Education Ph.D. Alumni

Education Ph.D. Alumni

Dissertation Titles of Ph.D. in Education Graduates


  • Jovana Milosavljevic Ardeljan (Ph.D. Education), Broadly Base Graduate School Sponsored Communication Skills Programs: A Study in Three Essays of Programs and Perceptions of the Diversification of Career Pathways 
  • Sheri K. Dion (Ph.D., Education), Discourses of Diversity: A Qualitative Case Study of Language Pedagogies Through an Intersectional Lens


  • Maria Agorastou (Ph.D. Education), From Believing to Doing: Teacher Ownership of Inclusive Education Practices a Grounded Theory Case Study
  • Jacob Aaron Bennett (Ph.D. Education), “Speaking of Dignity”: Interviews with Non-unionized Adjunct Faculty Teaching in an English Department at a Catholic Church-Affiliated University
  • Beth S. Fornauf (Ph.D. Education), Indefinable Forces: How Teachers Negotiate Narratives of Ability and Inclusivity while Applying Universal Design for Learning
  • Jessica Burrows Heald (Ph.D. Education), Through the Door: A Case Study of Kindergarten Transition in One Elementary School
  • Andrew Korman, (Ph.D. Education), Reducing Dropout Rates of New Hampshire High School Students by Increasing the Compelled Years of Attendance: An Analysis of Local Administrator Perceptions of and Responses to State Law 193:1
  • Carrie Portrie (Ph.D. Education Child & Youth Communities), A Longer Day in Head Start: An Ethnographic Case Study About How Staff and Parents Navigated Extended Service Duration at A Local Center


  • Te-Hsin Chang (Ph.D. Education), Dare to Care? An Exploration of Student-Teacher Caring Relationships
  • Joy Dangora Erickson (Ph.D. Education), Emic Views of a Reading Intervention: A Qualitative Case Study of Motivation and Engagement
  • Benjamin Matthew Horton III (Ph.D. Education), Perspectives on Change: The Coeducational Transition of Saint Anselm College 1969-1979
  • Myles L. Lynch (Ph.D. Education Child and Youth Communities), Workplace Creativity and Motivation Among Camp Counselors in a Residential Summer Camp Setting
  • Lori Tyler Gula (Ph.D. Education), The Purpose and Value of Agricultural Experiment Stations Today: A Perception Study of the Directors of State Agricultural Experiment Stations


  • Erika M. Baril (Ph.D. Education Child & Youth Communication), Perceptions of Caregiver Coaching and Factors That Influence Implementation: A Mixed Methods Case Study of New Hampshire's Part C Early Intervention
  • Justin Vincent Benna (Ph.D. Education), Superintendent Trustworthiness: An Interpretive Qualitative Study of New Hampshire Public Elementary School Principals' Experiences and Perceptions
  • Shaleen Cassily (Ph.D. Education), Burned Out or Trapped in Conscientiousness: A Case Study of Three NH Middle School Teachers
  • Carla M. Evans (Ph.D. Education), Can Schools Be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes
  • Matthew S. Hicks (Ph.D. Education), An Exploratory Study of Followership in New Hampshire High Schools
  • Michael Hildebrant (Ph.D. Education), The Activity of Becoming a Second-Career Teacher
  • Islam Karkour (Ph.D. Education), World Languages Coursework and Intercultural Sensitivity in American Higher Education
  • Jennifer M. Logsdon (Ph.D. Education), "There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure


  • Caroline Arakelian (Ph.D. Education), Understanding Transition Planning and Postsecondary Outcomes for Young Adults with Disabilities Across National, State, and School Levels
  • Sara Clarke-Vivier (Ph.D. Education), Designing a Curriculum for Difficult History: Teachers, Museum Workers, and War Photojournalism.
  • Quixada Moore-Vissing (Ph.D. Education), The Supper Effect: Community Engagement as a Path to School and Community Change in a Small Rural Town.
  • Vilmarie Sanchez-Rothkegel (Ph.D. Education), Facilitating Preservice Teachers' Examination of Beliefs About Language and Linguistic Diversity
  • Jennifer Scarpati (Ph.D. Education), Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?
  • Clio Stears (Ph.D. Education), Affective Classroom Life: A Psychoanalytic and Cultural Exploration of Social and Emotional Learning


  • Alan Kurtz (Ph.D. Education), A mixed methods study of the effects of family-centered transition planning on the quality of transition individualized education plans of youth with Autism Spectrum Disorders.
  • Kathryn McCurdy (Ph.D. Education), Supporting early career teacher learning: An investigation into induction supports and early career teacher professional learning in New Hampshire
  • Christina Robison (Ph.D. Education), Players, consumers and creators: Literacy orientations among adolescents attending a small, rural school
  • Joann Stemmermann (Ph.D. Education), Strategic gendering: The negotiated social actions of adolescent girls


  • John Cook (Ph.D. Education), Doing the tough work: Care and the dynamics of community-university engagement


  • Douglas Gagnon (Ph.D. Education), Understanding the distribution of teacher effectiveness
  • Christine McCart (Ph.D. Education), Exploring outdoor ethics through the lens of the Four Component Model: A mixed methods study
  • Michael Schwartz (Ph.D. Education), Competencies for the 21st century: teaching an understanding of others, critical thinking, leadership and a sense of obligation. Perceptions of educational leaders
  • Paul Shirilla (Ph.D. Education), The ability of adventure education to influence the social skill development of urban middle school students
  • Shannon Swiger (Ph.D. Education Literacy), Growing teachers: The practice of teacher leadership and its implications for professional development in literacy instruction


  • Robin Ellwood (Ph.D. Education), "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science
  • Meghan Hubacz (Ph.D. Education), How a teacher's sense of self-efficacy and implicit theory of intelligence relate to student achievement in mathematics
  • Barbara Jasinski (Ph.D. Education), A personal and collaborative journey of change: Lessons learned about leadership, mentoring and motivation from an educational community's work with Donald Graves
  • Benjamin Mirkin (Ph.D. Education), Examining social climate and youth social goals on extended wilderness courses: A path toward improving participant experiences
  • Eve Noss (Ph.D. Education), Peer mediation in Massachusetts public middle & high schools: Perceptions of educators
  • Lauren Provost (Ph.D. Education), The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective
  • J. David Starbuck (Ph.D. Education), Developing competence: A qualitative inquiry of college student leadership in university outdoor orientation programs


  • Juliann Dupuis (Ph.D. Education), Student Science Achievement and the Integration of Indigenous Knowledge in the Classroom and on Standardized Tests
  • Jeffrey Frenkiewich (Ph.D. Education), Watching children: A history of America's race to educate kids and the creation of the 'slow-learner' subject
  • Barbara Tindall (Ph.D. Education Literacy), Writing for numbers: The Cultural Production of Good Writers in the Time of High Stakes Writing Assessments