Dr. Francesca Smith ’23 dedicated her dissertation to understanding bilingual students from Latinx immigrant families in dual-language English reading instruction. Her research earned her the Dissertation in Practice of the Year Award from the Carnegie Project on the Education Doctorate (CPED). Titled “Asset-Based Biliteracy: Recentering Emergent Bilingual Students in Dual Language English Reading Instruction,” her dissertation examines the effects of gentrifying dual-language schools and advocates for early literacy interventions to better support emerging bilingual students. READ MORE

Dr. Cheyenne E. Batista ’22 received the 2022 CPED Dissertation in Practice of the Year award from the Carnegie Project on Education Doctorate (CPED). Her dissertation, titled “I Am Not Scary. I Am Strong. There’s a Difference: Disrupting Misogynoir and Transforming Interpersonal Conflict for Black Women Education Leaders: A Multiple Case Study,” addresses important issues in education. Dr. Batista stated, “The findings have resonated deeply with many people. This award provides an opportunity to elevate essential conversations about interpersonal conflict, identity, and the experiences of Black women in leadership roles.” READ MORE

Gary DeShun Hamilton ’23, a first-generation college student, delivered the 2023 graduate address for the School of Education titled “The Bold Promise of Tomorrow.” In his speech, he urged educators to embrace antiracist pedagogy and remain committed to their students, emphasizing that education can lead to great achievements. His journey helps to fulfill this promise. Hamilton focused his Dissertation of Practice, “The Influence of Masculinity on Reading Engagement in Black Boys in Kindergarten through 5th Grade,” on issues concerning Black boys, including educational engagement, social-emotional learning, and instructional bias. READ MORE

In her dissertation, “It’s Going to Take a Village: Inclusive Equity Pauses for System Leaders,” Dr. Shareen Fernanders ’23 explored how urban public school system leaders collaborated to improve early literacy outcomes for historically oppressed, marginalized, and excluded (HOME) students. She identified that current strategic planning may have widened the literacy gaps between HOME students and their White peers. The collaboration often occurred in silos, limiting its effectiveness. Dr. Fernanders recommends that leaders systematically analyze their experiences and ensure that expertise is equitably valued, preventing feelings of marginalization and exclusion in planning efforts. READ MORE

What is the overall influence of reading equity, foundational literacy, teacher knowledge, teacher beliefs, and the crucial role of instructional leadership? Dr. Rebecca ‘Becky’ Nolin ’23’s dissertation, “We Can Do This: How Leaders Influence Teacher Beliefs that Contribute to Foundational Literacy Equity,” examined how school leaders impact teachers’ beliefs about students and literacy instruction. The study found that while leaders aimed to promote positive beliefs to support evidence-based teaching, teachers felt that their limited capacity hindered their ability to achieve success in literacy. Despite having confidence in their instructional skills, teachers held low expectations for student achievement. READ MORE

First Doctoral Cohort of Antiracist Changemakers

The doctoral program in education policy and leadership, launched in August 2019, is among the first to focus on antiracism. It provides aspiring education leaders a pathway to disrupt and transform US education systems. Dr. Samantha Cohen, Hurst senior professorial lecturer and SOE and EdD faculty, emphasized the importance of centering practice with an antiracist lens, saying, “For too long, K-12 education has catered to the average student. We have a moral obligation to ensure that all students, especially students of color, can choose their own futures.” READ MORE