Doctor of Education in Leadership and Learning – K12 Educational Leadership
Meet the demand for transformative educational leadership with an affordable Ed.D.
The Doctor of Education (Ed.D.) in Leadership and Learning – K-12 Educational Leadership program will teach you best practices for leadership behavior, technology implementation, research design and methodology, project management, and more.
Enjoy Flexibility – 20 courses with start dates every 2 weeks
Choose Where You Learn – Online courses
Affordable Monthly Payments – Opt to pay $375 per month
Focus On Your Passion – You’re in control of the dissertation process
Explore critical legal and policy-based issues and investigate the main components of building or managing a successful educational organization. You will acquire creative problem-solving strategies for enhancing your surroundings.
The degree is centered around 3 elements:
- Collaborative and ethical leadership
- Transformational leadership
- Reflective scholarship
Through practical, real-world applications, learners will gain adeptness with leading educators to create continuous and permanent change that impacts student learning and classroom practices.
Is this program for you?
Individuals seeking greater knowledge and skills in educational policies affecting K-12 classrooms, technology integration strategies, and techniques for positively influencing school culture would benefit most from this doctoral degree emphasis.
We understand trying to fit education into an already busy schedule. We created interactive, flexible, facilitated, online courses designed to fit around your lifestyle.
What is the dissertation process?
The dissertation is the final step of a doctoral program and culmination of a student’s doctoral studies. The dissertation is a written document that summarizes a completed research study that is grounded in theory and is methodologically sound.
Benefits of a Doctorate in Education
- Continue professional development
- Grow your educational philosophy
- Pursue senior roles
- Familiarize yourself with new technology tools
- Application – A completed application.
- Resume – A resume or curriculum vitae.
- Statement of Goals – A statement of your goals reflecting the academic, professional, and personal goals you would like to achieve through your work with Aspen University. Your goals statement will be evaluated by the Admissions Committee as part of the application process. The statement of goals should be between 300 – 500 words.
- Master’s Degree Transcripts – Official transcript demonstrating a conferred master’s degree from an institution that is accredited by a CHEA recognized accrediting body or an international equivalent, with a minimum cumulative GPA of 3.0 or greater.
- Military Documentation (Optional) – A copy of the most recent orders; or a copy of DD214 (This can be requested from the National Archives.)
- EDD830 - Leadership Theory
- RSH900 - Doctoral Writing and Inquiry into Research
- EDD832 - Human Potential and Motivation
- EDD815 - Psychology of Education
- EDD805 - Educational Leadership and Organizational Behavior
- EDD834 - Creating Strategic Change That Lasts
- RSH910 - Research Design and Methodology
- EDD836 - Project Management Techniques
- RSH912 - Introduction to the Dissertation
- EDD807 - Law, Policy, and Practice in Education
- EDD838 - Building Successful Organizations that Endure
- RSH914 - Techniques and Interpretation for Statistical Analysis
- EDD818 - Continuous Improvement in Education
- EDD811 - Technology in Education
- RSH916 - Problem-Based Research in Action
- EDD816 - Faculty Development
- Final Proctored Exam
- EDD820 - Dissertation I: Dissertation Committee Selection and Research Proposal
- Surviving Your Dissertation: A Comprehensive Guide to Content and Process (4th Edition) - 9781452260976
- Publication Manual of the American Psychological Association (7th Edition) - 9781433832154
- EDD821 - Dissertation II: Literature Review, Methodology, and IRB Process
- EDD822 - Dissertation III: Research and Results
- EDD823 - Dissertation IV: Conclusions, Oral Defense, and Publication
The emphasis of this course is on leadership with the focus on the application of leadership concepts and leadership skills. Through the examination of a wide array of different leadership theories, the student gains knowledge and skills for a plethora of theoretical paradigms and models, which can be used to influence others towards positive and lasting change. Working with teams and dealing with the politics and power within an organization are also examined in depth.3 Credits
This research course examines the basic principles and techniques of doctoral scholarship, and offers an overview of the development of theory and research logic, explores the relationship between theoretical and empirical constructs, and provides a wide variety of specific research methodologies, including the scholarly publication process. Students study the principles of the scientific method and research design techniques common to both qualitative and quantitative research, including sampling methods and data collection techniques. Material includes examination of various research methods including electronic searches and retrieval methods. Students learn to critically read research papers and articles, and are introduced to the writing techniques necessary to produce expository and analytical papers to the standards of publishable work. This course is a prerequisite for all other doctorate courses.3 Credits
This course examines a meaningful and sophisticated understanding of motivation and emotion. Blending motivation and emotion with leadership builds a powerful sense of tolerance and meaning in many domains of life: home, school, workplace, clinical setting, athletic fields, healthcare, and interpersonal relationships. The course deeply explores individual emotion, mindset, and interventions. A leader can use this knowledge to motivate individuals and evaluate how emotion drives behavior to obtain the best performance out of their employees and relationships in all facets of life.3 Credits
This is a course on modern educational psychology and its application in enhancing the quality of classroom teaching. Each module will focus on one or two major factors affecting the quality of learning and explain how a range of theories and up-to-date research can be applied in the classroom. Cognitive factors, including cognitive development, intelligence, learning styles and thinking skills are covered in detail, and additional influences, including motivational and emotional factors. The final three modules are concerned with professional issues and address the effective use of information learning technology, teacher stress and the conduct and application of educational research. This course is aimed at all training and qualified teachers. It is clear enough to be comprehensible to those new to psychology, teaching, or both—but at the same time, challenging, and up-to-date enough to be of interest to the experienced practitioner; particularly those undertaking higher degrees in education. Finally, we will demonstrate how education research is conducting. Education differs from comparable professions, such as medicine and psychology, in that although there is a thriving field of professional research, it takes place largely in isolation from professional practice. Perhaps most obviously, teachers may wish to use research to evaluate aspects of their own practice.3 Credits
This course provides a historical overview of educational leadership and organizational behavior, investigating the many useful theories that assist the educational leader and the fundamental processes inherent to effective school administration. Throughout the course, organizational theories are presented within the context of their usefulness in informing practice. Direct relationships and applications are made to the environment of school principals and superintendents. Theories and concepts are explored in the historical context as it is important to recognize the larger social, cultural, and economic forces that influence all organizations, particularly schools.3 Credits
Creating strategic change that lasts is a fine art of every successful leader. Throughout this course, students examine what the best leaders do to create an atmosphere where employees in the organization can flourish. The focus is on learning essential behaviors that promote a high-energy culture.3 Credits
This course begins to ask the doctoral student to reflect on past courses, studies and articles that support and build upon personal areas of interest. The course is designed to challenge students to think about an area of interest and begin develop a comprehensive research topic aligned with their professional goals. Students expand on the research topic, identify appropriate theories, methodologies and consider research design. At the end of eight weeks, students will frame the beginning of a doctoral research dissertation.3 Credits
Every career today requires both leadership and management. Traditionally, leadership is seen as charting the vision while management provides the execution. Modern day leaders understand that it is more complex than that. Precise and thoughtful management does more than simply execute a collective leadership vision. It creates continuity, organization, and the capacity to understand the systemic objectives ahead. This course helps to provide guidance in the all-important area of project management and the techniques that support those outcomes.3 Credits
This course provides the student with an overview of each part required in the completion of the dissertation writing process. It reflects each of the five chapters necessary when preparing the doctoral dissertation and includes the ethical and professional requirements to help make the author accountable and reflective in its presentation, validity, and significance to future researchers and readers. The student selects an existing, published dissertation in their discipline and examines it throughout the course as a model for how to effectively design and write a solid dissertation.3 Credits
This course is designed to provide educators and others with a broad overview of the legal aspects of the organization, operation, and control of education in the United States. Topics covered include the limits of compulsory education; the relationship between public education and religious institutions and practices; the nature of a constitutional right to education; the adequacy and equity of school funding; the balance between federal control through statutes, like the Every Child Succeeds Act, and state control over curriculum; school governance; the rights and responsibilities of students; traditional and novel torts in the educational environment; and the rights and responsibilities of educators.3 Credits
This course is about the steps that leaders take to create organizations that are fully undergirded in a way that leads to their ongoing sustenance and growth and continued innovation and improvement. This is an essential course in pursuit of highly effective organizations; it is imperative to create cultures of change and to attempt to create organizations that are self-sustaining and highly organized. This course addresses a number of pertinent topics regarding this change dynamic and offers the student an opportunity to give considerations to theory and instructional practices.3 Credits
This research course emphasizes practicality and flexibility in its approach to augmenting organizational decision-making. In this course, a practical approach is adopted that prepares students to identify the correct method, calculate the statistics, and properly interpret the results to solve the question at hand. Application and interpretation of statistics is stressed as students see for themselves how statistics work.3 Credits
This course will introduce assessment methods for gauging necessary educational improvements and how these are implemented in a variety of areas across the educational spectrum. This course also provides a focus on technology as an implementation of educational improvement. Students will analyze the use of technology in education and formulate a paper on its implementations, benefits and concerns. This course will reflect on educational improvement from personal, historical, philosophical, legal, and job related perspectives. Texts and research based supplementary reading build the foundational information to strengthen students’ preparation for the dissertation process. Through research data gathering, students will have the opportunity to build a framework for learning and analyzing continuous improvement methods in education from a variety of perspectives.3 Credits
This course explores how technology can contribute to meaningful learning, achieving deep understanding of complex ideas that are relevant to the lives of students. Emphasis is on the effectiveness of learning supported, technology-based curricula with a focus on history, suggesting models and approaches for teacher professional development required to effectively implement technology in the classroom.3 Credits
This course is designed to provide students with additional research tools used to solve everyday problems through a process of inquiry and developing solutions to significant problems in the workplace. This useful strategy can provide the leader a design for decision-making based on data and supportive research.3 Credits
This course is about organizing and initiating a thoughtful professional development program for new faculty. Faculty Development is for administrators, faculty, and other staff who are involved with the professional development of faculty in the school setting. In particular, it will be useful to individuals working with new faculty. Typical programs for new faculty are limited to orientations around the start of a school year and last from one day to one week. New faculty members should not be a “trial by fire” but rather an intentional developmental process. An academic year allows enough time for the new faculty to be presented with new ideas, practice what they are learning, share what they know and to get acquainted with the culture and systems of the new institution.3 Credits
EDD 820 is designed to provide students the guidance to select a dissertation research topic, create a research plan and form their dissertation committee. After establishing the committee, students begin work on Chapter 1 of their dissertation. Chapter 1 serves as the guiding document as it overviews the scope, purpose, nature and intent of the dissertation. At the completion of this course, students are ready to defend their dissertation proposal.3 Credits
EDD 821 is designed to guide students through two integral components of the dissertation process, the literature review and methodology. Under the direction of their dissertation committee, students frame their dissertation research study within the context of the relevant academic literature. Using this knowledge, students design the methodology of their dissertation research study, complete the required ethical training to conduct research, and submit their proposal to the Institutional Review Board. At the completion of this course, students will have finalized Chapters 2 and 3 and are prepared to conduct their dissertation research study.3 Credits
EDD 822 focuses on the implementation of the dissertation research study and the analysis of the results. Students conduct their research study with an understanding of key ethical, practical, theoretical and methodological considerations. At the conclusion of the data collection, students analyze and interpret data in relation to the research questions and theoretical framework. Through this process, students complete Chapter 4 of their dissertation.3 Credits
EDD 823 brings students to the completion of their dissertation journey. Students complete the final chapter of their dissertation, polish the completed work, and then organize and facilitate an oral defense of their work. Upon receiving final approval and grade, students are able to apply for publication as well as their commencement from Aspen University.3 Credits