%
S.97-34
S
?
SIMON FRASER UNIVERSITY
OFFICE OF THE VICE-PRESIDENT, ACADEMIC
?
MEMORANDUM
To:
?
Senate
From: ?
D. Gagan, Chair
Senate Committee on Academic
Subject: ?
Faculty of Education -
Graduate Curriculum Revisions
(SGSC Meeting Feb. 17, 1997)
(SCAP Reference: SCAP 97-20)
Date: ?
March 14, 1997
Action undertaken by the Senate Graduate Studies Committee and the Senate
Committee on Academic Planning gives rise to the following motion:
Motion:
"that Senate approve and recommend approval to the Board of
Governors as set forth in S.97 -
34 ,
the proposed Ed.D in
Educational Leadership."
'4
?
SCAP 97 - 20
SIMON FRASER UNIVERSITY
MEMORANDUM
To: Alison Watt, Director
Secretariat Services
Subject: Proposed Ed.D. in
Educational Leadership
From: B.P. Clayman
Vice-President Research!
Dean of Graduate Studies
Date: February 20, 1997
The proposed Ed.D. in Educational Leadership was approved
by the Senate Graduate Studies Committee, at its Meeting on
. ?
February 17, 1997, and is now being forwarded to the Senate
Committee on Academic Planning for approval.
B.P. Clayman
Vice-President Research!
Dean of Graduate Studies
mm!
attach.
9
GS. 97.7
SIMON FRASER UNIVERSITY
DEAN OF GRADUATE STUDIES
Memorandum ?
0
TO:
?
B. P. Clayman ?
FROM:
Phyllis Wrenn
Dean, and Chair,
?
Associate
Dean
Senate
Graduate Studies
Committee ?
Chair, ACNGP
SUBJECT: Proposal for Ed.D. in
?
DATE:
January 13, 1997
Educational Leadership
I am pleased to report that the Assessment Committee for New Graduate Programs (ACNGP) has
approved and recommends to the SGSC for approval the proposal for an Ed.D in Educational
Leadership. The first draft of the proposal was received on June 29, 1995.
Please place this proposal on the agenda of the next meeting of the SGSC. By copy of this
memorandum, I am inviting R. Barrow or his designate to attend this meeting as a representative
of the proposed program.
,-7ALQ ---
^-
H -
End.
c: R. Barrow, Dean, Faculty of Education
, M. McGinn
EDUC-M7.DOC 13-Jan-97
?
.?.
ACNGP-96-99
PROPOSAL FOR ED.D. IN
?
EDUCATIONAL LEADERSHIP
.
09 November 1994
?
Approved "in-principle" by Senate Committee on
Academic
Planning
04 June ?
1995 ?
Approved by Faculty of Education
29 June ?
1995 ?
Received by Dean of Graduate Studies
28 September 1995
?
Reviewed by Assessment Committee for New
?
Graduate Programs
17 November
1995 ?
Received revised version by Dean of Graduate
Studies
01 December 1995
?
Reviewed by Assessment Committee for New
?
Graduate Programs
12 January 1996
?
Sent revised version to four External Reviewers by ?
Dean of Graduate Studies
18 March
?
1996 ?
Received External Reviewers' reports by Dean of
Graduate Studies
18 March
?
1996 ?
Sent External Reviewers' reports to Faculty of
Education by Dean of Graduate Studies
28 November 1996
?
Received Faculty of Education response to External
Reviewers' reports by Dean of Graduate Studies
16 December 1996
?
Reviewed by Assessment Committee for New
?
Graduate Programs
3.
cOV-EDUC.DOC 12103/96
.
SIMON FRASER UNIVERSITY
?
Faculty of Education
?
MEMORANDUM
To ?
Dr. Ph y llis Wrenn ?
I
?
From
?
Stuart Richmond
Associate ban of
?
Director of
Graduate Studies
?
Graduate Programs
Subject
?
Ed.D. Proposal
?
Date
?
January 8, 1997
Here is the revised version of the Ed.D. as discussed in the Assessment
Committee meeting. Thank you very much for your assistance to date.
Stuart Richmond
Attachment
[II
q. ?
0
Simon Fraser University
FACULTY
OF EDUCATION
.
Program Proposal:
Ed.D.
?
in ?
EDUCATIONAL LEADERSHIP
Revised January 6, 1997
Ed.D in Educational Leadership
?
p. 2
CONTENTS
.
GENERAL INFORMATION ..............................................................................................3
2.
NEED FOR THE PROGRAM ..............................................................................................4
2.1. Cultural, Societal and Professional Need for the Program
3.
PROGRAM DESCRIPTION ................................................................................................8
3.1. ?
Goals
3.2. Relationship of Program to Role and Mission of the University
3.3. Relationship to Other Administrative Leadership Programs
3.4. Entry Requirements
3.5. Curriculum
3.6. Program Timeline
3.7 Academic Provisions
4.
PRESENT AND
PROJECTED
RESOURCES ..................................................................17
4.1. Personnel
4.1.1. Existing and Required Faculty
4.1.2. Administrative and Support Staff
4.2. Budget
4.3 Projected Drop-out Rates
Appendix I List of those who have requested applications for the program
Appendix II
Course outlines
Appendix
ifi
Examples of comparable programs
?
(Available on request)
Appendix IV Relevant faculty C.V.s
?
(Available on request)
Ed.Din Educational Leadership
?
p. 3
S
1. GENERAL INFORMATION
A.
Title ....................................................................Educational Leadership
B.
Graduate credential to be awarded ..............Ed.D.
C.
Faculty ...............................................................Education
D. Campus location for program ......................Simon Fraser: Burnaby Campus
E. Proposed start date of program ....................September 1997
.
1.
Ed.D in Educational Leadership
?
p. 4
.
2. NEED FOR THE PROGRAM
2.1. Cultural, Societal and Professional Need for the Program
At the present time there is an increasing and changing demand for graduate studies
in educational leadership in the province. This results partly from the following
factors:
1.
the need to make available to future educational leaders recent significant
developments in the social and human sciences;
2.
the need to replace the increasing number of retiring institutional leaders, at the
school and district level, as well as in other educational organizations;
3.
the fact that many of these replacements will be from groups not traditionally
represented in educational leadership, e.g. women and cultural minorities;
4.
the recent educational reform initiatives combined with changes in the
legislation governing the administration of school systems;
5.
the increase and change in the ethnic character of the population in the
province generally;
6.
the rapid increase in the rate and type of social, economic and cultural changes
in the province.
These changes have made preparation for educational leadership in all areas a
qualitatively different task from how it was conceived and practiced twenty years
ago, when many of the present graduate programs were set up. What is needed
today is a program that prepares educational leaders to deal with issues that are
currently pressing
,
and to understand the deeper ethical, political, socio-cultural,
technological, and educational matters involved. This means that it is necessary to
approach the study of and preparation for leadership in education in a qualitatively
different way. No longer can educational leadership be seen merely as a technical
exercise carried out by a managerial class, requiring a rather narrow training in the
organization and administration of schools. The issue must be seen in terms of
leadership in the practice of educating and not merely as institutional leadership.
This does not mean that issues pertaining to the strategies and tactics of
educational leadership are in themselves unimportant; in fact for a principal or
superintendent to be able to lead well requires a synthesis of skill, dispositions and
understanding—itself a considerable achievement. Without a full recognition of
the greater breadth and depth that questions concerning both
the practice of
40
leadership and the leadership of practice
raise, however, matters of institutional
leadership will be reduced to mere management. The foundations necessary for this
I.
Ed.D in Educational Leadership
?
p. 5
approach are primarily educational and cultural rather than technical or
managerial.
The educational leader of the 1990s faces more internal and external
çnvironmental pressures than administrators of the past, as his/her role has become
increasingly more complex and the demands harder to balance. The community
expects the school system to deal with issues such as hungry children, drug abuse,
violence, racism, and sex-issues that divide the community itself. Collective
bargaining and administration of collective agreements has become more complex as
teachers themselves have become unionized. A change in the composition of
classrooms from Caucasian and English speaking, to multi-racial, multicultural and
multi-lingual has created a need for English language training and has resulted in a
shift of educational priorities. Educational leaders need to appreciate the increasing
complexity of their environment and to know how to gauge the social, legal, and
political consequences of contentious policy decisions. At present there are no
doctoral programs in British Columbia designed to prepare individuals to deal with
the complex realities of the turbulent world of educational leadership. There is, at
the same time, a growing body of research and argument related to these issues,
knowledge of which would enhance an administrator's ability to deal with these
issues.
In late September 1992, the Faculty of Education sent out letters to every
Superintendent of Schools in British Columbia, outlining the proposed Educational
Leadership Program. The letter asked for reaction and feedback to the Program and
estimates of how many administrators in their school district would be interested in
participating.
Twenty-three of the 75 superintendents responded and the response to the
proposed Educational Leadership Progrm has been overwhelmingly positive. The
following is a sample of the feedback we have received.
?
-
"I am writing to convey my strong support for the proposed new
doctoral program.... It is very difficult for administrators to leave a
position for a long duration as is usually required for a doctoral program.
It is doubly difficult when working in a small district such as mine
where other district level staff are scarce to non-existent.... The program
you describe would, I think, be ideal".
(Superintendent of Schools)
?
Is
a
Ed.D in Educational Leadership
?
p. 6
"My reaction is one of excitement. It will not be feasible for me to take
the necessary extended leave to pursue a doctoral program under the
normal university requirements.... In addition, at this stage in my
career, I am much more interested in practical application than in pure
pursuit of theoretical knowledge. A doctoral program which would
dovetail with my work would be an ideal opportunity."
(Superintendent of Schools)
"I like the idea. I have personally enquired about similar programs at
Brigham Young University and at San Diego State. If the program were
offered I would be very interested".
(Superintendent of Schools)
"I applaud your initiative and offer my assistance. A doctoral program,
located locally which has both substance and practicality is much needed.
B.C. suffers from a dearth of solid graduate work and the
"correspondence-spend-a-summer" degree mills used by some of our
people are making things worse."
(Superintendent of Schools)
"A doctoral program of this type is long overdue and I am pleased to see
o ?
a British Columbia university has taken the initiative to propose a
program to meet the needs of working administrators".
(Superintendent of Schools)
Most of the 23 letters from the superintendents were extremely supportive of
the proposed Program. Their responses indicate that approximately 65 educational
administrators in the province are presently interested in taking the program.
Gauging by the superintendents' estimates there will be no shortage of students and
the selection criteria for candidates will be highly competitive. In addition to these
responses, the Faculty of Education has received numerous and consistent requests
for such a program over the past decade from educational administrators in British
Columbia and other western provinces. (Included as Appendix I is a list of those
who expressed a wish to apply for the program in response to our first
announcement of our intention to mount such a program.)
Each year thirty to forty leadership positions in the education sector in British
Columbia become available. Doctoral degrees are considered highly desirable
qualifications for these positions but many local candidates do not have them. As a
result prime leadership positions are frequently filled with candidates from outside
10.
Ed.D in Educational Leadership
?
p. 7
the province—candidates who possess doctoral qualifications and related educational
experience from other provinces and countries. Very few of the chief executive
officers of education (superintendents of schools) in B.C. have doctoral degrees. Of
the 75 superintendents in B.C., only 12 have doctoral degrees. Of these 12, only one
doctoral degree is from B.C. The other 11 superintendents were recruited from
outside the province or took their degrees in the United States.
The
Ed.D. in Educational Leadership
will provide an effective means of
communicating the results of empirical research and philosophical discussions of
educational issues to those best positioned to turn them to practical educational
value. It will also provide a much sought after opportunity for mid-career
educational leaders in British Columbia to engage in advanced study, thus yielding
the knowledge, understanding and credentials they need for their increasingly
demanding roles. Individuals occupying mid-career positions in the education
sector broadly conceived would be candidates for the Educational Leadership
program. Some such positions are: School Principal, Superintendent of Schools,
Assistant Superintendent of Schools, or Director of. Instruction; President (Principal)
or Vice-President of public sector colleges and private sector training institutions;
senior level positions of the Ministry of Education in finance, planning, and
curriculum; senior management positions in teacher associations, trustee
associations, and educational foundations; and upper level management positions in
government and the private sector responsible for employee education and training
programs.
Most successful applicants to the program will be currently employed within
the educational system. They will bring extensive and varied educational experience
to the program, as well as a demonstrated eagerness to acquire new understandings
and competencies, and to undertake critical examination of their practices and values
as educators.
The program offers important distributive benefits: accessibility to higher
education and career mobility will be offered to those who otherwise cannot afford to
take a year off work to pursue a doctoral degree, such as single parents and women
with family responsibilities. At present, those who wish to undertake advanced
study have little choice but to go to the United States where a number of universities
offer doctorate of education programs during the summer. As the issues pertinent to
II.
Ed.D in Educational Leadership ?
p. 8
the governance of American schools differ significantly in character from those
facing educational leaders in British Columbia, the relevance and the value of these
American programs to B.C. educational leaders is to some extent questionable. The
province will benefit from the development of a cadre of educational leaders who
have been exposed to an intensive and rigorous examination of common
educational practices in B.C., and have conducted research on aspects of these
practices. They will also have sharpened their intellect in extending their ability to
analyze problems facing the practice of education, arriving at new responses to these
questions, and framing significant new questions relevant to the role of leadership in
public education.
3.
PROGRAM DESCRIPTION
The
Ed.D. in Educational Leadership
will be a Simon Fraser University (SFU)
degree, organized, administered and awarded by SFU. This degree program is
designed for the mid-career professional educator who wishes to study educational
issues particularly relevant to the practice of educational leadership. It is designed to
•
?
accommodate twelve students initially, and to take in a further twelve new students
biennially.
3.1 Goals
There is an ongoing and vital need for the prudent management of schools:
and school districts, for the efficient planning, control, coordination and
organization of operations and facilities. The success of these activities is primarily
based on the learning and application of techniques, which are standard methods
that can be taught in recipe form. A recipe lays down a certain number of steps
which, if followed to the letter, ought tO lead to the end desired. Technique reaches
its limits precisely where real creativity and judgement are called for, in the sciences
as well as the arts.
This degree looks beyond the notion of educational leadership as the
application of generic management techniques; its curriculum seeks to prepare
leaders for situations where technique is insufficient. These situations arise not only
in the very normative foundations of the educational enterprise, but also in the daily
judgements necessary for the ethical and political operation of educational
institutions. The curriculum is based on the belief that three bodies of knowledge
I,.
Ed.D in Educational Leadership
?
P. 9
and understanding provide the foundations of any preparation for public life: first,
the humanities, second, the social sciences, and third, practical expertise.
The program has a format not usually associated with doctoral level study; it is
four year long weekend and summer residential cohort program intended to create
a cohesive group of students who interact between class meetings in ways that
support the goals of the instructional program.
3.2. Relationship of the Program to the Role and Mission of Simon Fraser
University
The proposed Ed.D. in Educational Leadership responds to several key
initiatives outlined in the SPU planning agenda laid out in Challenge 2001: The
President's Strategic Plan. This plan called for the development of new programs for
persons outside the Lower Mainland who will undertake professional graduate study
while continuing to work. It also proposed the expansion of facilities at the Harbour
Centre campus for such programs. The Ed.D fits comfortably into the mandate and
the client profiles of Harbour Centre; it is similar to the Executive MBA Program, as
the model, the delivery and the anticipated clie'n
't group are similar. It may be
significant to note as well that the faculty planning agenda identifies a 'Doctorate in
Education" program as an area for potential growth and development.
A recent Commission of Inquiry on Canadian University Education (Stuart
Smith, 1991) criticizes universities for focusing on research at the expense of
instruction and the needs of students and the community. The Commissioner of
Inquiry, Stuart L. Smith also expresses disappointment that there has been little
innovation in pedagogy, teaching mthods and program delivery at universities
across the country. But Smith notes that Simon Fraser University is more
responsive to its constituency than many universities and lauds the SFU initiatives
of Cooperative Education, Distance Education and the Executive MBA Program
(Smith, Simon Fraser University Public Lecture, September 24, 1992).
As Smith points out, Simon Fraser University has a tradition of innovation in
pedagogy and program delivery and has become a leader in the university
community in the development of new programs. The
Ed.D. in Educational
Leadership is
another such initiative that will further enhance Simon Fraser
University's reputation. We anticipate enlarging the accessibility of the program
Ed.D in Educational Leadership
?
p. 10
I s
??
after we have successfully completed one cycle. We will begin to convert as much of
the program as possible to formats that will allow us to offer significant portions of it
electronically. Members of our faculty are currently involved in designing courses
for offering on the World Wide Web and converting them to CD-ROM
format. We
have been consistently a leader in exploring uses of technology for pedagogical
purposes, and we anticipate drawing on, and extending, this expertise in making this
program much more widely available. We will draw on the resources of the
University's Distance Education Office and on our own world-renowed
EXCITE
laboratory for developing educational uses of technology.
3.3. Relationship to Other Educational Administration Programs
This Educational Leadership program will be distinctive in Canada; it will be
one of few programs in this country to offer doctoral studies in educational
leadership to educational administrators who are working full time, and the only
one that combines a philosophical and non-technicist approach within the Canadian
context. It is anticipated that there will be considerable demand for this program by
administrators not only from British Columbia but also from the rest of Western
Canada. Recent meetings with the British Columbia Principals and Vice-Principals
Association, with the B.C. Superintendents Association and with representatives of
the B.C. Trustees Association have all indicated a strong demand for such a program.
At present the opportunity for doctoral study in educational leadership for fully
employed individuals is nonexistent through any of the three provincial universities
currently providing graduate study opportunities. U.S. universities, recognizing the
void, are already moving into B.C. to offer D.Ed's through various distance delivery
modes. Nova University from Florida is a case in point; this year it has opened a
doctoral program in the Lower Mainland and six B.C. School Superintendents have
enrolled as students. Without endorsing xenophobia, it is distinctly troublesome to
watch these incursions, knowing that the provincial universities are unprepared to
respond effectively by providing a viable and educationally defensible option.
Examples of some comparable programs from other universities are included as
Appendix III.
C
14.
I,
Ed.D in Educational Leadership ?
P. 11
3.4. Entry Requirements
?
1..
?
9
Admission requirements to the Ed.D. program as per Graduate Regulation
1.3.3. Candidates will also require several years of exemplary and varied educational
and leadership experience; of particular value will be evidence that candidates not
only have an interest in critical reflection on issues of leadership, but also are judged
by their peers capable of providing distinctive leadership in their subsequent
educational careers.
3.5. Curriculum
The construction of a curriculum for this doctoral program is the
quintessential task in program development. Several considerations influenced the
character of the curriculum. Foremost is a conception of leadership advocated by
Rost
(1993)*
where the relationship among leaders and collaborators is one based on
influence, in which leaders and collaborators are the actors in the relationship and
where they intend real changes that reflect their mutual interests. Where real
changes are proposed that involve questions of mutuality of interests, the ethical
dimension of leadership is directly implicated. So this program rests comfortably
but not slavishly on these notions. Second, the combination of work in philosophy,
history and social thought as it affects education recognizes the centrality of cultural
tradition in educational leadership; the development of curriculum coherence, the
evaluation of curriculum ideas invoke questions of educationally defensible ends—
these are the ideas educational leaders should engage. Third, the program is
deliberately intended to effect a fusion between the world of significant educational
ideas as reflected in the intellectual foundations seminars, the issues of professional
practice confronted in professional foundations seminars, appropriate methods of
inquiry for questions of policy and practice addressed through research methods
seminars, all culminating in the completion of a field-oriented dissertation.
These four strands are laid out below:
.
* Rost, J.C. (1993).
Leadership for the Twenty-First
I'.
Century.
Westport, CT.: Praeger.
.
I]
Ed.D in Educational Leadership
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p. 12
Intellectual Foundations
A broadly conceived introduction to advanced knowledge and understanding
in the areas of social thought, philosophy, history, and education:
Intellectual Foundations Seminars (10 Credit Hours)
EDUC 901-5
?
Seminar in the History
of
Educational Theory
The historical roots of educational thought are examined from a broad cultural perspective. Major
works in disciplines such as philosophy, psychology and sociology which have had significant impact
on educational theorizing will be studied. Special attention will be paid to the relationship between
theory and educational practice.
EDUC 902-5 ?
Interdisciplinary Seminar in Contemporary Educational Theory
Contemporary educational theories and theories from supporting disciplines (e.g., psychology,
sociology, philosophy) will be examined and analysed. The relationships among contemporary
theories, current practice and educational change will be focal.
Professional Foundations
A set
of problem based seminars combining the study of the issues
undergirding the actual practice of educational leadership with participants'
expertise:
Professional Foundations Seminars (18-20 Credit Hours)
DOCTORAL SEMINAR 960-5
Ethics, Law and Professional Leadership
This seminar examines the ethical and legal environment of professional leadership. Specifically, the
course addresses moral issues and dilemmas embedded in professional practice including occupational
and ordinary morality, issues of deception and honesty, informed consent, privacy and confidentiality,
conflict of interest, individual and collective responsibility,
inter alia.
The course will also deal with
the intrusion of electronic media and technology into all areas of professional life in education, and
their ethical and legal implications. The course will use cases and personal experience as heuristics for
learning.
DOCTORAL SEMINAR 961-5
Educational Governance, Reform and Diversity
The nature and impact of recent wide-ranging systemic educational reform in several different countries
are critically examined, through two major themes. One theme is the politics and dynamics of
governance, with a particular emphasis on participatory forms of political life in a heterogeneous
society. The other theme is the politics and culture of difference, and the development of community
which respects these differences. The impact of new communication technologies on issues of access,
equity, and excellence will be considered.
.
1L.
'I
Ed.D in Educational Leadership
?
p. 13
Public
DOCTORAL
Interest
SEMINAR 962-5
Organizational Leadership, Accountability, and the ?
is
The special responsibilities of leaders in educational institutions for accountability both to learners
and to the wider community with respect to policies, practices, and programs are the focus of this
seminar. The uses of particular new technologies relevant to modern educational leadership and the
ways these can increase both the quality and quantity of accountability will be prominently considered.
contemporary approaches to program assessment and to ensuring cost-effectiveness in educational
management are applied to cases emerging from student experiences.
ELECTIVE (3 or 5 credit hours)
Research Methods Seminars (10 Credit Hours)
A series of seminars which will prepare students for researching and writing
a field-based thesis. The first two courses in this section will be taught over
,
the Fall
and Spring Semesters of Years 1 & 2, concurrently with the Foundations courses.
The intent is to assist students in the conceptualizing and framing of their theses as
soon as possible in the program, and to continue supporting thesis development
into Year 3. There will be a recurrent emphasis on modern technologies both as
subjects of research and also as media of research.
EDUC 950-3
?
Educational Research Paradigms A
The broad paradigms encompassing much current educational research are examined, with
emphasis on their philosophical and assumptional bases, as well as general ethical and
methodological issues. Particular attention is paid to the critical reading of research and the
implications for educational leadership. In addition, students begin to identify a research topic
and to develop a defensible research orientation.
EDUC 951-3 ?
Educational Research Paradigms B
Specific methodological and ethical issues of conducting a study within the traditions of current
educational research are considered, through examination of published research and through a
class project. Particular attention is paid to the critical reading of research and the implications
for educational leadership. In addition, students are expected to complete a preliminary
proposal for their own doctoral research.
Thesis.
Students will begin framing their thesis proposals during Years 1 & 2,
followed by field based research in Year 3. In Year 3 students will complete the
research and in Year 4 will write the thesis and present their
oral defense.
Thesis Preparation Seminars
(No credit]
EDUC
840-0 ?
Graduate Seminar
This is a non credit seminar designed to provide an opportunity for students to meet with both their
supervisors and cohort members for the purpose of furthering their on-going field based research.
Students will register in this seminar for every semester following completion of Educ 950 and 951.
rt.
Ed.D in Educational Leadership
?
p. 14
S
?
Thesis
(10 Credit Hours)
EDLIC 899-10 ?
Thesis.
Students will, in Year 3, be undertaking their research and in Year 4, writing the thesis.
Regular meetings will be arranged between students and supervisors. It is expected that
students will complete their theses, and be prepared for their oral defence by the third
semester of Year 4.
Credit Hours
Total credit hours 44-46; divided between 34-36 credit hours of course work and 10
for the thesis.
3.6 Program Timeline
n
Intellectual & Professional
Foundations
Year 1
Fall
?
Educ. 901-5
?
and
Spring
?
Educ. 902-5 ?
and
Summer ?
Educ. 960-5 ?
and
Year 2
Fall ?
Educ. 961-5 ?
and
Spring ?
Educ. 962-5
?
and
Summer
?
Elective - 3 or 5 and
Year 3
Fall
?
}
Spring ?
I
Thesis: Ed. 899-10
Summer ?
}
Research Methods and
Thesis Preparation
Educ. 950-3
Educ. 951-3
Educ. 840-0
Educ. 840-0
Educ. 840-0
Educ. 840-0
(a) Fall and Spring Semesters
Classes will take place during intensive time blocks of six 2-day sessions
(Friday/Saturday) each semester. The research methods courses, EDUC 950-3 and
EDUC 951-3, will be taught in Year 1 during the Fall and Spring semesters,
concurrently with EDUC 901-5 and EDUC 902-5. EDUC 840, a non-credit course in
thesis preparation and composition, will also be taught in the same way in the
Summer of YEAR 1 and throughout YEAR 2.
.
I.
Ed.D in Educational Leadership
?
p. 15
b) Summer Semesters
The Summer Institutes during July and August will take place on the Burnaby
campus. Courses in each of the two Summer Semesters will be offered during the
Summer Session (July to early August).
(c) Distance delivery
The E-Mail Network and other interactive telecommunications systems will
play an important part in both the administration and delivery of the program. In
particular, these systems will play a vital part in EDUC 899-10 as part of a close and
on-going supervision program for students writing their theses.
3.7. Academic Provisions
In addition to successful completion of required coursework, each student
must demonstrate steady and continuing progress towards completion of the degree
requirements.
These requirements include:
(a) Ed.D. Comprehensive Examination
Students in the Ed.D. program must write a comprehensive examination
after completing required courses, i.e. normally at the end of their second year, and
before enrolling in EDUC 899-10: Ed.D. Thesis. The examination consists of written
responses to questions set by the student's proposed thesis supervisory committee
addressing three areas: theory, research methods, and the student's field of
specialization. Students write the examination in a seven day period with the sole
prohibition governing the examination being that the student may not consult with
any person about the examination during the examination period.
Each of the student's responses to the areas examined is evaluated on a pass or
fail basis by all members of the student's proposed thesis supervisory committee plus
one other faculty member designated by the Director of Graduate Programs. Readers
annotate the student's examination paper, fully justify their mark, and sign the
examination paper. An area failed by two or more readers is considered a failed area.
All three areas must be passed to receive a pass on the comprehensive examination.
Readers' marks will be returned to the Senior Supervisor of the student's
supervisory committee within 10 working days from the close of the examination
period. Within two working days thereafter, the Senior Supervisor will collate the
results and communicate them to the Director of Graduate Programs who will notify
.
.
(1.
I,
Ed.D in Educational Leadership
?
p. 16
0 ?
the student. At the determination of the Senior Supervisor, an oral examination by
?
the reading committee of the student's written responses may be required.
If the student passes the comprehensive examination but results indicate
minor deficiencies in specific areas, the student will be required to remedy these to
the satisfaction of the Senior Supervisor through further course work (such as a
Directed Readings course). A student who fails one or more areas on a first
comprehensive examination may take a second examination covering the failed
area(s). Students will write the second examination in a 2-day period with the sole
prohibition governing the examination being that the student may not consult with
any person about the examination during the examination period. A student will
be required to withdraw after a second failure of the comprehensive examination.
(b)
Ed.D. Thesis
Normally before the end of the seventh semester, the student will present a
written thesis proposal to the pro-tern advisor or the chosen senior supervisor.
Following consultation, the student will seek other members to complete the
supervisory committee, which must consist of at least three members, one of whom
will normally be a suitably qualified professional educator from the world of
practice. A Thesis Proposal Seminar is then scheduled. Members of the candidate's
supervisory committee attend this seminar, and they and the student arrange for
other interested students and faculty to attend as well. The supervisory committee,
along with the candidate, will review the future course of the thesis research in light
of comments and criticisms forthcoming at this seminar.
Upon approval of the supervisory committee, the completed thesis will be
examined as prescribed in the Graduate General Regulations, sections 1.9 and 1.10.
(c) Thesis Supervision
The supervision arrangements for each student will follow Graduate
Regulation 1.6.4 as below:
In consultation with the student, the Senior Supervisor shall recommend the
composition of the Supervisory Committee. The committee consists of the
Senior Supervisor and, in most cases, at least one other faculty member. For
degrees designated by Senate as professional degrees, the other member(s) of the
committee may be other suitably qualified person(s). This recommendation
shall be made during the same semester in which the Senior Supervisor is
.70.
Ed.D in Educational Leadership
?
p. 17
appointed. The composition of the Supervisory Committee, for which the
Senior Supervisor is Chair, shall be approved by the Graduate Program
Committee and sent to the Dean of Graduate Studies for final approval. It shall
be sent to the Faculty Graduate Studies Committee for information.
The Supervisory Committee is responsible for helping the student develop
a program of study leading to a degree and reporting on the progress of the
student's work. The Committee shall be available for consultation.
The Ed.D. degree proposed here will be a 'professional' degree within the
meaning of the Senate designation. As a result we propose to create Supervisory
Committees consisting of academic faculty at SFU and suitably qualified (holding
doctoral degrees) senior practitioners from field positions as well as adjunct
professors. In all cases the Senior Supervisor will be an SFU faculty member.
4.
?
PRESENT AND PROJECTED RESOURCES
4.1. Personnel
4.1.1. Existing and Required Faculty
Faculty will be drawn from four sources:
(a)
SPU faculty, both from within Education and from other faculties. The
proposed staffing outline for this program includes the following:
EDUC 901-5
?
Egan
EDUC 902-5
Barrow
EDUC 960-5
Manley-Casimir
EDUC 961-5
LaRocque
EDUC 962-5
Coleman
EDUC 950-3
New Faculty, LaRocque
EDUC 951-3
LaRocque
EDUC 840a-0
Manley-Casimir, New Faculty
EDUC 840b-0
LaRocque, New Faculty
EDUC 840c-0
Coleman, New Faculty
EDUC 840d-0
New Faculty
EDUC 899-10 (Thesis)
Manley-Casimir, LaRocque, Coleman, New Faculty
(b)
one new tenure track position will be needed in order to deal both with the
increased teaching necessary for this degree and also to fulfill the ongoing
teaching responsibilities of faculty members teaching in the Ed.D. As the
Al.
Ed.D in Educational Leadership
?
P. 18
proposed teaching schedule shows, existing faculty are heavily involved in
teaching and supervising in the program. This new position will both free
them up to do this, and also. will enable the Graduate Programs to respond to
the burgeoning and changing demand for professional masters degrees in the
field of educational leadership.
Administrative Practice/Field Experience
This position is intended to contribute directly to the instruction of the
degree with contributing responsibility to EDUC 950 as well as EDUC 840
and thesis supervision. In addition, the appointee will teach in the
Master's program to enable the current faculty to teach in the Ed.D.
This new position is already guaranteed through shared Academic
Enhancement /Faculty funding.
(c)
faculty from other universities, both from within and outside B.C, hired on a
short term basis, and
(d)
qualified practitioners who combine doctoral qualifications with significant
practical experience and
expertise.
4.1.2. Administrative and Support Personnel.
The
Ed.D. in Educational Leadership
would be part of the responsibility of the
Director of Graduate Programs and would require the setting up of an ancillary
administrative team with a mandate to run the program at the highest levels of
professional quality and efficiency. This team would include a part-time Program
Director as well as the secretarial support necessary for general secretarial tasks,
including weekend support for instnictors and students.
r
Ed.D in Educational Leadership
?
(revised March 7, 1997)
p.
19
4.2
This
Budget
budget
?
represents the actual costs and revenues involved. It is based on
0
the assumption that the revenues will be used directly to support the program.
This budget is for one cohort of 15 students over a three year period.
FEE REVENUE
$813 (i.e., $2,500 less $813 + $874 to university) X 9 X
15.... .
$109,755
COSTS
Instruction
1 new
position (ap 4) (less academic enhancement
funding=$35,000) including benefits $20,383 X 3
(note: the new appointment provides the necessary
nine new teaching assignments for the three year
program. In fact the courses will be taught by
various professors and the new appointee will teach
in other programs as well.)
?
$61,149 July 95 scale
Administration
faculty sponsor (= 1 course equivalent release X 3)
covered by new appointment ...............................................................0
secretarial (CUPE grade 5, .25 X 3) including benefits........25,529
Operating and development
.............................................................. 23,077
TOTAL
COSTS
.................................................................................$109,755
4.3
?
Projected Drop-out Rates
The nature of the cohort groups who will take the program, and their high
level of motivation, inclines us to expect a low drop-out rate and a high completion
rate. The research courses will provide significant support in preparing for the
thesis, and we will be providing, as justification for the premium fee, close
administrative support to enable the students to focus on their academic work and
suffer as little distraction as possible. Our experience with the pilot supports this
expectation. We have had in the first year-and-a-half only two drop-outs, one of
whom has inquired about possible re-entry.
.
0
00
SIMON FRASER UNIVERSITY
?
MEMORANDUM
?
UU2.1996
?
I
?
£JDJy ?
I
TO: Phyllis Wrenn
?
FROM: Stuart Richmond
Associate Dean of
?
Director
Graduate Studies
?
?
Graduate Programs
Faculty of Education
RE: Ed.D. in Educational Leadership DATE:
?
November 26th, 1996
I am forwarding our faculty's response (prepared by Mike Manley-
Casimir) to the letters of assessment for the Ed. D. program in Educational
Leadership. I should be grateful if you would proceed with the remaining
protocols of evaluation.
Stuart Richmond
SR:smh
Attachment
0
0791.
• ?
SIMON FRASER UNIVERSITY
Faculty of Education
From:
Mike Manley-Casimir
MEMO
?
Professor
Date:
?
October 28, 1996
To: Phyllis Wrenn, Associate Dean
Graduate Studies/Chair: ACNGP
Re:
Ed.D. in Educational Leadership: Response to Letters of Assessment
Thank you for sending on to me the letters of assessment submitted by the
four external assessors on the Ed.D. proposal in Educational Leadership. I
have circulated the letters to the Faculty Executive Committee, to the
Graduate Programs Committee, to cognate faculty in the substantive area,
and to a group of doctoral students working in the field for comment. Since I
• ?
have had these responses for a few months, I should apologize for the untoward
delay in completing this reaction memorandum and advancing it to you and to
the Assessment Committee; please extend my apologies to the Committee
members.
What follows, then, is a compilation of perceptions and responses, and the
specification of the adjustments we propose to make to the original proposal to
accommodate the concerns and suggestions primarily of the assessors as well
as others who have voiced opinions on the proposal. This is done in two parts:
the first is simply a bullet point compilation of the features of the program
earning commendation from the assessors; the second documents the matters
of concern raised by the assessors and our response to these concerns.
Features Commended
The assessors commended the following features of the proposed program:
• its innovative format, especially the part-time character of the degree; this
is appreciated as essential for Canadian universities to take into account
the realities and demands of the working lives of educational leaders;
• the strong philosophical/ethical, non-technicist approach to educational
?
leadership—a distinctive and much approved aspect of the program;
• the quality of faculty associated with the program;
iL
Ed.D. in Educational Leadership . 2
• the character and power of the cohort model of student organization and
means of progress through the degree;
?
0
• the broad based nature of the cohort membership and the program's
openness to a wide variety of educational leaders; this was especially valued
by the group of doctoral students who commented on the program.
• the evidently strong market demand for a program of this character in B.-C.
but also more broadly in Canada.
Matters of Concern
The assessors, as well as doctoral students, identified a number of concerns.
While not necessarily prescriptive of change they are sufficiently important to
require comment and response. These concerns center on the academic
character of the proposed program and the adequacy of faculty and other
resources available to the students.
Academic Character
These concerns include the number, sequence and absence of elective
choice in the courses forming the program, the matching of students with
supervisors to ensure good completion rates, and the need for more
Canadian content.
Course Concerns
The apparent number (12) of doctoral courses spread over three years part-
time study elicited some negative comments, especially from Professor
Townsend; in fact, our proposal does not perhaps clarify sufficiently that the
Ed. 840-0 Graduate Seminar is in large part an administrative device to
allow continuing registration and dissertation development work. The total
number of substantive courses is 8. It is the case, of course, that students
will enter the program with a Master's degree as a normal prerequisite thus
lending some further force to Townsend's concerns. In addition, the lack of
choice in course selection is'a logical consequence of a cohort model program
offered with limited faculty resources.
Accordingly we propose to modify the academic course requirements in
the following way:
1) Eliminating Ed. 963 as a required course, thus allowing an elective
replacement to respond to the argument for some student choice in
the program; this requirement could be satisfied by another graduate
level course relevant to the student's program of research and offered
either through SF0 or some other university (such a course would, of
course, require the approval of the student's supervisory committee,
the Director of the Graduate Program, and the office of the Dean of
Graduate Studies).
X.
Ed.D. in Educational Leadership ....
. 3
The revised sequence would then look like this:
Intellectual Foundations
Ed. 901-5
?
Seminar in History of Educational Theory
Ed. 902-5 ?
Interdisciplinary Seminiar in Contemporary
Educational Theory
Professional Foundations
Ed. 960-5
?
Ethics, Law and Professional Leadership
Ed. 961-5
?
Educational Governance, Reform and Diversity
Ed. 962-5 ?
Leadership, Accountability and the Public Interest
Ed. XXX
?
Elective
Research Methods
Ed. 950-3 ?
Educational Research Paradigms A
Ed. 951-3 ?
Educational Research Paradigms B
Supervision and Completion
The problem of effective supervision and degree completion was noted
by several people, assessors and students alike. A part-time degree
where students are holding down full-time jobs and trying to complete
the degree in three years is inherently problematic; so commentators
are correct to point out the risk of high rates of non-completion which
would, of course, be unacceptable. Part of this difficulty is that it is
probably unrealistic to expect completion in less than 4 years without
some reduction in work-place employment during the dissertation
research and writing time. In addition, we need to create close and
effective matches between faculty and students as early as possible
both through pro-tern arrangements and through the establishment of
formal committees. Finally, we need to select students into the program
on the basis of their 'fit' with supervisor interests.
Accordingly we propose the following adjustments to the program:
1)
Reconceive the program as a 4-year program with coursework
occupying the first and second years, dissertation research and
writing the third and fourth years respectively.
2)
Create an expectation for admitted students that each will need to
negotiate some reduction in work-place employment/released time
during the third or fourth year—e.g., reduction from full to part-time
employment, or provision for educational leave; this to enable
focused, concentrated time on dissertation research and writing.
3)
Establish a normative practice of admitting students based on their
likely 'fit' with faculty supervisors.
al.
Ed.D. in Educational Leadership . 4
4) Reiterating the commitment in the original proposal to extend the
pool of available faculty supervisors by appointing an array of
professionally employed and suitably qualified educational leaders to
serve on the students' supervisory committee with SFU faculty—
these people to be appointed as adjunct professors under SFU policy
requirements.
Canadian Content
The observation about the need for more Canadian content rings true
and we agree that the literature suggested should be included in the
program. At the same time we recognize the need for students to be
informed by the best research and scholarship available not only from
the United States but also from Europe and Australasia inter alia.
Mike Manley-Casimir
.
0
A9.
SIMON FRASER UNIVERSITY
DEAN OF GRADUATE STUDIES
Memorandum
TO: ?
M. Manley-Casimir ?
FROM: Phyllis Wrenn
Education ?
Associate Dean
SUBJECT: Proposal: EdD in
?
DATE: March
18, 1996
Educational Leadership
Please find enclosed the responses of the four external reviewers to the proposal for the
EdD in
Educational Leadership.
Prior to meeting with the Assessment Committee for New Graduate
Programs, I require a written response to issues raised by the external reviewers. For your
information, the reviewers were asked to evaluate
• the academic merit and structural integrity of the proposed program
• the adequacy of the faculty and other resources available to the proposed program for
achieving its intended goals
• the demand for the proposed program among prospective students
• the demand for graduates of the proposed program.
As soon as I have your response, I shall schedule a meeting of the Assessment Committee. At that
time, you or a representative of your department will be asked to attend the meeting in order to
answer any questions which the committee might have.
Enclosure
cc (without end):
R. Barrow
M. McGinn
A -
C
EDUC-M6.DOC 03/18/96
EXTERNAL REVIEW FOR ED.D. IN EDUCATIONAL LEADERSHIP
Dr. William Boyd
?
Dept. of Educational Policy Studies
?
Pennsylvania State University?
University Park, PA
?
U.S.A. 16802
^102
EXT . COV2.DOC 03/38/96
.1 ?
UAT
;
(814) 863-061
Fax: (814) 863-7532
The Peniisylvania State Unietitv
311 Rackley Building
University Park, PA 16802-3201
March 16, 1996
PENN STATE
717773
Department of Education Policy Studies
Dr. Phyllis M. Wrenn
Associate Dean of Graduate Studies
Simon Fraser University -- FAX: 604-291-3080
Burnaby, B.C.
Canada V5A 1S6
Dear Dr. Wrenn:
As requested, I am writing to provide my assessment of the new program proposed for
an Ed-D. in Educational Leadership at your institution. I apologize for my delay in
submitting my appraisal.
I am pleased to report that I am very favorably impressed by this program proposal. It is
very well thought-out and, I believe, will prove to be a very positive contribution to the
field of education and educational administration in British Columbia. Certainly,
educational leaders in B.C. should not to have to leave their province for a quality
Ed.D. program, and should not be tempted to make do with inferior programs delivered
on their doorstep by questionable interlopers, such as Nova University.
I am personally familiar with the excellent scholarship and high international standing
of a number of the faculty members at SFU who will be contributing to the teaching
and dissertation advising involved in this proposed program. After reviewing the
description of the program, the course descriptions, and the resumes of the
participating faculty, I have no doubt that this will be a fine Ed.D. program, one that will
compete well and be very favorably ranked in international circles.
I find the rationale for the need for the program very compelling. The rate of
immigration and social change in B.C. is extraordinary, as I know firsthand from
spending last May teaching at U.B.C. With this rate and degree of change, a
progressive program such as that proposed here is very much needed to help prepare
leaders for B.C.'s future and new challenges. Clearly, there also is a need and market
for this new program, since the province has few school superintendents or other
educational leaders with doctoral degrees
I also want to note and commend the format which is proposed, involving a three year
long weekend and summer residential cohort approach. Here at Penn State, we have
been very traditionalistic in the past in our approach to our doctoral training program
An Equal Opportunity Univer
s
it y
?
N.
(814)
319
Educational
Rackley
865.1487AdministrationBuilding ???
319
(814)
Educational
Rackley
865-1488Theory
Building
?
&
?
Policy
?
(814)
Higher
115 Charlotte
863.2690
Education
Building
2
.0
.
for school administrators. Only this year, we for the first time have experimented with
an alternative residency cohort program, involving a cohort of graduate students
committed to spending every Wednesday with us over two semesters, at the same time
that they remain employed full-time in school districts. The quality of work and the
cohesiveness of the cohort group that have been achieved have exceeded our best
expectations, and provide further proof--along with the experience of many other
universities--that the cohort approach is extremely valuable and highly appropriate for
professional fields such as educational administration.
In conclusion, then, I am pleased to highly recommend approval of this excellent Ed.D
program proposal.
Sincerely yours,
^^
a^^'
William Lowe Boyd
Distinguished Professor of Education
814-863-3779 (office);
814-237-8936 (home); Fax: 814-865-1480; E-mail: i6b@psu.edu
0
EXTERNAL REVIEW FOR ED.D. IN EDUCATIONAL LEADERSHIP
Dr. Don M. Richards?
Educational Policy Studies
?
University of Alberta
?
Edmonton, AB T6G 2J9
.
3e
EXT-COV2.DOC
03/18/96
University of Alberta
Department of Educational Policy Studies
Edmonton ?
Eutio,,aJ Adznjnjstatjon, Educational Foundations, Adult and Higher E&ition
Faculty of Education
Canada T6G 2G5
?
Telephone
7-104 Education
(403) 492-7625
Building North,
?
i. ?
Fax(403)492
-2024
q
*C4UJMCQkV1L
P
1]
January 16, 1996
Phyllis M. Wrenn
Associate Dean of Graduate Studies
Simon Fraser University
Burnaby, British Columbia
V5A 1S6
Dear Associate Dean Wrenn,
Thank you for the opportunity to review the proposed program in educational
leadership at Simon Fraser University. I notice that you refer to the program as a Ph.D.
program while the cover of the proposal refers to an Ed. D. program. I am going to assume
that the program is an Ed-D. program, aimed at. practicing administrators, and not a Ph.D.
program intended to produce researchers. If my assumption is incorrect then my
comments will most likely be inappropriate.
I am responding to your four concerns (academic merit, resources, demand for the
program and demand for the graduates) and then providing some general comments
about the program.
The proposed program appears to be academically sound. It consists of 120 credits
of which 20 credits are in social foundations, 80 credits are in leadership, governance and
administration and 20 credits are in research methods and paradigms. This proposal is
consistent with other Ed.D. programs. -
The two categories of resources that are essential to a good Ed-D. program are
faculty personnel and library resources. The resumes included in the proposal indicate
that the faculty members associated with this program are all highly qualified and should
be able to offer a very good program. (I can not find any information about Peter
Coleman's university training so I have assumed that he has a relevant doctorate from a
credible university). There is no information about library resources for the program in the
proposal so I am concerned that this might be a major limitation of the program.
The proposal has provided information about the demand for the program and the
demand for the graduates of the program. In both of these matters, the proposal is
-2-
0
consistent with my own impressions. I am sure that there are students, in sufficient
numbers, wanting such a program and that the graduates will find employment upon
completion of the program.
I have a concern that the expectations for the students may be unreasonable. Is it
reasonable to expect students, who are fully employed, to complete 120 hours of course-
work in two years and to complete a thesis in one additional year? I think that it might be
more realistic to spread the course-work over three years and to expect students to take
nearly two years to complete the thesis.
I hope that my comments are of some value to you and your committee.
Sincerely,
Donald M. Richards, Chair
Educational Policy Studies
DMR/jmk
.
3(.
EXTERNAL REVIEW FOR ED.D. IN EDUCATIONAL LEADERSHIP
Dr. Laverne Smith
?
Dean of Education ?
University of New Brunswick
?
P. O. Box 4400 ?
Fredericton, NB E3B 5A3
3'.
EX7 . COV2.DOC 03118196
(I
rT
A.' ?
PIAR-61996
jI&M OF GRADUA1
REPORT TO THE DEAN OF GRADUATE w
STUDIES
SIMON FRASER UNIVERSITY
External Review
FA
Proposed Ed.D
?
0
in
Educational Leadership
EXTERNAL REVIEWER
LAVERNE SMITH, PH.D.?
DEAN
OF
EDUCATION?
UNIVERSITY
OF
NEW BRUNSWICK
FEBRUARY, 1996
SI.
Introductory Remarks
Overall, I found the proposal interesting and appealing. I believe, however,
that I am more apt to be positively predisposed to the strong outreach
concept of this sort of program than would be normal among Canadian deans
of education or their faculty (in a former life I was a practitioner). From what I
know of the nature of the Faculty of Education at Simon Fraser though, this
program would follow in the spirit of other innovative approaches that have
been successful and have set SF0 apart in the past. I am particularly aware
of the use of teaching associates which has created a more field based
approach to your teacher education program and has garnered a good deal of
appreciation from professional educators in your region during the past couple
of decades.
.
L
1W.
The
Academic
program
Merit
appears
and
to be
Structural
well conceived
Integrity
to achieve
?
good structural integrity.
.
It should be both educationally sound and have strong interest and appeal for
the prospective candidates. From what I know of other related programs in
British Columbia and other western provinces, it will definitely be distinctive
within your own provincial milieu and within the region.
I agree with the authors of the proposal that we live in turbulent times and that
we need leaders who are thinkers to deal with an environment where change is
the norm. I applaud their view that stresses broad critical and reflective
thought as opposed to a mere technocratic approach. The authors are likely
justified in saying that such a program will be the only one in Canada that
stesses a philosophical and non-technicist approach. Certainly, .taking a more
interpretive stance that sees leadership and administrative practice as a
political, social and moral act rather than a science that can be construed in a
positivistic way will place the program among the most enlightened in the
country. The emphasis on "the leadership of practice" as well as on the
practice of leadership is also a positive and much needed focus.
Philosophically, I am very comfortable with the description of the program in
general and its intentions.
Course outlines appear relatively consistent with the overall philosophical
stance and are well designed generally. Reading lists are progressive and fairly
wide ranging. However, I believe they would benefit from the inclusion of more
Canadian literature. There are some very relevant, philosophically compatible
works that are widely cited internationally. One example is the work of T. B.
Greenfield.
3q.
2
Entry requirements are not shown except for the expectation that candidates
will have exemplary background in practice and the potential for distinctive
leadership in future. Therefore, I am unable to comment on whether the
requirements are consistent with the intended program. Little is explained
about evaluation of candidates. Exit requirements include a thesis and a
comprehensive exam written on an honour system over a period of a week.
Given the calibre and maturity of the student clientele, these requirements
seem appropriate.
A residence requirement of three summers and some weekends is another
aspect of the program which will make it distinctive within Canada. Of course,
our American neighbours have been experimenting with various non-traditional
residence schemes for some time, with mixed results depending on the
strength of accompanying factors. Within the framework described in the SFU
proposal, I think that this system can work well, but should obviously be
monitored closely in the initial stages to make sure that it is achieving the
desired results and level of satisfaction that SFU intends.
I believe that it is worth nurturing a program that allows candidates to remain
employed, since it acknowledges the life circumstances of a range of
individuals, especially those from underrepresented backgrounds. At the very
least, it will also provide high level professional development for leaders who
might continue to influence school systems without otherwise receiving such
enlightenment.
1#o.
.
3
of
One
community
of the challenges
and continuity
to such
between
an arrangement
summer
will
sessions.
be how
The
to maintain
idea of cohorts
a sense
?
9
that proceed together will be helpful although, for a range of personal and
professional reasons, these are not always easy to maintain. Some weekend
sessions will revive connections during fall and winter, but it will likely be
important to make certain that there are on-going technological links that allow
dialogue to be continuous. Assignment work such as portfolios of reflection on
practice and application of theory rather than the standard fare papers can also
be useful in maintaining connectedness between the student's professional life
and academic program. Such strategies address the perennial problem of how
to create a synergistic relationship to better integrate theory and practice, and
they are often more thought-provoking and engaging for mature practising
professionals.
Workload, faculty/candidate ratio and related infrastructural support appear to
be adequate at first glance. However, I think that admitting 12 new doctoral
candidates biennially on this basis may prove to be more burdensome than
expected. If so, the load can be adjusted to a more suitable level. The
candidates in this program may actually need more support in completing a
thesis than typical doctoral students, because they will not have a long stretch
of devoted time to focus on this task. The turbulent environment acknowledged
in the literature on postmodernism, makes for very frenetic, intense lifestyles
for most professionals today. The non-completion rate among doctoral
candidates in traditional programs who return to work without having
completed the thesis requirement, especially when the place of work is not a
university, is high. This comment is not given as a reason for not proceeding
?
0
4
41.
with the program as planned, but merely as a caution about the amount of
support for candidates and ensuing workload for faculty.
Another problem related to thesis completion that is common to many doctoral
programs is the match between the supervisor and the candidate. We all know
of painful situations where students are finished all requirements and then
start the search for a thesis supervisor with an interest in their topic. In many
cases, students end up studying a topic that suits someone else in order to
obtain a supervisor, or faculty members are obligated to supervise in areas that
are tangential at best to their own research agendas. To avoid such situations,
some universities are now admitting students at the outset based on the
acceptance by a compatible faculty sponsor who is expected to become the
thesis supervisor as well as the main advisor. For example, Harvard's Ed.D.
program operates on this admission procedure by having applicants specify
interests, background and a preferred sponsor or list of sponsors in some detail
in the application dossier. The downside, however, is that some worthy
candidates may not gain entry to the program.
Finally, I want to comment on, what appears to be a lack of choice for and
acknowledgement of the status of the particular learners SFU can expect to
attract to this program. A program admitting mature, advanced candidates
should allow for some shared decision making about matters that will affect
their own professional and academic growth and development. Of course, this
can be exhibited in a variety of ways including the choice of a thesis topic, but
when a program is highly prescribed, there is automatically less space for
student preference. There appears to be no special topics or independent
course option where candidates might choose to do a range of things including
5 ?
(12.
doing
taking
a
a
professional
relevant course
internship
at another
(e.g,
university
job shadowing
or in another
a superintendent
Faculty at SF0
or
or
a
?
0
deputy minister for a period of time). Even the philosophical orientation of the
program, which I support, if followed to the letter, will exclude experiences
some students may need and desire. The heavy foundational substantive
orientation may preclude students gaining advanced knowledge and
understanding in some traditional administrative areas that they know would
be useful to them.
43.
[1
4.
0 ?
Adequacy of Faculty and Other Resources
Faculty Resources
Regardless of what any university says on paper about the nature and
intention of its academic programs, human resources are always the crucial
element to the actual success of the endeavour. Having said that, I think that
the proposed program at SF13 will enjoy a bright future based simply on the
fact that you have a strong group committed to the proposal. The faculty
whose curriculum vitae are shown in conjunction with this program are for the
most part known and notable academics on the Canadian teacher education
scene. They are interesting individuals with a good deal of presence who are
widely considered strong contributors to national and international efforts in
their field. Although I do not know any of them personally, I am aware of
most of them professionally through reading their work, attending their
presentations at conferences and seeing their reviews of the work of others
academics.
The only possible concern I would have about the adequacy of the existing
faculty is not with regard to their ability to do a doctoral program. However,
the point discussed in the previous section about the substantive orientation
of the program also applies to the backgrounds and on-going research
interests of the group. Except for a couple of people, their talents are more
heavily weighted toward broad foundational knowledge areas such as history
and philosophy of education rather than in areas of administrative,
management, organizational theory and leadership fields. On one hand, this
• ?
suits the broad philosophical base of the program; on the other hand, I think it
leaves a certain gap. However, I assume that the two new faculty
view
appointments
to adding
that
strength
are referred
particularly
to in section
in areas
4.1.1
such
(b)
as educational
will be made
policy,
with a
?
0
planning and leadership studies as well as to organizational theory in
general, or that some of the present faculty will redirect their research and
other efforts.
Of course, other ways of addressing this need are through the selective use
of local field personnel, inclusion of visiting professors or the use of new
technologies to 'borrow' extra talent; the summer is usually a good time to
import other universities 'stars' to complement the strengths of existing
faculty. Not only does this enrich the program for the students, but often
allows for new perspectives and useful cross-fertilization with colleagues
from other jurisdictions. I strongly believe that, in our present fiscal climate,
university communities will need to stop thinking that they must possess all
the ingredients needed to carry out their various missions within their own
walls. The widespread electronic sharing of library resources, among other
realities, is an example of how drastically we have changed our ownership
policies on many academic issues.
Personally, I was pleased to see that at least two of the present seven
faculty involved in this proposed program are female (there will also be the
opportunity to increase this presence with the new hirings). Given the rapidly
accelerating number of women involved in graduate educational
administration or leadership programs (well over
50
per cent in most
programs) and in leadership positions in schools across Canada now, it is
important to give attention to such equity issues in deed as well as in theory.
?
0
8
While this seems rather obvious, there are still well known programs such as
the one in educational administration at The Ontario Institute for Studies in
Education at the University of Toronto with no full-time female faculty.
Needless to say, such a situation can be oppressive to the majority of
students in the program.
Other Resources
Most resources other than faculty needs appear to be addressed through
existing facilities and infrastructure or will be supported through the cost
recovery method suggested in the proposal. While a tuition fee of
approximately
$7500.
per year (at least that is what I think the budget
figures are suggesting) seems very high in Canadian terms, I think that many
affluent, practising professional educators will be delighted to avail
themselves of such a program. In these times of fiscal constraint, this
approach is rapidly becoming much more acceptable than it would have been
even a few years ago. Obviously the generation of funds at that level will
take care of additional costs incurred in running the program.
9
?
LJ(V.
Demand for the Proposed Program
?
1]
Given the dearth of such programs in North America and the lack in Canada,
SFU should experience a very strong demand for the proposed program. I
realize that you expect to serve mainly residents of British Columbia, but you
may have applicants from across the country attempting to gain admission to
the program. Indeed, your biggest problem is likely to be how to fend off the
numerous qualified applicants that you are unable to serve. In such situations,
clear communication about requirements, admission procedures and availability
of spaces becomes critical to maintaining fair treatment of applicants and good
public relations. Since a full outline of admissions criteria or procedures for the
program is not included, I am unable to comment on that aspect and whether it
appears consistent with program goals. However, what is mentioned under
section 3.4 of the proposal seems appropriate given the type of program.
10
0"
Demand for Graduates of the Proposed Program
Canada generally is not well served by the lack of an advanced degree in
educational leadership that specifically addresses the needs of practising,
educators. Normally doctoral candidates from such programs are or have the
potential to become leaders in school systems, colleges, universities,
government and other public and private sector positions. In order to have
well qualified personnel for leadership positions, most regions import talent.
Alternately, residents leave their home areas to pursue advancement with
considerable personal sacrifice. Others (usually underrepresented groups)
never have the chance to achieve a doctoral degree, because life
circumstances militate against such opportunities at a distance. I agree with
the authors of the SFU proposal that the alternative of an American degree in
this particular area offered just over the border in several provinces is not
particularly reassuring given the very large cultural difference in our school
systems and in the general ethos.
All levels of education in the public school systems of most parts of Canada
would benefit from having more highly qualified, enlightened leaders from
among local residents. Other related social and educational professionals
would also gain from the availability of this doctoral program. It is not
unusual for such programs at other major universities to count among their
students social workers, nurses, museum staff and others from relevant
occupations. Since there is an increasingly significant teaching and learning
aspect to the supervisory roles in most professions, this is not particularly
surprising.
. ?
There has been an expressed need from many quarters for enlightened
educational leaders over the past few years in Canada. Never has there been
ii4.
•1.
view
a more
and
crucial
in terms
time of
of
need
supply
for
and
their
demand.
influence
The
from
authors
both a qualitative
of the proposal
point of ?
0
correctly note that there will be a larger-than-normal rate of exodus from
leadership positions in the near future. Age profiles for this group are one
easy indicator of the point. A number of supply and demand studies, including
my own (see excerpts from one appended), document the present
demographic situation and the projected outcome. Although my 1989 twenty-
year forecast study was done for the Ontario government, the research was
replicated in several other provinces with similar results. A large exodus of
educators, including an even higher proportion of educational leaders, can be
expected to occur over the coming decade as a result of the retirements of the
unprecedented numbers of educators hired between
1945
and 1965 to deal
with the post war baby boom.
The type of graduates from the proposed program will be a very different
group from those produced by other doctoral programs. They are likely to be
seasoned professionals with a very high level of motivation; many will
already hold leadership positions. Normally their intention will be to seek
higher levels of employment on completion of their doctoral work. However,
even if they are not promoted, the kind of knowledge and skills they gain will
be very useful in improving their ability to serve professionally. Indeed some
candidates may study primarily in order to grow personally and professionally
and to increase their levels of job satisfaction. Therefore, it is important to
allow room for that consideration in the program.
.
12
LM.
Conclusion
My reading of the proposal for the
Ed.D. in Educational Leadership,
my
knowledge at a distance of the Faculty of Education at SF0 and of the faculty
presented, and my knowledge of what is done in relevant programs
elsewhere lead me to believe that the proposed program is sound and will
make an excellent contribution to the graduate educational landscape in
Canada, and indeed, North America. From an institutional point of view,
educating those who will exert a significant influence in school systems,
government and colleges in British Columbia and elsewhere can only be good
for SFU. I wish you the very best for much success with this exciting
endeavour.
.
.
13 ?
60.
© QUEEN'S PRINTER FOR ONTARIO. 1989
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Studies in Education
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Canadian Cataloguing in Publication
Data
Smith, Laverne
Perspectives on teacher supply and demand in Ontario,
1988-2008
Issued also in French under title: Perspectives sur l'offre
et la demande des enseignants en Ontario, 1988-2008.
Bibliography: p.
ISBN 0-7729-4942-5
I. Teachers
-
Ontario -Supply and demand. I. Ontario.
Ministry of Education. II. Title.
LB2833.4.C36564 ?
1988 ?
37-1.1'009713
?
C89-099603-2
.
61.
I
11
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000000000000000
I -
PERSPECTIVES ON TEACHER
SUPPLY AND DEMAND
IN ONTARIO, 1988-2008
LAVERNE SMITH
This research project was funded under contract
by the Ministry of Education, Ontario.
It reflects the views of the author and not
necessarily those of the Ministry.
Chris Ward, Minister
Bernard J. Shapiro, Deputy Minister
0
EXTERNAL REVIEW FOR ED.D. IN EDUCATIONAL LEADERSHIP
Dr. Richard Townsend?
Dept. of Educational Administration
?
Ontario Institute for Studies in Education?
252 Bloor Street W.
?
Toronto, Ontario M5S 1V
.
EXF-COV2.DOC 03/18/96
?
b
F'&_21996
1834 GreenMeadjou4
Burlington, Qnt.;
t7P-2
January27, 1996
Phyllis M. Wrenn
Associate Dean of Graduate Studies, Simon Fraser University, Burnaby, B. C.
re: Program Proposal, Ed. D. in Educational Leadership
Dear Dr. Wrenn,
I hope your Christmas visit to nearby Brantford, mentioned on the
phone, went well. Are you an expatriate Ontarian who's been able to do
what we all want to, settle in the glorious West.2
The Faculty of Education at SFU does indeed have, as your
documentation claims, a reputation for innovative pedagogy, and so it is
an honor to comment on a program proposal as finely laid out and deftly
conceived as this one. To a certain degree, though, any program is as good
as its faculty, and since SFU's Education Faculty also is celebrated
nationally and internationally for its high productivity and probity -- as
evidenced in important publications and stimulating presentations at
academic conferences -- I have every confidence that given the
outstanding crew you have assembled, the new program will be suitably
rigorous and vigorous. It also seems most needed: that only one
superintendent in B.C. has a home-grown doctorate strikes me as, well,
pitiful. B.C.'s culture and problems are not the U.S. or other provincial
problems and culture.
Straight-off, allow me a small caveat about one of the document's
"the only" claims. I have appreciated recent educational
administration/leadership dissertations that have been written at Victoria
and UBC and on that basis, iworry that the penultimate line in the first
new paragraph on page 5 is an overstatement. The other "the only" claim
(section 3.3, on page 10) does rings true, however, even though just this
past week, in a special three-year-old ADP program (our new
Administrator Doctoral Program), OISE graduated its first Ed.D. student
who was working full-time and studying part-time. Your document's
truth is in the pudding of Dave Rideout's dissertation -- partly because of
his utilitarian and very consequentialist interests, his research did not
combine much of a philosophical or non-technist approach. Given the
strong, indeed brilliant foci and detail of most of your course descriptions,
I anticipate that your dissertations will do better than we've been able to
do thus far in marrying philosophy and non-technism.
Probably my major concern is over the number of courses (12). For
bothof our Ed.D. programs in ed. admin. (ADP and regular), we only
require 8. To be sure, in Ontario at least, B.C. higher education has a
higher reputation than we enjoy in Ontario universities, yet if it is not a
university or legislative requirement for a dozen courses, I wonder if you
are loading up your students too much. I also am concerned that you may
be straight-jacketing your students with a terribly precise and inflexible
menu of courses; because people are so different and (as the document
says) the world is so unexpectedly turbulent, should there not be more
electives so that someone could take a cross-campus course in collective
bargaining, or use the internet to take a graduate course with the college
of education at Berkeley, or take advantage of some travel-learn stint?
Happy to say, I intuit that your students will have seminars where
they will critique certain administrative ideas like organization, power,
the public interest, and leadership -- critical thinking, i.e., 'indirect
philosophy,' seems nicely integral to your whole program. Against that
backdrop and despite of my nod above at philosophy, perhaps all too
pragmatically I wonder whether one and a third courses (EDUC 901-5 and
902-5) in this topic is overmuch. I certainly agree that some of the most
talked-about authors such Dewey, Rousseau, Locke, Pratt, et al. are among
theleast-read, but still they underlay so much of our culture that their
ideas are taken for granted. I can see why you want to lead off the
program with some of your most gifted philosophic thinkers, but in time
you team may want to scale back 'direct philosophy' to one course if the
extra third of 902-5 is not paying off in the contents of your students'
dissertations. (Anthropology sneaks in the Research Paradigms course
later, which is all to the good, but is absence in 902-5 is Curious.) Indeed,
I could go a step further and wonder if the stuff of EDUC-902-5 has
already been covered in the students' masters courses? Or do I
misassume that an unstated, entry requirement is completion of a
master's? (If no master's degrees are prerequisite, 12 courses are fine,
but still
I
urge you to breathe some choice into the program.)
The reading lists are splendid, and I shall be gratefully drawing
upon them for my students. As a central Canadian who thinks our
provinces have something to offer each other, I was surprised though that
there is not more of a pan-Canadian feel; Mawhinney, Lawton, Levin,
Shields, and others of note are there, but how about citations from works
by the likes of Isherwood, Allison, Greenfield, Corson, Holmes, Leithwood,
T. Riffel, Walker, Dolmage, Miklos, Brown, Harris, et. al. (It's an impression
I hope to convey with this listing, not a 'must read' list.) From the
excellent governance course, Leslie Pal's fine Canadian work on
Public
Policy Analysis
could be commended as well. And at the risk of poking
around in old Faculty frictions, I would have thought that some of Norman
Robinson's work in the Alberta Journal of Education on teacher unions,
trustees, and Cabinet ministers would deserve pride of place in reading
lists for the practitioners this program intends to serve well.
With the allusion to Rost and with various other remarks about the
importance of daily judgments jointly achieved, my sense is that the
program well reflects the field's emergent emphasis on teachers and
administrators working together. In a few places (Washington State and
Hawaii for two examples), teachers in B.Ed. training and administrators in
Ph. D. training share some curricular occasions which facilitates that
experimental thrust. Something someday to think about for one of this
program's courses?
I expect that in 10 or 20 years, we will have courses on the lives of
educational leaders, presenting the dynamics of schools with a very
human face. Might that be an element in some course someday? I ask
that even though life stories or biographies of educational administrators
are still viewed as a cerebrally dubious pursuit. If,
however, we can
appreciate that education is about people, and
if we also allow that
portraits are more art or philosophy-in-action than science, we can
appreciate that such works can take us usefully into territory that we do
not usually enter. Your folks could pioneer in that realm too.
That the program is offered on weekends is buried in a statement
about the budget. Nothing wrong about that timing but I would have
thought that the proposal writers could have made a bit more about the
convenience of that time for reflection, away from office and classroom
hassles. At OISE, we have our ADP students with us all day Fridays for a
course in Year One and another in Year Two. Perhaps you do too?
Dean Wrenn, I had intended to write five or six more pages, more
directly speaking to your questions with more structural integrity of my
on
own,
the
but
ice,
about
experiencing
ten days ago
a
concussion
while leaving
that has
a school
bedridden
council
me.
meetingOther
)
I fell
matters are pressing in and so if I am to meet your reasonable deadline, I
am reduced to reacting more viscerally and redundantly than analytically
to your request. In any event, I wish you and your program all the best.
S1
?
rely yours
Richard G. Townsend
Professor
51.
lvfa
mr
?
a(A1iflL..1
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number.
EDUC. 950-3
Title: Educational Research Paradigms A
Description: The broad paradigms encompassing much current educational research are examined,
with emphasis on their philosophical and assumptional bases, as well as general ethical and
nthodological issues. Particular attention is paid to the critical reading of research and the
implications for educational leadership. In addition, students begin to identify a research topic and to
develop a defensible research orientation.
Credit Hours: 3 ?
Vecto r:
J2Prerequisite(s) if any-,
--
- - - - am==== ===a a--- am =man= an=== - a mum=== now= a-aa mum an====
Enrollment
and Scheduling:
Estimated Enrollment ?
12/15 ?
When will the course first be offered:
?
95-3
or 96-1
How often will the course be offered__annually
won= -a-a-- anon as a a as
5 a anon - - - - - - anon -. no==== ==aSa- - noun
Justification: This is designed as an introductory course for doctoral students entering the
.
?
Ed]). in Educational Leadership. It will provide an opportunity for the students, who may have
no previous coursework and/or coursework taken many years earlier in educational research, to
review and understand various traditions and current issues in contemporary educational inquiry.
• =an an
=mum mum= ==am====== mmmmmmmumunumm anon
am
mum= on===
am am
Resources:
Which Faculty member will normally teach the course:
?
New Faculty / Linda LaRocque
What are the budgetary implications of nxunting the course: 114 FTE every second year
Are there sufficient Library resources (append details):
?
(to be assessed)
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
-
_ 5----.- 5----.- - -
C a - - - - C S 5 ?
5______ - -
S S S
Approved:
Departmental Graduate Studies Cocnmi7
'
Date:
?
i
'i ?
Faculty
Graduate Studi Cgpmittee:
?
Date
(Li ,
Facui ?
0
. ?
Senate Graduate Studies Committee: ?
Da
Senate:
?
Date:_______________
6. ?
GS 18/1171
SIMON PIAS1E1 UNIVERSITY
1DUC 950-3 ?
EDUCATIONAL 11ESEA1QiI PARADIGMS A
Objectives
The purpose of the course is to introduce students to the complex world of educational research.
The specific objectives are to examine openly and critically.
• the assumpdonal bases of the four broad paradigms which encompass much of current
educational research--namely, postpositivist, interpretive, critical and postmodern.
• a number of the different research traditions within these paradigms.
• various philosophical, conceptual, ethical and methodological issues currently being debated by
educational researchers (and by human science researchers in general).
The focus of class discussions and activities is twofold: to prepare the students in their roles as
educational leaders to interpret and use research wisely, and to help the students identify their
general topic of research and develop a defensible research orientation.
Course Topics
The topics to be critically examined within and across paradigms include:
epistemological and ontological assumptions.
'the place of values in research.
the
subjective/objective
debates.
•
data trustworthiness/goodness criteria.
.ethical considerations.
*implications for methodology.
'the research-practice relationship.
-the comm urabilityfmcommensurability of paradigms.
*some traditions of inquiry within the paradigms.
Required Readings
• Guba, E. (1990).
The paradigm dialog.
Newbury Park, CA: Sage.
excerpts from:
-Phillips,
D. C.
(1987). Philosophy, science, and social inquiry.
New York, NY: Pergamon.
'Guba, E., & Lincoln, Y. (1989).
Fourth generation evaluation.
London: Sage.
'Morrow, R. A.
(1994).
Critical theory and methodology.
Thousand
Oaks, CA: Sage.
•
Rosenau, P. (1992). Post-modernism
and the social sciences: Insights, inroads, and intrusions.
Princeton, NJ: Princeton University press.
Other readings will be rna& available, which may include the following:
'Carson, T. (1992). Remembering forward—Reflections on educating for peace. In W. F. Pinar
&
W. M.
Reynolds (Eds.),
Understanding curriculum as phenomenology and deconstructed
text (pp. 102-115).
New York, NY: Teachers College Press.
-Connelly, F. M., &
Clandinin, D. J. (1990). Stories of experience and narrative inquiry.
Educational Researcher, 19,2-13.
61.
1
SIMON FRASER UNIVERSITY
?
Fcn GS.8 ?
New Graduate Course Proposal Form
Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number:
EDUC, 951-3
?
litr
3 N
. MMIT .
Tfl
o"M I T M1,
1
JTTTk
Description: Specific methodological and ethical issues of conducting a study within the traditions of current
educational research are considered, through examination of published research and through a class project.
Particular attention is paid to the critical reading of research and the implications for educational leadership.
In addition, students are expected to complete a preliminary proposal for their own doctoral research.
Credit Hours: 3
?
Vector J2
0
3rerequisite(s) if any-,EDUC 950-3
===am= a----- • s -an=== =am===== - a =am=== - - - a now =am= a mum==
Enrollment and
Scheduling:
Estimated Enrollment:
?
12/15 ?
When will the course first be offered:
?
96-1 or 96-2
?
How often will the course be offered:
annually
- • • - on== ===mum - a - - • * - - • -===Mum====am====
- aR - - • -- - * - -
Justification:
This is designed to build on andextend EDUC
950. It
will provide an
opportunity for the students to critically examine methodological and ethical issues in
published research and to experience these issues through participation in a class project
=an=====
?
an =am a
?
*=====a am =now a
?
a a
?
a - a a aaaMum=am=
Resources:
Which Faculty member will normally teach the course _Linda LaRocque
What are the budgetary implications of mounting the course: 114 FE every second year
Are there sufficient Library resources (append details):_(to be assessed)
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
a a a a a a a a a a ... *a a a a a a a a a a a a a a a a a a a a
=
a a a a a
*
a a a
Approved:
Departmental Graduate Studies
Committee- _Date
Faculty Graduate Studies Coqunittee: b
k/ A
?
Date:
I '"
1' ?
Faculty:
Senate Graduate Studies
Senate: ?
Date:_______________
(00.
?
Cs 18/1fl1
Valle, R., & Hailing, S.
(1989).
Existential-phenomenological perspectives in psychology:
Exploring the breadth of human experience.
New York: Plenum Press.
van Maa.nen, J. (Ed.). (1983).
Qualitative methodology.
Beverly Hills, CA: 'Sage.
van Manen,
M.
(1990).
Researching
lived experience.
London, ON: The Aithouse Press.
Wexler, P. (Ed.). (1991).
Critical theory now.
New York, NY: Falmer.
Winter,
R. (1989).
Learning from experience:
Principles and practice in action-research.
London:
Faimer.
Witherell,
C.,
&
Noddings, N. (Eds.).
(1991).
Stories lives tell--Narrative and dialogue in
education.
New York, NY: Teachers College Press.
Winrock, MC. (Ed.). (1986).
Handbook of research on teaching (3rd ed.).
New York:
Yin, R. K. (1989).
Case study
research.
Newbury Park, CA: Sage.
.
(I'.
.
.
Levin, D. M. (1988).
The opening of
vision.
London: Routledge.
Levin, D. M. (1989). The listening seif: Personal growth, social change, and the closure
of
metaphysics.
London: Routledge.
Lincoln, Y. S.,
&
Guba, E. G. (1985).
Naturalistic inquiry.
Beverly Hills, CA: Sage.
Neuman, W. L (1991).
Social research methods.
Needham Heights, MA: Allyn and Bacon.
Macpherson, R. J. S. (Ed.). (1987).
Ways and meanings
of
research in educational
administration.
Armidale, NSW: University of New England.
Miles, M. B.,
&
Huberman, A. M. (1984).
Qualitative data analysis:
A sourcebook
of
new
methods.
Beverly Hills, CA: Sage.
Miles, M. B.,
&
Huberman,
A. M.
(1994).
Qualitative data analysis: An expanded sourcebook.
Beverly Hills, CA: Sage.
Merriam, S. B. (1988).
Case study research in education.
San Francisco, CA: Jossey-Bas.
Morgan, G. (Ed.).
(1983).
Beyond method: Strategies
for social research.
Beverly Hills, CA:
Sage.
Phillips, D. C. (1987).
Philosophy, science, and social inquiry.
New York, NY: Pergamon.
Pinar,W. (Ed.). (1988).
Coraemporary
curriculum discourses.
Scottsdale, AR: Gorsuch
Scarisbrick.
Polkinghorne, D. (1988).
Narrative knowing and the human sciences.
Albany, NY: State
University of New York Press.
Popper, K. R.
(1959). The logic
of
scientific. inquiry.
London: Hutchinson.
Popper, K. R. (1963).
Conjectures and refutations.
London: Routledge and Kegan Paul.
Reason, P.,
&
Rowan, J. (1981).
Human Inquiry. A sourcebook of
new paradigm research.
Toronto, ON: Wiley.
Rosenau, P. (1992).
Post-modernism and the social sciences: Insights, inroads, and intrusions.
Princeton, NJ: Princeton University Press.
Schratz,
M. (Ed.). (1993).
Qualitative voices in educational research.
New York, NY: Falmer.
Sherman, R. S., &
Webb, R. B. (Eds.). (1988).
Qualitative research in education: Focus and
methods.
Lewes, England: The Falmer Press.
Smart., B. (1993).
Postniodernity.
New York, NY: Routledge.
Squires, J. (Ed.). (1993).
Principled positions--Postmodernism and the rediscovery of
value.
London, England: Lawrence & Wishart.
Steinmetz, A.
(1991).
Doing qualitative research: Circles within circles.
New York: The Falmer
Press.
Strauss, A., & Corbin, J. (1990).
Basics of qualitative research: Grounded theory procedures
and techniques.
Newbury Park, CA: Sage.
5
W.
1.
Eichelberger, R.T. (1989).
Disciplined inquiry: Understanding and doing educational research.
New York, NY: Longman. ?
0
Eisner, E. (1991).
The enlightened eye: Qualitative inquiry and the enhancement of educational
practice. Toronto, ON:
Macmillan.
Eisner, E. W., & Peshkin, A. (1990).
Qualitative inquiry in education. The continuing debate.
New York, NY: Teachers College Press.
Ely, Margot. (1991).
Doing qualitative research: Circles within circles.
London: Falmer.
Evers, C. W., & Lakomski, G.
(1991).
Knowing educational administration: Contemporary
methodological controversies in educational administration research. Oxford:
Pergamon
Press.
Foster,
W. (1986).
Paradigms and promises.
Buffalo, NY: Prometheus Books.
Gadamer, H. G. (1989).
Truth
and method.
New York: Crossroad.
Gallagher,
S. (1992).
Hermeneutics and education.
Albany, NY: SUNY Press.
Gay, L R. (1987).
EdUCO4OFWJ
research: Competencies for analysis and application (3rd ed.).
Columbus, OH: Merrill.
Glesne, C., & Peshkin, A. (1992).
Becoming qualitative researchers: An introduction.
White
Plains, NY: Longman.
Gluck,
history.
S. B.,
New
& Patai,
York,
D.
NY:
(Eds.).
Routledge.
(1991).
(See
Women's
especially
words--The
Anderson
feminist
& Jack
practice
on
listening
of oral
and
?
is
Borland on researcher-participant interpretive conflict.)
Greene, M. (1978).
Landscapes of learning.
New York, NY: Teachers College Press.
Greene, M. (1988).
The dialectic offreedom.
New York, NY: Teachers College Press.
Guba, E., & Lincoln, Y. (1989).
Fourth generation evaluation. London:
Sage.
Harnmersley,
M.
(1992).
What's wrong with ethnography?
London: Routledge.
Jaeger, R.
M. (Ed.).
(1988).
Coniplementaty methods for research in education.
Washington:
American Educational Research Association.
Keeves, J. P. (Ed.). (1988).
Educational research, methodology, and measurement: An
i,uernaziorial handbook.
Oxford:
Pergamon Press.
Kuhn, T. S. (1970).
The structure
of
scientific revolutions (2nd ed.).
Chicago: University of
Chicago Press.
Jackson, W. (1988).
Rules for survey design and analysis.
Scarborough, ON: Prentice-Hall
Canada.
Lather, P. (1991).
Getting smart: Feminist research and pedagogy withlin the postmodern.
New
York: Routledge,
Lakatos, L, & Musgrave, A. (Eds.).
(1970).
Criticism and the growth of knowledge.
Cambridge: Cambridge University Press.
('3.
3
Suggested Readings for EDUC
950
and 951
Agger, B. (1992).
Cultural studies as critical theory.
Washington, DC: Falmr.
Alexander, I. C., & Seidman, S.
(1990).
Culture and society—Contemporary debates.
New
York, NY: Cambridge.
Anderson,
G. (1990).
Fundamentals of educational research.
New York, NY: Falmer.
Aoki, T. (1992). Layered voices of teaching: The uncannily correct and the elusively true. In W.
F. Pinar &
W. M. Reynolds (Eds.),
Understanding curriculum as phenomenologicaland
deconstructed
text (pp. 17-27).
New York, NY: Teachers College Press.
Aoki, T. (1993). Legitimating lived curriculum: Towards a curricular landscape of multiplicity.
Journal
of
Curriculum and Supervision, 8(3),
255-62.
Aronowitz, S., & Giroux,
H.
A. (1991).
Postmodern education.
Minneapolis, MN: University
of Minnesota.
Berg, B. (1989).
Qualitative research methods for the social sciences.
Toronto, ON: Allyn and
Bacon.
Berger, P. L, & Luckiriann, T. (1966).
The social construction of reality.
Garden City, NY:
Doubleday.
• ?
Best, J. W., & Kahn, J. V. (1989).
Research in education
(6th ed.). Englewood Cliffs, NJ:
Prentice-Hall.
Bogdan,
R. C.,
& Biklen, S. K.
(1982).
Qualitative research for education: Introduction
to
theory and methods.
Boston: Allyn and Bacon (LB 1028 B67).
Bollnow, 0. F. (1987).
Crisis and new beginning:
Contributions to a pedagogical anthropology.
Pittsburgh, PA: Duquesne University Press.
Boyan, N.
J.
(1988).
Handbook of research
in educational athniniso-azion.
New York:
Longman.
Bredo, E., & Feinberg, W. (1982).
Kowledge and values
in social and educational research.
Philadelpia Temple University Press.
Burgess,
R. G. (Ed.).
(1983).
Strategies
of educational research: Qualitative methods.
Lewes,
England: The Falmer
Press.
Bruzina, R.,
& Wilshire, B. (1982).
Phenomenology: Dialogues and bridges.
Albany, NY:
State University of New York Press.
Carr, W., & Kemmis,, S. (1986).
Becoming critical: Education, knowledge and action research.
Lewes, England: The Falmer Press.
Chalmers, J. H. (Ed.). (1992).
The empiricist research in reaching.
Boston, MA: Kleuver.
• ?
Delamont,
S.
(1992).
Fieldwork in educational settings.
New York, NY: Falmer.
Denzin, N. K. (1989).
Interpretive biography.
Newbury Park, CA: Sage.
(,q
MEFT
2
'Eisner, E. (1993). Forms; of understanding and the future of educational research.
Educational
Researcher, 5-11.
?
0
•
Hassard,
J. (1990).
Ethnomethodology and organizational research: An introduction. In J.
Hassard & D. Pym (Eds.), Theory and Philosophy
of
organizations: Critical issues and new
perspectives (97-124).
London: Routledge.
-Hollingsworth,
S.
(1992).
Learning to teach
through collaborative conversation: A feminist
approach.
American Educational Research Journal, 29(2), 373404.
.Gitlin,
A.
(1990).
Educative research, voice and school change.
Harvard Educational Review,
60(4), 443-466.
• Jaeger,
R. M.
(1988).
Survey methods in educational research.
In R.
M. Jaeger (Ed.).
Cornplementarj methods for research in education
(pp. 2301-388).
Washington: American
Educational Research Association.
'LaRocque, L (forthcoming). Some thoughts on school-university collaboration.
Canadian
Ad'ninisrrcuor.
'Lather, P.
(1986).
Research as praxis.
Harvard Educational Review, 56(3), 257-277.
-Lather, P.
(1992).
Critical frames in educational
research:
Feminist and post-structuralist
perspectives.
Theory Into Practice, 21(2), 87-99.
•
Noddings, N.
Fidelity in teaching, teacher education, and research for teaching.
Harvard
Educational Review, 56(4), 496-510.
• Peshkin,
A.
(1993).
The goodness of qualitative research.
Educational Researcher, 22, 23-29.
• Richardson, V.
(1994).
Conducting research on practice.
Educational Researcher, 23, 5-10.
'van
Manen, M.
(1984).
Practice of phenomenological writing.
Phenomenology
+
Pedagogy,
2(1), 36-69.
'Wolcott, H.
(1988).
Ethnographic research in education. In R. M. Jaeger (Ed.).
Complemeivarj methods for research in education (pp. 195-250).
Washington: American
Educational Research Association.
.
(04.
Frni CS.8
SIMON FRASER UNIVERSITY
?
New Graduate Course Proposal Form
?
9
?
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number Educ.
EDUC 960-5
Title: -
Ethics. Law
and Professional Leadership
Description: This seminar examines the ethical and legal environment of professional leadership.
Specifically, the course addresses moral Issues and dilemmas embedded in professional practice
including occupational and ordinary morality, issues of deception and honesty, informed consent,
privacy and confidentiality, conflict of interest, individual and collective responsibility,
inter alia.
The course will use cases and personal experience as heuristics for 'earning.
Credit Hours:
5
?
Vector 2
.. 3-O Prerequisite(s) if any: ?
--
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=mum
- - - - - - -=man
?
- - - a mum um an ?
Enrollment and
Scheduling:
Estimated Enrollment: ?
12/15 ?
When will the course first be offered: _1996-2
How often will the course be offere&
?
Annually
==== ma
n= - a aa -. - * - * a - ?
- - - * - - - - - mum= - -
U - - - - U * - -
Justification:
The course is designed as a foundational course for doctoral students entering the
?
?
. ?
ECLD in Educational Leadership. It will provide an opportunity for educational leaders to
investigate central issues concerning the relationships between ethics, law and education.
===on=== * - - a - a - * a * - * - um - - a a a - - an== a
?
mumum an
Resources:
Which Faculty member will normally teach the course:
?
Mike Manley-Casirnir
What are the budgetary implications of mounting the course: _1/4 VIE ever
y second year
Are there sufficient Library resources (append details):
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
= = = = =========================== = = = = = = = = = = = = = = = = =
Departmental Graduate Studies Committee
/LilLA e'
7
Date:
4
5
L
c
Faculty Graduate Studies Commiteç
(LJ. ?
Date:
?
I
?
Faculty:
Senate Graduate Studies
?
?
TDate_____
____
Senate:
?
Date:_______________
L,.
?
CS 18/1/71
6
Valle, R, & Hailing, S. (1989).
Existential-phenomenological perspectives in psychology:
Exploring the breadth of human
experience.
New York:
Plenum Press.
van Maanen,
J. (Ed..).
(1983).
Qualitative methodology. Beverly
Hills, CA: Sage.
van Manen, M. (1990).
Researching lived experience.
London, ON: The Aithouse Press.
Wexler, P. (Ed.). (1991).
Critical theory now.
New York, NY: Falmer.
Winter, R. (1989).
Learning
from
experience: Principles and practice in action-research.
London:
Falmer.
Witherell, C., & Noddings, N. (Eds.). (1991).
Stories lives tell--Narrative and dialogue in
education.
New York, NY: Teachers College Press.
Wittrock, M. C.
(Ed.).
(1986).
Handbook of research on teaching (3rd ed.).
New York:
Macmillan.
Yin,
R. K..
(1989).
Case study research.
Newbury Park, CA: Sage.
.
.
(j.
Levin, D. M. (1988).
The opening of vision.
London: Roudedge.
Levin, D. M. (1989). The listening sef: Personal growth, social change, and the closure of
metaphysics.
London: Routledge.
Lincoln, Y. S., & Guba, E. G.
(1985). Naturalistic inquiry.
Beverly Hills, CA: Sage.
Neuman, W. L. (1991).
Social research methods.
Needham Heights, MA: Allyn and Bacon.
Macpherson, R. J. S. (Ed.). (1987). Ways and meanings
of
research in educational
administration.
Arrnidale, NSW: University of New England.
Miles, M. B., & Huberman, A. M. (1984).
Qualitative data analysis: A sóurcebook of new
methods.
Beverly Hills, CA: Sage.
Miles, M. B., &
Huberman, A. M. (1994).
Qualitative data analysis: An expanded sourcebook.
Beverly Hills, CA: Sage.
Merriam, S. B. (1988).
Case study research in education.
San Francisco, CA: Jossey-Bass.
Morgan, G. (Ed.). (1983). Beyond method: Strategies for social research.
Beverly Hills, CA:
Sage.
Phillips, D. C. (1987).
Philosophy, science, and social inquiry.
New York, NY: Pergamon.
Pinar,W. (Ed.). (1988).
Contemporary curriculum discourses.
Scottsdale, AR: Gorsuch
.
?
Scaiisbrick.
PoLkinghorne, D. (1988).
Narrative knowing and the human sciences.
Albany, NY: State
University of New York Press.
Popper, K. R. (1959).
The logic
of
scientific inquiry.
London: Hutchinson.
Popper, K. R. (1963).
Conjectures and refutations.
London: Roudedge and Kegan Paul.
Reason, P.,
&
Rowan, J. (1981).
Human Inquiry. A sourcebook
of
new paradigm research.
Toronto, ON: Wiley.
Rosenau, P.
(1992).
Post-modernism and the social sciences: Insights, inroads, and intrusions.
Princeton, NJ: Princeton University Press.
Schratz, M. (Ed.). (1993).
Qualitative voices in educational research.
New York, NY: Falmer.
Sherman, R. S.,
&
Webb, R. B. (Eds.). (1988).
Qualitative research in education: Focus and
methods.
Lewes, England: The Falmer Press.
Smart, B. (1993).
Posrtnodernity.
New York, NY: Routledge.
Squires, J. (Ed.). (1993).
Principled positions- -Postmodernismand the rediscovery
of value.
London, England: Lawrence
&
Wishart.
Steinmetz, A. (1991).
Doing qualitative research: Circles within circles.
New York: The Falmer
Press.
Strauss, A., &
Corbin, J. (1990).
Basics of qualitative research: Grounded theory procedures
and techniques.
Newbury Park, CA: Sage.
5
(.c.
4
Eichelberger, R.T. (1989).
Disciplined inquiry: Understanding and doing educational research.
New York, NY: Longmn
?
0
Eisner, E. (1991).
The enlightened eye: Qualitative inquiry and the enhancement of educational
practice. Toronto, ON:
Macmillan.
Eisner, E. W.,
&
Peshkin, A. (1990).
Qualitative inquiry in education. The continuing debate.
New York, NY: Teachers College Press.
Ely, Margot (1991).
Doing qualitative research: Circles within circles.
London: Falmer.
Evers, C. W., &
Lakomski, G. (1991).
Knowing educational administration: Contemporary
methodological controversies in educational athninistration research. Oxfor&
Pergamon
Press.
Foster, W. (1986).
Paradigms and promises.
Buffalo, NY: Prometheus Books.
Gadamer, H. G. (1989).
Truth and method.
New York: Crossroad.
Gallagher, S. (1992).
Hermeneutics and education.
Albany, NY: SUNY Press.
Gay, L R. (1987). Educational research.- Competencies for analysis and application (3rd ed.).
Columbus, OR Men-ill.
Glesne, C.,
&
Peshkin, A. (1992).
Becoming qualitative researchers: An introduction.
White
Plains, NY: Longman.
Gluck,.S. B.,
&
Patai, D. (Eds.). (1991).
Women's words --The feminist practice of oral
history.
New York, NY: Routledge. (See especially Anderson & Jack on listening and
Borland on researcher-participant interpretive conflict)
Greene, M. (1978).
Landscapes
of
learning.
New York, NY: Teachers College Press.
Greene, M. (1988).
The dialectic offreedóm.
New York, NY: Teachers College Press.
Guba, E., & Lincoln, Y. (1989).
Fourth generation evaluation.
London: Sage.
Ha.mmersley, M. (1992).
What's wrong with ethnography?
London: Routledge.
Jaeger, R. M. (Ed.). (1988).
Complementary methods for research in education.
Washington:
American Educational Research Association.
Keeves, J. P. (Ed.). (1988).
Educational research, methodology, and measurement: An
international handbook. Oxford:
Pergamon Press.
Kuhn, T. S. (1970).
The structure
of sciennflc revolutions
(2nd ed.). Chicago: University of
Chicago Press.
Jackson, W. (1988).
Rules for survey design and analysts.
Scarborough, ON: Prentice-Hall
Canada.
Lather, P. (1991).
Getting smart: Feminist research and pedagogy with/in the postmodern.
New
York: Routledge,
Lakatos, I., & Musgrave, A. (Eds.). (1970).
Criticism and the growth
of
knowledge.
Cambridge: Cambridge University Press.
(ii.
..
fliustrative References for Further Reading
Abbott, Andrew. (1988).
The system ofprofessions.
Chicago: University of Chicago
Press.
Andrews, Kenneth R. (1989).
Ethics in
practice.
Boston Harvard Business School
Press.
Barnard, (IL (1964).
The functions of the executive.
Cambridge, Mass.: Harvard
University Press.
Bates, S. (1972). My Lai and Viet Nam: The issues of responsibility. In PA. French
(Ed.),
Individual and collective responsibility: The massacre at My Lai.
Cambridge, Mass.: Schenkmn.
Beard, E. (1978). Conflicts of interest and public service. In J.T. De-George & J.A.
Pithier (Eds.),
Ethics, free
enterprise and public policy.
New York: Oxford
University Press.
Bellah, RN., & others. (1985).
Habits of the heart: Individualism and commitment in
?
American life.
Berkeley and Los Angeles: University of California Press.
Bok, Sissela. (1979).
Lying:
Moral choice in public and private
life.
New York:
Vintage.
Bok, Sissela. (1982).
Secrets.
New York: Pantheon.
Bowman, James S. (1991).
Ethical f
r
o n
tiers in public management. San
Francisco:
Jossey-Bass.
Brown, Marvin T. (1990).
Working
ethics.
San Francisco: Jossey-Bass.
Chandler, R.C. (1983). The problem of moral reasoning in American public
administration: The case fora code of ethics.
Public Administration Review,
43(l),32-39.
Cooper, T.L. (1987). Hierarchy, virtue, and the practice of public administration: A
perspective for normative ethics.
Public Administration Review,
47(4), 320-28.
Davis, K.C. (1969).
Discretionary justice: A preliminary inquiry.
Baton Rouge:
Louisiana State University Press.
Denhardt, K.G. (1988).
The ethics of public service: Resolving moral dilemmas in public
organizations.
Westport, Conn.: Greenwood Press.
0 ?
Dimock, M.E. (1980).
Law and dynamic administration.
New York: Praeger.
Dworkin, Ronald. (1977).
Taking rights seriously.
Cambridge, Mk Harvard University
Press.
46.
Texts: Ca]lahn, Joan C.,
Ethical Issues in Professional Life,
Oxford: Oxford
University Press, 1988
Cooper, Terry L. (1990).
The Responsible Administrator.
San Francisco:
JO8Sey-Bass.
Topics: [The topical outline for the course follows the Callahan organization.]
1.
Conceptual and Foundational Issues
Moral Issues and Moral Developments
Professions and Professionalization
Occupational and Ordinary Morality
Professionals and Clients: Models and Metaphors
2.
Some Recurring Moral Problems
Deception
Informed Consent
Privacy and Confidentiality
[Conflict of Interest]
3.
Responsibility, Dissent, Justice and Character
Individual and Collective Responsibility
Social Responsibility and Professional Dissent
Social Responsibility and Justice
Character, Regulation and Training
A.
-11-
I
SU.ON PRASER UNIVERSITY
IBDUC 951-3
EDUCATIONAL RESEARCH PARADIGMS
Objectives
This course builds on and extends the work done in EDUC 950-3, but now with particular attention to
specific methodological and ethical issues encountered when planning and conducting educational
research. The specific objectives are:
• to examine openly and critically specific research strategies within each of the four broad
paradigms which encompass much of current educational research—namely, postpositivist,
interpretive, critical and postmodern.
• to practice using these strategies
by
conducting, as a dass, a research study, from problem
articulation to reporting.
• to develop individually a pre-proposal document.
The focus of class discussions and activities is again twofold: to help students in their role as
educational leaders to interpret and use research wisely, and to help students in their role as doctoral
students to plan and carry out high quality thesis research.
Course Topics
The
topics to be critically examined within and across paradigms include:
•
-planning a research study
-stating the problem
-selecting the te(s)/samplearticipants
-planning
data collection
•
-seeking ethics approval
-collecting data
the survey
-the interview
'observation
'document analysis
-analysing data
quantitative data
'qualitative data
establishing trustworthiness
• quantitative data
qualitative data
• interpredng daza/maldng meaning
quantitative data
'qualitative data
-being ethical
reporting
the wriam report
-the oral presentation
Required Readings
The required textsfor EDUC 950-3 serve as useful reference works for this course. As
well, excerpts from
the following will be assigned.
Educational Research, by
W.
R.
Borg
& M.
D. Call.
Doing Qualitative Research, by
M.
Ely
Getting Smart. Feminist Research and Pedagogy With/In the Postmodern,
by Patti Lather.
Students are expected to undertake additional reading within the research orientation they have
chosen.
r]
A
3
Suggested Readings for EDUC 950 and 951
Agger, B. (1992).
Cultural studies as critical theory.
Washington, DC: Fa]ner.
Alexander, J. C., & Seidman, S.
(1990).
Culture and society—Contemporary debates.
New
York, NY: Cambridge.
Anderson, G.
(1990).
Fundamentals
of educational research.
New York, NY: Falmer.
Aoki, T. (1992). Layered voices of teaching: The uncannily correct and the elusively true. In W.
F. Pinar &
W. M. Reynolds (Eds.), Understanding curriculum asphenomenological and
deconstructed text (pp.
17-27). New York, NY: Teachers College Press.
Aoki, T. (1993). Legitimating lived curriculum: Towards a curricular landscape of multiplicity.
Journal of Curriculum and Supervision, 8(3),
255-68.
Aronoitz,
S., &
Giroux, H. A. (1991).
Postmodern education.
Minneapolis, MN: University
of Minnesota.
Berg, B. (1989).
Qualitative research methods for the social sciences.
Toronto, ON: Allyn and
Bacon.
Berger, P. L, & Luckmann, T. (1966).
The social construction of reality.
Garden City, NY:
Doubleday.
Best, J. W., & Kahn, J. V. (1989).
Research in education
(6th ed.). Englewood Cliffs, NJ:
Prentice-Hall.
?
0
Bogdan, R. C., & Bikien, S. K. (1982).
Qualitative research for education: Introduction to
theory and methods.
Boston: Allyn and Bacon (LB 1028 B67).
Bollnow, 0. F.
(1987). Crisis and new beginning: Contributions to a pedagogical anthropology.
Pittsburgh,
PA: Duquesne University Press.
Boyan, N. J. (1988).
Handbook
of
research
in educational administration.
New York:
Longman.
Bredo, E., & Feinberg,
W.
(1982).
Knowledge and values
in
social and educational research.
PhiladelpiE Temple University Press.
Burgess, R. G. (Ed.).
(1983).
Strategies
of
educational research: Qualitative methods.
Lewes,
England: The Falmer Press.
Bruzina, R., & Wilshire, B. (1982).
Phenomenology: Dialogues and bridges.
Albany, NY:
State University of New York Press.
Carr, W., & Kemmis, S.
(1986).
Becoming critical: Education, knowledge and action research.
Lewes, England: The
Falmer Press.
Chalmers, J. H. (Ed.). (1992).
The ernpirictsr research
in
teaching.
Boston, MA: Kleuver.
Delamont, S. (1992).
Fieldwork
in
educational settings. New York, NY:
Falmer.
Denzin, N. K. (1989).
Interpretive biography.
Newbury Park, CA: Sage.
Is.
A11
FlathmRn, RE. (1966).
The public interest: An essay concerning the normative
discourse.
New York: Wiley.
Gilligan, Carol. (1982).
In a different voice.
Cambridge, MA: Harvard University Press.
Glazer, M.P., & Glazer, P.M. (1989).
The whistleblowers: Exposing corruption in
government and industry.
New York: Basic Books.
Hare, R.M.
(1972).
Applications of moral philosophy.
Berkeley. University of
California Press.
Harmon, M.M. (1971). Normative theory and public administration: Some suggestions
for a redefinition of administrative responsibility. In F. Marini (Ed.),
Toward a
new public: The Minnowbrook perspective.
Scranton, P&: Chandler.
Hart, DX. (1984, March). The virtuous citizen, the honorable bureaucrat, and public
administration.
Public Administration Review,
44,116-117.
Hawkins, K.
(1992).
The uses of discretion.
Oxford: Clarendon Press.
Hodgkinson, Christopher. (1978).
Towards aphilosophy of administration.
New York:
St. Martin's Press.
JakR11, R (1988).
Moral mazes: The world of corporate managers.
New York: Oxford
. ?
University Press.
Janis, I.L., & Mann, L. (1977).
Decision making.
New York: Free Press.
Jonas, H. (1984).
The imperative of responsibility. Chicago:
University of Chicago
Press.
Kass, H.D., & Catron, B. (1990). (Eds.).
Images and identities in public administration.
Newbury Park, CA: Sage.
Maclntyre, A. (1984).
After virtue
(2nd ed.) Notre Dame, Lid.: Notre Dame University
Press.
Noddings, Nell. (1984).
Caring: A feminine approach to ethics and moral education.
Berkeley, CA: University of California Press.
Nyberg, David. (1993).
The varnished truth.
Chicago: University of Chicago Press.
Peters,
Richard S. (1970).
Ethics and education.
London: George Allen & Unwin.
Rawls, J. (1971).
A theory
ofjustke.
Cambridge, Mass.: Belknap Press,
Harvard
University Press.
Rich, John Martin. (1984).
Professional
ethics in education.
Springfield, IL: Charles C.
• ? Thomas
Publisher.
Robinson, George M., & Moulton, Janice. (1985).
Ethical problems in higher education.
Englewood Cliffs, NJ: Prentice-Hall.
1*.
Rohr,
J.A. (1978); Ethics for bureaucrats: An essay on laws and values.
New York:
Marcel Dekker.
?
0
Srivastra, S., & associates. (1988).
Executive integrity.
San Francisco: Jossey-Bass.
Strike, Kenneth. (1982).
Educational pol icy and the just society.
Urbana: University of
Illinois Press.
Strike, Kenneth A., Hailer, Emil
J.,
& Soltis, Jonas, F.
(1988). The ethics of school
administration.
New York and London: Teachers College Press.
Thompson,
administrative
V.A.
(1975).
compassion.
Without sympathy
Tuscaloosa:
or enthusiasm:
University of
The
Alabama
problem
Press.
of
Totilniin,
Stephen.
(1970). Reason in ethics.
Cambridge, England: Cambridge
University Press.
Vickers, G. (1983).
The art
o
f ju cl
g
meni: A study
of
plky making.
London: Harper
&
Row.
Warwick, D.P. (1981). The ethics of administrative discretion. InJL Fleishman, L.
government
Liebman,
&
M.H.
officials.
Moore
Cambridge,
(Eds.),
Public
Mass.:
duties:
Harvard
The moral
University
obligations
Press.
of
.
StMON FRASER
UNIVERSITY
?
Fcm GS.8
New Graduate Course Proposal Form
Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number Educ. 961-5
Tide: Educational Governance. Reform and Diversity
Description:
The
nature and impact of recent wide-ranging systemic educational reform in several
different countries are critically examined, through two major themes. One theme is thepolitics and
dynamics of governance, with a particular emphasis on participatory forms of political life in a
heterogeneous society. The other theme is the politics and culture of difference, and the
development of community which respects these differences.
Credit Hours: 5
?
2-3-0—Prerequisite(s)
Vector
if any:____________________
a - - - -
a a aa ?
a a a
.........................................
Enrollment and Scheduling:
Estimated Enrollment: ?
12/15 ?
When will the course first be offered: _1996
How often will the course be offere&
?
Annually
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...
a ...............
a .a a a a aa a a Ma
Justification:
This is designed as a foundational course for doctoral students in the Ed.D. in
Educational Leadership. It will provide an opportunity for educational leaders to investigate central
. ?
issues concerning the politics and dynamics of educational governance and the culture and politics
of difference. This is particularly appropriate in an era of widespread criticism of traditional
structures and processes, and competing calls for reform.
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Resources:
Which Faculty member will normally teach the course:
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Linda LaRocque
What are the budgetary implications of mounting the course:
I14FFE
even' second year
Are there sufficient Library resources (append details):
?
(to be assessed
Appended: a) Outline of the Course. -
b)
An indication of the competence of the Faculty member to give the course.
c)
library resources
Approved:
Departmental Graduate Studies Committee
?
Date:
Faculty Graduate Studies
Faculty:
Senate Graduate Studies
,r, /'j,)
Senate: ?
Date:________________
14.
?
CS 18/1171
SIMON FRASIER UNIVERSITY
?
EDUC 96-3
?
EDUCATIONAL GOVERNANCE, 1EIPOIU*I AND DIVERSITY
Objectives
The purpose of the course is to introduce students to the politics and dynamics of educational
governance. The specific objectives are to examine openly and critically:
• recent systemic educational reform in the U.K., U.S., and Australia, as well as Canada.
• a number of key issues pertaining to educational governance.
• a number of key issues pertaining to the culture and politics of difference.
Instructional strategies include case studies, problem-based learning and simulations, as well as a
critical review of the literature.
Course Topics
The
first part of the course examines the nature and impact of recent wide-ranging systemic
educational reform in several different countries, including the U.K., the U.S., Australia and
Canada. The focus is on describing and analysing the structures and processes for decision-
making, links between governance and curriculum, and the rationales for these changes.
The second part of the course investigates issues arising from consideration of the reforms.
They include alternate models of public policy-making and nontraditional metaphors for policy
(e.g., policy as dialogue and as narrative), as well as the distinction between consultation and
collaboration, and the difficulties of establishing structures and processes for either. Such tensions
as between lay and professional control, centralization and decentralization, and equity and
excellence are also examined.
The third part of the course focuses on the politics and culture of difference, and the
development of community which respects these differences. It considers aspects of diversity such
as gender and sexuality-,ethnicity and faith; and special needs and the related issue of access. Then
the more general issues of identity, representation, and culture; voice and empowerment; and
community and commonality are examined.
Suggested Readings
Governance and Reform
Axelrod, IL
(1984). The evolution of cooperation.
USA:
Basic Books.
Ball, S.
(1990).
Education and
policy making.
London: Routledge.
Ball, S.,
Bowe, P..,
& Gold,
A.
(1992).
Reforming education and changing schools.
London:
Routledge.
Blackmore, J. (1992).
Policy
as dialogue: Feminist administrators working for educational
change.
Paper presented at the annual meeting of the AERA, San Francisco.
Blackmore, J. (1989). Educational leadership: A feminist critique and reconstruction. In J.
?
Smyth (Ed.),
Cnn cal
perspectives on educational leadership.
London: Falrner.
Boyd, W. L (1988).
The politics
of
excellence and choice in education.
London: Falmer.
Boyd, W. L, & Walberg, H. J. (Eds.). (1990).
Choice in education: Potential and problems.
Berkeley, CA: McCutchan. ?
11
SIMON FRASER UNIVERSITY?
New Graduate Course Proposal Form
Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number
EDUC. 962-5
Desciipdon: The specialnsibiiities of leaders in educational institutions for accountability
both to learners and to the wider community with respect to policies, practices, and programs are
the focus of
this
seminar. Contemporary approaches to program assessment and to ensuring cost-
effectiveness in educational management are applied to cases emerging from student experience.
Credit Hours: 5
?
Vector 2-3-0_Prerequisite(s) if any- _--
Enrollment and Scheduling:
Estimated Enrollment: _12/15_
— When will the course first be offered:
?
97-1 or 97-2
How often will the course be offere&_Annually
Justification:
This course is designed as a foundational course for doctoral students entering the
. ?
Edi). in Educational Leadership. It will provide an opportunity for educational leaders to
investigate central issues concerning the relationship between leadership and accountability.
Resources:
Which Faculty member
will
normally teach the course: _Peter Coleman
What are the budgetary implications of mounting the course:
?
1/4 VIE
_every second year
Are there sufficient Library resources (append details): (To be assessed)
a)
Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
Approved: ?
J
Departmental Graduate Studies Committeci
Faculty Graduate Studies ?
ttee:_
I_L,.iY"-V
?
J11'
Faculty:
?
'1
SenateGraduate Studies Comminee:
SENATE:
_
DAT
4
McLaren, A., & Gaskell. J. (Eds.). (19).
Women and education.
Mohanty,
C. (19). On
race and voice: Challenges for liberal
education
in the 1990's.
Cultural
Critique, 14,
179-208.
Moodley,
K.A. (1992).
Beyond multicultural education: International perspectives.
Calgary,
AL: Detselig Enterprises Ltd.
Nicholson, L. (Ed.). (1992). Feminism/postmodernism. New York, NY: Routledge.
Noddings, N. (1990). Feminist critiques in the profession. In C. B. Cazden (Ed.),
Review of
Research in Education (Vol. 16).
Washington, DC: AERA.
Rees,
R. (1990).
Women and men in education: A national survey of gender distribution in
school systems.
Toronto, ON: CEA.
Reynolds, C., & Young, B. (Eds.). (forthcoming). Calgary, AB: Detselig.
Rutherford, J. (19).
Identity, community, culture, difference.
Troyna, B., & Carrington, B. (1990).
Education, racism and reform.
New York, NY:
Routledge.
Weis, L, & Fine,
M. (1993).
Beyond silenced
voices: Class, race and gender in United States
Schools.
Young, J. (1987).
Breaking the mosaic: Ethnic identities in Canadian schooling.
Toronto, ON:
Garmond Press.
.
14.
.
?
Diversify and Inclusiveness
Alcoff, L., & Potter, E. (Eds.). (1993).
Feminist epistemologies.
New York, NY: Routledge.
Aronowitz, S. (1992).
The politics
of
identity: Class, culture, social movements.
Great
Britain:
Routledge, Chapman and Hail, Inc.
Aranowitz, S., & Giroux, H.
(1991).
Posbnodern education: Politics, culture and social
criticism.
Minneapolis, MN: University of Minnesota press.
Bannerji, H. (Ed.). (1993).
Returning the gaze.
Bibby, R.W. (1990).
Mosaic madness: The
poverty and potential
of life in Canada.
Toronto,
ON: Reginald Bibby.
Brislin, Richard. (1993).
Understanding culture's influence on behavior.
Orlando, FL: Harcourt
Brace Jovanovich College Publishers.
de Castdll, S. (1993). Against the grain: Narratives of resistance.
Canadian Journal
of
Education,
18(3).
de la Reyes, M., &
Halcon, J. (1988). Racism in academe: The old wolf revisited.
Harvard
Educational Review,
58(3),
259-314.
Donald, I., & Rattansi,
A. (Eds.). (19).
Race, culture and difference.
.
?
Fleras, A., & Elliott, LL. (1992).
The challenge
of
diversity: Multiculturalism in Canada.
Scarborough, ON: Nelson Canada.
Fuss, D. (Ed.). (1991).
Inside/ow: Lesbian theories, gay theories.
Gaskell. J. McLaren, A., & Novogrodsky, M. (1989).
Claiming an education: Feminism
and
Canadian schools.
Toronto: Garamond.
Ghosh, R., & Ray, D. (1987).
Social change and education in Canada.
Don Mills,
ON:
Harcourt Brace Jovanovich, Canada, Inc.
Greene, M. (19). The
passions of pluralism.
Educational Researcher,
Giroux, H. (1993).
Postmc4ernism as
border pedagogy: Redefining the boundaries of race and
ethnicity.
Haig Brown, C. (199).
Resistance and renewal: Surviving the residential school.
Hill-Collins, P. (19). Black feminist thought.
Hoodfar, H. (1992). Feminist anthropology and critical pedagogy: The anthropology of ?
classrooms' excluded voices.
Canadian Journal of Education, 17(3),
303-318.
Kallen, E. (1982).
Ethnicity and human rights in Canada.
Toronto, ON: Gage Publishing Ltd.
.
?
McCarthy, C. (1990).
Race and curriculwn. Social inequality and the theories and politics of
?
d
i
f
f
erence
in contemporary
educational
research.
London: Falmer.
3
?1,
.1
0 &
Burlingame, M. (1988). The politics of education and educational policy: The local level. In N.
Boyan (Ed.),
Handbook of research on educational administration.
New York, NY: Longrn
Carlson, D. (1993). The politics of educational policy: Urban
school reform in.unsettlinj times.
Educational
Policy, 7(2),
149-165.
Chubb, J. E., & Moe, T. M. (1990).
Politics, markers, and America's schools.
Washington,
DC: The Brooklings Institute.
Cibulka, J. E., Reed, R. J., & Wong, K. K. (Eds.). (1991).
The politics of urban education in
the United Stares.
London: Falmer.
Clune, W. H.
(1993). The best path to systemic educational policy: Standard/centralized or
differentiated/decntra]ized?
Educational Evaluation and Policy Analysis, 15(3),
23-254.
Dror, Y. (1988).
Policymaking under adversity.
New Brunswick, NJ: Transaction Books.
Elmore, R. (1983). Complexity and control: What legislators and administrators can do about
implementing public policy. In L. S. Shulman & G. Sykes (Eds.),
Handbook of teaching
and policy.
New York, NY: Longman.
Elmore, R., and Associates. (Eds.). (1990).
Restructuring schools: The next generation of
educational reform.
San Francisco, CA: Jossey-Bass.
Etzioni, A. (1994).
The spirit of community.
New York, NY: Touchstone.
Hannaway, J., & Crowson, R. (Eds.). (1988).
The politics of reforming school
administration.
London: Falmer.
Hill, P. T.,
&
Bonan, J. (1991).
Decentralization and accountability in public education.
Santa
Monica, CA: RAND Corporation.
Leeuw, F.
L., Rist, R. C., & Sonnichsen,
R. C. (1994).
Can governments learn?
New
Brunswick, NJ: Transaction.
Mazzoni, T. L. (1993). The changing politics of state education policy making: A 20-year
Minnesota perspective.
Educational Evaluation and Policy Analysis, 15(4),
357-379.
Mazzoni, T. L (1991). Analysing state school policymaking: An arena model.
Educational
Evaluation and Policy Analysis,
13(2),
115-138.
Mcneil, L M.
(1988). Contradictions
of control: School structure and school knowledge.
New
York, NY: Routledge.
Mitchell, D E., &
Goertz., M. E. (1990).
Educational
politics for the new century. .
London:
Falmer.
O'Reilly, R. R., & Lautir, C. J. (1992).
Policy research and development in Canadian education.
Calgary, AB: University of Calgary Press.
Samson,
S. B.
(1990). The predictable failure of educational reform: Can we change the course
before it's too laze.
San Francisco, CA: Jossey-Bass.
Schneider, B., & Coleman, J. S. (Eds.). (1993).
Parents, their children, and schools.
Boulder,
CO: Westview.
Shedd, J. B., & Bacharach, S. B. (1991). Tangled hierarchies: Teachers osprofessionals and the
management of schools.
San Francisco, CA: Jossey-Bass.
'te
2
r]
.
FrmGS.3
SIMON FRASER UNIVERSITY
?
New Graduate Course Proposal Form
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Nurnber. Educ.
963-5
i b1 ?
U
Description:
This
seminar will use problem based learning (Bridges & HaBinger, 1992) as the heuristic and
pedagogy for focusing students on the systematic investigation of a practical problem of their own
choosing. This approach will require the collection and application of relevant knowledge and
skills to resolve problems encountered in the professional workplace.
Credit Hours:
?
5 ?
Vector:
j 22_3rerequisfte(s) if any
on mammon =am=== a a was =am=== - - - - - - a xx ===a a - - - - ax - mum am ==us
Enrollment and Scheduling:
Estimated Enrollment: _12/15_When will the course first be offered:
?
97-2 or 97-3
How often will the course be offered:Annually
=====mum - - Una am a mum== -a-- a am== -axa am aaaxx xx - a a xxxx a
Justification:
This seminar is a required seminar to enable doctoral students to confront the problems of practice
in a systematic way.
==on munnummunnummummunnumn ax a a a xxx a * a a a a a a a xxx an=== aaaa
Resources:
Which Faculty member will normally teach the course;_Faculty
What are the budgetary implications of mounting the course: _1/4 FTE every second year
Are there sufficient Library resources (append details):_
(to _be assessed
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
= = =========== aa a a = = = = = = = = = = = = = = = = = = = = = = = = = = = =
Approved:
Departmental Graduate Studies Committee_'A
Date _
A
11 i
Faculty Graduate Studies
?
£rfllf%
Faculty:
Senate Graduate Studies
Senate
?
Date:______________
Cs
18/If!
$L.
.
Rosenholtz, SJ. (1986). Career ladders and merit pay: Capricious fads or fundamental reforms?
Elementar y School Journa1,(4),
5
13-529.
Rossmiller, R. A. (1986). Resource utilization in schools and classrooms: Final report.
Madison, WI: Wisconsin Center for Education Research.
Rossmiller,
R A.
(1986). Achieving equity and effectiveness in schooling. Journal of
Education Finance.
11(
4
), 56
1-577.
Stern,
D. (1986). Compensation for teachers. Review of Research in Education, 11285-316.
Strike, Kenneth A. (1988). The ethics of resource allocation in education: Questions of
democracy and justice. In D. H. Monk & I. Underwood, (Eds.), Microlevel school finance:
Issues and implications for policy. The Ninth Annual Yearbook of the American Education
Finance Association. Cambridge, MA: Ballinger.
Thomas, H. (1990). Education costs and performance: A cost-effectiveness analysis. London:
Cassell.
Walberg, H. (1984). Improving the productivity of America's schools. Educational Leadership,
41(8), 19-30.
Walberg, H.T., & Fowler, W.J.. (1987). Expenditure and size efficiencies of public school
districts. Educational Researcher, .1(7),
5-15.
Walberg, H.T., & Shanahan, T. (1983). High school effects on
individual
students. Educational
Researcher,
I2(7),
4-9.
Willeti,' J. B. (1988-89).
Questions
and answers in the measurement of change. Review of
Research in Education,
15,
345-422.
Wilms, J. D. (1992). Monitoring school performance: A guide for educators. London: Falmer.
is *
SUGGESTED READINGS -3.
ACCOUNTABILITY AND COST-EFFECTIVENESS
Barnett,
W. S.
& Escobar, C. M. (1987).
The
economics of early educational intervention: A
•
?
review. Review of Educational Research, 7J4), 387-412.
Boyd, WI., & Hartman, W.T. (1988). The politics of educational productivity. In D. H. Monk
& J. Underwood (Eds.), Microlevel school finance: Issues and implications for policy. The
Ninth Annual Yearbook of the American Education Finance Association. Cambridge, MA:
Ballinger.
Brown, B. W. (1988). The microeconomics of learning: Students, teachers, and classrooms. In
D. H. Monk & I. Underwood, (Eds.), Microlevel school finance: Issues and implications for
i,olic y
. The Ninth Annual Yearbook of the American Education Finance Association.
Cambridge, MA: Ballinger.
Childs, T.S., & Shakeshaft, C. (1986). A meta-analysis of research on the relation between
educational expenditures and student achievement. Journal of Educational Finance, 12(2),
249-263.
Coleman, P. (1982).
The
closing of Howden School. McGill Journal of Education, 11(3), 263-
284.
Coleman, P., & LaRocque, L. (1984). Economies of scale revisited: School district operating
?
costs in British Columbia, 1972-1982. Journal of Educational Finance, IQ(1),
22-35.
Easton, S.T. (1988). Education in Canada: An analysis of elementary, secondary and vocational
schooling. Vancouver, B.C.: The Fraser Institute.
Hanushek, E. A. (1989). The impact of differential expenditures on school performance.
Educational Researcher, 11(3), 24-32.
Kirst,
M. W.
(1988). The internal allocation of resources within U.S. school districts:
Implications for policy-makers and practitioners. In D. H. Monk & J. Underwood, (Eds.),
Microlevel school finance: Issues and implications for policy. The Ninth Annual Yearbook of
the American Education Finance Association. Cambridge, MA: Ballinger.
Lawton, S. (1987b). The
price of quality: The public finance of elementary and secondary
education. Toronto, Ontario: Canadian Education Association.
Levin, B. (1994). Improving educational productivity: Putting students at the centre. Phi Delta
Kappan. 2(10), 758-760.
Levin, B. (1994). Improving educational productivity through a focus on learners. A paper
presented at the Annual Meeting of the American Educational Research Association, New
Orleans, LA.
Levin,
H.
(1983). Cost-effectiveness: A primer. Newbury Park, CA: Sage.
Levin, H. (1983). Cost-effectiveness: A primer. Newbury Park, CA: Sage.
Levin, }LM. (1988). Cost-effectiveness and educational policy. Educational Evaluation and
Policy Analysis. al), 51-69.
Monk, D. Educational productivity research: An update and assessment of its role in education
finance reform. Educational Evaluation and Policy Analysis. j.(1), 51-69.
Porter, A.C. (Spring, 1991). Creating a system of school process indicators. Educational
Evaluation and Polic
y
Analysis. U(1), 13-29.
1t.
';
3. ACCOUNTABILITY AND COST-EFFECTIVENESS?
IN EDUCATIONAL ORGANIZATIONS:
?
Administration in an era of declining resources
Cost-effectiveness is a special form of accountability in public sector institutions, in which
the "to whom" question often has a rather vague response - the taxpayer. Since others to whom
accountability is exercised (professors, teachers, unionized employees, students, families with
special educational needs) are generally more salient to the administrator, cost-effectiveness has not
been of high significance for educational administrators in Canada. Additionally the specification
of the input-output model fundamental to cost-effectiveness (or cost-benefit) analyses has been
controversial. Particularly difficult is the issue of benefit or outcome measures, with some arguing
that the desirable outcomes of education are either not knowable or not measurable, in part because
the benefits occur far later than the "treatment'. Here we will argue that the best although
admittedly flawed measure of benefit usually lies in the perceptions of the student (and/or family in
the case of younger students).
Costs in educational institutions are usually considered to be budget items like teacher
salaries, or class size. Yet neither of these seems to affect outcomes. However, a broader notion,
resources, can include such elements as opportunit
y
to learn, or student time, often treated as
student "opportunity costs", the foregone earnings of students who choose to attend post-
secondary institutions rather than work; and teacher energ
y,
which is clearly a scarce resource and
one often overlooked in (for example) planning curriculum change. One advantage of focussing
on such variables as these is that they are often found to be strongly associated with student
outcomes of various kinds.
Furthermore, cost analyses are rarely specific as to the intended beneficiary; data on
average per-pupil expenditures by an institution tell the analyst little about the costs associated with
a particular student; yet effectiveness or gain measures typically use child-specific data. The
careful specification of level of analysis is important given the salience of equity issues in public
education.
Cost-effectiveness analyses can be used prospectively in program planning retrospectively
in program evaluation; or continuously in program improvement. In any of these uses, broader
perspectives on costs (labeled resource perspectives) and more precise measures of both costs and
benefits to individuals are important
KEY QUESTIONS:
A.
WHAT RESOURCES ARE OF MOST IMPORTANCE?
B.
HOW CAN THESE FACTORS BE MEASURED WITH VALIDITY AND
RElIABILiTY?
?
0
C.
HOW CAN IMPROVEMENTS BE MADE AND DEMONSTRATED?
Resnick, D.P., & Resnick, L.B. (1985). Standards, curriculum, and performance: A
?
comparative and historical perspective. Educational Researcher, 14(
4
), 5-20.
Rosenholtz, S.J. (1989).
Teachers'
workplace: The social organization of schools. New York,
NY: Longman.
Samson, S.B. (1990). The predictable failure of educational reform: Can we change course
before it's too late. San Francisco, CA: Jossey-Bass Publishers.
Sedlak, M.W., Wheeler, C.W., Pullin, D.C., & Cusick, P. (1986). Selling students short:
Classroom bargains and academic reform in the American high school. New York, NY:
Teachers College Press.
Shedd, J. B. & Bacharach, S.
B.
(1991) Introduction: Professionals in bureaucracies. Chapter 2
in Tangled Hierarchies: Teachers as professionals and the management of schools. Jossey-
Bass, San Francisco, CA.
Smylie, M.A. (1988). The enhancement function of staff development: Organizational and
psychological antecedents to individual teacher change. American Educational Research
Journal. ?
(1), 1-30.
Stodoisky, S. (1984). The limits of looking. Educational Researcher, j(9), 11-18.
Teddlie, C., Kirby, P., & Stringfield, S. (1989). Effective versus ineffective schools: Observable
differences in the classroom. American Journal of Education. 21221-236.
Teddlie, C & Sthngfield.,
S.
(1993). Schools make a difference: Lessons learned from a 10-year
study of school effects. New York, NY: Teachers College Press.
I ?
Wang,
M. C.,
Haertel, G. D. & Walberg, H. J. (1993). Toward a knowledge base for school
learning. Review of Educational Research. (3), 249-294.
Ward, 3.0. & Anthony, P. (1991). Who pays for student diversit y ? Population changes and
educational policy.
Newbury Park, CA: Corwin.
Wehlage, 0., & Rutter, M. (1986). Dropping out: How much do schools contribute to the
problem? Teachers College Record, 1(3), 374-392.
Weick, K.E. (1983) Educational organizations as loosely coupled systems. In J. V. Baidridge &
T. Deal (Eds.), The d
ynamics of organizational change. Berkeley, CA: McCutchan.
Young, T.W. & Clinchy, E. (1992). Choice in public education. New York, NY: Teachers
College Press.
.
ci's
'. ',
Coleman, P. (1972a). Organizational effectiveness in education: Its measurement and
enhancement. I nterchan g
e,3(1), 42-52.
Coleman, P. (1972b). The perils of bigness: The case against large school districts. Educational
Administration Ouarterly, (2), 58-78.
Coleman, P. (1992). Quality assurance: A case study of the work of Local Education Authority
inspectors and advisers in England. School Organization. 12(2) 201-235
Coleman, P. (1993). Testing the school system: Dropouts, accountability, and social policy.
Curriculum Inquiry, 23(3), 329-342.
Cuban, L. (1990). Reforming again, again, and again. Educational Researcher. 12(l),3-13.
Erickson, F. & Shultz, J. (1992). Students' experience of the curriculum. In P. Jackson, (Ed.),
Handbook of research on curriculum. New York, NY: Macmillan.
Finn, J.D. (Summer, 1989). Withdrawing from school. Review of Educational Research, 52(2),
117-142.
Goidring, E. & Shapira, R. (1993). Choice, empowerment, and involvement: What satisfies
parents? Educational Evaluation and Policy Analysis. I(4), 396409.
Guba, E., & Lincoln, Y.S. (1981). Effective evaluation. San Francisco, CA: Jossey-Bass.
Haertel, E. (1986). The valid use of student performance measures for teacher evaluation.
Educational Evaluation and Policy Analysis. (3),283-296.
Huberman, A.M., & Miles, M.B. (1984). Innovation up close: How school improvement
works. New York: Plenum.
Husen, T. & Tuijnman, A. (1991). The contribution of formal schooling to the increase of
intellectual capital. Educational Researcher, Q(7), 17-25.
Maddaus, J. (1990). Parental choice of school: What parents think and do. In C.B. Cazden
(Ed.), Review of Research in Education (Vol. 16,
pp.
267-295). Washington, D.C.:
American Educational Research Association.
McLaughlin, M. W. & Pfeifer,
R. S.
(1988). Teacher evaluation: Improvement. accountability
and effective learning. New York: Teachers College Press.
Mitchell, D., & Encarnation, D.J. (1984). Alternative state policy mechanisms for influencing
school performance. Educational Researcher, 1.a(5), 4-11.
Mortimore, P., Sammons, P,. Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The
junior
y
ears. Wells, Somerset, England: Open Books.
Muller, C. (1993). Parent involvement and academic achievement. In B. Schneider & J. S.
Coleman, (Eds.), Parents, their children, and schools. Boulder, CO: Westview.
Murphy, J. & Haflinger, P. (1989). Equity as access to learning: Curricular and instructional
treatment differences. Journal of Curricular Studies, 21(2), 129-149.
Oakes, J.
(1985).
Keeping track: How schools structure inequality. New Haven, CT: Yale
University Press.
Oakes, J. (1992, May). Can tracking research inform practice? Technical, normative, and political
considerations. Educational Researcher, 12-21.
11.
2.
ACCOUNTABILITY IN EDUCATIONAL ORGANIZATIONS:?
By whom, to whom, for what, and how.
"the right to autonomy rests on a duty to evaluate" (Shipman,
1979)
Accountability here is broadly defined as a task of administrators which involves first the
identification and assessment of those factors which most strongly influence the quality of
educational institutions, and second the active and continuous attempt to improve quality by
bringing
about adjustments in these causal influences. That is, both "measuring" and "changing"
are seen as part of the leadership task of accountability.
For accountability to exist these activities must both be done and be seen to be done. The
latter responsibility is often overlooked. Leaders are held accountable for quality by all
organizational members but the emphasis differs. Teachers (used generically here to include
anyone who teaches for a living) thinking about accountability are likely to focus upon the quality
of the institution as workplace, and to blame the CEO if this quality is poor, families and students
are likely to focus upon the social climate of the institution for students, or upon examination
results, and hold the administrator accountable for ensuring that these are positive; Ministries are
likely to focus upon measurable outcomes, and upon cost differences between organizations.
KEY QUESTIONS:
A. WHAT ALTERABLE INSTITUTIONAL FACTORS AFFECT QUALITY?
B.
HOW CAN THESE FACTORS BE MEASURED WITH VALiDITY AND RElIABILiTY?
C.
HOW CAN IMPROVEMENTS BE MADE AND DEMONSTRATED?
SUGGESTED READINGS -2.
ACCOUNTABILITY IN EDUCATIONAL ORGANIZATIONS
Bryk, A.S. & Thum, Y. M. (1989). The effects of high school organization on dropping out: An
exploratory investigation. American Educational Research Journal, 2(3), 353-383.
Cahan, S. &
Davis, D.
(1987) A between-grade-levels approach to the investigation of the
absolute effects of schooling on achievement. American Educational Research Journal.
24(1),
1-12.
Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American
youth for the 21st century. The report of the Task Force on education of young adolescents.
New York: Carnegie Corporation of New York.
Chubb, J. E. & Moe, T. M. (1990). Politics. markets. and America's schools. Washington,
D.C.: The Brookings Institution.
Clark, R. (1983). Family life and school achievement Wh
y
poor black children succeed or fail.
. ?
Chicago: The University of Chicago Press.
Coleman, J. S., Schiller, K.S., & Schneider, B. "Parent choice and inequality." In B. Schneider
?
& J. S. Coleman, (Eds.), Parents, their children, and schools. Boulder, CO: Westview.
92-
Lee, V. E., Bryk, A. S. & Smith,
J.
B. (1993). The organization of effective secondary schools.
In L. Darling-Hammond (Ed.), Review of Research in Education (Vol. 19, pp. 171-267).
Washington, D.C.: American Educational Research Association.
Pitner, N. J. (1988). The study of administrator effects and effectiveness. In N. Boyan (ed.),
Handbook of research on educational administration. New York, NY: Longman.
Sergiovanni, T. J. (1987). The theoretical basis for cultural leadership. In Leadership:
Examining the elusive. The 1987 Yearbook of the Association for Supervision and Curriculum
Development Washington, DC.: AS CD.
Silver, P., & Moyle, C.R.J. (1986). School leadership in relation to school effectiveness.
Educational and Ps
y
chological Research, 5(2),
125-144.
Wine, J. F. & Walsh, D. J. (1990). A systematic test of the Effective Schools model.
Educational Evaluation and Policy Analysis.
12(2),
188 - 212.
Wolcott, H.F. (1973). The man in the principal's office. Toronto, Ont.: Holt, Rinehart &
Winston.
Yuk.1, G. A. (1989). Leadership in organizations (2nd. ed.). Englewood Cliffs, NJ.: Prentice-
Hall.
S
9
6611
KEY QUESTIONS:
A.
DESCRIBE THE MOST COMMON FEATURES OF LEADERSHIP ASSOCIATED
WITH POSITWEPRODUCrIVE ETHOS IN EDUCATIONAL ORGANIZATIONS.
B.
DESCRIBE HOW LEADERS SHAPE ORGANIZATIONAL ETHOS.
C.
CAN WE HAVE GOOD SCHOOLS/COLLEGES/UN1vERS1771ES WITHOUT
GOOD
LEADERS?
SUGGESTED READINGS - 1. LEADERSHIP AND QUALITY:
Abbott, M. G. & Caracheo, F.
(1988). Power, authority, and bureaucracy.
In N. Boyan (Ed.),
Handbook of research on educational administration. New York, NY: Longman.
Barley, S.
R., Meyer, G. W.,
& Gash,
D. C.
(1988). Cultures of culture: Academics,
practitioners and the pragmatics of normative control. Administrative Science Quarterly, 3.(1),
24-61.
Blase,
I.
J.
(1987a). Dimensions of effective school leadership: The teachers' perspective.
Educational Administration Quarterly,
2(4),
589-610.
Blase,
J. J.
(1987b). Dimensions of ineffective school leadership: The teachers' perspective.
Journal of Educational Administration,
?
2), 193-213.
Blumberg, A. (1989). School administration as a craft: Foundations of practice. Needham
Heights, MA: Allyn and Bacon.
Bossert, S.T. (1988). School effects. In N. Boyan (Ed.), Handbook of research on educational
administration. New York, NY: Longman.
Boyan, N. J. (1988). Describing and explaining administrator behavior. In N. Boyan (Ed.),
Handbook of research on educational administration. New York, NY: Longman.
Burns, James
M.
(1978). Leadership. New York: Harper & Row.
Cohen, MD., & J.G. March (1974). Leadership and ambiguity. New York: McGraw-Hill.
Coleman, P., & LaRocque, L (1990). Struggling to be 'Good Enough': Administrative
practices and school district ethos. London: Falmer Press.
Corwin, R.G., & Borman, K.M. (1988). School as workplace: Structural constraints on
ministration. In N. Boyan (Ed.), Handbook of research on educational administration.
New York NY: Longman.
Duke, D.L. (1986, Winter). The aesthetics of leadership. Educational Administration Quarterly,
22(l),7-27
Heck, R. Ii (Spring, 1992). Principals' instructional leadership and school performance:
Implications for policy development. Educational Evaluation and Policy Analysis
14(1),
22-
34.
. ?
Kushman,
J. W.
(1992). The organizational dynamics of teacher workplace commitment: A
study of urn elementary and middle schools. Educational Administration Quarterly. 2(1),
5-42.
fo -
EDUCATION
962-5 ?
FALL 1994?
LEADERSHIP, ACCOUNTABILITY, AND THE PUBLIC INTEREST
?
COURSE OUTLINE
The cow-se is organized around three topics: 1. LEADERSHIP AND QUALITY; 2.
ACCOUNTABILITY IN EDUCATIONAL ORGANIZATIONS; 3. ACCOUNTABILITY AND
COST-EFFECTIVENESS IN EDUCATIONAL ORGANIZATIONS. These are treated as inter-
related aspects of the general theme; for each topic several key questions are provided which are
intended to guide discussion and the identification of relevant "problems".
For each topic a set of readings will be provided (the lists provided here are illustrative
rather than exhaustive). Students will be expected to pre-read the assigned material; class sessions
will be used to clarify the content of the readings and to apply the ideas from the readings to a
particular educational context and a particular administrative problem.
Each student will be responsible for providing an informed rendition of the "problem"
existing within a particular educational context, and a "solution" for critique by colleagues in the
class. The main outcome of each class session will be some consensus on the precise nature of the
problem, the relevance of the information available (or a listing of needed information), the most
appropriate interpretation of that information, and the preferred administrative actions, initiatives,
or proposals, with rationale.
In addition students will be expected to prepare an extended paper on some aspect of the
general theme which includes a brief case study drawn from an existing situation.
1. LEADERSHIP AND QUALITY:
Do educational leaders make a difference?
No matter whether leadership is defined broadly - "influencing others" - or narrowly -
"exercising legal authority in a defined role in an organization" - tracing the benefits accruing to the
organization from good leadership or the harm done by bad leadership has proven very difficult.
Decision-making practices do not to discriminate between successful and unsuccessful leaders;
"craft" descriptions of leader activity, or examinations of the perceptions of followers, do not
usually concern themselves with the consequences of particular approaches to leadership for those
being served by educational institutions.
Most recently leadership studies have been revitalized by the "effective schools" research
which, beginning with outcome differences between ostensibly similar institutions, has found
suggestive differences in organizational functioning associated with leadership. Such studies
usually use "ethos" or "culture" as a label for institutional characteristics causally connected with
high or low outcomes, and argue that leadership's main effects are upon ethos.
• ?
Text
Bridges, E.M., & Hallinger,
P. (1992).
Problem based learning for administrators.
?
University of Oregon: ERIC Clearinghouse on Educational Management
Other Readings
Acheson,
K., & Gall, M. (1997).
Techniques in the clinical supervision of teachers.
New
York: Longman. 225 pages.
Bridges, E. (1977). The nature of leadership. In Luvem Cunningham,
Walter Hack, & R.
Nystrand (Eds.),
Educational athninLstration:
The developing decades.
Berkeley,
California: McCuichan Publishing Corporation. 445 pages.
Bridges, E. (1989).
Combining theory, research and practice: Problem-based learning.
Paper presented at the University Council for Educational Administration Convention,
October 17-29.
Christensen, C., Garvin, D., & Sweet, A. (1991).
Education for judgment.
Boston:
Harvard Business School.
Christensen, C.R. (with Hansen, A.J.). (1987).
Teaching and the case method: Text, cases,
and readings.
Boston: Harvard Business School.
Getzels, J. (1970). Creative administration and organizational change. In L Rubin (Ed.),
•
?
Frontiers in school leadership.
Chicago:. Rand McNally and Company, Inc.
Good, T., & Brophy, J. (1991).
Looking in classrooms.
New York: Harper & Row.
Hallinger, P., et al. (1991, Spring). Using a problem-based approach for instructional
leadership development.
Journal of
Staff
Development, 12(2),
6-12.
Kaufman, A.
(1985).
Implementing problem-based medical education.
New York: Springer
Publishing Company.
Prawat, R. (1989, Spring). Promoting access to knowledge, strategies, and disposition in
students: A
research synthesis.
Review of Educational Research, 59(1), 1-41.
ES 399 812.
Schmidt, H. (1983). Problem-based learning: Rationale and description.
Medical Education,
17,11-16.
Schmidt, H., Dauphinee, W., & Patel, V. (1987, April). Comparing the effects of problem-
based and conventional curricula in an international sample.
Journal of Medical
Education, 62, 305-15.
Schmidt, H., & DeVolder, M. (1984).
Tutorials in problem-based learning.
Maastricht,
Netherlands: Van Gorcuni.
Schmidt, H., et al. (1989).
New directions for medical education.
New York: Springer.
Verlag.
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