Course Syllabus
Download a hard copy of the syllabus here:
Contact Information
Program Context
College of Education Mission
The mission of the college of education is to promote inquiry that fosters democratic life and is fundamental to productive activity in the interrelated areas of teaching, research, and service in a multicultural society.
EACS Mission
The mission of the Educational Administration, Curriculum and Supervision (EACS) Program Area is to promote critical inquiry that addresses important issues relating to teaching, learning, and leadership so that service and collaboration among colleagues and the professional communities may be enhanced.
The curriculum presented in this course 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 politics of education 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 recognize the unique learning needs of our adult students. Accordingly, the faculty encourage 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 to properly engage students in learning. Further, the faculty of EACS recognize that as an outgrowth of its conceptual framework, there are knowledge bases accepted by learned societies such as NELP, NPBEA, SRCEA, and UCEA.
Within these accepted-yet-evolving knowledge bases, some competencies and skills may also be applied in regulated field experiences, such as internships and practicums. The competencies and skills evolve (broadly) around the following: developing, articulating, implementing, stewarding, and promoting community involvement in developing a vision; promoting positive school culture; providing effective instructional program, applying best practices to student learning, and designing comprehensive professional growth programs; managing the operations and resources in the organization; collaborating with families and other community groups, responding to community interests and needs; mobilizing community resources; acting with integrity and ethically; understanding and responding to and influencing the larger context.
Course Details
Course Description
The use of evidence to manage the effective and efficient performance of schools is an important responsibility of school administrators. School administrators need to draw on knowledge and competencies related to the inquiry process, measurement and assessment, and data collection, analysis, and interpretation to lead to continuous improvement. Inquiry for Performance Improvement is designed to develop the capacity of school leaders to manage effective performance by applying competencies of organizational research and development to the design and implementation of a balanced approach to performance management.
Course Syllabus
Please review the course syllabus linked here as a PDF: EACS 5403 - Inquiry for Performance Improvement - Spring 2024.pdf
Course Materials
- Bryk, A., Gomez, L., Grunow, A., & LeMahieu, P. (2015). Learning to Improve: How America’s Schools Can Get Better at Getting Better. Harvard Education Press.
- Carroll, S.R., and Carroll, D.J. (2002). Statistics Made Simple for School Leaders: Data-Driven Decision Making. Lanham, MD: Scarecrow Education.
- Schildkamp, K., Earl, L, and Lai, M.K. (2013). Data-based decision making in education (2013 ed., Vol. 17, Studies in educational leadership). Dordrecht: Springer. Available full text online through OU Libraries, direct link https://link-springer-com.ezproxy.lib.ou.edu/book/10.1007%2F978-94-007-4816-3
- Other major resources and materials will be provided by the instructor and include: Recent refereed research articles from prominent journals in education, educational leadership, and educational policy and evaluation as well as excerpts from research reports, as well as recent monographs and edited volumes in education. All of these are provided in a timely fashion on Canvas. Also used in the course is the Publication Manual of the American Psychological Association, 7th Edition, Washington D.C.: American Psychological Association.
Grades
Breakdown
| Activity | Description | Percentage |
|---|---|---|
| Class Participation | Your level of learning is proportional to your class participation and out of class study time. Class participation is measured by Engagement and Independent Work. Discussion Forums are included in your class participation. There are two in this course and your initial posts are due by Friday and responses are due by Sunday evening. | 10% |
| Weekly Deliverables | During the semester, you will have "mini" assignments related to your overall final paper which are connected to important topics we cover in our seminar. The purpose of these activities is to begin the process of developing/compiling the pieces of the final problem-based improvement plan due at the end of the semester. Weekly deliverables will also include reflections based on course content and your educational context. All weekly deliverables are due on Sunday evening. | 35% |
| Article Review | The purpose of the article review/critique assignment is to help you develop your skills in reading and understanding current educational research as it pertains to your identified problem or planned change. The due date for this assignment is posted in Canvas. | 20% |
| Summative Assessment: Problem-Based Improvement Plan | This summative assessment provides an opportunity to propose a plan to address an identified problem you are facing in your professional work (e.g., school, district, or other organization) and evaluate the outcomes of your intervention. The due date for this assignment is posted in Canvas. | 35% |
| Total | 100% |
Course Components
Class Participation
Your level of learning is proportional to your class participation and out of class study time. Class participation is measured by Engagement and Independent Work. Each element is explicated below.
- Engagement – Knowledge is not passively acquired. You learn from doing. Thus, it is expected that you will wholly participate in discussion forums, deeply engage in course assignments, and read independently and critically.
- Independent work – Read, read, and read, and interrogate the readings. Use concepts/ideas as a lens to view interactions within your school. Complete all small assignments and activities as asked in completing the course modules.
Weekly Deliverables
During the semester, you will have "mini" assignments related to your overall final paper which are connected to important topics we cover in our seminar. The purpose of these activities is to begin the process of developing/compiling the pieces of the final problem-based improvement plan due at the end of the semester. Weekly deliverables will also include reflections based on course content and your educational context. All weekly deliverables are due on Sunday evening.
Article Review
The purpose of the article review/critique assignment is to help you develop your skills in reading and understanding current educational research as it pertains to your identified problem or planned change. For this assignment, your task is to select one empirical research article from a peer-reviewed educational research journal which is connected in some way to your identified problem or planned change and provide both a summary of the research (i.e., the identified problem, research questions, method, findings, and limitations) and critique of the research. Appendix A and the “Critiquing Research Articles” tutorial video on Canvas provide a guide to critically analyzing a research article. Those who, after receiving instruction, are still unsure whether or not an article they have chosen is applicable and appropriate should discuss the matter with the course instructor. If you do not choose a research article which meets the criteria as instructed, you will be asked to re-do your article review after selecting a different article. Thus, be sure and get permission before beginning on this assignment. It is due sometime before the end of the semester.
Summative Assessment: Problem-Based Improvement Plan
This summative assessment provides an opportunity to design a performance measurement plan around an identified problem you are facing in your professional work (e.g., school, district, or other organization) and theory of action. This improvement plan should be firmly anchored in the concepts, ideas, and methods that underlie theory-based and/or improvement science. As with all assignments in this class, APA guidelines for writing should be followed. More details on this assignment are in the full syllabus and/or assignment dropbox assignment description.
Course Summary:
| Date | Details | Due |
|---|---|---|