In 2019 the Farrington College of Education and Human Development re-imagined the academic requirements for the Sixth Year program. With the onset of a new Ed.D. that required doctoral-level research, the thesis requirement from the Sixth Year was eliminated. As a result, the last Sixth Year theses were published in 2018.
The Certificate of Advanced Studies (CAS) in Educational Leadership program was designed for those interested in further study in administration and for maintaining administrator (092) certification. It consisted of an additional 15 credits beyond the initial Intermediate Administrator (092) Certificate program. The CAS in Educational Leadership culminated in a three course sequence (i.e., EDL689-EDL690-EDL691) designed to prepare students to identify a research problem based on a deficiency in the existing literature on a chosen topic; design and conduct a study to address that research problem; and report the results of that study, outline implications for practitioners based on those results, and make suggestions for future research.
Theses from 2018
Language Learning: A Study of Academic Self-Efficacy in a Suburban High School, Geneviève Brand
Theses from 2017
Teacher Attitudes on Assessing Student Effort, Catherine A. Egan
Evaluation and Student Learning Objectives in Connecticut Schools, Vittoria Fielosh
Efficacy of North Haven’s Response to Intervention in Reducing Over-Identification of Specific Learning Disabilities, Karyn B. Gallagher
Relationships Between Self-Concept, Teacher Expectation, and Academic Achievement: An Analysis of Social-Emotional Well Being and its Relation to Classroom Performance, Katherine E. Stearns
Theses from 2016
Emotional Regulation and Technology in Various Educational Environments, Aimee Boyle
Factors Influencing Student Engagement, Maria DeVito
The Impact of Response to Intervention in a High School Mathematics Setting, Lauren Dominick
Social Emotional Development's Effect on Academic Achievement of Children with Special Needs, Adrienne Dunn
Music Teachers’ Perceptions of Efficacy: Student Learning Objectives and Data Driven Indicators, Geno Heiter
Power, Positioning, and the Potential of Adult Learning Communities, Jacquelyn McManus
Is the Flipped Classroom Pedagogy Effective for All Students?, Stephanie Quarato
Theses from 2015
Positive Behavior Interventions and Supports: Effects of Check In-Check Out, Jacklyn A. Angelone
Flipping in a Technological Rich Classroom, John W. Budge
Perceptions on Inclusion in Elementary Schools, Rosanne Field
The Impact of Early Numeracy Intervention on Kindergarten Students, Jennifer L. Hill
The Importance of Highly Effective School Library Media Programs on School Learning Environments, Alexandra M. Juch
The Impact of Professional Development on Blended Learning on High School Teachers, Laura A. Kulpa
Male Gender Disparity Gap: Does Gender Impact Education, Laura D. Smith
A Case Study of Teacher Leadership at an Elementary School, Allison Wills
