordinator of the Doctoral and Specialist program.
Level 3: The final evaluation of applicant files and approval for admission will be conducted by the Bagwell College of Education’s Doctoral and Specialist Admissions
Committee. That committee, composed of doctoral educational specialist program faculty representatives, will employ rubrics to systematically evaluate the merits of each applicant’s admission file. The Committee’s recommendation for admission into the program will be based upon the collective professional judgment of the overall merits of the applicant’s case in the context of the quality of the applicant pool and the availability of openings in concentration. Consequently, the more qualified applicants there are for a limited number of new student openings, the more competitive the selection process becomes.
The determination of the merits of each applicant’s case will focus on a number of key variables that are vitally important to a candidate’s ability to successfully complete a specialized academic program at the EdD level, which includes a major applied research contribution to the field of education related to the improvement of schools and student learning. Those factors include: related undergraduate and graduate degrees (master’s required); academic performance and achievement; professional teaching and administrative certifications; professional employment in K - P-2 schools; verbal and writing skills; quantitative and problem solving skills; evidence of teaching effectiveness; evidence of educational leadership; compatible educational philosophies and professional ethics; and other related contributions and achievements of note.
Course Offering Schedule and Plan-of-Study for the Educational Doctorate
Program in Educational Leadership for Learning
Candidates for the EdD must complete minimally 9 credit hours of the Common
Core, 12 required credit hours in the Concentraion, 12 elective hours, and a minimum of 9 dissertation hours. If accepted to the program, candidates may request up to 9 credit hours of graduate work beyond the MEd to be applied toward the EdD degee. Transfer credit will not be accepted for the core course requirements that are central to the program’s distinctive focus and to the development of the program’s cohort experience. Consequently, transfer credit considerations will typically be restricted to courses in the concentration, guided electives, and the initial course in applied research methods. However, final
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EdD in Leadership for Learning decisions about the acceptability of transfer credit will be made on a case-bycase basis and must be approved by the concentration advisor and Director
Coordinator of the Doctoral and Specialist Programs.
Course Offering Schedule
EdD Common Core in Research
(9 Credit Hours)
The focus in the Common Core is for candidates to develop shared leadership expertise by building networks of influence and working across boundaries.
Through collaborative case study and problem based learning experiences embedded in the context of schools, cohorts of candidates, regardless of concentrations, work together to tackle the tough, ambiguous challenges prevalent in today’s P-12 schools. Candidates develop an understanding of and proficiency in a variety of distributed leadership roles and demonstrate their expertise as required in the eight Performance Outcomes.
The courses are:
EDRS: 9100: Research: Qualitative (3 credit hours)
This course is an advanced study of qualitative research methodologies including ethnography, case study, and phenomenology. Students will examine a variety of data sources (e.g. interviews, observations) and methods of analysis (e.g. memo writing, coding). Students will conduct research as they formulate their research questions, collect and analyze data, and write a research report.
EDRS: 9200: Research: Quantitative (3 credit hours)
This course is an in-depth study of and application of selected quantitative research designs. Course also involves advanced study of descriptive statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in applied settings. Candidates will deepen their expertise in designing and conducting research and analyzing quantitative data.
Candidates will conduct these analyses using quantitative statistical software, interpret their findings, and communicate their results ethically, clearly and effectively.
EDUC 9800 – Doctoral Seminar (3 hours)
In the doctoral seminar students will accomplish the following: (1) development of a concept paper that frames the dissertation, and (2) admission to candidacy through a college-approved qualifying experience. This seminar provides opportunities for doctoral students to work individually with members of their respective committees as well as with peers. This is a three-credit seminar which may be repeated. Prior to enrollment, the doctoral student must complete twelve hours of graduate level research coursework.
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As the Educational Leadership EdD program in Educational Leadership for
Learning continues to grow, each concentration area will need to assess its resources and capabilities for possible expansion to meet the demands of the market. Opportunities may arise to meet school district requests to tailor a cohort of candidates to suit their particular needs. International demands may call for the initiation of a special cohort to prepare their educational leaders.
Semester I
EDRS 9100 Research: Qualitative (3 credit hours)
Concentration or Elective (3 credit hours)
Semester II
EDRS 9200 Research: Quantitative (3 credit hours)
Concentration or Elective (3 credit hours)
Semester III
Concentration and/or Electives (6 credit hours)
Semester IV (Spring)
Concentration and/or Electives (6 credit hours)
Semester V (Summer)
Concentration and/or Electives (6 credit hours)
Semester VI (Fall)
EDUC 9800 – Doctoral Seminar (3)
Semester VII
– to completion
EDUC 9900
– Doctoral Dissertation
Minimum of 9 credit hours
EDL 9881: Special Education and Advanced School Law.
Special Education and Advanced School Law is a second-tier law and policy course, deepening students’ understandings and application of school policy, governance and regulation. The course particularly focuses on federal and state laws and regulations of students with exceptionalities (including, but not limited to, English-language learners, students in transition, and students with exceptionalities). Through this lens, students will explore policy development and implementation in education.
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EDL 9882: Educational Planning for Transformation: This course is designed to inform doctoral candidates how policies and practices are developed and implemented through writing policy briefs in areas of interest. Understanding the value and use of qualitative and quantitative research in the formulation of policies and practices is an integral part of the course. Candidates will focus on the process of policy development and the impact of outside forces on the operation of schools and school districts with the goal of becoming informed practitioners. This course will be of interest to school leaders, policy makers, and those employed in governmental agencies and institutions where decisions are policy driven.
EDL 9883: Performance for Educational Executives: Politics, Power, and
Policy
This course introduces the conceptualization of schooling as politics and is designed to help students understand the political contexts and the institutional environment in which educators operate. Through a general awareness of conceptual frameworks (such as system framework, diffusion framework, values, demands and interest groups, micro and macropolitics), used to examine the politics of education, students will obtain, assess, and assemble data and interpret those data to discover connections and contradictions about the concepts from the readings and literature relating to our current educational climate. This course includes a performance-based field experience.
EDL 9884: Emerging Leadership Trends in Curriculum, Instruction, and
Assessment
This course explores different strategies for bringing about change leading to curriculum, institutional improvement, evaluation, and reform. The focus is on guiding doctoral candidates toward understanding trends and issues with an emphasis on curriculum, instructional methods, and effective assessments.
Candidates will engage in research that identifies political, ethical, and societal changes that impact curriculum, instruction and assessment. Special attention is given to the educational leade r’s role in building a strong collaborative culture and increasing systems capacity to change.
EDL 9900 Dissertation (1-9 repeatable)
Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers.
Course may be repeated as necessary.
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EDL: 9310 Educational Facilities
This course examines the concepts, procedures and importance of facilities planning in the educational process. Candidates will learn all the practical skills of facility inventory, need assessment and evaluation. The course is intended to cover major aspects of school facilities planning at elementary, secondary and post-secondary levels. (3 credit hours)
EDL 9320: Media, Community & Public Relations
This course provides knowledge, skills, and dispositions essential for school leaders to fully engage with school, district, community, and beyond in the promotion of ongoing communication between and among all stakeholders, including those whose primary language is other than English. Candidates will develop and enhance communication skills that promote the vision and mission of schooling for the purpose of increasing student achievement, strengthening faculty and staff relations, and advancing stakeholder support. Additionally, the pressing matters of interactions with the mass media and crisis management are included. There is a focus on the ways and means by which school leaders address the multiple prevailing values across a community to solicit school and community partnerships with the aim of understanding the proactive measures which will ensure positive perceptions of the school and its educational products.
(3 credit hours)
EDL 9330: Comparative Education
The course provides an overview of frameworks, major concepts and current trends in comparative education. It examines how different countries address issues common to all education systems and enables candidates to read, discuss, analyze and interpret relevant studies and scholarship in this area. Special attention is devoted to similarities and differences in educational policy and practice related primarily to elementary and secondary levels of education in different countries. (3 credit hours)
EDL 9340: Ethics for Educational Leaders
This course is designed to provide educational leaders with a research-based paradigm for ethical decision making. Various codes of ethics and case studies will be analyzed and applied to general and specific situations. Doctoral candidates will engage in dialogue, research and reflection to develop a personal code of ethics which will be applied in a school-based activity. Research and anecdotal information from journals and texts will be utilized to inform ethical decision making on local issues. (3 credit hours
EDL 9380: Economics of Education
Adequacy and equity in the provision of school services and support are crucial concerns of the public school administrator. The course addresses the financial management of education through the lens of basic economic theory and how
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EdD in Leadership for Learning the American economy provides funding for public education. The focus is on how funds are administered and the trends toward more efficient utilization of resources, including an introductory view from a global perspective. The approach is a business management appreciation of the complexity and magnitude of education as an important resource in the public sector. (3 credit hours.
EDL 9360: Beyond Policy: Reforming Schools Through Learner-Centered
Education and Leadership
Exploration and investigation of emerging research on learning, leading, and change which when considered in combination provide a framework for understanding and leading schools as continuously evolving, living systems.
Using a learner-centered leadership paradigm, students critically analyze the industrial, corporate and business models of education which historically focus on standards, narrowing of curriculum and high stakes tests as sole measures of achievement and develop a vision for and/or create learner-centered educational systems. (3 credit hours)
EDL 9370: Critical Issues for Student Learning: Exploring the Literature
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in P-12 schools.
Course readings are selected individually, designed to foster problem-based inquiry, and focus on effective leadership practice in students’ respective professional settings. (3 credit hours repeatable one time)
EDL 8860: Transition Between Building and System Levels
This residency module focuses on developing knowledge, skills, and dispositions required for completing an area at the building or system level that were not met during the completion of a performance-base program or during other coursework. The candidate will enroll in 1-3 credit hours of credit depending on the analysis of needs as determined by the collaboration between the university and school/district. (3 credit hours)
Advisor Approved Elective (3 credit hours)
COURSE/INSTRUCTOR SUPPORT DEPTH
All faculty course assignments and additional faculty resources will be provided from currently employed, graduate level faculty. Faculty expertise and support will assure that the Educational Leadership EdD, at the same time, ensuring that
KSU will continue to provide high quality instruction across the Department of
Educational Leadership’s embedded Educational Specialist degree and Masters degree. KSU will continue to comply with NCATE guidelines restricting graduate
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EdD in Leadership for Learning faculty teaching loads to nine credit hours in order to accommodate greater expectations for engagement in research.
All members of the EDL faculty will be involved in delivering the Educational
Leadership concentration of the concentration courses and many of the elective courses and activities in Educational Leadership for Learning. Faculty participation is shown according to faculty areas of expertise and specialization:
Faculty EDL
9881
EDL
9882
EDL
9883
EDL
9884
EDL
9310
EDL
9320
EDL
9330
EDL
9340
EDL
9350
EDL
9360
EDL
9370
EDL
8860
Bowen
Chan
Chandler
Dishman XX
Epps
Holbein
XX
XX
XX
XX
XX Holliday
Jiang
Patterson
Paris
Tubbs
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX https://sacs.kennesaw.edu/portal/page/portal/PG_SACS_INFORMATION_C
ENTER
FACULTY DEVELOPMENT
Faculty in the department of Educational Leadership maintain and demonstrate sustained scholarship activity and agendas consistent with expectations of faculty working in educational leadership programs. Funds have been designated in the Educational Leadership Department budget to support faculty development. Members of the EDL faculty are encouraged to make best use of the funds to attend professional conferences and workshops advancing their professional growth. Travel funds are available for faculty to participate in significant educational conferences at the state, national, and international levels.
Aside from departmental and college- level support for travel, the KSU
Foundation, Office of Graduate Studies Study, and the International Office have supplemented faculty travel funds for professional endeavors.
Faculty members from the Department of Educational Leadership have traveled internationally to share professional educational expertise, to gain knowledge of educational practices around the world, and to establish partnerships with international peers. It is the culture of the Department of Educational Leadership to collaboratively pursue scholarly activities.
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FACULTY RESEARCH AND SCHOLARSHIP
Members of the Educational Leadership faculty are actively engaged in research activities in educational leadership. They frequently present at important state, national, and international conferences of the following organizations:
State conferences:
Georgia Educational Research Association
Georgia Association of Teacher Education
Georgia Association of School Business Officials
Georgia Association of School Personnel Administrators
Georgia P-16 Annual Conference
Georgia Association of Educators
Georgia Compensatory Educations Leaders Conference
Alabama Association for Young Children
Alabama Association of Early Childhood Teacher Educators
Florida Association for the Education of Young Children
Regional Conferences:
Mid-Western Regional Education Association
Southern Association of School Business Officials
Southeastern International Reading Association
Southeastern Regional Association of Teacher Educators
Southern Regional Council for Educational Administration
National Conferences:
American Association of Colleges for Teacher Education
American Association of School Personnel Administrators National Conference
American Educational Research Association
American Reading Forum
Association of Supervision and Curriculum Development
Association of Teacher Education
National Council of States on Inservice Education
National Council of Teachers of English
National Educational Technology Conference
National Staff Development Council Conference
Student First Success For All Conference
ESOL Conference on Effective Collaborative Practices
International Conferences:
Association of School Business officials International
College Reading Association
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Hawaii International conference of Education
International Reading Association
International Literacy and Educational Research Network Conference on
Learning
International Society for Educational Planning
International Society for Technology in Education
National Council of Teachers of English, France
Sino-American Education consortium
Educational Leadership faculty scholarly publications often appear in professional refereed journals such as:
AASA Journal of Scholarship and Practice
Affective Reading Education Journal
American School Board Journal
Asia-Pacific Journal of Teacher Education
Becoming
Bilingual Research Journal
Chronicle of Higher Education
Classroom Leadership
Contemporary Education Psychology
Contemporary Issues in Educational Leadership
College Student Journal
Eastern Education Journal
Education
Education Week
Educational Planning
Educational and Psychological Measurement
Educational Psychological Review
Educational Research and Development
GaETC Journal
Gateways to Teacher Education
Georgia Educational Researcher
Indiana Reading Journal
International Journal of Learning
Journal of College and Characters
Journal of Excellence in College Teaching
Journal of Reading Education
Journal of southeastern Regional Association of Teacher Educators
Journal of Reading Education
Journal of Technology in Teacher Education
Journal of Ethics in Leadership
Journal of School business Management
Journal of Instructional Psychology
Journal of Global Initiatives: Policy, Pedagogy, and Perspectives
Journal of Educational Technology
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Journal of Hispanic Higher Education
Journal of School Public Relations
Journal of Liberal Arts and Sciences
Journal of Adolescent and Adult Literacy
Leading and Learning with Technology
Louisiana Research Journal
Mississippi Reading Journal
Principal
Principal Leadership
Reading Horizons
School business Affairs
School Facility Planner
TESOL in Action
Tech Trends
Grant Applications and Contracts:
The faculty also has been successful in grant applications and contracts. The following are examples of approved external grants and contracts submitted by
Educational Leadership faculty in the past few years:
Chan, T. C. (2002). A comparison of student achievement, attitude and behavior between portable classrooms and permanent classrooms.
A research project funded by the Council of Educational Facility Planners International.
($8,500).
Chan, T. C. (2006). The impact of technology facilities on student learning.
A research project funded by the Council of Educational Facility Planners
International ($8,500).
Holliday, E. (2006). African American male initiative. Grant approved by the
Georgia Board of Regents to identify potential African American college bound students and assist them in graduating from college ($30,000).
Holliday, E. (2006-2007). Blog2 Learn . Grant to work with male students in the improvement of their language arts instruction through the use of Weblogs
($45,937 for 2006 and $47,480 for 2007).
Jiang, B. (2003). Fulbright Group Travel Program.
Grant approved by U.S.
Department of Education ($63,000).
Jiang, B. (2000). Three year EFL professional development for Colegio Morelos
De Cuernavaca, Colegio Morelos De Cuernavaca, Mexico . ($50,000).
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Jiang, B. (2001, 2002, 2003). Title V summer faculty development travel grant to attend summer institutes at the University of Incarnate Word, Harvard
University, and the University of Portland ($2,000 each year).
Williamson, J. (2006) Three year strategic technology plan for the State Schools for the Blind and the Deaf.
Contract awarded by the division of
Instructional Technology and Media, Georgia Department of Education
($20,000).
Williamson, J. (2006). A survey of technology leaders in Georgia. Contract awarded by the Division of Instructional Technology and Media, Georgia
Department of Education.
Books published, edited, in press or under contract by Educational
Leadership Faculty include:
Chan, T. C. & Richardson, M. D. (2005). Ins and outs of school facility management. Scarecrow Education Publishing Company.
Ouyang, R., & Chan, T. C. (2007). (Eds.). Education.
Series on Western
Research in Humanities and Social Sciences. Beijing, China: Chin
Remmin University Press.
Jiang, Y. S. & Chan, T. C. (1990). A conceptual framework of modern educational administration. Kwangtung, China: Kwangtung Higher
Education Press.
Dishman, M. & Cagle, C. (2008). Modern education law (Volume 4 of the
Peabody College Leadership Series). New York: Allyn and Bacon.
Murphy, d., & Dishman, M. (2008). Educational records.
Lanham, MD: Rowman
Littlefield Education.
Murphy, d., & Dishman, M. (2007).
The American Association of School
Personnel Administrators’ Family and Medical Leave Act compliance manual.
Kansas City, MO: AASPA.
Dishman, M., & Murphy, D. (2006).
The Fair Labor Standards Act and American schools. Lanham, MD: Rowman Littlefield Education.
Disman, M. & Murphy, D. (2005). The Georgia Association of School business
Officials Fair Labor Standards Act compliance manual.
Murphy, d., & Dishman, M. (2005). The Georgia Association of School Business
Officials family and Medical Leave Act compliance manual .
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Holliday, H. E. (2007). Gender education in 7 steps: Reigniting the academic pilot lights of boys and girls?
Atlanta, GA: Jedco Press.
Williamson, J., & Redish, T. (in press). A standards-based preparation program for technology leaders and facilitators. Eugene, OR: International Society for Technology in Education.
Survey and Comparative Analysis.
January 2008 marks the initial offerings of the newly redesigned Educational
Leadership programs across the state. No other BOR institutions have embedded EdS/EdD programs. Two institutions have developed doctoral programs leading to PL-7 certification. The KSU Educational Leadership program is unique and distinctive, having no counterpart in the state.
Unique Features of KSU’s program:
The uniqueness of the EdD in Educational Leadership for Learning was previously and thoroughly discussed on pages 2-4 of this proposal.
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08.26.2010
EdD in Leadership for Learning
The umbrella EdS/EdD in Leadership for Learning, the umbrella program for the
Educational Leadership for Learning program, received BOR approval to begin and SACS approval to begin. The program will meet all requirements of the
Georgia Professional Standards Commission for leadership certification at the
PL-7 level.
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating the informat ion proposed herein, have “traditional business subject” content delivered by faculty or programs administered by the
Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary approvals as indicated.
__X__ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB International business accreditation standards. The purpose of the audit is to prevent the unintended, undesirable compulsory inclusion of programs subject to
AACSB standards.
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