Organizational Leadership EdD in K-12 Leadership – Quantitative
Become a Transformative K-12 Leader
Grand Canyon University’s Doctor of Education (EdD) in Organizational Leadership with an Emphasis in K-12 Leadership program helps develop students’ ability to generate new knowledge and responsibly apply knowledge to achieve high-performing entities that allow organizational employees and followers to grow and develop to their full potential. Students will study the major bodies of literature in leadership, reflect critically on existing theory and identify appropriate applications of theory in education, business and other organizational cultures. Students will develop academic and organizational research expertise through the study of statistical and research methodologies, as well as employ quantitative methodology to design, collect and analyze information in alignment with conducting a scholarly dissertation.
This program of study is consistent with GCU’s mission to develop learners who are global citizens, critical thinkers, effective communicators and responsible leaders. Graduates who earn this EdD degree will advance the study of leadership within the field of K-12 education with an in-depth, research-based approach to facilitate the leadership abilities and role as a strategic professional.
Specialize in a Quantitative EdD in Educational Leadership
GCU’s quantitative K-12 Leadership EdD program focuses on examining and analyzing events through numeric data, while GCU’s qualitative program focuses on personally examining events to better understand an observed phenomenon. This quantitative program teaches students how to develop expertise in the creation of a sampling plan and in the collection of data.
Learn to Navigate the K-12 Education Landscape
Students pursuing their quantitative EdD in Organizational Leadership with an Emphasis in K-12 Leadership are taught by education experts within GCU’s College of Doctoral Studies. In this program, students will examine the political landscape and ethics surrounding K-12 education, learn the key components of quantitative research designs, develop their skills as academic researchers, interact with statistical tests and statistical analysis software in the context of designing a quantitative research study, explore the concept of synthesizing the scholarly literature to identify problems that emerge to form a researchable topic of study and more.
To graduate from this program, students must take a minimum of 60 credits and pass courses including:
- Ethical dilemmas and stewardship
- History and politics of K-12 education
- Trends and issues in K-12 education
- Strategic planning and change
- Leading across cultures
- Strategic planning in K-12 education
- Quantitative data collection and statistical mechanics
Careers for an Educational Leadership EdD Graduate
Earning your EdD in Organizational Leadership with an Emphasis in K-12 Leadership is a great way to strengthen your skillset and become a more effective K-12 instructor. Program graduates often go on to pursue opportunities in high school administration and consulting. Other positions graduates can consider include:
- Curriculum director
- School counselor
- Educational agency administrator
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint/background clearance is required.
Time to Completion and Dissertation Process
To learn more about time to completion and the dissertation process at GCU, visit our doctoral page.
This course introduces doctoral learners to the principle elements of research, scholarly writing, and effective argumentation. Learners are made aware of the dispositions and expectations of doctoral researchers as well as the University’s overarching values and beliefs regarding research and the responsibility of scholars to contribute new knowledge to their respective fields of study. Learners begin the process of identifying a researchable dissertation topic and are acquainted with appropriate scholarly resources that support the development of the dissertation.
In this course, learners are introduced to the critical reading of scholarly qualitative and quantitative literature at the doctoral level. Learners also explore the concept of synthesizing the scholarly literature to identify problems and problem spaces that emerge to form a researchable topic of study. The application of scholarly argumentation from the extant literature to defend the need for a research study is discussed.
This course examines multiple ethical frameworks, principles, and theories as they apply to the study and practice of leadership. Corporate social responsibility will be addressed from the perspective of ethical decision making. Prerequisite: RES-815.
This course provides a broad, global overview of the history and politics of K-12 education and examines the political landscape and ethics surrounding K-12 education. A brief overview of governmental interventions is also presented.
In this course, learners are introduced to key components of qualitative and quantitative research designs and the means to critically appraise the application of research designs as observed in the scholarly literature. The University's core research designs are presented. Consideration is given to the initial selection and defense of a research design to address a problem that emerged from the extant literature.
This residency allows learners to continue developing their skills as academic researchers. Learners will have hands-on experience applying quantitative and qualitative design principals to develop the foundational elements for their potential dissertation studies. Prerequisite: RES-850, RES-825, RES-831, or RCS-831.
This course provides an introduction to the sampling, data collection, and data analysis methods employed in qualitative and quantitative research designs. Learners explore the alignment of sampling, data collection, and data analysis methods to the research topic, research questions, and research design. The course positions learners to select qualitative or quantitative designs for their dissertation studies. Prerequisite: RES-831.
This course examines internal and external governance and structures in K-12 education. The course emphasizes analysis of the leadership practices necessary to guide construction of appropriate internal and external frameworks.
This course examines the current and emerging leadership strategies and classroom practices in K-12 education. Topics are placed in the context of improved student outcomes.
This course provides an overview of the impact of leadership and the effects of behaviors on the formulation and execution of strategy within an organization. Topics include the increasing importance of resilience and change in today’s global and turbulent economy.
In this course, learners explore the basic components of quantitative research design. Attention is given to variables, instrumentation, and sources of data. Reliability and validity of instrumentation is discussed in the context of GCU core quantitative research designs.
In this course, learners interact with statistical tests and statistical analysis software in the context of designing a quantitative research study. Alignment of statistical tests to research questions, hypotheses and design is stressed as is determining the feasibility of a quantitative research study. Ethical aspects of research are discussed. Prerequisite: RES-842.
This course explores the opportunities and challenges facing leaders in the global environment. The course topics focus on aspects of leading global and diverse workforces, and on theories of leadership and leadership development in diverse and global cultures.
In this residency, learners orally present and defend an expanded design of their preliminary dissertation research from RSD-851. Emphasis is placed on developing the quantitative dissertation. Practicum/field experience hours: None. RES-844.
This course addresses the establishment of a shared mission, vision, and goals among both internal and external stakeholders as the foundation for long-range strategic planning in K-12 education. Professional and facilities development is addressed in the context of K-12 education master planning.
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design independent research under the guidance of the dissertation committee. Prerequisite: RES-871, RES-885, RSD-883, or RSD-884.
In this course, learners focus on data collection, data preparation and management, and the analysis of quantitative data to produce written research findings, results, and implications. Learners continue to work with their respective dissertation chairs and apply information from this course to move ahead in the dissertation process. Prerequisite: RES-844.
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: DIS-955.
In this course, learners focus on the interpretation of quantitative data to produce written research findings, results, and implications. Learners continue to work with their respective dissertation chairs and apply information from this course to move ahead in the dissertation process. Prerequisite: RES-874.
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: DIS-960.
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* Please refer to the Academic Catalog for more information. Programs or courses subject to change.