Faculty of Humanities and Education (Postgraduate) - The University ...

POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
CONTENT
• The philosophical, psychological, and sociological bases
of administration, leadership, development, and values of
diversity and equity
• The nature, forms, and purposes of education an overview
of the history of educational reforms in Trinidad and
Tobago; the SEMP reforms
• Models of thought or theories about organization and
administration
• Educational Reform professionalization, professionality,
professionalism, delinking, decentralization, school-based
management and the SEMP reforms
• Rights, freedoms, and values that affect the educational
processes
• Value bases for the ethics of administration and decisionmaking
• Culture in and/or organizations
Methods of Delivery
Lectures
Discussions (small and large groups)
Case analysis
Assigned readings
Problem-solving inquiry and reports
ASSESSMENT
Assessment will be based on two assignments that will apply
the understandings from the course. The assignments will be
chosen from current and relevant situations that exist in the
local system of education or in the schools:
• A case analysis – 40%
The paper is due by end of the first third of the semester
period in which the course is done
Word Limit – 2,500
• A report of a problem solving,diagnostic,needs assessment
inquiry related to the practicum – 60%
Due by the semester/course period
Word Limit – 3,500
REFERENCES
Ashbaugh, C. R., & Kasten, K. L. (1995). Educational leadership:
Case studies for reflective practice (2 nd ed.). White Plains, NY:
Longman.
Centre for Educational Research and Innovation. (1989). One
school, many cultures. Paris: OECD.
Covey, S. R. (1990). The seven habits of highly effective people:
Restoring the character ethic. New York: Simon & Schuster.
Fischer, F., & Sirianni, C. (Eds.). (1994). Critical studies in organization
and bureaucracy (rev. ed.). Philadelphia, PA: Temple
University Press.
Fyfe, A., & Figueroa, P. (Eds.). (1993). Education for cultural diversity:
The challenge for a new era. New York: Routeledge.
Gollnick, D. M., & Chinn, P. C. (2004). Multicultural education in a
pluralistic society (6 th ed.). Upper Saddle River, NJ: Pearson/
Merril.
Hoy, W., & Miskel, C. (2005). Educational administration: Theory,
research and practice (7 th ed.). New York: McGraw-Hill.
Karabel, J., & Halsey, A. H. (1977). Power and ideology in education.
New York: Oxford University Press.
Murphy, J. (1992). The landscape of leadership preparation.
Newbury Park, CA: Corwin Press.
Robinson-Shade, B. J. (1997). Culture, style and the educative
process (2 nd ed.). Springfield, IL: C. C. Thomas.
Strike, K., Haller, E. J., & Soltis J. (2005). The ethics of school
administration (3 rd ed.). New York: Teachers College Press.
Tarrant, J. (1989). Education and democracy. UK: Evebury Gower
Publishing.
YEAR:
SEMESTER:
COURSE CODE: EDEA 6112
COURSE TITLE: ORGANIZATION AND ADMINISTRATION
THEORY
NUMBER OF CREDITS: 4
COURSE DESCRIPTION:
Overview
This course targets educational administrators and senior
teachers who have declared their commitment to assume
their new roles in transporting Trinidad and Tobago into the
global environment, which is characterized by high rates of
obsolescence, uncertainty, and indeterminism. In order for
Trinidad and Tobago to occupy its leadership position among the
more developed economies in the region and, indeed, among
technological societies, it is imperative that the intelligentsia
inherent in its social and cultural capital be brought into action,
through professional development and training. If economic
development of Trinidad and Tobago is to be pursued with
rigour and efficiency, educational administrators must play
significant roles in the formulation of educational policies,
which need to be carefully and indigenously crafted to direct
and support educational strategies at all levels of the system.
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