Scott Hurwitz Defends Capstone Proposal

Scott Hurwitz defended his proposal in October 2017. Scott Hurwitz headshotDr. Cobb is his major advisor, and Drs. Woulfin and LeChasseur are his associate advisors. His capstone research proposal examines the how and to what extent school leaders frame policy with a specific focus on Connecticut’s anti-bullying policy. He will also study the factors that shape how leaders frame their policy messages.

After graduating from the IBM program at the University of Connecticut, Scott spent five years teaching history and social studies at the middle school and high school level for Glastonbury Public Schools. Following this, he served five years as an assistant principal at Gideon Welles School in Glastonbury where he is currently the middle school principal.

Congratulations Scott!

Meg Smith’s Capstone

Meg Smith, a 2013 Ed.D cohort, posing for a picture outside of Gentry, the main building for NEAGCONGRATULATIONS to Meg Smith, a member of the ’13 Ed.D. cohort, who successfully defended her capstone on October 24th.  Meg’s capstone used qualitative methods to study teachers’ emotional responses to being coached in the charter context. Dr. Woulfin was her major advisor, and Drs. Donaldson and Villanova served on her committee.

Lara White’s Capstone

CONGRATULATIONS to Lara White, who successfully defended her Ed.D. Capstone Proposal on July 12th with Dorothea Anagnostopoulos, Mark Kohan, and Sarah Woulfin serving on her committee. Her Capstone will use “Action Research to explore Collaborative Culturally Responsive Instruction in a Community of Practice”.  Lara is a teacher leader in West Hartford Public Schools.

Ann Traynor’s Capstone

CONGRATULATIONS to Ann Traynor, who successfully defended her Capstone on June 13th.  Her Capstone, “An Examination of Administrators’ Framing of the Basic Skills Test Requirement“, examined how teacher preparation program administrators framed the basic skills test requirement (BSR) in the context of its impact on the diversification of teacher education programs.  Research questions were designed to elicit administrators’ policies, practices and supports for students of color to meet the BSR. Methods included interviews with eight administrators at three institutions, document analysis, and the use of framing theory as an analytical tool.Ann Traynor Headshot

She found that BSR policies and supports were related to senior-level administrator priorities and resource constraints, administrators’ worldview was reflected in the type of support they provided for diversity, and administrators’ diagnostic framing of the BSR was aligned with their role and responsibilities.

2016 Harvard Graduate Student Research Conference

CIndia Monroe HeadshotONGRATULATIONS to India Monroe, who recently participated in a round table presentation at the 2016 Harvard Graduate Student Research Conference which focused on ‘Collaborative Professional Learning Structures for High School Teachers that Foster Shared Understandings and Consistent Practices’.



Lisa Sepe, a 2015 Ed.D. cohortCONGRATULATIONS to Lisa Sepe, who also participated in a round table discussion where she shared a case study titled, Data Teams as Policy: Implementation through Communities of Practice at the 2016 Harvard Graduate Student Research Conference.

Regina Hopkins’ Capstone

Regina Hopkins HeadshotCONGRATULATIONS to Regina Hopkins, JD, who successfully defended her Ed.D. Capstone Project on April 15th.  Her Capstone, “A Restorative Approach to Student Discipline: Examining a Small School’s Changed Response to Student Behavior,” used critical race theory as a contextual and analytical framework to explore the relationships between P-12 public schools’ race neutral policies and system-wide racially disparate student discipline outcomes.  Casey Cobb was her major advisor – Preston Green and Sarah Woulfin served on her committee.