ED 895 Research and Writing Seminar
Doctoral Program in Educational Leadership
Fall 2014
Learn, Lead, Transform
CONTACTING THE INSTRUCTOR
Dr. Nancy Frey
Department of Educational Leadership
162-G North Education Bldg.
5500 Campanile Drive
Telephone 619-594-3355
NE 166
Fax: 619-594-3825
San Diego, CA 92182-1190
Email: nfrey@mail.sdsu.edu
Department Web:
http://go.sdsu.edu/education/edl/Default.aspx
Office Hours: By appointment
DEPARTMENT VISION
San Diego State University’s Department of Educational Leadership endeavors to
enhance public school systems by developing exceptional leaders committed to learn,
lead, and transform in ways that improve the educational attainment of all students,
especially historically underachieving students.
COURSE RATIONALE
This course supports three of the five Ed.D. in Educational Leadership program goals,
preparing graduates to become a) Experts in Educational Leadership, b) Change Agents
and c) Self-Aware Ethical Professionals. This course meets the Student Learning
Outcomes related to Decision Sciences designed for students to engage in inquiry
methods as a means to assess practice, examine results, and promote sound decisionmaking. Additionally the course serves as foundational preparation for doctoral
dissertation research.
STUDENTS LEARNING OUTCOMES
9. Decision Sciences: Engage in scientific methods to assess practice, examine results
and promote sound decision-making.
Learning Indicators:
9.1
9.2
9.3
9.4
9.5
9.6
9.7
Utilize the expertise of external researchers and the results of research studies in
the literature to improve decision-making.
Evaluate research studies based on their value to an organization.
Function as an informed consumer of educational research and inquiry, applying
current research and scholarship to problems of practice.
Employ various tools of inquiry, exploring research and scholarship relevant to a
topic of interest in the field and demonstrating mastery of the literature in
question.
Write the first draft of your dissertation literature review.
Grow as a practitioner/scholar in the field of educational leadership, improving
writing/research skills.
Provide peer review and substantive feedback to research colleagues.
ED 895 Research and Writing Seminar
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UNIVERSITY EXPECTATIONS:
SDSU rules and regulations concerning graduate students can be found in the Bulletin of
the Graduate Division that you received in class. The Bulletin can also be found online
at: http://arweb.sdsu.edu/es/catalog/bulletin/
REQUIRED TEXTS/SUPPLEMENTAL MATERIALS:
American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.
Joyner, R. L. Rouse, W. A., & Glatthorn, A. A. (2012). Writing the Winning Thesis or
Dissertation: A Step-by-Step Guide. (3rd Ed.). Thousand Oaks, CA: Corwin Press.
Optional Text:
Calabrese, R. L. (2012). Getting it Right: The Essential Elements of a Dissertation. Lanham,
Md.: Rowan & Littlefield Education.
READINGS
The scope of information about academic writing is extensive and worthy of lifelong
study. For this reason, it is beyond the scope of this class to cover all the information in
the readings. However, the readings contain information essential to the knowledge base
of a curriculum leader. Therefore, outside reading is necessary in order to facilitate your
learning. All assigned readings should be read prior to the scheduled dates for class
coverage in order to provide background information vital for informed discussion. It is
expected that information from assigned readings will be integrated into course
assignments.
STUDENT EXPECTATIONS
Students are expected to attend all classes and actively participate in class discussions in
a manner that deepens the learning experience for all the class members. Students are
expected to complete assignments in a timely manner, striving for consistency in the
quality of their ideas and their writing.
GRADING POLICY
Assignments are included within this course outline. Each assignment will be discussed
during class time. All assignments:
 Should be typed;
 Should use precise terminology;
 Should reflect “People First” language;
 Require correct grammar and spelling; and
 Should be turned in on the established due date (late assignments will be marked
down).
Plagiarism will not be tolerated. Plagiarism is defined as “to steal and pass off (the
ideas or words of another) as one's own; literary theft” (Merriam-Webster online
dictionary). All sources of reference, including quotes, major theories, and instructional
materials for lesson plans or papers must be properly cited. Plagiarism will result in a
zero for the assignment and a referral to Student Affairs for possible suspension or
expulsion.
ED 895 Research and Writing Seminar
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The criteria which guide grading include the following operational definitions:
Professional Quality: Work is presented in a form that will be acceptable to show a
parent or colleague in a professional meeting. Time and attention appears to have been
given this activity (carefully prepared versus being “thrown together”).
Functional Value: The product in its present form would serve as a useful tool (has
actual teaching application). It would be useful to other similarly prepared professionals
(it has communicative value).
Progressive: The assignment demonstrates growth in the instructional progress
(objectives, instruction, assessment). Relates to the set of best practices discussed in
class and in the readings.
Completed on Time: Assignments are due on the assigned day. Problems with the
policy should be discussed and negotiated well in advance. Late assignments will be
accepted only if such arrangements are possible and are made before the due date. Late
assignments that have not been discussed in advance with the instructor may result in a
letter grade reduction for the assignment for each day past the due date.
GRADING SCALE
You will accumulate up to 200 points during the semester. At the end of the semester,
those points will be assigned a transcript grade according to the following criteria:
90% or above
80% - 89%
70% - 79%
60% - 69%
59% or lower
A (100-94% = A; 93-90% = A-)
B (89-87% = B+; 86-84% = B; 83-80% = B-)
C (same pattern repeated as for B)
D
F
The total range of possibilities is provided in order to present a complete picture. There
is no expectation that anyone will fall into the bottom 3/5ths of the scale.
ASSIGNMENTS
The purpose of the assignments is to develop and demonstrate competencies expected of
as a new scholar and researcher. Assignments have been designed for you to demonstrate
these competencies and to allow you to receive critical feedback regarding your ability to
put knowledge into academic writing. The structure of the assignments of this course
provides documentation to that end. Further guidelines may be distributed in class.
COURSE DELIVERABLES AND REQUIREMENTS
As you pursue a doctoral degree in Educational Leadership you will explore critical
leadership concerns for which you have interest and passion. From these topics you
identify a particular research problem and corresponding questions for investigation. All
this is informed by a thorough review of the relevant research and scholarship related to
the topic in question.
ED 895 course deliverables provide opportunity for doctoral students to initiate their
search for this critical leadership concern.
ED 895 Research and Writing Seminar
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A. Conduct two educational leader interviews regarding current critical
concerns in PK-12 educational leadership (50 points)
Choose two educational leaders whose practice and perspectives you value.
Conduct brief interviews with these two colleagues, asking them to describe two
critical concerns they currently face in their work with teachers, students, and/or
parents. Ask them to identify what kinds of information/understandings might
assist them in addressing these two critical problems of practice.
Prepare a one-page summary of each interview. Briefly describe the critical
concerns identified in each interview. List the types of information current leaders
specify as central to gaining deeper understanding of these concerns. Be prepared
to discuss your findings in class.
Due on BlackBoard class September 30, 2014 by 11:59 PM. Please bring a hard
copy to class for use during discussion.
B. Develop Preliminary Literature Matrix (100 points)
Choose a critical leadership concern.

Begin to explore the relevant research and scholarship on this topic.

Identify a minimum of 10 scholarly articles related to your topic.

Prepare a literature matrix including author, title, additional
bibliographic information, a summary of themes addressed, research
methods employed, and results/findings reported in each article.
First draft: Email to me by October 21, 2014 (15 points)
Second draft: Email to me and to cohort by November 10, 2014 (15 points)
Final draft due on BlackBoard Friday, December 5, 2014 by 11:59 pm (70 points)
C. Fishbone and Elevator Speech (50 points)
Our last class meeting (November 12) will be devoted to developing your
ability to succinctly explain your research agenda. You will share a
fishbone diagram/root cause analysis of your problem of practice. You
will also deliver an elevator speech explaining your problem of practice to
your colleagues.
Fishbone due on BlackBoard Monday, November 10, by 11:59 PM
ADDITIONAL RESOURCE
http://www.learnerassociates.net/dissthes/
Levine, S. (2007). Writing and presenting your thesis or dissertation.
This is an excellent resource...thorough, easy to navigate.
ED 895 Research and Writing Seminar
COURSE OUTLINE
Class Topics
September 10
BRING LAPTOPS
5:00-8:00 pm
Carolyn Baber, Librarian
at SDSU
SDSU Library and
5:00-6:00
Information Access
SDSU LA-76
Participate in library
information literacy and
instruction session.
6:15-8:00
SDSU NE-279
Review course syllabus.
September 17
5:00-8:00 pm
Investigate possible
dissertation topics.
* HSHMC
October 1
5:00-8:00 pm
Share leader interview
findings.
HSHMC
Share and discuss developing
research topics.
Assignments
Read and Study:
Joyner, Rouse, & Glatthorn
Chapter 1: Laying the
Groundwork for the Thesis or
Dissertation
Chapter 3: Finding a Research
Problem (not Chapter 2)
Review the Dissertation
Journey.
Review the Ed.D. Program at a
Glance.
Review Dissertation Purpose
and Guidelines.
Joyner, Rouse, & Glatthorn
Chapter 4: Conducting a
Focused Review of Literature
Chapter 5:Making a
Preliminary Choice of
Methodology
Written Assignment for
October 1, 2014:
Prepare interview summaries as
per instructions on p. 3 of
syllabus.
October 8
5:00-8:00 pm
HSHMC
View:
Literature Reviews: An
Overview for Graduate
Students
Read and study: Joyner,
Rouse, & Glatthorn
Chapter 6: Organizing and
Scheduling Your Work
October 22
5:00-8:00 PM
Participate in an in-class
literature search workshop.
Conduct initial literature
search.
Schedule individual in-person
with Dr. Frey at HSHMC.
Individual
Prepare Preliminary Literature Written Assignment: First
student/instructor Matrix.
draft of literature matrix
work sessions.
emailed to me (October 21)
5
November 12
5:00-8:00 pm
HSHMC
ED 895 Research and Writing Seminar
You will deliver an elevator
Be prepared to share one
speech explaining your
challenge, one triumph, and one
research agenda and distribute significant lesson learned as
copies of your fishbone to the you conducted your initial
cohort.
literature search.
6
Written assignment: Elevator
speech and fishbone presented
in class. Please submit
fishbone on BlackBoard
before the class meeting.
December 5
(No class
meeting)
Written assignment: Please
email your second draft
Literature Matrix to cohort
colleagues and instructor by
11:30 pm Monday, November
11th.
Please submit your final draft
of your preliminary literature
matrix on BlackBoard by
December 5, 2014
Health Sciences High and Middle College (HSHMC) is located at 3910 University Ave.,
Suite 100, San Diego, CA 92105. It is located at the intersection of I-15 and University
Avenue, in the large multi-story yellow building on the northwest corner. Parking is free
and plentiful in the parking structure immediately behind the school. The parking
structure is accessed via 39th Street.
SDSU Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473.
To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that accommodations based upon disability cannot be provided until you
have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
Absence for Religious Observances
By the end of the second week of classes, students should notify the instructors of
affected courses of planned absences for religious observances.
Instructors shall reasonably accommodate students who notify them in advance of
planned absences for religious observances. California Education Code 89320 states:
"The Trustees of the California State University shall require that each State university,
in administering any test or examination, permit any student who is eligible to undergo
the test or examination to do so, without penalty, at a time when that activity would not
violate the student's religious creed."
ED 895 Research and Writing Seminar
Dissertation Journey
Fall 2014
ED 895
Topic/Literature Review Matrix
Spring 2015
EDL 880
First Draft Lit Review—18-20 pp.
ED 851
Qualitative Research Methods
Dissertation advisor assigned.
Summer 2015
ED 850
Quantitative Methods
Work with dissertation advisor on readiness for Qualifying Exam.
Begin to extend Lit Review.
Fall 2015
ED 836A
ED 885
Prepare and Submit Qualifying Exam
Program Planning and Evaluation
Spring 2016
ED 836B
IRB Proposal Preparation and Submission
Advance to Candidacy
Prepare Final Dissertation Proposal (chapters 1,2,3)
* Note: Proposal Defense can be scheduled as candidate is ready.
Summer 2016
Proposal Defense--Well-organized 20 min. presentation to
committee. Discussion w/ committee. (Tape record to capture
suggestions and respond to all suggestions.)
Secure IRB Approval
ED 899 (3 units)
Fall 2016
ED 899
(3 units)
Begin Research
Spring 2017
ED 899
(3-6 units)
Complete Chapters 4 & 5
Possible Dissertation Defense
Graduation. Can walk if Chapter 4 is complete.
Summer 2017
ED 899
(If necessary)
Possible Dissertation Defense
7
ED 895 Research and Writing Seminar
PreK-12 Concentration Dissertation Purpose and Guidelines
8
San Diego State University’s Ed.D. Program in P-12 Educational Leadership seeks to
prepare transformative leaders who understand the inherent complexities of educational
systems, recognize and analyze critical problems of practice, and apply relevant research
and scholarship to formulate responses appropriate to specific contexts. These change
agents apply the skills of keen diagnosis, scrupulous implementation, and rigorous
evaluation in a manner that challenges the status quo and brings about fundamental
change to PK-12 educational systems.
In preparation for this incisive work, the culminating experience of the Ed.D. program at
San Diego State University, the Ed.D. dissertation, necessarily addresses an identified
problem of practice within a specific public school or district context. The following
guidelines assist doctoral students in developing an appropriate research question and
choosing the corresponding research methods for conducting their dissertation study.
1. The problem of practice may originate directly from the candidate or from a given
educational institution.
2. The concern might call for evaluation of a specific program in within educational
institution. This evaluation might be the vehicle for the dissertation study.
3. A range of methodologies could be applied within the Ed.D. dissertation study.
Typically, the dissertation is an action research project or a program evaluation
within a specific educational setting, using the full range of quantitative and/or
qualitative methodologies. Whereas, program evaluation and action research may
be the most common approaches, students are not limited to these approaches.
4. Ed.D dissertations can be organized around thematic topics, encouraging teams to
investigate a given problem of practice from different perspectives and through
different theoretical lens. These joint efforts have the capacity to deepen our
understanding of a particular concern. Likewise, individual researchers benefit
from collective analysis and interpretation of the data. Although teams members
focus on a shared topic and may collaborate at different points in their studies,
each participant produces an original work.
5. The Ed.D. dissertation typically includes five chapters. Chapter One presents an
introduction to the study and its context. Chapter Two reviews the relevant
research and scholarship. Chapter Three describes the research methodology.
Chapter Four reports the results of the project. Chapter Five includes
interpretation, discussion, and implications of the research results. The number of
chapters, focus of each, and chapter order described here will not necessarily
apply to all dissertations. These decisions rest with the dissertation chair and
committee.
6. Within San Diego State University’s Ed.D. Program in P-12 Educational
Leadership, the implications of results stand as essential outcomes of all
dissertation research. Here the candidate articulates the potential of their research
to influence and improve practice in P-12 education, demonstrating their capacity
to make a difference in the lives of children.
ED 895 Research and Writing Seminar
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