Ed.D. in Educational Leadership for Social Justice Celebrating 10 Years of Impact
Contents
Alumni Spotlights & Dissertation Summaries 3 - 18 3
Angela Bass, Ed.D. ’11 Vice President Partners for Developing Futures
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Rev. Camillo Bonsuuri, Ed.D. ’11 Founder Compass-21
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Tommy Chang, Ed.D. ’13 Instructional Area Superintendent Intensive Support and Innovation Center Los Angeles Unified School District
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Rodolfo Cuevas, Jr., Ed.D. ’13 Principal and Chief Collaboration Officer YouthBuild Charter School of California Anthony Galla, Ed.D. ’10 Assistant Superintendent of Elementary Schools Department of Catholic Schools Archdiocese of Los Angeles
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Joseph Harbouk, Ed.D. ’11 Vice President for Finance and Administration Front Range Community College, Colorado
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Helen Kim, Ed.D. ’07 Principal Dr. Sammy Lee Medical and Health Science Magnet Elementary School Los Angeles Unified School District
10 Maureen Kindel, Ed.D. ’11 Founder Kindel Gagan Public Affairs Advocacy
15 Lori Pawinski, Ed.D. ’07 Chief Academic Officer LA’s Promise
11 Carla McCullough, Ed.D. ’12 Principal Alliance Health Services Academy High School
16 Ricardo Pedroarias, Ed.D. ’11 Assistant Principal of Supervision Loyola High School
12 Elizabeth Montaño, Ed.D. ’12 Supervisor of Teacher Education School of Education University of California, Davis
17 Esther Perez, Ed.D. ’14 Director of Students with Diverse Abilities Bright Star Schools
13 Catherine Muzzy, Ed.D. ’14 Principal St. Edward the Confessor Parish School Diocese of Orange
18 Ana Ponce, Ed.D. ’13 CEO Camino Nuevo Charter Academy
Doctoral Dissertations 19 - 21
14 Daniel O’Connell, Ed.D. ’08 Principal Verbum Dei High School
Doctoral Program Timeline 22
Celebrating 10 Years of Impact
As LMU’s Ed.D. in Educational Leadership for Social Justice program celebrates 10 years of impact, our 100+ alumni – 16 of whom are profiled in this publication – are transforming education in Los Angeles and beyond.
Message from the Dean
They lead systems, schools and organizations; shape policy and advocate for equity and inclusion of all learners; and spearhead change efforts that are making a difference for youth and families in some of our most underserved communities. The LMU doctoral program integrates theory with practice so that our students work from day one on real issues in education. In partnership with our expert faculty, LMU doctoral students connect their dissertation research directly to their work in the field, studying important topics such as children with disabilities, English language learners and STEM instruction. This research-based and practitioner-focused approach allows our students to take what they learn in class, immediately apply it to their job and use it as a foundation for a career as education change agents. Grounded in the Ignatian tradition of social justice and the education of the whole person, the
LMU doctoral program has formed a community of leaders working across the full spectrum of educational settings: public, charter, private and Catholic schools, higher education, nonprofit and community organizations. The program’s diversity fosters authentic dialogue, reflection and action and a unique cross-pollination of ideas and approaches to address today’s educational inequities and dilemmas. I invite you to read about the research and accomplishments of our doctoral alumni as the program looks forward to continuing to grow its impact on Los Angeles and beyond through educational leadership for social justice.
Shane P. Martin, Ph.D. dean and professor lmu school of education
What’s Inside: The following pages feature spotlights of selected alumni and summaries of their dissertation research. 2
LMU School of Education Doctoral Program
spotlight With a 30-year career in education, Dr. Angela Bass is a role model for the school leaders and students whose lives she has changed through her work as teacher, school leader, area superintendent, superintendent of instruction, and now vice president of a non-profit organization that supports minority-led charter schools for underserved students.
As an African-American female educational leader, Dr. Bass feels particularly attuned to the challenges facing minority students in low-income areas and understands the need for socially just change in education. Drawn to the LMU Ed.D. program by its representation of diverse perspectives and its personalized approach, Dr. Bass conducted dissertation research on the work she was involved with as superintendent of instruction for the Partnership for Los Angeles Schools, a joint initiative between the City of Los Angeles and Los Angeles Unified School District aimed at turning around the district’s lowest-performing schools. “My excitement about coming into the doctoral program came from
being able to take the work I was living every day and apply it to my dissertation,” she says. In her current role as vice president of Partners for Developing Futures, Dr. Bass supports, coaches and develops school leaders in public charter schools and district schools across the country as they face similar challenges that she has experienced. Despite the scale of her efforts, she knows that education is still about connecting with each student individually. “When I see a young Latino or African-American child,” she says, “they say ‘You’re a doctor?’ and I say ‘I’m a doctor of education and you can be one too.’ And I think that is a powerful piece to be able to represent: to be able to say the future is yours too.”
Angela Bass, Ed.D. ’11
vice president, partners for developing futures
Doctoral Cohort 5
“The LMU doctoral program offers a perfect relationship around leadership that focuses on how we create better communities and schools of excellence, and provide equity for children across this nation.” 3
Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives Dissertation Chair Shane P. Martin, Ph.D.
Dr. Angela Bass’ research examined the design and implementation of an educational reform initiative of former Los Angeles Mayor Antonio Villaraigosa in partnership with Los Angeles Unified School District intended to accelerate achievement in some of LAUSD’s lowest performing schools. Using stakeholder perspectives, an analysis of the reform implementation at one particular site revealed turnaround strategies that successfully engaged the community, teachers, parents and students.
Celebrating 10 Years of Impact
Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana Dissertation Chair
Using policy texts, a review of current media, and interviews of Ghana’s leading education officials, Dr. Camillo Bonsuuri’s research examined the genesis and justification of Ghana’s “policy on extra classes,” in which students pay additional fees for extra classes initiated and
organized on school premises. The study concluded that the partial or non-implementation of education policies, specifically the policy on extra classes, only deepens education stratification in Ghana.
“My dissertation work proved to be a gratifying culmination of my study at LMU.”
Mary McCullough, Ph.D.
Rev. Camillo Bonsuuri, Ed.D. ’11
founder, compass-21
Doctoral Cohort 4
spotlight
Born and raised in Sankana, a farming village in Northern Ghana, Dr. Camillo Bonsuuri is keenly aware of the huge obstacles that stand in the way of many children in the underserved rural communities of Ghana. As a Catholic priest and educator in a Catholic high school in Ghana, he has a vision for education in his country in which educational institutions regard the success of all students as an issue of social justice and accountability. As a student in the LMU Ed.D. program, Dr. Bonsuuri’s dissertation focused on education policy in Northern Ghana. “I was thrilled to be able to conduct dissertation research on an issue that I was passionate about,” he says. It was after his final oral dissertation defense that Dr. Bonsuuri and his dissertation committee first discussed the idea of setting up a nonprofit organization to address the many issues raised in his study. In 2012, Dr. Bonsuuri returned to Ghana and Compass-21 was set up under his leadership with the intention of helping the disadvantaged rural
communities in Northern Ghana. He says, “This research has shaped the course of my post-graduation engagement significantly.” Under his leadership, Compass-21 is working toward setting up its first school: a vocational training school that will impart the skills necessary for populations in Northern Ghana to raise their standard of living and enable them to afford education for their children.
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LMU School of Education Doctoral Program
spotlight
“Being part of the LMU alumni community is inspiring because each day I see LMU graduates leading some of the most important work in the city.”
Charter Schools as Leverage for Special Education Reform Dissertation Chair Shane P. Martin, Ph.D. Dr. Tommy Chang’s research focused on a policy change in the Los Angeles Unified School District that purported to provide greater autonomy and increased accountability for charter schools in their provision of special education services. Findings suggested that the new policy change promoted autonomy and decentralization, choice and competition, and performance-based accountability with the aim of increasing access for students with special needs and the capacity of the charter schools to serve them.
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As a Teach For America alumnus, Dr. Tommy Chang taught in the Compton Unified School District for six years and was the founding principal of Animo Venice Charter High School. When he started the LMU doctoral program, he was director of advocacy and policy for the California Charter Schools Association. During the program, he transitioned to the Los Angeles Unified School District as special assistant to Superintendent John Deasy, and in 2012 Dr. Chang was appointed instructional area superintendent of the Intensive Support and Innovation Center in LAUSD. Responsible for supporting 145 LAUSD schools, including the most innovative as well as the lowest-performing, he serves more than 100,000 students. As a student in the LMU doctoral program, Dr. Chang benefited from a cohort of individuals with diverse perspectives. Now as a leader in one of the nation’s largest and most diverse school districts, he values diversity of thought, perspectives and opinions and sees it as critical to the work of school leaders in the 21st century. “The LMU doctoral program provided me the inspiration and motivation to be truly innovative in the way I sup-
port schools,” Dr. Chang says. “I look forward to redesigning the kind of support school districts can provide for local schools and local school communities.” “The reason I chose LMU,” he says, “was for its focus on not just theory but on the practice of actually transforming schools in a rapidly changing world.” Still connected to the LMU doctoral community as an
Tommy Chang, Ed.D. ’13 instructional area superintendent intensive support and innovation center los angeles unified school district
Doctoral Cohort 7
alumnus, Dr. Chang says he is excited to see LMU graduates leading education transformation in Los Angeles.
Celebrating 10 Years of Impact
Teacher Understanding of Curricular and Pedagogical DecisionMaking Processes at an Urban Charter School
Rodolfo Cuevas, Jr., Ed.D. ’13 principal and chief collaboration officer youthbuild charter school of california
Doctoral Cohort 4
Dissertation Chair Yvette Lapayese, Ph.D. Dr. Rodolfo Cuevas’ research explored the democratization effort at one urban charter school where a top-down curricular decision-making process was replaced by a teacher-led effort. Findings suggest that although teachers moved from a period of disillusionment into a period of more active teacher agency, there continued to be a need for a clearer understanding of the ideological foundations of charter schools to support endeavors like this one.
“For me, the doctoral program was about participating in action research at my school and modeling it for my community and beyond.”
After completing a master’s degree at LMU, Dr. Rodolfo Cuevas followed his passion to help youth struggling to succeed in school by accepting a small learning community coordinator role in a school district where he was also responsible for student discipline. However, frustrated by bureaucratic protocols that he believed consistently forced young people out of school, he began the LMU doctoral program and decided to seek a career opportunity more aligned with his values and vision for education. “As I started the doctoral program and became committed to this idea of social justice,” Dr. Cuevas says, “I felt conflicted being in a position where I wasn’t really living up to that.” He accepted a position as lead teacher at a YouthBuild program in Los Angeles. After one year with YouthBuild, he was hired as the director of curriculum and instruction for YouthBuild Charter School of California (YCSC): a statewide charter school organization that serves as
a dropout recovery school for young adults ages 16-24. His doctoral coursework provided him a new lens and transformed his practice, leading him to infuse social justice theory into YCSC’s project-based interdisciplinary curriculum. As principal since 2010 and chief collaboration officer since 2013, Dr. Cuevas facilitated the democratization of the curriculum, transferring curriculum and instruction decision-making from centralized administrative control to a teacher-led process with teacher
agency constructed around student needs. This process was the focus of his doctoral dissertation research. In the future, he envisions students at YCSC finding meaningful inspiration not only through action research projects rooted in a theoretical framework to address problems in their communities, but also in connecting their studies to limitless career pathways, much like his dissertation allowed him to do. For Dr. Cuevas, the doctoral program was about more than obtaining a degree.
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Anthony Galla, Ed.D. ’10 assistant superintendent of elementary schools department of catholic schools archdiocese of los angeles As a graduate of the LMU School of Education with a master’s degree and teaching credential, Dr. Anthony Galla was driven by a commitment to Catholic education. However, before he entered the LMU doctoral program, he recalls, “My aspirations were limited to the four walls of a classroom, and I didn’t necessarily allow myself to think systemically.” Challenged by the LMU Ed.D. program to have a wider impact on education as a social justice change agent, Dr. Galla accepted an opportunity to take a leadership role before he finished his doctoral coursework. He credits the doctoral program for giving him the confidence he needed to take the plunge into leadership. As principal at a Catholic school, his dissertation research enabled him to enhance classroom learning by examining the role of leadership in implementing new education technology.
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Doctoral Cohort 3
Educational Technology: Leadership and Implementation Dissertation Chair Edmundo Litton, Ed.D. Since completing his Ed.D. at LMU, Dr. Galla has continued to expand his footprint on the educational landscape as assistant superintendent for elementary schools in the Archdiocese of Los Angeles Department of Catholic Schools. When it comes to issues of access to education, he realizes the work of social justice requires an understanding of how knowledge is used to improve the well-being of individuals, families and communities. The doctoral program gave him the ability to look beyond surface equity and to deeply and critically examine issues of social justice.
Dr. Anthony Galla’s research examined the intersection of leadership and educational technology in three Catholic elementary schools. In particular, Dr. Galla explored aspects of leadership that support the technology implementation process, the change associated with implementing technology, and a culture that embraces technology. This study confirmed literature which claims that partnership, collaboration and ownership from all stakeholders are essential conditions in being able to cultivate and sustain a culture that embraces technology.
“It’s the little things that add to making an impact on social justice in education in Los Angeles: in helping teachers, principals and parents with problems or challenges, and in pointing out the social justice aspects in finding a solution.”
Celebrating 10 Years of Impact
spotlight
The LMU doctoral program opened Dr. Joseph Harbouk’s eyes to issues of equity and access to higher education. As a result, he reoriented his career in order to help low socio-economic students accomplish their goals of attaining a college education. He hopes to make his vision of social justice in education a reality by providing students access to quality education, engaging students while they are still in high school and showing them the benefits of higher education. As vice president of finance and administration at Front Range Community College in Colorado, Dr. Harbouk’s role is to ensure the financial health of the institution and provide quality services to the students, faculty, staff and the community while keeping tuition affordable. Front Range Community College is an open access institution that caters to traditional and non-traditional students, low-income and first generation college students with a solid track record of transferring students to
four-year universities. “Part of the reason why I currently work in a community college is my strong belief in social justice and education for all,” he says. “My thinking on this has evolved through my experience in the LMU doctoral program.” Through the coursework, classroom discussions and research in which Dr. Harbouk engaged during the doctoral program, he gained a better understanding of how higher education institutions deliver education in the most efficient and cost effective way. “It is about providing access to every student who wants to attend college,” he says, “while the institution delivers the right tools for its faculty so they can offer the best education to the students.”
“I am proud to be part of this amazing community of leaders for social justice from LMU.”
Revenue-Based Financial Modeling: A Sustainable Model for Medium-Size, Private, Mission-Based Schools of Education Dissertation Chair Shane P. Martin, Ph.D. Dr. Joseph Harbouk examined the effectiveness of a revenue-based financial model at medium-size, private, mission-based schools of education (SOE). Findings from the study revealed that SOE deans believed that revenue-based budgeting gave them more control
over their schools’ futures and provided them with the flexibility to accomplish the strategic goals of the school. A more consistent and frequent assessment of the model, including a strong training component, was recommended.
Joseph Harbouk, Ed.D. ’11 vice president for finance and administration front range community college, colorado
Doctoral Cohort 5
LMU School of Education Doctoral Program
Helen Kim, Ed.D. ’07 principal dr. sammy lee medical and health science magnet elementary school los angeles unified school district
Doctoral Cohort 1
Coming from a family of several generations of teachers, Dr. Helen Kim enjoyed many years helping students reach their learning goals as a classroom teacher in the community in which she was raised. In 2004, she joined the first cohort of the LMU doctoral program. With a vision of social justice in education where all students have access to high quality learning opportunities, she accepted a position with Los Angeles Unified School District working directly with schools identified as Program Improvement Schools under the No Child Left Behind Act. “The doctoral program provided me the opportunity to understand the theoretical underpinnings of the social justice issues that affect educational equity and equality issues,” says Dr. Kim. Since then, she has implemented her vision as both assistant principal and principal in Los Angeles public schools. Currently, Dr. Kim is the inaugural principal at Dr. Sammy Lee Medical and Health Science Magnet Elementary School — the first medical/health science themed elementary school in LAUSD history. As a school leader, she believes that access extends beyond the classroom and that strong partnerships between parents, students, teachers and the larger community are critical in the teaching and learning process.
“It is a great honor to celebrate the 10th anniversary of a program that supports the leaders of today who shape the future of our tomorrows.”
Unmasking Title 1 Spending Practices in Public Elementary Schools in California Dissertation Chair Edmundo Litton, Ed.D.
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Her dissertation research centered on the use of Title I funds to address the needs of socioeconomically disadvantaged students. For her, the doctoral program emphasized the need to develop an understanding of current research and relevant theory in order to examine the sociocultural and historical contexts influencing educational systems. “The LMU doctoral program continues to be the foundation of my practice,” she says.
The focus of Dr. Helen Kim’s dissertation research was the use of Title I federal funding through the No Child Left Behind Act (NCLB, 2001) to support academic success in high poverty Title I elementary schools. The findings suggest that how funding is used is more im-
portant than how much funding is granted when it comes to supporting the academic success of high-poverty, low-performing students. Results of the study provide data regarding the effective use of Title I funds to enhance student achievement.
Celebrating 10 Years of Impact
The 1992 California Charter School Law: Its History and Unintended Consequences Dissertation Chair Shane P. Martin, Ph.D.
Dr. Maureen Kindel’s study examined the history of the 1992 California Charter School Law (CCSL), its unintended consequences, and the impact both have had on the charter school movement today. Interviews with 22 education leaders provided an understanding of the complexity
of the human dynamic that gave rise to the 1992 CCSL and its aftermath. The research findings suggest the need to address the issues of collective bargaining, due process for teachers, and the exchange of best practices between traditional and charter public schools.
“The doctoral program taught me how to think in new ways – to look at the whole world in its context and to see the enormous range of possibilities for our youth.”
spotlight Dr. Maureen Kindel has been an integral part of the civic fabric of Los Angles for more than three decades. She has held numerous public, nonprofit and private sector leadership positions, and is a founding partner of Kindel Gagan, a leading public affairs consulting firm. She was the first woman to serve as Public Works Commissioner in Los Angeles and cofounded the LMU School of Education Board of Visitors and currently serves as its chair. Dr. Kindel embraces public education as a professional and personal passion and feels an affinity for LMU because of the Jesuit tradition of social justice. Her own social conscience was awakened by
Dr. Martin Luther King during the civil rights movement and nurtured by her work with the Honorable Nelson Mandela when he was released from prison and later when he served as President of the new South Africa. Dr. Kindel began her doctoral studies after a full professional career, and after receipt of her doctorate, she founded The Education Success Project (TESP), which boldly asks what is working in California’s public education system and what can be done to encourage the sharing of successful practices among schools. Since its inception, TESP has brought together participants from 71 schools including public charter schools and traditional public schools, 10 school districts, 24 non-profit organizations, 12 federal, state and local public officials
and three universities. Central to TESP’s mission is the notion of bringing together participants who are traditionally segregated. “We recognize that there are miracles performed in public schools every day,” says Dr. Kindel. “Celebrating their stories of success, both big and small, offers both hope for California’s schools and practical approaches to improving them.”
Maureen Kindel, Ed.D. ’11 founder kindel gagan public affairs advocacy
Doctoral Cohort 4 10
LMU School of Education Doctoral Program
Carla McCullough, Ed.D. ’12 principal alliance health services academy high school alliance college-ready public schools
Doctoral Cohort 6
Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences
As a Teach For America corps member, Dr. Carla McCullough served as a teacher, dean of students and school site council chairperson at Samuel Gompers Middle School in Los Angeles. She entered the LMU doctoral program during this time with a vision for schools where all students have access to a quality education. The program’s focus on social justice was especially important to her and was a guiding factor in the way she conducted her daily work as an educator even before starting the doctoral program.
Dissertation Chair Mary McCullough, Ph.D. Using data from interviews and selected focus schools, Dr. Carla McCullough’s research explored the Brown v. Board of Education (1954) case and the resulting policy, its implementation and the extent to which the goals of the original policy were met. Her data indicated that the initial goals of Brown, equal educational opportunities and integrated schooling, were not met. The research provided information from key areas that may serve as a guide to help make future policy implementation successful.
“Being a part of the alumni network from LMU has propelled me to where I am today as a school leader.”
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The doctoral program helped Dr. McCullough make her vision a reality by providing exposure to leaders of various educational settings and systems. She continues to benefit from the diverse network of colleagues she met through the doctoral program on whom she can call for guidance, advice and feedback. She says, “I have a strong support network through LMU that enables me to lead socially just change.” In her current position as principal of Alliance Health Services Academy High School, Dr. McCullough
leads an instructional program that aims to increase the academic and professional outcome of all students. Her goal is to expose all students to careers within the medical field in the hopes that they will pursue a path in this industry and give back to the community that surrounds the school. “When I run into former students,” says Dr. McCullough, “they tell stories of their academic and professional achievements, and it demonstrates the impact that a socially just education can have upon a community.”
Celebrating 10 Years of Impact
spotlight
Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice Dissertation Chair Marta Baltodano, Ph.D. Dr. Elizabeth Montaño’s study examined the relationships between teachers and management and the culture and environment that led teachers to seek a unique model of unionization at a public charter school. The findings
suggest that teachers were motivated to work on behalf of parents and students, yet the flexibility desired by the governing board was in conflict with the ability of teachers to collectively influence decision-making.
“My experience and the research I’ve done in classrooms as a teacher and a doctoral student gives me a lens to see what student teachers need in order to develop into teachers who provide for all students.”
Raised in the Pico-Union neighborhood of Los Angeles, Dr. Elizabeth Montaño was a student in the Los Angeles Unified School District and went on to earn her bachelor’s degree at UCLA and a master’s degree and teaching credential from the University of California, Berkeley. Since then, she has become an influential educational leader — publishing research, presenting at national education conferences and preparing new generations of teachers. When Dr. Montaño started the LMU doctoral program she was a language arts and history teacher at a charter middle school. She remembers asking herself whether teaching was an act of leadership. During her first year in the doctoral program she became president of a charter school teachers’ union and she realized that as a teacher, she was a leader. For Dr. Montaño, LMU was the right place to
pursue her dissertation research on charter school unionization. “This is the reform that will take shape in the coming years,” she says. “LMU is at the center of what is happening with charter school research.” Now, as supervisor of teacher education at the University of California, Davis, Dr. Montaño draws from her experience as an educator in diverse settings and as a teacher-leader to inspire and challenge her graduate-level student teachers. “I have a real passion for induction work,” she says, “and building teachers in the first five years who really want to work hard for the children who need the most.” In the future, she hopes to contribute to research on teacher preparation and sustainability.
Elizabeth Montaño, Ed.D. ’12 supervisor of teacher education school of education university of california, davis
Doctoral Cohort 6
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LMU School of Education Doctoral Program
spotlight
“The leaders with whom I developed relationships through the doctoral program have expanded my perspective, skill-set and resources as well as those available to my school, my fellow principals within the Diocese of Orange and our students.”
Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study Dissertation Chair
As a long-time educator in the Diocese of Orange, Dr. Catherine Muzzy lives by her vision for a more socially just future for Catholic schools and communities. After eight years of teaching middle school at Serra Catholic School, she moved into an assistant principal position where she served for four years prior to accepting the role of principal for grades 5-8. Recently she accepted the position of principal at St. Edward the Confessor Parish School in Dana Point. The doctoral program gave Dr. Muzzy the practical and professional tools to turn theory into practice. One of the ways she put theory to use in her work was through the development of the Leadership for
Social Justice Program for 6-8 graders at Serra Catholic School. The program provided students hands-on experience and an integrated religion and social studies curriculum connected to the teachings of the Catholic Church. “Each of my students possesses unique learning needs, talents, skills and gifts,” she says. “The doctoral program helped me further develop those skills and approaches that recognize this uniqueness within each of them.”
For Dr. Muzzy, a Catholic education serves learners holistically by providing opportunities to develop with the support of a faith-based community. Through the doctoral program, she developed a new community in her cohort — colleagues with whom she continues to regularly connect, share resources and trade advice.
Marta Baltodano, Ph.D. Dr. Catherine Muzzy’s study examined the adoption of a calendar extension at one Catholic elementary school. Findings revealed that for school calendar reform initiatives to be effective, school leaders must practice change management techniques including setting a shared vision, establishing a collaborative implementation plan and developing a system of assessment prior to embarking on school reform.
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Catherine Muzzy, Ed.D. ’14 principal st. edward the confessor parish school diocese of orange
Doctoral Cohort 8
Celebrating 10 Years of Impact
A Case Study Examining the Implementation and Assessment of the Profile of the Graduate at Graduation in a Jesuit Secondary School
Daniel O’Connell, Ed.D. ’08 principal verbum dei high school
Doctoral Cohort 2
Dissertation Chair Shane P. Martin, Ph.D. Dr. Daniel O’Connell’s dissertation examined the assessment and implementation of expected schoolwide learning results (ESLRs) at one single-sex Catholic high school. Dr. O’Connell concluded that teacher modeling, campus ministry and service programs were successful in some of the domains of the ESLRs. Recommendations included more professional development and the use of current theories of educative assessment and outcomes-centered curriculum design as the school continues to implement and assess its ESLRs.
“The doctoral program transformed my career, and I believe my career is transforming every student at my school.”
Making the move from teacher to school principal is no easy transition. Doing it practically overnight, as Dr. Daniel O’Connell did, is a challenge for even the most seasoned educator. Fortunately for him, the leadership tools and theoretical understanding he gained as a member of the second LMU Ed.D. cohort allowed him to take the reins of responsibility with the confidence needed to succeed. A graduate of LMU’s master’s degree program in secondary education, Dr. O’Connell began his education career as an English teacher at Loyola High School in Los Angeles. Early on, he found himself prodded by the Jesuit concept of magis: the idea of pushing oneself to think bigger and achieve beyond what seems possible. With this in mind, he sought ways to expand his impact on education. In the LMU
doctoral program he found the perfect combination of practical leadership instruction and a foundation rooted in social justice. “One important thing I learned at LMU,” he says, “is that managers do things right, leaders do the right thing.” Upon receiving his doctorate, Dr. O’Connell made the leap to his current position as principal of Verbum Dei High School in Los Angeles,
which at the time was facing an identity crisis, high leadership turnover and student academic and behavior challenges. In only six years, he has turned that around, increasing school enrollment while sending graduates off to college at record rates. Still, he credits much of that success to his education at LMU. “If I had to put into one word the impact of the LMU doctoral program — it’s transformative,” he says.
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LMU School of Education Doctoral Program
spotlight
When it comes to fostering social justice in education, Dr. Lori Pawinski understands the importance of having the courage to stand up for those most marginalized by systems of inequality. As chief academic officer at LA’s Promise, she holds a key leadership role in an organization that has brought significant transformation to schools in one of Los Angeles’ most poverty-stricken neighborhoods. This, however, is only her latest stop along a career dedicated toward improving public education in Los Angeles. Having received both her undergraduate and master’s degrees from Loyola Marymount University, Dr. Pawinski joined the inaugural cohort of the LMU Ed.D. in Educational Leadership for Social Justice program where she gained an understanding of the vital role school leaders must play to effect change in communities. “The doctoral program taught me that I have to push back,” she says, “because some of these families don’t have the ability to push back.” From her time as a doctoral student, Dr. Pawinski has embodied that ethic of fearless lead-
ership when working to improve the status of Los Angeles’ most disadvantaged students. At Roosevelt High School, she introduced small school reform to a large, urban high school — a project that would later become the topic of her dissertation. As principal of Animo Jackie Robinson Charter School, she emphasized student-centered learning and helped improve the school’s API score by 200 points. Through it all, she has taken to heart the lessons learned at LMU.
Lori Pawinski, Ed.D. ’07
chief academic officer, la’s promise
Doctoral Cohort 1
“I’ve taught leaders for years, and I tell them you have to have the professional courage to stand up when something’s not right. That is what LMU offered.”
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Small School Reform in a Large Urban High School: Does it Make a Difference in Student Outcomes? Dissertation Chair Mary McCullough, Ph.D. Dr. Lori Pawinski’s research examined a small learning community reform initiative in a large urban high school in Los Angeles. The results showed the positive impact of the small learning
community model on the student experience. Dr. Pawinski’s study provides an alternative model for the large urban secondary schools’ dilemma in meeting the needs of all students.
Celebrating 10 Years of Impact
Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism Dissertation Chair Magaly Lavadenz, Ph.D. Dr. Ricardo Pedroarias’ study analyzed the effectiveness of a heritage language Spanish program from the standpoint of organizational, curricular and co-curricular practices at a single-sex Catholic high school. The research findings suggest-
ed that increased emphasis on student verbal communication in the heritage language and more varied classroom practices would empower students to achieve a more proficient level of bilingualism and biculturalism.
“The doctoral program is creating courageous leaders who are aware of the world they are impacting.”
Ricardo Pedroarias, Ed.D. ’11
assistant principal of supervision, loyola high school
Doctoral Cohort 5
spotlight
Students have always been at the center for Dr. Ricardo Pedroarias, a longtime Catholic educator. However, being comfortable with feeling uncomfortable was a new concept for him introduced by the diverse perspectives and backgrounds of his colleagues in the LMU doctoral program. This challenge helped him to think differently; it inspired his dissertation research and shifted his approach to his daily work. “I am a significantly different teacher now than before I started the doctoral program,” he says. “I’m more alert to how students learn and how they use technology, and I learned many of those strategies and techniques from my doctoral program.” Dr. Pedroarias believes that every learner has the right to access a quality, culturally responsive education. Through his doctoral coursework and dissertation research, he was introduced to the history of linguistics and theories on language and positive identity. The result of his research and study in the LMU doctoral program not only influenced his own
thinking, but has allowed him to introduce new ways of approaching the heritage language curriculum at Loyola High School. As assistant principal for supervision, he has refocused evaluation from a teacher-centered to a student learning-centered approach. Dr. Pedroarias has helped to meaningfully infuse social, political, historical and cultural
aspects into the language program at his school. “Listening to the students speak about how proud they are of their language elevates the language to something personal and makes the students stronger people,” he says.
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Esther Perez, Ed.D. ’14 director of students with diverse abilities bright star schools
Doctoral Cohort 8 As a Teach For America corps member at LMU, Dr. Esther Perez found her calling working in special education. When she decided to pursue her doctoral studies, the LMU program was an immediate fit due to its focus on creating structures of change and its research-into-practice model. “This doctoral program and LMU’s School of Education have a growth mindset,” she says. “Graduates from these programs are going into schools knowing things have to change.” When Dr. Perez began the LMU doctoral program she intended to write her dissertation on issues of standardized testing and students with disabilities, but through an assignment in one of her research methods courses during her first year in the doctoral program she uncovered a troubling statistic at her school – 40 percent of middle school students were being grade-level retained, the majority of whom were students with
Disability and Power: A Charter School Case Study Investigating Grade Level Retention of Students with Learning Disabilities special needs. She shifted her research to focus on the practice of grade-level retention and was able to implement several school-wide changes that provided early interventions for struggling students and effectively curtailed the practice of grade-level retention, which is now closer to two percent. Dr. Perez understands the ripple effects of her impact on the lives of children in her role as director of students with diverse abilities. “My research was able to influence a policy change that impacted more than 300 children over two years at my school,” she says. “The cumulative impact of more than 100 alumni from the doctoral program is exponential.” For Dr. Perez, the doctoral program instilled a sense of urgency to engage in a process for long-term change.
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Dissertation Chair Antonia Darder, Ph.D. Dr. Esther Perez’s research explored the issue of grade-level retention of students with learning disabilities at one charter school that uses a strict retention policy and retains students with learning disabilities. Findings revealed that although grade-level
retention is believed to be beneficial when used by the school as a threat to unmotivated students, for students with learning disabilities retention is still ineffective, potentially harmful and often used as a punishment rather than motivation.
“Before I started the doctoral program I wanted to ‘do good’ for children. Now I am able to go beyond doing good by influencing policies and processes that will change the trajectory for children and their families.”
Celebrating 10 Years of Impact
spotlight
“I feel much more confident in how I represent not just Camino Nuevo but also in what Camino Nuevo does for the Latino community, primarily for English language learners.”
College Knowledge Development Among Immigrant Latino Parents Dissertation Chair Shane P. Martin, Ph.D. Dr. Ana Ponce’s research focused on understanding the role of immigrant Latino parents in their children’s preparation for college. The results showed that with a better understanding of the aspirations, fears and challenges faced by Latino immigrant families, it is possible for a school to provide college knowledge in a form that is meaningful and honors the parents’ existing funds of knowledge.
Growing up as an English language learner in an impoverished and mostly immigrant community, Dr. Ana Ponce saw many of her peers fall off the radar; few of them finished high school and attended college. She witnessed educational systems fail these vulnerable communities and knew more could be done to effectively educate students to their full potential. Her personal experiences fueled her passion to become an educational leader and change agent, especially for English language learners. In 2000, Dr. Ponce joined Camino Nuevo Charter Academy: a network of high performing charter schools near downtown Los Angeles serving Pre-K through 12th grade students, most of whom are English language learners and immigrants or are children of immigrant families. When she started the LMU doctoral program, Camino Nuevo had graduated its first high school class. While many of her
students were admitted into colleges, she could not understand why so few actually enrolled in four year colleges. Through the LMU doctoral program, she was able to immediately engage with her dissertation topic to understand how Latino immigrant parents access college information, which she applied to improve outcomes for her students. As CEO of Camino Nuevo Charter Academy, Dr. Ponce is transforming education and the lives of her students and their communities. She lives each day with the belief that regardless of where her career as an educator leads her, the work must be done with the intention of bringing about a more just society.
Ana Ponce, Ed.D. ’13 ceo camino nuevo charter academy
Doctoral Cohort 5
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Doctoral Dissertations Published as of August 2014
Manuel A. Aceves, Ed.D. ’13 Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community Chair: Shane P. Martin, Ph.D. Santa Gabriela Acuna, Ed.D. ’09 How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers Chair: Mary McCullough, Ph.D. Jennifer M. Pérez Aguilar, Ed.D. ’13 Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School Chair: Jill Bickett, Ed.D. Angelica M. Bailon, Ed.D. ’12 Stories of Persistence: Filipina/o American Undergraduate Students in a Private, Catholic, and Predominantly White University Chair: Edmundo Litton, Ed.D. Angela Watkins Bass, Ed.D. ’11 Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives Chair: Shane P. Martin, Ph.D. Michael Bates, Ed.D. ’13 Listening to Student Voices: A Critical Study of Homework Chair: Antonia Darder, Ph.D. Joshua Beardall, Ed.D. ’11 Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice Chair: Mary McCullough, Ph.D. Jennifer Belichesky, Ed.D. ’13 Living Learning Communities: An
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Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics Chair: Yvette Lapayese, Ph.D.
Tommy Chang, Ed.D. ’13 Charter Schools as Leverage for Special Education Reform Chair: Shane P. Martin, Ph.D.
Development among English Language Learners with a Specific Learning Disability Chair: Magaly Lavadenz, Ph.D.
Kimberly Bevan, Ed.D. ’07 Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms Chair: Emily Arms, Ph.D.
Gina Chavez, Ed.D. ’13 Examining the Reliability and Validity of ADEPT and CELDT: Comparing Two Assessments of Oral Language Proficiency for English Language Learners Chair: Magaly Lavadenz, Ph.D.
Michael Farber, Ed.D. ’10 Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles Chair: Marta Baltodano, Ph.D.
Table of Contents
Jill Bickett, Ed.D. ’08 A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School Chair: Martin Connell, S.J., Ph.D. Kia A. Billingsley, Ed.D. ’07 African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms Chair: Yvette Lapayese, Ph.D. Camillo Abatanie Bonsuuri, Ed.D. ’11 Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana Chair: Mary McCullough, Ph.D. Craig Bouma, Ed.D. ’13 Physics First: Impact on SAT Math Scores Chair: Shane P. Martin, Ph.D. Colby Boysen, Ed.D. ’07 Teachers and Cheating: The Relationship Between Classroom Environment and High School Student Cheating Chair: Shane P. Martin, Ph.D. Elizabeth Brewer, Ed.D. ’11 Fighting Fire with Fire: The Use of a Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying Chair: Edmundo Litton, Ed.D. Shani Byard, Ed.D. ’12 Combining African-Centered and Critical Media Pedagogies: A 21st-Century Approach Toward Liberating the Minds of the Mis-Educated in the Digital Age Chair: Yvette Lapayese, Ph.D.
Rodolfo Cuevas, Jr., Ed.D. ’13 Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School Chair: Yvette Lapayese, Ph.D. Bryce Collin Davis, Ed.D. ’14 Breaking Ground on the University Garden: Service-Learning and Action Research Chair: Jill Bickett, Ed.D. Camryn Connelly, Ed.D. ’14 Hiring Leaders in Catholic Schools Chair: Mary McCullough, Ph.D. Christian De Larkin, Ed.D. ’13 A Study of Teacher Buy-In and Grading Policy Reform in a Los Angeles Archdiocesan Catholic High School Chair: Shane P. Martin, Ph.D. Tanya DeLeon, Ed.D. ’14 The Recognition of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy Chair: Magaly Lavadenz, Ph.D. Todd Eckel, Ed.D. ’13 Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness Chair: Marta Baltodano, Ph.D. William R. Espinosa, Ed.D. ’09 Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives Chair: Mary McCullough, Ph.D. Karla Estrada, Ed.D. ’13 Examining English Language
Rodgers K. Fikwamo, Ed.D. ’09 Leaders’ Perceptions of the Role of Leadership in Catholic High Schools through a Generational Lens Chair: Mary McCullough, Ph.D. Lauren Fissori, Ed.D. ’10 Portraits by African-American Male University Students: A Retrospective Study Chair: Edmundo Litton, Ed.D. Catherine Castillo Foote, Ed.D. ’11 College Preparation in a Low-Income, Urban, Public High School: A Case Study Chair: Mary McCullough, Ph.D. Andrew Leo Furedi, ’09 Determining Leverage Points: A Program Design for a University/K12 Partnership Chair: Shane P. Martin, Ph.D. Anthony Galla, Ed.D. ’10 Educational Technology: Leadership and Implementation Chair: Edmundo Litton, Ed.D. Gloria Gasca, Ed.D. ’14 An Inquiry into Transformative Leadership: The Role of a Charter School Principal as a Transformative Leader Chair: Antonia Darder, Ph.D. Antony Gaspar, Ed.D. ’13 The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities Chair: Jill Bickett, Ed.D. Rebecca Jane Godbey, Ed.D. ’12 Parents’ Perceptions of Partners in Print,
a Family Literacy Program Chair: Franca Dell’Olio, Ed.D. Shannon Gomez, Ed.D. ’08 Catholic Elementary School Leadership: What Does the Future Hold? Chair: Mary McCullough, Ph.D. Elizabeth Gregg, Ed.D. ’14 Teaching Critical Media Literacy Through Video Game Creation in Scratch Programming Chair: Edmundo Litton, Ed.D. Jennifer Grenardo, Ed.D. ’08 Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research Chair: Marta Baltodano, Ph.D. Dianne Hackett, Ed.D. ’13 Examining Resilience Factors in Early Childhood Education Teachers within Teach For America Chair: Leslie Ponciano, Ph.D. Joseph Harbouk, Ed.D. ’11 Revenue-Based Financial Modeling: A Sustainable Model for Medium-Size, Private, Mission-Based Schools of Education Chair: Shane P. Martin, Ph.D. Anne Herrick, Ed.D. ’09 A Study of a Secondary Catholic Safe Environment Curriculum: One Diocese’s Response Chair: Mary McCullough, Ph.D. Ann Holmquist, Ed.D. ’08 Walking the Labyrinthine Pathway: An Ethnographic Perspective on Forming Persons-In-Community in a Catholic Secondary School Chair: Martin Connell, S.J., Ph.D. Karen Holyk-Casey, Ed.D. ’12 A Qualitative Study of Three Urban Catholic High Schools: : Investigating Parent and Principal Expectations and Realizations of Parental Involvement and the Parent-School Relationship Chair: Shane P. Martin, Ph.D.
Kimberly Indelicato, Ed.D. ’13 An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students Chair: Karen Huchting, Ph.D. Jeffrey Jenkins, Ed.D. ’11 Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism Chair: Refugio Rodriguez, Ed.D.
Achievement: A Study of Title 1 and Title 1 Stimulus Utilization Chair: Shane P. Martin, Ph.D. Richard Kruska, Ed.D. ’08 Financial Models in Catholic Education Chair: Shane P. Martin, Ph.D. Dana Lebental, Ed.D. ’13 Women Principals in Jewish Secular High Schools in Israel: Access and Progress Chair: Elizabeth Reilly, Ed.D.
Bryan Johnson, Ed.D. ’08 The Miseducation of the Underclass: A Historical Political Analysis of No Child Left Behind Chair: Yvette Lapayese, Ph.D.
Diana Limón, Ed.D. ’07 Designing and Implementing an Inclusive Small School: A Case Study of Transformational Leadership Chair: Victoria Graf, Ph.D.
Liam Joyce, Ed.D. ’09 Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students Chair: Thomas Batsis, S.J., Ph.D.
Kathi Littmann, Ed.D. ’09 Rethinking the Schoolhouse Boundaries: A Program Design for Urban District Transformation Chair: Shane P. Martin, Ph.D.
Helen Kim, Ed.D. ’07 Unmasking Title 1 Spending Practices in Public Elementary Schools in California Chair: Edmundo Litton, Ed.D. Jinny Kim, Ed.D. ’09 “If at First You Do Not Succeed”: A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools Chair: Mary McCullough, Ph.D. Maureen Kindel, Ed.D. ’11 The 1992 California Charter School Law: Its History & Unintended Consequences Chair: Shane P. Martin, Ph.D. Kristopher Knowles, Ed.D. ’14 Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools Chair: Mary McCullough, Ph.D. Anita Kreide, Ed.D. ’11 Literacy Achievement in Nongraded Classrooms Chair: Candace Poindexter, Ed.D. Kati Krumpe, Ed.D. ’12 Linking Resource Allocation to Student
Diana Lucero, Ed.D. ’11 Resiliency of Latino High School Students: The Impact of External and Internal Factors Chair: Brian Leung, Ph.D. Patrick Lynch, Ed.D. ’11 Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators Chair: Marta Baltodano, Ph.D. Matthew Mallon, Ed.D. ’13 Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School Chair: Elizabeth Stoddard, Ph.D. Salvador Martin, Ed.D. ’11 Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Education Spaces Chair: Yvette Lapayese, Ph.D. Kelley Marie McCann Miller, Ed.D. ’12 The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-
Resourced Schools Chair: Jill Bickett, Ed.D. Carla M. McCullough, Ed.D. ’12 Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences Chair: Mary McCullough, Ph.D. Elaine McNeil-Girmai, Ed.D. ’10 “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students, and Families in an Urban Charter School Chair: Marta Baltodano, Ph.D. Kathleen Meyer, Ed.D. ’09 Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools Chair: Mary McCullough, Ph.D. Marianne Mitchell, Ed.D. ’11 Closing the Gap: The Effects of Alternative Certification Programs on Intern SelfEfficacy Chair: Victoria Graf, Ph.D. Elizabeth Montaño, Ed.D. ’12 Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice Chair: Marta Baltodano, Ph.D. Frank Montejano, Ed.D. ’07 Assessing the Sustainability and Possibility for Transformation of the Catholic School: A Case Study of St. Leo School Chair: Shane P. Martin, Ph.D. Olga Moraga, Ed.D. ’10 The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs Chair: Magaly Lavadenz, Ph.D. Catherine Cichocki Muzzy, Ed.D. ’14 Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study Chair: Marta Baltodano, Ph.D.
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Joanna Niles, Ed.D. ’08 Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School Chair: Candace Poindexter, Ed.D. Jesse Sage Noonan, Ed.D. ’09 “If you don’t read, it is like you don’t exist”: The Transformative Power of Critical Literacy at an Alternative Charter High School Chair: Marta Baltodano, Ph.D. Daniel J. O’Connell, Ed.D. ’08 A Case Study Examining the Implementation and Assessment of the Profile of the Graduate at Graduation in a Jesuit Secondary School Chair: Shane P. Martin, Ph.D. Brandi Odom Lucas, Ed.D. ’14 Sweet Spirit: The Pedagogical Relevance of the Black Church for African American Males Chair: Antonia Darder, Ph.D. Dioka Okorie, Ed.D. ’12 Underrepresentation of African Americans in Gifted and Talented Education Programs: Teachers’ Beliefs and Knowledge about the Referral and Placement Process Chair: Victoria Graf, Ph.D. Elizabeth Osorio-Arzate, Ed.D. ’08 Literacy and Ideology: A Qualitative Research Study of a Language Arts Class of Language Minority Students Using the Scripted Curriculum High Point Chair: Marta Baltodano, Ph.D. James Pasto, Ed.D. ’14 Funds of Knowledge that Support TeacherStudent Relationships: A Narrative Study of Effective Teachers Chair: Antonia Darder, Ph.D. Lori Pawinski, Ed.D. ’07 Small School Reform in a Large Urban High School: Does it Make a Difference in Student Outcomes? Chair: Mary McCullough, Ph.D.
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Emily Paz, Ed.D. ’13 From Inclusion for Some to Inclusion for All: A Case Study of the Inclusion Program at One Catholic Elementary School Chair: Candace Poindexter, Ed.D. Ricardo Pedroarias, Ed.D. ’11 Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism Chair: Magaly Lavadenz, Ph.D.
Amy Radovcic, Ed.D. ’10 Factors Impacting Persistence for African-American and Latino Community College Students Chair: Elizabeth Stoddard, Ph.D.
Beth Trinchero, Ed.D. ’11 Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School Chair: Marta Baltodano, Ph.D.
Miranda Ra’oof, Ed.D. ’13 Afrocentric Pedagogy as a Transformative Educational Practice Chair: Magaly Lavadenz, Ph.D.
Carlos Valverde, Ed.D. ’10 Toward a Pedagogy of Compassion: Extracting Principles of Education from Teaching a High School Multicultural Literature Class Chair: Shane P. Martin, Ph.D.
Adriane Peralta, Ed.D. ’12 A Critical Discourse Analysis of the Obama Administration’s Education Speeches Chair: Yvette Lapayese, Ph.D.
Urlette Reyes, Ed.D. ’13 A Close Look at a STEM-Themed Magnet and its Experiential Program on the Occupational Identities, the Career Maturity, and Access Provided to Low Socioeconomic Minority Students Chair: Karen Huchting, Ph.D.
Esther Perez, Ed.D. ’14 Disability and Power: A Charter School Case Study Investigating Grade Level Retention of Students with Learning Disabilities Chair: Antonia Darder, Ph.D.
Meliné Sadanand Sarkissian, Ed.D. ’12 Building Spiritual Capital: The Effects of Kundalini Yoga on Adolescent Stress, Emotional Affect, and Resilience Chair: Karen Huchting, Ph.D.
Xavier Piña, Ed.D. ’13 Transformational Leadership: A Qualitative Study of Rural Elementary Schools in Fresno County Chair: Franca Dell’Olio, Ed.D.
David Scozzaro, Ed.D. ’11 Youth, Social Networking, and Resistance: A Case Study on a Multidimensional Approach to Resistance Chair: Yvette Lapayese, Ph.D.
Ana Ponce, Ed.D. ’13 College Knowledge: How Immigrant Latino Parents Access Information Chair: Shane P. Martin, Ph.D.
Jonathan Sison, Ed.D. ’09 An Inquiry of Instructional Coaching in an Urban High School Chair: Magaly Lavadenz, Ph.D.
Manuel Ponce, Jr. Ed.D. ’13 Changing Mindsets: A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network Chair: Franca Dell’Olio, Ed.D.
Kara Allen Soldati, Ed.D. ’14 Breaking the “At Risk” Code: Deconstructing the Myth and the Label Chair: Antonia Darder, Ph.D.
Neil Quinly, Ed.D. ’07 Response to Mission: Students’ Experience of Catholic Social Teaching in an Inner City Catholic Elementary School Chair: Mary McCullough, Ph.D. Jayne Quinn, Ed.D. ’10 The Catholic School Principal and Inclusive Leadership: A Quantitative Study Chair: Victoria Graf, Ph.D.
Julio Tellez, Ed.D. ’13 Perceptions Regarding the Use and Experience of Information and Communication Technology from Female Students in a Catholic Middle School Chair: Edmundo Litton, Ed.D. Claire Anne Touchstone, Ed.D. ’13 Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microagressions on Black-White Multiracial University Students Chair: Magaly Lavadenz, Ph.D.
Kristine Vardanyan, Ed.D. ’13 The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education: Administrators’, Teachers’, and Parents’ Beliefs about Accreditation and its Process Chair: Marta Baltodano, Ph.D. Michelle Powell Wechsler, Ed.D. ’13 To Teach as Jesus Would: Inclusive Education in One Catholic Elementary School Chair: Marta Baltodano, Ph.D. Linda Wiley, Ed.D. ’11 Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, and Want to Learn Chair: Mary McCullough, Ph.D. Lizette Zarate, Ed.D. ’13 “We’re Different because We’re Scholars”: A Case Study of a College Access Program in South Los Angeles Chair: Jill Bickett, Ed.D.
Doctoral Program Timeline
February 2014 Donaldo Macedo, Ph.D., Ed.D., delivers inaugural Leavey Presidential Chair Lecture
May 2007 First cohort graduates
May 2012
April 2010 Doctoral program hosts lecture by education law expert Mary Angela Shaughnessy, S.C.N., J.D., Ph.D.
June 2004 Doctoral program admits its first cohort
2004
A record number of doctoral students participate in commencement
May 2014 10 years of impact and 100+ graduates
2007 2010 2012 2006 2009 2011 2013
April 2014
August 2011 April 2006 First annual doctoral student trip to the California State Capitol
March 2009 Pedro Noguera, Ph.D., gives a special lecture to students and faculty at LMU’s School of Education
2014 Doctoral program admitted to the Carnegie Project on the Education Doctorate (CPED)
Antonia Darder, Ph.D., renowned critical scholar, joins the doctoral program faculty as Leavey Presidential Chair
November 2013 Martha McCarthy, Ph.D., nationally recognized education law and policy expert, joins the doctoral program faculty as Presidential Professor
SOE admitted to the University Council for Educational Administration (UCEA)
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