Celebrating Ed.D. Dissertations
The Department of Leadership and Literacy Studies in Salisbury University’s Seidel School of Education proudly celebrates the success of its doctoral candidates in the Literacy Studies program who defended their dissertations during the Fall 2024 semester. These scholars have not only achieved personal milestones but also advanced the field of literacy education through innovative research that tackles some of today’s most pressing challenges in teaching, learning, and equity.
Transformative Research for a Changing World
The Ed.D. program in Literacy Studies at Salisbury University prepares educational leaders to address critical issues in literacy education through rigorous research and reflective practice. The program fosters a scholarly community dedicated to exploring diverse perspectives, developing culturally responsive practices, and implementing evidence-based strategies that improve outcomes for students and educators alike. The achievements of the Fall 2024 graduates exemplify the program’s commitment to research that transforms lives and advances the discipline.
Celebrating the Achievements of Our Graduates
Dr. Gabrielle Remington: Amplifying Voices in Literacy
Dr. Gabrielle Remington’s dissertation, Understanding Adolescent Male Students’ Reader Identities and Engagement in Reading Intervention Class, highlights the importance of co-constructed literacy learning spaces that empower struggling readers to see themselves as active participants in their learning journeys. Her findings reveal that when students feel valued as contributors, their engagement and self-perception improve significantly. Guided by Dr. Koomi Kim, Dr. Remington’s research underscores the critical role of identity development in literacy interventions.
Reflecting on her experience, Dr. Remington shared, “The Ed.D. Literacy program at Salisbury University empowered me to amplify the voices of my students and challenged me to become a reflective practitioner. This journey has transformed me both personally and professionally.”
Dr. Haley Cristea: Innovating Multimodal Pedagogy
Dr. Haley Cristea’s dissertation, Understanding Faculty Multimodal Literacy Practices: A Case Study of Two Postsecondary Classrooms, investigates how higher education faculty can integrate multimodal literacy practices to enhance teaching and learning. Chaired by Dr. Heather Porter, her work advocates for professional development that equips educators with the tools to navigate and strategically use diverse modes of communication.
“The structured guidance I received throughout the program allowed for meaningful dialogue with my advisor and dissertation chair, ensuring a deliberate and thoughtful approach to my research,” Dr. Cristea noted. Her research highlights the evolving nature of literacy in the digital age and the importance of equipping educators with strategies that align with these shifts.
Dr. Kirstin Gibson: Building Inclusive Classrooms
In her dissertation, Building Culturally Responsive Literacy Teachers: How I, As an Elementary Principal, Used Inquiry Groups to Support Teachers, Dr. Kirstin Gibson explored how fostering relationships and trust supports culturally responsive teaching. Under the mentorship of Dr. Maida Finch, her research demonstrates that equity-focused practices are essential for creating inclusive learning environments.
Reflecting on her journey, Dr. Gibson said, “The support of the SU staff was unwavering and unparalleled. I not only learned about my topic of study but also grew as a learner and practitioner.”
Dr. Jennifer Spivey: Fostering Collaborative Inquiry
Dr. Jennifer Spivey’s dissertation, Small Things, With Great Love: Creating Spaces for Kindergarten Writers and Teachers Through Collaborative Inquiry, uncovers the connection between early literacy teachers’ writing pedagogy and the development of young writers. Guided by Dr. Judith Franzak, her work emphasizes the value of collaborative and creative spaces for both teachers and students.
Dr. Spivey expressed gratitude for the program’s emphasis on multimodal composition and the mentorship of her committee. “The program set me up beautifully for writing my dissertation and inspired me to explore new ways of thinking about literacy education.”
Dr. Amy Palmer: Transforming Professional Learning
Dr. Amy Palmer’s dissertation, The Co-Design of Inquiry-Based Writing Professional Learning, reimagines professional development as a collaborative process where teachers co-construct their learning experiences. Guided by Dr. Maida Finch, her research highlights how shifting from a traditional “sage on the stage” model to a dialogic approach fosters deeper understanding and engagement.
Dr. Palmer reflected, “The program provided mentoring tailored to my personal needs, helping me grow as a researcher and scholar. It deepened my lifelong love of writing and expanded my ability to contribute meaningfully to the field.”
A Legacy of Leadership and Innovation
These graduates exemplify the values and vision of Salisbury University’s Ed.D. program in Literacy Studies. Their work addresses critical challenges in literacy education, from fostering student engagement and multimodal learning to building equitable classrooms and rethinking professional development. Their achievements not only advance the field but also inspire future educators to think boldly and act compassionately.
As Dr. Remington, Dr. Cristea, Dr. Gibson, Dr. Spivey, and Dr. Palmer move forward in their careers, they carry with them the knowledge, skills, and passion to make a lasting impact on education.
The Fall 2024 cohort’s accomplishments stand as a testament to the power of education and research in shaping a better future. These scholars have not only contributed meaningful insights to the field of literacy education but have also embodied the mission of Salisbury University: to inspire, innovate, and lead. Congratulations to all our graduates on this remarkable achievement!
To learn more about the Ed.D. program in Literacy Studies at Salisbury University and how it empowers educators to lead transformative change, visit the program website.