Congratulations to Ingrid Kalemi, who on Thursday, July 23, 2026, successfully defended her dissertation proposal. 

The title of Ingrid's dissertation is, "RETHINKING SUCCESS IN INTRODUCTORY CHEMISTRY: COMMUNITY COLLEGE STUDENTS' PERSPECTIVES AND EXPERIENCES."

The abstract of this study follows:

Overview of Problem: Community colleges serve as a primary entry point into higher education for millions of students, with introductory chemistry functioning as a critical gateway course that shapes persistence in STEM and health-related pathways. Despite its importance, success in introductory chemistry is primarily defined through institutional metrics such as grades, exam performance, and course completion. These measures fail to capture how students experience learning, navigate contextual challenges, and interpret their own success.

Research Purpose: The purpose of this qualitative study is to understand how community college students who have successfully completed introductory chemistry interpret their experiences of success and the academic, curricular, and contextual conditions that shaped those experiences. Guided by Yosso's (2005) Community Cultural Wealth framework, the study examines success through an asset-based lens that recognizes the cultural strengths and resources students draw upon while navigating a gateway STEM course.

Research Design: interpretive methodology with qualitative methods

Sample: Fifteen students currently enrolled in public two-year community colleges in the United States who have completed a credit-bearing introductory chemistry course and are pursuing a STEM or health-related major.

Data Collection: One 60-minute semi-structured interview conducted via Zoom with each participant.

Dissertation Committee Chair:
Dr. Susan V. Iverson

Dissertation Committee Members:
Dr. Darlene D. Gandolfi
Dr. Holly Craider

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Congratulations to Herman Scriven, who on Tuesday July 21, 2026, successfully defended his dissertation. 

The title of Herman's dissertation is, "EXPLORING FOOTBALL COACHES’ PERCEPTIONS OF SUPPORTING THE ACADEMIC SUCCESS OF AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS." 

The abstract of this study follows:

Overview of Problem: African American high school football players often encounter systemic barriers that impede their academic success, including limited access to educational resources, cultural biases within school environments, and an overwhelming focus on athletics. These challenges can lead to significant disparities in academic achievement, impacting long-term opportunities for these student-athletes. Coaches, as pivotal figures in their lives, have the potential to influence both their academic and athletic journeys.

Research Purpose: The purpose of this study was to examine high school football coaches’ perceptions of academic support programs to identify strengths, limitations, and opportunities for improvement. for African American football players. The study was guided by the ARCS model of motivation, which provides a framework for understanding how academic support strategies impact student engagement and success.

Research Design: This study employed an interpretive qualitative research design informed by the ARCS model of motivation.

Sample: Ten high school football coaches (9 African American and 1 Caucasian) from the West Coast of Florida participated in the study.

Data Collection and Analysis: Data were collected through semi-structured interviews, a demographic survey, document analysis, and a researcher’s journal. Data were analyzed through descriptive and thematic analysis.

Findings/Results: Five core themes emerged: (1) Coaching as Mentorship / Mission (2) The Inadequacy of Current Academic Policies (3) Integrating Academic Responsibilities with Athletic Life (4) Structured Support Systems and the Architecture of Care and (5) Equity, Resource Disparities, and Community Pressures. These themes revealed that coaches are committed to the academic success of their players but face significant obstacles, including insufficient resources and a school culture that prioritizes athletics over academics.

Conclusions/Implications: The findings underscored the need for educational institutions to foster a culture that values both academic and athletic responsibilities equally. Recommendations included formal mentorship initiatives and collaborative relationships among stakeholders to create more supportive environments for African American student-athletes.

Dissertation Committee Chair:
Dr. Shelley B. Wepner

Dissertation Committee Members:
Dr. Peter F. Troiano
Dr. James Brown

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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 Margaret Van Cott-Groninger who on Tuesday, July 21, 2026, successfully defended her dissertation proposal.

The title of Margaret's dissertation is, "STRONGER TOGETHER: THE ROLE OF PROFESSIONAL NETWORKS IN SUPPORTING SECONDARY PRINCIPALS THROUGH TODAY'S TURBULENT TIMES."

The abstract of this study follows:

Overview of Problem: Secondary principals today lead amid increasing sociopolitical pressures, accelerating technology, curriculum challenges, and a declining public trust in schools. These conditions require principals to rely on professional relationships, yet little is known about how they access and mobilize their professional networks to obtain the support, information, and resources they need to lead effectively and sustain themselves during periods of turbulence.

Research Purpose: The purpose of this qualitative study is to explore how secondary public school principals in New York State access and mobilize formal and informal professional networks to navigate turbulence, using the theoretical lens of Nan Lin’s social capital theory.

Research Design: This study uses a qualitative descriptive design to collect rich, practice-based descriptions of how secondary principals access their professional networks, applying Lin’s social capital framework as an interpretive lens to identify patterns across participants’ accounts.

Sample: A purposive sample of secondary school principals from New York State public schools will be selected based on their firsthand experience leading grades 6-12 schools for a minimum of three years.

Data Collection: Data will be collected through semi-structured interviews with 12-15 secondary public school principals in New York State, using an interview protocol designed to elicit rich descriptions of participants’ network access and mobilization.

DISSERTATION COMMITTEE CHAIR:  
Dr. Joanne Marien

DISSERTATION COMMITTEE MEMBERS:  
Dr. Martin Fitzgerald
Dr. Lauren Allen 

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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 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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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 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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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 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.  

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 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

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 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."

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

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.   

Learn More About the Doctoral Program in Educational Leadership

On May 14, 2026, the ÌÇÐÄlogoÈë¿Ú 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.   

Learn More About the Doctoral Program in Educational Leadership