The Rose Institute for Learning and Literacy at 91直播, in partnership with Putnam Northern Westchester BOCES, is proud to announce its Annual Literacy Conference.

March 16, 2026
91直播
2900 Purchase Street
Purchase, NY 10577

This year’s theme, “Literacy Rich Classrooms: Science of Reading in Action,” emphasizes the importance of evidence-based strategies in literacy education and highlights the latest research in the science of reading.

The conference presents an exciting opportunity for educators, literacy specialists, and administrators to come together and explore innovative ways to foster a love of reading and writing in all students. Attendees will begin the day with a keynote address by Dr. Molly Ness, who will delve into The What, How, and Why of Orthographic Mapping, providing insights into how students learn to read and spell and how teachers can support these processes in the classroom.

Throughout the day, participants will engage in hands-on workshops tailored to meet diverse instructional needs. Educators can choose from sessions focused on comprehension strategies, bridging the spelling gap, writing across content areas, and other topics designed to provide practical tools for immediate classroom application. These workshops allow attendees not only to deepen their understanding of literacy research but also to connect with peers and share strategies that have proven successful in different learning environments.

The day concludes with an inspiring closing keynote by Dawn Nieman, M.S. F/OGA, titled Birds of a Feather Flock Together!, highlighting the power of collaboration and community in fostering literacy-rich environments.

Attending the Annual Literacy Conference is more than professional development; it is an investment in both teachers and students. Educators leave equipped with research-backed strategies, practical classroom tools, and the confidence to implement effective literacy practices. By attending, educators become part of a vibrant community committed to creating classrooms where every student can thrive and develop a lifelong love for reading and writing.

RSVP by February 10, 2026, to secure your spot and join us for this inspiring day of learning and collaboration.

#TheRoseInstituteforLearningandLiteracy #91直播University #SchoolOfEducation #PutnamNorthernWestchesterBoces #Literacy #AnnualLiteracyConference

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at 91直播 in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through 91直播 and professional development opportunities both in-district and through several partner BOCES. 

91直播 School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the 91直播 School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Dr. Patricia “Pat” Poole-Parrilla (EdD ‘23) reflected on her 91直播 experience with deep appreciation for the faculty and the exceptional support she received at 91直播.

Her first encounter with the program came through conversation with Renee Gargano (then assistant director of the doctoral program), who welcomed her into the Dissertation Completion Pathway. The program's 15th anniversary celebration holds a deeply personal significance, representing what she describes as "a celebration I should be having for myself." The support that 91直播 provided her has demonstrated the program's commitment to meeting students exactly where they are in their personal and professional journeys.

Dr. Poole-Parrilla described 91直播's doctoral program as uniquely designed to cultivate scholars who understand that resistance is often necessary to do what is right. She stated that the program allows for reflective practice which helped her discover her passion and sharpen her lens around justice-driven research in education. She emphasized how the program helped her understand her own origin story and connect it to her mission of building scholarship rooted in purposeful justice work. The concept of “origin story” refers to how one self-authors their history, their journey, cultural influences that shaped them, their worldview, and who they are today. In education, “origin stories” are a teaching tool to engage students in learning about themselves and others, fueling creative thinking, reflection, and development of voice. Origin stories are foundational to Pat’s scholar-practitioner identity. 

Dr. Poole-Parrilla’s research centered on reflective practice in teacher preparation, specifically examining how pre-service educators learn to teach Black and Brown students beyond traditional academic instruction. Drawing from her extensive experience as a principal in Brooklyn, and Baltimore, Dr. Poole-Parrilla's dissertation "Novice Teachers' Reflections on Their Preparation for and Practice with Black and Brown Students" investigates whether schools of education create immersive opportunities for future teachers to reflect on their own origin stories. Her work advocates for cultural humility and inquiry into teacher education, hoping to influence public schools to design learning environments that capitalize on the intelligence and creativity of all students, particularly Black and Brown communities.

The relationships and mentorship at 91直播 proved instrumental to Dr. Poole-Parrilla's success, with Dr. Susan Iverson serving as an instrumental faculty member who became her dissertation chair and provided the supportive, teaching-focused guidance she needed to complete. She also acknowledges the support of Renee Gargano and Pat Gannon, along with Dr. Sara Henry and the "Finish Strong" program that helped maintain her momentum toward completion. The care and attention she experienced during in-person coursework and online advising demonstrated that 91直播 not only supported its student body through challenges but also maintained the high academic standards expected of a doctoral program.

Currently serving as a Professional Development Schools Liaison and Field Supervisor with 91直播, Dr. Poole-Parrilla oversees pre-service teacher supervision and provides professional development for the school to which she’s assigned. She remains committed to advancing justice work in education, particularly within teacher preparation programs, and has embraced the role of mentor herself, working closely with current doctoral students. Her experience reinforced her belief in the importance of "finding your people" and the necessity of partnerships between students and advisors for successful completion. 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the 91直播 Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership

Dr. Joi Sampson (EdD ‘22) reflected on her 91直播 journey as both “challenging and invigorating,” a transformative experience that fulfilled her personal dream of earning a doctorate while advancing her professional career. Today, she serves as Assistant Provost for Academic Engagement at Mercy University, where she applies the lessons of her research and her 91直播 experience to foster inclusion, belonging, and student success. 

For Dr. Sampson, the 15th Anniversary of the EdD program carries deep personal and professional meaning. On a personal level, it represents the achievement of a lifelong dream she once thought might not be possible. At the time she enrolled, she was working at 91直播 and unsure if pursuing a doctorate would fit into her life. The launch of the Higher Education pathway provided exactly the opportunity she needed, allowing her to advance academically while balancing her work and family responsibilities. Professionally, the program was “life-changing,” opening doors to leadership roles and equipping her to advocate for equity and inclusion in higher education. She views the 15th doctoral program anniversary not just as a celebration of longevity, but as a recognition of the program’s impact in shaping strong, mission-driven leaders across the field of educational leadership. 

One of her most vivid memories was participating in a travel study elective to Italy, an experience she describes as eye-opening and enriching. There, she explored international approaches to higher education, including innovative “badge” systems for credentialing, and was inspired by graduate students conducting dissertations in English despite it not being their first language. This opportunity expanded her perspective as a scholar-practitioner and underscored the importance of global collaboration in education. 

Also during her doctoral studies, Joi was accepted to participate in the National Association of Student Affairs Professionals (NASPA’s) “Hill Days,” during which she, and other attendees, met with elected officials to discuss higher education policy.  She also learned about advocacy, strategic meetings with congressional offices, and a focus on advancing NASPA's policy goals for the student affairs profession. Insights and professional development acquired through this experience has continued to guide her as a scholar-practitioner.  

Joi’s dissertation, Our Voices Heard: A Critical Phenomenological Study of Black Professional Women’s Experiences in Predominantly White Institutions, was born from her own journey navigating discrimination and barriers in higher education. As a Black woman aspiring to leadership, she often found herself questioning whether her experiences of being overlooked for promotions, having her expertise doubted, or being subjected to harmful stereotypes were unique or part of a broader pattern. This personal questioning became the catalyst for her study, in which she sought to give voice to other Black professional women who, too often, are rendered invisible in academic spaces. Her research revealed stories of resilience, advocacy, and sacrifice—women who endured systemic bias and limited advancement opportunities yet stayed rooted in their institutions because of their deep commitment to students. Many participants described remaining in difficult positions not for personal gain, but because they felt a responsibility to ensure that underrepresented students had role models, mentors, and advocates. By centering these voices, Dr. Sampson not only documented the persistence of gendered racism in higher education but also highlighted the powerful contributions of Black women whose leadership is frequently unacknowledged. 

At Mercy University, Dr. Sampson’s leadership embodies the themes of her research in tangible and meaningful ways. In her role as Assistant Provost for Academic Engagement, she is deeply invested in building systems and practices that affirm belonging for all members of the campus community. Her work emphasizes that equity is not abstract—it shows up in the details, such as who is represented on promotional materials, whether events are accessible to all, and how students and colleagues are invited into decision-making spaces. She mentors both students and staff with intentional care, modeling the belief that authentic leadership comes from listening, validating, and challenging others to grow. Her approach demonstrates that systemic change can begin with small, consistent actions: making a flyer more inclusive, ensuring technology is accessible, or showing compassion in a moment of need. These actions, when multiplied across a campus, create a culture that values and sustains diversity, equity, and inclusion. 

Looking ahead, Dr. Sampson envisions her scholarship and leadership as tools to influence higher education beyond her immediate institution. She hopes her research will continue to spark dialogue about the subtle and overt ways in which bias shapes professional experiences and institutional outcomes. Her long-term goal is to see policies and practices that not only recognize inequities but also actively dismantle them. She is particularly passionate about supporting underrepresented students, believing that helping them to persist and graduate does more than award degrees—it changes the trajectory of families and communities. By strengthening pathways to belonging, access, and academic success, Dr. Sampson sees education as a vehicle for justice and opportunity. Her vision is clear: higher education must be a place where every student and professional can bring their full selves and thrive. 

Joi describes the EdD program’s legacy in three words: boundless, connection, and forward-thinking. For her, the program provided not only rigorous academic training but also lifelong relationships with colleagues and mentors who continue to shape her professional journey. She recalls that the program’s holistic and forward-looking approach helped her think critically about the evolving challenges facing higher education, particularly issues of equity and access.  

For Dr. Sampson, 91直播’s EdD program represents more than an academic credential—it is a community of leaders who are deeply committed to creating meaningful change in education. As she reflects on the program’s legacy, she emphasizes: “91直播 produces excellent leaders who care deeply about advancing education with purpose, compassion, and courage.” 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the 91直播 Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership

Family Literacy Day at The Rose Institute for Learning and Literacy

Family Literacy Day is a national celebration that highlights the importance of families reading and learning together. At The Rose Institute for Learning and Literacy at 91直播, we recognize that literacy begins at home — through daily conversations, shared stories, and meaningful interactions that inspire a lifelong love of reading.

Why Family Literacy Matters

Research shows that when families engage in literacy activities together, children build stronger language and comprehension skills, perform better academically, and develop greater confidence as learners. Literacy is more than reading words on a page — it’s about communication, connection, and curiosity. 

How Families Can Celebrate

Here are a few simple ways to promote literacy at home:

• Read aloud together: Take turns reading a book, article, or poem as a family.
• Share stories: Encourage children to ask parents or grandparents about their childhood memories or cultural traditions.
• Explore writing: Create a family journal, write letters, or make lists together.
• Visit your library: Attend storytime, check out new books, or participate in literacy events.
• Use everyday literacy moments: Reading a recipe, a map, or even road signs can help strengthen vocabulary and comprehension skills.

Our Commitment

The Rose Institute for Learning and Literacy is dedicated to supporting educators, families, and communities in promoting effective, evidence-based literacy practices. We believe every child deserves the opportunity to grow as a confident, capable reader — and that begins with the shared efforts of families and schools working together. This Family Literacy Day, we invite you to take time to read, talk, and learn as a family. Every story shared is a step toward building a stronger foundation for lifelong learning. 

#TheRoseInstituteforLearningandLiteracy #91直播University #SchoolOfEducation #NationalFamilyLiteracyDay #Literacy #Family

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at 91直播 in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through 91直播 and professional development opportunities both in-district and through several partner BOCES. 

91直播 School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the 91直播 School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Join us at 91直播 for Our Next Distinguished Lecturer Series.

Changing Literacy Landscape in NYS: What Parents and Educators Need to Know

Thursday, November 13, 2025
5:00–8:00 PM
Reid Castle, 91直播
2900 Purchase Street
Purchase, NY 10577

Free and open to all!

Message from the Director of The Rose Institute for Learning and Literacy

Tracy McCarthy, Director of The Rose Institute for Learning and Literacy

I’m honored to share that The Rose Institute for Learning and Literacy is partnering with 91直播’s School of Education to present the next event in their Distinguished Lecturer Series, featuring an exceptional panel of leaders in literacy education.

The evening will feature an exceptional panel of leaders whose work is actively shaping literacy policy and practice across New York State:

Dr. Sagrario Rudecindo-O’Neill, EdD ’22 – Assistant Superintendent for Curriculum and Student Support in the Beacon City School District. She’s a passionate advocate for equity and inclusion, with years of experience as a principal, assistant principal, and bilingual special education teacher.

Dr. Katie Pace Miles, PhD – Associate Professor at Brooklyn College (CUNY) and Director of the Advanced Certificates in Reading Science. She’s the author of Reading Ready and founder of The Reading Institute, providing evidence-based reading support for thousands of students nationwide.

Ruth Genn – Co-founder and Executive Director of Literacy Academy Collective, a NYC-based organization that supports schools for students with dyslexia and other reading challenges. Ruth brings over two decades of leadership in education innovation and literacy access.
Hosting this event is a true honor. Literacy is such a powerful foundation for lifelong learning, and it’s inspiring to bring together educators, parents, and advocates who are leading real change across New York State.

The event is free and registration is open to all--including educators, parents, and community members—who are interested in learning more about the future of literacy and education in New York State.

Hosting this panel is a true honor. Literacy is such a powerful foundation for lifelong learning; I hope you’ll join us for this important and timely conversation.

Kind regards,

Tracy McCarthy

Director of The Rose Institute for Learning and Literacy

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at 91直播 in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through 91直播 and professional development opportunities both in-district and through several partner BOCES. 

91直播 School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the 91直播 School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses which provide our students with the flexibility and resources they need to fulfill their educational goals.

Congratulations to Maria Tartaglione who on Thursday, October 16, 2025, successfully defended her dissertation proposal. 

The title of Maria’s dissertation is: "A QUALITATIVE STUDY OF MIDDLE SCHOOL PRINCIPALS’ IMPLEMENTATION OF COLLEGE AND CAREER READINESS INITIATIVES: AN ECOLOGICAL ANALYSIS."

Overview of Problem: The most urgent educational problem in America’s educational system is the disproportionate college access for economically disadvantaged students. Subsequently, economically disadvantaged schools in the U.S. require principals to plan for implementing college awareness and career readiness initiatives.

Research Purpose: To describe how middle school principals (i.e., Grades 5–8) at economically disadvantaged schools implement college and career readiness initiatives through the lens of Bronfenbrenner’s ecological system.

Research Design: Qualitative interpretive inquiry methodology

Sample: Principals currently serving in public economically disadvantaged middle schools located in the US for 5 or more years that have a student population of 25% or more on free and reduced lunch, Title I designation, state/local socioeconomic indicators, and have provided leadership for the implementation of college and career readiness initiatives for one or more years.

Data Collection: Semi-structured interviews with 12-15 Principals

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson 

DISSERTATION COMMITTEE MEMBERS: 
Dr. Martin Fitzgerald 
Dr. Nicole Joseph

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Melissa A. Barrow who on Thursday, October 16, 2025, successfully defended her dissertation proposal. 

The title of Melissa’s dissertation is "SHATTERING BARRIERS: EXAMINING THE UNDERREPRESENTATION OF BLACK AND HISPANIC FEMAIL PUBLIC SCHOOL SUPERINTENDENTS."

Overview of Problem:  Black and Hispanic women remain severely underrepresented in U.S. superintendent roles despite growing student diversity. Structural inequities, biased hiring, and racialized and gendered systems limit their advancement, with White males continuing to dominate leadership pathways and women of color facing the slowest progression from principal to superintendent (Mathews et al., 2024; Cruz, 2023).

Research Purpose:  To examine the lived experiences of current Black and Hispanic female school district superintendents. Grounded in Acker’s (1990) Theory of Racialized and Gendered Organizations, this study aims to explore how intersecting dimensions of race and gender have shaped their leadership trajectories, influenced their professional advancement, and continued to affect their roles as superintendents.  

Research Design:  This interpretive qualitative design explores how racialized and gendered organizational structures shape the underrepresentation of Black and Hispanic female superintendents. The study employs purposeful sampling, semi-structured interviews, and thematic analysis to capture participants lived experiences while ensuring credibility through triangulation, reflexivity, and transparency in data collection and interpretation.

Sample:  This study uses purposeful sampling of 12–15 self-identified Black and/or Hispanic female public school superintendents appointed by Boards of Education. Participants must have served at least one year, ensuring participants possess sufficient experience with the responsibilities, challenges, and decision-making processes central to district-level leadership.

Data Collection:  Semi-structured interviews will be conducted via zoom with 12–15 Black and/or Hispanic female superintendents.  

Dissertation Committee Chair: 
Dr. Susan V. Iverson 

Dissertation Committee Members:
Dr. Nicole Joseph
Dr. Sagrario Rudecindo-O’Neill

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Anibal Soler Jr. who on Thursday, October 16, 2025, successfully defended his dissertation proposal. 

The title of Anibal’s study is "THE ROLE OF SCHOOL SUPERINTENDENTS IN IMPROVING GRADUATION RATES IN LARGE NEW YORK SCHOOL DISTRICTS IN RESPONSE TO THE BLUE RIBBON COMMISSION."

Overview of Problem: Recognizing the inadequacies of traditional graduation measures, the New York State Education Department launched the Blue Ribbon Commission in 2022 to reassess and redesign graduation requirements, shifting towards more equitable, flexible, and competency-based standards (NYSED, 2022). The Commission's findings promise significant implications for educational policy and leadership, placing superintendents at the forefront of implementing innovative graduation standards. 

Research Purpose: The central purpose of this study is to explore how superintendents conceptualize, design, and implement dropout prevention and credit recovery strategies in alignment with or in response to the NY Inspires graduation reform plan. This study aims to explore and identify the pivotal role that school superintendents play in addressing the dropout crisis within their respective districts. 

Research Design: By employing a qualitative approach centered on semi-structured interviews and document analysis, this study aims to surface nuanced understandings of superintendent leadership practices within complex policy contexts. 

Sample: Two primary forms of data will be collected: semi-structured interviews and document analysis. These sources will provide a rich, triangulated understanding of how superintendents interpret and respond to the Blue Ribbon Commission’s recommendations through the NY Inspires framework. 

Data Collection: This study's primary data collection methods will include semi-structured interviews with superintendents and artifact analysis. These methods will allow for a rich, in-depth understanding of how school districts are responding to recommendations from the Blue Ribbon Commission and the strategies reflected in their district plans. 

Dissertation Committee Chair:  
Dr. Kenneth Mitchell 

Dissertation Committee Members:   
Dr. Joanne Marien
Dr. Betty A. Rosa

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Herman Scriven who on Wednesday, October 15, 2025, successfully defended his dissertation proposal. 

The title of Herman’s dissertation is: "EXPLORING COACHES' PERCEPTIONS OF ACADEMIC SUPPORT PROGRAMS FOR AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS: A QUALITATIVE STUDY."

Overview of Problem: African American high school football players face unique academic and social challenges that hinder their success, particularly within predominantly White institutions where existing support systems may not adequately meet their needs.

Research Purpose: The purpose of this study is to investigate high school football coaches’ perceptions of academic support programs. It aims to identify the strengths, limitations, and opportunities for improvement in these programs specifically for African American high school football players

Research Design: This study will utilize qualitative research design. Guided by the ARCS model—Attention, Relevance, Confidence, Satisfaction—this research will explore coaches' perceptions of their roles in supporting African American student-athletes' academic success and assess the effectiveness of existing academic support programs. This approach aims to deepen the understanding of the relationship between coaching strategies and academic support, ultimately seeking to improve educational outcomes for these athletes. 

Sample: The sample for this study will consist of 10 to 15 active and retired high school football coaches with a minimum of two years of coaching experience. 

Data Collection: Data collection will involve semi-structured interviews, allowing for open-ended discussions that encourage coaches to share their insights and experiences freely. Each interview will be conducted via Zoom, recorded with participants' consent, and subsequently transcribed for thematic analysis to identify key perceptions regarding academic support for African American student-athletes.

DISSERTATION COMMITTEE CHAIR:  
Dr. Shelley Wepner

DISSERTATION COMMITTEE MEMBERS:   
Dr. Peter Troiano
Dr. James Brown

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Colleen Fratinardo who on Monday, October 13, 2025, successfully defended her dissertation proposal.

The title of Colleen’s dissertation is: "EXAMINING THE RELATIONSHIP BETWEEN JOB SATISFACTION COMPONENTS AND EARLY CHILDHOOD EDUCATORS' WORKPLACE EXPERIENCES IN HAWAI‘I." 

Overview of Problem: Early childhood educators (ECEs) play a critical role in supporting the development and learning of young children during a pivotal stage of growth. However, the field continues to grapple with high turnover rates, instability, and workforce dissatisfaction. Up to 30% of early childhood teachers leave their jobs annually, often due to low pay, lack of benefits, poor working conditions, and limited opportunities for professional growth and advancement. Despite these challenges, ECEs often report moderate to high levels of job satisfaction derived from meaningful interactions with children and the intrinsic rewards of the profession.  Job satisfaction is a multidimensional construct that includes both intrinsic and extrinsic elements. These include coworker relations, supervisor support, the nature of the work, pay and promotion, and the general working conditions (Bloom, 2010). Understanding how these dimensions relate to ECEs’ perceptions of their workplace is necessary to support the workforce and ensure continuity of care and quality educational outcomes for children. 

Research Purpose: The purpose of this quantitative correlational study is to examine whether, and to what extent, there is a relationship between five components of job satisfaction—coworker relations, supervisor relations, nature of the work, pay and promotion, and working conditions—and early childhood educators’ workplace experiences in Hawai.i. The study will utilize the Early Childhood Job Satisfaction Survey (ECJSS) to measure job satisfaction. The study is situated within NAEYC-accredited preschools across the islands of O’ahu and Hawai’i, targeting approximately 90 early childhood educators, including both lead teachers and teaching assistants. By focusing on this population, the study aims to inform administrative practices and policies that foster higher satisfaction in early childhood settings 

Research Design: A quantitative descriptive research design will be used for the proposed investigation.  

Sample: The sample size is 90 early childhood teachers. Leavy (2017) posited that research participants should be identified and recruited based on the research purpose and questions or hypotheses in a study. The general population in this study is comprised of all early childhood educators. The target population is 500 early childhood educators, preschool and pre-kindergarten teachers, and assistants working in programs accredited by the National Association for the Education of Young Children (NAEYC) in Hawaii. 

Data Collection and Analysis: Raw survey data will be exported from SurveyMonkey and imported into SPSS for cleaning and analysis. Initial data screening will identify missing or invalid responses. Cronbach’s alpha will be calculated to assess the internal consistency reliability of the ECJSS in this sample. Composite scores will be created by averaging responses on the instrument. The ECJSS composite score will serve as the primary variable in the planned analyses. Correlational statistics will be produced to explore relationships between job satisfaction components and demographic variables. 

DISSERTATION COMMITTEE CHAIR: 
Dr. Yiping Wan  

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nora Broege
Dr. Michael Abel 

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 91直播, offered in partnership with Putnam Northern Westchester BOCES,鈥痷tilizes 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鈥痯rofessionals who seek to develop their leadership skills for career advancement or current job enhancement.鈥�  

Learn More About the Doctoral Program in Educational Leadership