Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Restructuring Research Courses in the Educational Leadership Program
1. 1
Restructuring Research
Courses in the Educational
Leadership Program
Presentation to CPED Initiative Convening
University of California at Fullerton
Fullerton, CA
June 8-10, 2015
2. 2
Purpose of Presentation
To describe the restructuring efforts in
the research strand of an educational
leadership program to better meet the
needs of educational leaders to make
informed decisions.
3. 3
Objectives of the Presentation
Describe an initiative to restructure the
research sequence of courses in an
educational leadership program
Describe the focus on preparing
educational leaders
How research plays a key role for
today’s instructional leader
4. 4
Traditional Approach to Teaching
Educational Research
Taught by methodologists and theorists
usually with limited experience as
practitioners in K-12 education
Taught for purpose of publication in
professional literature
Needs of professional practitioner not
emphasized
Role of research in educational decision
making not emphasized
5. 5
Common Complaints of Students in
Educational Research Courses
Boring
Irrelevant
Little relationship to what is needed as
an educational leader
6. 6
Needs of Educational Leader Today
Be an instructional leader
Use data to make educational decisions
Critically review research and research
claims for credibility
7. 7
Focus of Educational Research Strand at
the University of Central Florida Executive
Ed.D. in Educational Leadership
Prepare future and current educational
leaders to use research skills and
knowledge to make good decisions
Prepare students to conduct research
for their dissertation in practice
8. 8
Components of Research Courses:
Research 1 (of Four Courses)
Fall of Year 1
Introduction to the principles of
educational research with a focus on K-
12 education
The major components of a research
project from the definition of a problem
statement to the final conclusions
Application of research components to
educational leadership
9. 9
Research 2 (Spring of Year 1)
Introduction to basic statistics
Focus on descriptive statistics and an
introduction to inferential statistics
More emphasis placed on descriptive statistics
including analyzing and summarizing real-
world data
Emphasis also placed on communicating the
results of data analysis to various audiences
and stakeholders including faculty meetings
and school board meetings
10. 10
Research 3 (Spring of Year 2)
Focus on mid-level to advanced statistics
commonly used in education
Using results to make decisions
Developing skills to conduct their dissertation
in practice
Completion of a preliminary proposal for
student’s own dissertation
Note: The sequence of study requires that
students complete their dissertation proposal by
the end of the summer of the second year.
11. 11
Research 4: Planning, Research, and
Evaluation (Summer of Year 2)
Focus on specific research needs of
students as they complete their
dissertation proposals and begin the
data collection portion of their research
Topics in planning include strategic
planning and project planning
Program evaluation and how it is similar
and different to educational research
12. 12
Results so far
Short Survey Conducted in Research 2
and 3 classes in May 2015
How well do you think the three
research courses that you have had so
far have accomplished their purposes?
Compared to the purposes of the
research courses that you have had so
far, which approach would you prefer?
13. 13
Question 1: How well do you think the
three research courses that you have had
so far have accomplished the purposes?
N %
A. Strongly agree 15 50
B. Agree 15 50
C. Neither agree nor disagree 0 0
D. Disagree 0 0
E. Strongly disagree 0 0
14. 14
Question 2: Compared to the purposes of the
research courses shown above that you have
had so far, which approach would you prefer?
N %
A. Strongly Prefer Ed Lead
Approach 17 57
B. Prefer Ed Lead Approach 9 30
C. No preference 2 7
D. Prefer Traditional Approach 0 0
E. Strongly Prefer Traditional
Approach 2 7
16. 16
Suggestions from Students
More real world application of research
concepts
More practice in interpreting results of
analysis
More practice with real world data sets
More of the stated purposes