Educational Foundations & Leadership
We prepare individuals to assume leadership at all levels of educational institutions. In so doing, we cultivate professional educators who are reflective scholar/practitioners: ethical leaders; effective decision makers; and creative problem solvers.
Scope and Purpose:
A library collection in support of the curriculum and research of the department of Educational Foundations and Leadership needs to cover human development and learning, educational psychology, school administration, higher education administration, research methods and statistics, and foundations of education (i.e., history, philosophy, psychology, and sociology of education), all of which are collected at the research level. Material related to the instructional use of educational technologies is also collected at the research level and includes traditional audiovisual media, computers and the Internet.
While the department of Educational Foundations and Leadership has no undergraduate program of its own, it provides the undergraduate education courses that teach the role of education in society, the psychological bases of learning, methods of testing and measurement, and the uses of instructional technology. On the graduate level the department offers a doctoral degree in educational administration, and a masters degree in general administration, higher education administration, or educational foundations. The department also offers educational administrative specialist licenses in educational research, staff personnel administration, instructional services, pupil personnel administration, school and community relations, and the superintendency. In addition, the department serves the masters and doctoral programs in the other education departments by providing the basic core courses common to all education degree programs; these include philosophy of education, history of education, educational psychology, sociology of education, and techniques of research.
Primarily, coverage will be on education in the United States, but modest collection interests exist on educational systems throughout the English-speaking world. These include primarily Britain, Australia, and Canada. Research interests are not limited by national boundaries.
With rare exceptions, this collection is in English.
The historical aspects of education have no time restriction in this collection, but the portions of the collection which deal with educational technology concentrate on current materials having a normal retention up to ten years.
The collection includes historical research, empirical research reports, case studies, policy reviews, research methodologies, philosophical studies, sociological and psychological studies, educational technology handbooks, research journals, and some examples of information materials used for instruction. Information in educational administration needs to include practical handbooks, as well as reference books on the law of education.
Monographs, journals and significant reference works may be collected in print, microfiche, and electronic formats. Increasingly, print journals may be replaced by their electronic equivalents, which are available through either electronic journal collections or education-related article databases. The interest in technology may require some alternative media, including books accompanied by software. Videos/DVDs are acquired each year to support the instruction of the department. The collection may also include computer-accessible datasets that relate to departmental courses or research topics; most of these should be available through the Interuniversity Consortium for Political and Social Research (ICPSR).
Some historical study may be supported by the Center for Research Libraries collections. Empirical studies or courses in techniques of research may draw upon the resources of the Interuniversity Consortium for Political and Social Research (ICPSR). OhioLINK provides ready access to other Ohio libraries' print and video collections.
Textbooks are not collected unless they are of unique importance historically or conceptually.
Policy Revised: 14 Nov 2002