Educational Administration
Doctor of Education (EdD)
Online Degree Program

Philosophical Foundations of Education provides an overview of the dominant philosophical perspectives which have framed the evolution of education, from the time of Plato to the present day. The major philosophers throughout history have included the nature and purpose of education in their writings. This course illustrates the historical, social, cultural, and educational contexts of the most prominent of those writings and discusses their implications for the evolution of education.

Course Objectives

Upon successful completion of this course, students will be able to:

• Trace the historical foundations of educational philosophy, examining key figures and theories.
• Examine the importance of understanding the value of logic, critical thinking, and epistemology to the field of education.
• Discuss how philosophical aspects of research, ethical and moral education, and social and political influences impact and influence the field of education.
• Examine the major philosophical aspects of school reform, multiculturalism, cosmopolitanism, and feminism and how these areas are impacting the field of education today.
• Demonstrate proficiency with academic writing related to philosophical foundations of education.

Learning Theory examines theories of learning and the functions of the human brain which have evolved over the past century. Information processing, memory, conditioning, motivation, developmental characteristics, transfer, problem-solving, social aspects of learning, and classroom applications are covered comprehensively.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define learning, discuss its importance, and examine the various perspectives on learning.
• Demonstrate an understanding of the key theories of learning, identify the major assumptions that underlie them, and note the key figures which contributed to these schools of thought.
• Examine the process of complex learning and cognition and evaluate the relationship between fostering critical thinking in the classroom and students becoming lifelong learners.
• Discuss the nature of human motivation and analyze how it affects the engagement of students in the learning process.
• Demonstrate proficiency with academic writing related to learning theory.

History of Education provides an overview of the history of American education, including the most important persons, dates, events, and movements that shaped the nation’s system of education. The course traces the trend away from federal involvement in public education to a greater emphasis on state involvement. This course also takes a look at school choice and current issues surrounding charter schools, nonclassroom-based charters, online public education, and neovouchers.

Course Objectives

Upon successful completion of this course, students will be able to:

• Describe the history of American education from precolonial times to the present and examine the philosophical, theoretical, and cultural foundations which effected the development of education.
• Analyze the key factors which contributed to the organization and development of the modern school system.
• Examine the emergence of the common man and the common school movement on the development of an educational system.
• Demonstrate an understanding of the major social, economic, and political events which affected the field of education globally and nationally.
• Evaluate the legal and political issues that influenced school reform, the pursuit of equality, and future trends in education.
• Demonstrate proficiency with academic writing related to the history of education.

Pass/No Pass

Upon completion of the three qualifying courses, candidates will complete a written Qualifying Examination based on materials covered in the three qualifying courses. The Qualifying Courses are common to all three degree programs and provide a solid foundation for continued study. The three courses include EDU 602, Philosophical Foundations of Education, EDU 610, Learning Theory, and EDU 614, History of Education.

Objective

The examination is intended to test students’ knowledge related to the Qualifying Courses. The Qualifying Exam will be based on the material presented in the required Qualifying Courses and will require the student to respond to questions that elicit higher level cognitive skills. Students are expected to demonstrate comprehensive knowledge related to the three areas of study while demonstrating advanced academic skills, including (but not limited to) the ability to develop and sustain a line of argument that is coherent and supported with viable, text-based evidence, while writing clear scholarly prose.

Educational Research is a required course completed by all Doctoral students to prepare them for the development and writing of a Proposal and Dissertation. The course presents a balanced presentation of quantitative and qualitative research. It examines the fundamental issues of research so that students learn how to begin to conduct research as well as to read and evaluate research studies. By using the concepts and research techniques presented in this course, students and faculty will work together to develop the student’s knowledge of the Dissertation process.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define and assess the qualitative and quantitative research, the research process, and the skills needed to conduct research.
• Identify and discuss the different steps in the process of research.
• Examine the key characteristics, processes, purposes, and evaluation methods of the various research designs.
• Evaluate the important ethical issues in conducting research.
• Demonstrate proficiency with academic writing related to educational research.

Quantitative Methods in Educational Research is designed to prepare students to understand the elements of research from the standpoint of both design and data analysis. To do this, the course presents information enabling students to judge the research of others and to design their own high-quality investigations. This course will also enable students to read, interpret, and critically evaluate quantitative results. From this, students will be able to solve problems and make knowledge-based decisions.

Course Objectives:

Upon successful completion of this course, students will be able to:

• Discuss the scientific approach and best practices in the research process.
• Explain the importance of reliability and validity in research and the basic components of research design.
• Examine factors such as inference, relationships, correlations, and causality.
• Demonstrate an understanding of factorial, independent-groups, and dependent-groups designs.
• Examine best practices for choosing a research design and statistical analysis to be used in education, educational testing, and educational research.
• Demonstrate proficiency with academic writing related to quantitative methods in educational research.

Doctor of Education in Educational Administration candidates will complete a written Comprehensive Examination. This final requirement will be in the form of an essay examination, based upon major areas of education. Students are asked to integrate course information, professional experience, and outside source materials into a comprehensive framework reflecting their accumulated knowledge in the field of education.

Objective

The Comprehensive Examination is intended to test students’ knowledge related to the qualifying and core courses and area of specialization courses. Learners are expected to demonstrate comprehensive knowledge: facility with a wide range of texts and the ability to draw on main ideas of important thinkers and writers in their fields of study, linking them together in interesting and relevant ways to other scholars working in the field. In addition, students are expected to demonstrate depth of knowledge: the ability to engage, critically and substantively, with texts that both respect and interrogate the students’ claims, positions, and arguments. Finally, students are expected to demonstrate advanced academic skills, including (but not limited to) the ability to develop and sustain a line of argument that is coherent and supported with viable, text-based evidence, while writing clear scholarly prose.

Dissertation Planning focuses on successfully choosing a topic that is both academic and researchable, and one that will meet dissertation requirements as outlined by the University. Under the direction of the Graduate Review Committee, students are provided guidance and support to help them explore the types of dissertations that meet university guidelines, to consider topics of interest to the student in relation to the types, and to think about those topics in a scholarly manner while developing all the components required for an approved topic. Once the topic has been approved, the student is able to move on to GRM 712 - Dissertation Proposal.

The Dissertation Proposal focuses on the preparation of research. This includes conceptual tools, techniques for conducting scientific research, evaluation of the value of research proposals and planning and executing research projects. The student will learn how to organize knowledge within his/her field for presentation in a standardized, scholarly fashion. The student will develop the formal proposal based on established doctoral guidelines and under the supervision of the graduate review committee. This course requires that the student present an acceptable proposal for review and analysis in lieu of a final course examination.

The Dissertation and Oral Defense can begin after GRM 712 has been successfully completed and approved. The candidate will develop and compile an original work, demonstrating ability to add to the body of knowledge in his or her field for presentation to and acceptance by the University. After the student’s dissertation is approved and bound, the candidate is responsible for appearing before their Dissertation Committee in person for the purpose of orally responding to committee member questions as they pertain to the candidate’s dissertation.