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Faculty
David T. Conley, professor (policy analysis in education, educational leadership, school restructuring). B.A., 1972, California, Berkeley; M.A., 1983, Ph.D., 1986, Colorado at Boulder. (1989)
Diane M. Dunlap, adjunct professor (qualitative research, adult learning, educational leadership). B.S., 1975, Southern Oregon State; M.S., 1978, Western Oregon State; Ph.D., 1980, Oregon. (1980)
Keith Hollenbeck, research associate (large-scale assessment, curriculum-based measures, curriculum and assessment). B.A., 1976, Humbolt State; M.S., 1981, Ph.D., 1996, Oregon. (1996)
Jen Katz-Buonincontro, assistant professor (leadership pedagogy, organizational theory, research methodology). B.A., 1994, Macalester; M.F.A., 1998, Mason Gross School of the Arts, Rutgers; Ph.D., 2005, Oregon. (2006)
Martin J. Kaufman, distinguished university professor (educational policy, organizational leadership and change, special education). B.A., 1964, M.Ed., 1965, William and Mary; Ph.D., 1970, Texas at Austin. (1992)
Leanne Ketterlin Geller, assistant professor (measurement theory, curriculum design, assessment and instruction). B.A., 1994, California, Santa Cruz; Ph.D., 2003, Oregon. (2005)
Kathleen M. Lenn, adjunct assistant professor (information and database search procedures, library science, educational literature reviews). B.A., 1983, Eastern Illinois; M.S., 1985, Illinois at Urbana-Champaign. (1985)
Kathleen M. Scalise, assistant professor (electronic learning, instructional technology and assessment, equity studies). B.A., 1982, M.A., 2004, Ph.D., 2004, California, Berkeley. (2005)
Joseph Stevens, associate professor (educational and psychological measurement and assessment; statistical and quantitative methods; teacher evaluation). B.A., 1974, M.A., 1976, Ph.D., 1983, Arizona. (2005)
Gerald Tindal, Castle-McIntosh-Knight Professor (systems, assessment program evaluation, applied behavior analysis). B.A., 1975, Ph.D., 1982, Minnesota. (1984)
Paul Yovanoff, associate professor (statistics, psychometrics, item response theory). B.A., 1977, State University of New York, Buffalo; M.A., 1980, Ph.D., 1992, Oregon. (1994)
Courtesy
Philip McCullum, courtesy assistant professor (educational leadership, organizational development); director, administrator licensure program. B.Ed., 1975, Western Washington; MS., 1984, Ph.D., 1998, Oregon. (1998)
Emeriti
Max G. Abbott, professor emeritus. B.S., 1949, M.S., 1951, Utah State; Ph.D., 1960, Chicago. (1966)
Keith A. Acheson, professor emeritus. B.S., 1948, M.S., 1951, Lewis and Clark; Ed.D., 1964, Stanford. (1967)
Gerald K. Bogen, professor emeritus. B.A., 1959, Western Washington; M.S., 1961, D.Ed., 1963, Oregon. (1961)
C. H. Edson, associate professor emeritus. B.A., 1964, California, Berkeley; M.A., 1970, Oregon; Ph.D., 1979, Stanford. (1973)
Robert D. Gilberts, professor emeritus. B.S., 1950, Wisconsin State; M.S., 1955, Ph.D., 1961, Wisconsin, Madison. (1970)
Arthur C. Hearn, professor emeritus. A.B., 1934, M.A., 1937, Ed.D., 1949, Stanford. (1950)
John E. Lallas, professor emeritus; executive dean emeritus. B.A., 1947, Washington (Seattle); B.A., 1952, Western Washington; Ed.D., 1956, Stanford. (1957)
Roy E. Lieuallen, chancellor emeritus, Oregon University System. B.S., 1940, Pacific University; M.S., 1947, Oregon; Ed.D., 1955, Stanford. (1961)
Philip K. Piele, professor emeritus. B.A., 1957, Washington State; M.S., 1963, Ph.D., 1968, Oregon. (1967)
Philip J. Runkel, professor emeritus. B.S., 1939, Wisconsin, Stevens Point; M.S., 1954, Ph.D., 1956, Michigan. (1964)
Clarence W. Schminke, professor emeritus. B.A., 1950, M.A., 1954, Iowa State Teachers; Ph.D., 1960, Iowa. (1960)
Richard A. Schmuck, professor emeritus. B.A., 1958, M.A., 1959, Ph.D., 1962, Michigan. (1967)
The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.
Participating
Surendra Subramani, counseling psychology and human services
Charles R. Martinez, Office of Institutional Equity and Diversity
About the Department
The curriculum leading to master’s and doctoral degrees in the Department of Educational Leadership focuses on the process for development, implementation, and achievement of results in the organization and management of K–12 education.
Programs provide educational leaders, policymakers, and researchers with the skills needed to design and implement strategies that improve practices in educational organizations. Graduates are qualified for a variety of positions such as principals and superintendents; supervisors; specialists in technology and curriculum; administrators in middle and secondary schools and at the college level (community colleges, four-year colleges, research universities, and international agencies); consultants with school districts; and researchers in management, leadership, and educational policy.
 Graduate Studies [back to top]
The department offers master of science (M.S.), master of education (M.Ed.), doctor of education (D.Ed.), and doctor of philosophy (Ph.D.) degrees with a major in educational leadership. The master of arts (M.A.) degree is inactive.
The educational leadership major offers the following specializations in the master’s and doctor of philosophy degree programs:
Policy, Organization, and Management—addresses legal, political, economic, and cultural derivatives of state and local policies; the structures and hierarchies of organizations; and the systems used in managing human and financial capital.
Learning Assessment and Systems Performance—uses student-learning outcomes to provide professional development and improve the performance of organizational systems.
Master’s Degrees
The Department of Educational Leadership offers the master of science (M.S.) and master of education (M.Ed.) degrees. Students select from the two specializations listed above.
During the first term of graduate work, each student plans a program of study with the assistance of the student’s adviser.
In collaboration with the UO Continuation Center, a master of science degree program with a specialization in educational leadership is offered in British Columbia.
In collaboration with the Portland-area school districts, a D.Ed. degree and administrative license is offered through the Portland Metro Compact.
Students should consult the Graduate School section of this catalog for general university admission and degree requirements.
Doctoral Degrees
The Department of Educational Leadership offers two doctoral degrees: D.Ed. and Ph.D. The D.Ed. program, which emphasizes the development of expertise in professional practice, is intended for individuals who want careers as administrators, staff developers, curriculum specialists, or professors specializing in the preparation of educators. The Ph.D. degree program emphasizes the development of expertise in educational research, in educational organizations, or as preparation for becoming a professor of education with a specialization in research.
Both doctoral degree programs attract a diverse group of United States and international students. The programs share several distinctive features:
1. Students add depth and breadth to their program by taking courses in other departments of the College of Education and throughout the university
2. Internships are offered in the college’s research institutes and teacher and administrator preparation programs as well as in various community settings
Ph.D. candidates select a specialization in learning assessment and system performance or in policy, management, and organization with an emphasis in K–12 programs. With the guidance of a faculty adviser, each student plans a program that includes course work in the specialization.
The doctoral programs follow the general regulations governing graduate work at the university. These regulations are stated in the Graduate School section of this catalog.
Degree Requirements
A minimum of 135 graduate credits are required for the doctoral degree. Of these, at least 84 credits must be earned after admission to the program; 18 of these 84 credits are earned in Dissertation (603). Students can request to transfer as many as 51 graduate-level credits. The other required credits include courses in the specialization, courses in research methodology, and electives. Students in the Ph.D. program take a minimum of 12 credits in a disciplinary or interdisciplinary cognate field outside the College of Education.
Students must pass comprehensive examinations and complete a dissertation that involves the application of research methodology and literature to directly inform or improve professional practice.
Residency. Students must complete at least three years of full-time graduate-level academic work beyond the baccalaureate degree, of which one academic year—referred to as the residency year, usually the first year after admission as a doctoral candidate—must be spent in residence on the Eugene campus. During the residency year, students are expected to make progress toward the degree by completing course credits in the doctoral major and satisfying degree requirements. The residency year must include three consecutive terms of full-time study, with a minimum of 9 completed graduate credits per term.
Application and Admission
The department follows general university policy in its admission procedures. Students who transfer to the university from other institutions must meet UO entrance requirements. Information about licensure and degree programs may be obtained from the director of graduate studies. Information about admission to graduate study is available from the department secretary and on the College of Education’s website.
License Programs [back to top]
Administrator License Preparation
(541) 346-1497
170 Education Building
Oregon requires administrators in public schools (vice principals, principals, assistant superintendents, superintendents, and other designated personnel) to hold administrative licenses. The University of Oregon offers planned programs of study leading to the initial and continuing licenses for administrators and superintendents.
Initial Administrator License
This twelve-month, cohort program prepares students for the initial administrator license, issued by Teachers Standards and Practices Commission. The initial administrator license may be issued to an applicant who completes the 26-credit program and (1) has a master’s degree from an accredited college or university approved to offer teacher education and (2) provides documentation of at least three years of successful licensed experience. Admission to the program is limited and is based on the applicant’s academic work, recommendations, and professional goals. The program begins in June, and admission decisions are made in early spring. Candidates can earn a master of education (M.Ed.) degree at the UO by taking additional course work and completing a terminal project.
Continuing Administrator License
This program prepares students for continuing building and program administration—preprimary through grade twelve—and for initial school district superintendent assignments. Students who complete the UO basic or initial administrator licensure preparation programs are automatically admitted to the continuing administrator program. Application can be made to the program if the applicant completed a basic or initial administrator program at another institution. Applicants to the continuing program must (1) have a master’s degree, (2) hold an Oregon basic or initial administrator license, and (3) submit a completed application. Students in the continuing administrator licensure program, if qualified, can be admitted to the doctor of education (D.Ed.) degree program.
Continuing Superintendent License
Students who have completed the basic superintendent or continuing administrator program at the University of Oregon are automatically admitted to the continuing superintendent program. Application can be made to the program if the applicant completed a basic superintendent or continuing administrator program at another institution. Applicants to the continuing superintendent program must (1) have a master’s degree, (2) hold an Oregon basic superintendent or continuing administrator license, and (3) submit a completed application. Students in the continuing superintendent licensure program, if qualified, can be admitted to the D.Ed. degree program.
Applications and additional information about administrator licensure programs may be obtained from the director.
Educational Leadership Courses (EDLD) [back to top]
199 Special Studies: [Topic] (1–5R) Topics include 21st-Century Leadership, Peer Mentoring.
404 Internship: [Topic] (1–12R)
405 Reading and Conference: [Topic] (1–21R)
407/507 Seminar: [Topic] (1–4R) Topics include Human Services, Peer Health Education.
408/508 Workshop: [Topic] (1–21R)
409 Practicum: [Topic] (1–12R) Topics include Advanced Peer Support, International Educational Leadership.
410 Experimental Course: [Topic] (1–4R)
450/550 Data and Information Retrieval (1) Presents multimedia information search and organization procedures for use with public libraries, websites, and institutional and governmental clearinghouses. Lenn.
503 Thesis (1–16R)
601 Research: [Topic] (1–16R)
602 Supervised College Teaching (1–5R)
603 Dissertation (1–16R)
604 Internship: [Topic] (1–12R)
605 Reading and Conference: [Topic] (1–16R)
606 Field Studies: [Topic] (1–16R)
607 Seminar: [Topic] (1–6R)
608 Workshop: [Topic] (1–16R)
609 Practicum: [Topic] (1–16R) Topics include Administrator Licensure, International Higher Education, Superintendent.
610 Experimental Course: [Topic] (1–5R) Topics include Advanced Measurement and Assessment, Equity and Achievement, Foundations of Educational Research, Hierarchical Linear Modeling.
614 Politics of Education (4) Analysis of the roles of federal, state, and local agencies in governing elementary and secondary schools; establishment of school policy.
615 Organizational Theory (4) Structures, processes, and procedures that characterize the formal organization of educational institutions. Dunlap.
617 Dissertation Proposal Preparation (1–3R) Helps doctoral students develop dissertation proposals.
619 Adult Learning (4) Not offered 2007–8.
620 Educational Leadership (4) Teaches leadership concepts through simulations and exercises. Covers group expectations, basic communication skills, participative decision-making, ethics, goal setting, power, and styles of influence. Subramani.
627 Law and Governance (4) Legal systems and governance structure of public schools; legal issues facing school employees in the United States.
630 Comparative Education (4) Survey of higher education in selected developing countries; comparison with American higher education; relation to economic development; major problems. Subramani.
632 Educational Policy Analysis (4) Systematic interpretation and analysis of issues in educational policy using techniques such as cost-benefit, competing values, impact, and effects analysis. Conley.
635 Group Process (4) Formal and informal procedures, processes, norms, and structures used by members of educational organizations to facilitate communication and manage conflict.
636 International Education and Standards (4) International comparisons of standards at K–12 through higher education levels, and economic, political, cultural determinants of standards and effects on national and local educational systems. Subramani.
637 Diversity in Education (3) Broad exposure to issues of diversity; framework students can use to facilitate understanding of self and others in school and clinical settings.
638 Advanced School Law (4) Legal issues in school board–superintendent relations, media relations, personnel evaluation practices, student and employee rights, collective bargaining, contract management, Teacher Standards and Practices Commission and Office of Civil Rights complaints.
639 Curriculum Design and Delivery (3) Curriculum design based on students’ educational needs, trends, and research-proven methods. Research-based instructional strategies to effectively teach designed curriculum to elementary and secondary students.
641 Standards and Accountability Systems (4) Rationale for standards and accountability systems. Reviews national, state, and local systems and ways to improve these systems. Associated policy and implementation. Conley.
642 Measurement in Decision-Making (4) Empirical analyses of classroom assessment technologies are considered in relating research to practice. Ketterlin Geller, Scalise.
643 Issues in Measurement and Assessment (4) Major issues in measurement and assessment are addressed: high-stakes testing, using tests and measures for decision-making, and developing an empirical basis using research. Ketterlin Geller.
644 Learning Organization (4) Three facets of learning organization are integrated: structural components, informational systems, and leadership processes. Kaufman, Tindal.
646 Action Research (4) Designing and implementing quasi-experimental studies in classrooms; using outcomes to enhance educational programs and provide professional development for teachers.
647, 648, 649 Professional Issues in Education I,II,III (1,1,1) Examines the relationship between scholarship, planned programs of study, preparation for comprehensive exams, master’s project, and dissertation. Kaufman.
651 Advanced Curriculum Design and Delivery (4) Not offered 2007–8.
653 Data Analysis and Interpretation (4) Not offered 2007–8.
654 Information Management and Decision-Making (4) Helps educational decision makers, and those who advise them, locate, organize, display, analyze, and communicate pertinent information to facilitate efficient and effective decision-making.
655 Analysis of Teaching and Learning (4) Increases understanding of theories of learning and methodologies of teaching through analysis of relationship between teaching and learning. Scalise.
659 Professional Writing (4) Develops proficiency in preparing technical reports, dissertations, grant applications, and literature syntheses to communicate educational programs, processes, and results. Tindal.
660 Qualitative Research Methods (4) Overview of qualitative and descriptive approaches in educational research. Emphasizes face-to-face interviews, focus groups, direct and participant observation, and document and artifact analysis.
661 Item Response Theory I (3) Theory and application of item response measurement models. Participation outcomes include knowledge of IRT models, terminology, and resources. Emphasis on popular models and underlying assumptions. Yovanoff.
662 Item Response Theory II (3) Not offered 2007–8.
675 School Finance (3) Overview of school finance concepts, Oregon’s school financing system, political and legal considerations, taxation, state distribution formulas, school finance reform, the federal role in education.
676 School Facilities (2) Critical analysis and discussion of current trends in school facilities including planning, construction, finance, legal aspects, alternatives to deficit or surplus space problems or both.
680 Sociological Perspectives on Educational Policy (4) How sociological perspectives and research contribute to understanding educational policy; how sociology has influenced the development and implementation of federal and state policy.
681 Program Evaluation for Educational Managers I (4) Not offered 2007–8.
682 Program Evaluation for Educational Managers II (4) Not offered 2007–8.
683 State and Local Policy Development in Education (4) Analysis of the social, economic, political, and technological forces that shape educational policy at the national, state, and local levels. Developing school district policies and assessing their consequences. Conley.
684 Master’s Project Proposal (1) Clarify research topics and identify data sources and interpretation for the master’s project for initial administrator licensure under the guidance of faculty adviser.
685 Master’s Project (1–6) Culminating activity for students seeking initial administrator licensure master’s degree. Work under the guidance of assigned faculty adviser to complete the master’s project.
708 Workshop: [Topic] (1–16R)
709 Practicum: [Topic] (1–16R)
710 Experimental Course: [Topic] (1–5R)
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