Department of Education Leadership, Management and Policy

Introduction to statistical methods needed for basic data analysis in educational administration. Included frequency distribution, graphic presentation of data, measures of central tendency, variability and linear regression/correlation. (Formerly CPSY 6004).

This course examines the background and current status of proposals that address a variety of educational controversies. Past and present cycles of reform are considered generally, with specific attention given to issues such as governmental roles in education and financial reform to name a few.

Designed for newly admitted students to the doctoral program in higher education administration or students who are considering applying to the program. Seminar has two principal goals: (1) to introduce students to higher education as a field of study, and (2) to address issues and concerns that arise as part of the students¿ doctoral experience.

Provides an overview of the literature and research on American college students. After reviewing the literature on student transition to college, student collegiate experiences, student development in college, and college impact on students, focus is on effective institutional policies and practices in enhancing positive student college experiences, learning and other desirable outcomes.

Provides an in depth exploration into the process and techniques necessary to innovative systems design. 3.000 Credit Hours

An exploration of how adults learn and the optimum approaches based on current research and theories. 3.000 Credit Hours

How to design evaluations of institutional programs on both the school and district level. 3.000 Credit Hours

A Human Resource perspective on effective evaluation design for non-instructional personnel on the school and district level. 3.000 Credit Hours

A Human Resource perspective of how to motivate and professionally develop non-instructional personnel in schools and districts. 3.000 Credit Hours

Educational consulting as a professional practice; the how and why of educational consulting. 3.000 Credit Hours

Comprehensive principles, historical background and future perspectives. Innovative curricula, individualization and other new organizational patterns; general and clinical supervisory techniques and practices; human, technological and conceptual skills for effective school administrators; leadership patterns and pitfalls; generalist's view of school finances, school law, school business administration; human and public relations, aligned to current ISLCC and NCATE standards.

Current trends in public bargaining; a review of discrimination for reasons of sex, age, disabilities and more; current issues and other current legal issues in funding of public education, teacher, student and parental rights; Sunshine Law issues; insurance issues and other current legal issues in publication, as aligned to current ISLCC and NCATE standards. 3.000 Credit Hours

Evolving concepts of the curriculum. Philosophy of curriculum development, principles and procedures, essential tools, preparation, approaches, direct and indirect influences, as aligned to current ISLCC and NCATE standards. 3.000 Credit Hours

Theories, principles and practices that determine effectiveness, efficiency and humane supervision at all levels of education. Emphasis on clinical supervision, general supervision, new research in the field, and better techniques for observation, evaluation and in-service programs, and as aligned to current ISLCC and NCATE standards. 3.000 Credit Hours

Current perspectives of the personnel administration function, including recruitment, selection, job orientation, appraisal and development processes. Personnel security matters covering employee and administrative compensation; collective bargaining and job continuity extended from the initial selection and development aspects.

Development of problems of school finance in the United States: sources of revenue, expenditures and indebtedness, fiscal problems, existing and proposed plans for school support, and as aligned to current ISLCC and NCATE standards. 3.000 Credit Hours

Introduction to the phenomenon of collective bargaining in the public sector. Broad overview of the fundamentals of the process.

Emphasis on the process of educational policy analysis, decision making and implementation. Analysis of alternative explanations of the process of decision making at the local, state and federal levels. Political and economic theory; other core areas incorporated into a multidisciplinary approach to policy analysis, and as aligned to current ISLCC and NCATE standards. 3.000 Credit Hours

School plant planning for new or modernization of existing facilities. Emphasis on selection of school site, architect, plans and specifications; award of contract; supervision of construction; building maintenance; public relations; financing; and instructional influence on construction.

An exploration of the role of the principal with a particular focus on the vocation of servant leadership. Topics: leadership, the school as a parish or order based institution and a community of faith, and the work of formation of faculty, students and program.

An examination of key aspects of Catholic identity and belief, and an overview of some components of ¿Catholicism,¿ including aspects of Catholic history, doctrine, culture, juridical system, moral teaching and institutional life. This course is geared toward meshing excellent leadership skills and the Catholic mission.

Nationwide, school administrators are faced with an ever-increasing amount of student performance data from state, standardized, and school based assessments. This course will prepare administrators to analyze, manage and utilize the vast array of data that have become commonplace in America's schools. While this course will address a number of important data-related topics, a common thread will be use of data from the students' home districts. Staff and administrator accountability have become an expected outgrowth of this infusion of data. Managing this personnel accountability issue will also be a major focus of the course. Developing knowledge and expertise in these areas have become prerequisite skills for a successful administrator.

Provides students and faculty with the opportunity to work collaboratively in studying in-depth a current or special topic in the area of administration or human resources training and development. May be repeated for up to 12 credits.

Provides students and faculty with the opportunity to work collaboratively in studying in-depth a current or special topic in the area of administration or human resources training and development. May be repeated for up to 12 credits.

Provides students and faculty with the opportunity to work collaboratively in studying in-depth a current or special topic in the area of administration or human resources training and development. May be repeated for up to 12 credits.

Review of fiscal affairs pertaining to education on a national, state and local level. Problems dealing with sources of revenue, expenditures, indebtedness and existing and proposed plans for school support.

Analysis and understanding through research and study of the agencies, the varied forces and diverse institutions in the community affecting the educational program. Evaluation of trends in public relations in regard to educational administration and supervision.

Designed to help teachers and school administrators understand their legal status in the school. School Laws of New Jersey. Emphasis on legislation and school decisions regarding contemporary problems, such as students' rights, teachers' rights, academic freedom.

Examination of the interaction between political/economic theory and the educational policy-making arena. Focus on the process of policy analysis and formulation with antecedent attention to political and economic theory. Various decision making models studied as a means of offering alternative explanations to local, state and federal policy decisions.

Examination of the administration of bilingual/bicultural education movements in the United States, including an in-depth analysis of the legal and sociopolitical impact. Critical analysis of the research and program design in the administration of bilingual/bicultural education.

Total systems approach to the personnel administration function incorporating recruitment and selection techniques; employee orientation, appraisal and development considerations; job security matters such as compensation, collective bargaining and employment continuity. Concentrated study in one topical area as well as a broad spectrum of personnel functions.

Introduction to use of microcomputers in school administration, including: computer literacy, computers in the curriculum, managing instruction, budgeting, scheduling, data base management systems and word processing.

A specialized course for those students who may manage school business operations. Explore current accounting and financial procedure. 3.000 Credit Hours

This is a cybernetics-based research course that combines research with currently available technology for educational decision makers. Topics and hands-on activities will include educational administration-specific applications: databases, data mining, Internet resources, search engines, research design issues, and microcomputer software programs. Class will have multiple opportunities to work directly with these applications using campus microcomputer labs. Prerequisite: ELMP 7768 or 7769 or permission of professor.

For students enrolled in the K-12 doctoral program who have completed all the requirements for certification as a principal and are interested in enhancing their leadership and management skills through intensive research and analysis of decision making theory and practice. (Not to be substituted for courses which have been approved for certification purposes). The class will emphasize computer simulations and practical applications of theoretical frames to educational issues.

Leadership traits, strategies and techniques used by administrators and supervisors to implement changes in our system of observation and evaluation. Theories, research results, clinical supervisory techniques and methods for humanely observing teaching practice, monitoring supervisory performance and evaluating in-service, internships and field experiences to improve instruction and reduce grievances, and as aligned to current ISLCC and NCATE standards.

Insights into organizational behavior including classical theory, social system theory, open system theory, theory Z and institutional leadership theory. Application of these theories in educational settings.

Inquiry into contemporary educational theory and practice, focusing on international similarities, differences and purposes in educational systems.

An examination of national and international aspects of curriculum development and evaluation. 3.000 Credit Hours

Advanced course designed to provide program-engineering capability for elementary, secondary and central office managers. Specific strategies for recasting curricula in light of the societal demands for accountability-based education. Innovative organizational patterns that foster learning, instructional interventions, individualization, personalization and mastery learning.

Introduction to theory, research and practice related to diversity and equity in higher education, focusing on race/ethnicity, class, and gender. Emphasis on historical and contemporary perspectives, the politics of diversity, equal opportunity, and campus climate issues in higher education and cultivation of critical thinking and reading.

Students will examine inequities in educational systems that impact their students, students’ families and their staff. They will understand their role in leading for equity in key areas: governance, staff development, curricular and classroom practices and employment practices and create plans to address these areas. The course will include current challenges and trends in these areas, as well as an historical perspective. The examinations will be from a systems lens of all of these challenges facing school districts, Superintendent/Board of Education/community relations as well as the day-to-day operations in school buildings/districts for which school principals and district leaders are responsible.

Designed for students who will supervise and manage the business aspects of a school district. 3.000 Credit Hours

Extension of correlation techniques including multiple correlation and regression, exploration of various complex analysis of variance procedures. Emphasis on application to problems faced by researchers in educational administration. (Formerly CPSY 8616.) Prerequisite: ELMP 6005 or CPSY 6004.

Need for general educational backgrounds of present and future educational administrators is emphasized. Insights into the arts, economics, sociology and futures with implications for educational administration and supervision.

Systematic introduction to the logic and skills of survey research. Various aspects of survey designs and analysis are studied, to include sampling questionnaire design and construction, scale construction, interviewing techniques and analytical strategies of survey data.

Presents research methodology and procedures in educational administration and supervision. Students develop a research project with the guidance of the professor.

For doctoral students who wish to study selected topics in depth and conduct research. Approval by chair and dean is necessary. 3.000 Credit Hours

This course provides opportunities for students to conduct an empirical research study using statistical methods and survey data. The course will review quantitative research study design and statistical techniques, introduce major national survey databases available for educational research, help students generate research questions and hypotheses based on the sample data, guide students through the design and execution of their empirical studies, and require students to write up their research results. Prerequisites: Directed Research or other prior research methods course, Statistical Methods, and Intermediate Statistics.

This course is designed to introduce students to the fundamental logic and methodology of program evaluation as it applies to P-20, non-profit, and private education settings. Topics include (a) an introduction to evaluation theory, (b) design, (c) needs assessment, (d) criterion checklists, (e) setting standards, (f) collecting and synthesizing mixed-method data, (g) drawing evaluative conclusions, and (h) presenting evaluation findings. Prerequisites: Directed Research or other prior research methods course. Statistical Methods, Intermediate Statistics.

This course introduces students to the foundations of 2-level hierarchical linear modeling (HLM) with an emphasis on the use of these models in K-12 and higher education settings. In addition to HLM, the course will explore the following statistical and research techniques; logistic regression; repeated measures, determining statistical power for cluster designs, and understanding the importance of intra-class correlations. Students taking this course must have earned a grade of B+ or higher in intermediate statistics.

Administrative internship K-12 or higher education with permission of administrator and Department of Education administration and supervision chair.

Administrative internship K-12 or higher education with permission of administrator and Department of Education administration and supervision chair.

Diagnostic and prescriptive teaching model covering critical skill areas of leadership and management. 3.000 Credit Hours

Workshops for all levels of administration. Through techniques including case studies, role play, debate, panel discussions, audiovisual presentations, and group interactions, expert consultants involve participants in the use of effective methods to solve contemporary problems of leadership. Innovative approaches to curriculum design, supervisory practice, business and financial problems, administrative relationships with the board, the general public, the government and outside agencies.

Workshops for all levels of administration. Through techniques including case studies, role play, debate, panel discussions, audiovisual presentations, and group interactions, expert consultants involve participants in the use of effective methods to solve contemporary problems of leadership. Innovative approaches to curriculum design, supervisory practice, business and financial problems, administrative relationships with the board, the general public, the government and outside agencies.

For doctoral students who wish to review the content, techniques and findings of research in administration and supervision with emphasis on evaluative studies in the field.

Seminar for doctoral candidates for the purpose of developing an approved dissertation proposal.

Seminar for doctoral candidates for the purpose of developing an approved dissertation proposal.

This course introduces how institutional research offices function and the various purposes that the offices serve. Topics covered in this course include resource management, academic program evaluation, assessing student learning outcomes, salary studies, accountability, and enrollment management

Externship: 150 hour, 12-week (12.5 hours per week) field-based practicum at the school district level site, or an approved alternative site, for aspiring Superintendents who are seeking School Administrator endorsement. Such positions shall include superintendent, assistant superintendent, and director. Pre-requisite: Must have five (5) years of successful public or non-public school district educational experience, or a regionally accredited higher educational setting in New Jersey or out-of-state. Hold a New Jersey Standard Principal Certificate. All candidates for certification as School Leader, except as indicated in N.J.A.C. 6A:9B-12.7, must hold a master’s degree or higher degree from a regionally accredited college/university in educational leadership, or in curriculum and instruction, or in one of the recognized fields of leadership or management, as well as from an NCATE or TEAC approved program.

A comprehensive review of multivariate statistics. Students must have completed Statistics I and Intermediate Statistics. 3.000 Credit Hours

The history and current status of the college student in contemporary higher education. 3.000 Credit Hours

This course provides advanced training in qualitative approaches applicable to the study of education. Students will explore a variety of philosophical and conceptual approaches, as well as practical methods for collecting and analyzing qualitative data. Pre-requisites: Directed Research or other prior research methods course, Qualitative Research.

Seminar for doctoral candidates for the purpose of developing an approved dissertation proposal.

Seminar for doctoral candidates for the purpose of developing an approved dissertation proposal.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Doctoral students who have advanced to candidacy and completed Dissertation Seminars must register continuously for advancement until the dissertation is completed. Credit may be used toward degree upon application to department.

Discussion of administrative philosophies and approaches in higher education settings, highlighting the roles of each office, the philosophical questions and options available to institutions; the policy issues that need to be addressed by university administrators.

Personnel problems in colleges, including faculty and staff evaluation, recruitment, affirmative action, promotion, tenure, development and leadership management.

Institutions Business principles and their importance for decision making in higher education including budgeting, financial reporting and planning.

Topics include organizational and administrative problems, curriculum instruction, student personnel programs and their relationship to the community.

Study focusing on the period from 1865-1915, when many of the institutions and practices of contemporary higher education were shaped. Secondary sources extensively supplemented by readings of primary documents. Surveys of the national scene supplemented by case studies at specific instructions.

Current status of the undergraduate curriculum and approaches to instruction in American colleges and universities, including reform efforts. Principal factors/forces shaping undergraduate curriculum and instruction including epistemology and the sociology of knowledge; psychology and developmental status/needs of the contemporary college student, both traditional and nontraditional; socio-cultural, economic and political factors.

Culminating research seminar designed to synthesize all coursework into a final major research project.