Monmouth University School of Education

Monmouth University School of Education The School of Education's unifying vision is to prepare reflective educators for community-responsive education in a 21st-century global economy.

Monmouth University's School of Education is a CAEP accredited college of education, with a variety of undergraduate, graduate, endorsement, and certificate programs in New Jersey. This conceptualization is grounded in Dewey’s (1933) democratic pragmatism, whereby personal and professional beliefs, decisions, and actions become tested against social consequences that shape subsequent conceptions a

nd practices. It requires thoughtful and skilled professionals to monitor, analyze, and modify their philosophies and practices in an ongoing process of reflection and action that effectively integrates both theory and practice in ways that remain responsive to individual and community learning needs. Since its formation as the School of Education in 1995, the faculty has engaged in regular dialogue regarding its mission, vision, and conceptual foundations that guide all of the professional education credentials programs. The present framework reflects a strong consensus that has emerged since 2006 and provides a theoretical and conceptual map that orients our initial and advanced programs for training exemplary teachers, administrators, school counselors,
and other educational professionals.

Be a Mentor with Big Brothers Big Sisters! Join our College Mentoring Program with students from Asbury Park High School...
09/03/2026

Be a Mentor with Big Brothers Big Sisters! Join our College Mentoring Program with students from Asbury Park High School to make a difference in the life of a local child. The program meets at Monmouth University throughout the school year, two Mondays per month from 11:00am-12:45pm. At the sessions, Mentors and Mentees spend time together engaging in one-on-one time, campus tours, and group activities facilitated by BBBS staff, all while developing a positive friendship! For more information, please contact Jan-Michael Silbaugh at 848-272-9780 or [email protected].

The Ed.D. program proudly invites you to Michael K. Dillon's dissertation proposal defense on Tuesday, September 15, 202...
08/27/2026

The Ed.D. program proudly invites you to Michael K. Dillon's dissertation proposal defense on Tuesday, September 15, 2026, at 4:30 PM via Zoom. All are invited to attend. Wishing Mike the best of luck!

Candidate: Michael K. Dillon

Date/Time: Tuesday, September 15, 2026 @ 4:30 pm

Title: Building Organizational Capacity for Attendance Improvement: An Explanatory Sequential Mixed-Methods Study of Attendance Problem-Solving Teams Implementing Multi-Tiered Systems of Support
Committee Members: Dr. Lewis Thomas III (Chair), Dr. Steven Carlo, Dr. Shanna Howell
Abstract
Chronic absenteeism has emerged as a significant educational, organizational, and equity challenge, particularly following the COVID-19 pandemic. Although substantial research has examined the causes of absenteeism and interventions designed to improve attendance, less attention has been devoted to how secondary schools build organizational capacity to implement, refine, and sustain attendance-focused systems. This study addresses that gap by examining how Attendance Problem-Solving Teams implement attendance-focused Multi-Tiered Systems of Support (MTSS) within New Jersey’s state-mandated corrective action planning process.
The study employs a qualitatively emphasized explanatory sequential mixed-methods design. The quantitative phase will analyze longitudinal chronic absenteeism data across five participating comprehensive high schools from 2016–2017 through 2025–2026 to identify attendance patterns across schools and student groups before and during the first year of corrective action planning. The qualitative phase, conducted during the second year of corrective action planning, will use semi-structured interviews with Attendance Problem-Solving Team members and analysis of attendance-related documents to explore implementation processes, leadership practices, collaboration, organizational learning, adaptations, and barriers and facilitators to continued implementation.
Implementation Science serves as the primary organizational and analytic framework, complemented by Bronfenbrenner’s Ecological Systems Theory, Transformative Leadership Theory, and Culturally Responsive School Leadership. Integrating quantitative attendance patterns with qualitative evidence will provide a contextualized understanding of how schools develop organizational capacity for sustainable attendance improvement and may offer practical insights for educational leaders seeking to strengthen data-informed attendance systems.

The Special Education Department is excited to announce that Carmela Dasti has been hired as a Learning Disabilities Tea...
08/26/2026

The Special Education Department is excited to announce that Carmela Dasti has been hired as a Learning Disabilities Teacher-Consultant (LDT-C) by Westfield Public Schools!

Carmela, pictured here with Dr. Frith, Assistant Professor of Special Education, graduated this week with her M.S.Ed. in Special Education and LDT-C certification.

Congratulations, Carmela! We are so proud of you!

08/25/2026

The Ed.D. program proudly invites you to Karina McIntyre's dissertation proposal defense on the NEW DATE of Tuesday, Sept. 1st, 2026, at 4:30 PM via Zoom. All are invited to attend. Wishing Karina the best of luck!

Candidate: Karina McIntyre

Date/Time: Tuesday, Sept. 1st at 4:30 PM

Dissertation Title: Leading Across Systems: Leadership Conditions, Belonging, and Professional Sustainability Among Contracted Related Service Providers
Committee Members: Dr. Lewis Thomas III (Chair), Dr. Wendy Morales, Dr. Hortense Mowatt
Abstract:
This study examines how leadership conditions shape the early professional experiences of contracted Related Service Providers (RSPs) working within a cross-organizational educational partnership between a public school district and an Educational Services Commission (ESC). Although contracted RSPs play a vital role in delivering services mandated under the Individuals with Disabilities Education Act (IDEA), limited research has examined how they experience onboarding, communication, systems access, and organizational support while navigating placement and supervision across interconnected educational systems. Existing scholarship has explored educator burnout, organizational support, and equity-centered leadership; however, comparatively little is known about how these organizational conditions influence belonging, psychological safety, and professional sustainability among contracted specialized service providers.
Employing a qualitative single-case study design grounded in a constructivist-interpretivist paradigm, this study will utilize semi-structured interviews with contracted Related Service Providers during their first two years of placement within the participating school district, supplemented by a review of organizational artifacts related to onboarding and provider support. Guided by Transformative Leadership, Culturally Responsive School Leadership, and Trauma-Informed Leadership, thematic analysis will be used to examine how participants interpret leadership conditions within a district–ESC partnership. Findings are expected to provide actionable insights for educational leaders seeking to strengthen onboarding, communication, mentorship, and organizational support within cross-organizational educational partnerships. Ultimately, this study seeks to contribute to the growing body of scholarship on leadership conditions by centering the experiences of contracted Related Service Providers and advancing understanding of how leadership conditions influence participants' perceptions of professional sustainability and their capacity to provide consistent IDEA-mandated services.

New book for equity-driven educators ! Transformative Teacher Education: Disrupting Pedagogy, Practice, and Ideology to ...
08/19/2026

New book for equity-driven educators ! Transformative Teacher Education: Disrupting Pedagogy, Practice, and Ideology to Forge Culturally Relevant and Sustaining Education (CRSE) documents the collective journeys of over 20 faculty members across more than a dozen Pennsylvania institutions of higher education as they worked to embed CRSE into teacher preparation. The chapters share stories of policy sense-making, navigating resistance, and finding solidarity through community. This book is for Prek-12 and higher educators as well as others who believe that teaching is political, transformative, and rooted in love and liberation. Learn more and read excerpts https://www.transformativeteachereducation.com/

For bulk order discount codes, please contact [email protected].








The Ed.D. program proudly invites you to Jessica Duran's dissertation proposal defense on Monday, August 31st, 2026, at ...
08/12/2026

The Ed.D. program proudly invites you to Jessica Duran's dissertation proposal defense on Monday, August 31st, 2026, at 3:00 PM in McAllan Hall Room 120. All are invited to attend. Wishing Jessica the best of luck!

Candidate: Jessica Duran

Date/Time: Monday, August 31, 2026 at 3:00 PM
Room: McAllan Hall Room 120 and Zoom

Dissertation Title: Enhancing Multilingual Family Engagement Through a Parent Ambassador Program

Committee Members: Dr. Wendy Harriott (Chair), Dr. William George, Dr. Ryan Eckert

Abstract:
Multilingual family participation is vital in promoting student success. Linguistic and cultural barriers have made it difficult for many of these families to be fully engaged with their child's school. This study explores the implementation and impact of a Parent Ambassador Program as a way to eliminate these communication barriers between families and schools and to enhance the home-school partnerships. Grounded in equity literacy and family–school partnership frameworks, this mixed-methods study explores how participation in the Parent Ambassador Program influences parents’ engagement in school activities and their confidence in communicating with school staff. The study takes place in a suburban New Jersey school district with a significant population of multilingual learners. Data collection includes pre- and post-program surveys adapted from Epstein’s framework (Epstein, 2018) and semi-structured interviews conducted in participants’ native languages.

The Ed.D. program proudly invites you to Karina McIntyre's dissertation proposal defense on Tuesday, August 25th, 2026, ...
08/06/2026

The Ed.D. program proudly invites you to Karina McIntyre's dissertation proposal defense on Tuesday, August 25th, 2026, at 4:30 PM via Zoom. All are invited to attend. Wishing Karina the best of luck!

Candidate: Karina McIntyre

Date/Time: Tuesday, August 25th at 4:30 PM

Dissertation Title: Leading Across Systems: Leadership Conditions, Belonging, and Professional Sustainability Among Contracted Related Service Providers
Committee Members: Dr. Lewis Thomas III (Chair), Dr. Wendy Morales, Dr. Hortense Mowatt

Abstract:
This study examines how leadership conditions shape the early professional experiences of contracted Related Service Providers (RSPs) working within a cross-organizational educational partnership between a public school district and an Educational Services Commission (ESC). Although contracted RSPs play a vital role in delivering services mandated under the Individuals with Disabilities Education Act (IDEA), limited research has examined how they experience onboarding, communication, systems access, and organizational support while navigating placement and supervision across interconnected educational systems. Existing scholarship has explored educator burnout, organizational support, and equity-centered leadership; however, comparatively little is known about how these organizational conditions influence belonging, psychological safety, and professional sustainability among contracted specialized service providers.
Employing a qualitative single-case study design grounded in a constructivist-interpretivist paradigm, this study will utilize semi-structured interviews with contracted Related Service Providers during their first two years of placement within the participating school district, supplemented by a review of organizational artifacts related to onboarding and provider support. Guided by Transformative Leadership, Culturally Responsive School Leadership, and Trauma-Informed Leadership, thematic analysis will be used to examine how participants interpret leadership conditions within a district–ESC partnership. Findings are expected to provide actionable insights for educational leaders seeking to strengthen onboarding, communication, mentorship, and organizational support within cross-organizational educational partnerships. Ultimately, this study seeks to contribute to the growing body of scholarship on leadership conditions by centering the experiences of contracted Related Service Providers and advancing understanding of how leadership conditions influence participants' perceptions of professional sustainability and their capacity to provide consistent IDEA-mandated services.

The Ed.D. program proudly invites you to Erik Januszkiewicz's dissertation proposal defense on Wednesday, August 12th, 2...
08/06/2026

The Ed.D. program proudly invites you to Erik Januszkiewicz's dissertation proposal defense on Wednesday, August 12th, 2026, at 4:30 PM via Zoom. All are invited to attend. Wishing Erik the best of luck!

Candidate: Erik Januszkiewicz

Date/Time: August 12th, 2026 @ 4:30pm EST

Dissertation Title: Evaluating The Impact of a High School Social-Emotional Learning Program
Committee Members: Dr. John Bormann (Chair), Dr. Tracy Mulvaney, Dr. William George, and Dr, James Tuohy

ABSTRACT:

This study examines teachers’ perceptions of the Nurtured Heart Approach® (NHA) as implemented through the Effective School Solutions (ESS) Social-Emotional Learning (SEL) program at a New Jersey public high school. Grounded in the core principles of the Nurtured Heart Approach, the program seeks to foster students’ social-emotional growth and develop Inner Wealth™ through positive relationship-building, recognition of strengths, and clear behavioral expectations. Embedded within a Multi-Tiered System of Supports (MTSS), the ESS program provides targeted social-emotional and mental health interventions for students with varying levels of need. Using a mixed-methods design, this study investigates the extent to which teachers’ beliefs and perceptions align with the principles of the Nurtured Heart Approach, how teachers perceive the program’s effectiveness in supporting students’ academic, emotional, and social development, and what additional supports or program components teachers believe are needed to enhance student outcomes. Quantitative data will be collected using the Rutgers University-developed Nurtured Heart Approach Training Questionnaire, while qualitative interviews will provide deeper insight into teachers’ experiences, perceptions, and recommendations. Given the growing concern surrounding student mental health and social-emotional well-being in educational settings, the findings of this study may inform future implementation of NHA-based interventions and contribute to the development of more effective school-based social-emotional learning and mental health supports.

08/05/2026

Free Summer Evaluation Clinic!
We are now offering free comprehensive speech/language evaluations through our summer diagnostic clinic. Our clinic provides supportive, individualized evaluations in a welcoming environment.

Call 732-263-5487 to schedule an appointment!

The Ed.D. program proudly invites you to Marcella Miller-Greaves's dissertation proposal defense on Wednesday, August 26...
08/05/2026

The Ed.D. program proudly invites you to Marcella Miller-Greaves's dissertation proposal defense on Wednesday, August 26, 2026, at 4:30 PM via Zoom. All are invited to attend. Wishing Marcella the best of luck!

Candidate: Marcella Miller-Greaves

Date/Time: Wednesday, August 26, 2026 @ 4:30 pm

Dissertation Title: Beyond Persistence: Access, Belonging, and Success for First-Generation African American Male Students

Committee Members: Dr. Lewis Thomas III (Chair), Dr. Sikaya Alston, Dr. Reuben Mills

Abstract: This dissertation proposal investigates the critical transition from access to persistence for first-generation African American males in higher education. While significant efforts have been made to increase college enrollment among this demographic, persistent disparities in retention and degree completion reveal a fundamental gap between simply accessing higher education and successfully navigating it to graduation (Strayhorn, 2018; Harper, 2012). This study addresses the central research question: How do first-generation African American male graduates of predominantly White institutions interpret, narrate, and make meaning of their persistence and degree completion? By centering the voices of those who have successfully overcome systemic and institutional barriers, this research moves beyond deficit-based narratives to explore the lived experiences of triumph and resilience (Harper, 2015). Employing a qualitative research design, this study will utilize in-depth, semi-structured narrative interviews with a diverse cohort of first-generation African American male graduates who have completed their degrees at a predominantly White institution. The theoretical framework integrates Tinto's (1993) Theory of Student Departure with Yosso's (2005) Community Cultural Wealth model to examine both institutional factors and the individual and communal assets that contribute to student success. Narrative analysis will be employed to interpret how participants construct and convey their unique stories of persistence. Findings from this research are expected to provide actionable insights for policymakers and higher education administrators seeking to create more equitable and supportive campus environments. Ultimately, this study aims to shift the narrative from the barriers these students face to the strengths they embody, offering a pathway toward more effective interventions and a stronger foundation for future first-generation African American male persistence and success.

Best,
STEVEN M. CARLO
He/Him/His
Assistant Professor
Educational Leadership Program Director
Chair, Law and Education SIG-AERA

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