PhD Educational Leadership

The PhD program offered in Educational Leadership is an extensive program that seeks to develop the expertise of candidates in the field of educational research for the purpose of fulfilling their desires to pursue careers in the fields of education. The specialization will focus on careers like professors for colleges, dedicated researcher and related professions in the education industry.

The PhD programs offered by Queensville University are one of the best as they offer completeness of the study including research, discussions with industry experts, environments for investigation and allows for flexible programs that are most suited to professionals around the world. This marks the future of education with excellence in terms of quality delivered by the VTU's PhD. holders.

 

What will you learn from this course

Through , Ed.M. the graduates will learn to:

  • Critically analyze the specific challenges that will be faced by next generation education leaders and also how to address those challenges.
  • Conduct research that positively impacts social change.
  • Communicate to multiple audiences via effective oral and written formats.
  • Advocate for social change that integrates diverse perspectives and demonstrates awareness of global interrelationships.
General studies
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Information Research Strategies 2 Introduction to information research including electronic resources. This course is designed to help researchers locate, evaluate, and use information. It includes exploration of the research process, search strategies, locating resources, source documentation, and organization of research.
General studies
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Statistical Modeling and Analysis for Complex Data Problems 2 reviews some of today’s more complex problems, and reflects some of the important research directions in the field. Twenty-nine authors – largely from Montreal’s GERAD Multi-University Research Center and who work in areas of theoretical statistics, applied statistics, probability theory, and shastic processes – present survey chapters on various theoretical and applied problems of importance and interest to researchers and students across a number of academic domains.
Optimal Experimental Design 2 Introduces the philosophy of experimental design, provides an easy process for constructing experimental designs, calculating necessary sample size using R programs and teaches by example using a custom made R program package: OPDOE introduces experimenters to the philosophy of experimentation, experimental design, and data collection. It gives researchers and statisticians guidance in the construction of optimum experimental designs using R programs, including sample size calculations, hypothesis testing, and confidence estimation. A final chapter of in-depth theoretical details is included for interested mathematical statisticians.
Mathematical Modeling 2 complete range of basic modeling techniques: it provides a consistent transition from simple algebraic analysis methods to simulation methods used for research. Such an overview of the spectrum of modeling techniques is very helpful for the understanding of how a research problem considered can be appropriately addressed.
Research Methods and Design 2 Learners gain a thorough understanding of statistical tests appropriate to their dissertation topic and design, how to interpret the results of the tests and how to conduct follow-up analyses, as appropriate. This course includes guidelines and "best practices" for collecting data. Power analysis, what it is, why do it, and how to use available software is covered. Data preparation, use of software to analyze data, and understanding the calculated results are covered. Experience with computer-based statistical analysis techniques is stressed. Emphasizes what is applicable to the Learner’s proposed research questions, design, construct/variable definitions and properties of measurements. Satisfactory/Unsatisfactory grade only.
Dissertation Planning, Writing, and Defending 2 step-by-step through the dissertation process, with checklists, illustrations, sample forms, and updated coverage of ethics, technology, and the literature review.
General studies
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School Leadership and Administration 2 ISLLC Standard, Leadership, Decision Making, Authority, Power, and Influence, Communication, Conflict Management, Organizational Culture, School Improvement, Introduction to Clinical Materials and Learning Experiences, Beginning Challenges, Student Problems, Administrator-Staff Relationships, School-Community Relations, Role and Organizational Problems, Social Justice Issues and Problems of Change
School Finance 2 This course will provide students with an understanding of and practical experience with the major concepts and tools in school finance. The course will cover the three distinct components of education finance: 1) evaluating revenue sources, including school aid; 2) developing and defending budgets; and 3) managing the finances and business operations of a school district. The objective is to provide students with an understanding of the general principles of education finance that can be applied in any setting.
School Safety 2 This course is designed to provide learners with set of standards that educators can use to evaluate their schools and then develop practical and systematic plans for ensuring orderly and caring learning environments. The course also addresses several theoretical perspectives through which learners can come to understand school safety. Attention is given to the distinction between preventing violence and promoting safety.
Leadership: Theory and Practice 2 Being a Leader, Recognizing Your Traits, Recognizing Your Philosophy and Style of Leadership, Attending to Tasks and Relationships, Developing Leadership Skills, Creating a Vision, Setting the Tone, Listening to Out-Group Members, Overcoming Obstacles and Addressing Ethics in Leadership.
Organizational Development 2 Survey of methodological approaches to planned change, including organizational diagnosis, data collection, interventions, feedback, and evaluation. Specific types of interventions covered include strategic planning, organizational design, culture change, team building, survey feedback, goal setting, and career development.
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Improving Schools Through Action Research 3 prepares educators to conduct their own action research projects. The third edition provides the information needed to complete each step of the action research cycle. Chapter activities include a research paper component that helps readers create a research paper as they complete the activities. Additional activities have been added in this edition to help educators navigate through each step of the action research process—from choosing a topic and generating research questions through data analysis and reporting results and conclusions. Other features of the book include detailed strategies for (1) reviewing and synthesizing the literature and writing a literature review, (2) collecting, triangulating, and analyzing quantitative and qualitative data (including how to graphically display results), (3) drawing conclusions from results, and (4) writing in APA (6th edition) style. Numerous Internet resources—including links to action research networks, professional organizations, and journals—are provided. Throughout the text, the book incorporates numerous pedagogical devices such as Exercises and Cases to help readers practically explore topics. Examples are provided throughout the book to document the ways teachers, principals, counselors, administrators, and support staff can improve their practice through action research
Instructional Supervision and Leadership 3 The purpose of this course is to examine the theoretical framework and practical applications of instructional leadership within the economic, social, political, and educational context of schooling. This course proposes a concept of supervision and leadership designed to help educational leaders build a repertoire of approaches and strategies that will enhance professional growth while showing the importance of sensitivity to individual needs. Emphasis is placed upon the learner gaining a clear understanding of the interrelatedness among supervision and leadership, instruction, and assessment.
Education and Social Change 3 Focuses on the evolving relationship between education and social change. Considers the impact of social forces such as industrialization, urbanization, immigration, and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education.
The School Counseling and School Social Work Treatment 3 Covers disruptive classroom behaviors, reinforcing student success, bullying, peer conflict, and school violence. School and mental health professionals are provided with all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payers, and state and federal review agencies.
Measurement and Assessment in Teaching 3 The Measurement and Assessment Process, Educational Testing and Assessment, Context, Issues, and Trends, The Role of Measurement and Assessment in Teaching, Instructional Goals and Objectives: Foundation for Assessment, Validity, Reliability and Other Desired Characteristics, Classroom Tests and Assessments, Planning Classroom Tests and Assessments, Constructing Objective Test Items: Simple Forms, Constructing Objective Test Items: Multiple Choice Forms, Measuring Complex Achievement: The Interpretive Exercise, Measuring Complex Achievement: Essay Questions, Measuring Complex Achievement: Performance-Based Assessments, Portfolios, Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report, Assembling, Administering, and Appraising Classroom Tests and Assessments, Grading and Reporting, Selecting and Using Published Tests, Achievement Tests, Aptitude Tests, Test Selection, Administration, and Use, Interpreting Test Scores and Norms.
Policy Studies for Educational Leaders 3 Focuses on the background of education policy, what is policy and where it comes from, power and education policy, the economy and demographics, the political system and political culture, values and ideology. Also covers The Major Education Policy Actors, Setting the Stage and Getting on It: Issue Definition and Agenda Setting, Getting the Words and the Money: Policy Formulation and Policy Adoption, Looking at Policies: Policy Instruments and Cost Effectiveness, Policy Implementation: Getting People to Carry Out a Policy, Policy Evaluation: Determining If the Policy Works and Education Policy in the United States Retrospective and Prospective.
School Based Leadership 3 Focuses on community participation (parents, etc.), decentralization and teacher empowerment to improve school performance.
School and Community Relations 3 Lends students a field-tested, step-by-step guide to establishing strong community communication in a variety of school environments, and Focuses on both the “hows” and the “whys” of each approach and stratagem.
Supervision of Curriculum 3 This is a course in curriculum management. Learners will examine the processes and procedures of supervising curriculum change, follow-through, and evaluation with special attention given to curriculum review committees, in-service training, articulation, and diversified programs for students.
Innovation and Change 3 To be an effective leader demands an understanding of the basic principles and practices underlying innovation and change processes in organizations. Learners will explore various change theories, and best practices for successful implementation in the their workplace. Issues of visioning, coalition building, creating and promoting change agenda, and the Learners examine building capacity for change. Opportunity to investigate one’s personal reaction and response to change is highlighted.
General studies
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Concept Paper 2 Ethical issues in research are studied and the Learner evaluates the research plan developed in modules RSH8951-RSH8953 against accepted ethical principles and practices in the field. The material developed in the modules is integrated into a summarizing document called the Dissertation Research Proposal. The proposal is comprised of Chapter I (Introduction), Chapter II (Literature Review), and Chapter III (Methodology). The Learner develops the Dissertation Research Proposal under the supervision of the faculty mentor, with a focus on the conceptual and methodological clarity of the research plan for the Learner’s dissertation topic. Once acceptable to the Learner and the faculty mentor, the draft of the Research Proposal is reviewed by the Learner’s Dissertation Committee and the University’s Ethics Committee. Satisfactory/Unsatisfactory grade only.
Doctoral Comprehensive Examination 2 Assures that the Learner has mastered knowledge of his or her discipline, specialization, and can demonstrate applications of that knowledge before formal candidacy status is granted and research in support of the dissertation is initiated. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research l 2 Continuation of RSH8954-P. The draft of the Dissertation Research Proposal is finalized and approved by the Learner’s Dissertation Committee and the University’s Ethics Committee. All steps necessary to begin data collection, including any necessary pilot testing, are completed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research ll 2 Dissertation data are collected and analyzed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research lll 2 the dissertation process is completed. The manuscript is prepared, accepted by the Learner’s Dissertation Committee, and the oral defense is conducted.
Candidates for the Ph.D. must maintain continuous enrollment. Candidates must have satisfied all financial obligations to the University and be enrolled at the time the oral defense is conducted.
Satisfactory/Unsatisfactory grade only.