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.
Theses/Dissertations from 2023
Theses/Dissertations from 2022
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
The Journey to Improving Student Connectedness: Exploring Teacher Self-efficacy, Use, and Perceptions of Culturally Sustaining Pedagogy, Christopher F. Cipriano
Put Your Own Mask On First: A Supportive Group-based Experience for Teachers Developing Competence in Employing SEL in the Classroom, Karolyn S. Dahlstrom
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
See Me, Hear Me, Teach Me: Addressing Equity, Diversity, and Student Engagement through Culturally Responsive Teaching, Diana DiIorio
Moving the Needle: Impacting Teachers' Practices That Support Students' SEL Development, Tammi Y. Dockett-Wilson
Unlocking Classroom Discourse: Supporting Early Career Teachers in Their Development of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey
Analyzing the Effects of Mathematical Mindsets and Self-regulation of Middle School Students to Overcome the Challenges of Math Anxiety, Bardhyl Gjoka
Addressing High School Student Stress: Exploring Student and Teacher Perceptions of a Modified DBT STEPS-A Curriculum, Greg C. Hatzis
Our Words Matter: The Impact of Professional Development on Positive Teacher Language, Jennifer L. Hilderbrand
The Effects of Culturally Responsive Pedagogy on Middle School Teachers' SEL Self-efficacy and Instructional Practices, Caitlin A. O'Keefe
Addressing Student Stress: The Impact of Training on Student Assistance Team Practices, Kaitlin Stanton
"I Am Not Alone": Supporting Teachers of Color through Affinity Groups, Marissa J. White
