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Dr. Scott Imig

Interim Associate Dean for Outreach Alliances

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EDN 595: Comparative Studies in International Leadership


Comparative Studies in International Leaderhip is designed to provide school leaders interested in curriculum, instruction, and supervision an international perspective through conceptual and analytic tools necessary to challenge, inform, and lead classroom and school-wide improvement efforts. The course will examine principle issues of curriculum, instruction, and supervision comparatively with the United Kingdom being the point of comparison. Activities will include participation in discussions, readings, academic writing, and field-based analysis.

The challenge for school curriculum and instructional leaders is to understand and create conditions for educators to prepare students for the 21st Century. Gaining a comparative and international perspective on education is a first step. This course prepares the student to understand education situated in a global context; to analyze issues in the U.S. from a global, historical, and comparative approach; and to be immersed in an international education system.

IMPORTANT NOTICE: This course will culminate in a 10+ day immersion experience in East London, England during the summer. Thus a requirement of the class is to participate in the international practicum.

Learning Goals:

This course is designed to explore components of curriculum, instruction, and supervision through a comparative and international lens.

The umbrella question for this course is "What can we learn from another country's experiences with educational innovations?" with sub-questions that include:

  1. What points of contrast exist between the U.S. and the U.K.?
  2. Can I improve / change my approach to curriculum, instruction, and supervision based on international comparisons?
  3. What are the benefits and limitations of a national curriculum?
  4. What would a national curriculum look like in the U.S.?
  5. If the U.S. went to a more nationalized education system, what changes could U.S. schools / teachers / administrators / students logically expect?