All Education dissertations can be found here. They are also available in the Theses and Dissertations section.
Theses/Dissertations from 2024
Beyond Selection and Practice: A Phenomenological Inquiry into the Lived Experiences of K-5 Literacy Curriculum Leaders in Long Island, NY, Mary Elizabeth Pettit
Black Parent Engagement Through the Lens of Critical Consciousness, Marie Flore Stamps
Building Lasting Connections in a Temporary Setting: First-Year Residential Students' Experiences at a Primarily Nonresidential Institution, Pamela Ghigliotti Mihalik
Closing the Gap Between Theory and Practice to Promote Equity in STEM: Coaching Teachers with UDL Strategies to Empower Students, Debbie Langone
Creating DEI Spaces: Understanding Belonging Among Black Students at a Predominantly White Community College, Christy Izemy Jean Banks
Empowering Educators: Examining Social-Emotional Learning Professional Development in Advancing Knowledge and Skills, Jessica Ann Ryan
Exploring Undergraduate Student Perceptions of Career Readiness: A Survey Methodology Approach, Cristen M. D'Accordo
Making Way: A Methods Experiment with Arts-Based Embodied Postformal Autoethnography to Prepare for Research-As-Community Building with a Diverse Urban Elementary School, Kelly Elizabeth Bare
Navigating Race, Equity, and Whiteness: A Case Study Exploring the Culturally Relevant Practices of English and Social Studies Teachers in a Long Island School District, Betyne Bordes Farrell
Navigating Whiteness: A Critical Autoethnography of the Lived Experience of a Black Female Administrator in the Predominantly White Spaces of Higher Education, Sheila Miranda Russell
The Experiences of Stress and Resilience on the Allostatic Load of Transgender and Gender Non-Binary Individuals During Secondary School: How Their Experiences Can Inform Best Practices, Kimberly Skye Ferina
Theses/Dissertations from 2023
A Critical Exploration of Unequal School Funding: Teacher Job Satisfaction Across Underfunded and Well-Funded Schools, David Tomasic
A Narrative Case Study: The Role of Culturally Responsive Mentorship to Navigate, Empower, and Level the Playing Field for Black and Brown Students in Higher Education, Chotsani Williams West
Attitudes About Inclusivity Among Preservice Educators: A Mixed Methods Approach, Kathleen M. Quinn
Beaches, Bumps, and Milkshakes: A Humanizing, Open, and Dialogic, Postformal Autoethnographic Study of an Experiential Learning Academy, Eric Anthony Karahalis
Culturally Responsive Leadership: The Lived Experiences of Mid-Level Administrators in Public Education Navigating Competing Priorities, Ann Marie Bucco
Elementary English Language Learners' Perceptions of Teacher Care in the Classroom, Carol Boodram-Wright
Exploring the Phenomenon of College Students Who Are Experiencing Homelessness and Their Persistence to Graduation, Voniesha Samuels
Family Caregivers: From Invisible to Visible Within the Healthcare Continuum, Tara Anglim
I Do, You Do, We Do: Co-Teachers’ Perspectives of Self-Determination for Students with Dis/abilities, Jenna Theofield
Journeying Towards Connection in a Culture Circle with Six K-12 Educators: An Autoethnographic Study of Critical Praxis, Christine Daniels
Multilingual Learners' and Their Teachers' Perceptions of Culturally Responsive-Sustaining Practices in the Mainstream Classroom: A Mixed-Method Approach, Nicki K. Gonias
Narratives That Matter: Special Education Teacher Stories and Experiences in Educating Black Students with Disabilities, Alana Akilah Thomas
Redesigning a Culturally Responsive Elementary Classroom, Emily Rose Bascelli
"She Didn't Know How to Work with Black Kids" Exploring How Adolescent Black Girls in Private, Predominantly White Institutions Perceive Their White Teachers' Ability to Affirm and Uplift Their Intersectional Identities, Florence Marie Prophete-Barbour
Sheltered Instruction for Newcomer Multilingual Learners Through a Multicultural and Assimilation Lens: Administrators, Teachers, and Students’ Perceptions in a Middle-Level Education Setting, Victoria Rae Seelinger
Teaching and Learning That Takes Place in a Diverse English Classroom Through the Use of Culturally Relevant Pedagogy, Sharon A. Dungee
Understanding the Lived Experiences of Tenured, Non-native Spanish Speaker-teachers: A Phenomenological Investigation of the Native Speaker Fallacy, Orsola Giovanna Dutra
Understanding the Qualities of an Effective Fieldwork Experience and How it Relates to Pre-service Teachers' Feelings of Self-efficacy and Preparedness, Renata Olczak Filipowicz
Theses/Dissertations from 2022
A Case Study Examining High-Achieving Black and Latinx Students’ Reasons for Using or Not Using Academic Support Services, Nafeeza Uddin-Schmidt
A Phenomenological Investigation of Academic Momism: Perceptions of Female College Faculty’s Role Expectations in High-Stakes STEM Courses, Donna Cempa-Danziger
Cultural Competence and Motivation to Control Prejudiced Reactions of Criminal Justice Students: A Survey Methods Approach, Carole Marguerite Byrd
Decolonizing my Classroom During the COVID-19 Pandemic: An Autoethnographic Study, Nadia Khan-Roopnarine
‘Let Them Be Who They Are’: Discovering Special Education Teachers’ Perceptions of Oppressive Normativity and Their Practice of Celebrating Neurodiversity, Caitlin Sweetapple
Mi Familia es Mi Fuerza, Yvonne Borkowski
Passing the Camel through the Eye of the Needle: Documenting a Culture of Teacher Praxis at an Affluent Catholic High School, Nicholas S. Vasiliades
Perceptions of Secondary Music Educators on the Transition to, and First Years of the Every Student Succeeds Act, Thomas Rizzuto
Professional Development For Veteran Teachers: Let Them Speak!, Livia M. Gama Fagundes
Seeing the World Through Their Eyes: The Impact of Place Attachment on Teachers' Understanding of Worldviews, Kathleen Murray
Toward a Transdisciplinary Model of Social Justice in Academic Librarianship: Promoting Critical Awareness within Advocates and Privileged Allies, Judith L. Brink Drescher
Understanding the Homesick Experience Through the Narratives of First-Year College Residential Students, Talita Santos Ferrara
Women in the Superintendency: A Phenomenological Study of Women Superintendents’ Perceptions of Social Capital, Victoria Catalano
Theses/Dissertations from 2021
A Meaningful Paradox of Color-Blind Racism and Racial Literacy: Understanding the Phenomena of White Women Teachers Educating Students of Color, Alaisa Rigoni Grudzinski
A Narrative Inquiry: What Does It Mean to Be a Black Male Teacher?, Nathaniel Marner
Co-Creating a Culture of Belonging through the Relational Co-Teaching Framework: A Critical, Transformative Auto|Ethnography, Elizabeth L. Stein
Positioning Co-Teachers in an Integrated English as a New Language Class: Making Sense of Teaching Roles, Kelley E. Cordeiro
Toward an Understanding of Student Agency Within Institutional Dis/ableism: A Critical Phenomenological Study, Shalinie Sarju
“Who We Are On Paper”: Celebrating Writing Identity and Diversity With High School Seniors in a Dialogic ELA Classroom, Karen Larson Buechner
Theses/Dissertations from 2020
Global Citizens in the 21st-Century Classroom: A Mixed-Methods Study of Motivational Aspects of Global Awareness, Robert James Windorf
The Socio-Emotional Journey of a Family Separated Due to Deportation, Alma G. Rocha
Theses/Dissertations from 2019
Dialogic Teaching in a Detracked High School ELA Class: "We Talk Here", Signy Emler
Religious Sister Educators: A Narrative Study Through a Feminist Lens, Lisa Peluso
Towards an Understanding of the Testing Opt-Out Movement: Why Parents Choose to Opt Out or Opt In, Margaret Paladino
