Monmouth University School of Education

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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 and 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.

First-year Speech-Language Pathology graduate students gaining hands-on experience in Voice Lab! 🗣️💙 Students practiced ...
10/26/2026

First-year Speech-Language Pathology graduate students gaining hands-on experience in Voice Lab! 🗣️💙 Students practiced using flexible endoscopes while exploring vocal anatomy and developing their clinical skills!

Please join us for the upcoming SOE Dean’s Speaker Series, featuring a lecture by Nimrod Aloni, “What the Known Demands ...
10/26/2026

Please join us for the upcoming SOE Dean’s Speaker Series, featuring a lecture by Nimrod Aloni, “What the Known Demands of Us: Ecohumanism and the Educational Commitment to Environmental and Democratic Sustainability.”

Nimrod Aloni is an emeritus professor of Philosophy of Education at Kibbutzim College of Education. For 20 years (2004 – 2024) he held the UNESCO Chair in Humanistic Education and was the Director of the Institute for Progressive Education.

Date: Tuesday, November 10th
Time: 2:45pm-4:15pm
Location: Great Hall Auditorium

We hope you can join our community for an engaging event. Bring your questions for a Q&A after the lecture.

Happy Friday!
10/23/2026

Happy Friday!

The First-Year Grad SLP students were hands-on in their Voice Disorders class this week with Dr. Walden and Dr. Pattay w...
10/23/2026

The First-Year Grad SLP students were hands-on in their Voice Disorders class this week with Dr. Walden and Dr. Pattay while learning about videostroboscopy- a gold standard for voice examination. Here, students Anika Gjeshbitraj and Bridget Barnao place an endoscope through the nose to view the throat and vocal cords.

This is a lovely boardwalk stroll to raise money for Autism MVP. The organization has endowed scholarship programs for s...
10/21/2026

This is a lovely boardwalk stroll to raise money for Autism MVP. The organization has endowed scholarship programs for students enrolled in graduate programs at Monmouth University, Temple University and Rutgers University. These scholarships benefit students who want to pursue careers in special education, ABA, occupational therapy, speech therapy and other areas that will improve social and daily life skills for individuals on the autism spectrum. For information and to register, go to: Autism MVP's 12th Annual Walk Event Nov. 8 2026 | Autism MVP Foundation

The School of Education at Monmouth University wanted to wish everyone a happy Unity Day. Unity Day is held annually dur...
10/21/2026

The School of Education at Monmouth University wanted to wish everyone a happy Unity Day. Unity Day is held annually during National Bullying Prevention Month. Students and staff wear orange to send a message of kindness, acceptance, and inclusion in addition to showing support for students who have been bullied. It’s our hope that instead of spreading negativity, we can work as a team to accomplish great things!

10/21/2026

The School of Education SEL Committee at Monmouth University wanted to wish everyone a happy Unity Day. Unity Day is held annually during National Bullying Prevention Month. Students and staff wear orange to send a message of kindness, acceptance, and inclusion in addition to showing support for students who have been bullied. It’s our hope that instead of spreading negativity, we can work as a team to accomplish great things!

The Ed.D. program proudly invites you to Gabriella M. Arabio's dissertation defense on Tuesday, November 3, 2026, at 5:0...
10/21/2026

The Ed.D. program proudly invites you to Gabriella M. Arabio's dissertation defense on Tuesday, November 3, 2026, at 5:00 PM via Zoom. All are invited to attend. Wishing Gabriella the best of luck!

Date & Time: Tuesday, November 3rd @ 5:00 pm

Committee: Dr. Lewis Thomas III (Chair), Dr. Steven Carlo, Dr. Kathryn Lubniewski

Title: Protected SEL Collaboration Time: A Mixed-Methods Study of Kindergarten Teacher Learning and Practice
Abstract:
Inconsistent professional support for social and emotional learning (SEL) can leave teachers with limited opportunities to examine instructional decisions, develop shared practices, and address culturally responsive implementation. This proposed study will examine kindergarten teachers’ experiences with protected, structured monthly SEL collaboration and describe changes, if any, in their SEL-related confidence and beliefs, professional learning, instructional planning, and implementation consistency. Guided by Transformative Learning Theory, Transformative Leadership, and Culturally Responsive School Leadership, the study will use a qualitatively driven mixed-methods single-case design at a K–4 public elementary school in central New Jersey. The bounded case will encompass the implementation and experience of protected SEL collaboration within one kindergarten team, with two or three consenting teachers serving as participant-informants. The intervention will consist of four monthly, 60-minute sessions from January through April 2027 incorporating evidence review, culturally responsive reflection, joint planning, and follow-up. Data will include independent post-intervention interviews, teacher-focused classroom observations, collaboration records, instructional artifacts, organizational documents, and pre/post Teacher SEL Beliefs Scale scores. Qualitative analysis will examine experiences, reasoning, and evidence of practice, while descriptive quantitative analysis will document individual patterns in Comfort, Commitment, and Culture. Integration will explore convergence, differences, and gaps across sources, including whether collaborative decisions appear in subsequent classroom practice. The study will not assess student outcomes or establish causal effects. Its intended contribution is a contextual understanding of how professional-learning structures and leadership conditions support or constrain coherent, culturally responsive SEL implementation.
Keywords: social and emotional learning, teacher collaboration, adult learning, culturally responsive practice, mixed-methods case study

👶 Early ExplorersA play-based communication group for children ages 1–3 and their caregivers. Participants enjoy songs, ...
10/16/2026

👶 Early Explorers
A play-based communication group for children ages 1–3 and their caregivers. Participants enjoy songs, movement, stories, sensory play, and interactive activities that support early language development and social connection.
🗓 Fridays
⏰ 9:00–10:00 a.m.
📞 732-263-5487

In case you missed it!!Congrats Michelle!Candidate: Michelle J. MessinaDate/Time: Thursday, September 10, 2026 @ 3:00 pm...
10/15/2026

In case you missed it!!

Congrats Michelle!

Candidate: Michelle J. Messina

Date/Time: Thursday, September 10, 2026 @ 3:00 pm

Title: Science of Reading in a Title I District: Teacher Knowledge, Instructional Beliefs, Classroom Implementation, and Early Literacy Outcomes Following Professional Development

Committee Members: Dr. Steven Carlo (Chair), Dr. William George III, Dr. John Bormann

Abstract
Although the Science of Reading has established a strong body of research on effective literacy instruction, many elementary teachers have received limited preparation in translating this research into classroom practice. Limited research has examined how district-wide Science of Reading-based professional development is associated with changes in teacher knowledge, instructional beliefs, confidence, classroom practices, and observed student literacy outcomes. This need is particularly important in Title I school districts, where many students continue to struggle with reading and teachers need the knowledge and support to provide effective, evidence-based instruction. This study examines how kindergarten-through-second-grade teachers in a Title I school district in southern New Jersey develop their knowledge and implement Science of Reading-aligned practices following participation in district-wide professional development.
Using a convergent mixed-methods design, quantitative and qualitative data will be collected during the same implementation period, analyzed separately, and integrated during interpretation. The quantitative strand examines changes in teacher knowledge using the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) Survey and observed changes in student literacy outcomes using archival, de-identified Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark data. The qualitative strand explores teachers’ instructional beliefs, confidence, and implementation experiences through semi-structured interviews and de-identified coaching-cycle observation artifacts.

The study is grounded in the Simple View of Reading, Scarborough's Reading Rope, Desimone's conceptual framework for professional development, Guskey's Model of Teacher Change, and Bandura’s Theory of Self-Efficacy. By integrating data on teacher knowledge, instructional practice, teacher experiences, and observed student literacy outcomes, this study seeks to provide a comprehensive understanding of how district-wide Science of Reading-based professional development supports early literacy instruction. Findings may inform professional learning and literacy improvement efforts in Title I school districts.

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400 Cedar Avenue
West Long Branch, NJ
07764

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Wednesday 9am - 5pm
Thursday 9am - 5pm
Friday 9am - 5pm

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