The Use of Theory in Educational Administration

Catalog description

Critical analysis of current theories; problem finding and hypothesis formulation. EDLDR 580 The Use of Theory in Educational Administration (3) This course provides an introduction to problem finding in educational leadership and the development of research problems and hypotheses for conducting systematic inquiries in educational leadership. The focus will first be on the major research paradigms-the structural-functionalist, phenomenological-symbolic interactionist, and critical-constructivist-and on a overview of the kinds of approaches, questions, and problems posed in each. The emphasis will be on developing an understanding and appreciation of the different as well as complementary aspects of each of these research paradigms and the appropriate uses of each for inquiry in support of improved understanding of and practice in education. An integrated agenda of readings, lecture, group discussions and presentations, and completion of a research project will explore and emphasize the relationship and interdependence of all elements of systematic research. Activities are designed to integrate conceptual knowledge and understanding with active and collaborative participation. This course is designed to provide students with an orderly introduction to and apprenticeship in educational research. Specifically, the objectives of this course, inclusive of both semesters, are: (1) to become familiar with the major research paradigms pertinent to inquiry in educational leadership; (2) to understand the basic tenants, philosophical foundations, and epistemological beliefs of the major research paradigms; (3) to develop an understanding of the different elements involved in the educational research process; (4) to read as widely as possible in relevant literature; and, (5) to explore the research development process by identifying and developing a researchable problem statement and supporting conceptual framework