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.   

Learn More About the Doctoral Program in Educational Leadership

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

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

On May 14, 2026, the Â鶹ֱ²¥ 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

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

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 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鶹ֱ²¥ 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

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 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

Congratulations to Karin D. Brill who on Thursday, May 14, 2026, successfully defended her dissertation proposal.

The title of Karin’s dissertation is, "GENERAL EDUCATION TEACHER PARTICIPATION IN CSE DECISION-MAKING: IMPLICATIONS FOR LRE PLACEMENT AND IMPLEMENTATION."

Overview of Problem: IDEA mandates that least restrictive (LRE) placement decisions be made by a multidisciplinary team including at least one regular education teacher. General education teachers contribute classroom-based knowledge and expectations; they understand what is required to implement accommodations and supports within the general education classroom setting (Rotter, 2014; Strunk, 2022). There is a lack of research on the factors influencing the decision making of secondary general and special educations teachers in LRE placement decisions for students with disabilities as well as the effectiveness of the process and how their participation experiences influence their readiness and willingness to implement the decisions made during CSE meetings.

Research Purpose: The purpose of this interpretive qualitative study is to explore how public school, secondary (grades 6-12) general education teachers experience participation in Committee on Special Education (CSE) meetings related to LRE placement decisions. I further seek to understand if teachers perceive an alignment between their role in CSE decision-making and their ultimate implementation of those decisions.

Research Design, Sample, Data Collection: This interpretive qualitative study will be conducted with 12-15 semi-structured interviews of suburban secondary, core general education teachers who have participated as members of New York State CSE meetings.

Dissertation Committee Chair:  
Dr. Joanne Marien

Dissertation Committee Members: 
Dr. Kenneth Mitchell
Dr. Lynn Allen

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 Tiffany Fielding-Clarke who on Friday, May 15, 2026, successfully defended her dissertation proposal.

The title of Tiffany’s dissertation is, "A QUALITATIVE STUDY AMPLIFYING THE VOICE OF CAREGIVERS OF STUDENTS WITH PROFOUND AUTISM (ASD)."

Overview of Problem: Despite clear policy guidelines under the Individuals with Disabilities Education Act (IDEA), many schools still do not provide consistent, individualized, or emotionally responsive transition planning for students with profound ASD and their families (Roux et al., 2015). 

Research Purpose: The purpose of this qualitative study is to amplify the voices of caregivers of students with severe autism spectrum disorder (ASD) as they navigate school support during the transition from high school to adult care services. Drawing upon Bronfenbrenner’s Ecological Systems Theory (1979), this study situates caregiver experiences within the broader nested systems microsystem, mesosystem, exosystem, macrosystem, and chronosystem; that interact to influence the quality of transition planning and outcomes. 

Research Design: Interpretive inquiry with qualitative methods for gathering and analyzing interview data. 

Sample: The population for this study includes families of students diagnosed with profound autism spectrum disorder (ASD) who are currently enrolled in high school and are expected to transition into full-time adult care services such as residential programs, day habilitation, or therapeutic settings within the next two years 

Data Collection: Interviews with 12 parents and caregivers of students diagnosed with profound autism (ASD) who are currently in high school, ages 18-21, and expected to transition into adult care services within the next two years. 

Dissertation Committee Chair: 
Dr. Susan V. Iverson 

Dissertation Committee Members: 
Dr. Kalli Kemp
Dr. Leif Albright

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 Sharon O’Grady who on Thursday, May 14, 2026, successfully defended her dissertation proposal.

The title of Sharon’s dissertation is, "BUILDING BELONGING: A QUALITATIVE STUDY OF CULTURAL AND RELATIONAL CONDITIONS THAT SUSTAIN RESTORATIVE PRACTICES IN SCHOOL COMMUNITIES."

Overview of Problem: While restorative practices have grown in use as alternatives to exclusionary discipline, existing research has largely focused on short-term outcomes, with limited understanding of how these practices are sustained over time. As a result, there is a gap in the literature regarding the organizational and relational conditions that support the long-term integration of restorative practices into daily school routines and culture. 

Research Purpose: The purpose of this study will be to explore how institutional structures, staff relationships, shared norms, and relational conditions shape the sustained implementation of restorative practices within a school district. Grounded in Institutional Theory and Relational-Cultural Theory, it will frame sustainability as both an organizational and relational process, influenced by policies, leadership practices, professional learning, and educators’ experiences of belonging and connection. 

Research Design: This study will use an explanatory qualitative research design, guided by reflexive thematic analysis, to examine educator perspectives on the sustainability of restorative practices. This approach will allow for an in-depth exploration of how participants make meaning of their experiences and the conditions that support or challenge sustained implementation. 

Sample: The study will include a purposefully selected sample of building leaders and teachers with direct experience leading and supporting the sustained implementation of restorative practices within their schools or districts. 

Data Collection: Data will be collected through semi-structured interviews conducted via Zoom, along with document analysis of materials such as discipline policies, guidelines, and professional learning resources. Interviews will be audio-recorded and transcribed to support systematic analysis, and multiple data sources will be used to strengthen the depth and credibility of the findings. 

Dissertation Committee Chair:   
Dr. Kenneth Mitchell

Dissertation Committee Members:   
Dr. Joanne Marien
Dr. Tina Wilson 

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