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Graduate School of Education Assistant Professor Elizabeth Stosich Earns Esteemed AERA Division A Emerging Scholar Award


The American Educational Research Association’s (AERA) Division A, which supports research on educational leadership, will honor Elizabeth Leisy Stosich, Ed.D., with its Emerging Scholar Award on Friday, April 22 during the 2022 AERA Annual Meeting. The award will be given in recognition of Stosich’s outstanding work as a pre-tenure scholar in educational leadership. She is currently assistant professor and associate chair of the Fordham Graduate School of Education’s Division of Educational Leadership, Administration, and Policy.

“I am honored to receive this award and grateful to have found such a supportive scholarly community in Division A,” stated Stosich. “I share the commitment of my colleagues in Division A to advancing both scholarly and practical knowledge of leadership. So I was especially appreciative of the award committee’s recognition of both my scholarship and service to the field.”

The awards committee cited the quality and quantity of Stosich’s scholarship, as well as her overall dedication and service to the field of educational leadership. Her research and work with educational leaders at Fordham Graduate School of Education and in the field focuses on collaborative approaches to developing coherence in educational policy and instructional improvement.

Stosich will also be sharing her expertise several times during the AERA meeting on the following topics:

  • Improvement Science-Driven School Improvement: Successes, Challenges, and Promising Practices From the Improvement Leadership Education and Development (iLEAD) Partnership on Session Paper: Principal Equity Teams Collaborate to Address Problems of Practice and Advance Equity and Excellence (presenting author at symposium);
  • Leadership for School Improvement (Chair and participant in business meeting)
  • District Leadership in Complexity: Navigating Competing Demands of Academic Excellence, Evidence-Based Decision Making, Inclusion, and Care in a Time of Crisis: An Exploration of the Role of the Principal Supervisor in Midsize Districts in Supporting Principals’ Instructional Leadership (presenting author in roundtable presentation).

 More About Elizabeth Leisy Stosich, Ed.D.

Stosich received her doctorate in educational leadership, policy, and instructional practice at the Harvard Graduate School of Education. She was previously honored for her early research when she received the AERA 2016 Dissertation of the Year Award from the organization’s Leadership for School Improvement Special Interest Group (LSI SIG). She currently serves as chair of the LSI SIG.

Before coming to Fordham, Stosich was a research and policy fellow at the Stanford Center for Opportunity Policy in Education. She joined the faculty at Fordham in 2017, and currently serves as the associate chair of the Graduate School of Education’s Division of Educational Leadership, Administration, and Policy.  At Fordham, Stosich has worked in partnership with her faculty colleagues and educational leaders in the field to redesign the educational doctorate (Ed.D.) program to prepare equity-focused leaders of improvement. Her research on educators’ learning and implementation of the Common Core standards and collaborative approaches to professional learning for school and teacher leaders has appeared in top journals in the field, including American Educational Research Journal and Journal of Educational Administration. Stosich has also co-authored a book, The Internal Coherence Framework: Creating the conditions for continuous improvement in schools, which is used by educational leaders and leadership preparation programs in New York and around the country.


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