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DTSTART;TZID=America/New_York:20260622T110000
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UID:33669-1782126000-1782129600@gse.rutgers.edu
SUMMARY:Dissertation Proposal Announcement Ph.D. in Education Program: Gabriella Bussanich "Understanding Strengths in Adolescents with ADHD Across Social Contexts: Student\, Parent\, and Teacher Perspectives"
DESCRIPTION:Attention-Deficit/Hyperactivity Disorder (ADHD) is often examined through deficit-oriented perspectives that emphasize behavioral\, academic\, and social difficulties. Although this research has contributed important understanding regarding the challenges associated with ADHD\, it has often overlooked the strengths adolescents with ADHD may demonstrate within relationships and everyday social experiences. Existing strengths-based ADHD research has also relied heavily on quantitative methods\, standardized measures\, and adult-defined interpretations\, with limited attention given to adolescents’ own perspectives and lived experiences. The purpose of this qualitative phenomenological study is to explore how adolescents with ADHD\, their parents\, and their teachers describe and understand strengths across home and school contexts. Led by positive psychology and resilience theory\, this study examines how these strengths are recognized\, expressed\, and supported within adolescents’ social interactions and relationships. The study is guided by two research questions: (1) How do adolescent students with ADHD\, their parents\, and their teachers describe and perceive adolescent strengths across home and school contexts? and (2) How are adolescents’ strengths used within everyday social interactions and relationships? Data will be collected through semi-structured virtual interviews with adolescents with ADHD\, parents\, and teachers across the United States. Interview data will be analyzed using thematic analysis informed by phenomenological principles to identify patterns and themes across participant experiences. Findings may provide insight into how adolescents with ADHD experience and express strengths across social and school contexts\, while highlighting how these strengths are understood by adolescents\, parents\, and teachers to inform more balanced and strengths-based approaches to supporting adolescent development. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu.
URL:https://gse.rutgers.edu/event/dissertation-proposal-announcement-ph-d-in-education-program-gabriella-bussanich-understanding-strengths-in-adolescents-with-adhd-across-social-contexts-student-parent-and-teacher-perspectives/
CATEGORIES:Ph.D. Dissertation Proposal
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260623T170000
DTEND;TZID=America/New_York:20260623T183000
DTSTAMP:20260614T194036
CREATED:20260610T135138Z
LAST-MODIFIED:20260610T135724Z
UID:33678-1782234000-1782239400@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ed.D. Program: Sandile Chad Manzini "Navigating the Ivory Tower: Black Men's Experiences of Leadership and Anti-Blackness in the Academy"
DESCRIPTION:This dissertation explores the experiences of Black men in higher education leadership\, focusing on those in administrative positions at four-year\, research-intensive (R1) universities across the U.S. Though they make up only 3% of higher education administrators (Employees in U.S. Higher Education Administration\, by Race/Ethnicity and Sex 2020\, 2023)\, Black men occupy a critical yet understudied role at the crossroads of race and gender in academia. Employing constructivist grounded theory methodology\, this study investigates how Black men in higher education leadership roles describe their leadership experiences\, covering challenges and barriers they encounter\, the strategies they employ to overcome them\, the key factors they see as vital for career progression\nand retention\, and how gendered and racialized institutional contexts have influenced their leadership styles. \nSemi-structured\, in-depth interviews were conducted with 18 Black men holding titles of Assistant Dean\, Assistant Director\, or higher\, each with at least 3 years of experience in higher education leadership. Black Critical Theory (BlackCrit)\, as conceptualized by Dumas & ross (2016)\, served as the guiding theoretical framework\, centering anti-Blackness and the tensions Black men face within neoliberal-multicultural institutional structures. Data analysis revealed how participants experienced and responded to institutionalized Whiteness\, navigating racialized professional environments while sustaining their leadership effectiveness and Black identity. \nThe findings highlight how Black men navigate systemic racism\, gendered racialization\, and institutional anti-Blackness by relying on mentorship\, bicultural strategies\, Black networking\, self-efficacy\, and a strong sense of purpose to continue and lead. In alignment with grounded theory methodology\, this research introduces an emerging theoretical framework for Black Men’s Leadership Theory\, emphasizing the combined impact of race and gender while focusing on resilience\, authenticity\, and collective support. The results urge institutions to go beyond superficial diversity efforts and implement structural reforms including dedicated mentorship programs\, fair promotion policies\, and inclusive leadership cultures that enable Black men to succeed and be catalysts for transformative change. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu.
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ed-d-program-sandile-chad-manzini-navigating-the-ivory-tower-black-mens-experiences-of-leadership-and-anti-blackness-in-the-academy/
CATEGORIES:Ed.D. Dissertation Defense
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260626T120000
DTEND;TZID=America/New_York:20260626T130000
DTSTAMP:20260614T194036
CREATED:20260602T152809Z
LAST-MODIFIED:20260602T152809Z
UID:33674-1782475200-1782478800@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ph.D. in Education Program: Karin Garver "Levers for Preschool Inclusion: An Examination of Policy Ambiguity\, Access\, and Funding Formulas"
DESCRIPTION:Despite longstanding federal requirements and a growing body of research supporting the inclusion of preschool-age children with disabilities in classrooms with their typically developing peers\, rates of inclusion for preschoolers with disabilities remain low nationally and vary widely across states. Guided by Ecological Systems Theory and the Ambiguity-Conflict Model of policy implementation\, this study examines whether expansion of state-funded preschool\, differences in state inclusion policy strength\, and differences in how states fund special education are associated with rates of preschool inclusion. Using a mixed-methods design\, the study combines longitudinal quantitative analyses of state-level preschool inclusion and enrollment data from 2013–14 through 2023–24\, a cross-sectional analysis of state inclusion policy strength in 2023–24\, and an exploratory comparative analysis of special education funding and governance approaches in states with the highest and lowest rates of preschool inclusion. \nResults indicate that states with higher rates of preschool enrollment tend to have higher rates of inclusion; however\, this relationship is largely driven by stable differences between states rather than changes within states over time. Within-state increases in preschool enrollment are not consistently associated with increases in inclusion\, and lagged models provide little evidence of delayed effects. Policy strength is modestly associated with inclusion\, but leaves substantial cross-state variation unexplained. An exploratory study of the 10 states with the highest and lowest rates of inclusion for preschoolers with disabilities revealed no clear school special education funding policies associated with higher or lower rates of inclusion. \nThese findings suggest that increasing rates of preschool inclusion may require more targeted policy supports\, as expanding preschool access alone is unlikely to produce substantial increases in inclusion. Findings also suggest that the body of research on how special education is funded\, especially for children under age 5\, is insufficient to determine how different approaches may positively or negatively impact rates of inclusion. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu.
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ph-d-in-education-program-karin-garver-levers-for-preschool-inclusion-an-examination-of-policy-ambiguity-access-and-funding-formulas/
CATEGORIES:Ph.D. Dissertation Defense
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260626T153000
DTEND;TZID=America/New_York:20260626T170000
DTSTAMP:20260614T194036
CREATED:20260610T135649Z
LAST-MODIFIED:20260610T135649Z
UID:33735-1782487800-1782493200@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ed.D. Program: Jennifer A. Duran "Empowering Teachers to Lead: A Case Study of a School-Based Teacher Leadership Development  Program"
DESCRIPTION:Despite the well-documented benefits of teacher leadership for teacher leaders and the school communities they serve (Wenner & Campbell\, 2017; York-Barr & Duke\, 2004)\, many schools thrust teachers into leadership roles with little preparation (Hunzicker\, 2012). Given that effective teaching does not necessarily translate into effectively leading peers\, many developing teacher leaders report feeling underprepared to lead or struggle to identify as teacher leaders (Poekert et al.\, 2016; Smylie & Eckert\, 2018). While some research has focused on pathways for building teachers’ leadership capacity and identity through teacher leadership development programs\n(TLDPs)\, most of these programs are offered by universities and professional organizations\, where learning is disconnected from teachers’ real work contexts. Schools are uniquely positioned to support teacher leadership by offering authentic opportunities for leadership learning and enactment (Smylie & Eckert\, 2018). \nThis qualitative case study examined a TLDP implemented during one school’s designated professional learning time to understand how such a program operates in practice. The experiences of four participating teachers were explored as they engaged in collaborative inquiry and self-reflection to develop their leadership competencies and teacher-leader identities. Using data collected over seven months\, including observation field notes\, participant documents\, and individual interviews\, I sought to answer the following research questions: 1) What does a school-based TLDP look like in action? 2) How does participating in a school-based TLDP affect teachers’ perceived leadership competencies? 3) In what ways does participating in a TLDP impact teachers’ professional identity? Multiple recursive coding cycles across data sources were used to triangulate descriptions of the TLDP and participants’ shifting understandings of teacher leadership. \nFindings describe the TLDP curriculum in action and teachers’ experiences\, revealing that each teacher developed leadership differently throughout the program. While the TLDP design created a supportive space for leadership practice\, teacher-leader identity development was mediated by teachers’ self-perceptions\, peer relationships\, and program engagement. These findings underscore the importance of establishing processes for supporting teacher leaders at various stages of leadership development. As schools face increasingly complex challenges\, they must reconceptualize teacher leadership as a process of sustained\, intentional development that empowers all teachers to engage in ongoing professional and organizational improvement. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu.
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ed-d-program-jennifer-a-duran-empowering-teachers-to-lead-a-case-study-of-a-school-based-teacher-leadership-development-program/
CATEGORIES:Ed.D. Dissertation Defense
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260707T100000
DTEND;TZID=America/New_York:20260707T110000
DTSTAMP:20260614T194036
CREATED:20260603T175833Z
LAST-MODIFIED:20260603T175833Z
UID:33681-1783418400-1783422000@gse.rutgers.edu
SUMMARY:Dissertation Defense Announcement Ph.D. in Education Program: Nicole (Sandelier) Boyd "Factors Associated with Registered Apprenticeship Program Completion and Exit Wage Growth in the Early Care and Education Field"
DESCRIPTION:Registered apprenticeship programs have expanded into the early care and education (ECE) field to professionalize\, retain\, and attract a qualified workforce. Previous literature has underscored the importance of registered apprenticeship programs as a workforce development strategy\, highlighting the economic and social benefits for individuals\, employers\, and society alike. However\, only a small body of literature has analyzed factors associated with registered apprenticeship program completion and exit wage growth. Little is known about the factors associated with program completion or exit wage for ECE apprentices. Primarily utilizing data from the Registered Apprenticeship Partnership Data System\, the study investigates factors associated with ECE registered apprenticeship completion and exit wage growth. Discrete choice methods were used to analyze factors associated with completion. To analyze exit wage\, Ordinary Least Squares and Inverse-Probability-Weighted Regression Adjustment methods were employed. The dissertation study advances the field with both new descriptive information and causal inference that can inform policy relating to registered apprenticeship programs for the ECE workforce. \nTo attend this event virtually and for more information\, please contact academic.services@gse.rutgers.edu.
URL:https://gse.rutgers.edu/event/dissertation-defense-announcement-ph-d-in-education-program-nicole-sandelier-boyd-factors-associated-with-registered-apprenticeship-program-completion-and-exit-wage-growth-in-the-early-care-and/
CATEGORIES:Ph.D. Dissertation Defense
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