Antecedentes de la cooperación internacional en Ecuador

Residence and Study Load

Doctoral students are expected to complete a minimum of 9 units per year.

Grading and Grade-point Average

Throughout higher education, and particularly at the doctoral level, commitment to learning should outweigh the pursuit of grades. Nonetheless, grading and the grade-point average continue to play a crucial role in students’ studies. For doctoral students, the grade of B is considered minimally acceptable. Courses graded lower than B- are not applied toward doctoral degree requirements and must be repeated.

A doctoral student whose cumulative grade-point average falls below 3.0 may be disqualified from further doctoral studies, or placed on academic probation and given one enrollment period to raise the cumulative grade-point average to the satisfactory level. Students on probation for more than a total of two terms throughout their doctoral study may be dismissed from the Ed.D. Program.

A doctoral student whose grade-point average falls between 3.0 and 3.2 is required to meet with his/her advisor to identify academic skills that may need strengthening and to take appropriate action.

Early Review

To evaluate success in meeting program goals and uphold the mission and objectives of the university and the School of Education, the program design includes procedures for quality control and assessment. These include an Early Review to be completed when students have completed 12 units in the program at the 700 level. The first-year review calls for a self-assessment, a portfolio of coursework, and a written qualifying exam. The student’s academic performance is also reviewed. Students must have passed EDUC 740 Intermediate Statistics and Data Analysis before participating in the Early Review. Continuation in the program is contingent upon a successful Early Review.

Guided Inquiry Project

Upon passing the Early Review, students begin the Guided Inquiry Project, enroll in EDUC 748, and select a faculty mentor to oversee the project. The Guided Inquiry Project provides the doctoral student the opportunity to demonstrate the ability to prepare a review of literature that focuses on an approved topic and identifies, analyzes, and synthesizes relevant research. As an exploratory review of literature, the Guided Inquiry Project may help establish the foundation for the student’s chapter two of the dissertation.Students enroll in EDUC 749 to complete the Guided Inquiry Project. They may enroll for a maximum of two semesters in order to complete the Guided Inquiry Project. Students must complete the Guided Inquiry Project before enrolling in EDUC 790.

Issues in Education Conference/Ethics Symposium Christian perspectives and moral and ethical issues in educational leadership form an essential strand in the doctoral program and are embedded within many courses and activities. The course specifically dedicated to this topic, EDUC 705, is required of all students. Students present at one and attend a total of two student symposia where the papers developed in EDUC 705 are shared.

In addition, students must attend two annual program conferences.

Advancement to Candidacy

Following successful completion of all coursework and the Guided Inquiry Project, approval of the dissertation proposal, and recommendation by appropriate advisors, students are advanced to doctoral candidacy status.

Dissertation

The final step in the doctoral program is to design, conduct, and write a report of a research study completed by the student. Standards and procedures for the dissertation are defined by the doctoral faculty who provide students with the APU Standards and Dissertation Handbook.

The student defends the dissertation in a meeting with the faculty committee. Subsequently, the student participates in a public presentation of the research.

Students who have completed all program requirements, successfully defended their dissertation, and fulfilled all obligations to the university will have their doctoral degree posted and then will be entitled to use the term ‘doctor.’

Leaves of Absence

Students in good standing and making satisfactory progress toward their degrees who must interrupt their studies for a compelling reason (e.g., illness, study abroad, family conditions, or crises) may petition for a leave of absence for a stated period of time not to exceed two years. Requests for a leave must be in writing and state both the reasons for the leave and the semester in which the student will re-enroll.

Leaves of absence must be approved by the chair of the Department of Doctoral Studies in Education and the dean of the School of Education in advance of the semester for which the leave is requested.

Students who fail to return to enrolled status at the end of an approved period of leave, or after two consecutive semesters of non-enrollment, will be considered no longer in pursuit of an advanced degree and must petition for re-admission if they choose to continue their doctoral studies. If re-admitted at a later date, student must meet any new program requirements.

Time to Degree Completion

Doctoral students are permitted eight years from the date of initial enrollment to complete all requirements for the Ed.D. degree. Extensions beyond the eight-year limit may be granted at the discretion of the department chair and the dean of the School of Education. Students needing an extension due to unusual circumstances must make their request in writing, stating the reasons for the extension, a timetable for completion of requirements, and the expected date of degree completion.

Course Descriptions

EDUC 700 Proseminar in Doctoral Study (3)

The proseminar presents an introduction to Azusa Pacific University, its mission, facilities, faculty, and programs. It proceeds to an overview of doctoral study: program requirements, instructional approaches, and professional and personal implications. Students begin to examine Christian perspectives, ethical considerations, and the interplay of theory, research, and practice through reflection-in-action. They have intensive experience in locating and evaluating the literature of the field; they explore scholarly writing and possible dissertation topics.

EDUC 701 Strengths-based Leadership for Teaching and Learning (3) This course is a critical analysis of strengths-based educational theory and practice with an emphasis on how awareness and application of strengths can increase teaching, learning, and leadership effectiveness.

Using case studies of excellence in educational practice, students develop and evaluate theoretical principles of strengths-based education and how to move an educational organization towards being a strengths-based institution. Research protocols are implemented and findings analyzed in a study of excellent teachers, learners, and educational leaders.

SCHOOL OF EDUCATIONDEPARTMENT OF DOCTORAL STUDIES IN EDUCATION 2010–11

150

EDUC 705 Ethical Dilemmas in Educational Leadership (2) Students examine ethical dilemmas of leadership within contemporary educational institutions and the context of the communities they serve.

The role and function of integrity, justice, fairness, and courage in leadership are examined within public and nonpublic school settings. Ethical dilemmas encountered by students in their leadership roles are explored using case study research methodologies, and evaluated in terms of value claims, propositions, and beliefs of contemporary philosophies and a Christian perspective of truth and life. Personal ethics are studied in terms of integrity in pursuing one’s own sense of destiny and “calling”

in the leadership roles assumed. Students who enroll in the doctoral program after fall 2006 will take EDUC 705 for 2 units.

EDUC 714 Leading Change in Organizations (3)

This course examines leadership, organizational development, and change theories as they apply to public and private education in the U.S. and around the world, giving attention to four themes: leadership, behavior, organizational development, and change. The course explores leadership roles and functions, organizational development principles and practices, and educational reform. Students have the opportunity to diagnose organizational needs, identify challenges, and produce effective solutions for interpersonal, structural, and organizational problems experienced in a variety of contemporary educational institutions. Students who have taken EDUC 620 or its equivalent should not enroll in this course.

EDUC 715 Diversity and Equity (2)

This course examines the sociological dynamics of educational institutions.

Theories of sociology are applied to help students deepen their knowledge, skills, and dispositions in order to perpetuate or to change cross-cultural patterns in schools. The course raises issues related to justice, excellence, equity, diversity, and other topics that call for reflection and the student’s ability to intervene as needed.

Students who have taken EDUC 610 or its equivalent or EDUC 726 should not enroll in this course. Students who enroll in this course after fall 2006 will take EDUC 715 for 2 units.

EDUC 717 Leadership Theories and Strategies in K–12 Education (3) This course explores the topic of leadership in contemporary public and private schools and districts. Theoretical as well as practical perspectives relative to leadership are incorporated. In particular, the roles and political pressures of governing boards, superintendents, administrative staff, parent and community groups, state and federal legislative bodies are examined. Various strategies for development and selection of leaders are examined. The concepts of stewardship, servant leadership, gender, and ethnicity in leadership are themes throughout the course. Students who have taken EDUC 615 or its equivalent should not enroll in this course.

EDUC 726 Schooling and Social Theory (3)

This course examines the sociological dynamics of educational institutions.

Theories of sociology are applied to deepen understanding of the roles played by individual and groups within and outside school settings to perpetuate or to change patterns of human interaction. This course raises issues related to justice, excellence, diversity, socialization of new teachers, and other topics that call for contemplation. Such understanding should heighten students’ ability to intervene as needed.

EDUC 728 Building and Sustaining Community (3)

This course prepares candidates with the necessary understandings to build community/school relationships and/or partnerships. Student inquiry focuses on research of political/economic formation of their school community, connections between schools and communities, forces that impact the quality of community within the school, strategies for developing learning communities, and the impact of diversity on school/community relationships. Students who successfully complete this course will have the knowledge, skills, and dispositions to become change agents for school/community partnerships. Students who have taken EDUC 600 or its equivalent should not enroll in this course.

EDUC 730 Theories of Learning (3)

A critical appraisal of learning theories is applied to a range of educational settings. The early connectionist theories of Thorndike, Guthrie, Hull, and Skinner are explored. Other approaches to learning include the cognitive theories of the gestaltists, Tolman, and Piaget; information processing; Gagne’s conditions of learning; Bandura’s social cognitive theory; and Vygotsky’s cultural-historical theory of psychological development. Additional topics include intelligence, meta-cognition, cognitive styles, constructivism, and the brain and learning. Prerequisite:

EDUC 572 or equivalent or a master’s degree in an education-related field

EDUC 731 Achievement Motivation (3)

This course provides an overview of the topic of motivation in elementary and secondary school classrooms. It focuses on theories of achievement motivation and how the classroom environment shapes and influences students’ motivation. The course examines different theories of achievement motivation, including attribution, perceived control, self-efficacy, intrinsic and extrinsic motivation, and goal theory, as well as how different student characteristics (e.g., age, gender, ethnicity) and classroom characteristics (e.g., teacher expectations, teacher behavior, classroom organization) may be related to students’ motivation. Prerequisite: EDUC 572 or equivalent or master’s degree in education-related field

EDUC 733 Seminar in Curriculum Research (3)

In this seminar students examine current areas of inquiry within the field of curriculum studies. Students critically analyze and synthesize research on a curriculum issue and give direction for further research. Seminal works in curriculum studies, as well as current research reports published in academic journals, are analyzed and discussed. Prerequisite: EDUC 571 or equivalent or master’s degree in education-related field

EDUC 734 Teaching Strategies for Diverse Learners (3) The focus of the course is on instructional models and strategies which have been researched and refined to produce student learning in a variety of settings, subjects, and grade levels. In addition to the families of models, the course introduces specific research-based, subject-matter strategies for teaching reading, writing, mathematics, oral communication, civics, geography, history, and science. The course identifies issues related to teaching a diverse student population by considering learning styles, gender, ethnicity, socioeconomic backgrounds, immigrant and second language children, homeless children, and students with literacy difficulties.

EDUC 737 Teaching and Learning in Higher Education (3) Given the ultimate purpose of higher education is student learning, this course explores the academic enterprise through an examination of the teaching-learning experience in the context of higher education. Emphasis is placed on curriculum design, identification of student learning outcomes, effective teaching methodologies, course development and delivery, and outcomes assessment.

EDUC 739 Professional Development and Adult Learning (3) This course examines theories related to the purposes, aims, and distinct characteristics of adult learning and motivation for learning.

Included are Knowles’s andragogy and self-directed learning, Maslow’s theory of perspective transformation, McClusky’s theory of margin, and Cross’s characteristics of adult learners and chain-of-response models.

Theories are applied to the ongoing professional development of teachers through staff development and organized learning activities. Current approaches to K–12 staff development are considered. Prerequisite:

EDUC 572 or equivalent

EDUC 740 Intermediate Statistics and Data Analysis (3) The intermediate course in statistics and data analysis addresses statistical methodologies and their applications in analyzing data from empirical research. Computer applications with SPSS statistical software are emphasized. Qualitative research methodologies are introduced.

Students must pass this course in order to take the Early Review.

Prerequisites: EDUC 575 or equivalent and passing score on the review examination; NOTE: An optional 12-hour review is provided to prepare for the required entrance exam prior to the beginning of the course.

EDUC 741 Research Design (3)

This course provides an introduction to research design and its application to educational programs. Emphasis is given to developing knowledge and skill in research design and in assessing the technical adequacy of research.

Prerequisites: EDUC 575 or equivalent and EDUC 700 and EDUC 740 EDUC 742 Qualitative Research Methods (3)

In this doctoral-level course, students are introduced to the perspectives, purposes, designs, analysis, interpretation and reporting of qualitative research in the field of education. Ethnography, case study, grounded theory, action research and qualitative evaluation studies are among the designs examined. The data collection methods of observation, interviewing, and document analysis and the skills of data management, analysis and interpretation will be studied and practiced.

EDUC 743 Program Evaluation in Education (3)

This course introduces the skills and knowledge of the field of program evaluation and their application to educational programs. Students come to understand the issues and problems that threaten validity and reliability to program evaluations. Students learn to be thoughtful consumers of evaluations as well as producers of their own evaluation design. While theory guides the discussion of issues, emphasis is place on application to good practice. Students produce a brief literature review and design a program evaluation. Prerequisites: EDUC 700, EDUC 740, and EDUC 741 EDUC 744 Advanced Qualitative Research (3)

This advanced course is designed for doctoral students who have taken an introductory course in qualitative research. Students study in depth the middle and final stages of a qualitative research study. They focus on ethical and theoretical approaches to interviewing, data analysis, representation of findings, analysis of findings, and writing a research report for publication.

Prerequisite: EDUC 742

EDUC 746 Advanced Data Analysis (3)

The student explores advanced techniques of data analysis, including application of computer software. Although emphasis is placed on multivariate quantitative techniques, strategies for analyzing qualitative data are also included. Multivariate statistical tools include factor analysis, multiple regression, path analysis, and discriminant analysis.

Prerequisites: EDUC 700, EDUC 740, and EDUC 741; EDUC 742 (recommended)

EDUC 747 Standards-based Assessment (3)

This course introduces educational measurement theories, applications, and their relationships with standards-based assessment. It emphasizes the practical applications of standards-based assessment in the areas of improving instruction and evaluating programs. The course also addresses computer applications using testing research databases.

EDUC 748–749 Guided Inquiry Project I–II (1 unit each)

This course enables students to complete their Guided Inquiry Project in their fourth and sixth terms of the program. During this course, students select a mentor and a second faculty member to form a team for their Guided Inquiry Project. Working with the team, students complete a Guided Inquiry Project that lays the foundation for their dissertation;

such projects are to be either a comprehensive literature review or a pilot study. An oral defense of the project accompanies the written product. The course may be repeated until the student passes the oral defense. This is a Credit/No Credit course. Prerequisites: EDUC 700, EDUC 740, EDUC 741, and passing the Early Review

EDUC 750 Writing for Publication (3)

In this course, students have an opportunity to sharpen their writing skills, develop their writing style, and examine strategies for publishing their work. They explore writers’ work habits, study elements of grammar and style, analyze writing in professional journals, and participate in an ongoing writers’ workshop during which they share and evaluate drafts of their own and others’ writing. By the end of the course they are expected to complete publishable drafts of a book review and a nonfiction manuscript, each targeted to a professional journal.

EDUC 751 Research-based Interventions in the Classroom (3) Students analyze educational psychology theories and create evidence-based practices pertinent to improving K–12 pupil academic, interpersonal, and career success. Students analyze contemporary evidence-based theories pertinent to developing basic skills, creating the school-wide climate for fostering success, and effectively transferring academic success to on-the-job settings. Students explore the theoretical bases for models of classroom intervention, consultation, and professional roles. The course prepares students for leadership in implementing evidenced-based practices incorporated in the 2005 re-authorization of the Individuals with Disabilities Education Act.

EDUC 752 Research Seminar I (1)

In this seminar, students explore a field of inquiry as the preliminary step in preparation for the Qualifying Examination. Under the direction of the course instructor and a project mentor, students identify a field of inquiry with related areas, plan a series of three papers, and develop a proposal, bibliography, and documentation of literature search for each paper.

During class meetings, students report on their progress and participate in continuing dialogue on their respective projects.

EDUC 753 School Neuropsychology I: Foundations and Theory (3) This course provides students with a research base in contemporary neuropsychology. Students develop an understanding of neurological systems that are implicated in academic learning, and the major neurodevelopmental disorders that affect school-age children and adolescents. The seminar blends theory and practice in the areas of school neuropsychological assessment, interpretation, and intervention relating to school-age children within the school environment.

EDUC 754 Research Seminar II (1)

In this seminar, students explore a field of inquiry as the preliminary step in preparation for the Qualifying Examination. Under the direction of the course instructor and a project mentor, students identify a field of inquiry with related areas, plan a series of three papers, and develop a proposal, bibliography, and documentation of literature search for each paper. During class meetings, students report on their progress and participate in continuing dialogue on their respective projects. Prerequisite: EDUC 752

EDUC 755 School Neuropsychology II: Assessment and Applications (3) Students build on their knowledge from EDUC 753, developing skills in analyzing, interpreting, synthesizing, and disseminating neuropsychological

EDUC 755 School Neuropsychology II: Assessment and Applications (3) Students build on their knowledge from EDUC 753, developing skills in analyzing, interpreting, synthesizing, and disseminating neuropsychological