Congratulations to Anibal Soler, Jr., who on July 16, 2026, successfully defended his dissertation.

The title of Anibal’s dissertation is, “THE ROLE OF SCHOOL SUPERINTENDENTS IN IMPROVING GRADUATION RATES IN NEW YORK SCHOOL DISTRICTS.”

The abstract of this study follows:

Overview of Problem: Despite ongoing reform efforts, significant graduation disparities persist across New York State. Limited research has examined how superintendents lead districtwide graduation improvement efforts while navigating policy reforms, accountability systems, and local implementation challenges.

Research Purpose: The purpose of this qualitative interpretive study was to examine how New York State superintendents lead graduation improvement through dropout prevention, credit recovery, and alternative pathways to graduation. Guided by Institutional Theory, the study explored leadership practices and decision-making processes used to improve student outcomes.

Research Design: A qualitative interpretive design was employed. Data were collected through semi-structured interviews and document analysis to examine how institutional pressures influence superintendent leadership and graduation improvement efforts.

Sample: The study included 19 New York State public school superintendents representing districts with enrollments exceeding 2,000 students.

Data Collection and Analysis: Data consisted of interview transcripts, strategic plans, and DCIPs. Analysis utilized open, axial, and selective coding, the constant comparative method, memoing, and peer debriefing.

Findings/Results: Six themes emerged: (1) graduation as a systemwide commitment, (2) instructional leadership, (3) flexible pathways, (4) data-driven decision making, (5) policy-practice navigation, and (6) organizational adaptation. Findings highlighted the importance of leadership, equity, innovation, and strategic decision making in improving graduation outcomes.

Conclusions/Implications: The study concluded that superintendent leadership is central to improving graduation outcomes through coherent systems, data-informed interventions, and flexible student pathways. Findings have implications for educational policy, superintendent preparation, and district leadership practice.

Dissertation Committee Chair:
Dr. Kenneth Mitchell

Dissertation Committee Members:
Dr. Joanne Marien
Dr. Betty A. Rosa

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The Doctoral Program in Educational Leadership from Manhattanville, 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 Amber O’Rayeh who on Wednesday, July 14, 2026, successfully defended her dissertation proposal. 

The title of Amber’s dissertation is, ‘INSTITUTIONAL COMMUNICATION AND YOUTH TRANSITIONS: A SOCIAL SYSTEMS STUDY OF JUSTICE-INVOLVED YOUTH REENTRY TO PUBLIC EDUCATION.”

The abstract of this study follows:

Overview of Problem: The problem to be addressed in this study is that students returning from juvenile justice system facilities to the public education system often experience fragmented and inconsistent reentry processes due to limited communication and coordination between institutional systems. These breakdowns contribute to disrupted educational continuity and increase the likelihood of school disengagement and dropout (Carter, 2018; Beebe & Rynders, 2019).

Research Purpose: The purpose of this interpretive qualitative study is to uncover the perceptions of educators regarding the collaborative efforts between the juvenile justice system (JJS) and the public-education system (PES) and their effect on justice-involved youths’ reintegration back into the PES. This study will focus specifically on the educators’ insights into the collective responsibility of the JJS and the PES, seeking to reveal how institutional polices, practices, communication, coordination, and systemic barriers can impact reintegration success for justice-involved youth.

Research Design: An interpretive qualitative design, informed by Social Systems Theory

Sample: Approximately 10–12 educators from three rural Nevada districts and JJS educational settings

Data Collection: Semi-structured interviews and document analysis

 Dissertation Committee Chair:
 Dr. Kenneth Mitchell

Dissertation Committee Members:
Dr. Peter Troiano
Dr. Richard Hyland

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The Doctoral Program in Educational Leadership from Manhattanville, 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 Alyssa Heller who on June 25, 2026, successfully defended her dissertation. 

The title of Alyssa’s dissertation is, “NAVIGATING CHALLENGES TO ACHIEVING EQUITABLE GRADING: AN INTERPRETATIVE QUALITATIVE STUDY OF SPECIAL EDUCATION TEACHERS IN SUBURBAN MIDDLE SCHOOL.”

The abstract of this study follows:

Overview of the Problem: Although federal initiatives such as the Every Student Succeeds Act (ESSA) and guidance from the Office of Special Education Programs (OSEP) promote educational equity, grading practices for students with disabilities (SWDs) remain inconsistent and often inequitable. Traditional systems emphasize compliance and performance over individual growth, disadvantaging SWDs and misrepresenting their learning. Special education teachers (SETs) often interpret grading policies independently, striking a balance between fairness, accountability, and inclusion in their classrooms.

Research Purpose: This interpretive qualitative study aimed to understand how SETs navigate the challenges of achieving equitable grading practices for SWDs in middle school inclusive classrooms. 

Research Design: Drawing upon Weick's (1995) sensemaking theory, this study explored how SETs interpreted grading practices and applied that understanding to their grading decisions. 

Sample: Criterion-based sampling included 19 SETs from suburban middle schools in New Jersey and New York with valid teaching licenses, master’s degrees, and coteaching experience in inclusive classrooms. 

Data Collection and Analysis: Data were collected through semi-structured interviews and district grading policy documents and analyzed through an inductive, iterative process that generated three themes. 

Findings/Results: SETs balanced institutional expectations for grading consistency with individualized student needs, relying on professional judgment due to limited policy guidance. District policies provided minimal direction for inclusive grading, requiring independent interpretation. Although coteaching influenced decisions, participants reported no targeted professional development. SETs adapted assessments, emphasized student growth, and navigated inconsistent reassessment practices across settings. 

Conclusions/Implications: Grading equity for SWDs cannot rest solely on SETs. Variability in practice reflected unclear policies, inconsistent coteaching structures, and a lack of professional development. SETs continuously navigated competing expectations while prioritizing student needs, underscoring the sensemaking demands of inclusive practice. Systemic support is needed through clearer policies and joint professional development. 

Dissertation Committee Chair:   
Dr. Kenneth Mitchell

Dissertation Committee Members: 
Dr. Martin Fitzgerald
Dr. Lynn Allen

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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 Manhattanville, 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 Christina Collins, who successfully defended her dissertation on June 23, 2026.

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

The abstract of this study follows:

Overview of Problem: Childhood obesity, physical inactivity, and increasing sedentary behaviors remain significant public health concerns in the United States. Although schools are uniquely positioned to promote movement, physical activity recommendations and educational practices have traditionally emphasized moderate-to-vigorous physical activity, with limited attention given to the role of light physical activity in elementary physical education.

Research Purpose: The purpose of this descriptive qualitative study was to explore elementary physical education teachers’ perceptions of light physical activity and its role in fostering physical literacy among elementary-aged students.

Research Design: This study employed a descriptive qualitative research design grounded in physical literacy Theory. The study sought to understand how teachers define, utilize, and perceive the benefits and barriers associated with light physical activity in elementary physical education settings.

Sample: The study included 20 certified elementary physical education teachers from suburban school districts in the northeastern United States who had a minimum of five years of teaching experience.

Data Collection and Analysis: Data was collected through semi-structured interviews. Interview transcripts were analyzed using Yin’s five-phase qualitative data analysis process, which included compiling, disassembling, reassembling, interpreting, and concluding. Trustworthiness was established through member checking, peer debriefing, reflexive journaling, and an audit trail.

Findings/Results: Four themes emerged from the data: (a) light physical activity is inclusive and accessible to all students, (b) light physical activity serves as a multidimensional educational tool that supports physical, emotional, cognitive, and social development, (c) light physical activity is consistently integrated throughout elementary physical education instruction, and (d) technology and increasingly sedentary environments create barriers to children’s movement participation.

Conclusions/Implications: The findings suggest that light physical activity plays a meaningful role in supporting physical literacy development, promoting confidence and engagement, and reducing sedentary behavior among children. The study contributes to the growing body of literature supporting inclusive and developmentally appropriate movement experiences and provides implications for physical education practice, educational policy, and future research.

DISSERTATION COMMITTEE CHAIR:
Dr. Martin Fitzgerald

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

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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 Manhattanville, 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 Deelip Mhaske, who successfully defended his dissertation proposal on June 23, 2026.

The title of Deelip's dissertation is, "ARTIFICIAL INTELLIGENCE ADOPTION AND STUDENT PERFORMANCE IN U.S. EDUCATION: A UTAUT META-ANALYSIS."

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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 Manhattanville, 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 Simone Nicholas, who successfully defended her dissertation proposal on June 22, 2026.

The title of Simone's dissertation is, "THE IMPACT OF TEACHER MINDSET ON THE EXPERIENCES OF AFRICAN AMERICAN MALE STUDENTS IN PUBLIC ELEMENTARY SCHOOLS."

Dr. Monica George-Fields

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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 Manhattanville, 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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On May 14, 2026, the Â鶹ÊÓƵ Doctoral Program in Educational Leadership celebrated 42 doctoral graduates during commencement. These graduates, from all 3 degree pathways – PK12/Signature, Higher Education Leadership, and Dissertation Completion – were hooded by their dissertation chairs during the commencement ceremony.

Abstracts of their research, along with their bios, are featured in the Doctoral Commencement Magazine. Additionally, 4 award recipients were honored at a celebration of doctoral graduates on May 13. Their accolades are also featured in the Doctoral Commencement Magazine.

Always Forward, Always Valiant!

Click on the cover below to view our 2026 Doctoral Program Commencement Magazine

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 Manhattanville, 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 Jared Douglas High, who on Monday, June 1, 2026, successfully defended his dissertation.

The title of Jared’s dissertation is, "TRAINING IN BEHAVIORAL INTERVENTION AS ASSOCIATED WITH SPECIAL EDUCATION TEACHER (SET) ATTRITION: A QUANTITATIVE ANALYSIS."

Overview of the Problem: Special education teacher (SET) attrition represents a critical global crisis, with attrition rates reaching twice that of general educators. Synthesized literature spans several decades, consistently identifying a severe effort-reward imbalance. Chronic classroom demands, specifically managing student challenging behavior, takes precious time, depletes resources, diminishes self-efficacy, and accelerates professional burnout; which is a main catalyst for departure from the field of special education.

Research Purpose: Grounded in Moore et al.’s (2017) teacher preparation theory, Maslach’s Burnout Theory (1997), and Billingsley’s (1993) career decision framework, this quantitative study investigated the relationship between reported Training in Behavior Management and desired SET attrition. It further evaluated how this core relationship varies when considering two additional employment factors: Years of Experience and satisfaction with Income.

Research Design: Quantitative, multi-variate, survey-based study

Data Collection and Analysis: Secondary data analysis was conducted utilizing the internationally representative Teaching and Learning International Survey 2024 (TALIS 2024) dataset. To isolate professionals operating in high-concentration settings, a sample threshold was established requiring a 61% supermajority of students with special education needs (N = 3,440). Three distinct binary logistic regression models were constructed to analyze the data.

Findings/Results: A statistically significant, inverse relationship between robust behavior training and attrition likelihood was found; prepared teachers have lower odds of desired attrition. Increased Years of Experience predicted a higher baseline desire to leave. Income satisfaction independently and significantly minimized attrition odds. There was no significant interaction effects observed between any of the independent variables.

Conclusions/Implications: Systematically expanding evidence-based behavior modification curricula within collegiate teacher certification programs and professional development training is a vital intervention necessary to alleviate burnout, maximize retention, and ensure instructional continuity for vulnerable student populations.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Nora C.R. Broege

DISSERTATION COMMITTEE MEMBER(S):
Dr. Peter Troiano
Dr. Leif 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 Manhattanville, 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 Wednesday, May 27, 2026, successfully defended his dissertation. 

The title of Taylor’s dissertation is, "DISCOVERING THE SECRET OF WHICH GAMES IMPROVE STUDENT LEARNING: A META-ANALYSIS."

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 than previous generations of students 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 to find 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 were collected using electronic databases that populate the Â鶹ÊÓƵ Library and Google Scholar. One-Way ANCOVA analyzed the samples after collection.

Findings/Results: The first analysis determined that the type of game does have an influence on cognitive learning with the majority being associated with boardgames.The next analysis focused on motivational learning and was determined not to be statistically significant. The third analysis found a connection between types of game and behavioral learning with the majority being associated with tabletop role playing games. The analysis did not find any evidence that curricula in game-based learning has an influence on the type of game.

Conclusions/Implications: Findings suggest that using boardgames in game-based learning will support cognitive learning and using tabletop role playing games will support behavioral learning in students. Since motivational learning was split evenly it suggests that playing games will motivate students to learn. Considering how niche games have become, the possibility of finding a game focused on certain specific curriculum is likely or at a minimum can be adapted. 

Dissertation Committee Chair(s):  
Dr. Nora C.R. Broege

Dissertation Committee Member(s):   
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.  

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The Doctoral Program in Educational Leadership from Manhattanville, 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 Cheryl Lynn Spada who on Thursday, May 21, 2026, successfully defended her dissertation. 

The title of Cheryl’s dissertation is, "COLLECTIVELY MAKING THE SHIFT: TEACHING NEXT GENERATION SCIENCE STANDARDS AFTER PARTICIPATION IN PROFESSIONAL DEVELOPMENT COMMUNITIES OF PRACTICE."  

Overview of Problem: The Next Generation Science Standards (NGSS) ushered sweeping changes in K–12 science teaching via its three-dimensional learning model. Teaching NGSS with fidelity requires a paradigm shift in practices promoting student-driven use of authentic science and engineering practices and understanding coherent ideas across four disciplinary core ideas.     

Research Purpose: The purpose of this qualitative research was to articulate any changes in classroom pedagogical practices of K–12 science teachers who participated in a year-long professional development community of practice focused on the three-dimensional learning model of NGSS.

Research Design: A qualitative multiple case study design was employed via two semi-structured interviews coupled with analysis of classroom artifacts. Situated learning theory, as described by Lave and Wenger (1991) was the theoretical framework, exploring learning as a domain of social practice, situated in the context in which it’s acquired.  

Sample: Two levels of purposeful sampling took place. First, members of a state-sponsored Master Teacher Program who were members of a PLT focusing on NGSS were selected. Next, information-rich cases from primary (K–6), and secondary (7–12) levels were identified. 

Data Collection and Analysis: Two rounds of semi-structured virtual interviews were conducted via Zoom between November 2025 and March 2026 to explore participants’ experiences and meaning-making based on participation in NGSS-focused PLTs. Participants were asked to provide artifacts for review and analysis between the two interviews. 

Findings/Results: A cross-case qualitive analysis was employed leading to identification of five emergent themes: (a) administration and teacher agency in pedagogical decision-making, (b) cultivating ownership and authority through communities of practice, (c) pedagogical mastery, (d) meaning making, (e) refined and reflexive professional judgement.  

Conclusions/Implications: The collaborative environment of out-of-district, long-term communities of practice drove meaningful development of pedagogical content knowledge, teacher self-efficacy and teacher expertise, functioning as the main site for teacher-directed capacity-building and reflexiveness. Therefore, on-going collaborative learning teams of science teacher-practitioners collectively grappling with real-world complexities of the NGSS three-dimensional learning model should be supported due to their positive impact on teacher pedagogical practices. 

Dissertation Committee Chair(s): 
Dr. Peter Troiano 

Dissertation Committee Member(s):
Dr. Yiping Wan
Dr. Angela Pagano

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 Manhattanville, 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