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.  

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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.   

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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

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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

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

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

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

Congratulations to Christina Collins who on Monday, December 8, 2025, successfully defended her dissertation proposal.

The title of Christina’s dissertation is, "A DESCRIPTIVE QUALITATIVE STUDY OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEPTIONS OF LIGHT PHYSICAL ACTIVITY."

Overview of Problem: Youth physical inactivity significantly contributes to rising childhood obesity, with research showing that children spend up to 80% of school hours sedentary. Emerging evidence indicates that even small shifts from sedentary time to light physical activity such as walking, stretching, or light play can improve children’s metabolic and psychological health. Despite these benefits, little is known about how light physical activity is understood or incorporated within elementary physical education, revealing a critical gap this study aims to address.

Research Purpose: The study will examine how light physical activity is understood by elementary PE teachers and how it is implemented in elementary PE. Ultimately, the goal of this study is to identify the best practices that can foster a generation of children who are not only physically active but also enjoy and value movement as part of a healthy lifestyle.

Research Design: This study uses a qualitative design to explore how elementary physical education teachers make sense of their experiences and practices within their natural school settings. Using purposive sampling, certified K–5 PE teachers will participate in in-person, semi-structured interviews focused on how they define and incorporate light physical activity. 

Sample: This study will use purposive sampling to recruit certified, tenured K–5 physical education teachers.

Data Collection: Participation will be voluntary and participants recruited through the researcher’s professional network. In-person semi-structured interviews will be audio-recorded, transcribed verbatim, and supported by field notes, memos, and member checks to ensure accuracy and depth. 

DISSERTATION COMMITTEE CHAIR: 
Dr. Martin Fitzgerald

DISSERTATION COMMITTEE MEMBERS: 
Dr. Kristie Lynch
Dr. Brandon Beck

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 Erik Van Gunten who on Monday, November 17, 2025, successfully defended his dissertation.

The title of Erik’s dissertation is, "HOW PIVOTING DURING THE COVID-19 PANDEMIC IMPACTED THE ROLES AND LEADERSHIP STYLES OF ELEMENTARY SCHOOL PRINCIPALS IN URBAN PUBLIC SCHOOLS."

Overview of Problem: The COVID-19 global pandemic was a disruption so powerful and complete that it shook the educational system to its core (Azorin & Fullan, 2022). In the process, principals across the globe changed their roles and leadership styles (Pollock, 2020).

Research Purpose: This study examined how elementary school principals in public urban school districts pivoted due to the challenges brought by the COVID-19 pandemic and how that experience changed them as leaders. Specifically, the study examined how the roles of the school leaders changed during the school closure and remote learning eras of the pandemic and how those experiences may have changed their roles and leadership styles long term.

Research Design: This qualitative interview inquiry included interviews with principals and drew upon Lewin’s (1951) change model theory as a theoretical lens.

Sample: Interviews were conducted with 13 elementary school principals in urban public schools in New York City.

Data Collection and Analysis: Semi structured interviews were conducted with open-ended questions. Yin’s (2016) five-step process was utilized for the analysis of qualitative data. 

Findings/Results: Themes that emerged from the findings of this study included that during the COVID-19 pandemic, the participants acted as lead connectors in attempting to connect and engage school stakeholders. The participants developed a greater sense of empathy and trust in stakeholders during the pandemic, and they demonstrated an increase of use of distributed leadership. 

Conclusions/Implications: The participants were impacted long-term by the experience of leading their schools through the COVID-19 pandemic. The participants continued to use distributed leadership to a greater degree, show higher levels of empathy, and act as lead connectors well after the school closure and remote learning phases of the COVID-19 pandemic.

DISSERTATION COMMITTEE CHAIR:  
Dr. Kenneth Mitchell

DISSERTATION COMMITTEE MEMBER(S):   
Dr. Joanne Marien
Dr. Martin Fitzgerald

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 Nurys LeBron who on Tuesday, November 11, 2025, successfully defended her dissertation proposal.

The title of Nurys' dissertation is, "MUJER MARAVILLA: CRITICAL NARRATIVE INQUIRY OF LATINA WORKING MOTHERS PURSUING A DOCTORAL DEGREE."

Overview of Problem: Educational attainment among Latinas mothers remains disproportionately low. In 2017, only 18.9% held a bachelor’s or advanced degree, compared to 51.3% of white and 67.9% of Asian mothers. Latinas represent just 1% of all doctorate recipients. These disparities reflect enduring structural inequities that hinder access and persistence in higher education. Doctoral student mothers, particularly those working full-time, face compounded barriers and are more likely to drop out of their programs than men or childless peers.

Research Purpose: The purpose of this critical narrative inquiry is to chronicle the experiences of Latina doctoral students who are mothers and are working full-time. Guided by the Latina feminist theory, this research provides a narrative analysis of how systemic inequities and dominant cultural norms shape participants’ doctoral journey, at the intersection of gender, race/ethnicity, motherhood and labor. 

Research Design: Critical narrative inquiry.

Sample: Eight birth mothers (children ages 1-15) of origin or ancestry from Spanish-speaking countries in the Caribbean and Latin America, who work full-time and are pursuing a doctoral degree in education, health, or social service/public administration fields.

Data Collection: Two 60-minute in-depth, semi-structured interviews to be conducted via Zoom.

DISSERTATION COMMITTEE CHAIR: 
Dr. Susan Iverson

DISSERTATION COMMITTEE MEMBERS: 
Dr. Julie Alexander
Dr. Sofia B. Pertuz

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 Bryan Arochas who on Tuesday, November 11, 2025, successfully defended his dissertation proposal.

The title of Bryan’s dissertation is "GUN VIOLENCE IN SCHOOLS: SUBURBAN PUBLIC HIGH SCHOOL TEACHERS PERCEPTION OF LOCKDOWN DRILLS."

Overview of Problem: School shootings have become an increasingly frequent and tragic reality in the United States, prompting schools to implement lockdown drills as a key safety measure. Despite their widespread use, there is limited research on how teachers perceive these drills or how effectively they prepare staff and students for real emergencies. Understanding teachers’ perspectives is essential to improving the design and implementation of lockdown procedures while balancing safety and emotional well-being.

Research Purpose: The purpose of this interpretive qualitative study is to explore how suburban public high school teachers make sense of lockdown drills, focusing on the design, implementation, and teacher preparedness. Drawing upon Weick’s (1995) sensemaking theory, this study will focus on how suburban public high school teachers will perceive and make meaning of lockdown drills based on their experiences, the implementation process, and their sense of preparedness.

Research Design: This interpretive qualitative study will use semi-structured interviews to explore how suburban public high school teachers make sense of lockdown drills. 

Sample: This study will include 15 suburban public high school teachers from southeastern New York, each with at least five years of experience. I plan to recruit a diverse group of participants who vary in years of teaching, subject area, and overall school experience.

Data Collection: To collect the data for this study, I will conduct semi-structured interviews with suburban public high school teachers to gain insights into the perspectives of stakeholders regarding lockdown drills. This method will provide detailed descriptions of teachers’ personal stories and emotions associated with lockdown drills.  

DISSERTATION COMMITTEE CHAIR: 
Dr. Kenneth Mitchell

DISSERTATION COMMITTEE MEMBERS: 
Dr. Robert Feirsen
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