Scott Hurwitz defended his proposal in October 2017. Dr. 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 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.
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.
CONGRATULATIONS 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’.
CONGRATULATIONS 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.
CONGRATULATIONS 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.