SCHEME OF STUDIES AND SYLLABI

FOR

MPhil in Educational Leadership and Policy Studies

Division of Education
University of Education, Lahore

2016
 Contents

PROGRAM DESCRIPTION ................................................................................................................ 1

PROGRAM MISSION ........................................................................................................................ 1

PROGRAM VISION ........................................................................................................................... 1

PROGRAM OBJECTIVES ................................................................................................................... 1

PROGRAM OUTCOMES ................................................................................................................... 2

ENTRY REQUIREMENTS ................................................................................................................... 2

ASSESSMENT AND EVALUATION..................................................................................................... 2

SCHEME OF STUDIES ....................................................................................................................... 2

CORE COURSES ............................................................................................................................ 2

AREAS OF SPECILIZATION ............................................................................................................ 3

Educational Leadership ........................................................................................................... 3

Educational Policy Studies ....................................................................................................... 3

THESIS ............................................................................................................................................. 3

SEMESTER BREAKUP ....................................................................................................................... 3

Semester I ................................................................................................................................ 3

Semester II ............................................................................................................................... 3

Semester III & IV ...................................................................................................................... 3

COURSE OUTLINES .......................................................................................................................... 4

 MPhil in Educational Leadership and Policy Studies

PROGRAM DESCRIPTION
The MPhil in Educational Leadership and Policy Studies has been designed to develop highly
skilled educators, administrators, policy analysts, and academic practitioners. Within the
program, students will be able to explore the field more broadly and focus on various thematic
strands such as Policy, Leadership, Change, and Research. This program will be devoted to the
study and development of policy, comparative issue in higher education policy, education policy
analysis, leadership and its various types in school setting, leadership and change, instructional
leadership, and evaluation practices in local and global contexts. A combination of theory and
practice will assist students to develop skills, enabling them to cope with the complex demands
of current education policies and procedures. The Educational Leadership & Policy Studies
program emphasizes research and teaching and seeks to excel in preparing effective leaders for
educational institutions. This program will enrich knowledge, skills, and values in students
which are requisite to effective policy and leadership and to effective teaching and research in
educational setting.

PROGRAM MISSION
The program of Educational Leadership and Policy Studies at UE aims at developing the
knowledge and expertise of its students to prepare them to take future leadership positions as
researchers, scholars, administrators, and policy analysts, as well as improve educational
practice and the quality of education in school setting in the rapidly changing world.

PROGRAM VISION
The Educational Leadership and Policy Studies program will be a leading program in preparing
future educational leaders, exemplary educationists and policy analysts, and sound researchers.

PROGRAM OBJECTIVES
Through the program, students will gain the knowledge to:
 Describe the ways in which leadership roles and processes may be influenced by political
ideologies, and globalization;
 Demonstrate skills required for a school head teacher as an instructional leader;
 Understand process of evaluation of teachers, principals and staff;
 Analyze educational organizations from a variety of perspectives and theories;
 Understand policy processes and their consequences;
 Become critical leaders, policymakers, and scholars in the field of educational policy;
 Analyze and apply theory to practice in educational policy;
 Compare various national and international education policies; and
 Conceptualize and complete rigorous research projects as an independent scholar using
qualitative, quantitative and/or mixed methods approaches.

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PROGRAM OUTCOMES
The program includes the following outcomes:
 Students will be able to describe the ways in which leadership roles and processes may be
influenced by political ideologies, and globalization.
 Students will demonstrate skills required for a school head teacher as an instructional
leader.
 Students will have an ability to understand process of evaluation of teachers, principals and staff.
 Students will be able to analyze educational organizations from a variety of perspectives
and theories.
 Students will demonstrate understanding with policy processes and their consequences.
 Students will be able to become critical leaders, policymakers, and scholars in the field of
educational policy.
 Students will have an ability to analyze and apply theory to practice in educational policy.

ENTRY REQUIREMENTS

Master of Arts degree in Education, Master in Education, BEd Hons or equivalent

Fulfill admission requirements as mention in the Rules and Regulations for MPhil/MS

ASSESSMENT AND EVALUATION

As mentioned in the Rules and Regulations for MPhil/MS

ACADEMIC HONESTY
All students are expected to abide by the HEC policy regarding plagiarism. Plagiarism is
presenting someone else’s work or ideas as your own, with or without their consent, by
incorporating it into your work without full acknowledgement. Plagiarism is an offense and
must be avoided in your writings. For more information, please visit the HEC website:
http://www.hec.gov.pk/InsideHEC/Divisions/QALI/QADivision/Documents/Plagiarism%20Policy
.pdf

SCHEME OF STUDIES
CORE COURSES
Course Code Course Title Credit Hours
EDUC5112 Learning Technology for the Classroom Teacher 3(3+0)
EDUC5114 Educational Leadership and Change 3(3+0)
EDUC5115 Pakistan History of Education, Policy, and Plans 3(3+0)
EDUC5116 Advanced Quantitative Research Methods in Education 3(3+0)
EDUC5117 Advanced Qualitative Research Methods in Education 3(3+0)

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AREAS OF SPECILIZATION
The students are required to choose one of the following areas of specialization

Educational Leadership
Course Code Course Title Credit Hours
EDUC5127 Instructional Leadership and Supervision 3(3+0)
EDUC5128 Performance Evaluation of Educational Personnel 3(3+0)
EDUC5129 Leadership and Organizational Behavior 3(3+0)

Educational Policy Studies

Course Code Course Title Credit Hours
EDUC5130 Education Policy Analysis 3(3+0)
EDUC5131 Education Policy Implementation 3(3+0)
EDUC5132 Comparative Analysis of Higher Education Policy 3(3+0)

THESIS

Thesis in the area of specialization is a compulsory requirement for the award of degree MPhil
in Educational Leadership and Policy Studies. The weightage of thesis shall be 6(0, 6) credit
hours.

SEMESTER BREAKUP

Semester I
Course Code Course Title Credit Hours
EDUC5112 Learning Technology for the Classroom Teacher 3(3+0)
EDUC5114 Educational Leadership and Change 3(3+0)
EDUC5115 Pakistan History of Education, Policy, and Plans 3(3+0)
EDUC5116 Advanced Quantitative Research Methods in Education 3(3+0)

Semester II
Course Code Course Title Credit Hours
EDUC5117 Advanced Qualitative Research Methods in Education 3(3+0)
1st course of area of specialization 3(3+0)
2nd course of area of specialization 3(3+0)
3rd course of area of specialization 3(3+0)

Semester III & IV

Course Code Course Title Credit Hours
EDUC6111 Thesis 6(0+6)

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COURSE OUTLINES

Page | 4
 Course Code Course Title Credit Hours
EDUC5114 Educational Leadership and Change 3(3+0)

COURSE DESCRIPTION
This course has been designed to help students explore, expand, and improve their personal
and practical approach to leadership and examine the roles of educational leaders in bringing
change in school setting. The course introduces literature on how the school leaders can bring
and implement change, and cope with the challenges to bring change. The course also provides
in depth understanding of bringing and implementing change at local and national level. A
combination of theory and practice will provide students comprehensive understanding of how
the change can be successfully brought in educational settings.

COURSE OBJECTIVES
After completing this course, the students will be able to:
 Understand theoretical as well as practical underpinnings of educational change
 describe the role of education leader in bringing change in schools
 Comprehend the forces for leaders to bring change
 Understand bring change at scale level
 know and meanings of educational change
 Analyze the process of change implementation and coping with the challenges
 Understand role of teacher, head teacher, and higher authorities in bringing and
implementing change

COURSE CONTENTS
1. Introduction to leadership
2. Trait approach to leadership
3. The skills approach to leadership
4. The style approach to leadership
5. Transformational leadership
6. The change leader
7. Forces for leaders of change
8. Leading educational change
9. Getting to scale with good educational practice
10. Building a new structure for school leadership
11. History of educational change
12. The meaning of educational change
13. Causes and processes of initiation
14. Change implementation
15. Coping with change
16. Educational change at the local level

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17. Educational change at national level

ASSIGNMENTS AND PRESENTATION

 You are required to review two articles taken from the peer reviewed journals. The list of
some of the journals is given below. The instructor will provide you a rubric showing
procedure of article review.

 You are required to write a term paper/ literature review to demonstrate your mastery of
the course content. The application will be specific to a topic in which you are interested,
within the domain of this subject. Your paper should be 5-10 pages (double spaced) in
length and follow the guidelines described by the instructor.

 You will present a presentation on any topic, related to this course, which must be chosen
outside of your course readings.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS
Northouse, P. G. (2013). Leadership: Theory and practice. (6th ed.). Thousand Oaks, CA: Sage.
Fullan, M. (2007). The new meaning of educational change. (4th ed.). Routledge.
Elmore, R. F. (2007). School reform from the inside out: Policy, practice, and performance.
Cambridge, MA: Harvard Education Press.
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 77-90.

SUGGESTED READINGS
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and
transformational leadership. Cambridge Journal of education, 33(3), 329-352.

Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How
leadership influences student learning.

Hopkins, D. (XX). Instructional leadership and school improvement. Faculty of Education, University of
Nottingham.

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PEER REVIEWED JOURNALS

Educational Administration Quarterly

Journal of Research on Leadership Education

Journal of Leadership & Organizational Studies

International Journal of Education Policy and

Leadership

The International Journal of Servant-Leadership

Educational Leadership

Journal of Educational Administration

The Leadership Quarterly

International Journal of Leadership in Education

Journal of Educational Leadership, Policy and Practice

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 Course Code Course Title Credit Hours
EDUC5115 Pakistan History of Education, Policy, and Plans 3(3+0)

COURSE DESCRIPTION
This introductory course on education policy has been designed in keeping view the historical
perspective of education policy and plans in Pakistan. The course readings provide national and
international literature that discuses Pakistan education policy and its salient features. The
students will have in depth understating of all the previous education policies and plans and the
environment and situations when they were announced. The course encompasses how the
policies addressed the educational challenges present in our educational setting and how the
policies recommended policy actions to cope these challenges. The students will also
understand the decentralization system of education in Pakistan and their implementation. The
course will also encompass the role of millennium development goals and their impact on
education.

COURSE OBJECTIVES

After completing this course, the students will be able to:

 Understand history of education in Pakistan
 Comprehend history of policymaking in the country
 Understand various education plans
 Compare different policy statements given in various policies on same issues such as
language, quality education, and funds allocation etc.
 Compare millennium development goals achieved by Pakistan

COURSE CONTENTS

1. History of education in Pakistan

2. History of policymaking and plans
2.1. First educational conference (1947)
2.2. National commission on education (1959)
2.3. New education policy (1970)
2.4. The education policy (1972)
2.5. National education policy (1979)
2.6. National education policy (1992)
2.7. National education policy (1998-2010)
2.8. National education policy (2009)
2.9. Current national education policy
2.10. Education sector reforms
2.11. Decentralization in education
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3. Five-year development plans for education
4. Different bodies of education planning
4.1. First five year plan (1955-60)
4.2. Second five year plan (1960-65)
4.3. Third five year plan (1965-70)
4.4. Fourth five year plan (1970-75)
4.5. Fifth five year plan (1978-83)
4.6. Sixth five year plan (1983-88)
4.7. Seventh five year plan (1988-93)
4.8. Eighth five-year plan (1993-98)
4.9. Ninth five year plan (1998-2003)
5. National plan of action (2013-16).
6. Pakistan sustainable development goals

ASSIGNMENTS

 You are required to review at least one article taken from the peer reviewed journals. The
list of some of the journals is given below. The instructor will provide you a rubric showing
procedure of article review.

 You are required to write a term paper or literature review to demonstrate your mastery of
the course content. The application will be specific to a topic in which you are interested,
within the domain of this subject. Your paper should be 5-10 pages in length and follow the
guidelines described by the instructor.

 You will present a presentation on any topic, related to this course, which must be chosen
outside of your course readings.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS
Ali, J. H. (2007). Education in Pakistan. A white paper. (Revised). Retrieved from
http://planipolis.iiep.unesco.org/upload/Pakistan/Pakistan%20National%20Education%20P
olicy%20Review%20WhitePaper.pdf
Bengali, K. (1999). History of educational policy making and planning in Pakistan. A publication
of the Sustainable Development Policy Institute (SDPI). Retrieved from

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 https://www.sdpi.org/publications/files/W40-
History%20of%20Educational%20Policy%20Making.pdf
Education for All: Retrieved from
http://planipolis.iiep.unesco.org/upload/Pakistan/Pakistan%20EFA%20NPA%202003.pdf
Education Sector Reforms: Retrieved from
http://planipolis.iiep.unesco.org/upload/Pakistan/Pakistan%20Education%20Sector%20Ref
orm%202002-2006.pdf. Also
http://planipolis.iiep.unesco.org/upload/Pakistan/Pakistan%20EFA%20NPA%202003.pdf
Khan, A. H. (1997). Education in Pakistan. Fifty years of Neglect. The Pakistan Development
Review. 36(4), 647-667. Retrieved from
http://www.pide.org.pk/pdf/PDR/1997/Volume4/647-667.pdf
Khan, A. M., & Mirza, M. S. (2011). Implementation of Decentralization in Education in Pakistan:
Framework, Status and the Way forward. Journal of Research, 5(2), 146-169. Retrieved from
http://ue.edu.pk/jrre/articles/52005.pdf
Ali, S. (2012). Education policy borrowing in Pakistan: Public-private partnerships. In G. Donn &
Y. A. Manthri (Eds.), Education in the broader Middle East: Borrowing a baroque arsenal (pp.
23-40). Oxford: Symposium Books. Retrieved from
http://ecommons.aku.edu/cgi/viewcontent.cgi?article=1123&context=book_chapters
Government of Pakistan. (1959). Report of the National Commission on Education. Karachi:
Ministry of Education.
Government of Pakistan. (1970). New Education Policy (1970) Islamabad: Ministry of Education.
Government of Pakistan. (1972). Education Policy 1972. Islamabad: Ministry of Education.
Government of Pakistan. (1979). National Education Policy and Implementation Programme
1979. Islamabad: Ministry of Education.
Government of Pakistan. (1988). The seventh five year plan (1988-93). Islamabad: Planning
Commission.
Government of Pakistan. (1992). National Education Policy 1992. Islamabad: Ministry of
Education.
Government of Pakistan. (1994). The eighth five year plan (1993-98). Islamabad: Planning
Commission.
Government of Pakistan. (1998). National Education Policy 1998. Islamabad: Ministry of
Education.
Government of Pakistan. (1998). The ninth five year plan (1998-2003). Islamabad: Planning
Commission.
Government of Pakistan. (2004). The tenth five year plan (2004-05-2008-09). Islamabad:
Planning Commission.
Government of Pakistan. (2006). Pakistan Economic Survey 2006-07. Islamabad: Planning
Commission.
Pakistan Economic Survey. (2014-15). Education in Pakistan. Retrieved from
http://www.finance.gov.pk/survey/chapters_15/10_Education.pdf
Government of Pakistan. Pakistan Millennium development goals. Retrieved from
http://pc.gov.pk/PMDGR-2013/PMDGR2013_Summary.pdf

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PEER REVIEWED JOURNALS
 Education Policy, Management and Quality

 Educational Research For Policy and Practice

 Educational Evaluation and Policy Analysis

 Higher Education Management and Policy

 Higher Education Policy

 International Journal of Child Care and Education Policy

 International Journal of Education Policy and Leadership

 Journal for Critical Education Policy Studies

 Journal of Education Policy

 Journal of Higher Education Policy and Management

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 Course Code Course Title Credit Hours
EDUC5116 Advanced Quantitative Research Methods in Education 3(3+0)

COURSE DESCRIPTION
The purpose of this course is to provide students with advanced knowledge in educational
research. It will explore the different concepts involved in problem identification, hypotheses
formulation, data analysis and report writing. The students will find an opportunity to have a
theoretical background with practicum on designing, conducting, and evaluating different
research projects. Moreover, this course is to enable the research students to understand,
apply and analyze the various statistical techniques to varied data in educational research. The
students would find an opportunity to apply the advanced statistics like ANOVA, MANOVA,
regression, and different tests on numeric, nominal, and ordinal data.

COURSE OBJECTIVES
After studying the course, the students will be able to:
 Think scientifically towards the solution of research problems
 Respect and follow the ethics of research
 Distinguish the range of the types of research
 Draw samples employing different sampling techniques
 Develop different kinds of research instruments
 Develop quality research proposals in the areas of their interests
 Conduct research in Education and other interdisciplinary disciplines
 Comprehend the basic concepts of statistics;
 Apply various statistical techniques in analyzing research data in Education and other social
sciences
 Use SPSS for descriptive and inferential statistics.

COURSE CONTENTS
1. Introduction to research
1.1. Nature, need, and importance of research
1.2. Scientific method and educational research
1.3. Ethics and legal issues in education research
1.4. Variables and measurement scales
2. Problem identification and hypotheses formulation
2.1 Understanding research problem
2.2 Review of related literature
2.3 Variables of research problem and the conceptual framework
2.4 Writing the objectives of research
2.5 Hypothesis types, formulation and testing

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3 Types of research
3.1 Types of research by purpose (action, basic, applied, development, and evaluation)
3.2 Types of research by method
3.3 Historical research
3.4 Descriptive research and its range of types
3.5 Experimental research and its range of designs
4 Validity and reliability
4.1 Concept of validity & its types
4.2 Concept of reliability and its types
5 Sampling designs
5.1 Sampling design framework
5.2 Types of sampling techniques
5.3 Considerations on drawing samples
6 Instrumentation and data collection
6.1 Conceptual framework for developing a research instrument
6.2 Achievement tests
6.3 Survey questionnaires
6.4 Process of instrument development
6.5 The validity and reliability of an instruments
6.6 Data collection: procedures and considerations
7 Introduction to statistics in education
7.1 Meaning and characteristics of statistics
7.2 Role of statistics in educational research
7.3 Observations and variables
7.4 Collection and data cleaning
8 Descriptive statistics
8.1 Measures of central tendency & variability
8.2 Numerical & graphic representation of data
8.3 Concept of probability and normal distribution
8.4 The distribution of sample means
9 Inferential statistics
9.1 Concept of inferential statistics
9.2 Parametric versus non-parametric tests
9.3 Hypothesis testing
9.4 Level of significance
9.5 Types of error
10 Comparing means/analysis of variance
10.1 Group comparisons
10.2 Univariate analysis of variance
10.3 Multivariate analysis of variance
11 Correlation and regression analyses
11.1 Correlation
11.2 Scatter plots
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 11.3 Cronbach alpha
11.4 Regression analysis
12 Non parametric tests
12.1 Chi-square goodness of fit
12.2 Cramers v and phi
12.3 Kruskal Wallis test
12.4 Mann-Whitney test

ASSIGNMENTS
1. The teacher will assign each student review of at least two national or international
research papers/reports, to be presented in the class, followed by discussion and
remediation. H/She will take one or more sessions with the students prior to allocating this
assignment and presentation.
2. The students will collect data on an instrument and use SPSS for data analysis. The teacher
will discuss assignments rubrics and requirements in the class.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS
Fraenklen, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th
edition). New York: McGraw Hill Book Co.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (5th edition).
London: Routledge.
Field, A., & Hole, G. (2002). How to design and report experiments. Sage Publications.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction . Longman
Publishing.
Huck, S. W., Cormier, W. H., & Bounds, W. G. (1974). Reading statistics and research. New York:
Harper & Row.

ADDITIONAL READINGS
Alliaga, M., & Gunderson, B. (2002). Interactive statistics. Thousand Oaks: Sage Publications.
Bogdan, R. C., and Biklen, S. K. (2007). Qualitative research for education: An introduction to
theory and methods (Fifth edition). Boston: Allyn and Bacon.
Creswell, J. W. (2007). Qualitative inquiry and research design. New Delhi: Sage publications
Dunn, D. S., Smith, R. A., and Beins, B. C. (2007). Best practices in teaching statistics and
research methods in the behavioural sciences. Lawrence Erlbaum Associates.

Page | 14
Ferguson, G. A. and Taknabe, Y. (1998). Statistical analysis in psychology and education (6th
edition). Singapore: McGraw Hill Books Co.
Gay, L. R. (2002) Educational research: Competencies for analysis and application (6th edition).
New Jersey: Prentice Hall Inc.
Howell, D. (2012). Statistical methods for psychology. Cengage Learning.
Lomax, R. G., & Hahs-Vaughn, D. L. (2013). An introduction to statistical concepts. Routledge.
Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
Robert, K. & Wolf, M. B. (1994). Measuring Attitudes and Values in Corporate and School
Settings. Norwel: Kluwer academic publishers.
Monash University. Writing a proposal in Education. Retrieved from
https://www.monash.edu/__data/assets/pdf_file/0004/145822/booklet-writing-a-proposal-in-
education.pdf

PEER REVIEWED JOURNALS

Research in Education

Theory and Research in Education

International Journal of Research and Method in Education

American Educational Research Journal

The Journal of Educational Research -

International Journal of Educational Research

American Educational Research Journal

British Educational Research Journal

Educational Research Journal

American Journal of Educational Research

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 Course Code Course Title Credit Hours
EDUC5117 Advanced Qualitative Research Methods in Education 3(3+0)

COURSE DESCRIPTION
In this course the focus is to discuss the procedures for conducting a qualitative study using one
of the approaches; narrative research, phenomenology, grounded theory, ethnography,
evaluative research, action research and case studies The topics to be covered include the
Mepaning of Research, Qualitative Research Design, Qualitative approaches, Qualitative Data
Collection, Qualitative Data Analysis, Validation and Reliability and Qualitative Report Writing.
The student will engage in a mini-research project to obtain a first-hand experience in applying
the methods taught in the course.

OBJECTIVES OF COURSE

At the end of the course, students are expected to:

 Know the characteristics of qualitative research and procedure to conduct.
 Know and understand the various approaches to the conduct of qualitative research.
 Comprehend ethical issues in different types of qualitative research
 Analyze the qualitative data by using different techniques
 Conduct qualitative research independently.
 Conclude and write the report.

COURSE CONTENT
1. Introduction to Qualitative Research
1.1. What is qualitative research?
1.2. Characteristics of qualitative research
2. Foundation of Inquiry
2.1. Research approaches/Paradigms historically and practically
2.2. Objectivity/Subjectivity in research
3. Research Design
3.1. Research design in qualitative inquiry
3.2. Research design issues
3.3. Sampling-purposive, theoretical, time sampling, snow ball sampling
4. Approaches of Qualitative Research
4.1. Narrative Research
4.2. Phenomenology
4.3. Ethnography
4.4. Case study
4.5. Grounded theory
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 4.6. Evaluative studies
4.7. Action research
5. Basic Techniques of Data Collection
5.1. Interviewing
5.1.1. Individual
5.1.2. Focused group interview
5.1.3. Transcripts from taped interviews
5.1.4. Issues in Interviewing
5.2. Field work and Observations
5.2.1. Participative
5.2.2. Non-participative
5.2.3. Conducting and Recording Observations
5.2.4. Field Notes
6. Analysis of Data
6.1. Introduction to Qualitative Data Analysis
6.2. Analysis of data in the field
6.2.1. Discovering themes and hypotheses
6.3. Analysis after data collection
6.3.1. Developing coding category
6.3.2. Data display
6.4. Conversation analysis
6.5. Discourse analysis
7. Gaining Access, Developing Trust, Acting Ethically
7.1. Gaining access to sites and participants
7.2. Building trust and rapport
7.3. Ethical issues
8. Trustworthiness in Qualitative Research
8.1. Practices that contribute to quality
8.2. Criteria for judging qualitative research studies
8.3. Norming in Teams
9. Report Writing
9.1. Writing qualitative research proposals
9.2. Team presentations

TEACHING STRATEGIES
Variety of strategies will be used to conduct the course of Qualitative Research Methods – such
as lecture, discussion, project etc. The students will be given assignment and they will give
presentation in the class on ‘developing a research proposal’ allocated by the concerned
teacher. Practicum and discussion will also be carried out on research report writing and review
of articles employing qualitative research design.

SUGGESTED READINGS

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 Adler, Patricia A. & Peter Adler. 1998. “Observational Techniques.” Pp. 377-392 in
Norman K. Denzin & Yvonna S. Lincoln (Eds.), Collecting and Interpreting Qualitative
Materials. Thousand Oaks: Sage.
 Auerbach, C.F., & Silverstein, L.B. (2003). Coding 1: The basic idea. In C.F. Auerbach &
L.B. Silverstein, Qualitative data: An introduction to coding and analysis (pp. 31-41).
NewYork, NY: New York University Press.
 Auerbach, C.F., & Silverstein, L.B. (2003). Convincing other people: The issues formerly
known as reliability, validity, and generalizability. In C.F. Auerbach & L.B. Silverstein,
Qualitative data: An introduction to coding and analysis (pp. 77-90). New York, NY:
New York University Press. )
 Berg, B.L. and Lune, L. (2012) Qualitative Research Methods for the Social Sciences. 8th
Edition. Toronto: Pearson. .
 Brown, B.A., & Spang, E. (2007). Double talk: Synthesizing everyday and science language
in the classroom. Science Education, 92, 708-732.
 Carspecken, Phil F. (1996). Critical Ethnography in Education Research – A Theoretical and
Practical Guide. London: Rutledge.
 Charmaz, K. (2004). Grounded theory. In S. Hesse-Biber and P. Leavy (Eds.), Approaches
to qualitative research: A reader on theory and practice . New York: Oxford University
Press.
 Cohen, Louis and Minion Lawrence (1990). Research Methods in Education. London:
Rutledge.
 Creswell, J. W. (2007). Qualitative Enquiry and Research Design: Choosing Among Five
Approaches. London: Sage Publications.
 Denzin, N. K., and Lincoln, Y. S. (2003). The Landscape of Qualitative Research.
Thousand Oaks, CA: Sage.
 Denzin, N.K and Y.S. Lincoln (eds) (2005) The Sage Handbook of Qualitative Research, 3rd
Edition. Sage Publications.
 Glesne, C. (2006). Becoming qualitative researchers: An introduction. Boston: Pearson
 Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice. (pp. 1-22
required). London: Routledge.
Lincoln, Yvonna S. and Guba, Egon G. (1985). Naturalistic Inquiry. Beverly Hills: Sage
Publications.
Maxwell, Joseph A. (1992) Understanding and Validity in Qualitative Research. Sage
Publications.
 Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Designing matrix and network displays.
In M.B. Miles, A.M. Huberman, & J. Saldaña, Qualitative data analysis: A methods
sourcebook (pp. 107-120). Los Angeles, CA: Sage.
 Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Fundamentals of qualitative data
analysis. In M.B. Miles, A.M. Huberman, & J. Saldaña, Qualitative data analysis: A
methods sourcebook (pp. 69-104). Los Angeles, CA: Sage.
 Neuman, W.L. (2011) Basics of Social Research: Qualitative and Quantitative Approaches,

Page | 18
 2/E, Pearson Education. Oaks, CA: Sage Publications.
 Peppler, K., Danish, J.A., & Phelps, D. (2013). Collaborative gaming: Teaching children about
complex systems and collective behavior. Simulation & Gaming, 44(5), 683-705.
 Silverman, D. (2001). Interpreting Qualitative Data: Methods for Analyzing Talk, Text and
interaction (2nd Ed). London: Sage publications.
 Stake, R. (2004). Qualitative case study. In N. K. Denzin & Y.S. Lincoln (Eds.) The Sage
Handbook of Qualitative Research, 3rd edition . Thousand Oaks, CA: Sage.
 Strauss Anselm L. (1987). Qualitative Analysis for Social Scientists. Cambridge: Cambridge
University Press.
 Yin, R. K. (2003). Case Study Research: Design and Methods (3rd Edition, Volume 5). SAGE
Publications: London.

Page | 19
 Course Code Course Title Credit Hours
EDUC5127 Instructional Leadership and Supervision 3(3+0)

COURSE DESCRIPTION

The purpose of this course is to develop the skills for effective supervision of instruction while
exploring the theoretical foundation and the knowledge base in the field of supervision. The
course focuses on providing knowledge on instructional leadership and head teachers roles as
instructional leader. The course also focuses on the supervision of classroom environments and
the relationship of instructional procedures to the processes of observation and conferencing
following a variety of models that offer both technical and developmental support for teachers.
Besides classroom supervision, the students will read a variety of literature that encompasses
modern view of instructional leader as resource provider, curriculum implementer, and so on.

COURSE OBJECTIVES

 This course will provide in depth knowledge to the students regarding:

 The role of principals as instructional leader
 Understanding school culture, and environment
 How to conduct Pre-observation, observation, and post observation conferences
 The role of head teacher in using peer coaching role in teacher professional development
 Providing teacher induction and mentoring opportunities to the novice teachers
 Understanding leadership in global perspective

COURSE CONTENTS

1. The principal as instructional leader

2. Effective instructional leadership
3. Models of instructional leadership
4. Instructional leadership and school improvement
5. Vision and school culture
6. Supervision, professional development, and teacher evaluation
7. Formal and informal classroom observation
8. The pre-observation conference
9. The classroom observation
10. The post observation conference
11. Peer coaching
12. Portfolio development
13. Mentoring and induction
14. The challenges of instructional improvement
15. Educational leadership and globalization

ASSIGNMENTS
Page | 20
You are required to review at least one article taken from the peer reviewed journals. The list of
some of the journals is given below. For further rubrics, ask your instructor.
You are required to write a final paper or literature review to demonstrate your mastery of the
course content. The application will be specific to a topic in which you are interested, within the
domain of this subject. Your paper should be 5-10 pages in length and follow the guidelines
described by the instructor.
You will present a presentation on any topic, related to this course, which must be chosen
outside of your course readings.
Note: Follow APA style (6th Edition) for all of your assignments. (http://www.apa.org/)

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will work in
small groups, discuss class readings, emphasize interaction with ideas, and come up with questions that
will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS
Zepeda, S. J. (2007). Instructional supervision: Applying tools and concepts (2nd ed.). Larchmont, NY:
Eye on Education.
Zepeda, S. J. (2009). The instructional leader's guide to informal classroom observations (2nd ed.).
Larchmont, NY: Eye on Education.

SUGGESTED READINGS
Andrews, R. L., Basom, M. R., & Basom, M. (1991). Instructional leadership: Supervision that makes a
difference. Theory into practice, 30(2), 97-101.
Whitaker, B. (1997) Instructional leadership and principal visibility. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 70(3), 155-156, DOI: 10.1080/00098655.1997.10543916.
Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/00098655.1997.10543916
Blasé, J., & Blasé, J. (1999). Principals’ instructional leadership and teacher development: Teachers’
perspectives. Educational Administration Quarterly, 35(3), 349-378. Retrieved from
http://eaq.sagepub.com/content/35/3/349.short
Blasé, J., & Blasé, J. (2000). Effective instructional leadership: Teachers' perspectives on how principals
promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141.
Retrieved from http://www.emeraldinsight.com/doi/abs/10.1108/09578230010320082
Brooks, J. S., & Normore, A. H. (2010). Educational leadership and globalization: Literacy for a global
perspective. Educational Policy, 24(1), 52-82.
Doyle, M. E., & Rice, D. M. (2002). A model for instructional leadership. Principal Leadership, 3(3), 49-52.
Retrieved from http://www.nassp.org/portals/0/content/46971.pdf
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to
fade away. Leadership and policy in schools,4(3), 221-239. Retrieved from
https://www.essr.net/~jafundo/mestrado_material_itgjkhnld/IV/Lideran%C3%A7as/Lideran%C
3%A7a_Hallinger/LPS_Instructional_Lder_2005.pdf

Page | 21
Heck, R. H., Marcoulides, G. A., & Lang, P. (1991). Principal instructional leadership and school
achievement: The application of discriminant techniques. School Effectiveness and School
Improvement, 2(2), 115-135. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/0924345910020204?journalCode=nses20#.VovF
KPl97IU
Horng, E., & Loeb, S. (2010). New thinking about instructional leadership. Phi Delta Kappan, 92(3), 66-69.
Retrieved from
http://www.oaisd.org/downloads/isschool_improvement/ins_leadership_new_thinking_20110
802_140740_5.pdf
Krug, S. E. (1992). Instructional Leadership: A constructivist perspective. Educational Administration
Quarterly, 28(3), 430-43. Retrieved from http://eric.ed.gov/?id=EJ447162
The Wallace Foundation. (2013). The school principal as leader: guiding schools to better teaching and
learning. Retrieved form http://www.wallacefoundation.org/knowledge-center/school-
leadership/effective-principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-
Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf
Hopkins, D. (XX). Instructional leadership and school improvement. Retrieved from
http://ited.hkbu.edu.hk/apc2007/session3/kpool-evidence-hopkins.pdf

PEER REVIEWED JOURNALS:

International Journal of Education Policy and Leadership
Academic Leadership.
Advancing Women in Leadership Online Journal.
International Journal of Teacher Leadership.
International Journal of Urban Educational Leadership.
Journal of Educational Leadership, Policy and Practice
Canadian Journal of Educational Administration and Policy
Educational Administration Quarterly
Journal of Research on Leadership Education
Journal of Leadership & Organizational Studies
International Journal of Education Policy & Leadership
School Administrator
International Journal of Educational Management
International Journal of Leadership in Education
International Journal of Teacher Leadership

Page | 22
 Course Code Course Title Credit Hours
EDUC5128 Performance Evaluation of Educational Personnel 3(3+0)

COURSE DESCRIPTION
This course has been designed to synthesize current research and thinking about teacher
evaluation, principal evaluation, staff evaluation and blend the research with practice. The
course especially focuses on understating the nature of the teacher evaluation, teacher
evaluation models, and assessing teacher performance. Throughout the course the students
will learn different methods of teacher evaluation and linking the scores of teacher evaluation
with student achievement. . Besides, the course will address various instruments of principal
evaluation used in educational organizations especially in the US and Pakistan. The students will
also focus on identifying performance indicators for nonteaching staff in educational
organizations and build their knowledge about how to evaluate their performance. In overall,
the course will provide students a comprehensive and coherent approach to design,
implement, and monitor teacher quality, principal, and staff performance.

COURSE OBJECTIVES
After studying the course, the students will be able to:
 Develop conceptual and operational definitions of teacher evaluation
 Understand the purposes and methods of evaluation, the ethical dimensions of evaluation
 Understand teachers roles and responsibilities
 Apply National Professional Standards for Teachers in Pakistani schools
 Identify the types of training need by evaluators.
 Understand role of teacher evaluation in maximizing student achievement
 Use multiple data sources of teacher evaluation
 Understand teacher evaluation in Pakistani context
 Value indicators of principal evaluation in American and Pakistani context
 Review various instruments of measuring staff performance

COURSE CONTENTS
1. Introduction to teacher evaluation
2. Teachers roles & responsibilities
3. Classroom based assessment for teaching and learning
4. Client surveys in teacher evaluation
5. Student achievement & teacher evaluation
6. Teacher self-evaluation
7. Using multiple data sources in teacher evaluation
8. Teacher evaluation models
8.2 Danielson’s framework for teaching,
8.3 Robert Marzano’s model, bill &

Page | 23
 8.4 Malinda Gates model
9. Teacher evaluation in Pakistan
9.2 Applying national professional standards for teachers in Pakistan
9.3 Role of directorate of staff development in teacher evaluation
9.4 Studies selected from Pakistani perspective
10. Principal evaluation: a framework
11. Overview of principal performance standards
12. Essential components of a principal evaluation system
13. Documenting principal performance
14. Principal performance rubrics
15. Measuring non-teaching staff performance

ASSIGNMENTS

 You are required to review at least two articles taken from the peer reviewed journals. The
list of some of the journals is given below. The instructor will provide you a rubric showing
procedure of article review.

 You are required to write a final paper/ literature review to demonstrate your mastery of
the course content. The application will be specific to a topic in which you are interested,
within the domain of this subject. Your paper should be 5-10 pages in length and follow the
guidelines described by the instructor.

 You will present a presentation on any topic, related to this course, which must be chosen
outside of your course readings.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS
Stronge, J. H. (2005). Evaluating teaching: A guide to current thinking and best practice. (Eds.).
Thousand Oaks, CA: Corwin Press.
Stronge, J. H., Xu, X., Leeper, L. M., & Tonneson, V. C. (2013). Principal evaluation: Standards,
rubrics, and tools for effective performance. ASCD.
Government of Pakistan. (2009). National Professional Standards for Teachers in Pakistan.
Retrieved from
http://www.unesco.org.pk/education/documents/step/National%20Professional%20Sta
ndards%20for%20Teachers%20in%20Pakistan.pdf
Page | 24
SUGGESTED READINGS:
Akram, M., & Zepeda, S. J. (2015). Development and validation of a teacher self-assessment
instrument. Journal of Research and Reflections in Education, 9(2), 134-148.
Akram, M., & Zepeda, S. J. (2013). Correlating teacher self-assessment score with student
achievement in English and mathematics. Pakistan Journal of Education, 30(2), 13-32.
Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International
Journal of Teaching and Learning in Higher Education, 17(1), 48-62. Retrieved from
http://www.isetl.org/ijtlhe/pdf/IJTLHE8.pdf
Bill & Melinda Gates Foundation. (2012) Measures of Effective Teaching Project. Gathering
feedback for teaching combining high quality observations with student surveys and
achievement gains. Retrieved from
http://www.metproject.org/downloads/MET_Gathering_Feedback_Research_Paper.pdf
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J. (2011). Research base and validation studies on the Marzano evaluation model.
Retrieved from
http://www.marzanoevaluation.com/files/Research_Base_and_Validation_Studies_Mar
zano_Evaluation_Model.pdf
Marzano, R. J., D. Pickering, D. J., & McTighe, J. (1993). Assessing student outcomes:
Performance assessment using the dimensions of learning model. Alexandria, VA:
Association for Supervision and Curriculum Development.
Milanowski, A. (2004). The relationship between teacher performance evaluation scores and
student achievement: Evidence from Cincinnati. Peabody Journal of Education, 79(4),
33-53. doi:10.1207/s15327930pje7904_3
Millman, J., & Darling-Hammond, L. (1992). The new handbook of teacher evaluation: Assessing
elementary and secondary school teachers (Eds.). Thousand Oaks, California: Corwin
Press, Inc.
Peterson, K.D., & Peterson, C. A. (2005). Effective teacher evaluation: A guide for principals.
Thousand Oaks, CA: Corwin Press.
Ponticell, J. A., & Zepeda, S. J. (2004) Confronting well-learned lessons in supervision and
evaluation. NASSP: The Bulletin, 88(639), 43-59.
Stronge, J. H., & Tucker, P. D. (1999). The politics of teacher evaluation. Journal of Personnel
Evaluation in Education, 13(4), 339-360.
Stronge, J. H., & Tucker, P. D. (2000). Teacher evaluation and student achievement. Annapolis
Junction, MD: National Education Association.
Stronge, J. H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
Stronge, J. H., & Tucker, P. D. (2000). Teacher evaluation and student achievement. Washington,
DC: National Education Association.
Stronge, J. H., & Tucker, P. D. (2003). Handbook on teacher evaluation: Assessing and improving
performance. Larchmont, NY: Eye on Education.
Page | 25
Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning.
Alexandria, VA: Association of Supervision and Curriculum Development.
Note: You are required to read your readings thoroughly before you come to the class so that
you can actively participate in class discussions.

PEER REVIEWED JOURNALS

 Peabody Journal of Education
 Education and Urban Society
 Harvard Educational Review
 American Journal of Sociology
 Elementary School Journal
 Educational Research
 Journal of Educational Administration
 Review of Educational Research
 Educational Theory
 Planning and Changing
 Educational Administration Quarterly
 Teachers College Record
 American Educational Research Journal
 Educational Research Quarterly
 International Education
 Journal of Educational Research
 Journal of School Leadership

Page | 26
 Course Code Course Title Credit Hours
EDUC5129 Leadership and Organizational Behavior 3(3+0)

COURSE DESCRIPTION
The course is designed for students to gain knowledge of school organizations, traditional and
current leadership concepts, the major frames used to analyze organizations, school climate
and culture, the nature of conflict, managing resistance, decision making, and school
improvement. School leaders today are the focus of much hope and accountability for
educational improvement, but without knowledge, skills and dispositions toward solving the
impediments to school improvement, their work will not succeed despite good intentions.
Readings, class discussions, case studies, biographies, reflective journals, and course projects
are the activities assigned.

COURSE OBJECTIVES
After completing this course, the students will be able to:
 Increase their knowledge of the concepts within organizational leadership;
 Develop a model practice, policy, or concept that demonstrates knowledge of
organizational leadership concepts;
 Develop knowledge and dispositions required to lead faculty, students, parents, and the
community to understand and adopt a vision of learning;
 Develop knowledge, skills, and dispositions needed to lead faculty, students, parents, and
the community to identify and secure the resources necessary to implement the school’s
vision of learning;
 Analyze leadership behavior and outcomes related to that behavior;
 Reflect on and evaluate their beliefs and understanding relative to course concepts of
organizational leadership.

COURSE CONTENTS
1. Historical overview of leadership’s role
2. Historical overview of leadership in organizations
3. A new view of leadership in organizations
4. Leadership theories
5. Distributed leadership in organization
6. Leadership, communication, and vision
7. Leadership and motivation
8. Organizational culture and organizational climate
9. Leadership, problem solving, and decision making
10. Leadership and resource allocation
11. Conflict and communication
12. Formative & summative evaluation issues in educational leadership
13. Ethics, integrity, and social justice in leadership
14. Developing an educational leader
Page | 27
ASSIGNMENTS
 You are required to review at least two articles taken from the peer reviewed journals.
The list of some of the journals is given below. The instructor will provide you a rubric
showing procedure of article review.

 You are required to write a final paper/ literature review to demonstrate your mastery
of the course content. The application will be specific to a topic in which you are
interested, within the domain of this subject. Your paper should be 5-10 pages in length
and follow the guidelines described by the instructor.

 You will present a presentation on any topic, related to this course, which must be
chosen outside of your course readings.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS:
Owens, R. & Valesky, T. (2011). Organizational behavior in education: Leadership and school
reform (11th ed.). Boston: Allyn & Bacon.
Owings, W. A., & Kaplan, L. S. (2011). Leadership and organizational behavior in education:
Theory into practice. Pearson Higher Ed.

SUGGESTED READINGS
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational
conditions and student engagement with school. Journal of Educational Administration, 38(2),
112-129. Retrieved from
http://www.emeraldinsight.com/doi/abs/10.1108/09578230010320064
Hallinger, P., & Heck, R. H. (2002). What do you call people with visions? The role of vision, mission and
goals in school leadership and improvement. In Second international handbook of educational
leadership and administration (pp. 9-40). Springer Netherlands. Retrieved from
http://link.springer.com/chapter/10.1007/978-94-010-0375-9_2#page-1
Kelley, R. C., Thornton, B., & Daugherty, R. (2005). Relationships between measures of leadership and
school climate. Education-Indianapolis Then Chula Vista-, 126(1), 17. Retrieved from
http://200.6.99.248/~bru487cl/files/ai_n.pdf
Leithwood, K. A., & Poplin, M. S. (1992). Transforming Leadership: A move toward transformational
leadership.. Educational leadership, 49, 5. Retrieved form
http://www.communicationcache.com/uploads/1/0/8/8/10887248/the_move_toward_
Page | 28
 transformational_leadership.pdf
Pepper, K., & Thomas, L. H. (2002). Making a change: The effects of the leadership role on school
climate. Learning Environments Research, 5(2), 155-166. Retrieved from
http://link.springer.com/article/10.1023/A:1020326829745#page-1

PEER REVIEWED JOURNALS:

Academic Leadership: The Online Journal
Canadian Journal of Educational Administration and
Policy
Educational Administration Quarterly
Journal of Research on Leadership Education
Journal of Leadership & Organizational Studies
International Journal of Education Policy & Leadership
International Journal of Educational Management
Journal of Educational Policy
Planning and Changing: An Education Leadership and
Policy Journal
Journal of Management
Educational Leadership
Educational Policy
The International Journal of Servant-Leadership
International Journal of Education Policy and Leadership

Course Code Course Title Credit Hours

EDUC5112 Learning Technology for the Classroom Teacher 3(3+0)

COURSE DESCRIPTION
This course has been designed to acquaint students with the use of computers as a tool in
Page | 29
instruction. Students are introduced to various types of instructional sources and websites to
learn how to effectively use them in the classroom. Students will understand how to integrate
technology as a tool for instruction. The students will use multimedia, word processing,
spreadsheets, digital cameras, scanners, web pages, Internet, e-mail, and SPSS. Hands-on
assignments will allow the student to construct technology integrated lessons as a part of
course work.

COURSE OBJECTIVES
After completing this course, the students will be able to:
 Develop understandings about instructional technology and how it can support student
achievement in the classroom.
 Demonstrate the ability to apply technology integration in regular classrooms through
assignments, lessons, and projects.
 Working with instructional technology and various implementation strategies that promote
success in a variety of different settings.
 Think critically and creatively to apply teaching in learning.
 Acquire and evaluate data with software tool.
 Communicate effectively with technology.
 Work cooperatively to develop technology in lessons.

COURSE CONTENTS
1. Introduction to learning and technology
2. Theory and application of technology
3. Using computers for teaching and learning
4. Integrating technology into instruction: the assure model
5. Integration of computers for learning
6. Creating learning environment
7. Using digital devises
8. Learning using web and social media
9. Learning from distance
10. Using audio and videos
11. Using text and visuals
12. Assessment of student learning
13. Microsoft office
14. Using gadgets as technology tools

ASSIGNMENTS

You are required to review at least two articles taken from the peer reviewed journals that
discuss how to utilize technology in teaching learning process. The list of some of the journals is
given below. The instructor will provide you a rubric showing procedure of article review.

Page | 30
You will create a performance assessment task, contextualizing a generic assessment, such as a skill
demonstration, by creating an application within a specific area. Most probably, you will use multiple
technology tools while delivering presentation.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS:
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2014). Instructional technology and media for
learning. (11th Ed.). Pearson, USA.
Newby, T. J., & Stepich, D.,. Lehman, J., Russell, J. D., &Leftwich, A. T. (2010). Educational
technology for teaching and learning. (4th Ed.). Pearson.

SUGGESTED READINGS:
Cruse, (xx). Using educational video in the classroom: theory, research and practice. Retrieved
from
http://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroom.pdf
Groff (2013). Technology-rich innovative learning environments . Retrieved from
http://www.oecd.org/edu/ceri/Technology-
Rich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf
Johnston, J., & Barker, L. T. (2002). Assessing the impact of technology on teaching and
learning. A sourcebook for evaluators. Retrieved from
http://www.rcgd.isr.umich.edu/tlt/TechSbk.pdf
Lever-Duffy, J., McDonald, J., & Mizell, A. (2002). The 21st-Century Classroom: Teaching and
Learning with Technology. Addison-Wesley Longman Publishing Co., Inc.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance
learning environments: Are they the same?. The Internet and Higher Education, 14(2),
129-135. Retrieved from https://scholar.vt.edu/access/content/group/5deb92b5-10f3-
49db-adeb-7294847f1ebc/e-Learning%20Scott%20Midkiff.pdf
Muth, K. D., & Alvermann, D. E. (1999). Teaching and learning in the middle grades. Allyn and
Bacon.
Siemens, G., & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning.
Retrieved from, http://elearnspace.org/Articles/HETL.pdf
USAID. Technology teaching and learning. Retrieved from
http://idd.edc.org/sites/idd.edc.org/files/Technology%20Teaching%20and%20Learning%2
0-%20Research,%20Experience,%20&%20Global%20Lessons%20Learned.pdf

Page | 31
Wickersham, L. E., & Chambers, S. M. (2006). ePortfolios: Using technology to enhance and
assess student learning. Education-Indianapolis Then Chula Vista-, 126(4), 738. Retrieved
form http://ccnyeportfolios.pbworks.com/f/ePort+enhance+and+assess_wickersham.pdf

PEER REVIEWED JOURNALS

 American Journal of Distance Education
 British Journal Of Educational Technology
 Contemporary Issues In Technology And Teacher Education
 Educational Technology Research And Development
 Educational Technology Review
 Electronic Journal For The Integration Of Technology In Education
 International Journal of E-Learning
 Journal of Educational Technology & Society
 Journal of Educational Technology Systems
 Journal of Information Technology Education: Innovations In Practice

Page | 32
 Course Code Course Title Credit Hours
EDUC5130 Education Policy Analysis 3(3+0)

COURSE DESCRIPTION
The Education Policy Analysis course has been designed to focus on education policy analysis in
Pakistan. Throughout the course, the students will learn about what the education policy is,
how it is formulated, implemented, and evaluated. A major portion of the course is related to
how the education policy can affect school improvement, and how the finance and equity
issues affect school improvement. The course also provides quality readings on how the
education policy has been analyzed in four provinces of the country. The course, in overall,
provides policy theories and major concepts related to policy, the policymaking process, and
bringing improvement in schools through policy analysis.

COURSE OBJECTIVES
After completing this course, the students will be able to:
 comprehend different theories and concepts related to education policy
 Understand the process of policy formulation, implementation, and evaluation
 Identify the role of policy in school improvement
 Understand the role of policy in finance and equity
 Comprehend education policy analyses in Pakistan

COURSE CONTENTS
1. Introduction to education policy
2. Theories of education policymaking
3. Policy formulation
4. Policy implementation
5. Policy evaluation
6. School improvement and policy
7. Policies, standards, & testing
8. School finance and equity
9. Policy analysis of education in Punjab
10. Policy analysis of education in Sindh
11. Education policy analysis report of Khyber Paktunkhawa
12. Policy analysis of education in Baluchistan

Page | 33
ASSIGNMENTS

You are required to review at least two articles taken from the peer reviewed journals. The list
of some of the journals is given below. The instructor will provide you a rubric showing
procedure of article review.

You are required to write a final paper/ literature review to demonstrate your mastery of the
course content. The application will be specific to a topic in which you are interested, within the
domain of this subject. Your paper should be 8-10 pages in length and follow the guidelines
described by the instructor.

You will present a presentation on any topic, related to this course, which must be chosen
outside of your course readings.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXTS
Cooper, B. S., Fusarelli, L. D., & Randall, E. V. (2004). Better policies, better schools: Theories and
applications. Pearson College Division.

Haddad, W. D. (1995). Education Policy Planning Process: An Applied framework. Retrieved from
http://www.unesco.org/education/pdf/11_200.pdf

Walker, W.E. (1978). Public policy analysis: A partnership between analysts and policymakers. Retrieved
from http://www.rand.org/content/dam/rand/pubs/papers/2009/P6074.pdf

Policy Analysis in Punjab. Retrieved form

http://unesco.org.pk/education/documents/situationanalysis/Education_Policy_Analysis_for_P
unjab.pdf

Policy Analysis in Sindh. Retrieved from

http://unesco.org.pk/education/documents/situationanalysis/Policy_Analysis_Sindh.pdf

Policy Analysis in KPK. Retrieved from

http://unesco.org.pk/education/documents/situationanalysis/Policy_Analysis_Report_of_KP.pd

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f

Policy Analysis in Baluchistan. Retrieved from

http://unesco.org.pk/education/documents/situationanalysis/Education_Policy_Analysis_for_B
alochistan.pdf

SUGGESTED READINGS

Cooper, B. S., Cibulka, J. G., & Fusarelli, L. D. (Eds.). (2008). Handbook of education politics and policy.
Routledge.
Alexander, N. A. (2012). Policy analysis for educational leaders: A step-by-step approach. Pearson Higher
Ed.
UNESCO: Handbook on Education, policy Analysis and Programming. Retrieved from
unesdoc.unesco.org/images/0022/002211/221189e.pdf
Geurts, T. Public policy making: 21st century perspective/
DiNitto, D., & Johnson, D. (2012). Essentials of social welfare: politics and public policy. New York:
Pearson Education. (Chapter 1). Retrieved from
https://www.pearsonhighered.com/.../samplechapter/0205011616.pdf
Baumgartner, F., & Jones, B. (2002). Policy dynamics. Chicago: University of Chicago Press.
Bessette, J., & Pitney, J. (2013). American government and politics: deliberation, democracy and
citizenship. Boston: Wadsworth Cengage Learning.
Monroe, A. (1998). Public opinion and public policy. Public Opinion Quarterly, 62 (1), 6-28.

PEER REVIEWED JOURNALS

Education Policy, Management and Quality
Educational Research For Policy and Practice
Educational Evaluation and Policy Analysis
Higher Education Management and Policy
Higher Education Policy
International Journal of Child Care and Education Policy
International Journal of Education Policy and Leadership
Journal for Critical Education Policy Studies
Journal of Education Policy
Journal of Higher Education Policy and Management

Page | 35
 Course Code Course Title Credit Hours
EDUC5131 Education Policy Implementation 3(3+0)

COURSE DESCRIPTION
This course is designed to prepare students to critically analyze the process of policy
implementation in education and to understand the ways in which outcomes align with the
goals of policymakers. This course starts from the premise that a deep understanding of
research on education policy implementation is essential for students who are concerned about
educational improvement. The course provides rigorous understanding of what is policy
implementation, what gets implemented, and why understanding implementation process
important to educational improvement. The course provides literature related to good
evidence of policy implementation and informs about implementation analyses and policy
recommendation.

COURSE OBJECTIVES
This course aims to strengthen students’ ability to:
 Use research on policy implementation to assess implementation opportunities and pitfalls
in complex organizational settings
 Understand teacher’s role in policy implementation
 Role of language in policy implementation
 Understand critical, economic, and social capital approaches to policy implementation
 Collect and use evidence about policy implementation to develop policy recommendations
 Speak and write knowledgably and well about current education policy topics

COURSE CONTENTS
1. Challenges and opportunities in policy implementation
2. Successful implementation of policy initiatives
3. Teacher role in policy implementation
4. Policy implementation and cognition
5. Role of language in policy implementation
6. Policy implementation as political phenomenon
7. Building policy from practice
8. Critical approach to education policy implementation
9. Economic approach to policy implementation
10. Social capital and the problem of implementation
11. Implementation research in education

ASSIGNMENTS

You are required to review at least two articles (or a book) taken from the peer reviewed
journals. The list of some of the journals is given below. The instructor will provide you a rubric

Page | 36
showing procedure of article review.

You are required to write a final paper/ literature review to demonstrate your mastery of the
course content. The application will be specific to a topic in which you are interested, within the
domain of this subject. Your paper should be 5-10 pages in length and follow the guidelines
described by the instructor.

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will
work in small groups, discuss class readings, emphasize interaction with ideas, and come up
with questions that will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED TEXT
Honig, M. I. (2006). New directions in education policy implementation: Confronting complexity.
Albany, NY: State University of New York Press.

SUGGESTED READINGS
McDonnell, L. M., & Elmore, R. F. (1987). Getting the job done: Alternative policy instruments.
Educational Evaluation and Policy Analysis 9(2), 133-152.
Schneider, A. & Ingram, H. (1990). Behavioral assumptions of policy tools. Journal of Politics,
52, 510-529. Retrieved from
http://jgarand.lsu.edu/Readings%20for%20POLI%207961%20(Fall%202005)/Week%209
/Schneider%20and%20Ingram%20(JOP%201990).pdf
Commonwealth of Australia. (2014). Successful Implementation of Policy Initiatives. Retrieved
from http://www.anao.gov.au/~/media/Files/Better%20Practice%20Guides/
2014%202015/A NAO%20-%20BPG%20Policy%20Implementation.pdf
Bhuyan, A., Jorgensen, A., and Sharma. S. (2010). Taking the Pulse of Policy: The Policy
Implementation Assessment Tool. Washington, DC: Futures Group, Health Policy
Initiative, Task Order 1.

PEER REVIEWED JOURNALS

Education Policy, Management and Quality
Educational Research For Policy and Practice
Educational Evaluation and Policy Analysis
Higher Education Management and Policy
Higher Education Policy
International Journal of Child Care and Education Policy
International Journal of Education Policy and Leadership

Page | 37
Journal for Critical Education Policy Studies
Journal of Higher Education Policy and Management

Page | 38
 Course Code Course Title Credit Hours
EDUC5132 Comparative Analysis of Higher Education Policy 3(3+0)

COURSE DESCRIPTION
This course has been designed to provide students deeper understanding of the issues in the
developing as well as developed countries. A comparative understanding of the higher
education policies in various countries would provide the students deeper understating of the
contextual situations of higher education in the countries and how they focus on various kind of
education aspects through their policies. The course also introduces Higher Education Policy in
Pakistan and discusses how the Higher Education Commission is committed to bring quality in
curriculum, research, and evaluation.

OBJECTIVES
After completing this course, the students will be able to:
 Understand basics of comparative education policy
 Comprehend factors that influence educational policies
 Understand methods of comparative education policy studies
 Compare education policies of some of the Asian countries
 Understand higher education policy
 Compare higher education policies in various developed countries
 Understand higher education policy in Pakistan and the role of HEC

COURSE CONTENTS
1. Introduction to comparative education policy studies:
1.1. Significance and scope
1.2. Higher education policy: introduction
2. Higher education in Pakistan
2.1. Country summary of higher education in Pakistan
2.2. Higher education policy: international perspective
3. Higher education policy in Australia
4. Higher education policy in California
5. Higher education policy in Denmark
6. Higher education policy in France
7. Higher education policy in Germany
8. Higher education policy in Japan
9. Higher education policy in Netherlands
10. Higher education policy in UK
11. Higher education policy in Sweden
12. Higher education policy in Turkey
13. Higher education policy in China
Page | 39
14. Higher education policy in SAARC countries

ASSIGNMENTS
You are required to review at least two articles taken from the peer reviewed journals. The list
of some of the journals is given below. The instructor will provide you a rubric showing
procedure of article review.
You are required to write a final paper/ literature review to demonstrate your mastery of the
course content. The application will be specific to a topic in which you are interested, within the
domain of this subject. Your paper should be 5-10 pages in length and follow the guidelines
described by the instructor.
You will present a presentation on any topic, related to this course, which must be chosen
outside of your course readings.
Note: Follow APA style (6th Edition) for all of your assignments. (http://www.apa.org/)

TEACHING STRATEGIES
Throughout the courses, lecture and cooperative learning method will be used. Students will work in
small groups, discuss class readings, emphasize interaction with ideas, and come up with questions that
will lead the discussion toward deeper understanding of the readings.

ASSESSMENT CRITERIA
Student evaluation criteria will be followed as per university rules.

REQUIRED & SUGGESTED TEXTS

Kaiser, F., Maassen, P., Meek, L., van Vught, F., de Weert, E., & Goedegebuure, L. (Eds.). (2014). Higher
education policy: An international comparative perspective. Elsevier.
Higher Education in Pakistan. (Retrieved from http://prr.hec.gov.pk/chapters/575s-5.pdf)
Country summary of Higher Education (Retrieved from
http://siteresources.worldbank.org/EDUCATION/Resources/278200-1121703274255/1439264-
1193249163062/Pakistan_countrySummary.pdf
Higher Education Policy in Turkey. Retrieved from
https://www.yok.gov.tr/documents/10348274/10733291/TR'de+Y%C3%BCksek%C3%B6%C4%9
Fretim+Sistemi2.pdf/9027552a-962f-4b03-8450-3d1ff8d56ccc
Higher Education Policy in China. Retrieved from
https://www.britishcouncil.in/sites/default/files/higher_education_system_of_china.pdf
Higher Education in India. Retrieved from
https://www.britishcouncil.org/sites/default/files/understanding_india_report.pdf

PEER REVIEWED JOURNALS

Academic Exchange Quarterly
Active Learning in Higher Education
Assessment & Evaluation in Higher Education
British Educational Research Journal
British Journal of Educational Studies
Canadian Journal of Higher Education

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Comparative Education Review
Continuing Higher Education Review
European Journal of Higher Education
Higher Education Management and Policy

Page | 41