edd dissertation titles

Guide to the Doctor of Education (EdD) Dissertation

The Doctor of Education (EdD) dissertation is considered a central component of EdD programs. The EdD dissertation is a five-chapter document that investigates an issue in education, reviews the existing literature on this issue, adds additional insight through a qualitative and/or quantitative research study, and proposes one or more solutions. It is considered the culmination of a student’s knowledge of education systems and his or her training in the academic research process. Most EdD programs require students to formally publish their dissertation and/or present their findings to a group of faculty and peers.

The dissertation and dissertation defense are two of the most challenging experiences students will have during their program, but are also two of the most engaging and rewarding from an intellectual perspective. The dissertation allows students to truly apply all the skills and knowledge they have gained during their graduate work to an education issue in which they are invested. Below is a more detailed description of EdD dissertations and the important steps students should take to successfully prepare for, complete, and defend their dissertation.

Doctorate of Education Dissertations

EdD dissertations are students’ opportunity to contribute original research on and insight into an issue in education, such as educational disparities, curriculum development or instruction challenges, school funding problems, college counseling and guidance, job skills development, or standardized testing. For their dissertation, students complete research under the guidance of a research mentor, and receive academic credit for this work. Students typically attend seminars and/or other classes that provide structure around the processes of developing a research question, formulating a research plan, reviewing existing academic literature, and writing about their findings. Many programs require students to present their findings to a committee and/or publish their dissertation in an academic journal.

The Structure of EdD Dissertations

As mentioned previously, dissertations are traditionally divided into five chapters: Introduction, Literature Review, Research Methodology, Results and Analysis, and Discussion and Conclusions. A brief description of each chapter section is below:

• Introduction : The introduction includes background information about the topic of study and its purpose, the significance of the student’s research, and existing literature on the subject. It also provides a summary of the results of one’s study, and their implications.
• Literature Review : This section explains the existing literature on the student’s topic of study, and places the student’s work in the context of existing theoretical frameworks that are relevant to one’s research.
• Research Methodology : This chapter focuses on how the student gathers qualitative and/or quantitative data regarding his or her research query.
• Results and Analysis : This section explains in detail the results of the student’s study, and analyzes it to arrive at actionable conclusions.
• Discussion and Conclusions : This chapter places the student’s findings in the context of the educational system(s) of focus (e.g. private or public education, secondary or post-secondary) to illustrate how the student’s research contributes to the larger understanding of the educational issue at hand. This section also makes recommendations for the application of the student’s findings to real-world education practice as well as further research on the subject.

Dissertations are typically very long, in-depth works. Many dissertations are between 100 and 200 pages in length or longer, and seek to comprehensively investigate a specific issue or problem in education. Due to the intensive nature of dissertation research and writing, students must plan their research query and methodology well in advance, and seek the support of research mentors and other faculty throughout the process.

Overview of the EdD Dissertation Completion Process

In general, students begin thinking about their dissertation topic during the second year of their program. The second year is also when students begin taking courses in research and data analysis. The term prior to the beginning of their independent research, students typically take a dissertation seminar, during which they discuss potential research topics to explore and learn more about the academic research process. During their third year, students delve into independent research, while still receiving guidance from their selected faculty research mentor. Students generally submit several drafts to a dissertation committee for review and revision suggestions before they finalize their paper. Upon the completion of their dissertation, students may be required to publish their writing and/or present on their research.

Below is a general timeline of the dissertation completion process, followed by a description of the eight steps to successfully completing an EdD dissertation. The timeline below should be used for example purposes only, as programs vary in terms of when they have students complete their requisite research courses.

The Steps to Completing an EdD Dissertation

Choose a research topic and review the existing literature.

During their classes, students should take note of the topics within education that interest them and the issues that they have encountered during their work in education that they would like to see resolved. These areas are often rich with potential research questions. Conducting research within these areas of interest by reading academic articles is an important step in finding a potential question or issue in education that merits further investigation. It is important that students select a research question that is specific enough to allow for in-depth research, is not overwhelming, and is engaging enough to students to carry them through over a year of independent research.

After identifying their field of focus and preliminary research query, students must gain a thorough understanding of the existing literature concerning their field, as well as the theoretical frameworks and conceptual models that have shaped current research methodologies. In general, students should start with articles that have been published within the last 3-5 years, and then review less recent studies that are considered flagship works that have shaped the field in important ways. While reading through this research, students should stay organized with their notes, the conclusions they draw from their literature review, and how these conclusions impact their research study, as they will have to write about these topics in their dissertation.

Select a Research Advisor and Committee

One of the most important parts of students’ research process is selecting a dissertation advisor and committee. Students’ dissertation advisors are faculty members within the school’s EdD program who work closely with students to ensure that they select a research question and project that are manageable in scope, meet certain research and writing deadlines, and have the support and mentorship they need to succeed.

The dissertation committee is comprised of a group of faculty members and instructors who are qualified to read through and provide feedback on a student’s dissertation. The chair of the committee is a student’s dissertation advisor, and the student selects other members based off of their work and expertise in their area of research. Many schools have guidelines around the individuals students can select to be a part of their committee. For example, an EdD program may require students to select one more faculty member from within the EdD program (in addition to their faculty advisor), one individual outside of the department who works in a related field, and one subject matter expert from inside or outside the department who can give in-depth advice regarding the student’s research project. Students must obtain approval from their program for their committee member selections.

A student’s dissertation committee not only provides feedback and support on a student’s research, but also serves as a collective evaluator of a student’s research progress and final product. For example, the committee generally sets dissertation chapter completion and submission deadlines to keep students on track, and also listens to and evaluates students’ dissertation defense, which is a requirement for graduation.

Create and Defend Research Proposal

After students receive approval of their dissertation committee, they work individually and with their dissertation chair/advisor to develop a formal research proposal. The proposal typically includes the first three chapters of a student’s dissertation: the Introduction, the Literature Review chapter, and the Research Methodology chapter. In this proposal, students must outline their specific research query and its relevance to and impact on different spheres of education. They must also explain the work that has already been done in their area of research, their methodologies for the study they will conduct, and their tools and plans for analysis.

Once students have written these three chapters and formalized their research proposal, they must meet with their committee to present and defend their research proposal. This defense is meant to identify any issues with a student’s research objective, review of the literature, or study methodology, so that the student can address these issues prior to conducting their research.

Develop a Timeline for Research and Writing

Students work with their dissertation committee to establish timelines for the completion of certain chapters and milestones in their study (e.g. the conducting of surveys or the compilation and analysis of data or records). A reasonable timeline may have students writing the first three chapters during the fall term of their third year, and the fourth and fifth chapters during the spring term of the same year. However, dissertation timelines will vary depending on whether students are pursuing their degree full-time or part-time, how early in their program they are able to take the requisite research courses prior to starting their independent work, how soon they are able to identify a research question, and other factors.

Apply for Institutional Review Board (IRB) Approval

The Institutional Review Board protects the rights and well-being of human subjects of research studies by working to ensure their consent to certain research procedures, and assuring their ethical treatment during the research process. All EdD research projects must receive IRB approval before proceeding. The IRB approval application is generally comprised of any study subject consent forms; copies of any surveys, questionnaires, or other data collection methods and tools to be used; a completed application form; and proof of IRB Training completion. IRB Training is typically completed through an online course module that is delivered through the Collaborative Institutional Training Initiative (CITI) program.

Conduct Study and Analyze Results

Once students have received IRB approval, they are ready to proceed with their planned study. Data collection methods vary depending on the nature and scope of one’s research project, but may include sending out surveys, conducting interviews, conducting student or teacher assessments, compiling student performance metrics from public records, and other methods of collecting relevant data to try and answer their research query. Once students have gathered sufficient data, they move to the analysis of this data to try and find trends or patterns that help answer their research question. Throughout this process, students consult with their advisor and with members of their dissertation committee as necessary.

Complete Dissertation and Submit for Review and Revision

Once students have completed their analysis, they must write the Results and Analysis and Discussion and Conclusions sections of their dissertation. The Results and Analysis chapter is a straightforward explanation of one’s study results and the conclusions that can be drawn from them. The Discussion and Conclusions section places the study results in the context of the larger educational issue(s) affected by one’s research, makes recommendations for the application of one’s findings, and also provides suggestions for further research in the area of study. Upon the completion of a full dissertation manuscript, students submit their work to their committee for review and commentary. Students may go through several revisions and then final edits of their dissertation prior to their final defense and formal manuscript submission.

Conduct Dissertation Final Defense

A milestone in the EdD student’s graduate school career is the dissertation final defense, which is a formal presentation that students make to their dissertation committee, in which they explain their research objectives, methodology, and findings. During and after their presentation, committee members ask questions in an effort to identify any weaknesses, inconsistencies, or other issues in the student’s research. When faced with these questions, students must answer clearly and defend the validity of their research methods, results, and conclusions. After the presentation and questions are over, the committee confers to decide whether the student has passed his or her final defense and will receive the doctoral degree.

Before completing their dissertation defense, it is recommended that students prepare well in advance by attending the defenses of other students within the same program and discussing their dissertation manuscript with their advisor and asking any questions regarding what to expect during the defense. Students should craft a strong and well-organized presentation, and also anticipate questions that their committee members may ask them.

Submit Dissertation for Formal Review

The final step students need to take to complete their dissertation is to submit their fully edited manuscript for formal review by their dissertation committee, after making any necessary modifications in response to recommendations given during their dissertation defense. Some programs require students to publish their dissertation in an academic journal, which requires students to format their manuscript according to journal guidelines.

EdDPrograms.org

What is an Ed.D. Dissertation? Complete Guide & Support Resources

Wondering how to tackle the biggest doctoral challenge of all? Use our guide to the Ed.D. dissertation to get started! Learn about the purpose of a Doctor of Education dissertation and typical topics for education students. Read through step-by-step descriptions of the dissertation process and the 5-chapter format. Get answers to Ed.D. dissertation FAQs . Or skip to the chase and find real-world examples of Doctor of Education dissertations and websites & resources for Ed.D. dissertation research.

What is an Ed.D. Dissertation?

Definition of an ed.d. dissertation.

An Ed.D. dissertation is a 5-chapter scholarly document that brings together years of original research to address a problem of practice in education. To complete a dissertation, you will need to go through a number of scholarly steps , including a final defense to justify your findings.

Purpose of an Ed.D. Dissertation

In a Doctor of Education dissertation, you will be challenged to apply high-level research & creative problem-solving to real-world educational challenges. You may be asked to:

• Take a critical look at current educational & administrative practices
• Address urgent issues in the modern education system
• Propose original & practical solutions for improvements
• Expand the knowledge base for educational practitioners

Topics of Ed.D. Dissertations

An Ed.D. dissertation is “customizable.” You’re allowed to chose a topic that relates to your choice of specialty (e.g. elementary education), field of interest (e.g. curriculum development), and environment (e.g. urban schools).

Think about current problems of practice that need to be addressed in your field. You’ll notice that Ed.D. dissertation topics often address one of the following:

• Academic performance
• Teaching methods
• Access to resources
• Social challenges
• Legislative impacts
• System effectiveness

Wondering how others have done it? Browse through Examples of Ed.D. Dissertations and read the titles & abstracts. You’ll see how current educators are addressing their own problems of practice.

Ed.D. Dissertation Process

1. propose a dissertation topic.

Near the beginning of a Doctor of Education program, you’ll be expected to identify a dissertation topic that will require substantial research. This topic should revolve around a unique issue in education.

Universities will often ask you to provide an idea for your topic when you’re applying to the doctoral program. You don’t necessarily need to stick to this idea, but you should be prepared to explain why it interests you. If you need inspiration, see our section on Examples of Ed.D. Dissertations .

You’ll be expected to solidify your dissertation topic in the first few semesters. Talking to faculty and fellow Ed.D. students can help in this process. Better yet, your educational peers will often be able to provide unique perspectives on the topic (e.g. cultural differences in teaching methods).

2. Meet Your Dissertation Chair & Committee

You won’t be going through the Ed.D. dissertation process alone! Universities will help you to select a number of experienced mentors. These include:

• Dissertation Chair/Faculty Advisor: The Chair of the Dissertation Committee acts as your primary advisor. You’ll often see them referred to as the Supervising Professor, Faculty Advisor, or the like. You’ll rely on this “Obi Wan” for their knowledge of the field, research advice & guidance, editorial input on drafts, and more. They can also assist with shaping & refining your dissertation topic.
• Dissertation Committee:  The Dissertation Committee is made up of ~3 faculty members, instructors and/or adjuncts with advanced expertise in your field of study. The Committee will offer advice, provide feedback on your research progress, and review your work & progress reports. When you defend your proposal and give your final defense , you’ll be addressing the Dissertation Committee.

3. Study for Ed.D. Courses

Doctor of Education coursework is designed to help you: a) learn how to conduct original research; and b) give you a broader perspective on your field of interest. If you take a look at the curriculum in any Ed.D. program, you’ll see that students have to complete credits in:

• Practical Research Methods (e.g. Quantitative Design & Analysis for Educational Leaders)
• Real-World Educational Issues (e.g. Educational Policy, Law & Practice)

When you’re evaluating possible Ed.D. programs, pay attention to the coursework in real-world educational issues. You’ll want to pick an education doctorate with courses that complement your dissertation topic.

4. Complete a Literature Review

A literature review is an evaluation of existing materials & research work that relate to your dissertation topic. It’s a written synthesis that:

• Grounds your project within the field
• Explains how your work relates to previous research & theoretical frameworks
• Helps to identify gaps in the existing research

Have a look at Literature Review Guides if you’d like to know more about the process. Our section on Resources for Ed.D. Dissertation Research also has useful links to journals & databases.

5. Craft a Dissertation Proposal

During the first two years of your Doctor of Education, you’ll use the knowledge you’ve learned from your coursework & discussions to write the opening chapters of your dissertation, including an:

• Introduction  that defines your chosen topic
• Literature Review of existing research in the field
• Proposed Research Methodology for finding the answer to your problem

When you’re putting together these elements, think about the practicals. Is the topic too big to address in one dissertation? How much time will your research take and how will you conduct it? Will your dissertation be relevant to your current job? If in doubt, ask your faculty advisor.

6. Defend Your Dissertation Proposal

About midway through the Ed.D. program, you will need to present your proposal to your Dissertation Committee. They will review your work and offer feedback. For example, the Committee will want to see that:

• Your research topic is significant.
• Your research methodology & timeline make sense.
• Relevant works are included in the literature review.

After the Committee approves your proposal, you can get stuck into conducting original research and writing up your findings. These two important tasks will take up the final years of your doctorate.

7. Conduct Original Research into Your Topic

As a Doctor of Education student, you will be expected to conduct your own research. Ed.D. students often use a qualitative, quantitative, or mixed methods (quantitative/qualitative) approach in this process.

• Quantitative Research: Collection & analysis of numerical data to identify characteristics, discover correlations, and/or test hypotheses.
• Qualitative Research: Collection & analysis of non-numerical data to understand & explain phenomena (e.g. questionnaires, in-depth interviews, focus groups, video artifacts, etc.).

Your Ed.D. coursework will ground you in research methods & tools, so you’ll be prepared to design your own project and seek IRB approval for any work involving human subjects.

Note: Occasionally, universities can get creative. For example, the Ed.D. program at San Jose State University asks students to produce a documentary film instead of conducting traditional research.

8. Write the Rest of Your Dissertation

Once you have written up the first few chapters of your dissertation (Intro, Literature Review & Proposed Methodology) and completed your research work, you’ll be able to complete the final chapters of your dissertation.

• Chapter 4 will detail your research findings.
• Chapter 5 is a conclusion that summarizes solutions to your problem of practice/topic.

This is where you and your faculty advisor will often have a lot of interaction! For example, you may need to rework the first few chapters of your dissertation after you’ve drafted the final chapters. Faculty advisors are extremely busy people, so be sure to budget in ample time for revisions and final edits.

9. Defend Your Dissertation

The final defense/candidacy exam is a formal presentation of your work to the Dissertation Committee. In many cases, the defense is an oral presentation with visual aides. You’ll be able to explain your research findings, go through your conclusions, and highlight new ideas & solutions.

At any time, the Committee can challenge you with questions, so you should be prepared to defend your conclusions. But this process is not as frightening as it sounds!

• If you’ve been in close contact with the Committee throughout the dissertation, they will be aware of your work.
• Your faculty advisor will help you decide when you’re ready for the final defense.
• You can also attend the defenses of other Ed.D. students to learn what questions may be asked.

Be aware that the Committee has the option to ask for changes before they approve your dissertation. After you have incorporated any notes from the Committee and addressed their concerns, you will finalize the draft, submit your dissertation for a formal review, and graduate.

Ed.D. Dissertation Format: 5 Chapters

Chapter 1: introduction.

Your Doctor of Education dissertation will begin with an introduction. In it, you’ll be expected to:

• Provide an overview of your educational landscape
• Explain important definitions & key concepts
• Define a real-world topic/problem of practice
• Outline the need for new studies on this topic

Chapter 2: Literature Review

The literature review is a summary of existing research in the field. However, it is not an annotated bibliography. Instead, it’s a critical analysis of current research (e.g. trends, themes, debates & current practices). While you’re evaluating the literature, you’re also looking for the gaps where you can conduct original research.

Sources for a literature review can include books, articles, reports, websites, dissertations, and more. Our section on Resources for Ed.D. Dissertation Research has plenty of places to start.

Chapter 3: Research Methodology

In the research methodology, you’ll be expected to explain:

• The purpose of your research
• What tools & methods you plan to use to research your topic/problem of practice
• The design of the study
• Your timeline for gathering quantitative & qualitative data
• How you plan to analyze that data
• Any limitations you foresee

Chapter 4: Results & Analysis

Chapter 4 is the place where you can share the results of your original research and present key findings from the data. In your analysis, you may also be highlighting new patterns, relationships, and themes that other scholars have failed to discover. Have a look at real-life Examples of Ed.D. Dissertations to see how this section is structured.

Chapter 5: Discussions & Conclusions

The final chapter of your Ed.D. dissertation brings all of your work together in a detailed summary. You’ll be expected to:

• Reiterate the objectives of your dissertation
• Explain the significance of your research findings
• Outline the implications of your ideas on existing practices
• Propose solutions for a problem of practice
• Make suggestions & recommendations for future improvements

Ed.D. Dissertation FAQs

What’s the difference between a dissertation and a thesis.

• Dissertation: A dissertation is a 5-chapter written work that must be completed in order to earn a doctoral degree (e.g. Ph.D., Ed.D., etc.). It’s often focused on original research.
• Thesis: A thesis is a written work that must be completed in order to earn a master’s degree. It’s typically shorter than a dissertation and based on existing research.

How Long is a Ed.D. Dissertation?

It depends. Most Ed.D. dissertations end up being between 80-200 pages. The length will depend on a number of factors, including the depth of your literature review, the way you collect & present your research data, and any appendices you might need to include.

How Long Does it Take to Finish an Ed.D. Dissertation?

It depends. If you’re in an accelerated program , you may be able to finish your dissertation in 2-3 years. If you’re in a part-time program and need to conduct a lot of complex research work, your timeline will be much longer.

What’s a Strong Ed.D. Dissertation Topic?

Experts always say that Doctor of Education students should be passionate about their dissertation topic and eager to explore uncharted territory. When you’re crafting your Ed.D. dissertation topic , find one that will be:

• Significant

See the section on Examples of Ed.D. Dissertations for inspiration.

Do I Have to Complete a Traditional Dissertation for an Ed.D.?

No. If you’re struggling with the idea of a traditional dissertation, check out this guide to Online Ed.D. Programs with No Dissertation . Some Schools of Education give Ed.D. students the opportunity to complete a Capstone Project or Dissertation in Practice (DiP) instead of a 5-chapter written work.

These alternatives aren’t easy! You’ll still be challenged at the same level as you would be for a dissertation. However, Capstone Projects & DiPs often involve more group work and an emphasis on applied theory & research.

What’s the Difference Between a Ph.D. Dissertation and Ed.D. Dissertation?

Have a look at our Ed.D. vs. Ph.D. Guide to get a sense of the differences between the two degrees. In a nutshell:

• Ed.D. dissertations tend to focus on addressing current & real-world topics/problems of practice in the workplace.
• Ph.D. dissertations usually put more emphasis on creating new theories & concepts and even completely rethinking educational practices.

How Can I Learn More About Ed.D. Dissertations?

Start with the section on Examples of Ed.D. Dissertations . You can browse through titles, abstracts, and even complete dissertations from a large number of universities.

If you have a few Doctor of Education programs on your shortlist, we also recommend that you skim through the program’s Dissertation Handbook . It can usually be found on the School of Education’s website. You’ll be able to see how the School likes to structure the dissertation process from start to finish.

Ed.D. Dissertation Support

University & campus resources, dissertation chair & committee.

The first port of call for any questions about the Ed.D. dissertation is your Dissertation Chair. If you get stuck with a terrible faculty advisor, talk to members of the Dissertation Committee. They are there to support your journey.

University Library

An Ed.D. dissertation is a massive research project. So before you choose a Doctor of Education program, ask the School of Education about its libraries & library resources (e.g. free online access to subscription-based journals).

Writing Center

Many universities have a Writing Center. If you’re struggling with any elements of your dissertation (e.g. editing), you can ask the staff about:

• Individual tutoring
• Editorial assistance
• Outside resources

Mental Health Support

It’s well-known that doctoral students often face a lot of stress & isolation during their studies. Ask your faculty advisor about mental health services at the university. Staff in the School of Education and the Graduate School will also have information about on-campus counselors, free or discounted therapy sessions, and more.

Independent Dissertation Services

Dissertation editing services: potentially helpful.

There are scores of independent providers who offer dissertation editing services. But they can be expensive. And many of these editors have zero expertise in educational fields.

If you need help with editing & proofreading, proceed with caution:

• Start by asking your Dissertation Chair about what’s permitted for third party involvement (e.g. you may need to note any editor’s contribution in your dissertation acknowledgments) and whether they have any suggestions.
• The Graduate School is another useful resource. For example, Cornell’s Graduate School maintains a list of Editing, Typing, and Proofreading Services for graduate students.

Dissertation Coaches: Not Worth It

Dissertation coaches are defined as people who offer academic & mental support, guidance, and editorial input.

• That means the person who should be your coach is your Dissertation Chair/Faculty Advisor. Remember that faculty members on the Dissertation Committee can also provide assistance.
• If you’re looking for extra support, you might consider consulting a mentor in your line of work and collaborating with fellow Ed.D. students.

But hiring an independent Ed.D. dissertation coach is going to be an absolute waste of money.

Dissertation Writing Services: Just Don’t!

Universities take the dissertation process  very seriously . An Ed.D. dissertation is supposed to be the culmination of years of original thought and research. You’re going to be responsible for the final product. You’re going to be defending your written work in front of a phalanx of experienced faculty members. You’re going to be putting this credential on your résumé for everyone to see.

If you cheat the process by having someone else write up your work, you will get caught.

Ed.D. Dissertation Resources

Examples of ed.d. dissertations, dissertation databases.

• Open Access Theses and Dissertations
• ProQuest Dissertations & Theses
• EBSCO Open Dissertations

Ed.D. Dissertations

• USF Scholarship Repository: Ed.D. Dissertations
• George Fox University: Doctor of Education
• UW Tacoma: Ed.D. Dissertations in Practice
• Liberty University: School of Education Doctoral Dissertations
• University of Mary Hardin-Baylor: Dissertation Collection

Ed.D. Dissertation Abstracts

• Michigan State University: Ed.D. Dissertation Abstracts

Ed.D. Dissertation Guides & Tools

General ed.d. guides.

• SNHU: Educational Leadership Ed.D./Ph.D. Guide

Dissertation Style Manuals

• Chicago Manual of Style

Style manuals are designed to ensure that every Ed.D. student follows the same set of writing guidelines for their dissertation (e.g. grammatical rules, footnote & quotation formats, abbreviation conventions, etc.). Check with the School of Education to learn which style manual they use.

Examples of Ed.D. Dissertation Templates

• Purdue University: Dissertation Template
• Walden University: Ed.D. Dissertation Template

Each School of Education has a standard dissertation template. We’ve highlighted a couple of examples so you can see how they’re formatted, but you will need to acquire the template from your own university.

Literature Review Guides

• UNC Chapel Hill: Writing Guide for Literature Reviews
• University of Alabama: How to Conduct a Literature Review

Resources for Ed.D. Dissertation Research

Journal articles.

• EBSCO Education Research Databases
• Education Resources Information Center (ERIC)
• Emerald Education eJournal Collection
• Gale OneFile: Educator’s Reference Complete
• Google Scholar
• NCES Bibliography Search Tool
• ProQuest Education Database
• SAGE Journals: Education

Useful Websites

• Harvard Gutman Library: Websites for Educators
• EduRef: Lesson Plans

Educational Data & Statistics

• Digest of Education Statistics
• Education Policy Data Center (EPDC)
• ICPSR Data Archive
• National Assessment of Educational Progress
• National Center for Education Statistics (NCES)
• UNESCO Institute for Statistics

5 Tips for Choosing Your EdD Dissertation Topic

Faculty Insights Industry Advice Education

Associate teaching professor Corliss Thompson shares her top tips for choosing your EdD dissertation topic.

You’ve learned more about why you should earn your Doctor of Education (EdD), and now you’re ready to apply. As part of the Northeastern application process, however, you’re required to submit a problem of practice that you want to pursue throughout the course of your doctoral program.

But how do you arrive at that problem of practice and narrow your area of interest down into a specific dissertation topic? Here are some tips to keep in mind.

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Tips for Choosing a Dissertation Topic

1. pick a topic you’re passionate about..

A lot of work goes into your dissertation—from the literature review, where you’re conducting a critical analysis of what’s been published on your topic, to interviewing stakeholders and actually writing the dissertation itself. Each of those steps take time, so you want to choose a topic that will keep you engaged and hold your interest.

When trying to decide your area of focus, consider the challenges you’re motivated to address and the difference you want to make both during and at the end of your EdD program. The goal is that you will continuously build off your dissertation research and leverage the work in a way that positively impacts your organization and/or community.

2. Ensure your topic is manageable.

You want to select a topic you can complete during the duration of your EdD program that is also aligned with your budget. If you need to travel or perform longitudinal research, your idea might not be achievable. Find what available, attainable data you can, and use that to narrow down your research into a dissertation that’s more manageable.

3. Embrace the unknown.

Although you’re passionate about your topic and it’s manageable, there will still be lingering questions about your subject. Be prepared to explore what you don’t know and deepen what you already do know. Strong research typically results in more questions.

Be ready to ask questions of yourself, others, and the literature, and get comfortable with not knowing the answer. As you’re thinking about your dissertation, keep track of inquiries that emerge around different ideas. Those may help you hone in on a topic.

4. Leverage your peers.

One benefit of enrolling in an EdD program is the diversity of backgrounds and opinions you’ll find within your cohort. At Northeastern, EdD instruction is primarily online, which enables students to connect and collaborate with professionals from around the world.

Vasiliki Goudanas Mavroudhis, a recent graduate of Northeastern’s EdD program, emphasized this benefit in her piece on what it’s like to be in an online doctoral program , saying:

The ability to not only have a cohort-based network, but one that crossed cohorts and continents, allowed me to have a far richer and deeper experience. I learned from students with different perspectives who came from different industries across a number of countries.

When fleshing out your dissertation, use that global network to your advantage. Ask your peers for constructive feedback. It’s likely they’ll have suggestions on how you can approach your topic from different cultural perspectives.

5. Know it’s OK to change your topic.

It’s natural for your dissertation topic to evolve the more research you complete and experts you interview. Actually, it’s expected.

Switching topics halfway through the program might seem like more work, but you will have already gone through the research process once and laid the foundation for your dissertation. As you approach your topic from different perspectives, it’s understandable if your own viewpoint changes a bit.

If you’re in need of inspiration, here are some examples of doctoral research Northeastern students have recently conducted:

• “The Drop Out Decisions of Latino College Students”
• “Changing the Experiences of African Refugee Youth”
• “Supporting Students Through Mindful Mentoring”
• “The Transitioning Student Veteran: Finding Your Civilian Career Through Academic Success”
• “Bridging the Gap Between Training and Educating in Adult Learning”
• “Watch out for Shards from the Glass Ceiling: A Study of Women Higher Educational Administrators’ Leadership Development Experiences”

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Home > SOE > EdD

Doctor of Education (Ed.D.) Dissertations

Dissertations from 2024 2024.

AN EXPLORATION OF ADULT CHILDREN’S ATTACHMENT TO THEIR PARENTS ACROSS TWO CULTURAL GROUPS: INDIANS IN INDIA AND INDIANS WHO IMMIGRATED TO THE UNITED STATES , Vilasini Meenakshi Arun

RESILIENT AF: UNDERSTANDING THE LIVED EXPERIENCES OF WOMEN OF COLOR PSYCHOLOGISTS IN FORENSIC MENTAL HEALTH SETTINGS , Carisse A. Cronquist

Creating whole inclusive worlds: The impact of social media usage on Black gender expansive millennials’ experiences of social support and identity development processes , Meredith J. Holmes

The Transition from In Person Sessions to Telemental Health Sessions for College Counseling Center Counselors , Katherine L. Karimian

An Exploration of the Contributions of Parenting Styles and Peer Relationships on the Emotional Expression of Second-Generation Indian-Americans , Smitha M. Kashi

THE ASSOCIATION BETWEEN UNCERTAINTY, REPRODUCTIVE DISTRESS, AND AVOIDANCE IN ASSIGNED FEMALE AT BIRTH ADOLESCENT AND YOUNG ADULT (AYA-F) CANCER SURVIVORS , Devon Ann Pons

Dissertations from 2023 2023

STUDENTS AS CO-RESEARCHERS: USING PARTICIPATORY ACTION RESEARCH TO ADDRESS COLLEGE FOOD INSECURITY , Rachel Brand

WE ARE STILL PLAYING: A META-ANALYSIS OF GAME-BASED LEARNING IN MATHEMATICS EDUCATION , Thomas Conmy

MOVING BETWEEN ENTITLEMENT AND CO-CONSPIRACY: A STUDY OF HOW SUPPORT, SKILLS, AND COMMUNITY CAN ADVANCE ANTI-RACISM EFFORTS OF WHITE PARENTS , Karin Marianne Cotterman

WHITE WOMANHOOD: FINDING OPPOSITIONAL EPISTEMOLOGIES AND COMMUNITY AT THE INTERSECTION OF WHITENESS AND WOMANHOOD , Hannah Joy Fischer

Understanding Filipino Wellness: Investigating the Effects of Colonial Mentality and Enculturation , Juliene Grace P. Fresnedi

A Qualitative Study of Ableism on the Postsecondary Campus , George Stuart Fuller

Alleviating Mathematics Anxiety For Middle School Students Using A Combined Intervention Approach Versus Only Using The Cognitive Intervention Approach For Increasing Mathematical Achievement: A Comparative Study , Patricia Anna Garcia

Parent-Child Conversations about Body Safety and Consent , Natasha Gerber

Experiences of Black American Millennials: A Qualitative Study of Internalized and Externalized Coping in the Face of Racial Trauma , Natalia Angelique Giles

The Mental Health of First-Generation College Students of Color , Devin Hallquist

Identity Formation and Role Expansion for Nurse Practitioner Residency Preceptors: A Qualitative Thematic Analysis , Angel Chen Kuo

Understanding the Lived Experiences of Ethnic-Racial Minority Former Foster Youth Who Identify as Queer , Cristian A. Lemus

THE EFFECTIVENESS OF INTERVENTIONS TO INCREASE ANTIRETROVIRAL THERAPY (ART) ADHERENCE AMONG LATINX MEN WHO HAVE SEX WITH MEN (MSM) WITH HUMAN IMMUNODEFICIENCY VIRUS (HIV) IN THE UNITED STATES: A SYSTEMATIC REVIEW , Everardo Leon

Mental Health and Experiences of Pregnancy Among Black Women and Birthing People with Type 1 Diabetes (T1D) , Madeleine E. Marcus

EARLY DIAGNOSIS METHODS FOR AUTISM SPECTRUM DISORDER: A SYSTEMATIC REVIEW , Megan Denise McCarthy

The Association between Psychotic Symptoms and Romantic Relationship Quality among Young Adult Ethnic Minorites , Tashagaye T. McKenzie

META-ANALYSIS OF THE EFFECTIVENESS OF PROJECT-BASED LEARNING APPROACH ON ACADEMIC ACHIEVEMENT IN HIGHER EDUCATION WORLDWIDE , Ziyu Meng

A Case Study of a School-Supported Extracurricular Activity's Influence on STEM Identity and Interest for Females , Letta Meyer

African American Women Make Meaning of Historical Trauma , Deidre A. MILLER

THE GRINDR COMPLEX: THE BEHAVIORAL HEALTH IMPACT OF SEXUAL RACISM ON LATINX MEN WHO HAVE SEX WITH MEN , Luisalfredo Plascencia

Working with Other Immigrants Brings the Parts That I Lost Back To Me: The Experiences of Latin American Immigrant Therapists Working with Latin American Immigrant Populations , Elizabeth P. Rivera

DECOLONIZING MENTAL HEALTH THROUGH HE/A/R/TOGRAPHY: CORAZONAR, SENTIPENSAR Y SENTISABER , Patricia Rojas-Zambrano

The Effects of Acculturation, Marianismo, and Religiosity on Pregnancy Related Anxiety in Latina Women , Jennifer M. Zanoli

Dissertations from 2022 2022

A Collaborative Autoethnography: Your Passport to Immigrant Women of Color Leader's Stories of Identity Exploration and Leadership Barriers and Possibilities , Fraylanie Adan Aglipay

RECLAIMING OUR HUMANITY: REDEMPTION, REIMAGINING, AND RESTORYING OF THE FOUNDATIONS FOR SUCCESS OF FORMERLY INCARCERATED AFRICAN AMERICAN MALES , Robert Mossi Alexander III

Fifty Years of Underrepresented Student Advocacy at One Jesuit Secondary School , Sonya Cotero Arriola

Voces of Little Michoacan: A Collective Narrative of Resistance and Preservation of Home , Ana Angel Avendaño

CLINICIANS' PERSPECTIVES ON THE EFFECTIVENESS OF TRAUMA - FOCUSED COGNITIVE BEHAVIORAL THERAPY WITH AFRICAN AMERICAN CHILDREN: A QUALITATIVE STUDY , Jada Carter

The Use of Simulation with the School of Nursing and Health Professions (SONHP) Prelicensure Students to Support Affirming Practice with Transgender Communities , Genevieve Charbonneau

Understanding the perspectives, practices, and expectations of Korean American parents toward the heritage language education of their children , Yunhee Choi

The Association between Physical Pain, Depression, Anxiety, and Nervios among Latinx Agricultural Workers , Iveth Cuellar Celallos

Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs , Shanshan Gao

An Exploration of Learning-At-Home Experiences Among Families and Children of Color Labeled with Disabilities During COVID-19: A Narrative Inquiry , Nam Ju Han

"What’s Race Got To Do With It?”: A Virtual Participatory Action Research Study of Community College Students Exploring Intersectionality In Queer Studies , Breana Hansen

"MY BODY GOES NUMB A LOT OF THE TIME": EXAMINING HIGH SCHOOL STUDENT-ATHLETE EXPERIENCES USING YOUTH PARTICIPATORY ACTION RESEARCH AND EMBODIED CULTURALLY RELEVANT PEDAGOGY , Gabriela Elizabeth Holmes

TOWARDS CHARISM IDENTITY: A CATHOLIC IDENTITY CASE STUDY THROUGH THE LENS OF LAUDATO SI’ , Kristofer Ross Koller

Teaching Solidarity: Popular Education in Grassroots U.S. Social Movements , Tenaya Summers Lafore

The Effects of Curriculum-Integrated Explicit Learning Strategy Instruction on Reading Comprehension for English as a Second Language (ESL) Learners at the Community College , Sylvia Chaiyeon Lee

Genocide in East Turkestan: Exploring the Perspectives of Uyghurs in the Diaspora and their Resistance to Chinese State Violence , Lina Semyonovna Lenberg

Mediating Language Fluency Development: An Action Research Study In A High-School AP Chinese Second-or-Foreign-Language Task-Based Language Teaching Classroom , Jing Liang

EFFORTS TO CREATE A TRAUMA-INFORMED CLASSROOM IN HIGHER EDUCATION: INSIGHTS FROM MEMBERS OF A COMMUNITY COLLEGE TRAUMA-INFORMED TEACHING GROUP , Danyelle Marshall

Women in Senior Leadership Roles Career Mobility, Challenges, Success Stories and Need for Future Research , Giselle Flores Martin

Impact of COVID-19 on New Teacher Retention and Perceived Supports in a Northern California Public School District , Rebecka Maxkenzie

African American Female Identified Therapists' Experiences Working Culturally Similar and Dissimilar Populations , Kimiko J. May

EXPLORING LATINX PARENTS’ EXPERIENCES WITH SPECIAL EDUCATION: DEVELOPING A COMMUNITY-BASED WORKSHOP TO EMPOWER LATINX PARENTS OF CHILDREN IN SPECIAL EDUCATION , Gabriela Alejandra Perez

BLACK MOTHERING IN THE BAY AREA WHILE UNSEEN AND UNHEARD: NAVIGATING BLACK MOTHERING IN THE MIDST OF A PANDEMIC & SOCIAL UNREST , Kassie Michelle Phillips

Feminist Catholic Organizational Identity: A Phenomenological Study of Charism in the Lay Educator of a Notre Dame de Namur Learning Community , Kathleen Barrera Quiazon

Effects of Teaching Argument to First-Year Community-College Students Using a Structural and Dialectical Approach , Sharon Radcliff

¿TÚ QUÉ SABES?: LATINA DOCTORAL WOMEN DISRUPTING AND RESISTING DOMINANT KNOWLEDGE , Sendy Ramos Madsen

HEARING IMPAIRED AND LEADERSHIP: STRUGGLES OF INDIVIDUALS WITH HEARING LOSS IN THE WORKPLACE , John Cleese Relihan

Cuentos Criollos: Colombian Internally Displaced Families as Knowledge Producers , Liliana Salazar de Deck

An Exploration of Higher Educational Experiences For Mixed Blood American Indian Males in the Santa Clara Valley , Edward Salcedo

APPLICATION OF THE EPISTEMOLOGIES OF THE SOUTH TO ADDRESS THE ECOLOGICAL CRISIS: A NARRATIVE CASE STUDY OF BURKINA FASO AND THE LEADER YACOUBA SAWADOGO , Barwendé Médard Sané

The Relationship Between Metacognitive Strategies and Listening Comprehension Proficiency in Intensive-Korean-Foreign-Language Setting , Gumok Seo

The Collegiate Black Space: Black College Students’ Use of New Counter-Spaces for Support, Knowledge Production, and Organizing for Activism , Heather Streets

The Impact of #MeToo on Reasons for Sexual Assault Disclosure , Cheryl H. Tien

Developing Queer Faith: Exploring Experiences of Cognitive Dissonance and Identity Integration For LGBQ Catholics Individuals , Kendal M. Vaarwerk

Using Peer Review to Improve English as a Second Language College Students' Writing Scores , Mengjie Wei

Dissertations from 2021 2021

The Effect of Teaching and Learning Vocabulary in Lexical Chunks on the Listening Comprehension of Adult Learners of Arabic , Bassam Al-Maqtari

Exploring Student Engagement for Diverse Student Populations: A Case Study Examining Institutional Logics of Student Affairs Middle Management Leaders , Frangelo Rominque Ayran

Employment Discrimination: An Efficacy Study of African American Inequities in the California Utility Sector , Victor Baker

Mental Health Outcomes of Various Types of Fear Among University Students who have an Undocumented Legal Status During the Donald Trump Presidency , Liliana Campos

Experiences of UC Santa Barbara female alumni exposed to a gender-based mass shooting , Erin G. Carpenter

Effects of the Concept-Mapping Method on International Students' Academic Performance and Perceptions , Yinghung Natalie Chiang

Majority to Minority Shift: Experiences for American Born Chinese College Students from Predominant Chinese American Communities to Predominantly White Institutions , Joseph C. Chung

The Role of Community Building in Second Language Acquisition in the Mainstream Classroom , Alejandro Clemente Fernandez

The Effectiveness of Using Multimedia for Teaching Phrasal Verbs in Community-College ESL Classes , Guohua Fu

Replanting a Wild Seed: Black Women School Leaders Subverting Ideological Lynching , Whitneé Louise Garrett-Walker

The Significance of Jesuit Educational Institution in the Reconstruction of Postcolonial and Post-Conflict East Timor , Plinio do Rosario Gusmao dosReis Martins

Effects of Static and Dynamic Visuals on the Learning of Science Concepts in the Secondary-School Classroom , Theodore Johnson

Impact of Moral Injury for Ethnic/Racial Minority Male Veterans , Kristopher Kern

Dysconscious Racism and Racial Microaggressions in the Public School System , Ryan Lee

Stigma and Social-Emotional Health in Youth with Learning Differences , Kelsey Maki

Provider Perspectives: Working with the Male Lifer Reentry Population , Laura R. Marker Dr.

Women Who Lead: A Feminist Phenomenology of Crisis Leadership in Higher Education , Ingrid Helene McVanner

The Use of Mindfulness Meditation to Increase the Efficacy of Mirror Visual Feedback for Reducing Phantom Limb Pain in Amputees , Nicolas Sebastian Mills

A Minority Within a Minority: Exploring Identity Development in Relation to Mental Health Outcomes Within the Black Deaf Community , Nekolas Milton

Community Based Participatory Research Informed Manualization and Piloting of E-Training of a Modified Dialectical Behavior Therapy Intervention , Annika M. Miyamoto

Early Childhood Special Education Teachers’ Attitudes Toward Inclusion: A Qualitative Study on a School’s Transition From Segregated Classrooms to More Inclusion Classrooms , Shally Moua

The Ignatian Pedagogical Paradigm as a Critical Theoretical Framework to Enhance Teachers' Professional Identity in Diverse Context , Lourdu Sunder Reddy Mummadi

Patient Reported Outcomes in Sickle Cell Disease Examined Within a Conceptual Model , Swapandeep Mushiana; Marsha Treadwell PhD; Sherif M. Badawy MD, MS; Liliana Preiss PhD; Allison King MD MPH PhD; Barbara Kroner PhD; Yumie Chen BS; Jeffrey Glassberg; Victor Gordeuk MD; Nirmish Shah MD; Angie Snyder Phd MPH; and Theodore Wun MD

Incorporating Critical Perspectives in Nonprofit Management Education Programs: How Critical Scholars of Color Navigate Pressures in Higher Education , Khanh H. Nguyen

A Critical Feminist Case Study of the Northern California Cherry Blossom Queen Program , Alison Kepola Nishiyama-Young

Understanding the African American Male Student Experience of Being Diagnosed with Emotional Disturbance Through the Use of Counter-Storytelling , Sara Ordaz

Sex or Sexual Assault? Critical Media Literacy as a Tool for Consent Education , Riana S. Pella

Higher Education Discourses of India’s National Education Policy 2020: Analysis and Teacher Counterspaces in Jesuit Institutions , Vincent Pereppadan Poulose

Effect of Transcendental Meditation on the Social Emotional Well-being of Bilingual Teacher Leaders , Margaret Peterson

Engaging Feminism, Transforming Institutions: How Community Engagement Professionals Employ Critical Feminist Praxis to Re-Imagine and Re-Shape the Public Purpose of Higher Education , Patricia Star Plaxton-Moore

The Effectiveness Of A Transaffirmative Cognitive Behavioral Therapy Group-Based Intervention To Help Transgender Individuals Suffering From Depression , Joy Riach

Investigating the Self-Efficacy Awareness of Black Female Technology Leaders , Marie Roberts De La Parra

Parental Involvement in Support of African American Families , September Rose

Pilipinx Radical Imagination: Healing and Visioning in our Process of Becoming , Anthony Abulencia Santa Ana

Interests Served and Interests Converged: A Mixed-Methods Critical Policy Analysis of the California Math Placement Act , Chalesea Schuler

Exploring the lived experiences of Middle-Eastern and North African (Mena) Jews through narrative inquiry using a digital storytelling approach , Brandy B. Shufutinsky

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Capstone Form and Style

Programs: edd dissertation/project study, edd dissertation/project study resources.

• EdD Project Study Template (APA 7)
• EdD Dissertation Template (APA 7)
• Instructions for Using the EdD Capstone Templates (APA 7)

Information on the Prospectus is located on the EdD page of the Office of Research and Doctoral Services website.

To prepare for the form and style review, use the following checklist, which is the same checklist we use when we review capstone manuscripts and the checklist we return to the student and committee along with their completed review.

• Form and Style Review Checklist (APA 7)

About the EdD Dissertation/Project Study

A dissertation or project study is a formal manuscript written to address a gap in educational practice, thus resolving a local problem. Walden dissertations consist of five chapters (Chapter 1: Introduction to the Study, Chapter 2: Literature Review, Chapter 3: Research Method, Chapter 4: Reflections and Conclusions, Chapter 5: Discussion, Conclusions, and Recommendations). Walden project studies consist of four sections (Section 1: The Problem, Section 2: The Methodology, Section 3: The Project, Section 4: Reflections and Conclusions).

Access samples of published dissertations through the Walden library website under Databases. You can also access the Office of Research and Doctoral Services's Doctoral Capstone and Project Resources for additional information on the dissertation and project study process, including the rubrics and the EdD Project Guide. If you have writing or APA questions about the proposal or final doctoral study, contact [email protected] .

Doctoral Capstone Template Guidance

To accompany the doctoral capstone template document, here is some information to note when first beginning to use the template.

• The document may contain various front matter elements (i.e., two title pages, the abstract, a Dedication page, and an Acknowledgements page), a Table of Contents (TOC), Lists of Tables and Figures, the document body text, a References list, and Appendices.
• Students should ensure that the text in brackets [ ] on the two title pages is changed to reflect their own information and then remove the brackets. This includes the title, name, degrees earned, degree program, and date of anticipated completion.
• Begin using the template by copying and pasting the text from a working document into the appropriate headings of the template and references to the reference list.

How to tag headings (so that headings show up in the TOC):

• Most headings are already placed into the document. Headings students add (i.e., primarily for the literature review and results chapters and sections) should be added by creating a new heading and tagging it so that it appears in the TOC when updated.
• Add a heading by first ensuring that the pilcrow [ ¶ ] is turned on—this allows the writer to see hidden formatting in the document that should not be deleted (e.g., page breaks and section breaks).
• Add the heading by placing the cursor where the heading should be inserted and creating a hard return.
• Then type the text for the heading and highlight it with the cursor, ensuring that you do NOT highlight the pilcrow.
• Once the text is highlighted, choose the appropriate APA Style heading from the Styles box on the Home tab. This is called tagging a heading. HINT: The Styles tab may need to be expanded by clicking on the small box with the arrow at the bottom of the Styles section. 

How to update the TOC (to bring in new headings and update page numbers):

• Once new headings have been added or text created or inserted such that the page numbers have shifted, the TOC should be updated.
• Update the TOC by clicking on it with the cursor so that the section becomes grey.
• Then, right click (or control click on a Mac) and choose “Update field.”
• Depending on whether headings or just text has been added, choose “Update entire table” or “Update page numbers only.”

Template and Formatting Resources:

• Form and Style Document Formatting Expectations , including information on APA, margins, pagination, etc.
• SMRTguide on Fixing Errors in the TOC
• Academic Skills Center (ASC) Capstone Template Formatting Videos
• For questions regarding layout formatting in the doctoral capstone, contact [email protected]  
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Dissertations

We are proud to provide access to the dissertations that our students have written as part of the requirement for their doctoral degree. Below is a list by cohort of titles with a link to ScholarWorks, a searchable database where the actual dissertations are available. To search our full collection of doctoral dissertations, you can follow the link to ScholarWorks .

Cohort 1: Dissertations from the Graduation Class of 2010

Cohort 2: dissertations from the graduation class of 2011, cohort 3: dissertations from the graduation class of 2012, cohort 4: dissertations from the graduation class of 2013, cohort 5: dissertations from the graduation class of 2014, cohort 6: dissertations from the graduation class of 2015, cohort 7: dissertations from the graduation class of 2016, cohort 8: dissertations from the graduation class of 2017, cohort 9: dissertations from the graduation class of 2018, cohort 10: dissertations from the graduation class of 2019, cohort 11: dissertations from the graduation class of 2020, cohort 12: dissertations from the graduation class of 2021, cohort 13: dissertations from the graduation class of 2022.

• Email: [email protected]
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Dissertation Topics

• Alan Aab Pathways to Dropping Out: A Snapshot at Sixth Grade using Structural Equation Modeling, 2011: Dr. Carolyn Eggleston and Dr. Matt Riggs, Co-Chairs, Dr. Donna Schnorr, Member, Dr. Randall Wright, Member 
• Gordon Amerson Narrowing the Gap: Exploring the Characteristics and Practices of Urban Schools Principals Closing the Achievement Gap, 2014: Dr. Louie Rodriguez, Chair, Dr. Donna Schnorr, Member, Dr. Thelma Moore-Steward, Member 
• Gail Angus The Effects of School-wide Positive Behavior Interventions and Supports on Student Achievement and Other Outcomes, 2011: Dr. Brett Nelson and Dr. Deborah Stine, Co-Chairs, Dr. Matt Riggs, Member
• Cherina Octavia Betters Bridge Over Troubled Water: Creating an Ecology of Transformative Care for Students At Risk of their Promise, 2017: Dr. John Winslade, Chair, Dr. Edna Martinez, Member, Dr. Jaime Anderson, Member
• Jennifer Blum Ethical Decision Making Under High-Stakes Testing, 2010: Dr. John Winslade and Dr. Donna Schnorr, Co-Chairs, Dr. Sam Crowell, Member
• Joe Boffa Understanding the Lived Experiences of Late-Entry English Learners in the Vista Canyon Unified School District, 2014: Dr. Louie Rodriguez, Chair, Dr. Bonnie Piller, Member, Dr. Donna Schnorr, Member
• Frieda Brands Practical Wisdom in the Office of the School District Superintendent, 2014: Dr. Patricia Arlin and Dr. Deborah Stine, Co-Chairs, Dr. David Stine, Member
• Beverly Bricker National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers, 2015: Dr. Patricia Arlin, Chair, Dr. Stacy Begin, Member, Dr. Bonnie Piller, Member, Dr. John Winslade, Member
• Pamela Buchanan Appreciative Inquiry: A Path to Change in Education, 2014: Dr. Patricia Arlin, Chair, Dr. Marita Mahoney, Member, Dr. Donna Schnorr, Member
• Newell Canfield Exploring The Essence of Trust Through The Lived Experiences of Jazz Educators, 2013: Dr. Deborah Stine and Dr. Randall Wright, Co-Chairs, Dr. Herb Shon, Member
• Carly Chavez Planting, Learning, Growing–Utilizing Service-Learning In Science, Technology, Engineering and Mathematics (STEM) Among Urban Middle School Students, 2013: Dr. Ruth Sandlin, Chair, Dr. Donna Schnorr, Member, Dr. Herb Brunkhorst, Member
• Courtney Doussett The Impact of a Classroom-based Physical Activity Program on Teachers’ Perceptions of Student Engagement, 2015: Dr. Marita Mahoney, Chair, Dr. Louie Rodriguez, Member, Dr. Donna Schnorr, Member

Wendy Durkee From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten, 2017: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Frieda Brands, Member

• James Feffer Teacher Learning within Professional Learning Communities, 2015: Dr. Donna Schnorr, Chair, Dr. Doris Wilson, Member, Dr. Thelma Moore-Steward, Member
• Jean-Jacques Francoisse Moving Beyond Class Size: The Importance of Addressing Class-context on Academic Achievement, 2011: Dr. Marita Mahoney and Dr. Matt Riggs, Co-Chairs, Dr. Jim Hill, Member, Dr. Donna Schnorr, Member

Stephen Louis Franklin Exploring Organizational Factors that Influence  Resilience and Persistence Among High School Students of Color, 2017: Dr. Donna Schnorr, Chair, Dr. Doris Wilson, Member, Dr. Sherri Franklin-Guy, Member

• Edwin Gomez Narratives of Principal Sustainability in High-Poverty Schools, 2013: Dr. David Stine, Chair, Dr. Joseph Jesunathadas, Member, Dr. Enrique Murillo, Member
• Audrey Hovannesian Conceptual Change Theory in Education: Using Dinner-Home-Visits to Reshape Teacher Perceptions of Students, 2013: Dr. Marita Mahoney, Chair, Dr. Bonnie Piller, Member, Dr. Ruth Sandlin, Member 
• Miguel H. Lopez Fostering a Consciousness of Academic Success with Latino English Language Learners in High School: The Role Self-efficacy and Social Capital Play, 2011: Dr. Enrique Murillo, Chair, Dr. Thelma Moore-Steward, Member, Dr. Louie Rodriguez, Member
• Jennifer Lucht Relationships Between Initial CAHSEE Performance and Academic Success of High School Students, 2012: Dr. Carolyn Eggleston, Chair, Dr. Matt Riggs, Member, Dr. Todd Jennings, Member, Dr. Donna Schnorr, Member
• Christy Martinez Instructional Disability: Voices of the Resource Specialist on the Design of the Resource Support Program, 2013: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Diane Brantley, Member
• Sane Mataitusi Recognizing Samoan Students' Cultural Capital in Schools, 2011: Dr. John Winslade and Dr. Donna Schnorr, Co-Chairs, Dr. Bonnie Piller, Member, Dr. Enrique Murillo, Member
• Jessica Mendoza Testimonios on the Role of Mentorship on Mexican Immigrant's Higher Academic Attainment: Vengo con ganas, solo échame una mano!, 2015: Dr. Enrique Murillo, Chair, Dr. Miguel A. Lopez, Member, Dr. Elsa Valdez, Member
• Renee Middleton Focus on principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice, 2014: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Carole Lee, Member
• Tabitha Muteti Educational Experiences of Pregnant and Parenting Adolescents in a Pregnant Minor Program (Cal-Safe), 2013: Dr. John Winslade and Dr. Randall Wright, Co-Chairs, Dr. Louie Rodriguez, Member, Dr. James Mbuva, Member 
• Lari Nelson At the Core of School Reform: A Culture of Commitment, Collaboration, and Collective Leadership, 2014: Dr. Louie Rodriguez, Chair, Dr. Bonnie Piller, Member, Dr. Doris Wilson, Member
• Mark Norris At Risk Students and Resiliency 2014, Dr. Donna Schnorr and Dr. Michael Verdi, Co-Chairs, Dr. Amy Leh, Member Dr. Eun-Ok Baek, Member, Dr. Young Suk Hwang, Member
• Teri Osborn How Technology Professional Development Guides Instructional Practice, 2016: Dr. Joseph Jesunathadas, Chair, Dr. Donna Schnorr, Member, Dr. Barry Last, Member
• Sharon Pierce Taking Our Seat at the Table': A Narrative Inquiry of the Experiences of Seven Latina Administrative Leaders in Higher Education, 2017: Dr. Enrique Murillo, Chair, Dr. Edna Martinez, Member, Dr. Alexandru Roman, Member
• Derek Pinto Effective Principal Leadership Behavior: The Student Perspective, 2014: Dr. Patricia Arlin and Dr. Marita Mahoney, Co-Chairs, Dr. Bonnie Piller, Member, Dr. Donna Schnorr, Member
• La'Resha Richardson Education Through the Eyes of Foster Parents, 2017: Dr. John Winslade, Chair, Dr. Lorraine Hedtke, Member, Dr. Aja Henriquez, Member
• Charron Rodriguez Student Engagement of Fifth Grade Students in a General Engagement Class, 2016: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Carole Lee, Member, Dr. Renee Middleton, Member

Dorry Sathoff-Lillard Understanding the Purpose of Restorative Practices for Schools: A New Zealand Perspective, 2017: Dr. John Winslade, Chair, Dr. Donna Schnorr, Member, Dr. Doris Wilson, Member

• Sonya Scott Post-Oppositional Culture Theory: Counter-Narratives of African American Preservice Teachers, 2013: Dr. Louie Rodriguez, Chair, Dr. Thelma Moore-Steward, Member Dr. Mary Texeira, Member
• Catherine Terrell Explicit Content-Area Vocabulary Instruction for English Learners: Impacts with Reading Comprehension, 2011: Dr. Bonnie Piller and Dr. Matt Riggs, Co-Chairs, Dr. Mary Jo Skillings, Member

LaTrenda Terrell Head Start Teachers Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design, 2017: Dr. Diane Brantley, Chair, Dr. Marita Mahoney, Member, Dr. Edna Martinez, Member

• Eric Vreeman Contributions of Wellness on Student Achievement and Behavioral Engagement, 2011: Dr. Donna Schnorr, Chair, Dr. Brett Nelson, Member, Dr. Louie Rodriguez, Member

Gina Marie Vyskocil Single Parent Student Mothers: How Single Parent Student Mothers Fare in Higher Education, 2017: Dr. John Winslade, Chair, Dr. Rafael Canizales, Member, Dr. Sam Crowell, Member

• Henry Yzaguirre The Physics of School Culture: Unleashing Student Voice in the Quest for School Improvement, 2012: Dr. Enrique Murillo, Chair, Dr. Thelma Moore-Steward, Member, Dr. Louie Rodriguez, Member
• LaTanya Sherrie Greer Firm But Fair: Authoritative School Climate as a predictor of Restorative Justice Readiness, 2018: Dr. John Winslade, Chair, Dr. Edna Martinez, Member, Dr. Marita Mahoney, Member
• Emily Ledesma Factors Related to Optimal Service Delivery Models for Students with Moderate to Severe Disabilities: A Phenomenological Inquiry, 2018: Dr. Bonnie Piller, Chair, Dr. Carolyn Eggleston, Member, Dr. Donna Schnorr, Member
• Brice Scott African American High School Students' Attitudes Toward Mathematics and Perceptions of Extant Culturally Relevant Pedagogy and Ethnomathematics, 2018: Dr. Joseph Jesunathadas, Chair, Dr. Donna Schnorr, Member, Dr. James Smith, Member

Community College / Higher Education

• Eyad Alfattal Globalization, Internationalization, Marketing, and College Choice: Key Factors Affecting International Students’ Mobility in the Case of a Comprehensive Public University, 2017: Dr. Jay Fiene, Chair
• Christine Bender Enhancing Leadership Ability In First-Time Freshmen Through Mentorship: A Grounded Theory Approach, 2015: Dr. Patricia Arlin, Chair, Dr. Carolyn Eggleston, Member, Dr. Donna Schnorr, Member
• Gustavo Chamorro Career Academy Scholars Program, 2012: Dr. Louie Rodriguez, Chair, Dr. Bonnie Piller, Member, Dr. Donna Schnorr, Member
• Mark Darby Understanding Why International Student Applicants Choose a Public Four-Year Institution, 2015: Dr. Jay Fiene, Chair, Dr. Jenny Zorn, Member, Dr. Rueyling Chuang, Member
• Tamara Dean Examining Fully Online Degree Students’ Perceptions of Online Student Support Services: A Mixed Methods Study Using Grounded Theory and Rasch Analysis, 2014: Dr. Doris Wilson, Chair, Dr. Joseph Jesunathadas, Member Dr. Eun-Ok Baek, Member, Dr. Aja Henriquez, Member

Mahbuba Hammad Factors Influencing Attitudes and Motivation Toward Reading Arabic: The Impact of Leveled Reading on the Experiences of Language Learners and Teachers, 2017: Dr. Nancy Acevedo-Gil, Chair, Dr. Dany Doueiri, Member, Dr. Edna Martinez, Member

• Aja Henriquez 'I hope to be a symbol of encouragement': Using CRAFT in Community Colleges to Facilitate Student Voice in the Remedial Studies Debate, 2012: Dr. Louie Rodriguez, Chair, Dr. John Winslade, Member, Dr. Mary Texeira, Member
• Helena Johnson Concerns about Faculty Teaching Distance Education Using Technology, 2010: Dr. Patricia Arlin, Chair, Dr. Sylvester Robertson, Member, Dr. Deborah Stine, Member, Dr. James Smith, Member
• Risa Lumley The Academic Library and Social Justice: A Q-Study of Librarian Attitudes, 2016: Dr. John Winslade, Chair, Dr. Edna Martinez, Member, Dr. Doris Wilson, Member
• Ernesto Reyes Community College and High School Partnership: College Math Readiness Program, 2016: Dr. Donna Schnorr, Chair, Dr. Marita Mahoney, Member, Dr. Joseph Jesunathadas, Member 
• Ricky Shabazz   The Role of College Counseling in Increasing College Access for Black Students: A Case Study of an Effective College Counseling Program, 2012: Dr. Donna Schnorr, Chair, Dr. Angela Louque, Member, Dr. Thelma Moore-Steward, Member
• Nori Sogomonian Academic Self-Efficacy and Persistence in the Context of High-stakes Testing, 2011: Dr. Patricia Arlin and Dr. Marita Mahoney, Co-Chairs, Dr. Donna Schnorr, Member, Dr. James Smith, Member
• Cynthia J. Spence The Role of Intrinsic and Extrinsic Motivation Focusing on Self-Determination Theory in Relation to Summer Bridge Community College Students, 2014: Dr. Bonnie Piller, Chair, Dr. Marita Mahoney, Member, Dr. Doris Wilson, Member
• Tomasz Stanek Applications of the Well-Educated Mind 2003 Concept by Susan Bauer in the Southern California History Classrooms, 2012: Dr. Michael Verdi and Dr. Mark Groen, Co-Chairs, Dr. John Winslade, Member, Dr. Jim Hill, Member
• Ginny Stewart-Hattar Transfer Student Experiences at a Four-Year University, 2016: Dr. Donna Schnorr, Chair, Dr. Marita Mahoney, Member, Dr. Diane Podolske, Member 
• Karen Wall Administrative Development for Academic Deans in the California State University System, 2015: Dr. Jay Fiene, Chair, Dr. Todd Jennings, Member, Dr. Aja Henriquez, Member

Other or Both

• Mauricio Cadavid Literacy Tutoring Strategies of America Reads University-Level Tutors, 2017: Dr. Debbie Stine, Chair, Dr. Marita Mahoney, Member, Dr. Diane Brantley, Member, Dr. Catherine Terrell, Member
• Greg Jones Articulating a Vision: A Case of Study of Democracy, Education, and Prisoner Rehabilitation in a Day Reporting Center, 2014: Dr. Randall Wright and Dr. John Winslade, Co-Chairs, Dr. Louie Rodriguez, Member
• Janet A. Long Addressing Articulation between 11th & 12th Grade English Language-Arts and College-Level English Course Content in the Community College, 2014: Dr. Donna Schnorr and Dr. Thelma Moore-Steward, Co-Chairs, Dr. Bonavita Quinto-MacCallum, Member
• Cecilia L. Ornelas College Choices of Latina/o Students Attending a For-Profit College: Understanding Persistence and Retention, 2018: Dr. Acevedo-Gil, Chair, Dr. Schnorr, Member, Dr. Garcia, Member
• Jesse R. Neimeyer-Romero 'I didn't feel alone': A Phenomenological Study of Universtiy Branch Campus Graduates, High Impact Practices, and Student Persistence, 2018: Dr. Martinez, Chair, Dr. Wilson, Member, Dr. Acevedo-Gil, Member

CSUSB Ed.D. Dissertations completed from 2014 to present can be viewed at Scholarworks .

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Ed.D. Dissertations in Practice

Dissertation in practice from 2023 2023.

Transforming Learning Spaces: Decentering Whiteness to Dream of a Liberatory Education , Kimberly Booker

Subversive Self-Care: Black Women Faculty and the (Im)possibilities of Healing in Higher Education , Hermenia Butler

(UWT-Muckleshoot Cohort Doctoral Program) NO FRACTIONS HERE: NAVIGATING BLOOD QUANTUM-BASED COLORISM SETTLER IDEOLOGY WITHIN TRIBAL COMMUNITIES , DeAnn Dillon

We are Stronger Together: Faculty Reflections on Competency-Based High School Completion for Adults in Washington State , Elizabeth J. Flanagan

(UWT-Muckleshoot Cohort Doctoral Program) Preparing the Future, Healing the Past, & Being in the Moment with Teachers as they Indigenize the Way They Teach , Ramona Halcomb

(UWT-Muckleshoot Cohort Doctoral Program) Off the Rez: Witnessing Indigenous Knowledges Through Social Media , Deborah Hales

Brazilian Jiu Jitsu & Mental Resilience , Brendan Hanley

(4) A Post Pandemic Analysis of COVID-19 and the Impact on Mental Health of High School Student-Athletes—Today, more than ever minds matter , Pastora Hernandez Barbee

(UWT-Muckleshoot Cohort Doctoral Program) “Tienes Que Ser Bien Educada”: A Call for Art, Reconciliation, and Justice in Education , Eileen Jimenez

(UWT-Muckleshoot Cohort Doctoral Program) Educational Sovereignty: Creating Community by Ensuring Belonging , Merisa K. Jones

(UWT-Muckleshoot Cohort Doctoral Program) Indigenous-based Mindful Activities for Students with Test Anxiety , Amy Maharaj

(UWT-Muckleshoot Cohort Doctoral Program) The One Drop Rule While Being a Black Indigenous Woman , Ada McDaniel

(4) Creating and Maintaining High-Quality Educational Spaces for Black Children: Challenges and Strategies , Darius B. Mensah

Women With Student Loans: Relational Impacts on Self, Family, and Work , Annie Pocklington

(UWT-Muckleshoot Cohort Doctoral Program) Heart Story Curation: Indigenous Feminist Justice Leadership & The Philanthropic Call to Action , Joannie M. Suina

(UWT-Muckleshoot Cohort Doctoral Program) Indigenizing Education: Universal Design for Learning and Indigenous Leadership Frameworks , Jennifer Vasilez

(4) Start with Self: Considerations of Being in Relationship , Alison O. Pugh

(4) Effective Professional Development and Lesson Study , Kylie Danielson

You are another me: Public schooling testimonios de lugares nepantleras , E. R. Álvarez

Re-establishing Public School Curriculum Adoption Process for Grades Six Through Eight , Alicia Mendez

Dissertation in Practice from 2022 2022

Fostering Communities for BIPOC Students in Higher Education Spaces: The Impacts of Targeted Student Supports Services on Racially Hostile Campuses , Kenderick Wilson

Dissertation in Practice from 2021 2021

University Staff: Indigenous Sovereignty and Justice Online , Star Berry

Mechanisms of Biases and Cultural Literacy in International Language Education: One Such Story to Carry , Yukari Birkett

Recommendations for Creating Inclusive Classroom Andragogy: Perspectives of Graduate Students with Learning Disabilities , Marcee Boggs

Examining Strategies that Promote Success for Adult Basic Education Students: A Professional Development Seminar for Educators , Andrew Brottlund

Equity by Design and Delivery Model in Online Learning: Educator and Student Perceptions and Behaviors as Leading Indicators of Systemic Change , Miebeth Bustillo-Booth

A Qualitative Study: Exploring the Connection Between Therapeutic Foster Parent Training and Placement Disruption , Emmanuel Camarillo

Improving Homeless Student Identification in an Urban High School , Donald Crider

COVID-19 School Closures: Professional and Personal Impacts on Building Principals , Paula R. Dawson and Alicia M. Nosworthy

Still Just white-Framed: Continued Coloniality, Hispanic Serving Institutions, and Latin@/x Students , Ilda Guzman

Diversity in Community College Registered Nursing Education , Sergio Hernández Del Cid

Experiences of Contemporary Dance Choreographers of Color in the Pacific Northwest , Sue Ann Huang

Latinx Students' Sense of Belonging in a Comprehensive Suburban High School , Samantha Ketover

Disrupting Racial Segregation in Special Education: An Evaluability Assessment of Washington State’s Inclusionary Practices Project , Tania May

Barriers Impacting LPNs Academic Progression , M Dianne Nauer

Examining Social Capital and Whiteness in a University Community Engagement Network , Bonnie Nelson

Asian American Community College Presidents: Their Leadership Practices, Insights, and Attributes , Michael Pham

Institutional Accreditation: Making the Process More Efficient, Effective, and Meaningful to Colleges and Universities , Cynthia J. Requa

Community College Student Completion Rates and Strategies for Improvement , Norma Whitacre

Dissertation in Practice from 2019 2019

Corporate E-learning: Perceptions of Persistence and Satisfaction , Staci Bain

Reflections on Reentry: A Qualitative Study of Cross-Cultural Reentry Experiences of International Cultural Exchange Students , Christina Lynn Cox

Asian American Teachers in Predominantly White Education Systems , Candis Lee Eckert

Examining Campus Racial Climate for Faculty and Staff , Sherri Fujita

Let's be Blunt: Substance Use Among Black Male Student-Athletes , Elizabeth Griffin

Asian American Community College Presidents: An AsianCrit Analysis of their Approaches to Leadership , Johnny Hu

Professional Development and Self-Efficacy: Their Impact on the Advancement of Latinas in Higher Education Leadership , Olga Torres Inglebritson

Online Learning Within an Open-Door Program , Adriana Julian

SLOW PROGRESS TOWARDS EQUITY AT A HISPANIC-SERVING INSTITUTION (HSI): A Case Study , Paulette Lopez

Social Constructivism: An Andragogical Praxis for Critical Thinking Instruction and Evaluation with Graduate Social Work Students , Luella Loudenback

Experiences of African American Women in Washington State’s Applied Baccalaureate Programs: A Mixed Methods Study , Stefanie McIrvin

STUDENT VOICE IN SOCIAL EMOTIONAL LEARNING , Angelo Mills

Understanding the Impacts of Campus Racial Climate on Southeast Asian College Students’ Experiences , Chanira Reang Sperry

Expanding Educational Potential through Multisector Partnership , Maija Thiel

Reframing Internationalization: Faculty Beliefs and Teaching Practices , Marco Tulluck

Where Did My Black Folk Go? The Exclusion of Black Males From American K-12 Classrooms , conrad webster

Improving the Leadership of P-12 Administrative Teams , Joshua Zarling

Examining the Human Experience of Moral Distress: A Narrative Inquiry , Allison Wareham

Dissertation in Practice from 2018 2018

Its Okay For Us to Be Students, but Not Leaders: African American Women in Executive Leadership within the Community College , La Shemia C. Hanebutte

Dissertation in Practice from 2017 2017

Barriers for Pseudo School District’s College Bound Scholars’ Scholarship Attainment , Annette Burnett

Dissertation in Practice from 2016 2016

Responding to their Voice: The Needs of Postsecondary Students with Intellectual and/or Developmental Disability , Lucretia A. Berg

Youth Empowerment for Environmental Justice , Mattie B. Brickle

The Principal's Voice: Supports Critical to a School Principal's Effectiveness , Rita Chaudhuri

Writing Equity Policy for a K-12 Public School District: An Insider's Perspective , Louanne H. Decker

From Isolation to Collaboration: School Principals , Allison B. Drago and Vincent Pecchia

Sustained Implementation of School-wide Positive Behavior Interventions and Supports through Continuous Regeneration , Thomas A. Edwards

Building on Community: A Community-Built Pipeline of Community College-Educated Secondary Mathematics Teachers of Color , Maria J. Gross

Gifted and Unserved: Evaluating the Effectiveness of the Promise Scholar Program on Reducing the Racial Segregation of Gifted Education , Reby Helland

Harnessing Emotions: The Critical Role of Emotional Intelligence for Community College Leaders , Lauren Hibbs and Valerie M. Sundby-Thorp

Attracting Foreign Direct Investment (FDI) in the Process of Tacoma’s Globalization , Yi Hui

Surviving or Thriving: Educator Change Following School-Based Trauma , Mona M. Johnson

Utilizing Assessment Resources to Support Classroom Instruction in Mathematics , Jennifer A. Judkins

Online Onboarding of Community College Mid-Level Administrators , Heather F. Lukashin

The Cultural Isolation of Providers and Educators Caused by Stigma and Compassion Fatigue when Serving Survivors of Invisible Wounds , Bronwyn G. Pughe

Images of DREAMers: Using Photovoice to Explore the Experiences of Undocumented Latinxs in a Washington State Community College , Theresa R. Ramos Ed.D.

Using Student and Staff Perceptions to Guide Training and Practice , Cynthia Sherrod

Change Management and Guided Pathways: Creating a Plan for Implementation at a Washington State Community College , Sandra Spadoni and Saovra Ear

An Opportunity for Community: Building a Community College Center for Community Engagement in a “Distressed” Suburb , Jeffrey L. Wagnitz

Race Matters: Occupational Therapy as a Career Choice by High School Students of Color , Kirsten L. Wilbur

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Doctor of Education in Educational Leadership and Change

Empire State University’s Doctor of Education (Ed.D.) in Educational Leadership and Change (ELC) is designed to prepare mid-career practicing professionals to be successful in higher-education leadership positions. The ELC program uses a scholar-practitioner model, which supports self-directed, collaborative learning among researchers, practitioners, educators, and students. Scholar-practitioners tackle problems they identify in their own practice, apply their scholarship to study and solve these problems in collaborative ways, and include important stakeholders at multiple levels.

Why SUNY Empire's EDLC program?

Empire State University's professional Ed.D. program is based on principles articulated by the Carnegie Project on the Education Doctorate. The program:

• Is framed around questions of equity, ethics, and social justice to solve complex problems of practice in higher education
• Prepares higher-education leaders who can construct and apply knowledge to improve the lives of individuals, higher-education institutions, and communities
• Provides opportunities for candidates to develop and demonstrate collaboration and communication skills so they can work with diverse communities and build partnerships
• Provides opportunities to analyze the problems of higher-education institutions and develop solutions
• Is grounded in and develops a professional knowledge base that integrates practical and research knowledge of higher education and higher education leadership and that links theory with systemic and systematic inquiry
• Emphasizes the creation, transformation, and use of professional knowledge and practice. [1] ”

Our program prepares students to develop knowledge and skills in six areas: effective communication, applied research and data-informed decision-making, leading innovation and change, overcoming institutional barriers to change, ethical leadership, and promotion of social justice.

Program Learning Outcomes

ELC graduates will be able to:

• Effectively communicate in oral and written form to a variety of stakeholders (e.g. students, employees, accreditors, and scholars) in both professional and scholarly settings
• Apply research and data analysis to make leadership decisions that guide an institution of higher education through the process of innovation and change
• Translate theories and principles of higher-education leadership, change management, and innovation to practice as a scholar-practitioner to make decisions that guide an institution of higher education through the process of innovation and change
• Overcome barriers to the implementation of strategic change in higher education institutions
• Make ethical leadership and management decisions to complex problems, in ambiguous situations, with multiple stakeholders
• Lead an institution of higher education to become more socially just through policies and strategies

Learning in a community of practice (CoP) is one of the central tenets of our program and is facilitated through a low-residency model. This model combines frequent online interaction among students and faculty with four focused residencies. Each residency (one virtual and three in-person typically held on a Thursday through Saturday) is an intensive meeting with workshops, seminars and presentations focused on building a CoP, sharing professional knowledge, celebrating group accomplishments, and framing/supporting major program milestones. Each cohort constructs its CoP throughout the program, learning together in embodied and integrated ways. The cohort of students enter the program together and become a CoP, staying connected between residencies via an innovative programmatic online space that helps sustain a sense of shared commitment over time. Students finish their program with a directed research project, generally based in their own site of practice, or directed at issues in their field.

This program is for higher-education professionals looking to advance into upper-leadership positions in higher-education institutions. Applications for admission are reviewed holistically, taking into account the totality of an applicant’s educational and professional accomplishments and potential for successful completion of the program and leadership in higher education. Applicants to the Ed.D. in ELC program are required to have a master’s degree in educational leadership, higher education administration, adult learning, student affairs administration, or a related field. At minimum, the master’s degree should include coursework in content areas recommended by the Council for the Advancement of Higher Education Programs (CAHEP) for master’s degrees in higher education administration:

• History and Philosophy of Higher Education
• Economics and/or Finance of Higher Education

Program Requirements

The Ed.D. in ELC involves a total of 54 credit hours beyond the master’s degree required for admission. The required prerequisite coursework in the areas recommended by the Council for the Advancement of Higher Education Programs provide the foundation on which the Ed.D. in ELC builds to prepare mid-career professionals to be successful leaders in higher education. The course work begins with 12 credits of core coursework in the fundamental areas of leadership and change, 9 credits of research coursework, and 12 credits of advanced coursework. Students then complete 6 credits of electives and the capstone sequence, which include both a comprehensive assessment and a dissertation. Students may transfer up to 6 credits into the doctoral program. To be eligible for consideration, transfer credits must be:

• 7000-level or above
• from a regionally accredited college or university
• a final grade of B or better
• no more than six years old at the time of the student's admission to the graduate program

The following section outlines the required courses as well as the interpersonal experience, which involve close mentorship, four residencies and access to an online community space that supplements the online coursework.

Course Requirements

Typical program schedule.

The Ed.D. in ELC is designed to be completed in four years. All courses are conducted online. Students are required to attend four residencies. In the first year of the program, the fall residency is held virtually shortly after the start of the term. In that first year students will also attend a summer residency that is held in person. Years two and three of the program also require an in-person summer residency. Residencies are typically held on a Thursday through Saturday. In-person residencies are held in the capital district region of New York. 

While the program is designed for students to progress through as a cohort through the year three residency, there may be circumstances under which a student may not be able to progress with his or her cohort. In these rare instances, students, in consultation with their advisor, may drop down into a successive cohort or alter their enrollment sequence to stay with their existing cohort. Either option may involve taking some courses as independent studies to realign a student’s progress with the appropriate cohort.

The Program Experience

ELC is a low-residency, online degree program that meets professionals’ needs for flexibility and academic quality. Residencies (one virtual and three in-person) are supported by synchronous and asynchronous interaction online. SUNY Empire’s courses are offered in the Desire-to-Learn learning management system, but ELC cohorts also interact in a specially designed online community space (“EdD Home”) that helps keep students and faculty connected throughout the four-year program.

Residencies

ELC requires students to participate in four residencies. In the first year of the program, students attend a virtual residency in their fall term and an in-person residency in their summer term. The next two residencies are in-person and only in the summer terms of years two and three. The residencies are usually held on a Thursday through Saturday. These intensive residencies include faculty-led seminars, guest speakers, collaborative student presentations, and individual time with faculty to discuss program and dissertation processes.

[1] The CPED Framework©

About our students

Where our students work.

Alfred State College

Columbia University

CUNY Queens College

Dutchess Community College

Genisis Healthcare

Hofstra University

OLV Human Services

Sarah Lawrence College

SUNY Adirondack

SUNY Brockport

SUNY Buffalo

SUNY Empire

SUNY Farmingdale

SUNY Oneonta

SUNY Stonybrook

SUNY Upstate Medical 

Dissertation Topics/ Working Titles

• Support indigenous students' success: the SUNY system
• How do student employment activities support a sense of engagement?
• Traumatic brain injury and Indications of post-secondary education
• Interdisciplinary faculty collaborations and student learning: Exploring Intersections and impact
• Experiences of racially minoritized woman leaders across US colleges and universities
• A feminist approach to the support of women faculty and administrators in higher education
• Learning management system incorporation of DEI principles
• New learning opportunities and workforce engagement across NY public colleges and universities
• Understanding the needs of low SES students during the COVID-19 pandemic and beyond
• LatinX student support: Exploring policy and practice in NYS
• Supports for mental health among racially minorities college students
• Support for lower SES students pursuing college/university in NYS
• Academic support for lower SES students pursuing colleges in NYS
• Higher education access among foster youth
• Campus medical center support of vaccine uptake among LGBTQIA+studnts
• Community College and post-COVID strategic enrollment in NYS
• Student supports across hybrid DPT programs
• A Delphi Study: How to assess experiential learning in nursing student placements
• COVID-19's effect on mathematics preparation among first-year college students and the effect of remedial programs

More Information

• Enrollment Sequence
• EdD FAQs Nov2021 (file 29kB)

Ed.D. Faculty

Lisa Unangst, Ph.D. , Program Coordinator

Ali Ait Si Mhamed, Ph.D.

Meg Benke, Ph.D.

Mitch Nesler, Ph.D.

Glenn Pichardo, Ph.D.

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​Our Ed.D. Alumni Dissertation​ Titles

Ed.D. and Ed.L.D. Candidates Defend Dissertations

• Posted April 11, 2014
• By Jill Anderson

Students from the Ed.D. and Ed.L.D. programs will publicly present their dissertations and capstone projects April 11–22 as part of HGSE’s annual 2014 Dissertation and Capstone Defenses. The public is invited to these presentations showcasing the work of 41 students. This is the second time in HGSE history that students will defend their dissertations or capstone projects.

“By the time our doctoral students finish their dissertations and capstone projects, they are perhaps the foremost experts in the world on their particular subject,” said Dean James Ryan. “These defenses aren’t just an integral component of our doctoral training, they are an opportunity for this school to open up its most valuable resource — the knowledge of our students — to the world, so that the research conducted here is made accessible to practitioners and policymakers and can have a real and lasting impact on the field.”

The Ed.D. and Ed.L.D. program faculty consider this an opportunity for accountability and accomplishment among students. The Dissertation and Capstone Defenses provide an enriching and celebratory occasion to share the abundance of research interests and leadership initiatives being pursued within the doctoral communities.

Students will present before their committee members and the public for 60–75 minutes.

The following schedule includes the topics and locations of the presentation.

Friday, April 11

10:00–11:30 a.m., Longfellow 225 Sofía Bahena (Ed.D.). The Hope of Immigrant Optimism. Committee Members: Hiro Yoshikawa (Chair), New York University; Katherine Masyn, HGSE; Vivian Louie, CUNY Hunter College.

12:00–1:00 p.m., Gutman 302 Gislaine Ngounou (Ed.L.D.). Continuous Improvement and Excellence Through Teamwork: The Journey of the Senior Leadership Team of Montgomery County Public Schools. Committee Members: Robert Kegan (Chair), HGSE; Deborah Jewell-Sherman, HGSE; Joshua Starr, Superintendent, Montgomery County Public Schools.

1:00–2:30 p.m., Longfellow 225 Mary Catherine Savard (Ed.D.). Parent beliefs regarding defender behavior when children witness bullying situations: An exploratory study within an early childhood school context. Committee Members: Rick Weissbourd (Co-Chair), HGSE; Hirokazu Yoshikawa (Co-Chair), New York University; Stephanie Jones, HGSE; Kristen Bub, Auburn University.

Monday, April 14

8:30–9:30 a.m., Gutman Conference Center, Area 1 Justin May (Ed.L.D.). Measuring What We Care About: Confident Individuals Who Continuously Challenge Themselves. Committee Members: Elizabeth City (Chair), HGSE; Michael Tushman, HBS; Greg W. Baker, Superintendent, Bellingham Public Schools.

8:30–10:00 a.m., Gutman Conference Center, Area 3 Marcia Russell (Ed.D.). Implementation in an Era of Reform: Investigating the Voluntary Implementation of a Pilot Reading Program in a Supportive Context. Committee Members: Monica Higgins (Chair), HGSE; Kitty Boles, HGSE, Eileen McGowan, HGSE.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 1 Ryan Stewart (Ed.L.D.). Increasing the Equity, Transparency, and Strategic Alignment of School Budgets: Weighted Student Funding in The School District of Philadelphia. Committee Members: Robert Kegan (Chair), HGSE; Bruce Harreld, (HBS); Stacy Holland, Chief of Strategic Partnerships, The School District of Philadelphia.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 3 Alison Huguley (Ed.L.D.). Principal Supervisors as Agents for Both District-Wide Instructional Improvement and Central Office Cultural Change: A Bifurcated Strategy. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Richard Weissbourd, HGSE; Dr. Linda Lane, Superintendent, Pittsburgh Public Schools.

12:30–1:30 p.m., Larsen 106 David Rease (Ed.L.D.). Creating Inquiry Networks in Priority Schools: Introducing Data Wise in Prince George’s County. Committee Members: Kathy Boudett (Chair), HGSE; Elizabeth City, HGSE; Sito Narcisse, Associate Superintendent of High Schools, Prince George’s County.

1:30–2:30 p.m., Gutman Conference Center, Area 1 Paul Perry (Ed.L.D.). Shift, Share, and Design: Building Capacity to Improve Student Learning Environments in New York City. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Andrés Alonso, HGSE; John Duval, Architect, Expanded Success Initiative School Design Fellowship

1:30–2:30 p.m., Gutman Conference Center, Area 3 Joshua Klaris (Ed.L.D.). The Beginning of a Beautiful Relationship: America’s Principals and the United States Department of Education. Committee Members: Richard Elmore (Chair), HGSE; Michael Tushman, HBS; Brad Jupp, Special Advisor to the Secretary, United States Department of Education.

4:00–5:00 p.m., Gutman Conference Center, Area 1 Paola Peacock Friedrich (Ed.L.D.). Disruptive Innovation in Education: Building Organizational Culture to Create an Effective Network of Leadership High Schools. Committee Members: Monica Higgins (Chair), HGSE; Robert Peterkin, HGSE; Tony Monfiletto, Director, New Mexico Center for School Leadership.

4:00–5:30 p.m., Gutman Conference Center, Area 3 Edward Clapp (Ed.D.). Reframing Creativity as the Biography of an Idea: Developing Learning Narratives that Describe Creativity as a Distributed and a Participatory Process. Committee Members: Steve Seidel (Chair), HGSE; Shari Tishman, HGSE; Michael Hanchett Hanson, Teachers College, Columbia University.

Tuesday, April 15

8:30–9:30 a.m., Gutman Conference Center, Area 1 Lucia Moritz (Ed.L.D.). Developing Leadership Capacity Through Strategic Action: A Campaign Approach to Transforming High Schools in Los Angeles Unified School District. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Marshall Ganz, HKS; Esther Soliman, Linked Learning Administrator, Los Angeles Unified School District.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 1 Andrew Frishman (Ed.L.D.). The Future of Big Picture Learning: A Strategy to Spread Student-Centered Personalized Education. Committee Members: Mark Moore (Chair), HGSE/HKS; Clayton Christensen, HBS; Elliot Washor, Co-Director, Big Picture Learning.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 3 Janis Ortega de Gomez (Ed.L.D.). Unbundling Capital: A Venture Philanthropy Firm’s Exploration of Non-Monetary Investments & the Organizational Components That Influence Them. Committee Members: Monica Higgins (Chair), HGSE; Michael Tushman, HBS; Deborah McGriff, Managing Director, NewSchools Venture Fund.

1:30–2:30 p.m., Gutman Conference Center, Area 3 Liliana Polo-McKenna (Ed.L.D.). Leading and Learning in Transformation: Exploring the Relationship Between Team Development and School Reform Plan Implementation in Rhode Island. Committee Members: Elizabeth City (Chair), HGSE; Andrés Alonso, HGSE; Kathy Nadurak, Executive Vice President of Programs, NYC Leadership Academy.

1:30–3:00 p.m., Gutman Conference Center, Area 1 John McLaughlin (Ed.D.). The Effect of Test-Optional Policy on Application Choice. Committee Members: Richard Light (Chair), HGSE/HKS; Bridget Terry Long, HGSE; Stephen Minicucci, Consortium on Financing Higher Education (COFHE).

4:00–5:00 p.m., Gutman Conference Center, Area 1 Kimberley Ednie (Ed.L.D.). Organizing to Learn While Managing Transition: BPE's Path to Designing and Supporting Teaching Academies. Committee Members: Jal Mehta (Chair), HGSE; Richard Elmore, HGSE; Shoma Haque, Chief Operations Officer, BPE.

4:00–5:00 p.m. Gutman 303 Jason Lustig Yamashiro (Ed.L.D.). Equity in Action: Implementing the Voluntary Resolution Plan to Eliminate Disproportionality in Exclusionary Discipline in Oakland, California. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Andrés Alonso (HGSE); Maria Santos, Deputy Superintendent, Oakland Unified School District.

Wednesday, April 16

1:30–2:30 p.m. Gutman Conference Center, Area 1 Laura Shubilla (Ed.L.D.). Designing a Competency Based Educational Innovation in Partnership with the School District of Philadelphia. Committee Members: Robert Schwartz (Chair), HGSE; Marshall Ganz, HKS; William Hite, Superintendent, School District of Philadelphia.

4:00–5:00 p.m., Gutman Conference Center, Area 1 Charles Linehan (Ed.L.D.). Reimagining Secondary Education: A Turn Towards the "Who." Committee Members: Lisa Lahey (Chair), HGSE; Richard Elmore, (HGSE); Stacy Holland, Chief of Strategic Partnerships, School District of Philadelphia.

4:00–5:30 p.m., Gutman Conference Center, Area 3 Adrienne Keene (Ed.D.). “College Pride, Native Pride” and Education for Native Nation Building: Portraits of Native Students Navigating Freshman Year. Committee Members: Sara Lawrence-Lightfoot (Chair), HGSE; Dennis Norman, HGSE/HKS/HUNAP; Bryan Brayboy, Arizona State University.

Thursday, April 17

8:30–9:30 a.m., Gutman Conference Center, Area 1 Katherine Casey (Ed.L.D.). Innovation and Inclusion by Design: Reimagining Learning, Remembering Brown. Committee Members: Robert Kegan (Chair), HGSE; Richard Elmore, HGSE; Alyssa Whitehead-Bust, Chief of Innovation and Reform, Denver Public Schools.

8:30–9:30 a.m., Gutman Conference Center, Area 3 Morgan Camu (Ed.L.D.). A Community-Based Approach to Strategy Development in the Knox County Schools. Committee Members: Martin West (Chair), HGSE; John Kim, HBS; Dr. James McIntyre, Superintendent, Knox County Schools.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 1 Christine DeLeon (Ed.L.D.). From Seed to Scale: Building the Foundation to Personalize Learning Within Denver Public Schools. Committee Members: Elizabeth City (Chair), HGSE; Chet Huber, HBS; Peter Piccolo, Executive Director of Innovation Lab, Denver Public Schools

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 3 Vaishali Dharmadhikari Joshi (Ed.L.D.). Creating Coherent Systems of Data Collection and Analysis: A Case Study in the Collection, Analysis, and Use of Client Feedback Data at Expeditionary Learning. Committee Members: Eileen McGowan (Chair), HGSE; Jal Mehta, HGSE; Tom Van Winkle, Managing Director of School Services, Expeditionary Learning.

1:30–2:30 p.m. Gutman Conference Center, Area 3 Laura Kanter Fellows (Ed.L.D.). Organizing for Innovation in Denver Public Schools: Stimulating Empowered Problem Solving through Design Thinking. Committee Members: Richard Elmore (Chair), HGSE; Eileen McGowan, HGSE; Alyssa Whitehead-Bust, Chief of Innovation and Reform, Denver Public Schools.

1:30–2:30 p.m. Gutman Conference Center, Area 3 Eva Mejia (Ed.L.D.). Walking the Talk, Teaching the Walk: Developing a Collective Learning System for The Carnegie Foundation for The Advancement of Teaching. Committee Members: Jal Mehta (Chair), HGSE; Kathryn Boudett, HGSE; Paul LeMahieu, Senior Vice President for Programs and Administration, The Carnegie Foundation for the Advancement of Teaching.

1:30–3:00 p.m., Larsen 203 Parker Goyer (Ed.D.). Utilizing Psychological “Small Wins” to Help Adolescents in Developing Countries Increase Their Perception of Their Educational and Life Possibilities: A Randomized Controlled Trial of the Coach for College Program, in Two Provinces of Vietnam. Committee Members: John Willett (Chair), HGSE; Hunter Gehlbach, HGSE; Stephanie Jones, HGSE; Fernando Reimers, HGSE.

4:00–5:30 p.m., Gutman Conference Center, Area 1 Melissa Fern Matarazzo (Ed.D. ). Exploring Accountability through Performance Evaluation: How Do School and District Leaders in Three U.S. School Districts Experience Results-Based Evaluations? Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Eileen McGowan, HGSE; Elizabeth City, HGSE.

4:00–5:30 p.m., Gutman Conference Center, Area 3 Janet Kwok (Ed.D.). Be true to your polity: A mixed methods secondary data analysis of youth perceptions of civic engagement and the role of school culture. Committee Members: Robert L. Selman (Chair), HGSE; Helen Haste, HGSE; Terry Tivnan, HGSE.

4:00–5:00 p.m., Larsen 203 Hueling Lee (Ed.L.D.). The Power of Meaningful Work: Facilitating District Learning and Ownership of Sacramento's NCLB Waiver to Promote Social Emotional Learning. Committee Members: Robert Kegan (Chair), HGSE; Richard Weissbourd, HGSE; Koua Franz, Chief of Staff, Sacramento City Unified School District.

Friday, April 18

8:30–9:30 a.m., Larsen 106 Jeron Campbell (Ed.L.D.). The Use of Data to Drive Decisions and Instruction in Chesterfield County Public Schools. Committee Members: Robert Kegan (Chair), HGSE; Deborah Jewell-Sherman, HGSE; Marcus Newsome, Superintendent, Chesterfield County Public Schools.

8:30–10:00 a.m., Longfellow 225 Rebecca Givens Rolland (Ed.D.). Exploring Early Childhood Teachers’ Professional Experiences in a High-Risk Setting: Generating Hypotheses for Enhanced Professional Development. Committee Members: Nonie K. Lesaux (Chair), HGSE; Stephanie Jones, HGSE; Richard Weissbourd, HGSE.

1:30–3:00 p.m., Gutman 302 Andres Molano (Ed.D.). Peer Effects in the Elementary School Classroom: Socialization of Aggressive and Prosocial Behavior and its Consequences for Academic Skills. Committee Members: Stephanie M. Jones (Chair), HGSE; John B. Willett, HGSE; Robert L. Selman, HGSE.

1:30–2:30 p.m., Larsen G08 Sarah Johnson (Ed.L.D.). Developing Leadership Capacities in Central Office Managers in Service of Learning at Every Level. Committee Members: Mark Moore (Chair), HGSE/HKS; Deborah Jewell-Sherman, HGSE; Justin Tyack, CEO of the Office of School Support, New York City Department of Education.

1:30–3:00 p.m., Larsen 203 Vanessa Beary (Ed.D.). Not Doing Business in Tajikistan: The Impact of an Entrepreneurship Education Program for Youths and Young Adults. Committee Members: Fernando Reimers (Chair), HGSE; Andrew Ho, HGSE; Monica Higgins, HGSE.

4:00–5:30 p.m., Larsen 203 Jed Lippard (Ed.D.). Adult Developmentally Oriented Instructional Leadership: An Exploratory Qualitative Study of Two Principals’ Efforts to Support Instructional Improvement Among Teachers Whose “Ways of Knowing” Differ. Committee Members: Robert Kegan (Chair), HGSE; Lee Teitel, HGSE; Eleanor Drago-Severson, Teachers College, Columbia University.

Tuesday, April 22

1:00–2:30 p.m., Larsen 513 Ayana Campoli (Ed.D.). Retaining Black Teachers in Public Schools: What Roles do Interpersonal Bonds and Racial Match Play? Committee Members: John B. Willett (Chair), HGSE; Susan Moore Johnson, HGSE; John B. Diamond, University of Wisconsin.

4:00–5:30 p.m., Gutman 302 North Cooc (Ed.D.). Teacher Perceptions of Student Disabilities: Racial Disparities and Consequences. Committee Members: John Willett (Co-Chair), HGSE; Vivian Louie (Co–Chair), CUNY Hunter College; James Kim, HGSE.

Thursday, April 24

4:10–5:25 p.m., Larsen 203. Jennifer Wallace Jacoby (Ed.D.). Teaching and Working in Linguistically Diverse Early Childhood Education Programs: Three Studies in Head Start. Committee Members: Nonie K. Lesaux (Chair), HGSE; Paola Uccelli, (HGSE); Susan Moore Johnson, (HGSE).

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71 Best Education Dissertation Topic Ideas

It’s hard to choose and settle on a topic for your education dissertation. When I was choosing my topic, I was confused and uncertain. I wished I had a list like this that would help me out!

The topics below are best for undergraduate (B.A / B.Ed) or masters (M.A / M.Ed) students. Check out these 51 topic ideas, use them, and adapt them to create a topic that suits you.

The Lazy Man’s Top 10

before I dig in…

Here is a quick list of my top 9 favorite education dissertation topic ideas:

• What skill development strategies can be observed in children’s play?
• What evidence is there for the theory of multiple intelligences?
• What are parents’ attitudes toward play-based learning in schools?
• Is there a correlation between student stress levels and standardized exams?
• What are the differences in teaching strategies between experienced and novice teachers?
• What are the greatest challenges faced by teachers in their first 3 years in the profession?
• What does the literature say about the differences between phonics and whole language learning?
• What are the factors facilitating successful inclusion of students with behavioral disabilities?
• What do teachers believe has been the effect of technology on students’ learning?

Read this First: 9 Tips for Choosing a Dissertation Topic

Education Dissertation Topic Ideas (List

1. dissertation ideas for studying early childhood education.

• Structured and Unstructured Play: What are the perspectives of parents about the benefits of structured and unstructured play for children?
• Transitioning to School: What do educators identify as the key challenges of transitioning from early childhood to compulsory schooling settings?
• Children’s Book Representation: How do the 50 most popular children’s books of the 21 st Century promote gender norms? (For this one, consider also using the social graces concept to add a more analytical lens.)
• Montessori Settings: What do teachers in Montessori educational settings perceive to be the benefits and limitations of a Montessori-style education?
• Parents’ Anxieties: What are parents’ initial anxieties about sending their children to preschool?
• Studying Promotional Literature: A semiotic analysis of the representation of the stages of play in early childhood learning center promotional literature.
• Representation in News: How is the early childhood education and care (ECEC) profession represented in mainstream news?
• Benefits of ECE: What do parent perceive to be the developmental benefits of early childhood education for their children?
• Impact of Digital Technologies on Early Learning : Exploring how the use of tablets, educational apps, and digital storytelling influences cognitive and social development in preschool children.
• Parental Involvement and Its Effects on Early Childhood Education : Examining the role of parental engagement in the educational outcomes and social development of preschool children.
• Comparative Study of Outdoor Versus Indoor Play in Early Childhood Development : Assessing the impact of outdoor play environments versus traditional indoor classrooms on physical, emotional, and cognitive growth in young children.
• Nutrition and Cognitive Development in Early Childhood : Investigating the correlation between nutritional intake and cognitive development in preschool-aged children.
• Early Intervention Strategies for Children with Special Needs : Exploring effective early intervention techniques for children with developmental delays or disabilities in early childhood education settings.
• The Role of Storytelling in Language Development : Analyzing how storytelling and narrative play contribute to language acquisition and literacy skills in early childhood.
• Effects of Teacher-Child Ratio on Learning Outcomes : Evaluating the impact of teacher-to-child ratios in preschool settings on individual attention, learning outcomes, and overall classroom dynamics.
• Exploring Play-Based Learning Versus Structured Curriculum in Early Education : Comparing the outcomes of play-based learning approaches to more structured, curriculum-based methods in early childhood education.
• Social-Emotional Learning in Early Childhood Education : Investigating the integration and effectiveness of social-emotional learning programs in fostering emotional intelligence, empathy, and interpersonal skills in young children.
• Cultural Diversity in Early Childhood Classrooms : Investigating how educators can integrate various cultural backgrounds and practices into their teaching to create an inclusive environment for children.

2. Dissertation Ideas for Studying Elementary Teaching

• Piaget’s Stages: Are Piaget’s stages of development an accurate reflection of the abilities of children in the concrete stage of development?
• Behavior Management Styles: What are teachers’ perspectives of authoritarian behavior management strategies ?
• Behavior Management Strategies: What do teachers perceive as the most effective behavior management strategy for children aged 5 – 7?
• Pros and Cons of Homework : What do parents perceive to be the benefits of no homework for children?
• Autism in Classrooms: What are parents’ perceptions and concerns about integration of children with autism into mainstream classrooms?
• Seating Arrangements: How do changes in seating arrangements from rows to table groups impact learning in a Grade 5 classroom?
• Benefits of Play Breaks: According to educators, what are the benefits and limitations of regular play breaks for learning?
• Phonics vs Whole Language Learning: What do teachers perceive to be the benefits and limitations of the phonics versus whole language learning approaches to literacy?
• Development through Play: What skill development strategies can be observed in children’s play during recess breaks in schools?
• Compulsory School Uniforms: What do educators in a school that has compulsory school uniforms see as the educational benefits or drawbacks of compulsory uniforms?
• Sense of Belonging: What are the barriers and opportunities for promoting a ‘sense of belonging’ in primary school classrooms?
• Technology Integration in Elementary Classrooms : Investigating the impact of integrating technology such as interactive whiteboards and educational software on student engagement and learning outcomes.
• Differentiated Instruction Strategies : Evaluating the effectiveness of differentiated instruction in meeting the diverse learning needs of students in elementary school settings.
• Parent-Teacher Communication : Analyzing the role of parent-teacher communication in student academic performance and behavioral development in elementary schools.
• Impact of Bilingual Education : Exploring the cognitive, linguistic, and academic outcomes of bilingual education programs in elementary schools.
• Teacher Perceptions of Standardized Testing : Investigating elementary school teachers’ views on the impact of standardized testing on teaching practices and student learning.
• Social Skills Development Through Cooperative Learning : Examining the effectiveness of cooperative learning strategies in promoting social skills and teamwork among elementary school students.
• Environmental Education in Elementary Curriculum : Analyzing the impact of incorporating environmental education into the elementary curriculum on students’ awareness and attitudes towards environmental issues.

Related: How to Write a Dissertation from Beginning to End

3. Dissertation Ideas for Studying Middle & High School Contexts

• Homework vs Extracurricular Activities: What are students’ perceptions of the impact of homework on their after school extracurricular activities?
• Nationalism in Curriculum Documents: How are nationalist ideologies reinforced and challenged in the current curriculum documents of [your jurisdiction]?
• Preparation for Life: What are students’ perceptions of how well school prepares them for university / trades / real life?
• Standardized Tests: What are students’ / teachers’/ parents’ perceptions of standardized tests in high school?
• Mentorship: What do high school teachers in leadership positions perceive to be the best approaches to mentoring early career teachers?
• Childhood Citizenship: Which models of childhood citizenship are evident in [your jurisdiction’s] curriculum?
• Traits of Quality Teachers: What do parents perceive to be the traits of quality teachers in primary school vs. high school?
• Students’ Perceptions of Teachers: What do adolescents see as the qualities of ‘good’ and ‘bad’ teachers?
• Moral Values in Education: What do educators see as their role versus parents’ roles in promoting the moral values of children?
• Migrant Challenges in the School System: What do parents of immigrant children see as the challenges their children face in schools in their new nation?

4. Educational Technology Dissertation Ideas

• Use of Electronic Whiteboards: How prepared do pre-service teachers feel about teaching using Electronic White Boards?
• Mobile Phones in the Classroom: What are parents’ perceptions of classroom mobile phone apps that are designed to increase parent-student interactions?
• Impact of Technology on Learning: What are teachers’ perspectives of the impact of technology on student learning?
• Gaming for Creative Writing: Can gaming help promote creative writing skills among boys aged 10-12?
• Best Age for Introducing Technology: What age do parents perceive to be the best age for introducing children to technology?
• Boys vs Girls Technology Usage: What are the differences between boys’ and girls’ technology usage habits during free time at school?
• Online Learning Benefits and Challenges: What social, pedagogical and cognitive benefits and limitations do students face when learning online ?
• Use of AI Large Language Models: How can Large Language Models like ChatGPT be beneficial for learning?

5. General Education and Teaching Dissertation Ideas

• The Value of University: What do experienced educators perceive is the value of their university education?
• Poverty and Education: What are teachers’ perceptions of the barriers and opportunities to learning for children in poverty?
• Challenges faced by [Gender] Teachers: What challenges do male educators face in their first 5 years of teaching?
• Anti-Bullying Policies: What are the main ways school leaders approach whole-school anti-bullying policy development?
• Behavior Management for Developmental Delays: How do teachers differentiate their behavior management strategies for children with developmental delays?
• Netiquette: What do teachers believe to be effective netiquette rules for online learning ?
• Motivations for Taking a Promotion: What are the factors that impact teachers’ motivations for promotion into leadership positions in schools?
• Reflective Practice: What do teachers perceive to be the role of reflection in their practice, and what are the most common reflective practice strategies among practitioners?
• Theory Testing: What evidence is there for the theory of multiple intelligences?
• Extroverts vs Introverts: How do Introverted and Extroverted Students Learn Differently?
• Purpose of Schooling: What do parents perceive to be the purpose of schooling?
• Experienced vs Novice Teachers: What differences are there in behavior management strategies for experienced versus novice teachers?
• Intrinsic vs Extrinsic Motivation: What do teachers believe are the benefits and challenges of intrinsic versus extrinsic motivation strategies ?

6. Ideas that Involve Interviewing your Classmates!

A lot of my students like to use this idea because they can use a snowball sampling method rather than having to seek out teachers or schools to interview and study:

• Concerns in Entering the Teaching Profession: What do pre-service teachers see as their biggest worries about entering the teaching profession?
• Feeling Unprepared: What do pre-service teachers perceive to be the major factors that their degree does not prepare them for, before entering the workforce?
• Benefits of a Dissertation Project: What do a cohort of teacher education students see as the benefits of conducting a final dissertation project prior to entering the profession? (see also: cohort effect )
• Differences in Perspectives (Freshman vs Senior): What are the differences between freshman (first year) and senior (final year) students’ perspectives of the role of the classroom teacher in the 21 st Century?

Read Also: 25 Sociology Dissertation Ideas

What to do once you Choose your Topic for an Education Dissertation

Hopefully by now you have highlighted or written down 3 topics that caught your eye.

I recommend for your next step that you organize a meeting with your dissertation supervisor. Your supervisor will talk with you about your three ideas and give you advice on which to choose and why.

Each university has different requirements, so you’ll need to get input from your supervisor. Your supervisor is the person who can help you to navigate the special requirements of your particular program of study.

You’ll find that you and your supervisor will be able to tailor your chosen topic to you and your needs.

Good luck, and please do leave a comment below if you found this post useful!

I’m also always looking for more ideas to add to this list so if you came up with another idea, share it below.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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Thank you for this! These open-ended examples helped me to broaden my topic some!

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Research presents at the 2024 National AERA Conference

You are here: american university school of education news & events soe presents at 2024 aera annual meeting.

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Dr. Francesca Smith Awarded Outstanding Dissertation Award by AERA Honor bestowed by AERA's Bilingual Education Research Special Interest Group

By Lumumba Dunduza | April 21, 2024 School of Education (SOE) EdD program alum Dr. Francesca Smith , '23, was awarded the 2024 Outstanding Dissertation Award by AERA's Bilingual Education Research Special Interest Group (SIG 12). The award is her second prestigious honor for the dissertation after winning the 2023 Carnegie Project on the Education Doctorate (CPED) Dissertation in Practice of the Year Award.

"At my dissertation defense last year, my mom shared with me for the first time that when she was searching for a kindergarten program to enroll me in - as she and my dad were recent immigrants from Mexico - she was told by a school administrator that she needs to stop speaking to me in Spanish if she wanted me to enroll and succeed in their program," Smith reflected during her acceptance speech at AERA's 2024 Annual Meeting. "Thankfully, she did not enroll me there, and we continued to speak Spanish at home. Now, as a multilingual adult and educator, it's an honor to have my work acknowledged and share this space with so many inspiring individuals advocating for the gift of bilingual education and the assets of multilingualism."

A key consideration for her research agenda was whether dual-language schools in the U.S. – which attract students with linguistic, racial, and socioeconomic privilege – are intentionally supporting the specific needs and assets of emergent bilingual (EB) students from Latinx families.

The dissertation’s principal research examined how early intervention in a first-grade dual-language classroom could refocus EB students via both structured literacy instruction and parent partnership using cultural practices and bodies of knowledge that are embedded in the daily practices and routines of families, also known as funds of knowledge.

“The power of dual-language education is that students learn to read in two languages, which is a gift in and of itself, but is a particularly powerful gift for students from Latinx immigrant backgrounds and Spanish-speaking homes,” Smith said in 2023. “These students can use this gift to sustain their cultural roots but also to gain a research-proven academic advantage through learning in their native language. Maintaining this promise of dual-language education for equity and empowerment was at the center of my work.”

SIG 12 was exceptionally moved by Smith’s findings: an 11-week exploration of “how a teacher could build upon EB students’ Spanish language and literacy competencies within small-group English instruction at the beginning of their formal bilingual education” resulted in quantitative findings showing “that grounding early English reading instruction in the transfer and non-transfer of Spanish literacy skills supported students’ progress toward grade-level expectations for English decoding and letter sound knowledge” the group reported, among other significant findings.

"I am so grateful to the Bilingual Education Research SIG's recognition and the opportunity to connect with so many brilliant leaders in the bilingual education field at AERA. At past AERA meetings and, specifically, at the Bilingual Education Research presentations, I was able to connect with several scholars who provided the foundations of my research. It was exciting to be a part of the conversations in the field and have my work validated in that space," Smith said. "I also want express sincere gratitude to the members of my dissertation committee, Alida Anderson , Katarina Brito, and Amelia Tseng, as well as to the rest of my EdD and SOE community at American University." SOE’s EdD in Education Policy and Leadership program is becoming well-known in the field of education’s academic circles for its acclaimed award-winning dissertations. In addition to Dr. Smith’s wins, last year, program alum Dr. Cheyenne E. Batista , '22, received Outstanding Dissertation awards from both AERA (2023, Division A) and CPED (2022) for her dissertation, “’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.” __________________________

SOE Research Highlighted at 2024 AERA Annual Meeting SOE Faculty, Students, and Staff Presented

American University's School of Education was significantly represented among the 2,500 sessions that took place at the  American Educational Research Association's (AERA) 2024 Annual Meeting  in Philadelphia April 11-14. Themed "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action," the meeting was held entirely in-person this year.

Presentations from SOE faculty included ( view the entire program here ):

Thursday, April 11

9:00-10:30 a.m..

Dr. Amaarah DeCuir , Senior Professorial Lecturer, " Muslim Student Experiences of Anti-Muslim Racism: Stories From Elementary and Middle School " at the Pennsylvania Convention Center, Floor: Level 100, Room 110A

Dr. Brian McGowan , Provost Associate Professor (pictured above, left), " Toward a Conceptualization of Mentoring for Black People in STEM: A Multigenerational-Multidirectional Approach " in the Pennsylvania Convention Center, Floor: Level 100, Room 112A

10:50 a.m.-12:20 p.m.

Dr. Rodney K. Hopson ,   Acting Co-Dean and Professor, " Teaching and Learning Black Studies: Towards an Evidence-Based Model for Curricular and Cultural Transformation in U.S. Schools and Systems " at the Pennsylvania Convention Center, Floor: Level 200, Room 201B

2:30-4:00 p.m.

Dr. Asia S. Thomas Uzomba , Postdoctoral Fellow, " Where the Mirror Starts to Crack: Anna Julia Cooper, Womanist Teaching, and Sustainable Teacher Education " at the Pennsylvania Convention Center, Floor: Level 100, Room 104A

4:20-5:50 p.m.

Assistant Professor  Dr. Kenjus Watson   was a panelist for the discussion " Forging a Research Agenda on the Role of Mental Health in Advancing Racial Equity " in the Pennsylvania Convention Center, Floor: Level 100, Room 119B

Friday, April 12

9:35-11:05 a.m..

Dr. Toks S. Fashola , Senior Professorial Lecturer, " Undergraduate Teaching Assistants and STEM Gateway Courses in the Historically Black College and University Setting " at the Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Dr. Eugene Pringle , Senior Professorial Lecturer (pictured above, far left), " Teacher Preparation at Historically Black Colleges and Universities (HBCUs) as Transformative Incubators of Social Activism " at the Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

11:25 a.m.-12:55 p.m.

Dr. Robert Shand , Assistant Professor (pictured above),  Dr. kecia hayes , Senior Professorial Lecturer, and  Dr. Reuben Jacobson ,   Director of Education Policy and Leadership Program and Senior Professorial Lecturer, " Reimagining Whole-School Reform: The Intersection of Community Schools and School Turnaround " at the Philadelphia Marriott Downtown, Floor: Level 4, Franklin 10

3:05-4:35 p.m.

4:55-6:25 p.m.

Dr. Sarah Irvine Belson ,   Professor, and  Danielle G. Sodani , Director of the Institute for Innovation in Education, " Literacy Instruction Innovation in Special Education " at the Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

5:30-7:00 p.m.

SOE Reception at AERA 2024 - Sonesta Philadelphia Riddenhouse Square Hotel

6:45-8:15 p.m.

Dr. Francesca Smith , EdD '23, received the Outstanding Dissertation Award at the Bilingual Education Research Special Interest Group business meeting - Pennsylvania Convention Center, Floor: Level 100, Room 109B

Saturday, April 13

7:45-9:15 a.m..

Dr. Jasmine Rogers , Adjunct Instructor, " An Exploration of Black Language in Structured Literacy Lessons " at the Pennsylvania Convention Center, Floor: Level 100, Room 111B

Dr. Sung Ryung Lyu , Assistant Professor (pictured above, right), " Transformative Identity Formation: A Collaborative Autoethnographic Exploration of Womxn of Color Researchers' Experiences in Higher Education " at the Pennsylvania Convention Center, Floor: Level 100, Room 104B

Dr. Toks S. Fashola,  Senior Professorial Lecturer, " Quantitative Research Shapes Educational Policy and Practice: Are You In? " at the Pennsylvania Convention Center, Room 204 AB

Dr. Rodney K. Hopson , Acting Co-Dean and Professor, chaired " The 27th Conversations With Senior Scholars on Advancing Research and Professional Development Related to Black Education " at the Pennsylvania Convention Center, Room 204 AB

AERA President and SOE Advisory Board member  Dr. Tyrone Howard (pictured above)   delivered the AERA Presidential Address, " Examining Our Past to Imagine a Better Future: Recognition and Redress of Racial Injustice in Education " at the Philadelphia Marriott Downtown, Floor: Upper Grand Hall, Ballroom AB

Dr. Antonio L. Ellis , Senior Professorial Lecturer / Book Signing of " Teachers as Critical Storytellers: Effective Teachers and Windows " at the Philadelphia Marriott Downtown; Floor: Level 4, Franklin 2 Division G Business Meeting / Hosted by Teachers College Press

Sunday, April 14

Dr. Emily G. Peterson , Assistant Professor, " Accect and Motivation in Mathematics Education " in the Pennsylvania Convention Center, Floor: Level 100, Room 108A

Dr. Brian McGowan , Provost Associate Professor, " Mentoring Relationships and Black People in STEM " at the Pennsylvania Convention Center, Floor: Level 200, Room 201B

Dr. Robert Shand ,   Assistant Professor, chaired " Analyses of School Finance Equity and the Impact of Resources in the U.S. and Abroad " at the Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Dr. Amaarah DeCuir , Senior Professorial Lecturer, " Muslim Student Leaders Disrupt Anti-Muslim Racisms " at the Pennsylvania Convention Center, Floor: Level 100, Room 117

Dr. William N. Thomas IV ,   Director of EdD Program and Professorial Lecturer, chaired " Stakeholder Perspectives in Charter Schools " at the Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

1:15-2:45 p.m.

Dr. Brian McGowan , Provost Associate Professor, presented a paper by  Dr. Corbin M. Campbell ,   Acting Co-Dean and Professor " Systemic Levers that Support Broad-Scale Institutional Change for Equity-Based Teaching: An Organizational Landscape Analysis " at the Pennsylvania Convention Center, Floor: Level 100, Room 103A

Dr. Emily G. Peterson , Assistant Professor, chaired " Emotions and Motivation in Technology-Based Environments " in the Pennsylvania Convention Center, Floor: Level 100, Room 108B

View the  entire program here .

The  AERA Annual Meeting  is the largest gathering of scholars in the field of education research, with typically 13,000 of its 24,000 members in attendance. It is an event to showcase groundbreaking, innovative studies in a diverse array of areas: from early education through higher education, from digital learning to second language literacy. Ideas and data are presented and discussed that will shape tomorrow’s education practices and policies, and where to connect with leading thinkers from the U.S. and around the world. Photographs by Lumumba Dunduza