Examination of issues and problems of concern to educational practitioners from the perspective of educational philosophy, history, and sociology. Prerequisite: Doctoral status or consent of college.

An introduction to the major philosophical schools of thought that underpin the practice of social and educational inquiry. Among the different perspectives examined are empiricism, critical theory, hermeneutics, and constructivism. Prerequisite: Doctoral status or consent of college.

Study of the techniques of direct observation and analysis of human behavior in ongoing, naturalistic settings. Focus on problems associated with the two main approaches used in qualitative research - participant observation and in-depth interviewing. Prerequisite: 190:303; 250:180; 250:205; 250:281; or consent of department.

Research methodologies applicable to problem solving in educational practice. Emphasis on program evaluation, case studies, observation, interviews, surveys, parametric and non-parametric statistical analysis. Prerequisite: 190:303; doctoral status or college approval.

This is the component of the program that relates to and supports the student's professional career goals.

This is the program component in which the student demonstrates proficiency in the integration of theory and practice, i.e.; it involves the application of existing knowledge and/or results of individual research to an educational problem or situation.

190:389 Doctoral Seminar (1 hour) All students will participate in the 190:389 doctoral seminar for one credit hour. The seminar experience should be initiated in the first session of enrollment. The intent of this seminar is to explore the doctoral study process and issues related to scholarship.
and
190:399 Dissertation Research (6 hours) 1-6 hours allowed in any one semester. It is reasonable to distribute enrollment throughout the course of development of the proposal, execution of the research, and final writing process.

Applicants to the Educational Leadership Intensive Study Area have two options for concentrations of study:

PK-12 Administration: Individuals with a master's degree and three years of administrative experience in the schools may pursue this area of concentration. The program of study may be structured so as to pursue certification for the superintendency. A doctoral degree in this area will prepare individuals for administrative positions in PK-12 education. For further information, please contact Dr. Robert Decker (319.273.2443 or Robert.Decker@uni.edu).

Postsecondary Education: Individuals with a master's degree and three years of administrative or teaching experience in postsecondary education may pursue this area of concentration. A doctoral degree in this area will prepare individuals for administrative positions in postsecondary education. For further information, please contact Dr. Mike Waggoner (319.273.3350 or Mike.Waggoner@uni.edu).

Students admitted to the Educational Leadership intensive study area will be expected to design a program of study consisting of at least 60 hours in consultation with their advisor.

The program of study will consist of

a. fifteen (15) hours in the common core, thirty-eight (38) hours in the Intensive Study Area, and seven (7) hours in the dissertation phase;

b. at least six (6) semester hours in a related area of study; this work to be at the 200 or 300 level, determined in consultation with the advisor, and be outside of the intensive study area;

c. Additional work may be required beyond the thirty-eight (38) hours if a professional certification (endorsement or approval) is a goal or for the student with no previous study in educational leadership.