Congratulations to Jesse Lubinsky who on Wednesday, January 7, 2026, successfully defended his dissertation proposal.

The title of Jesse’s dissertation is "SHAPING THE FUTURE OF LEARNING: A QUALITATIVE INQUIRY INTO INNOVATION AND MICRO-CREDENTIAL ADOPTION IN HIGHER EDUCATION."

Overview of Problem: Higher education institutions are under increasing pressure to adopt innovative credentials such as micro-credentials, yet limited research examines how individuals within institutions experience and make sense of these adoption efforts. Existing studies largely focus on technical or conceptual aspects, leaving the human and organizational dimensions of innovation adoption underexplored.

Research Purpose: The purpose of this interpretive qualitative study is to examine how higher education professionals make meaning of the process of adopting innovation, using micro-credentialing as the focal example. Guided by Activity Theory and Diffusion of Innovation, integrated together through a Fusion Model, the study seeks to illuminate how organizational context, roles, and interactions shape adoption experiences.

Research Design: This study employs a Basic Interpretive Inquiry design to explore participants’ interpretations and sensemaking related to innovation adoption within higher education institutions.

Sample: Participants include administrators, faculty, and professional staff within the State University of New York (SUNY) system who are directly involved in micro-credentialing initiatives.

Data Collection: Data will be collected through semi-structured interviews and analysis of institutional documents related to micro-credentialing initiatives.

DISSERTATION COMMITTEE CHAIR:
Dr. Yiping Wan

DISSERTATION COMMITTEE MEMBERS:
Dr. Gerald Ardito
Dr. Micah Shippee

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Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Breana Bayraktar (EdD ‘22) exemplifies the scholar-practitioner model at the heart of ºÚÁϳԹÏÍø’s Doctor of Education program.

She currently serves as an Educational Developer at the Stearns Center for Teaching and Learning, and as Affiliate Faculty in the Higher Education Program, at George Mason University, where her work centers on faculty development, reflective teaching, and student learning. Through both scholarship and practice, Dr. Bayraktar is shaping how educators grow, adapt, and thrive in an evolving higher education landscape.

For Dr. Bayraktar, the 15th Anniversary of the EdD program holds meaningful personal significance. She entered ºÚÁϳԹÏÍø’s dissertation completion (online) cohort during the height of the COVID-19 pandemic. Though online education is called “remote,” and she only set foot on campus for graduation, she never felt at a distance from ºÚÁϳԹÏÍø; described her cohort as a deeply supportive community that continues to stay connected through sustained peer relationships. For her, the anniversary represents an opportunity for alumni with very different pathways and experiences to reconnect, reflect, and celebrate the people who shaped their doctoral journeys.

When asked to describe the EdD program in one sentence, Dr. Bayraktar described it as “very supportive, while also providing space for each of us as individuals to explore and grow.” She characterized the program’s legacy in three words: building, kindness, and challenge. She noted that ºÚÁϳԹÏÍø is intentionally focused on building a new generation of well-prepared educators and leaders, while fostering genuine care—something she feels is often missing in higher education. At the same time, she emphasized that the doctoral program consistently challenged students to push themselves intellectually and develop into stronger scholars and professionals.

One of Dr. Bayraktar’s most vivid memories from the program centers on a foundational academic struggle many doctoral students face—understanding the distinction between theoretical and conceptual frameworks. Initially confusing, the distinction became clear and was a recurring touchstone throughout her time in the program.  The importance of frameworks and lenses later evolved into a teaching moment, as she now helps her own graduate students navigate these same challenges. What once felt overwhelming has become a point of reflection, growth, and humor—symbolic of her doctoral transformation.

Dr. Bayraktar’s dissertation, Finding Their Way: A Grounded Theory Study of Higher Education Faculty Development, emerged directly from her professional experience as a community college professor transitioning into faculty development work. She became increasingly interested in understanding why faculty often leave professional development sessions inspired; yet, struggle to implement what they learn. Her study followed a cohort of faculty who participated in a structured professional development program with intentional follow-up and community support.

Through her research, she revealed that community was essential for sustained faculty growth. Faculty thrived when they could reflect, collaborate, and share challenges within a supportive peer group. At the same time, she found persistent tension between the desire for community and the lack of time faculty felt they had to fully engage in it. This tension continues to inform her work today as she seeks to design guided, structured learning communities that balance support with realistic professional demands.

Today, Dr. Bayraktar brings her research to life at George Mason University, a large, research-intensive institution where she works full-time in faculty development. She designs programming aligned with institutional priorities while remaining deeply grounded in pedagogy, reflective practice, and student learning. She often describes her approach as “meeting faculty where they are”—using engaging and timely topics such as artificial intelligence, academic integrity, and educational technology to draw faculty in, while intentionally embedding deeper conversations about teaching, relationships, and learning beneath the surface.

Her leadership style emphasizes relationship-building and personal outreach. Whether inviting faculty into workshops, helping departments create small learning cohorts, or collaborating across disciplines, she believes real professional growth begins with trust, connection, and consistency. Even at a large university, she remains committed to cultivating the kind of close-knit academic communities that sustain long-term engagement.

Dr. Bayraktar’s current research agenda continues to evolve alongside her professional practice. She serves as the principal investigator on a statewide grant examining artificial intelligence and teaching, supporting faculty-led classroom research across multiple institutions. She is also engaged in collaborative research exploring feedback practices and alternative grading approaches. Across all of these projects, her focus remains constant: strengthening the relationships between instructors and students, and ensuring that teaching remains central to the mission of higher education.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ºÚÁϳԹÏÍø Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Sau-Fong Au (EdD ’23) exemplifies the mission and legacy of ºÚÁϳԹÏÍø’s Doctor of Education program—leadership grounded in compassion, community impact, and a commitment to equity.

Currently serving as the Director of the Women’s Center at Brooklyn College, Dr. Au has built a career focused on advocacy, identity development, and empowering women and students from diverse cultural and religious backgrounds.

For Dr. Au, the 15th Anniversary of the EdD program is both a personal milestone and a collective celebration. Personally, it reflects a journey she once never imagined taking: the completion of a doctoral degree while balancing professional leadership, service, and community engagement. Professionally, the anniversary represents the strength and evolution of a program that develops scholar-practitioners who lead with intentionality, empathy, and a drive to improve educational landscapes. She sees the milestone not just as recognition of the program’s longevity, but as affirmation of the community of thoughtful and principled leaders it continues to produce.

When asked to describe her experience, Dr. Au shared that the EdD program helped her become a critical, reflective practitioner—one deeply aware of how identity, voice, representation, and systems intersect in education. She recalled the supportive cohort model, rigorous dialogue with faculty, and the space to process both scholarship and lived experience as highlights of her ºÚÁϳԹÏÍø journey. One of her most vivid memories is the sense of intellectual belonging she experienced in the program: a space where her perspective mattered and where she was encouraged to build research grounded in justice and compassion.

Dr. Au’s dissertation, An Intersectional Qualitative Inquiry: Experience and Identity of Uncovered Muslim Women, centered the voices of Muslim college women who defy common stereotypes, assumptions, and monolithic narratives. Drawing on intersectionality theory, religious identity theory, and qualitative inquiry, her study explored how uncovered Muslim women navigated visibility, belonging, and identity in the public sphere—particularly when their experiences did not align with dominant expectations of what a “Muslim woman” should look like.

Her research revealed the nuanced emotional, cultural, and social negotiations these women face: navigating others’ assumptions about their religiosity, choosing when to explain or withhold personal context, and seeking environments where their identity is understood without over-explanation. At the same time, Dr. Au illuminated the agency and resilience of her participants, who asserted their identities not through external markers but through personal conviction, belief, and lived expression. Her work challenges educators, policy makers, and community leaders to recognize how identity is interpreted, misread, or erased—and to create environments that honor multiplicity rather than rely on surface-level assumptions.

In her current role at Brooklyn College, Dr. Au brings these findings into practice every day. She leads programs at the Women’s Center that foster community, advocacy, personal development, and inclusive dialogue. Whether hosting workshops, mentoring student leaders, facilitating identity-oriented programming, or providing advocacy and support, she remains committed to ensuring that students are seen, respected, and affirmed as whole individuals, not as stereotypes or representatives of a single narrative.

Her leadership emphasizes the belief that educational spaces must not only meet academic needs, but also serve as sites of belonging—places where students can explore identity safely, find support, and build the confidence necessary to reach their potential. Her work illustrates how intersectional research can move beyond theory to transform practice, program design, and student experience.

Looking ahead, Dr. Au hopes her scholarship will continue to amplify communities whose voices are often overlooked—not just Muslim women who do not fit public assumptions, but all individuals navigating the complexities of identity in environments shaped by bias and social expectation. She plans to continue developing programming, professional learning, and educational spaces that encourage open dialogue, authentic representation, and critical reflection.

As she reflects on the program’s legacy, Dr. Au describes ºÚÁϳԹÏÍø as a place that cultivates leaders with heart—individuals who step into educational spaces determined not only to succeed, but to serve. She sees the EdD program as transformative in building leaders who are attentive to people, courageous in questioning systems, and committed to creating meaningful change.

In her words, the program prepares leaders who understand that research and representation matter—and that when we listen deeply, we lead better.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ºÚÁϳԹÏÍø Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Taylor Kennedy who on Thursday, December 18, 2026, successfully defended his dissertation proposal.

The title of Taylor’s dissertation is, "DISCOVERING THE SECRET OF GAME-BASED LEARNING: A META-ANALYSIS OF GAME-BASED LEARNING ON STUDENT LEARNING."

Overview of Problem: Traditional teaching methods are no longer providing students with the most beneficial education. Technology has changed interest and the learning process for newer generations of students. More students are playing games and game-based learning is expected to improve student learning, but research often lacks fundamental connections and evidence to support these claims.

Research Purpose: Using gamified learning theory, a meta-analysis of game-based research the connections between the type of game used in game-based learning and the improvements in student learning can be established.

Research Design: Quantitative study; meta-analysis

Sample: 120 published peer reviewed articles covering three game types over a 10-year period (2014-2024)

Data Collection and Analysis: Samples will be collected using the electronic databases that populate the ºÚÁϳԹÏÍø Library.

DISSERTATION COMMITTEE CHAIR:
Dr. Nora C.R. Broege

DISSERTATION COMMITTEE MEMBERS: 
Dr. Shelley Wepner 
Dr. Greg Loring-Albright

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Meghan McGourty who on Thursday, December 18, 2026, successfully defended her dissertation research proposal.

The title of Meghan’s dissertation is, "JOB SATISFACTION AMONG SPECIAL EDUCATION ADMINISTRATORS."

Overview of Problem: Special education administrators (SEAs) hold significant responsibility for IDEA compliance, IEP quality, service delivery, and family partnerships in school district. This work directly impacts students with disabilities and district risk. Yet, compared to research on special education teachers, SEAs remain underrepresented in the retention and job-satisfaction literature. Existing studies often emphasize the technical and procedural demands of the role (e.g., compliance, paperwork, disputes, supervision), while giving less attention to the organizational and individual factors that shape job satisfaction and decisions to stay or leave. Turnover in these positions can disrupt program continuity, strain staff and family trust, and weaken the stability required for consistent, high-quality services.

Research Purpose: This quantitative study examines the relationship between job satisfaction and turnover intention among special education administrators. It also explores whether administrator characteristics, gender, age, and time in role, are associated with job satisfaction, with the goal of identifying actionable organizational levers that districts can use to strengthen retention.

Research Design: Quantitative: The study is guided by Herzberg’s Two-Factor Theory (motivators/hygiene factors) and Mobley’s turnover process model.

Sample: Special education administrators (directors, supervisors, CSE chairs/administrators, assistant superintendents) serving in school districts within New York State. There are approximately 700 school districts in NYS.

Data Collection and Analysis: Participants will complete an online survey measuring job satisfaction and turnover intention, along with demographic/background items. Analyses will include descriptive statistics for participant characteristics and scale scores, and correlational and group-difference analyses to examine relationships between job satisfaction, turnover intention, and selected demographic variables. Findings are intended to inform district-level retention strategies by clarifying which conditions are most strongly associated with SEA satisfaction and intent to stay.

DISSERTATION COMMITTEE CHAIR:
Dr. Nora C.R. Broege

DISSERTATION COMMITTEE MEMBERS:
Dr. Martin Fitzgerald
Dr. Selena Fischer

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

We’re excited to share the latest edition of the ºÚÁϳԹÏÍø Doctoral Program in Educational Leadership’s Fall 2025 Newsletter.

In this newsletter you will learn about compelling doctoral research, hear success stories from our EdD students, alumni, and faculty, and remain informed about upcoming events.

Click on the cover to access the newsletter.

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Alexandra LaFontaine-Casabona who on Wednesday, December 17, 2025, successfully defended her dissertation.

The title of Alex’s dissertation is: "UNDER PRESSURE: A MIXED METHODS STUDY OF SPECIAL EDUCATION ADMINISTRATORS’ EXPERIENCES OF BURNOUT AND THEIR ASSOCIATED COPING MECHANISMS."

Overview of Problem: Special education administrators face escalating responsibilities, heightened compliance demands, and persistent staffing shortages. Research has confirmed that these pressures make leaders more susceptible to heightened risk for burnout, particularly emotional exhaustion, yet there is limited work that has examined coping mechanisms used by administrators who remain effective in the role.

Research Purpose: The purpose of this mixed-methods study was to assess levels of burnout among New York State special education administrators and to explore the coping mechanisms employed by those with low burnout scores.

Research Design and Sample: A sequential explanatory mixed methods design was used A total of 76 special education administrators from New York State completed the Maslach Burnout Inventory- Educators Survey (MBI-ES). From this sample, ten administrators representing low burnout profiles were interviewed regarding their experiences with burnout and associated coping mechanisms.

Findings: A pattern of moderate emotional exhaustion, low personalization, and high personal accomplishment emerged, suggesting that many administrators remain engaged and effective despite systemic strain. Four themes emerged from the qualitative interviews: Leadership as Emotional Labor, Relationships Cut Both Ways, Commitment as a Buffer Against Burnout, and Thriving and Surviving: Coping Mechanisms for Longevity.

Conclusions/Implications: The findings suggested burnout among special education administrators is shaped by structural and relational demands and not personal deficits. Administrators with low burnout reported relying on efficient systems, personal wellness practices, and strong professional networks to sustain engagement in their roles. Implications for leadership preparation programs, district support practices, and future research are discussed.

DISSERTATION COMMITTEE CHAIR:
Dr. Joanne Marien

DISSERTATION COMMITTEE MEMBER(S):
Dr. Martin Fitzgerald
Dr. Lenora Boehlert

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Mariya Pushkantser who on Tuesday, December 16, 2025, successfully defended her dissertation.

The title of Mariya’s dissertation is “ACT LIKE A MAN AND SMILE”: A QUALITATIVE STUDY OF WOMEN PRINCIPALS’ EXPERIENCES NAVIGATING GENDER ROLES IN SECONDARY PUBLIC SCHOOLS."

Overview of Problem: Although women comprise 76% of the K-12 teaching workforce, they remain significantly underrepresented in secondary school leadership, holding only 35.5% of high school principal positions. Women high school principals continue to experience gendered expectations, symbolic biases, and organizational practices that privilege masculine norms. High School principalship remains male dominated, creating additional barriers for women who must navigate leadership, motherhood, and societal expectations.

Research Purpose: The purpose of this qualitative study is to uncover the gendered lived experiences of women, who are mothers and high school principals. Using Acker’s theory of gendered organization, this study described ways in which high school principalship is shaped by gendered expectations, structures, and practices.

Research Design: This study is a qualitative interpretive inquiry with phenomenological interview methodology. Acker's gendered organization theory served as the theoretical lens.

Sample: Fourteen women principals of U.S. public high schools (grades 9–12) who were also mothers of children under 18 living at home.

Data Collection and Analysis: Data were collected through semi-structured, In-depth, open-ended interviews, which were recorded, transcribed, and verified. Transcripts were coded inductively and deductively using Acker’s four substructures—symbolism, division of labor, interactions, and identity. Codes were synthesized into themes and examined alongside existing literature.

Findings: Four key themes emerged: Textbook Sexism: Credibility Questioned, Smile More: When Looks Define Leadership I’ve Sacrificed So Much: The Cost of Leadership, Just Having People: Support Is Necessary. These themes revealed how gender operates through interlocking systems of gendered expectations embedded in language, labor, relationships, and self-concept, perpetuating inequality in educational leadership despite rhetorical commitments to equity.

Implications & Conclusions: Women high school principals experience gendered organizational structures that constrain leadership credibility, work -family balance, and opportunities. Districts must address inequities in compensation, hiring, redefine principal workload, family-supportive policies, and intentional formal and informal opportunities for mentoring structures. Broader societal shifts in caregiving norms, inclusive definitions of leadership and expectations of leadership are necessary for sustainable gender equity in educational leadership.

DISSERTATION COMMITTEE CHAIR(S): 
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBER(S):
Dr. Robert Feirsen
Dr. Lynn Allen 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Building Strong Readers Through Research-Backed Literacy Instruction

Unlike spoken language, reading is not a skill the human brain is naturally wired to acquire. Children learn to speak through exposure and interaction, but reading requires explicit, systematic instruction. Decades of cognitive science and educational research confirm that literacy development depends heavily on how reading is taught. When students do not receive effective instruction early on, the consequences can be long-lasting—affecting academic achievement across subject areas and limiting future educational and professional opportunities.

Because literacy is foundational to all learning, ensuring that students become strong readers is not optional—it is essential. Strong readers can decode accurately, read fluently, comprehend complex texts, and write with clarity. These skills do not develop by chance. They develop when educators are equipped with evidence-based instructional methods that align with how the brain actually learns to read.

The Rose Institute’s Commitment to Literacy Education

At The Rose Institute for Learning and Literacy at ºÚÁϳԹÏÍø, our mission is rooted in this research. We are dedicated to expanding access to high-quality literacy instruction by preparing educators with the knowledge, skills, and practical experience needed to support all learners. Our work is driven by the belief that every student deserves instruction grounded in proven science—not trends or guesswork.

By training educators in structured literacy approaches, The Rose Institute aims to ensure that more students, across diverse classrooms and communities, are taught by teachers who understand the reading process and can effectively address a wide range of learning needs.

Why Orton-Gillingham Is a Gold Standard

One of the most well-established and research-supported approaches to literacy instruction is the Orton-Gillingham method. This approach is structured, explicit, sequential, and multisensory, meaning it teaches the structure of language, making it clear and cumulative. Orton-Gillingham instruction has been especially effective for students with dyslexia and other language-based learning differences, but its benefits extend to all learners.

Rather than assuming students will intuit reading skills, Orton-Gillingham explicitly teaches phonology, phonics, morphology, syntax, and semantics. Educators trained in this approach are better prepared to diagnose reading difficulties, tailor instruction, and provide targeted interventions that lead to measurable growth in literacy skills.

For these reasons, The Rose Institute proudly offers Orton-Gillingham training and practicums, providing educators with both theoretical grounding and hands-on experience.

Upcoming Orton-Gillingham Training Opportunities

We are pleased to offer two upcoming Orton-Gillingham training programs in partnership with local BOCES organizations, making high-quality professional development accessible to educators in our region.

Classroom Educator Training
Beginning January 8
Offered in partnership with Ulster BOCES, this training is designed for classroom teachers seeking to strengthen their literacy instruction within general education settings.

Associate Level Training
Beginning January 21
Offered in partnership with Putnam Northern Westchester BOCES, this training provides a deeper level of preparation for educators who want advanced expertise in structured literacy and intervention.

Both programs emphasize research-based instruction, practical application, and ongoing support, ensuring that participants leave prepared to make an immediate impact in their classrooms.

Not Sure Which Training Is Right for You? We’re Here to Help.

We understand that educators come to literacy training with different backgrounds, roles, and goals. Determining which level of training is the best fit can feel challenging. The Rose Institute is here to support you in making that decision.

To help prospective participants, we invite you to join us for an information session on January 6. This session will provide an overview of each program, explain expectations and outcomes, and offer space for questions so you can determine which training best aligns with your professional goals.

Information Session – January 6

Investing in Strong Readers for the Future

When educators are equipped with effective, research-backed literacy instruction, the impact extends far beyond individual classrooms. Strong readers are better able to access content across disciplines, think critically, and engage meaningfully with the world around them. By investing in educator training, we invest in long-term educational equity and student success.

The Rose Institute for Learning and Literacy invites educators, schools, and districts to join us in advancing literacy instruction grounded in science and practice. Together, we can ensure that more students become strong, capable readers—and that literacy instruction reflects the best of what research and education have to offer.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Congratulations to Kerri B. Stroka who on Tuesday, December 9, 2026, successfully defended her dissertation.

The title of Kerri’s dissertation is, "FACEBOOK: INFLUENCE OF MOTHERS AND K-12 SCHOOL COMMUNICATION DURING THE COVID-19 GLOBAL PANDEMIC."

Overview of Problem: The COVID-19 global pandemic created unprecedented educational disruption, requiring school district administrators to implement remote learning with minimal preparation. As traditional in-person communication channels were halted, social media platforms, particularly Facebook, emerged as critical spaces where mothers sought information, built community, and advocated for their children’s educational needs. This digital shift fundamentally altered power dynamics between parents and school districts, creating contested spaces where educational policies and decisions were publicly challenged and negotiated.

Research Purpose: This interpretive qualitative study examined how mothers used Facebook as a platform for educational advocacy during the COVID-19 global pandemic and the extent to which their online engagement influenced school district administrators’ decision-making processes. Employing contested space theory as the theoretical framework, this research examined how Facebook groups, particularly Mothers of New York, functioned as digital arenas where traditional power dynamics between parents and educational institutions were negotiated and challenged during unprecedented school closures, and how administrators monitored, interpreted, and responded to emerging parent advocacy networks during the initial pandemic response.

Research Design: This study utilized an interpretive qualitative approach with triangulated data collection methods. Data sources included semistructured interviews with K-12 school administrators from the Hudson Valley in New York, content analysis of Facebook posts from the Mothers of New York group, and examination of district communications from March through October 2020.

Sample: Fourteen purposively selected school district administrators (principals, assistant superintendents, and superintendents) from Hudson Valley districts who held decision-making positions during the COVID-19 global pandemic participated in the study.

Data Collection and Analysis: Data collection employed semistructured interviews lasting 45-60 minutes, systematic collection of Facebook posts and comment threads, and analysis of district communication documents. Qualitative data analysis software facilitated coding of interview transcripts, Facebook posts, and district documents to identify key themes and patterns.

Findings/Results: Four major themes emerged: Initial Denial, Informal Intelligence Networks, Setting the Record Straight, and Evolution from Reactive to Proactive. Findings revealed administrators initially resisted engaging with social media but increasingly relied on informal networks to monitor parent discourse. Digital platforms enabled mothers to coordinate messaging and challenge institutional authority, compelling administrators to develop strategic responses and evolve from reactive crisis management to proactive communication approaches.

Conclusions/Implications: This study contributes to understanding stakeholder engagement in educational leadership during crisis situations and informs future communication strategies between school districts and parents. As social media continues transforming civic engagement in educational contexts, findings illuminate how contested digital spaces reshape traditional power relationships in K-12 education.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Kenneth Mitchell

DISSERTATION COMMITTEE MEMBER(S):
Dr. Yiping Wan
Dr. Frank Zamperlin

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ºÚÁϳԹÏÍø, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership