The Manhattanville University Doctoral Program in Educational Leadership proudly celebrates the achievements of eight (8) newly minted doctoral alumni who successfully defended their dissertations in the fall and winter of 2024, for degree conferral in January 2025.
As highlighted in their dissertation abstracts below, these graduates tackled critical problems of practice. Their research represents both intellectual rigor and practical insights, reflecting the spirit of inquiry and impact that defines our program.
Completing a dissertation is a true test of endurance and perseverance. These graduates exemplified extraordinary dedication in reaching this significant milestone. We applaud their resilience, determination, and scholarly contributions.
The Manhattanville University Doctoral Program in Educational Leadership, founded in 2010 in partnership with PNW BOCES, is celebrating its 15th anniversary in 2025. Our distinguished community of doctoral alumni now stands at over 180 scholar-practitioners making meaningful contributions to educational leadership across the region and beyond.
Dr. Eudes S. Budhai
A DESCRIPTIVE MULTIPLE CASE STUDY EXAMINING FAMILY ENGAGEMENT IN SCHOOLS AS A RESULT OF THE CORONAVIRUS PANDEMIC: FROM THEVOICES OF SUPERINTENDENTS
Members of school learning communities and researchers recognize that partnerships between families and schools are critical to the success of student learning (Epstein et al., 2018; Galindo & Sheldon, 2012; Sanders & Sheldon, 2009). This qualitative descriptive multiple case study sought to understand how five school superintendents from culturally and linguistically diverse school districts, redefined their practices to engage families during the COVID-19 pandemic in urban/suburban diverse school districts. Special attention was given to ways schools ensured equity and access for all families in family engagement efforts. Dr. Budhai’s analyses drew upon the Dual Capacity Framework for School-Family Partnership, an approach to evaluating the effectiveness of educational initiatives. A goal for the findings from this research is to ensure that all families can be actively engaged in their children's education, thereby promoting a more inclusive and equitable educational system. The findings highlight the importance of engagement opportunities tailored to families' unique circumstances and strengths.
Dr. Lloyd Clinton Cutkelvin, Jr.
A QUALITATIVE STUDY OF THE TRANSITION FROM FACULTY TO DEPARTMENT CHAIR AT COMMUNITY COLLEGES
This qualitative study examines the experiences of faculty members who have transitioned into the role of department chair at community colleges in the United States. The sample for this study included first-time department chairs within public community colleges' Arts and Sciences Departments in four geographical regions across the United States. Through an interpretive inquiry, guided by Gmelch’s Academic Leadership Theory, 14 participants were recruited and interviewed via Zoom. The findings underscore the critical need for targeted leadership training and ongoing support for the department chair.
Dr. James V. Downey
LEADERSHIP DEVELOPMENT IN EXPERIENTIAL LEARNING ENVIRONMENTS: A QUALITATIVE STUDY
This qualitative case study, which drew upon Kolb’s theory of experiential learning, provided evidence that student learning outcomes are enhanced when group leadership activities are combined with pre-existing experiential learning. Analysis of data collected through interviews with undergraduate Maritime Academy college students revealed that the leadership orientation and Monomoy rowing activities shape students’ thinking about how they will approach their own leadership development in the future. Analysis further uncovered the benefits of cohort-directed instruction and activities in enhancing learning objectives and topic conceptualization. The case study found the existing curriculum development was purposeful for improving student learning outcomes. Implications for practice include recommendations for small adjustments to time management and student assessments.
Dr. Jacqueline Dionne King-Green
CASE STUDY OF MONITORING THE IMPLEMENTATION FIDELITY OF ELEMENTARY
TIER-TWO READING INTERVENTIONS
This qualitative case study utilized Response to Intervention and Implementation Fidelity as its framework. The findings from this study included that teachers must implement evidence-based interventions with fidelity to ensure accurate evaluation of student progress. Most school administrators focused on 4 of 9 tier-two criteria (data use, identifying weaknesses, evidence-based strategies, small-group instruction); and few administrators monitored tier-two reading interventions directly, often using methods misaligned with intervention requirements. The study focused on evidence-based interventions for quality instruction and adherence, explored skill/standard utilized in instruction, and addressed monitoring challenges.
Dr. Kevin Carl McLeod
EXPLORING THE SUPERINTENDENT’S INFLUENCE ON RETAINING TEACHERS OF COLOR IN SUBURBAN K-12 SCHOOL DISTRICTS: A QUALITATIVE INQUIRY
This qualitative study investigated the role of superintendents in retaining teachers of color within suburban K-12 school districts, where a predominantly white teaching force contrasted with an increasingly diverse student population. Data were collected via semi-structured interviews with six superintendents and six teachers of color in their respective suburban New York Metropolitan area school districts. Grounded in Organizational Culture Theory, this study sought to understand how superintendents influenced the organizational and workplace dynamics affecting whether teachers of color chose to stay or leave the profession. Themes that emerged from analysis included lack of belonging and representation, the role of personal assumptions and beliefs, and a mismatch between intent and action, namely superintendents’ stated intentions regarding diversity and equity in retention of teachers and the lived experiences of teachers of color. The study concluded with recommendations for superintendents to foster more inclusive and supportive school cultures, bridging intention with effective action to attract and retain a diverse teaching workforce.
Dr. Ivan Rudolph-Shabinsky
COLLEGE CHOICE AMONG YOUTH ROWERS FROM ROWING PROGRAMS
FOCUSED ON LOW-SES COMMUNITIES
This constructivist grounded theory study sought to identify college-going decisions that inform low-SES youth rowers’ college choice. The primary data for this inquiry was collected via interviews with college students who were rowers in high school, and was supported by secondary data on the programs they rowed with in high school. The secondary data source was important as the preparation rowers receive in their rowing programs likely contributes to their college choice process. Findings from analysis gave rise to a theory of Qualitative Optimization of College Choice (QOCC) that helps explain how these individuals searched for and selected the colleges they chose to attend. Recommendations for practice aim to help youth and collegiate rowing programs improve the college choice process for students from low SES backgrounds. Future research is needed to see to test the importance of the prestige maximization decision-making that was important in the QOCC theory.
Dr. Bancha Srikacha
A QUALITATIVE STUDY OF FACULTY ATTITUDES AND BEHAVIORS AROUND INSTRUCTIONAL TECHNOLOGY BEFORE, DURING, AND AFTER COVID-19
This study, which drew upon Schlossberg’s theory of transition, described the experiences of higher education faculty as they transitioned out of traditional teaching in 2020, into emergency remote teaching during COVID-19, and then returned to their on-campus classrooms. Analysis of data collected through interviews with faculty revealed that faculty entered the “COVID-19 pivot” with at least some experience with their institutions’ Learning Management Systems. Through interview data, this study revealed how faculty viewed the loss of a traditional semester, took stock of their own abilities to teach with technology, as well as what resources they had to learn to do so, and how they integrated it all to navigate the transition as best they could. The study also uncovered that faculty ultimately sought more of their institution’s professional development resources, as well as supporting each other directly and informally.
Dr. Sheldon Sucre
EXPLORING THE MULTIFACETED EXPERIENCES OF BLACK FULL-TIME FACULTY IN PHYSICAL EDUCATION TEACHER EDUCATION
This qualitative study explored multifaceted racialized experiences of Black full-time Physical Education Teacher Education (PETE) faculty as they navigated White culture, norms, and perspectives in PETE. Participants' narratives made visible the "White space," racial microaggressions, and racial/gender biases they encountered in PETE. The findings of this study revealed themes of isolation, exclusion, racial microaggressions, barriers to advancement, and centering of "Whiteness." The study concluded with implications for practice, including suggestions for how Black PETE faculty, professional organizations (e.g., SHAPE) that support PETE programs, and the culture of higher education might decenter "Whiteness" and centering marginalized voices.
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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.
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The Doctoral Program in Educational Leadership from Manhattanville, 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.
