EDLD 759 INFLUENCE AND ASSESSMENT OF PUBLIC POLICY

3 CREDITS FALL, 2015

Instructor: Timothy Berry, Ed.D.
Department of Educational Leadership
Class Dates: Wednesdays, 9/2, 9/16, 9/30, 10/7, 10/28, 11/11, 12/2
Time: 5:00 8:30 PM
Class Location: Rm. 345 Suite D, 7700 France Building and in Mankato at WH 116
Office: AH 115 Mankato
Office Phone: 507-389-1260
Cell Phone: 612-327-7476
Office Hours: By appointment
E-mail: timothy.berry@mnsu.edu
Purpose of the Course:
The purpose of this course is to introduce knowledge about important education policies derived from
representative work in the field. Policy analysis contributes information useful for government policymaking.
Similarly, contributions of policy analysis emerge within many different government arenas.
Goals and Objectives:
1. To analyze recent research and evaluation literature which undergirds and informs policy
innovations in PK-12, higher and postsecondary education settings.
2. To gain insight into how educational policy intersects with politics at the federal level, state and
local levels.
3. To engage policy educational leaders in dialogues to understand the institutional, economic, social
and political contexts in which the innovations occur.
4. To conduct research analyses of promising PK-12, higher or postsecondary education policy
innovation.
5. To critically analysis, synthesize and summarize information into a scholarly paper.
6. Engage in thinking, discussion and writing at Costa and Kallicks (2000) output and process levels.
Required Textbooks and Readings:
Manna, P. (2011). Collision Course: Federal Education Policy Meets State and Local Realities. Washington,
DC: CQ Press. Copyright 2011. ISBN 978-1-60871-649-4
Fowler, F. (2013). Policy studies for educational leaders: An introduction. 4th Edition. Boston, MA: Pearson
Inc. Copyright 2013. ISBN 978-0-13-267811-7
1

Core Requirements/Assignments:
1. Critical Analysis Papers (CAP) 30 points
Complete and submit three Critical Analysis Papers (CAP) examining a piece of policy literature. You are
welcome to select literature pertaining to any policy innovations in which you have an interest.
A CAP is a concise summary and reflective critique/discussion of a refereed journal article, published book
chapter, or recently published national report. Please do not select non-refereed literature or unpublished
reports for a CAP. You can select articles to be examined in your CAPs from the leading education policy
journals (see list included in a later section of the syllabus)
Each CAP should be organized in the format outlined below. The numbers in parentheses represent the
maximum point value for each portion of the assignment.

The full and correctly formatted APA citation for the article, chapter or paper you examined in the CAP
(1 point)
Summary: a 200-300-word narrative highlighting the problem addressed, inquiry methods used, and key
findings and recommendations. (2 points)
Critique and Implications: a 500- 600word analysis of the study focusing on the quality and feasibility of
the findings and recommendations for improving educational policy and/or practice. (6 points)
Supporting References--a list of references used in the analysis, critique, and discussion of the primary
document. Reading material assigned for the seminar should be cited where appropriate. (1 point)

Alternative Assignment for #2: Review of Literature on an educational policy issue.

2. Research Paper (40 points) and Presentation of Educational Policy (30 points)
Select a current educational policy that is of interest and you are passionate about. Something related to your
area of interest for your dissertation. Individually or in pairs select a topic that examines the theoretical,
legislative, and stakeholder perspectives on a particular educational policy. Students or small groups should
complete the following:

Step 1 Determine your topic and whether you will work with a partner
Step 2 If working with a partner, establish an online shared discussion area to be used
for group work
Step 3 Write a five- page paper, plus title and reference page, use APA, edition six
o Page one identify an educational problem and the educational policy that has
been or is currently being put into place to address the problem
Introduction one paragraph
The problem one to two paragraphs
Overview of the policy/law designed to address the program two to three
paragraphs (5 points)
o Page two create a one page summary of any significant studies/research linked
to the policy (5 points)
o Page three create a graphic organizer (visual) of the path the policy took through
the legislative process (5 points)
o Pages four and five (10 points)
2

Analyze the impact of the policy

Did it address/rectify the original problem?
Identify political pressures/decisions that impacted or altered the
original intent of the policy.
Identify the unintentional/unpredicted outcomes of the policy, both
positive and negative
Conclusion Your overall critical assessment of the success of the
policy/law and your recommendations for further action/s.
o Fully formatted APA paper with citations and references. (5 points)
Step 4 Create a presentation to give to the class 20 points
o You must use some type of presentation software other then PowerPoint or Prezi
o Your presentation can not be longer than 10 minutes
o At the close of your presentation you need to teach back to the class the
presentation software that you used. (See the end of the syllabus for web based
presentations options) NOTE: you are not limited to these they are just free
options that other students have successfully used.

Assignments:
Critical Analysis Papers (CAP) 30 points
CAP 1 due in class on September 16 due in dropbox D2L September 29
CAP 2 due in class on September 30 due in dropbox D2L October 6
CAP 3 due in class on October 7 due in dropbox D2L October 20
Policy Paper 40 Points due November 18 online for small group editing Final paper due
November 30.
Policy Presentation 30 points
Class presentation occur on the following dates
October 28
November 11
December 2
Total points - 100
Course Evaluation:
A
93-100 points
A90-92
B+
89- 91
B
85-88
B81-84
Fall 2015 Class Schedule
Prior to Wednesday September 2, 2015
Review syllabi Please come prepared to ask questions and seek clarification on assignments
Review the websites for the Research Centers and Groups, Journals or other policy sites you
locate and come to class prepared to discuss possible topics for your educational policy paper.
Read Fowler Ch. 1

Wednesday September 2, 2015

Introductions- who is in the room
Grounding/Norms
Introductions and Course Overview (Review syllabus and D2L site)
Socratic Seminar Fowler Ch. 1
Identifying a local, state, regional, or national policy that has been or is being implemented that
is worthy of study select partner/s if desired
In small groups discuss possible policy literature pieces for Critical Analysis Papers
Review online learning and assignments for September 16
Assignments for September 16
Read Chapters 1 & 2, Collision Course, pages 1 41
Read Fowler Chapter 2
Bring titles or copies of the three policy literature pieces selected for your Critical Analysis
Papers
CAP paper #1 bring three copies to class
September 16

Quick Overview of key elements of APA 6th Edition

Overview/Discussion: Collision Course, pages 1 41
Overview/Discussion: Fowler Chapter 2
CAP paper #1 Share in small groups provide feedback to each group member bring three
copies of your CAP paper

Assignments for September 30

Craft three to five questions for guest presenter, Jim Grathwol, former Minnesota legislator, current
member of the Board of School Administrators and Government Relations Education

Read Chapters 3 & 4, Collision Course, pages 42 - 89

Read PELP Framework - D2L Discussion
CAP paper #2 bring three copies to class

September 30
Presenter, Jim Grathwol, Government Relations, State of Minnesota, Board Member of the
Board of School Administrators (BOSA)
Discussion/Overview: Chapters 3 & 4, Collision Course
CAP paper #2 Share in small groups provide feedback to each group member bring three
copies of your CAP paper

Assignment for October 7

Read Case Study: TBD come prepared to engaged in the case study process
Read Fowler Chapters 3 & 4
CAP paper #3 bring three copies to class
October 7

Case Study:
Overview/Discussion: Fowler chapters 3 & 4.
CAP paper #3 Share in small groups

Assignment for October 28

Read Fowler chapters 5 - 7
Policy Presentation/s
Case Study: TBD
October 28

Discussion/Overview: Fowler chapters 5-7

Policy Presentation/s
Case Study: TBD

Assignment for November 11

Policy Presentation/s
Read Fowler chapter 8 -9
Read Chapter 7 Collision Course, pages 141 - 159

November 11
Policy Personation/s
Overview/Discussion: Fowler Chapter 8 -9
Overview/Discussion: Chapter 7 Collision Course

Assignment for December 2

Policy Personation/s
Read Fowler chapters 10 & 11
Case Study: TBD
December 2

Policy Personation/s
Discussion Fowler chapters 10 & 11
Case Study: TBD

References
Costa, A. & Kallick, B. (2000). Discovering and Exploring Habits of Mind. (handout).

Educational Policy Sources:

Chronicle of Higher Education

http://chronicle.com/section/Home/5
Journals:
American Educational Research Journal
http://aer.sagepub.com/
Educational Researcher
http://edr.sagepub.com/
Review of Educational Research
http://rer.sagepub.com/
Educational Evaluation and Policy Analysis
http://epa.sagepub.com/
Educational Policy
http://epx.sagepub.com/
National Survey of Student Engagement
http://nsse.iub.edu/

Web Presentation/Organization Tools

Tool

Description

Pros/Cons
6

Animoto
animoto.com

Create videos with sound from

existing photos, clips, and other
recordings.
Create personalized blogs for
communication

Pro: creates video quality slideshows; easy to use

Con: free version allows only 30 second videos

CoolText
cooltext.com

Generate customized graphics

Pro: creates quality, easy-to-download texts quickly

Con: sometimes blocked by content filters

Creaza
creazaeducation.com

Interactive creative space and

content generating tools

Pro: three tools in one; allows online storage of media; several

stock files; exports to YouTube and embeddable
Con: no class admin. function; small storage space

Diigo
diigo.com

Organizational tools accessible

from multiple devices

Dropbox
dropbox.com

Online storage space for a wide

range of documents and files

Pro: easy to create groups; allows student-teacher collaboration; can

annotate the web
Con: sometimes cluttered; needs to be monitored
Pro: accessible from web or through downloaded app.
Con: app. takes up space; web version not as nice as downloadable

Edmodo
edmodo.com

Online social media-centered

program for teacher and student
communication and interaction

Pro: interface similar to Facebook; online presence for class with

minimal teacher setup
Con: Gradebook function needs work

Evernote
evernote.com

Organizational and
communication tool
Tool for creating diagrams,
charts, and other visual data
representations

Pro: online notebook; allows for more than one notebook;

downloadable application
Con: does not import OneNote on home PC
Pro: creates great graphic organizers; allows for graphic
collaboration; export number of visual formats (jpg, png, etc).
Con: only create five documents for free before having to delete one

Create videos from still or

recorded content

Pro:
Con:

PBWorks
pbworks.com

Multiple-tool online content

sharing platform

Pro: collaboration similar to jigsaw activities; allows you to embed

anything
Con: requires practice and a lot of teacher set-up

Screencast
screencast.com

Video generation and sharing

tool

Pro:
Con:

Screencast-o-matic
screencast-o-matic.com

Video generation and sharing

tool

Pro:
Con:

Storybird
storybird.com

Tool for creating books and

creative content to share and
print

Pro: great visuals; good stock content

Con: cant embed; no admin. function for educators

Voicethread
voicethread.com

Online classroom-like space

with multiple content and
interactive tools

Pro: very easy-to-use interface; embeddable; easy to manage;

exceptionally reliable
Con: only education version allows free use of premium features

Blogger
blogger.google.com

Gliffy
gliffy.com
Jing
techsmith.com/jing

Pro: fully customizable blog space for each student

Con: lacks admin. function; requires email address to setup;
sometimes blocked by content filters