Congratulations to Dakota Keyes who on Thursday, February 26, 2026, successfully defended her dissertation proposal.

The title of Dakota’s dissertation is "TEACHER FOLLOWERSHIP IN ELEMENTARY SCHOOL LEADERSHIP: EXPLORING SELF-PERCEIVED PRACTICES, FOLLOWERSHIP PROTOTYPES, AND IDENTITY FORMATION."

Overview of Problem: This dissertation proposal defense outlines a qualitative interpretive inquiry examining how tenured elementary school teachers understand and enact followership within the school leadership contexts. Grounded in Implicit Followership Theory and Identity Theory, the study explores how teachers’ self-perceived followership characteristics, followership prototypes, and identity construction shapes their behaviors and meaning-making as followers”.

Research Purpose: The purpose of this qualitative interpretive study is to examine the social constructs, assumptions, and worldviews held by tenured teachers in Pre-K to Grade 5 schools regarding followers (also referred to as followership), including their behaviors and characteristics.

Research Design: The purpose of this qualitative interpretive study is to examine the social constructs, assumptions, and worldviews held by tenured teachers in Pre-K to Grade 5 schools regarding followers (also referred to as followership), including their behaviors and characteristics. This analysis will be conducted from the perspective of teachers, using Implicit Followership Theory (IFT) and Identity Theory as the theoretical frameworks.

Sample:
· Participants: Elementary teachers of grades Pre-K to Grade 5
· Setting: New York State School District
· Gender: All-inclusive gender identities
· Ethnicity/Race: All-inclusive races
· Age Group: 25 years-62+ (retirement age)
· Sampling size: minimum 15; maximum 20
· Convenience Sampling Nonprobability sampling method
· Socioeconomic status: Education level, master’s degree and above
· Recruitment Strategy: Online and/or in-person communication with district superintendent and principals, flyers, emails, staff meetings

Data Collection: Using a qualitative interpretive inquiry design, data will be collected through a:
· Pre–self-assessment semi-structured interview,
· The Courageous Follower Self-Assessment Tool (Chaleff, 2009),
· Post–self-assessment semi-structured interview to capture identity reflection and meaning-making.

DISSERTATION COMMITTEE CHAIR: 
Dr. Yiping Wan

DISSERTATION COMMITTEE MEMBERS: 
Dr. Martin Fitzgerald 
Dr. George Hong

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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

Black History Month, is an annual observance in February that celebrates the history, achievements and contributions that African Americans have made in various fields. During this month, we get to reflect on the impact that these individuals have had on society. The month also highlights the resilience of black individuals throughout history and spreads awareness of the importance of working towards equality, justice and inclusion. 

The 2026 Black History Month theme is “A Century of Black History Commemorations,” honoring the 100th anniversary of the first Black History Week founded by Dr. Carter G. Woodson in 1926. This theme, set by the (ASALH), highlights a century of progress in uncovering, preserving, and celebrating the contributions of African Americans to U.S. history. We are called upon to think about the impact and legacy of our work in the communities we serve, to do what is right by those who most need it. 

In this feature, we celebrate, reflect, and amplify important doctoral research, featuring achievements of a few of the ºÚÁϳԹÏÍø doctoral program scholars. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.

Lisa Torres

Lisa Torres, a doctoral candidate in Signature (PK12) cohort 15, is analyzing data for her dissertation research, “HOT COMBS AND HAIR JOURNEYS: CHRONICLING BLACK YOUNG WOMEN’S LIVED EXPERIENCES OF HAIR DISCRIMINATION IN PREDOMINANTLY WHITE SCHOOLS.” Drawing on Black Feminist Thought (Collins, 2022) and Black Girlhood Studies (Brown, 2009), her qualitative study seeks to illuminate how Black young women's hair expression can serve as a mechanism for self-definition and resistance against bias in predominantly White K-12 educational spaces. Lisa currently serves as a School Psychologist for Mount Vernon City School District. 

Denise Dawkins

Denise Dawkins, a doctoral candidate in HigherEd cohort 5, is analyzing data from individual interviews for her dissertation research, “AUTISM AND CULTURE: UNDERSTANDING THE LEARNED AND INTUITIVE EXPERIENCES OF AUTISTIC BLACK MALES THROUGH AN INTERPRETIVE PHENOMENOLOGY ANALYSIS.” Using transition theory and theory of culturally responsive pedagogy this study seeks to explore the lived experiences of Autistic African American males focusing on their social and academic experiences. Denise is currently an Internship Coordinator for students in Public Health Informatics & Technology at Dominican University.

Torsie Judkins

Torsie Judkins, a doctoral candidate in HigherEd cohort 7, is collecting data for his dissertation research, “RESILIENCE AND REPRESENTATION: COUNTER NARRATIVES OF AFRICAN AMERICAN STUDENTS’ ACADEMIC AND SOCIAL EXPERIENCES IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY.” This study amplifies the counter-narratives of African American/Black alumni to understand how they experienced and made meaning of academic and social life in predominantly White independent schools, including the role of race and intersecting identities in shaping belonging, identity, support, and resistance over time. Torsie currently serves as Head of School at Wingra School in Madison, WI. 

Erica Naughton

Erica Naughton, a doctoral candidate in Signature (PK12) cohort 15, is collecting data for her dissertation research, “STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN RACIALLY MINORITIZED SCHOOL COMMUNITIES.” Drawing upon Collins’ theory of other mothering, this qualitative study seeks to make visible how Black women school principals’ persistence in and commitment to marginalized communities offer a counternarrative to the dominant deficit framing. Erica currently serves as Assistant Principal in Mount Vernon High School. She also serves as the varsity girls basketball coach.

Melissa Barrow

Melissa Barrow, a doctoral candidate in Dissertation Completion Pathway cohort 5, is collecting data for her dissertation research, “SHATTERING BARRIERS: EXAMINING THE UNDERREPRESENTATION OF BLACK AND HISPANIC FEMAIL PUBLIC SCHOOL SUPERINTENDENTS.” Grounded in Acker’s (1990) Theory of Racialized and Gendered Organizations, this qualitative study seeks to make visible how intersecting dimensions of race and gender have shaped the leadership trajectories of Black and Hispanic female school district superintendents and influenced their professional advancement. Melissa  currently serves as Principal for Krieger Elementary School in Poughkeepsie City School District.

Herman Scriven

Herman Scriven, top left; pictured with his chair, 
Dr. Shelley Wepner & committee members

Herman Scriven, a doctoral candidate in Dissertation Completion Pathway cohort 4, is collecting data for his dissertation research, “EXPLORING COACHES' PERCEPTIONS OF ACADEMIC SUPPORT PROGRAMS FOR AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS: A QUALITATIVE STUDY.” This inquiry seeks to describe high school football coaches' perceptions of their roles in supporting African American student-athletes' academic success and assess the effectiveness of existing academic support programs. Herman has served as a high school educator and assistant athletic director, committed to mentoring youth.

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 Tiffany K. Crockett who on Monday, February 23, 2026, successfully defended her dissertation.

The title of Tiffany’s dissertation is, "PERCEPTIONS OF NOVICE SPECIAL EDUCATION TEACHERS’ PREPARATION TO TEACH STUDENTS WITH AUTISM SPECTRUM DISORDER."

Overview of Problem: The increasing prevalence of autism spectrum disorder (ASD) in public elementary schools has intensified the demand for special education teachers who are adequately prepared to meet students’ complex academic, behavioral, and communication needs. Despite completing state-approved teacher preparation programs, many novice special education teachers report feeling underprepared to effectively instruct students with ASD, particularly as more students are educated in inclusive, in-district settings rather than out-of-district placements. Gaps between university coursework and classroom realities, limited exposure to evidence-based ASD practices, and insufficient early-career professional development contribute to challenges in teacher confidence, self-efficacy, and instructional effectiveness. Understanding how novice special education teachers perceive their preparation is essential for improving teacher preparation programs and supporting inclusive educational practices.

Research Purpose: The purpose of this interpretive qualitative study was to investigate the ways novice special education teachers receive and seek preparation for the unique challenges associated with instructing students diagnosed with autism spectrum disorder. Guided by Bandura’s self-efficacy theory, the study explored teachers’ perceptions of their pre-service preparation, early professional development experiences, and factors influencing their perceived preparedness and confidence when teaching students with ASD in elementary school settings.

Research Design: This study employed an interpretive qualitative research design to explore the lived experiences and perceptions of novice special education teachers. A qualitative approach was selected to allow for in-depth examination of participants’ meaning-making processes related to teacher preparation, professional learning, and classroom practice when instructing students with ASD.

Sample: The sample consisted of 11 novice special education teachers employed in schools across multiple school districts in New Jersey. Participants were within their first five years of teaching students with autism spectrum disorder.

Data Collection and Analysis: Data were collected through semi-structured individual interviews conducted via Zoom. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. An inductive coding process was used to identify patterns, categories, and themes related to teacher preparation, professional development, and perceived preparedness to teach students with ASD.

Findings/Results: Three major themes emerged from the data analysis: 1) Experiential and relational pathways to skill acquisition and knowledge, highlighting the importance of hands-on learning, mentoring, and collaboration; 2) Factors contributing to perceived preparedness or lack of preparedness, including field experiences, administrative support, and access to targeted professional development; and 3) Perceived level of professional development in instructing students with ASD, emphasizing inconsistencies in the relevance, depth, and timing of professional learning opportunities. Findings revealed persistent gaps between theoretical coursework and practical classroom application.

Conclusions/Implications: The study concludes that while novice special education teachers value their pre-service preparation, many feel insufficiently prepared to meet the complex needs of students with ASD without sustained, targeted support. Implications suggest a need for teacher preparation programs to incorporate more authentic field experiences, explicit training in evidence-based ASD practices, and stronger university–district partnerships. Enhancing early-career professional development and mentoring structures may improve teacher self-efficacy, instructional effectiveness, and long-term retention in special education.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Peter F. Troiano

DISSERTATION COMMITTEE MEMBER(S):
Dr. Leif Albright
Dr. Christopher C. Irving

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 Ledawn Hall, who on Monday, February 16, 2026, successfully defended his dissertation proposal.

The title of Ledawn’s dissertation is "THE INVISIBLE STUDENT-PARENT: THE LIVED EXPERIENCES OF SINGLE FATHERS AT COMMUNITY COLLEGES."

Overview of Problem: Student–parents are not graduating at the same rate as their non-parental student counterparts in the United States (Askelson et al., 2020; Cruse et al., n.d.). Horton (2015) stated that student–parents are more likely to drop out than non-parent students. Around 52% of student–parent undergraduates leave college without a diploma, compared to 32% of non-parent students (Ashford, 2020; Wladis et al., 2018). This disparity is also seen in community colleges. Twenty-eight percent of beginning community college student–parents graduate within 6 years (AACC, 2017; Brauer & Foust, 2020; Karp & Cruse, n.d.), while 34% of their first-time, beginning non-parental student counterparts who began in 2017 graduate during this same time frame (NCES, 2022). The enrollment data indicates a negative trend for student-parents who identify as student fathers, inclusive of single fathers. Single fathers tend to be less educated than single mothers, students without children, and married couples. In addition, single fathers are typically older and are more likely to be a person of color (Livingston, 2013). The dropout rate of student-fathers increases by about 10% for single Blacks and Latinos (Burke, 2022), demonstrating that the racial identity and marital status of said students play a role in academic success.

Research Purpose: The purpose of this study is to develop a better understanding of the lived experiences of single fathers attending community colleges. Drawing upon Tinto’s theory of persistence, this study further seeks to uncover how single fathers overcome barriers to succeed academically at community colleges and learn of suggestions from single fathers that can help stakeholders do more for this population.

Research Design: This qualitative study uses an interpretive lens to understand the lived experiences of single fathers in good academic standing at U.S. non-baccalaureate community colleges.

Sample: The recruitment sample will involve 12-20 single fathers in good academic standing who either currently attend a U.S. non-baccalaureate community college with 30 or more college-level credits or graduated within the last three years.

Data Collection: Data will be collected through one semi-structured Zoom interview per participant, lasting approximately 45-90 minutes. Data analysis will follow Yin’s (2016) five phases of analysis for coding, guided by Tinto’s theory of persistence.

DISSERTATION COMMITTEE CHAIR:
Dr. Peter Troiano

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nicole Joseph
Dr. John Melendez

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 Torsie Judkins who on Friday, February 13, 2026, successfully defended his dissertation proposal.

The title of Torsie’s dissertation is "RESILIENCE AND REPRESENTATION: COUNTER NARRATIVES OF AFRICAN AMERICAN STUDENTS’ ACADEMIC AND SOCIAL EXPERIENCES IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY."

Overview of Problem: Independent schools often portray themselves as inclusive, mission-driven communities, yet their histories, cultures, and definitions of “fit” and “belonging” are shaped by whiteness and elite norms. African American students frequently report racial isolation, microaggressions, surveillance, curricular erasure, and pressure to code-switch, making belonging conditional rather than universal.

Research Purpose: This study amplifies the counter-narratives of African American/Black alumni to understand how they experienced and made meaning of academic and social life in predominantly White independent schools, including the role of race and intersecting identities in shaping belonging, identity, support, and resistance over time.

Research Design: A critical qualitative inquiry that draws upon Critical Race Theory and aims to generate counter-storytelling regarding racialized experiences in predominantly White independent schools.

Sample: Purposeful recruitment of approximately 8–12 African American/Black alumni (18+) who graduated from NAIS-member U.S. independent schools within the past 5–7 years; current students and individuals in a direct supervisory relationship with the researcher are excluded.

Data Collection: One confidential, semi-structured 60–90 minute Zoom interview per participant, audio-recorded with consent. Transcripts will be de-identified, pseudonymized, securely stored, and participants may review their transcript or a summary for accuracy (member checking).

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBERS:
Dr. Nora C. R. Broege
Dr. Nicole Joseph

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 Erica Naughton, who on Friday, February 13, 2026, successfully defended her dissertation proposal.

The title of Erica’s dissertation is "STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN MARGINALIZED SCHOOL COMMUNITIES."

Overview of Problem: Tenured Black female administrators who lead in marginalized communities are often identified as “clean-up women,” by improving instructional outcomes for underserved students (Peters, 2011). These women often face challenges such as limited resources, intergenerational trauma, and low student achievement data (Tillman, 2008). Bailes and Guthery (2020) found that women and people of color experience delays in attaining the principalship and/or being promoted from assistant principal. Despite these challenges, Black female administrators have experienced professional success in marginalized communities.

Research Purpose: The purpose of this critical qualitative inquiry is to amplify the stories of tenured Black Women school principals who have served as leaders for 4+ years in marginalized communities. Drawing upon Collins’ theory of other mothering, comprised of ethics of care, institutional guardianship, and cultural advancement, this study seeks to make visible how these principals’ persistence in and commitment to marginalized communities offer a counternarrative to the dominant deficit framing.

Research Design: critical qualitative inquiry

Sample: Black (anyone who is within the African diaspora) women principals with 4+ years of experience leading (School Building Leadership or equivalent) in marginalized K-12 school communities in the contiguous 48 United States.

Data Collection: Data will be collected through a semi-structured interview with questions aligned with each research question and theory, along with additional probes when necessary. Each 60 to 90-minute interview will be conducted, transcribed, and recorded via Zoom.

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nicole Joseph
Dr. Sagario Rudecindo-O’Neill

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 Sue Fenstermacher who on Wednesday, February 11, 2026, successfully defended her dissertation proposal.

The title of Sue’s dissertation is "THE ROLE OF DISTRIBUTED LEADERSHIP IN EFFECTIVE SCHOOLS."

Overview of the Problem: Many U.S. schools still rely on traditional top-down leadership structures that do not match the complex demands of modern educational environments. Although distributed leadership offers a collaborative alternative, there is limited recent U.S.-based evidence on how its key components relate to perceived school effectiveness. 

Research Purpose: The purpose of this study is to examine how distributed leadership, specifically collaboration, shared responsibility, and leadership distribution, is related to decision-making and perceived school effectiveness among PK-12 educators. 

Research Design: quantitative study, cross-sectional survey, correlation analysis 

Sample: The sample will consist of approximately 300–500 PK–12 educators and school-based staff across the United States, including teachers, instructional coaches, administrators, and support personnel working in public, charter, private, and parochial schools. Participants will represent a range of school levels (elementary, middle, and high school), district sizes (small, medium, and large), and geographic locales (urban, suburban, and rural), with a subgroup analysis focusing on educators in New York State. 

Data Collection: Data will be collected using an online survey composed of two validated instruments: the Distributed Leadership Inventory (DLI) and the School Effectiveness Questionnaire (SEQ). Descriptive statistics will be used to summarize participant characteristics and key variables. Pearson correlation and multiple regression analyses will examine relationships between dimensions of distributed leadership (collaboration, shared responsibility, and leadership distribution), decision-making, and perceived school effectiveness. Moderation analyses will be conducted to determine whether school or individual characteristics influence these relationships. 

Dissertation Committee Chair:
Dr. Nora C.R. Broege

Dissertation Committee Members:   
Dr. Shelley Wepner
Dr. Rob Feirsen   

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

The ºÚÁϳԹÏÍø Doctoral Program in Educational Leadership proudly celebrates the achievements of eight (8) newly minted doctoral alumni who successfully defended their dissertations in the fall and winter of 2025, for degree conferral in January 2026.

As highlighted in their dissertation abstracts below, these graduates tackled critical problems of practice. Their research represents both intellectual rigor and practical insights, reflecting the spirit of inquiry and impact that defines our program.

Completing a dissertation is a true test of endurance and perseverance. These graduates exemplified extraordinary dedication in reaching this significant milestone. We applaud their resilience, determination, and scholarly contributions.

Dr. Tracey-Ann N. Barclay
TITLE OF DISSERTATION: OCCUPATIONAL THERAPISTS’ PERCEPTIONS OF INTERPROFESSIONAL COLLABORATION WITH EDUCATIONAL STAKEHOLDERS IN U.S. PRE-K–12 EDUCATION 

Occupational therapists have been present in pre-K-12 classrooms due to federal legislation ensuring the right of all children to free and appropriate education (FAPE) in the least restrictive environment. However, few studies examine collaborative efforts between occupational therapists and other educational professionals. The purpose of this qualitative study was to understand school-based occupational therapists’ perceptions of collaboration with parents, teachers, and other educational stakeholders. This study was guided by two theoretical foundations: the theory of collaborative advantage and the equitable collaboration framework.  Based on their collective perceptions, the participants expressed the need for policy shifts that: create pathways for OTs to become school administrators, require coursework on school-based collaboration in post-secondary institutions and afford OTs opportunities to engage in decision-making at the school and district levels, thus creating environments for strategic discourse that promotes student development.

Dr. Alexandra LaFontaine-Casabona
TITLE OF DISSERTATION:  UNDER PRESSURE: A MIXED METHODS STUDY OF SPECIAL EDUCATION ADMINISTRATORS’ EXPERIENCES OF BURNOUT AND THEIR ASSOCIATED COPING MECHANISMS

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.  The purpose of this sequential explanatory mixed methods study was to assess levels of burnout among New York state special education administrators and explore the coping mechanisms employed by those with low burnout scores. 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.

Dr. Doreen Marie Pontius
TITLE OF DISSERTATION: A QUALITATIVE STUDY OF COMMUNITY COLLEGE STUDENTS’ PERCEPTIONS OF MINDFULNESS IN THE CURRICULUM

Community college students often experience high stress levels, which can impact their success and increase their risk of dropping out of school (Lipson, Ketchen, et al., 2021). Research on mindfulness in higher education has demonstrated its therapeutic benefits, however, there are few studies on the academic benefits of mindfulness.  The purpose of this qualitative study was to explore community college students’ perceptions of mindfulness strategies integrated into their course curriculum. Findings revealed that participants associated mindfulness with increased self-awareness, empathy, and compassion.  In addition to fostering emotional growth, participants described cognitive benefits including improved reflective and critical thinking, enhanced focus, and stress management. Participants also described a sense of belonging and connection to their peers and professors. Recommendations include embedding mindfulness practices within the community college campus to foster holistic support moving beyond the classroom.   

Dr. Mariya Pushkantser
TITLE OF DISSERTATION: “ACT LIKE A MAN AND SMILE”: A QUALITATIVE STUDY OF WOMEN PRINCIPALS’ EXPERIENCES NAVIGATING GENDER ROLES IN SECONDARY PUBLIC SCHOOLS

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.  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. Four key themes emerged from analysis of interview data: 1) Textbook Sexism: Credibility Questioned; 2) Smile More: When Looks Define Leadership; 3) I’ve Sacrificed So Much: The Cost of Leadership; and 4) 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. 

Dr. Jason Rodriquez
TITLE OF DISSERTATION: A CRITICAL QUALITATIVE STUDY OF LATINO CHIEF DIVERSITY OFFICERS’ COMMUNITY CULTURAL WEALTH 

The Chief Diversity Officer (CDO) role has expanded in higher education, particularly in response to racial justice movements and demands for accountability following events such as the murder of George Floyd. While tasked with advancing diversity, equity, and inclusion (DEI), these roles have often created reactively and lack sufficient authority, resources, or long-term support, leading to turnover and questions of legitimacy. The purpose of this critical qualitative study was to describe the lived experiences of Latino CDOs in higher education and explore their unique perspectives, challenges, and successes in promoting DEI on college campuses. Drawing upon Yosso’s (2005) Community Cultural Wealth (CCW) as a theoretical lens, this study sought to uncover how Latino CDOs navigate their leadership roles and address barriers to fostering a more inclusive campus environment. Participants described negotiating identity and credibility, leading from culturally rooted values of service, and using rest, boundary setting and acts of defiance as strategies to resist institutional pressures and sustain themselves in their roles. Findings underscored the need for institutions to affirm cultural identity a leadership asset, align authority with responsibility, and create sustainable structures that protect and advance DEI leadership. 

Dr. Sharon Spencer 
TITLE OF DISSERTATION: A COMPARATIVE STUDY OF TEACHER GENDER ON SCIENCE PERFORMANCE BY FEMALE HIGH SCHOOL STUDENTS 

Despite the implementation of equity-focused educational reforms, gender disparities persist in STEM fields, beginning with performance and participation in high school science. Numerous factors contribute to this gap, including societal expectations, representation, and classroom dynamics. One variable that may influence female students' performance is the gender of their science teacher. However, limited empirical research has focused on how teacher gender impacts female students' achievement in high school science courses, particularly within the public education system. This study, grounded in Critical Feminist Theory and Steele’s Stereotype Threat Theory, explored whether the gender of high school science teachers affects science achievement for female students. The purpose was to investigate if female students perform differently in science based on whether they are taught by male or female teachers, as measured by New York State Living Environment Regents exam results. The study found no statistically significant difference in female students' science performance based on teacher gender.  Educational leaders should continue to implement policies that support gender equity in science classrooms and consider the broader systemic influences addressed by Critical Feminist Theory. 

Dr. Kerri B. Stroka
TITLE OF DISSERTATION: FACEBOOK: INFLUENCE OF MOTHERS AND K-12 SCHOOL COMMUNICATION DURING THE COVID-19 GLOBAL PANDEMIC

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. This qualitative study applied contested space theory to uncover 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. 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.

Dr. Erik Van Gunten
TITLE OF DISSERTATION: HOW PIVOTING DURING THE COVID-19 PANDEMIC IMPACTED THE ROLES AND LEADERSHIP STYLES OF ELEMENTARY SCHOOL PRINCIPALS IN URBAN PUBLIC SCHOOLS

The COVID-19 global pandemic disrupted much within educational systems, including educational leaders’ roles and approaches. This qualitative 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. Drawing upon Lewin’s (1951) change model theory, 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. Findings uncovered how principals 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. 

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 Garrette Carson Sutherland who on Wednesday, February 4, 2026, successfully defended his dissertation proposal.

The title of Garrette’s study is "LEADERSHIP ACROSS WORLDS: AN INTERPRETIVE INQUIRY INTO URBAN AND RURAL PRINCIPALSHIP IN BELIZE THROUGH A TRANSFORMATIONAL LENS".

Overview of Problem: Belize continues to pursue equity and quality in education, yet the daily realities of school leadership are not experienced evenly across the country. Urban principals may have larger staffing structures and more consistent access to technology, while rural principals often lead with limited resources, teacher shortages, and multigrade realities. Although both groups operate under the same national policies and legal mandates, leadership development and support systems rarely differentiate between urban and rural contexts. As a result, there remains limited empirical understanding of how Belizean primary school principals interpret their roles and lead within contrasting contexts.

Research Purpose: Guided by Transformational Leadership Theory, this interpretive qualitative study explores how Belizean primary school principals conceptualize and enact leadership across urban and rural settings. The study centers on principals’ lived experiences to understand how context shapes both the leadership challenges they encounter and the strategies they use to motivate staff, strengthen school culture, and pursue improvement.

Research Design: This study will use an interpretive qualitative research design, applying transformational leadership as the theoretical lens to examine principals’ lived experiences and meaning-making.

Sample: Sixteen full-time Belizean primary school principals (8 urban, 8 rural) will be selected through purposive maximum-variation sampling across Belize’s six districts. Participants will have at least three years of principalship experience.

Data Collection and Analysis: Data will be collected through semi-structured interviews (approximately 70 minutes each), a brief demographic form, and the researcher’s reflexive journal. Interviews will be audio recorded, transcribed verbatim, anonymized, and stored securely. Analysis will follow Yin’s five-phase qualitative approach and will also integrate in vivo coding with a priori codes aligned to the Four I’s of transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration). Findings will be compared across cases to examine patterns and differences between urban and rural leadership experiences.

DISSERTATION COMMITTEE CHAIR:
Dr. Shelley B. Wepner

DISSERTATION COMMITTEE MEMBERS:
Dr. Yiping Wan
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 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

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