Educational Administration Curriculum, and Supervision Ed.D
Ed.D. Program Information
Click below to download more information:
- Ed.D. Information Sheet - Norman Campus (click for more information)
- Grand Order of Events - Norman campus (PDF document)
- Ed.D. Information Sheet - Tulsa Campus (click for more information)
- Grand Order of Events - Tulsa campus (PDF document)
Additional reference links:
- For letters of reference, please use the letter of reference form available at: standard letter of reference form.
- Information about the GRE is available at www.ets.org/gre
- Additionally, the University of Oklahoma requires an application for admission into the Graduate College. More information is available by phone (405.325.3811), email (firstname.lastname@example.org) or via the Internet (gradweb.ou.edu).
Leadership Core: (25 credit hours)
- EACS 6103 Visionary Leadership in Education
- EACS 6203 Instructional Leadership
- EACS 6303 Strategic and Financial Planning in Education
- EACS 6263 Education and Community Relations
- EACS 6503 Ethics in Educational Administration
- EACS 6663 Special Education Law
- EACS 6693 Educational Technology Leadership
- EACS 6920 Superintendent Internship (4 credits)
Research Tools: (15 credit hours)
- EACS/EDS 6970 Pro Seminar
- EACS 6023 Applied Quant Research Methods in Ed Admin
- One course in qualitative research methods (choose one of the following):
- EIPT 6043 Qualitative Research Methods
- EDS 6933 Naturalistic & Qualitative Research
- EACS 6213 Policy Evaluation
- EACS/ EDAH 6970 Prospectus Development Seminar
Electives: (15 credit hours) *
- Minimum 15 credit hours, as approved by the student's doctoral committee
Dissertation Research: (6 credit hours) *
- EACS 6980 Doctoral Research
* Students must complete 95 credit hours of eligible graduate coursework. Students who do not transfer sufficient master's and post-master's credit hours must supplement the program with elective and/or dissertation research credit hours.
The Educational Administration, Curriculum and Supervision (EACS) area believes that PK-12 schools are complex organizations that need leaders who understand:
- the theoretical and conceptual aspects of schools, their people, and programs for both children and adults who are constantly learning from the context of the organization;
- the technical knowledge of the content areas and areas of specialization found within the EACS knowledge bases;
- the integration of theory, research, and practice as a means of grounding new best practices.
The EACS curriculum is under girded by a dynamic knowledge base that reflects current and recommended practices as examined through basic and applied research. The EACS graduate should be able to transfer theory and research into practice and to analyze practice through theory and research. To this end, theory, research, and practice are viewed as reciprocal and equal in developing and refining program area offerings. The curriculum is vertically and horizontally articulated, allowing students the opportunity to study both the broader area of leadership and an area of emphasis as they become proficient in understanding, applying, and conducting research - both formally, as scholar leaders, and informally, as informed practitioners through action research. The curriculum provides the conceptual and philosophical bases of continuing education as students develop specified competencies.
The EACS faculty recognizes the unique learning needs of our adult students. Accordingly, the faculty encourages learning through the utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer simulation, site visitations, and interactions with practitioners in order to properly engage students in learning).
Further, the faculty of EACS recognizes that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as UCEA and The National Standards Board. Within these accepted but evolving knowledge bases there are competencies and skills that may also be applied in regulated field experiences such as internships and practica. The competencies and skills evolve (broadly) around the following:
- societal and cultural influences on schooling;
- teaching and learning processes that are responsive to individual differences among students, teachers, administrators, and families;
- theories of organizations and organizational change;
- policy analysis and studies (e.g., legal and economic);
- leadership and professional development;
- moral and ethical dimensions of schooling in a pluralistic society;
- instructional and administrative technologies available to support effective school leadership and decision making.