The Doctor of Education degree at Sacred Heart University has a concentration in Social, Emotional and Academic Leadership. It is housed within the Farrington College of Education and Human Development’s Department of Educational and Literacy Leadership. The 60-credit program includes a doctoral dissertation based on the principles of Improvement Science. Candidates analyze a complex problem of practice, examine root causes, research, implement and assess changes in practice designed to address the issue. The result is a Dissertation in Practice modeled after the guidelines of the Carnegie Project on the Education Doctorate (CPED), of which our college is a member.

Doctor of Education in Educational Leadership

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Theses/Dissertations from 2024

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Improving School Climate: The Impact Of A Perma-Based Intervention On Educators' Well-Being And Emotional Intelligence, Jennifer Andrews Kenney

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Empowering Parents As Partners In Learning: Practices For Developing A Robust Home Learning Environment, Jennifer L. Bencivengo

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Redefining the "Good Kids": A Mixed Methods Improvement Science Study in Mitigating Implicit Bias in Behavior Management Practices, Gabrielle Renee Delgado

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Building Community: Strengthening Student Connectedness And Sense Of Belonging In Our Schools, Shannan D. Perry Calson

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An Improvement Science Dissertation In Practice: A Mixed-Methods Study Exploring The Impact of Trauma Literacy And Mindfulness on Perceptions of Educator Work-Related Stress, Carla Ann Roland

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Welcoming All: Closing Racial Gaps in School Connectedness, Ashley E.T. Sherman

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An Improvement Science Dissertation in Practice: Promoting Teacher Retention and Preventing Burnout among Elementary and Middle School Educators, Jacki L. Spring

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Optimizing Partnership Impact: Prioritizing High-Quality Social-Emotional Learning In A Sports Enrichment Out-Of-School Time Program, Julie Thompson Goldstein

Theses/Dissertations from 2023

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Transforming Educators' Trauma-Informed Knowledge and Skillset: Exploring the Impact of a Trauma-Informed Intervention on Educators' Attitudes, Knowledge, and Understanding of Trauma, Ashley Favello

Theses/Dissertations from 2022

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A Balancing Act: Analyzing the Effects of Embedded versus Isolated Self-Regulation Breathing Techniques on Inattention and Phonemic Segmentation Skill Acquisition in Kindergartners, Kimberly A. Atkinson

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The Journey to Improving Student Connectedness: Exploring Teacher Self-efficacy, Use, and Perceptions of Culturally Sustaining Pedagogy, Christopher F. Cipriano

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Put Your Own Mask On First: A Supportive Group-based Experience for Teachers Developing Competence in Employing SEL in the Classroom, Karolyn S. Dahlstrom

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Building Emotionally Skilled Teachers: A Mixed-methods Study Exploring the Impact of MBI on Perceptions of Self-management, Enhanced Mindfulness, Well-being, and Stress, Emily Coffin Daigle

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See Me, Hear Me, Teach Me: Addressing Equity, Diversity, and Student Engagement through Culturally Responsive Teaching, Diana DiIorio

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Moving the Needle: Impacting Teachers' Practices That Support Students' SEL Development, Tammi Y. Dockett-Wilson

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Unlocking Classroom Discourse: Supporting Early Career Teachers in Their Development of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey

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Analyzing the Effects of Mathematical Mindsets and Self-regulation of Middle School Students to Overcome the Challenges of Math Anxiety, Bardhyl Gjoka

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Addressing High School Student Stress: Exploring Student and Teacher Perceptions of a Modified DBT STEPS-A Curriculum, Greg C. Hatzis

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Our Words Matter: The Impact of Professional Development on Positive Teacher Language, Jennifer L. Hilderbrand

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Transforming Educators' Social Emotional Learning (SEL): A Mixed-methods Study Exploring the Impact of a Trauma-informed SEL Intervention to Mitigate Educator Implicit Bias, Kemen Holley

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The Effects of Culturally Responsive Pedagogy on Middle School Teachers' SEL Self-efficacy and Instructional Practices, Caitlin A. O'Keefe

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Addressing Student Stress: The Impact of Training on Student Assistance Team Practices, Kaitlin Stanton

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"I Am Not Alone": Supporting Teachers of Color through Affinity Groups, Marissa J. White