600

The primary goal of this course is for students to develop the proposal for their doctoral dissertations or equivalents. This will involve definition of a research problem, review of the related literature, and design of appropriate procedures and instruments for pursuing the problem, review of the related literature, and design of appropriate procedures and instruments for pursuing the problem. As part of the class activities, students are also exposed to the research problems, related literature reviews, and methodologies developed by students from each of the other doctoral programs. Prerequisites: ESR 610, ESR 612, ESR 614, ESR 616 or ESR 618. The completion of comprehensive qualifying examinations is also recommended. 2 semester hours

In this course, students explore multiple theories of knowledge and research and the ways in which these theories are enacted in contemporary educational and interdisciplinary contexts. Students investigate the nature and language of epistemological claims as they are created and legitimized through scientific, philosophical, historical, cultural, and personal renditions of knowledge. Students examine the implications of specific paradigms of knowledge for critiquing, conceptualizing, conducting, interpreting, and using research within a variety of settings. Critical reflections on the intersections of knowledge, power, identity and context are emphasized throughout the course. Prerequisite(s): Doctoral standing or approval of doctoral program. 2 semester hours

The course focuses on approaches and methods of collecting, analyzing, and interpreting basic and intermediate level descriptive and inferential statistics. Participants in this course explore ways of designing and implementing empirical-quantitative research in educational or other learning contexts. During the course, they plan a small-scale research project, collect quantitative data, use statistical software (e.g., SPSS) to analyze and interpret the data, and report on their findings. Participants also examine ethical issues related to conducting and presenting research. Pre-requisite(s): Admission to the NCE doctoral program or consent of instructor. Co-requisite(s: None. 3 semester hours

This course introduces conceptual and practical assumptions, contributions, limitations, and controversies of interpretive and critical research. Drawing on various epistemological positions and research traditions, participants become aware of the complexities of research contexts and ways in which they are embedded in community, culture, language, history, and power structures. Participants acquire knowledge of various methodologies such as ethnography, narrative, grounded theory, and others, and develop research skills by engaging in small-scale field projects. Participants begin to grapple with inherent tensions in the interplay among research purpose, methodology, and ethics, while cultivating personal dispositions on educational inquiry. Pre-requisite(s): CCD 605, CCD 615, CCD 620, CCD 625, CCD 630, or consent of instructors. Co-requisite(s): None. 3 semester hours

Students explore assumptions and techniques of empirical/analytic research in the context of schools and the larger context of education. The course builds on the knowledge gained in ESR 612 by focusing on the approaches and methods for data collection, analysis, and interpretation assumptions, and limitations of empirical/analytic studies that use multiple measures. Students are expected to conduct and report on a small-scale research project in their own setting by collecting and interpreting quantitative data. Statistical software (e.g., SPSS) is used by students to analyze their research project data. The course includes a minimum of 15 hours of fieldwork. Prerequisite(s): Doctoral Standing; ESR 610 and ESR 612. 3 semester hours

This course is designed to advance the knowledge of interpretive and critical research gained in prior coursework. The course focuses on specific research strategies and designs; advanced methods of collecting, analyzing, and interpreting qualitative data; and current issues in educational research. By completing a self-designed project, participants enhance their research skills, thus engaging in "knowing, doing, and being." Participants explore constructs of validation, credibility, and evaluation criteria; research ethics, aesthetics, and politics; and diverse forms of representation of interpretive and critical research findings. Pre-requisite(s): ESR 614. Co-requisite(s): None. 3 semester hours

In this course students analyze and critique theories, paradigms, and methods of practitioner-focused research that impact district educational policy and decision-making. This includes evaluation, experimental, and various forms of both quantitative and qualitative research. Students also study research that informs and influences product development (e.g., achievement tests, software, textbooks, training programs), policy decisions, and evaluation techniques utilized in the field by principals, superintendents, and state-level educational administrators. Prerequisite(s): Admission to the Educational Leadership Doctoral Program, Educational Specialist Program, or with permission of the Program Director. 3 semester hours

In this course students study the methodologies, assumptions, and the techniques for various types of data collection and analysis used by educational leaders. The course begins with an overview of student data as a form of organizational performance (e.g., test scores, graduate rates, attendance, etc.) then moves to the broader issues of evaluation, experimentation, quantitative analysis, and interpretivist analyses. The course ends with a review of current research and trends in data-driven decision making. Throughout the course students analyze cases to develop a practitioner's knowledge of research, evaluation, and data use for school improvement. Prerequisite(s): Admission to the Educational Leadership Doctoral Program, Educational Specialist Program, or with permission of the Program Director. 3 semester hours