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Spring and Summer 2020 Ed.D. Leadership Program Dissertation Defenses

Students from the fourth cohort of the Lurie College Ed.D. Leadership program are defending their dissertations during the Spring 2020 semester.  Learn more about each of their dissertations below.  Dissertation defenses are open to the public and are currently being held via Zoom. If you would like to attend the defense, please email your request to [email protected]
Past Dissertation Defenses
Angela Lyte-Crowther | Wed., Mar. 18, 10am
“Understanding the Barriers, Bridges, and Bases to Inclusion Instruction for Secondary Students with Mild to Moderate Disabilities”
The purpose of this multi-method research was to gather and analysis site administrator and teachers’ opinions on the barriers, bridges, and bases needed for the furtherance of inclusion practices and the elimination of the segregated classrooms for students with mild -moderate disabilities.
Committee: Dr. Senorina Reis, Dr. Roxana Marachi, Dr. Demerris Brooks, and Dr. Matthew Love
Laura M. Shroder | Fri., Mar. 27, 12:30pm
“The Role of Socioeconomic Status and Prior Industry Exposure on the Attitudes, Career Goals, and Career Decision Self-Efficacy of Undergraduates Studying Hospitality and Tourism Management”
This quantitative study explored hospitality students’ socioeconomic status, prior industry exposure, and demographics related to attitudes, career goals, and career decision self-efficacy. Varied results have implications for the education of hospitality students and the industry.
Committee: Dr. Paul Cascella, Dr. Robin Love, Dr. Andrew Feinstein, and Dr. Susan Roe
Heidi Schmidt Emberling | Tue., Mar. 31, 1pm
“How Does Alignment Between Policymakers and the General Public Affect Expansion and Improvement of High-Quality Childcare/Preschool in California?”
This mixed methods study examines specific factors that impede or interfere with expansion and improvement of high-quality early care and education programs and services in California, as well as identifies potential solutions, with a specific focus on alignment between policymakers and the general public.
Committee: Dr. Emily Slusser, Dr. Amy Leisenring, Dr. Arnold Danzig
Prabhjot Singh | Tue., Apr. 7, 11am
“Examining the Effects of a Peer-Mediated Social Skills Intervention on the Prosocial Behaviors of Elementary Students with Emotional Behavioral Disorders”
The purpose of this study is to examine the effects of a peer-mediated social skills intervention on fourth and fifth grade students, aged 9, 10, and 11 with EBD in a public-school setting. The current study proposes to explicitly teach students the target social skills of sharing, compliment giving, and sportsmanship using modeling, role-play, and discussion with feedback.
Committee: Dr. Lisa Simpson, Dr. Peg Hughes, Trudy Gross
Angela Maria Rengifo | Wed., Apr. 8, 10am
“The impact of the language of instruction on second grade Latinx Emergent Bilinguals’ understanding of place value in two Spanish-English bilingual classrooms. An Exploratory Study”
This mixed methods study examines whether and how the language of instruction impacts second grade Latinx Emergent Bilingual students’ understanding of place value and their communication patterns around this mathematical concept in two Spanish-English transitional bilingual classrooms.
Committee: Dr. Cheryl Roddick, Dr. Allison Briceno, Dr. Delnaz Hosseini
Jennifer Gee Huei Wang | Wed., Apr. 8, 3:30pm
“Developing Teachers’ TPaCK with Design Thinking and Community of Practice”
This study examines whether and how the self-selected K-5 teachers in a suburban elementary school in California demonstrated TPaCK in the integration of instructional technologies when they engage in a community of practice structured around design thinking.
Committee: Dr. Mark K. Felton, Dr. Lara Ervin-Kassab, Dr. Joe McCreary
Tri Nguyen | Wed., May 13, 2pm
“Construction of Classroom Community in a Full Inclusion District: Comparative Case Studies with Elementary School Teachers”
The qualitative comparative case study focused on the teachers’ behaviors to structure and maintain an environment of inclusion, care, and belonging. The significant findings of the study indicated that teacher’s intention impacts the classroom environment, teacher encouragement affects student participation, and teacher’s design of the classroom environment facilitate conditions of learning.
Committee: Dr. Allison Briceno (Chair), Dr. Andrea Golloher, Dr. Michael Gallagher
Sonia Vargas | Wed., Jun. 17, 11am
“Exploring The Deleterious Connection Between Traditional School Discipline Practices And Male Latino Students Who Have Endured Adverse Childhood Experiences: An Exploratory Study In North California”
This exploratory study utilizes a video documentary film design to examine the damaging connection between traditional school discipline practices and male Latino students who have endured adverse childhood experiences in northern California.
Committee: Dr. Robert Gliner, Dr. Senorina Mendoza Reis, Dr. Victoria Tarumoto-Wallace

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