Curriculum

Study Format Online, On Campus

This doctoral program is offerred 100% online and through cohorts on campus.

Program Length 61-67 credits*

 

*INTERNATIONAL STUDENTS: In addition to the base program curriculum listed below, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.

Illinois Teacher Leader endorsement courses are noted with an (*) asterisk.

Doctoral Specialization: Teacher Leadership

Organization and Community Partnerships*

The examination of the processes needed to create and maintain positive school and community partnerships focused on student success and creating positive school climates and culture. Analysis and examination of instructional leadership emphasizing parent, staff and community collaborations including improvement of curriculum and instruction.

Teacher Leader Practicum*

A clinical experience offering a variety of site-based hands-on experiences in teacher leadership in an authentic school setting. Completion of a standards-based instructional improvement research paper is expected.

Strategies of Educational Leadership*

An analysis and examination of leadership theories and practices that promote instructional leadership emphasizing parent, staff and community collaborations for effective teaching and learning.

Research-Based Decision Making*

An examination of research in support of decision-making. An analysis of current research and techniques to utilize research to support data analysis and application to change processes in the organization.

Supervisory Theory and Practice*

A study application of educational supervision and evaluation models with emphasis on the instructional process and the role of the teacher leader in this process.

School/District Improvement Data Analysis*

This course addresses school district and building leadership roles in creating an infrastructure and systems that focus on school district improvement. Particular emphasis is on school improvement as it relates to accountability demonstrated through assessment design, data gathering and analysis. Candidates will learn how to utilize data to improve curriculum, instruction, multiple forms of assessment, and incorporate technology to meet the needs of the 21st Century learner.

Providing Instructional Support

Examining school and teacher practices that enhance student achievement.

Leading School-Based Professional Learning Communities*

Research and theory of PLC's, building PLC teams and collaborative cultures. Managing conflict and resistance in PLC's and professional development and systems and structures that support PLC's building-wide.

Curriculum Theory and Design

Exploration and analysis of curriculum theory and design for educational programs, early childhood through high school. Analysis, trends and current practices in the light of national and international models and educational programs. Study of curriculum theory in relationship to the processes of curriculum design, development, implementation and evaluation.

Instructional Coaching for Effective Teaching

An examination and application of coaching and collaboration. The role of the instructional coach in goal setting, using effective observation and feedback tools, formal and informal coaching models.

Foundations/Philosophy/Ethics

Philosophy of Scientific Knowledge (PhD only)

This course provides an orientation to the nature, uses and limitations of science with the aim of achieving and understanding of the variety of approaches to research design and developing conceptual frameworks. With regard to the metatheory of knowledge, particular attention will be paid to the following topics: the relationship between theory and observations, the role of the researcher’s values in knowledge generation, how the research conceptualizes the relationship between researcher and subjects, the standards that are used to appraise theories, the theory of reality (ontology) and of how to know that reality (epistemology) that underlies critical theories, and how different methods of data gathering and data analysis influence the generation of scientific knowledge.

Philosophical and Theoretical Foundations of Education (EdD only)

Study of the philosophical and theoretical foundations of education, including analysis of the aims and goals of education, processes of attainment, content and curriculum, and the socialization function of education and schooling. Develop an understanding of the intersections between theory/philosophy, ethical perspectives and the development of policy, practice and institutions.

Organizational Change

Application of change theory to large and small organizations. Leadership strategies for successful change implementation.

Policy Analysis

Educational policy-making at the macro (national, regional and state) and micro (local and institutional) levels. Selected educational policies.

Ethics for Educational Leaders

Ethical theories and practice of school district leadership.

Research for the EdD, Practitioner Track

Research Design

Principles of research theory, methods, inquiry, problem formulation, data collection, literature searches, and ethical considerations. Emphasis on how to design a doctoral-level research study.

Qualitative Research

An examination and application of qualitative research approaches with focus on research design, the role of the researcher, data collection and analysis, and writing from a qualitative perspective.

Quantitative Analysis

An introduction to quantitative analysis of data. Statistical software will be used to explore descriptive and inferential statistics using both non-parametric and parametric techniques.

Research and Statistics for the PhD, Researcher Track

Research Design

Principles of research theory, methods, inquiry, problem formulation, data collection, literature searches, and ethical considerations. Emphasis on how to design a doctoral-level research study.

Qualitative Research

An examination and application of qualitative research approaches with focus on research design, the role of the researcher, data collection and analysis, and writing from a qualitative perspective.

Quantitative Analysis

An introduction to quantitative analysis of data. Statistical software will be used to explore descriptive and inferential statistics using both non-parametric and parametric techniques.

Mixed Methods Research

This course explores the theory, design, and application of mixed methods research.

Select one:

Advanced Topics in Statistics

An introduction to advanced statistical concepts including multivariate analysis, linear models, hierarchical linear models, factor analysis and data management. Students will use statistical software packages and will learn to write basic syntax for custom analysis.

Advanced Topics in Qualitative Analysis

Prepares students to utilize naturalistic inquiry in their own research, most immediately, the dissertation experience. Students will be able to reflect on choices of inquiry paradigms, the goodness of fit between the problem and the approach chosen to explore it, the selection of appropriate instruments, and the role of the writer in the presentation of findings.

Comprehensive Exam and Dissertation

Comprehensive Exam. The first part of this two-part exam is an assessment of the student's theoretical and practical knowledge of teacher leadership. The second part of the exam is a review of the literature. Once a student passes the comprehensive exam, they go on to working with their committee on the dissertation paper.

Dissertation. Students must register for each semester they are working on their dissertation.

 

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