Educational Leadership and Foundations

EDUCATIONAL LEADERSHIP AND FOUNDATIONS

Chair: Ivan D. Muse
310 MCKB
Provo, UT 84602-5092
(801) 378-4291

THE PROGRAM OF STUDIES

Statement of Purpose. “The primary task of good leaders is to release human potential.”

That significant task cannot be accomplished solely via “doing” or “acting,” because mere performance can be calculated and trivialized. Deeper than our observable behavior is our “being,” our essential self. We believe good leadership is a matter of becoming someone, as well as doing something.

Insofar as programs of the department provide for both the “becoming” as well as the more typical “doing,” graduates acquire the potential to make a genuine difference in the profession of education. By being more than simply technically competent, graduates of the department can affect positively the thoughts, actions, and relationships not only of school personnel, but of other colleagues as well, in corporate, community, governmental, and ecclesiastical settings.

The Department of Educational Leadership and Foundations assists students in developing individualized study plans. Emphasis may be developed in areas such as administration, curriculum, teaching and learning, higher education, finance, law, policy development, research, educational philosophy, human resources development, or organizational behavior.

The Department of Educational Leadership and Foundations offers three degrees: Educational Leadership—MEd, Educational Leadership—EdD, and Educational Leadership—PhD.

Administrative/Supervisory Certification. Graduate programs in the department are designed to prepare educators with the necessary knowledge and skills for educational leadership. Students may pursue study that leads to a Utah Supervisory/Administrative Certificate or take courses that focus upon leadership competency in any school position.

Students are admitted for graduate study on a part- or full-time basis. Admission to the PhD program requires at least one year of full-time registration. Doctoral students are admitted one time a year based upon a screening procedure held each February. Students may enroll the summer or fall semester following their admittance. Consult the department for details.

Educational Leadership—MEd

Within the educational leadership major, students receive guidance from an academic graduate committee in developing their own professional focus and drawing upon their interests, expertise, and professional goals. This personal professional focus guides the study of the student beyond the requirements of the departmental core.

Admission and Entry.

• Semesters of entry and application deadlines: fall, winter, summer, March 15 .
• Application requirements: minimum required 3.0 GPA for last 60 hours.
• Entrance examinations: GRE general test, GMAT, LSAT, or Miller Analogies Test. For international applicants, TOEFL.
• Prerequisite: baccalaureate degree and minimum one year's professional experience.

Requirements for Degree.

• Credit hours: 36.
• Required courses: consult outline available in department office.
• Study list: to be submitted by end of first semester.
• Credit limitations: ELF 515R or extension credit will not be counted toward a degree program.
• Examinations: end-of-course-work examination.

Minimum Registration. Following admission to the MEd program, students will be expected to work continuously toward completion of all requirements for the degree. The university requires that students complete at least 6 semester hours of approved program credit during each academic year (September 1 to August 31). Students are permitted five years to complete the degree and graduate.

Educational Leadership—EdD

The doctor of education program provides graduate students with scholarly learning experiences that will enable them to become superb educational leaders. To accomplish this purpose, the department admits graduate students who have the potential to become leaders with vision and wisdom, and who can influence the educational enterprise.

The EdD has three elements: first, core and elective courses presumed to expand the knowledge base required for good leadership in contemporary educational settings; second, an examination that allows the student to demonstrate the ability to integrate and synthesize ideas learned from various courses; third, a dissertation, which, in general, emphasizes the application of theoretical constructs to educational policies and practices.

Admission and Entry.

• Semesters of entry and application deadlines: all application materials must be completed and on file in the Office of Graduate Studies by January 15 of each year to be considered for admission to graduate study the coming summer term or fall semester. Screening and selection of students to be admitted occurs one time only, during February. Interested students should apply during fall semester.
• Entrance examinations: the GRE general test, GMAT, LSAT, or Miller Analogies Test; and for international applicants, TOEFL. The department may require additional examinations.
• Prerequisite: master's degree; a minimum three years' professional experience in a leadership position related to education.

Requirements for Degree.

• Credit hours (90): minimum 78 course work hours plus 12 hours of dissertation (ELF 799R); minimum 45 hours taken in the BYU doctoral program. Credit earned in a recognized advanced degree program such as a master's or educational specialist may apply.
• Required courses: see program outline available in department office.
• Study list: should be submitted by the end of the first semester.
• Credit limitations: ELF 515R or extension credit will not be counted toward a degree program.
• Residence: two consecutive registrations (at least 6 hours each) on the BYU Provo campus. Note: Only 3 hours of dissertation credit may apply toward residency.
• Dissertation: must be a rigorous, independent, guided research project involving the identification and solution of a significant problem in educational leadership. The EdD dissertation carries 12 credit hours and may not be undertaken until successful completion of the end-of-course-work examination and enrollment in ELF 795. The dissertation and prospectus defense are different in kind from course work per se; therefore, performance on these tasks may not correlate with performance in individual courses.
• Examinations: (A) end-of-course-work examination; (B) oral presentation of dissertation.

Minimum Registration. Following admission to the doctoral program, students will be expected to work continuously toward completion of all requirements for the degree. The university requires that students complete at least 6 hours of approved program credit during each academic year (September 1 to August 31). Students are permitted eight years in which to complete the degree and graduate.

Educational Leadership—PhD

This degree program prepares students for (A) school leadership, (B) scholarly inquiry and teaching, and (C) research in the education process. Applicants should have a high interest and aptitude for research and inquiry and commit themselves to a minimum one year of full-time study on campus. It is expected that a portion of the individual student's study time will involve collaborative research and inquiry with selected faculty members.

Admission and Entry.

• Semesters of entry and application deadlines: all application materials must be completed and on file in the Office of Graduate Studies by January 15 of each year to be considered for admission to graduate study the coming summer term or fall semester. Screening and selection of students to be admitted occurs one time only, during February. Interested students are notified in advance of the date of screening.
• Application requirements: the accepted entrance examinations are: the GRE general test, GMAT, LSAT, or Miller Analogies Test; and for international applicants, TOEFL. The department may require additional examinations.
• Prerequisite: master's degree or equivalent; minimum three years' professional experience in leadership and/or administration consistent with major area of study.

Requirements for Degree.

• Credit hours (96): minimum 78 hours beyond the baccalaureate degree plus 18 hours of dissertation credit (ELF 799R). Prior credit earned in a recognized advanced degree program may apply on the recommendation of graduate advisor.
• Required courses: consult department for major core courses.
• Study list: should be submitted by the end of the first semester.
• Credit limitations: ELF 515R or extension courses are not accepted toward degree programs.
• Minor: 18 hours in a department outside the McKay School of Education.
• Residence: two consecutive full-time semesters (9 hours each semester) on the BYU Provo campus.
• Skill requirement: consult department.
• Dissertation: A dissertation is required. The purpose of the PhD is to expand, in creative ways, the theoretical knowledge base of the educational leadership field. The dissertation should reflect such emphasis. The dissertation carries 18 credit hours and presumes advanced research expertise. It may not be undertaken until successful completion of the end-of-course-work examination and approval of the dissertation prospectus by the student's graduate committee and department chair.
• Examinations: (A) end-of-course-work examination; (B) oral presentation of dissertation.

Minimum Registration. Following admission to the doctoral program, students will be expected to work continuously toward completion of all requirements for the degree. The university requires that students complete at least 6 hours of approved program credit during each academic year (September 1 to August 31). The student has eight years to complete the degree.

FINANCIAL ASSISTANCE

Research Assistantships. A limited number of research assistantships are available for full-time students. These assignments involve working with selected faculty members on a ten- to twenty-hour-per-week basis. Assistantships are given for a one-year period only but may be extended following review of student performance.

Tuition Waivers. Waivers are available on a limited basis. Students receiving assistantships are not normally given tuition waivers. Tuition aid is given on the basis of need, and applications should be received in the department by May of each year for consideration for the following summer term and academic school year.

Scholarships. Several modest scholarships are also available. Contact the department for application forms and additional information about these opportunities.

RESOURCES AND OPPORTUNITIES

Computer Laboratory with Access to VAX. Computer terminals in the laboratory provide graduate students direct line access to the university's large mainframe computers, enabling students to use several sophisticated programs, such as SPSS and SAS, to analyze research data. These terminals also enable students to search out books and other materials in the Harold B. Lee Library.

Educational Psychology Center. This center affords students an opportunity to learn and practice a variety of applications for the principles and theories they study in their course work. Through practical applications students gain valuable experience in diagnosing learning and achievement difficulties; remedying learning and behavioral problems; consulting with parents, teachers, and other professionals regarding strategies for helping the center's clients; counseling individuals with academic, vocational, or personal problems; and giving career assessment and guidance to young people and adults.

Graduate Student Project and Research Laboratory. Laboratory space is provided for graduate students who are working with faculty on research, evaluation, and development projects.

Study Areas. Graduate study areas are available in the Project and Research Laboratory, the Science Education Laboratory, and the McKay School of Education Learning Resource Center.

Faculty research interests currently include: international education; evaluation of school principal performance; rural education; school district administrative personnel policies; university programs for developing public school leaders.

For a more detailed description of the graduate program requirements, send for a copy of the department's bulletin.

COURSE DESCRIPTIONS

Class Schedule

Note: ELF 515R is for teacher certification purposes only and is listed in the BYU Undergraduate Catalog.

517. Professional and Scholarly Writing in Education. (2)

Refining skills for professional writing efforts, e.g., memoranda, reports, articles, theses, etc. Practice and corrective feedback.

530. School and Community Programs in Education. (2)

Examination of programs in school and community for enhancement of teaching and learning.

535. Gifted and Talented: Curriculum and Instruction. (2)

Designing curriculum and instruction for gifted and talented students in the schools.

537. Gifted and Talented: Creativity. (2)

Nature of creativity and approaches to nurturing it.

539R. Gifted and Talented: Practicum. (1-4)

Experience in a school setting under the direction of college faculty.

600. Leadership: The Human and Organizational Domains. (2)

Leadership behavior in educational institutions.

602. Leadership and Change Processes in the School. (3)

Change processes in educational institutions.

609. The School Principal. (3)

Work of the principal in public schools: instructional leadership, personnel relationships, and administration.

614. Education of Diverse Populations. (3)

Problems, issues, and programs related to students with varying abilities, interests, and needs.

620. Educational Finance. (3)

Theory, principles, and general practices of public school finances; equalization and finance problems.

622. The Law and Education. (3)

Evolution of American law and its application to American educational systems. Fundamental sources and principles of the law, the judicial structure, and key court cases affecting education in state and federal questions.

628. Curriculum Development and Supervision of Instruction. (2)

Principles and procedures in curriculum development; role of the supervisor in improving instruction and staff performance.

629. Instructional Leadership in Schools. (3)

Alternative approaches to instructional leadership in schools, emphasizing problems of curriculum, supervision, and designing and implementing school improvement programs.

631. Teaching and Learning: Research and Practice. (2)

Teaching and learning from the perspectives of research, practice, and theory.

632R. Field Practicum. (2-6)

Working with a school administrator as a supervised intern (6 hours required for administrative certificate; 2 hours required for MEd degree).

634R. Doctoral Internship. (1-6)

Prerequisite: ELF 610, 612, 628.

Field experience in state office and local school districts, community colleges, and other agencies.

655. Social History of American Education. (3)

Interpretative study of major ideas, values, and practices that influenced development of American education within broader social, political, cultural, and economic context.

658. Political Aspects of Education. (2)

Understanding processes and institutions in building support for education; associated issues.

659. Contemporary Issues in Educational Leadership. (2)

Developing problem-solving skills in understanding and resolving educational issues affecting schools.

662. Comparative Education Programs in the U.S. and Other Countries. (2)

Contrasting external educational practices operating in the U.S. and school organizational practices in other countries.

665. Evaluation and Assessment of School Programs. (3)

Nature, purpose, and function of evaluating educational programs.

668. Philosophical Foundations of Western Education. (3)

Major philosophies of education from idealism to postmodernism and their influence on educational theory and practice.

670R. Workshops in Educational Leadership. (1-3)

Prerequisite: ELF 610, 612.

672. Research Methods. (3)

Techniques of research in educational settings.

674. Business Administration and Technology Applications in Education. (2)

Organizing and managing business affairs in educational institutions. Business and instructional applications of technology in education.

694R. Independent Study. (1-3)

Prerequisite: departmental consent if more than one registration desired.

Study experience in an area of specialization under direction of a faculty member.

695R. Independent Research. (1-3)

Prerequisite: instructor's consent; departmental consent if more than one registration desired.

Individual research study or project under the direction of a faculty member.

700. Educational Leadership. (3)

Theories of leadership in educational settings.

720. Educational Policy and Analysis for School Leaders. (3)

Prerequisite: ELF 658.

Conceptual and practical issues in formulating, implementing, and evaluating educational policy.

731. Principles of Curriculum Development. (2)

Prerequisite: ELF 628 or instructor's consent.

Curriculum planning and design and its implementation in schools.

762. History of Higher Education. (3)

Historical review of challenges facing higher educational administration in today's colleges and universities.

775. Quantitative Reasoning in Educational Research. (3)

Prerequisite: Stat 552, ELF 671; or equivalents.

Exploration of the paradigms and approaches to quantitative reasoning in educational research.

776. Contemporary Approaches to Educational Research. (3)

Prerequisite: ELF 671 or equivalent; 775.

Exploration of the paradigms and approaches to contemporary educational research.

780. Economic Issues in Educational Leadership. (3)

Economic benefits of education to country's economy; why education is considered an investment in human capital. Equity and equality of funding education.

782. Constitutional Law and Education. (3)

Prerequisite: ELF 622 or instructor's consent.

Impact of Constitution on education in America; cases under constitutional law that have influenced policy and practice in the educational system.

788R. Doctoral Practicum. (1-3)

Designing and implementing on-site research. Development of doctoral prospectus under direction of a faculty member.

792. Research Topics and Issues in International Comparative Education. (3)

Research topics and issues on histories, philosophies, and practices of international educational systems.

791R. Doctoral Seminar. (1-3)

Prerequisite: departmental consent.

795. Research and Reporting Techniques for Doctoral Dissertation. (3)

Research designs for planning and conducting research for doctoral dissertation using survey, inferential, and experimental methods.

799R. Dissertation. (1-18)

Prerequisite: ELF 795.

FACULTY 

BUTTERFIELD, DENNIE D., Associate Professor. EdD, University of California, Los Angeles, 1972. Curriculum; Instruction.

FLINDERS, NEIL J., Associate Professor. EdD, Brigham Young University, 1968. Philosophy; Foundations.

HITE, STEVEN J., Assistant Professor. EdD, Harvard University, 1985. Human Development; Research.

MUSE, IVAN D., Professor. EdD, University of Utah, 1966. Leadership; Educational Administration; Curriculum; Gifted and Talented.

RANDALL, E. VANCE, Associate Professor. PhD, Cornell University, 1989. Educational Administration; Philosophy and Public Policy Analysis.

RICHARDS, A. LEGRAND, Associate Professor. PhD, Brigham Young University, 1982. Philosophy; Foundations.

VAN ALFEN, CURTIS N., Professor. EdD, University of Utah, 1967. Leadership; Higher Education; Change in Education.

WASDEN, F. DEL, Professor. EdD, Brigham Young University, 1971. Law; Leadership.

WEBB, CLARK D., Associate Professor. PhD, University of Texas, Austin, 1970. Instruction; Writing; Leadership.

WILLARDSON, J. D., Assistant Professor. EdD, University of Southern California, 1987. Finance; Politics.

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