Ed.D. Student Directory

Concentration: Design of Learning Environments  (Ed.D.)

Research Interests: Video, Instructional Design

Email Address: t.coleman@rutgers.edu 

Educational Background: B.A. in Communication and Television Broadcasting Fairleigh Dickinson University, 1998, M.A. in Communication and Information Rutgers University, 2014 

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Staff training, professional development

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Universal design for learning, clinical reasoning, teacher preparation 

Email Address: chelsea.jacoby@rutgers.edu 

Educational Background:  B.S. in Athletic Training - Merrimack College, 2013; M.S. in Exercise Physiology with concentration in Athletic Training, Kent State University, 2015 

Research Statement: How does receiving formal training on UDL principles effect Athletic Training educators' teaching methods and Athletic Training students’ level of critical thinking & clinical reasoning/decision-making skills? 

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Mathematics education, hybrid learning, flipped classroom, collaborative learning

Educational Background: BA, Mathematics, Rutgers University, 2007; Ed.M., Mathematics Education, Rutgers University, 2008; MA, Educational Leadership, New Jersey City University, 2013

Research Statement: My scholarship is in the field of hybrid learning and teaching in mathematics. My research will examine the design of effective hybrid learning environments, particularly in undergraduate mathematics courses. Particular emphasis will be placed on what collaborative learning looks like in this format and how it evolves over the course of a semester.

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: science education, questioning, non-fiction text

Educational Background: B.A., History, Rutgers College, 1995; Ed. M., Educational Administration, Rutgers University Graduate School of Education, 2000

Concentration: Education, Culture, and Society (Ed.D.)

Research Interests: Does participation in supplemental instruction (SI) sessions in higher education lead to higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates, as well as filling in the gap in the literature on how many sessions/how much time spent in SI is conducive for these results?

Educational Background: Bachelor of Arts, History, 2005, Rutgers University--New Brunswick; Master of Education, Social & Philosophical Perspectives, 2012, Rutgers University Grade School of Education

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Non traditional learners, alternative learning environments, and student retention.

Educational Background: BA in History and East Asian Studies, NYU; MPA in Public and Non-profit Management, NYU

Concentration: Teacher Leadership (Ed.D.)

Specialization: Special Education

Research Interests: transition, students with disabilities, individualized education program planning

Educational Background: Bachelor's Degree, Bloomsburg University, 1996; Master's Degree, Seton Hall University, 2002; Doctoral Degree, Rutgers University, ongoing

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Informal Education, Informal Science Education, Science Education, STEM, hand-on learning, hands-on science education, inquiry-based learning, problem-based learning,

Educational Background: M.S. (Cell and Developmental Biology) Rutgers University, 2014; B.S. (Biology - Ecology, Evolution, & Behavior) Skidmore College, 2005

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Autism, Parent Education/Training, Teacher Training

Educational Background: Ed.M. in Counseling Psychology, Rutgers University, 2012; B.A. in Music, Rutgers University, 2002; Board Certified Behavior Analyst, 2012, School Counselor, 2012

Research Statement: My research interest is in foundational issues which potentially confound learning environments of teachers and parents who serve students and adults with intellectual and developmental disabilities. Specifically, much work is done educating teachers and parents on best practices of implementing techniques and strategies informed by Applied Behavior Analysis (ABA).However, many times, education and training does not lead to consistent implementation of said techniques, resulting in student-related concerns (i.e. delayed or stagnant skill acquisition, challenging behavior) and staff/parental concerns (i.e. "burnout", increased stress and anxiety). While ABA provides strategies towards improving the intellectual and behavioral development of the student, I am hoping to learn more regarding the principles and theories of learning which can inform teacher and parent training. I am hopeful that through use of perspectives which inform learning and the design of learning environments, I will be able to design a teacher training model that includes and emphasizes the importance of a collaborative approach to enhance compliance and/or success of educators and parents, leading to improved services for their students with special needs.

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: Jazz Improvisation Pedagogy at the Middle School Level

Educational Background: Bachelor of Music, Instrumental, University of Delaware, '00; Master of Music, Flute, University of Delaware, '02

Research Statement: I am interested in researching how the order jazz band directors present typical harmonic structures to middle school students affects their improvisation achievement and self-efficacy.

 

Concentration: Teacher Leadership (Ed.D.)

Specialization: Special Education

Research Interests: CST, IEP Participation, Due Process

Educational Background: BA English Hofstra '88; M.ED Special Education Rutgers '94; MS Educational Leadership '96 Pepperdine

Concentration: Educational Leadership(Ed.D.)

Research Interests: Data-Driven Decision Making, leadership, data, collaboration, teacher, equity, continual instructional improvement, student achievement, accountability

Educational Background: Masters in Educational Admininstration and Supervision from St. Peter's College, 1998; Undergraduate Degree in English from Rutgers, 1988

Research Statement: My research is focused on examining how educational leaders use data for decision making that targets continuous improvement in the delivery of instruction. Student performance data is often used in accountability frameworks as opposed to frameworks that use the data to drill down and adjust instruction to meet the needs of all students. My research will answer questions about how student data can be used effectively to foster equity in education through more precisely informed decision making.

Website: https://www.linkedin.com/in/paul-pineiro-34b97536

Concentration: Education, Culture, and Society (Ed.D.)

Specialization: Human Development

Research Interests: Low income first generation (LIFG) college students, persistence and graduation, intervention programs, grit and resilience. critical race theory, and social belonging to name a few.

Educational Background: Bachelor of Arts in Psychology, Rutgers University, 2009; Masters of Arts in Developmental Psychology, TC, Columbia University 2010

Research Statement: I am interested in exploring some of the in and out of class experiences that strengthen sense of belonging on college campuses among low income first generation college students of color. The purpose of this research is to influence institutional policies that support the success of marginalized communities. In addition, I would like to explore the strengths and talents that low income first generation students of color from Camden NJ bring to college campuses. Findings from this research can break down stereotypes and stigmas, and share the voices of underrepresented populations that usually go unheard.

Concentration: Design of Learning Environments (Ed.D.)

Research Interests: NGSS, modeling, student thinking, discourse, responsive teaching, elementary science, learning progressions

Educational Background: BS Chemistry, Grand Valley State University, 1995; M.Ed. Educational Technology, Grand Valley State University, 2000; NJ Supervisor's Certification, The College of New Jersey, 2005

Research Statement: My research interest involves the implementation of the Next Generation Science Standards in elementary science teaching. I would like to investigate pedagogical approaches that help teachers integrate best practices in elementary literacy and mathematics such that authentic scientific inquiry is possible in all elementary classrooms. I would like to analyze the efficacy of inservice teacher professional development models that are designed to promoted guided-inquiry instruction, increase teacher confidence in science, and assist efforts to make student thinking visible in the science classroom. I am hoping to build upon the work of the Responsive Teaching in Science Project lead by Fred Goldberg and David Hammer.

 

Concentration: Educational Leadership (Ed.D.)

Research Interests: Teacher learning, professional development, adult learning, sense-making process

Educational Background: Undergraduate - Rutgers (2004); Masters - TCNJ (2013); Ed.D. - Rutgers (Anticipated graduation - 2017)

Concentration: Education, Culture, and Society (Ed.D.)

Research Interests: higher education, organizational leadership

Educational Background: B.A., Communication, Rutgers, The State University of New Jersey; B.A., Psychology, Rutgers, The State University of New Jersey; M.S., Strategic Communications, Columbia University

Research Statement: The impact of pedagogy and communication on the persistence and retention of African American men in higher education institutions.