Congratulations to Cori Ann Boss Jackson who on Thursday, July 31, 2025, successfully defended her dissertation. The title of Cori’s dissertation is "AN INTERPRETIVE QUALITATIVE STUDY: ROLE OF TEACHER AUTONOMY AND PERCEIVED COMPETENCE IN THE IMPLEMENTATION OF A PREPACKAGED LITERACY CURRICULUM."

Overview of Problem: According to the most recent Nation’s Report Card (n.d.), reading scores for fourth- and eighth-grade students have remained largely unchanged since 1992, highlighting stagnant reading achievement among U.S. students. In response, national and state initiatives have introduced laws and mandates aimed at improving literacy. To comply, schools often adopt prepackaged literacy curricula.

Research Purpose: Guided by Self-Determination Theory, this study examined how teachers in a high-needs school district experienced the implementation of a prepackaged literacy program. It aimed to give voice to teachers who are positioned to explain if and how these programs meet the needs of diverse learners. The study also explored how building and district directives influenced teachers’ sense of autonomy and competence.

Research Design: An interpretive qualitative design was used.

Sample: Fifteen teachers in Grades 1–4 from two elementary schools in a high-needs district in the Hudson Valley Region of New York participated. Each school principal also took part in the study.

Data Collection and Analysis: Data were collected through semi-structured interviews and document analysis. Yin’s (2016) five-step analytic process guided analysis, using both open and a priori coding to identify patterns and themes.

Findings/Results: Three themes and subthemes emerged. The first theme, confusing communication, included subthemes: I don’t know why I’m doing this and fidelity, autonomy or both. The second theme, “everything you need” in one place, addressed the balance between too much, too little, or just enough. The third theme, different avenues to teacher autonomy, included experience and perceived competence, my building leader trusts me, and one size does not fit all.

Conclusions/Implications: This study highlighted the need for clear, consistent messaging aligned across all forms of communication to ensure that teachers understand what is expected of them. When the message is inconsistent, teachers interpret directives in ways that resonate with their beliefs and experiences influencing how they implement the prepackaged curriculum. Recommendations are included for district leaders, building leaders, teachers, and teacher training programs.

DISSERTATION COMMITTEE CHAIR(S): 
Dr. Kenneth Mitchell 

DISSERTATION COMMITTEE MEMBER(S): 
Dr. Joanne Marien 
Dr. Adam VanDerStuyf 

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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 91Ö±²¥, 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 Iskra D. Hernández Rosado who on Thursday, July 31, 2025 successfully defended her dissertation proposal. The title of Iskra’s dissertation is "A QUALITATIVE STUDY OF LEADING ADAPTIVE CHANGE: THE IMPLEMENTATION OF GENAI IN STUDENT SUPPORT SERVICES AT COMMUNITY COLLEGES." 

As leaders implement Generative Artificial Intelligence (GenAI) at community colleges, specifically in student affairs and enrollment management, it is important to understand the specific strategies leaders employ to manage the complex organizational change required for its successful integration in this unique higher education context.  This qualitative study aims to describe how community college leaders manage change while navigating the complexities of implementing GenAI practices. Such changes are viewed as adaptive (versus technical), meaning a complex or difficult situation that is hard to define, and solutions that are not easy to resolve. Guided by Kurt Lewin’s three-stage change model (unfreezing, changing, and refreezing) the study examines the processes and strategies leaders use to prepare for, implement, and sustain AI-driven change. The findings are intended to offer practical insights for leaders and contribute to the scholarly understanding of technology adoption and change management in resource-constrained educational environments. Data will be collected through semi-structured interviews conducted via Zoom, with a purposeful sample of 12–15 leaders from U.S. community colleges who have direct responsibility for implementing GenAI technologies in student support services.

DISSERTATION COMMITTEE CHAIR: 
Dr. Susan Iverson 

DISSERTATION COMMITTEE MEMBERS: 
Dr. Robert Mangione 
Dr. Ruben Barato 

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 91Ö±²¥, 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 Kayla Miranda Morales who on Wednesday July 30, 2025, successfully defended her dissertation. The title of Kayla’s study is "THE INFLUENCES OF REACTIONARY FORCES AND OPPOSITIONS TO DIVERSITY, EQUITY, AND INCLUSION (DEI) ON SUBURBAN MIDDLE SCHOOL LANGUAGE ARTS AND SOCIAL STUDIES CLASSROOMS." 

Overview of Problem: Despite the growing racial and cultural diversity of the U.S. school population, culturally responsive teaching practices continue to face significant political and social opposition. Teachers are increasingly challenged by legislation, censorship, and parental resistance, which restrict their ability to teach about DEI related topics within their classrooms. These reactionary forces create a climate of uncertainty and tension, particularly in subjects like language arts and social studies, where diverse perspectives and civic discourse are essential. 

Research Purpose:  Guided by Weick’s (1995) Sensemaking theory, the purpose of this study was to explore how middle school language arts and social studies teachers in a suburban private school in the Northeast region of the United States make sense of reactionary forces opposing diversity, equity, and inclusion (DEI) and how these forces influence their pedagogical decision-making and classroom practices. 

Research Design: A qualitative single case study was used.  

Sample: The study focused on 13 middle school language arts and social studies teachers at one private school in the northeastern United States. 

Data Collection and Analysis: Data were gathered through semi structured interviews with tenured/non-probationary middle school language arts and social studies teachers. In addition, documents that discuss DEI curriculum and policies from the participants’ school were examined to determine its influence on teachers’ sensemaking and teaching practices.  

Findings/Results: Findings from this study reveal that middle school language arts and social studies teachers face significant tension between their commitment to culturally responsive teaching and the external pressures of reactionary forces, including censorship, political interference, and unclear institutional support.  

Conclusions/Implications: This study highlights the complex challenges educators face in fostering inclusive classrooms amid rising opposition to DEI. These challenges hinder their ability to engage students in meaningful conversations about DEI related topics. It underscores the need for school leaders and policymakers to provide professional development, institutional clarity, and protective policies that empower educators to teach inclusively in an increasingly diverse and politically complex educational landscape. 

Dissertation Committee Chair(s): 
Dr. Kenneth Mitchell 

Dissertation Committee Member(s): 
Dr. Martin Fitzgerald 
Dr. Jenny Olson 

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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 91Ö±²¥, 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 Jude Fleurismond who on Friday, July 25, 2025, successfully defended his dissertation. The title of Jude’s dissertation is "LOW TRANSFER RATES OF ADULT COMMUNITY COLLEGE STUDENTS TO 4-YEAR COLLEGES OR UNIVERSITIES."

Overview of Problem: The demand for post-secondary education has led to an increase in the number of students at community colleges seeking to advance their studies. However, this is not the case for adult learners, who transfer from community colleges to four-year colleges or university at lower rates. Multiple studies indicate that less than 10% of adult learners from community college transfer to four-year colleges and universities.

Research Purpose: The study seeks to understand the reasons for the low transfer rates of adult learners and to recommend appropriate measures to address the problem.

Research Design: The study adopted a qualitative research design guided by Malcom Knowles’s Theory of Adult Learning, specifically Knowles’s idea of the self-concept, which acknowledges that adult learners’ decisions reflect autonomy and self-direction. The study answered two key research questions: 1) How do adult learners navigate the transfer process, including understanding the requirements and benefits of transfer agreements? and 2) What types of transfer services do adult students perceive as important in preparing them for the transition to four-year educational programs?

Sample: Participants included 20 adult learners who had successfully transferred to a 4-year college or university after community college.

Data Collection and Analysis: Data was obtained through semi-structured interviews and a thematic analysis was conducted to understand adult learners’ perspectives on reasons for low transfer rates.

Findings/Results: Findings indicated that personal and academic readiness, influence of institutional and advisory support, practical considerations, and college experience and perceptions were key factors influencing decision-making among adult learners.

Conclusions/Implications: The study recommendations include the need to provide dedicated adult transfer advisors, regular transfer planning workshops, peer mentorship programs, timely credit evaluations, career counseling with academic advising, and joint transfer fairs with partner institutions.

Dissertation Committee Chair(s):  
Dr. Peter F. Troiano

Dissertation Committee Member(s):   
Dr. Nicole Joseph
Dr. Dana Stilley

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 91Ö±²¥, 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 Teresa Letizia who on Wednesday, July 23, 2025, successfully defended her dissertation. The title of Teresa’s dissertation is, "QUALITATIVE STUDY OF TEACHERS’ USE OF SOCIAL-EMOTIONAL LEARNING CURRICULUM IN ELEMENTARY SCHOOLS: AN ECOLOGICAL SYSTEMS ANALYSIS."

Overview of Problem: Social Emotional Learning (SEL) is widely recognized as essential to supporting student well-being, school engagement, and academic success. While schools are expected to implement SEL as a key component of instruction and school culture, the experiences of teachers—those responsible for delivering and sustaining SEL—remains an under-researched area. Without a deeper understanding of teachers’ experiences and the challenges they face, SEL curriculum implementation risks becoming disconnected from daily practice and from the support students urgently need. 

Research Purpose: Guided by Bronfenbrenner’s Ecological Systems Theory, this study explored how elementary school teachers in New York public schools experience the implementation of a SEL curriculum. The study examined how different layers of influence such as classroom relationships, family engagement, professional development, district/school policies, and societal change—shaped their efforts to integrate SEL into everyday practice. 

Research Design: This study used a qualitative research design grounded in interpretive inquiry to understand elementary school teachers’ experiences as they implement SEL curriculum. 

Sample: The study included 15 public elementary school teachers in New York. Each participant had at least five years of teaching experience. 

Data Collection and Analysis: Data were collected through one-on-one, semi-structured interviews. Thematic analysis was used to code transcripts using both in vivo and a priori strategies, with attention to how participants’ experiences aligned with each level of the ecological model: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. 

Findings/Results: The findings revealed that strong teacher-student relationships and emotionally safe classrooms were central to effective SEL (microsystem). Teachers actively engaged families through SEL language and tools (mesosystem). However, professional learning opportunities were often limited or episodic, and administrative support -though recognized as critical- was frequently insufficient (exosystem). Broader influences, such as district mandates and the lingering effects of the COVID-19 pandemic, presenting increased emotional needs and learning disruptions, also shaped teachers’ experiences (macrosystem and chronosystem). 

Conclusions/Implications: This study illuminated how SEL curricula offered structure; however, it is the relational and emotional work of teachers that drives meaningful SEL. For SEL to be sustainable and effective, schools must invest in long-term support, prioritize teacher well-being, and foster alignment across all levels of the school system—from policy to practice. 

DISSERTATION COMMITTEE CHAIR(S): 
Dr. Susan V. Iverson 

DISSERTATION COMMITTEE MEMBER(S): 
Dr. Mary Coakley-Fields
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 91Ö±²¥, 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 Antoinette Joyce Mattis who on Tuesday, July 8, successfully defended her dissertation proposal. The title of Antoinette’s dissertation is "QUALITATIVE STUDY OF GENERAL EDUCATION TEACHERS, MULTICULTURAL COMPETENCE, AND THE REFERRAL OF BLACK AND BROWN STUDENTS TO SPECIAL EDUCATION."

The purpose of Antoinette’s qualitative study is to describe how general education teachers in New York and Florida make decisions when referring African-Caribbean students for special education services. These two states were selected as they have the highest numbers of African-Caribbean students. Drawing upon the theory of multicultural competence (knowledge, awareness, and skill), this study further seeks to illuminate how general education teachers' multicultural competence—or lack thereof—informs their decision-making regarding special education referrals. This study will explore how cultural-linguistic differences, such as language and communication styles, are often misinterpreted as disabilities, resulting in unnecessary special education referrals, and in particular, disproportionality in special education of African Caribbean students.

Dissertation Committee Chair:  
Dr. Susan Iverson

Dissertation Committee Members:   
Dr. Joanne Marien
Dr. LaShorage Shaffer

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 91Ö±²¥, 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

As we celebrate the achievements of our nursing graduates, it is vital to acknowledge the personal journeys that led them here.

Irving Escobar stands out with a path marked by resilience, heartbreak, and the unwavering support of loved ones. His story not only highlights the challenges many faced during turbulent times but also captures the spirit of perseverance within the 91Ö±²¥ community. Irving's peers selected him to share his story at their Nurse Pinning Ceremony, reminding us of the power of determination in overcoming adversity. He was also at Commencement on May 17, 2025.

Good morning, distinguished faculty, proud family members, and of course, my nursing classmates. I am beyond honored and grateful to stand before you this morning on this very special and memorable day.

Today, we celebrate a major accomplishment that we have worked extremely hard to attain. For some of us, this journey began four years ago in 2020 as college freshmen, when there was unprecedented disruption and change, and for others, we transferred to Mville from another institution. Either way, it was a time of uncertainty and resilience. I applaud each of you and say, “Congratulations!” You crossed the finish line. 

And still, for others sitting here today, pursuing a second degree was part of their journey, to which I also say Congratulations! Having one bachelor’s degree is most definitely something to be proud of, but having two shows immense dedication and commitment to your education. 

I commend you for enhancing your knowledge and securing this accomplishment. 

As for me, my journey has been a bit different. Eight years ago, at age 26, I started with the goal of eventually becoming a nurse. By that time, I had already spent five years as a medical assistant, and to be honest, I had begun to feel like there was more I should be pursuing. And my beautiful wife felt the same way. She would tell me, “I think you should go to school to become a nurse you are so smart and so caring with your patients”. She saw something in me that I struggled to see at the time. 

I’ll also admit that I had doubts about becoming a nurse, especially when I realized I would have to start my college journey from the very beginning. With just a few college credits to my name, I felt like it would take forever to finish all the prerequisites before I could even start applying to nursing programs. I made the decision to take the first step by enrolling in a community college and starting the required classes.  At the time, I needed to continue to work full-time and go to school at night. I had a little family of my own, and it wasn’t realistic for me to attend school full-time. This continued for about four years, taking us into 2020. 

As I mentioned earlier, 2020 brought disruption and change for all of us. In March of that year, my little boy was born, and I was also completing my final science requirement, Medical Microbiology. Following that beautiful moment of a new life being born, it felt as though my entire world came to a sudden halt. 

On April 8th, I lost my best friend to COVID. Two days later, on April 10th, my wife lost her grandmother to the same virus. Then, on April 23rd, I received the heart-wrenching news that my mother had been murdered while on vacation.  I recall that moment clearly, freezing up as I tried to process what I was hearing on the phone. I was in denial for about twenty minutes before the harsh reality was confirmed. A flood of thoughts ran through my mind when I finally accepted that there was nothing I could do, only to keep moving forward. 

I chose to take a break from school that fall because I wasn’t mentally prepared to start applying to nursing schools. It turned out to be the right decision, as I had no idea that another tragedy was waiting for me. Just six months after my mother’s death, my stepfather, who had been in my life since I was three, passed away from "COVID." But honestly, I believe it was from a broken heart. Once again, I froze, and I couldn’t shake the feeling that there was a "black cloud" hanging over me. I was just trying to live a somewhat normal life, yet it seemed like obstacle after obstacle kept getting in my way. 

A few months went by, and by 2021, if I’m being honest, applying to nursing school was the furthest thing from my mind. I gradually began to lose myself as depression, anxiety, and anger took control. Despite all the emotions I was battling, I knew I had to start applying. That year, I submitted applications to four nursing schools, and all four rejected me.  My confidence was shattered, and I started to entertain the thought that maybe becoming a nurse just wasn’t meant to be, that I had been fooling myself all these years. 

At the start of 2022, I applied to two more nursing schools, only to face rejection once again. By this point, I had decided I was done chasing this dream, as it had turned into a nightmare. I told myself I must not be good enough. I was ready to give it all up, but there was someone who never gave up on me, then and still doesn't—my wife. My wife has been my best friend, my biggest supporter, and most importantly, my soulmate. I remember her on the phone saying, “You’re not giving up. In fact, you’re going to apply to this school, and you’re doing it today!” The school was 91Ö±²¥, about an hour from my home. I did exactly as she told me, expecting to receive a rejection letter. But as you can observe, I'm standing here today—because that rejection letter never came! 

You see, from that moment on, God removed all rejection from my life. I say God because, without Him, I wouldn’t be standing here speaking to all of you today. All those other doors that stayed closed were meant to be, because 91Ö±²¥ was the door He had left open for me. And I wouldn’t change that for anything. I used to think there was a black cloud hanging over me because of all the adversity I faced. I doubted my own abilities after all the rejections, and I wondered if I would ever have the chance to become a nurse. But I was wrong. God shaped me, made me stronger, more resilient, and most importantly, taught me to stop just thinking and start truly believing. 

I share this in the hope that someone needs to hear it: "Success isn't determined by the obstacles you face, but by the strength you find to overcome them. Keep pushing forward—your breakthrough is nearer than you realize." 

To my nursing classmates, I want to leave you with this: You are exactly where you're meant to be. If you’ve ever had doubts, let them go—your path has already been written, and you’re living it right now. This is just the beginning. Each of you is destined to become an incredible nurse. Thank you, and may God bless you all.  

-Irving Escobar

About the 91Ö±²¥ School of Nursing and Health Sciences

Our mission is to prepare our current and future students to become transformative healthcare professionals.

Whether it’s your first time attending college or you’re a certified health professional looking to expand your professional opportunities, the School of Nursing and Health Sciences offers patient-centered degree programs grounded in clinical practice.

Future healthcare leaders, holistically trained patient advocates, and ethically responsible health professionals will be given the tools to grow in 91Ö±²¥’s high-tech, high-care nursing and health professions programs.

Nursing and Health Professions Education at 91Ö±²¥

Informed by the Caritas philosophy, students in our undergraduate, graduate, and certificate programs graduate capable of performing necessary tasks and procedures and of fostering moments of healing and care with patients.

91Ö±²¥’s modern approach to nursing and healthcare education develops inter-professional collaborators who can respond to the changing landscape of their fields. Our Caritas healthcare professionals can perform tasks while being completely present and centered with the patient and balance high-tech with high-touch care.

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MENTAL HEALTH AWARENESS

Mental Health Awareness does not solely demand our attention in May - the designated month for awareness - but requires mindfulness and intentionality all 12 months of the year. As educators and educational leaders, we must create spaces for students (and ourselves) to reflect and tell our stories. All educational personnel - from academic advisors to social workers, from deans of students to human resource directors - must strive to establish safe and brave spaces where conversations about mental health can occur.

In this feature, we showcase important doctoral research, featuring achievements of a few of the 91Ö±²¥ doctoral program scholars. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.

Mental Health Awareness highlights the importance of the well being for all people. Research has shown that stress, anxiety, and depression are barriers in one’s academic journey. 91Ö±²¥ doctoral scholar-practitioners have conducted research to further understand the [at times disproportional] effects of mental health on learning, behavior, and organizational culture. 

At the heart of our monthly themed celebrations is the importance of reflecting on the needs of our students. Let us not forget about ourselves and our needs as educators, partners, mentors, parents, leaders, and doctoral students. Our work is crucial and we must take care of ourselves as well as taking care of our communities. 

Dr. Andrew J. Ecker

Andrew J. Ecker (EdD 2017) is director of the Lower Hudson Regional Partnership Center at Putnam/Northern Westchester BOCES in Yorktown Heights, NY. Dr. Ecker serves as co-president of the New York Council of Administrators of Special Education (NYCASE). Nationally, he serves on the Policy and Legislative Committee for the Council of Administrators of Special Education (CASE) and on the review board of the Journal of Special Education Leadership. Dr. Ecker is currently on special education advisory boards for 91Ö±²¥ and Fordham Universities. Previously, he’s served as the Hudson Valley Schools’ region leader for the Suicide Prevention Center of New York, and on numerous school and community mental health networks.

Andrew’s dissertation “INITIAL PRINCIPAL READINESS TO INTERCONNECT POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS AND SCHOOL MENTAL HEALTH: A SEQUENTIAL MULTIVARIATE EXPLORATORY ANALYSIS” explored the rapidly increasing rates of mental health issues in teenagers. Making the connection between this increase and the fact that schools are the largest provider of mental health supports was crucial in Andrew’s research. 

Dr. Ecker’s prior work includes special education school improvement roles; teacher and director at a therapeutic residential high school; adjunct graduate professor; and professional basketball player. He has authored multiple peer-reviewed journal articles on Positive Behavior Interventions and Supports (PBIS) and implementing evidence-based practices, contributed to national guidance and resources, and presented nationally on PBIS, school mental health, and special education topics.

Dr. Tenisha Neil-Robinson

Tenisha Neil-Robinson’s (EdD 2025) dissertation “A QUALITATIVE STUDY OF BURNOUT EXPERIENCES AMONG SCHOOL SOCIAL WORKERS"  brought further understanding on the challenges faced by school social workers. Drawing on Maslach’s theory of burnout, her qualitative study sought to understand the stressors that contribute to school social workers’ feelings of burnout and their perspectives on effective strategies for the reduction of those stressors. Tenisha interviewed with 17 participants from states along the east coast. Analysis of interview data revealed six themes: (a) “Running on Empty”: Physical and Exhaustion; (b) “Leaving Work at Work”: Work–Life Balance; (c) “I’m Alone, Working in a Silo”: Isolation; (d) As Long As I’m Moving, I’m Good”: Self-Care; (e) “Leveling Voices”: Therapy, Supervision, and Peer Debriefing; and (f) “They Don’t Understand”: Role Confusion. By understanding specific stressors—such as inadequate professional development and limited workplace resources—the research illuminated critical areas for intervention, including systemic support.

Dr. Patrick I. Sullivan

Patrick Sullivan (EdD 2019) has served as superintendent at Liberty Central School District since July 2021. He began his time at Liberty in 2016 as assistant director of student services, and in 2018 became assistant principal of Liberty Middle School. He was named assistant superintendent in July 2019. During his time at Liberty, Dr. Sullivan implemented several initiatives to improve educational and emotional supports as well as safety and security.

Dr. Sullivan’s qualitative dissertation, “THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARDS SOCIAL AND EMOTIONAL LEARNING AND ACADEMIC ACHIEVEMENT: A PATH ANALYSIS MODEL” investigated whether teacher’s attitude towards SEL practices influences student academic achievement.  

Dr. Jessica B. MaricevicJessica Maricevic (EdD 2022), from 2005 to the present, has taught and created curriculum infused with opportunities for secondary students to cultivate empathy, advocacy, and social responsibility. Always mindful of the social-emotional needs of adolescent learners, Jessica advocates for the integration of therapy dogs in secondary settings. Jessica’s love for dogs inspired her qualitative study, “THERAPY DOGS IN SECONDARY SCHOOLS: IMPLEMENTATION PROCESSES & RELATIONSHIPS TO STUDENTS' SOCIAL-EMOTIONAL COMPETENCIES,” the findings from which inform the programmatic integration of animal-assisted therapies, like the inclusion of therapy dogs, in public and private settings.

Dr. Brandon Beck (EdD 2017), who served as a member of Jessica’s dissertation committee, has collaborated with Jessica through his work with Muttigrees and their shared passion for implementing therapy dog programs in schools.

Dr. Keith Sullivan

Keith Sullivan’s (EdD 2025) dissertation, “SPECIAL EDUCATION TEACHERS’ PERCEPTION OF SOCIAL EMOTIONAL LEARNING [SEL]” was a quantitative study, the findings from which sought to inform school leaders on how teachers perceive SEL in order to improve special education services. Keith’s was recognized with the Mary K. Humphrey’s Special Education Award for doctoral research in 2024.

With over a decade of experience in special education, Keith has served in various roles including paraeducator, special education teacher, assistant principal, and principal. He has served as the Assistant Director of Special Education at Orange-Ulster BOCES. In this capacity, he leads initiatives such as the development of SEL curricula and is responsible for overseeing the Division of Special Education's daily operations. Beyond his professional endeavors, Keith finds joy in coaching his children's sports teams, running, attending New York Giants football games and spending quality time with his wife and two children in Westtown, NY.

Dr. Maksim Vasilevsky

Maksim Vasilevsky (EdD 2018) currently serves as the District Wide Transition Coordinator at Greenburgh North Castle Union Free School District. As the Transition Coordinator for the Kenneth B Clark Academy, he is a strategic leader and dedicated professional committed to ensuring all students, particularly those with diverse learning needs and disabilities, receive comprehensive and equitable support. His primary goal is to guide them successfully through critical transitions, whether it's advancing between educational levels or preparing for post-secondary education, employment, and independent living. 

Marksim’s  dissertation, “THE BENEFITS OF THERAPY, EMOTIONAL SUPPORT, AND SERVICE (TESS) ANIMALS IN SECONDARY EDUCATION” sought to provide findings and recommendations of the impact of therapy, emotional support, and service (TESS) animals on an educational setting. 

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 91Ö±²¥, 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 Denise Harper-Richardson who on Wednesday, June 4, 2025, successfully defended her dissertation. The title of Denise’s dissertation is, "ADVISORY AND THE MATRIX: POWER, CONNECTEDNESS, AND BLACK GIRLHOOD."

Overview of Problem: Black girls often navigate educational environments that are shaped by the intersectionality of racial and gender oppression. As illustrated in Patricia Hill Collins' Matrix of Domination, these domains—structural, disciplinary, hegemonic, and interpersonal manifest in schools through exclusionary discipline, cultural erasure, and a lack of emotional safety, leading to disengagement, chronic absenteeism, higher suspension rates, and decreased academic performance.

Research Purpose: Guided by Black Feminist Thought and the Need to Belong Theory, this study examines the impact of advisory programs on the connectedness and academic, behavioral, and social-emotional outcomes of early adolescent Black girls. It investigates five aspects of connectedness: belief, commitment and alienation, cultural affirmation, safety, and belonging.

Research Design: An embedded multi-methods case study design was utilized, with qualitative data playing a secondary role to the quantitative data.

Sample: Six schools were selected using a stratified random sampling method, including three middle schools with advisory programs and three without.  The sample comprised over 2,500 student respondents and 42 educators.

Data Collection and Analysis: Quantitative data on student performance and perceptions were obtained from a publicly available, large-scale survey administered by an urban school district and from state performance metrics. A researcher-developed Advisory Impact Questionnaire gathered both Likert-scale and narrative responses from educators. Quantitative data were analyzed using t-tests and regression models. Qualitative data were thematically coded and contextualized using the Matrix of Domination to explore how race and gender influenced students' advisory experiences.

Findings/Results: Black girls in advisory programs reported statistically significant improvements in school belonging, emotional safety, academic confidence, and engagement. Participation in advisory programs is correlated with reduced chronic absenteeism, higher attendance, and fewer suspensions. Educator responses highlighted stronger teacher-student relationships characterized by cultural validation and identity affirmation.

Conclusions/Implications: Advisory programs emphasizing culturally responsive pedagogy can disrupt inequities that often marginalize Black girls. Schools should prioritize advisory as a strategic intervention to strengthen connectedness, academic resilience, and emotional well-being.

Dissertation Committee Chair:  
Dr. Nora Broege

Dissertation Committee Members: 
Dr. Peter Troiano
Dr. Dahlia McGregor

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 91Ö±²¥, 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 Georgianna Diopoulos-Grogan who on Wednesday, June 4, 2025, successfully defended her dissertation. The title of Georgianna’s dissertation is: "THE IMPACT OF INSTRUCTIONAL PERIOD LENGTH ON STUDENT ACHIEVEMENT FOR SEVENTH- AND EIGHTH-GRADE ENGLISH LANGUAGE ARTS STUDENTS."

Overview of Problem: Middle-level educators face ongoing challenges in designing effective school schedules that enhance academic outcomes, particularly in English Language Arts (ELA). While increased instructional time is often seen as a lever for improving student achievement, the optimal length of instructional periods remains unclear and may be subject to diminishing returns.

Research Purpose: This study aimed to investigate the relationship between instructional period length and student achievement in ELA among seventh- and eighth-grade students in New York State middle schools. Framed by the economic principle of diminishing returns, the research explored how varying lengths of instructional periods impact proficiency on standardized assessments.

Research Design: A quantitative, correlational research design was employed to examine the effects of instructional time on student achievement.

Sample: The study utilized a survey of 55 middle school principals across New York State.

Data Collection and Analysis: Survey responses regarding scheduling models and instructional period lengths were matched with publicly available New York State ELA Assessment data from the New York State Report Card. Correlation and regression analyses were conducted to evaluate the relationship between instructional period length and the percentage of students achieving proficiency.

Findings/Results: The findings revealed a weak but statistically significant positive correlation between increased instructional time and student achievement, with a more notable impact at the highest proficiency level (Level 4). While proficiency rates rose incrementally with longer periods, the relationship was not strictly linear. Periods lasting 40–45 minutes were linked to higher achievement than both shorter (under 40 minutes) and extended periods (over 60 minutes). Regression analyses did not identify a specific threshold at which additional time ceased to be beneficial.

Conclusions/Implications: Instructional time does independently contribute to student achievement; however, most variation in proficiency outcomes is likely influenced by other contextual factors such as teacher quality, student engagement, socioeconomic background, and attendance. These findings highlight the need for educational leaders to make informed, data-driven scheduling decisions that balance time allocation with instructional quality. Optimizing instructional periods—alongside consideration of broader school and student factors—can lead to improved academic outcomes in middle-level ELA education.

DISSERTATION COMMITTEE CHAIR:
Dr. Nora C.R. Broege
DISSERTATION COMMITTEE MEMBERS:
Dr. Peter Troiano
Dr. Robert Feirsen

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 91Ö±²¥, 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