The Doctorate (EdD) in Educational Leadership is a post-master’s professional degree program for qualified candidates who wish to pursue the terminal degree in Educational Leadership. The program is designed to further develop experienced leaders in the areas of school improvement, strategic planning and institutional development, and other areas of critical need for the twenty-first century. The EdD program is designed to build candidates’ critical understanding and expert use of transformational and distributed leadership skills as a means to develop integrated professionals who are both globally-minded thought leaders and successful educational leaders, prepared to actively and knowledgeably engage within institutional contexts of constant challenge and innovation. Candidates critically review and robustly construct knowledge in educational policy, data analysis, educational planning in conjunction with educational theory, through discourse-rich coursework and field-centered projects. The knowledge and application of research in general and in the specific form of a dissertation is an integral component of the doctoral program experience. Candidates are prepared to lead change and develop organizations to effectively succeed in a global educational context.
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Dissertations from 2024
Impact of Collaborative Communities on Collective Teacher Effectiveness and Agency, Leila Barber
The Value of Mentorship for Black Ballerinas, Anna Dunn
Business Students’ Perceptions of the Influence of Career, Technical, and Agricultural Education (CTAE) on Career Readiness and Graduation Outcomes, Spencer T. Fortson Jr
Teachers’ Perceptions of the Impact of iReady on Student Reading Achievement for Students in Response to Intervention, Althia Gates
The Impact Establishing a Focus on Learning Through PLCs has on Student Growth in Elementary Mathematics, Heather Hodge
The Effect of Teacher Identity on the Level of Cultural Inclusion in the Classroom, Jennifer Jones
TEACHER PERCEPTIONS OF CALMING CORNERS IN LANGUAGE ARTS MIDDLE SCHOOL CLASSROOMS, Freya Sneed
Teacher Initiated Collaboration in Community: A Case Study Considering Communities of Practice at a Title I Middle School, Katherine Stewart
Thinking Outside the Box: Exploring the Instructional Conversations Model Beyond English Language Learners into Gifted Learners, Terri Thornton
A Phenomenographical Study of One School’s Efforts to Improve Student Reading Skills and Parent Literacy Support, Karey L. Williams
THE CAUSES OF TEACHER BURNOUT AND ITS IMPACT ON THE PERSONAL LIVES OF TEACHERS, Neisha Williams
Teachers' Perceptions of Technology Professional Development and Implementation in an Urban Middle School: A Case Study, Valeria Williams
Dissertations from 2023
COVID-19 Crisis: Shifting Educational Leadership Toward a New Normal - A Case Study, Emily C. R. Ellwood
Perceptions of Curriculum Alignment and Student Achievement in US History Courses in an Urban Characteristic Georgia School, Jameka Fields
Administrators' perceptions of reducing exclusionary discipline in Black girls in k - 12 urban schools: A qualitative study, Lorraine Reeves
Trauma-Informed Educational Leadership: A Case Study, Robyn Scott
Connection Before Correction: The Impact of Restorative Practices on Students with Disabilities, katrina shirley
Elementary Grade Students’ Perspectives on the Impact of Adult Behaviors on School Climate, Tameka Walker
Courageous School Leadership: Rural Principals’ Perception and Self-Efficacy in Implementing Culturally Responsive Leadership (CRL), Angela Denise Young
Dissertations from 2022
The Relationship between Instructional Staff Training Expenditures and Teacher Retention: Comparing Georgia Public Schools, Sunita Holloway
Alignment of Leadership to Constructs of Governance in Independent Schools, Damian Kavanagh
A Phenomenographical Study: The Effects of High-Stakes Test Failure on Low Income Black Students, Tuqwan Taylor
Dissertations from 2021
The Relationship between Hiring Type and Principal Retention: Comparing Georgia Public School Principals, Belinda Sloan
Dissertations from 2020
Evaluative Feedback of Performance as Experienced by First-Year Teachers, Christine Carson
A Comparison of Public and Private School Teachers' Job Satisfaction When Controlling for Policy Perspectives, Individual, and Workplace Characteristics, Christopher Small
Dissertations from 2019
The Missing Mirror: A Critical Content Analysis of Multicultural Children's Literature with Black Male Characters, Wendy Harris
Dissertations from 2018
Leadership For Student Engagement, Felicia Angelle
Principals and the Phenomenon of Neoliberal Audit Culture, James A. Bishop
Examination of K-12 School Administrators’ Perceptions of Their Preparation to Lead Special Education Programs, Jaime Davies
Assistant Principals and the Phenomenon of Leadership Coaching, Thomas Flugum
The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals, Michael Manzella
Promoting Growth and Self-Efficacy: A Phenomenological Study of the Lived Experiences of First-Year Assistant Principals, Debra Murdock
Transitioning to a Personalized Learning Environment Leveraging One-to-One Devices, Rebecca G. Myers
PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS, Andrea Ridley
A Case Study for a Broadened Definition of Arts Integration in Instructional Methods, Maria Rosario-Regan
LIVED EXPERIENCE OF NEWLY APPOINTED ASSISTANT PRINCIPALS WHO RECEIVE EXECUTIVE LEADERSHIP COACHING, Scott Townsend
Dissertations from 2017
THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS, Aaron Farrant
Qualitative Exploration of Principal Behaviors in Elementary Schools Classified with High Climate and High Achievement, Christian Kirby and Christian Aubrey Kirby
The Effects of Instructional Leadership on Teacher Efficacy, Michelle L. Pearce
A Case Study: Leadership for Parent Involvement, Polly Tennies
Dissertations from 2016
The Assistant Principal Position as Preparation for the Principalship, Abigail M. May
A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences, Daphne M. Winkler
Dissertations from 2015
Teaching While Lesbian and Other Identities: Sexual Diversity, Race, and Institutionalized Practices Through an Autoethnographic Lens, Sondra S. Briggs
Dissertations from 2014
A Case Study Examining Teacher Responses to Principal Feedback of Class Observations, Sean Kelly