The Department of Leadership and Literacy Studies is excited to announce the newest graduates from the Doctor of Education in Literacy Studies program. These five doctoral students successfully defended their dissertations during the fall 2024 semester. The department is proud to celebrate their many accomplishments. We look forward to seeing the impact of their work on literacy education and beyond.
Dr. Gabrielle Remington
Dr. Remington is a passionate advocate for literacy education. Her scholarship exemplifies the transformative power of education, with her dissertation shedding light on a critical yet underexplored area of study. Dr. Remington’s dissertation, Understanding Adolescent Male Students’ Reader Identities and Engagement in Reading Intervention Class, offers a fresh perspective on how educators can support struggling readers. Under the guidance of her Dissertation Committee chair, Dr. Koomi Kim, Dr. Remington explored innovative strategies for fostering engagement and identity development in students often left behind in literacy education.
One of the major findings of her research highlights the value of building co-constructed literacy learning spaces. Dr. Remington found that when students feel valued as contributors, their reading engagement improves, and they develop stronger, more positive reader identities. “This approach helps students see themselves as active participants in their own learning journey,” Dr. Remington explained, “and it has a profound impact on their self-perception and their connection to reading.”
Reflecting on her experience in the program, 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. It has been a transformative journey both personally and professionally.”
For Dr. Remington, the dissertation process was as much about her own growth as an educator as it was about her students’ development: “Conducting this research allowed me to reflect deeply on my own teaching practices while elevating the experiences of students who are often overlooked in literacy education. It was as much a study of their growth as readers as it was of my growth as a practitioner-researcher.”
Dr. Remington’s dedication to literacy and her innovative approach to understanding and supporting adolescent readers position her as a leader in the field. Her work not only impacts her students but also serves as an inspiration for educators everywhere to rethink traditional approaches to literacy education.
Dr. Haley Cristea
Dr. Cristea’s dissertation, Understanding Faculty Multimodal Literacy Practices: A Case Study of Two Postsecondary Classrooms, was chaired by Dr. Heather Porter. Her research sheds critical light on the integration of multimodal pedagogies in postsecondary education, emphasizing the need for faculty professional development that highlights multimodal literacy.
One of her major findings revealed the importance of equipping faculty with tools to recognize and strategically use diverse modes of communication and semiotic representations. Dr. Cristea explained: “Shifting contexts impact the potential meanings embedded within instruction, making it essential to intentionally leverage multimodal literacy to enhance educational outcomes.”
Reflecting on her journey through the Ed.D. Literacy Program, Dr. Cristea expressed immense gratitude for the program’s scaffolded research support: “The structured guidance, from conducting a pilot study all the way to defending the dissertation, was instrumental to my success. This process allowed for meaningful dialogue with my advisor and dissertation chair, ensuring a deliberate and thoughtful approach to my research.”
Dr. Cristea also highlighted the personal connections fostered through the program’s cohort-based structure: “The built-in support system provided champions to celebrate my successes and share in theirs. Beyond achieving a terminal degree, this program enriched my life with lifelong friendships and advocates who understand and appreciate my work. I have walked away not only as a confident expert in my field of study but also with a broader, enriched social circle.”
Dr. Cristea’s scholarly contributions and dedication to literacy education exemplify Salisbury University’s commitment to cultivating leaders who advance knowledge and practice in their fields.
Dr. Kirstin Gibson
Inquiry Groups to Support Teachers, reflects her dedication to advancing literacy education and empowering teachers to create inclusive and equitable classrooms
Guided by her Dissertation Committee chair, Dr. Maida Finch, Dr. Gibson explored how culturally responsive practices can transform literacy teaching. One of the major findings from her research highlighted the importance of relationship-building as a cornerstone of culturally responsive teaching. Dr. Gibson discovered that such teachers prioritize establishing trust, demonstrating care for students and recognizing individual triggers that might affect their learning.
Reflecting on her journey through the doctoral program, Dr. Gibson shared: “I am grateful for the opportunity I had to learn from and work with such talented individuals. I not only learned a great deal about my topic of study, but also about myself as a learner and practitioner.”
She also expressed deep appreciation for the support she received throughout her dissertation process, stating:“The support of the SU staff was unwavering and unparalleled; they are true champions for learning and research!”
Dr. Gibson’s work serves as an inspiring example of how research can address critical needs in education, and her findings will undoubtedly influence the next generation of culturally responsive educators.
Dr. Jennifer Spivey
Dr. Spivey’s dissertation, Small Things, With Great Love: Creating Spaces for Kindergarten Writers and Teachers Through Collaborative Inquiry, reflects her dedication to fostering growth for both young writers and their teachers. Under the guidance of her dissertation chair, Dr. Judith Franzak, Dr. Spivey’s research uncovered a profound connection: the development of early literacy teachers’ writing pedagogy mirrors the emergent and exploratory nature of young writers. This finding underscores the importance of cultivating collaborative and creative spaces for educators and students alike.
Dr. Spivey credits the program for honing her scholarly writing skills. She shared: “The Ed.D. Program at SU really fostered the development of my scholarly writing skills. I appreciate the heavy emphasis on composing, in multimodal ways, the program provided and how the compositional dexterity I developed across my coursework set me up beautifully for writing my dissertation.”
Reflecting on her dissertation journey, Dr. Spivey expressed deep gratitude for her committee: “I am grateful to have had such a dynamic and supportive committee. Each member brought a unique perspective to my work, and each helped to better my writing in nuanced ways. I had the gift of collaborating with an expert group of editors who not only ensured my work was clear but also encouraged and celebrated my study every step of the way.”
Dr. Spivey’s work exemplifies the innovative spirit of the Ed.D. Program, which empowers educators to embrace scholarly inquiry and contribute meaningfully to their fields. Her research offers valuable insights into early literacy education and underscores the transformative power of collaborative professional learning.
Dr. Amy Palmer
Dr. Palmer’s dedication and scholarship culminated in her dissertation, The Co-Design of Inquiry-Based Writing Professional Learning, a testament to her passion for writing and commitment to advancing writing pedagogy. Under the mentorship of her dissertation chair, Dr. Maida Finch, Dr. Palmer explored how writing teachers can co-construct professional learning experiences.
A major finding from her research highlights a transformative shift in professional development: instead of relying on a traditional “sage on the stage” model, participants became co-learners and experts, exchanging knowledge and perspectives. This dynamic process allowed teachers to fill gaps in their understanding of writing pedagogy collaboratively, fostering a richer and more meaningful learning experience.
Reflecting on her journey, Dr. Palmer shared: “This program provided me with mentoring support that was designed to my personal needs. I appreciated the weekly dialogue with my advisor and the opportunities to meet with my committee throughout the dissertation process to ensure rigorous and robust research design. This dialogic discussion was impactful on my scholarly identity, as it allowed me to see myself as a researcher rather than just a student.”
Dr. Palmer also noted how the program deepened her lifelong love of writing: “Though I always felt that writing was one of my strengths, the experiences and mentorship of this program helped me to identify areas of growth to stretch my written communication skills as a scholarly writer.”
She credited the program’s courses and readings for sharpening her skills and reinforcing the critical role writing plays in education.
Dr. Palmer’s achievement represents not only a personal milestone but also a significant contribution to the field of literacy studies. Her work exemplifies the core mission of the doctoral program: to equip educators with the tools, mentorship and opportunities to engage in impactful, innovative research.