CLASIFICACIÓN VISUAL, UNE 56544

Students will have program and dissertation advisors as they progress towards their degree. It is recommended that students determine a program advisor and committee members no later than the spring semester of the first year of study. The choice of advisor will be based on the shared scholarly interests and compatible educational philosophies of student and faculty. Students may change advisors, and it is not uncommon for students to have a program advisor and then when admitted to candidacy switch to a different advisor for the dissertation.

College of Education

Doctor of Education in Curriculum and Instruction

Educa

tion

Degree Requirements

The program has five components: Curriculum and Instruction, Comprehensive Examination, Research, Cognate, and Dissertation. Specific courses in each component are listed below. Each doctoral student will develop a program plan in consultation with his/her advisor and program committee.

Doctor of Education in Curriculum and Instruction

Course Number and Title Credits

Core Requirements

EDU 610 The American Culture and the Context of Schooling EDU 611 School Culture and the Problems of Change EDU 660 Learning and Cognition

EDU 662 Curriculum 3 3 3 3 Research Core

EDU 555 Analysis of Variance in Educational Research or EDU 556 Multiple Regression of Educational Data EDU 650 Analysis of Research Perspectives EDU 652 Quantitative Approaches to Research EDU 653 Qualitative Approaches to Research

3 3 3 3

Cognate Area* 32

EDU 691 Doctoral Comprehensive Examination 1

Dissertation

EDU 693 Dissertation 9

Total 66

*A ‘cognate’ is an area of specialization. Approved cognates are bilingual education, counselor education and supervision, curriculum and instruction, early childhood education, educational leadership, educational technology, kinesiology, literacy, mathematics education, special education. Listings of the courses available to fulfill the 32 credits required of each cognate area may be found at: http://education.boisestate.edu/ doctorateineducation/areas-of-specialization-cognates/.

Counselor Education and Supervision Cognate Courses COUN 592, COUN 602, COUN 607, COUN 609, COUN 611, COUN 612, COUN 613, COUN 614, COUN 616, COUN 624, COUN 626, COUN 628

In addition to the above degree requirements, students not having background in the following areas will be expected to complete additional course work. This course work may be included in the program plan of study as long as it is graduate level and approved by the student’s advisor and program committee:

• Research design (ED-CIFS 503 or equivalent) must be completed prior to taking EDU 650 Analysis of Research Perspectives and EDU 653 Qualitative Approaches to Research.

• Beginning statistics (KINES 552 or equivalent) must be completed prior to admission to the program.

• Foundations of curriculum (ED-CIFS 536 or equivalent) must be completed prior to taking EDU 662 Curriculum.

• Instructional theory or educational psychology (ED-CIFS 537 or ED-CIFS 501 or equivalents) must be completed prior to taking EDU 660 Learning and Cognition.

• Philosophy of education or foundations of education (ED-CIFS 505 or equivalent) must be completed prior to taking EDU 610 The American Culture and the Context of Schooling.

Residency Boise State University requires that students accepted into the doctoral program be in continuous enrollment and complete a minimum of 23 semester credits of graduate level course work during the first 15 months of the program.

Course Offerings

See Course Numbering and Terminology for definitions. EDU — Education

EDU 555 ANALYSIS OF VARIANCE IN EDUCATIONAL RESEARCH (3-0-3) (F/S/SU). Distribution theory and assumptions of parametric statistical models. Approaches to analysis of variance (ANOVA), including one-way and two-way factorial ANOVA, repeated-measures ANOVA, analysis of covariance, and post hoc tests associated with ANOVA. Data analyses and interpretation procedures via computer-based statistical packages. PREREQ: Any introductory course that addresses inferential statistics.

EDU 556 MULTIPLE REGRESSION OF EDUCATIONAL DATA (3-0-3)(F/S/SU).

Assumptions of general linear models (simple and multiple regression) and testing whether data conform to these assumptions; dealing with missing data; techniques of multiple regression, including dealing with categorical data and interaction terms; logistic regression; and introduction to path analysis and structural modeling. Data analyses and interpretation procedures via computer-based statistical packages. PREREQ: Any introductory course that addresses inferential statistics.

EDU 610 THE AMERICAN CULTURE AND THE CONTEXT OF SCHOOLING (3-0-3)(F/S/SU). Explores the roles of schools in American society, including cross-cultural analyses; identify political forces influencing school policy- making in local, state, national and international arenas; investigate the economics of school improvement proposals; and consider the historical contexts of contemporary improvement efforts. Emphasizes the effects on American culture and the school of changing demographics, the challenges of an increasingly diverse society, and the impact of technology and the ongoing information revolution. PREREQ: ED-CIFS 505, ED-CIFS 506 or equivalents.

EDU 611 SCHOOL CULTURE AND THE PROBLEMS OF CHANGE (3-0-3)(F/S/ SU). Explores the cultures and organizational dynamics of schools, and obstacles to change in an increasingly diverse society. Examines case studies of past change efforts for their lessons for contemporary improvement efforts. Examines research and theory about systemic change in schools and other organizations as a basis for developing working theories and leadership skills necessary to guide school improvement efforts. PREREQ: EDU 610.

EDU 650 ANALYSIS OF RESEARCH PERSPECTIVES (3-0-3)(F/S/SU).

Overview and critical analysis of research paradigms. Assumptions, standards, and methods for critiquing, generating and communicating interpretations. PREREQ: ED-CIFS 503 or equivalent.

EDU 652 QUANTITATIVE APPROACHES TO RESEARCH (3-0-3)(F/S/SU).

Appropriate research designs and data analysis techniques in quantitative research and related design and measurement issues. Conduct a quantitative study. PREREQ: EDU 555 or EDU 556 or equivalent.

EDU 653 QUALITATIVE APPROACHES TO RESEARCH (3-0-3)(F/S/SU).

Analysis of various approaches to qualitative research methods, including case studies and biographical, phenomenological, ethnographic, interactional, and critical analyses. Students conduct a qualitative study. PREREQ: EDU 650. COREQ: EDU 662.

EDU 654 ADVANCED APPLICATIONS OF QUALITATIVE RESEARCH METHODS (3-0-3)(F/S/SU). Advanced applications in a representative range of qualitative research methods for doctoral and advanced master’s students, including the use of questionnaires, focus groups, surveys, case studies, discourse and content analysis. PREREQ: EDU 653 or equivalent.

EDU 660 LEARNING AND COGNITION (3-0-3)(F/S/SU). Learning theories and processes with emphasis given to cognitive and situated learning. PREREQ: Graduate status.

EDU 662 CURRICULUM (3-0-3)(F/S/SU). Focuses on major theories, research bases, and significant societal factors in school curricula. Includes historical and philosophical foundations of curricular development; analysis of factors and issues influencing curricular determinations, including cultural influences and technological contributions; and consideration of likely future curricular evolution. PREREQ: ED-CIFS 536 or equivalent. COREQ: EDU 653.

Refer to the University-wide Graduate Courses section in this catalog for additional course offerings.

College of Education