Syllabus Home Page

Welcome to Research in Educational Leadership. Please read the information on this page before proceeding to the course assignments.

Prerequisites: None Credit Hours: 4 Semester Hours

Instructor: Heeja Kim, Ph. D

I am currently an Assistant Professor of College of Education at TUI University. I received both an M.Ed in Instructional Technology and a Ph.D. in Career and Technical Education from the University of Georgia. My current research interests focus on Educational Leadership: The Imperative for Change, and Career Development.

Instructor Contact Information

Office hours: 9:00 A.M. - 4:00 P. M., Pacific Time (Monday-Friday)

Email address: kimh@tuiu.edu (I will reply most often within 24 hours)

Telephone and fax numbers: 714-226-9840 ext. 2056 ; 714-226-9845 (fax)

Course Description

This course takes an in-depth look at the literature concerning various aspects of educational leadership. These areas include educational leadership within each of the following contexts: (a) the classroom, (b) the school, and (c) the school district. Issues within and among each of these contexts will be examined. As a central component of this course, students will conduct either a review of the literature, or an independent research study that addresses a particular issue/topic in educational leadership that is of particular relevance/interest to their professional goals.

Significance of the Course within the Program

The PhD program objectives are listed at College of Education PhD website.

This course will either implicitly or explicitly address the following program objectives:

The graduate should be able to:

Integrate and synthesize a broad appreciation and understanding of education systems, practices, and issues in social, political, economic, and historical contexts.
Critically analyze education administrative and leadership problems, conflicts, and ambiguities.
Construct a comprehensive knowledge-base and develop a set of research skills in the conceptual underpinnings of the practice of education administration and leadership.
Apply knowledge-base and research skills to the teaching and learning missions of education institutions.
Draw on and evaluate contributions from diverse perspectives to inform critical analysis, and promote accountability and student-centered education.
Make significant and relevant scholarly contributions to the current body of scientific knowledge.

Course Overview

This course takes an in-depth look at the fundamental aspects of the research in educational leadership. Prevalent topics and issues in educational leadership are explored through a critical review of the existing research found in peer-reviewed journals. Basic components of studies published in peer-reviewed journals are examined. The goals of this course encompass the following objectives toward the research in educational leadership.

Learning Objectives

By the end of this course, the student shall be able to satisfy the following outcomes expectations:

Demonstrate prevalent topics and issues addressed in the research literature in educational leadership (Module 1 ~ Module 5).

Recognize and appreciate the different perspectives from which leadership has been and continues to be studied (Module 1).

Demonstrate the strengths and possible limitations of transformational leadership. (Module 2)

Demonstrate different types of changes that educational organizations (Module 3)

Discuss leadership roles and responsibilities with respect to the use of web-based instructional technologies (Module 4)

Synthesize the research addressing a particular topic in educational leadership (Module 1 ~ Module 5)

Evaluate the strengths and weaknesses of existing research in educational leadership (Module 5)

Recognize and demonstrate “gaps” in the research literature in educational leadership (Module 5).

Recognize and demonstrate the appreciate the distinction between peer-reviewed and non-peer-reviewed research studies (Module 1 ~ Module 5).

Recognize gaps in the research literature as opportunities to contribute toward the knowledge in educational leadership (Module 5).

Course Content and Schedule

Module	Topic
01	Leadership Models
02	Leadership Practices
03	Leading Change
04	The Leadership Medium
05	The Evolving Leadership
06	Wrap-Up

<top>

Course requirements

Case Assignments

The purpose of the case assignments in this course is to place the student in a position which will require research, synthesis of information and critical thought. You will be asked to distinguish pertinent from peripheral facts, to identify central alternatives among several issues competing for attention, and to formulate strategies and recommendations. The method provides an opportunity to sharpen problem-solving skills and to improve your ability to think and reason rigorously.

Note that your response will require research, synthesis of information and critical thought.

The Case Assignments represent 50% of the student’s overall grade.

Session Long Project

The SLP is a culmination of the student’s understanding and ability to synthesize course objectives.

· The SLP should be a research project.

· The SLP should reflect the course outcome expectations/objectives.

· The SLP should include citations of peer-reviewed sources.

· The SLP should demonstrate:

Breadth:	The student shall investigate available scholarly literature as well as other credible sources.
Depth:	The student shall thoroughly research the scholarly literature and credible sources about specific issues/topics.
Application:	The student shall draw on theories and research emerging from the course modules and case assignments and apply the knowledge to developing a comprehensive project piece by piece.

The Session Long Project represents 35% of the student’s overall grade.

Horizon Live

One live conference per module will be scheduled at the beginning of the session. The purpose of the HL is to provide further explanations of the concepts being addressed and to answer any questions you may have.

Students will receive an email at the start of the session concerning the days / times in which these conferences will be held, along with additional details concerning the format of these conferences.

Participation in the live conference and/or completion of the alternative reports for each module will contribute 5% toward your final course grade.

Threaded Discussions

The threaded discussions will afford the student opportunities for synchronous as well as asynchronous lecture/discussions. The threaded discussion affords the student a forum for intellectually engaging other students in critical analysis and discussion of modular topics, as directed and moderated by the professor. The minimum interaction expected of you is to respond to this question / topic during the first week of each module. During the 2nd week of each module, you are expected to read through responses by peers (from week 1 of the module) and post a 2nd response addressing 1 or more of the shared ideas.

The Threaded Discussions represent 10% of the student’s overall grade.

Each TD module is: 2%

Meaningful Participation is: 2 points = A

Participation to some extent: 1 points = B

No participation: 0 point = F

Assignment Due Dates

Be sure to review the TUI Calendar for important module due dates.

Please note that assignment due dates are the Monday following the second Friday of each module. For students not yet familiar with the model of instruction at TUI, information is available about course navigation and the various components of TUI courses.

Grading

You will be evaluated on the quality of all written assignments submitted, participation in weekly threaded discussions/HLs and the session long project. Grades will be based on a standard 100-point scale with the following values and ranges:

Case Assignments	50%
Session Long Project	35%
Threaded Discussions	10%
Horizon Live	5%
Total	100%

<top>

Policies

Grades of Incomplete

Grades of “Incomplete” (I) may be assigned if circumstances have made it difficult for the student to complete the course on time. You may visit the Grading & Academic Performance section of the TUI catalog/website for the applicable policy and procedure.

Grade Appeal

All grade challenges and appeals shall follow TUI Policy. Please visit the TUI catalog/website for the applicable policy and procedure.

Student Disabilities

Students with a documented disability who require assistance must provide appropriate documentation and request accommodations (based on disability) upon registration. Students must provide documentation from an appropriate professional verifying the presence and impact of the disability. The Director of Student Services reviews the documentation and determines eligibility for reasonable accommodations as permitted by applicable laws.

Religious Holidays

In recognition of the various religious or faith beliefs of students and to ensure that the academic programs and services of TUI shall be available to all qualified students who have been admitted to its programs, regardless of individual religious beliefs, students shall not be penalized for observances of religious holidays.

APA Style

TUI requires all PhD work to be in APA form. We also encourage all other students to comply with guidelines for proper citation of references. You may use the information found on the following links:

http://owl.english.purdue.edu/handouts/research/r_apa.html

TUI Style Sheet

Academic Integrity

TUI demands a level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments and the procedures for dealing with academic integrity are set forth in the TUI student handbook. Be sure you understand the meaning of plagiarism. “Plagiarism is the act of using the work of another and representing it as your own. Plagiarism is one of the most serious infractions in an academic setting and subject to disciplinary action.” Please familiarize yourself with the TUI Policy on Plagiarism.

Materials used in connection with courses at TUI may be subject to copyright protections and are intended solely for the use of students officially enrolled at TUI. The materials in each course are intended for private study, scholarship and research as associated with the requirements of the course, and may not be retained, duplicated or disseminated without express permission of the holder of the copyright.

<top>

Course Materials / Bibliography

Course Reference List

The references include both required and additional reading material. The resources are listed by module and type. If any of the links are currently inactive you will be able to access the articles by doing your own search including ProQuest or EBSCOHost in the Cyber Library at TUI.

Module 1

Doyle, M. E. & Smith, M. K. (2001). Classical leadership. The encyclopedia of informal education. Retrieved September 11, 2007, from http://www.infed.org/leadership/traditional_leadership.htm

Mendez-Morse, S. (1992). History of leadership research. SEDL. Retrieved September 18, 2007, from http://www.sedl.org/change/leadership/history.html

Module 2

Hunter, S. T., Bedell-Avers, K., & Mumford, M. D. (2007). The typical leadership study: Assumptions, implication, and potential remedies. The Leadership Quarterly, 18, 435-446. Retrieved April 14, 2008, from www. sciencedirect.com.

Leithwood, K., & Jantzi, D. (1999). Transformational school leadership effects: A replication study. School Effectiveness and School Improvement, 10(4), 451-479. Retrieved September 18, 2007, from EBSCOHOST Data base.

Pepe, M. E. (2007). High impact leadership development. Organization Development Journal, 25(3), 51-56. Retrieved September 18, 2007, from PROQUEST Data base.

Module 3

Bowman, Jr., R. (2000). Examining six different leadership Styles in Relation to Constrained Change at Winona State University. Education, 120(3), 455-461. Retrieved September 18, 2007, from EBSCOHOST Data base.

Mendez-Morse, S. (1992). Characteristics of leaders of change. SEDL. Retrieved September 18, 2007, from http://www.sedl.org/change/leadership/character.html

Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. (A Working Paper). Aurora, CO: McREL. (ED481972). Retrieved September 18, 2007, from EBSCOHOST Data base.

Waters, T., Marzano, R. J., & McNulty, B. (2004). Leadership that sparks learning. Educational Leadership, 61(7), 48-51, Retrieved September 18, 2007, from EBSCOHOST Data base.

Waters, T., & Grubb, S. (2004). Leading Schools: Distinguishing the Essential from the Important. Aurora, CO: McREL. Retrieved August 15, 2007, from http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/4005IR_LeadingSchools.pdf

Module 4

Beaudoin, M. F. (2002). Distance education leadership: An essential role for a new century. Journal of Leadership Studies, 8(3), 131-144. Retrieved September 18, 2007, from ProQuest Data base

Burns, J. S. (2002). Chaos Theory and Leadership Studies: Exploring Uncharted Seas. Journal of Leadership & Organizational Studies, 9(2), 42-56. Retrieved September 18, 2007, from ProQuest Data base

Eddy, J. P., & Murphy, S. D. (1997). 21st century leadership practices needed for higher education. Education, 117(3), 327-331. Retrieved September 18, 2007, from EBSCOHost Data base.

Module 5

Bridgers, M., & Johnson, H. (2006). The aging workforce: The facts, the fiction, the future!. ASHRAE Journal, 48(1), A6. Retrieved September 19, 2007, from ProQuest Data base.

Doyle, M. E. & Smith, M. K. (2001). Classical leadership. The encyclopedia of informal education. Retrieved September 11, 2007, from http://www.infed.org/leadership/traditional_leadership.htm

Gilburg Leadership Institute. Building A Leadership Legacy: Planning for a leadership transition amidst a changing generational landscape. Retrieved March 2, 2008 http://www.gilburgleadership.com/resources/Building_a_Leadership_Legacy.pdf

Rodriguez, R. O., Green, M. T., & Ree, M. J. (2003). Leading Generation X: Do the old rules apply? Journal of Leadership & Organizational Studies, 9(4), 67. Retrieved September 18, 2007, from ProQuest Data base.

Supplemental Resources

Hoachlander, G., Alt, M. & Beltrenena, R. (2001). Leading school improvement: What Research says. A Review of the Literature. Retrieved May 30, 2008, from http://www.sreb.org/main/Leadership/pubs/LeadingSchool_Improvement.asp

Please try to find additional literature your own to support your topic by using TUI Library or other search engine sites i.e., google.

TUI Library: http://library.tuiu.edu/

Google Scholar: http://scholar.google.com/

<top>