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Fordham Graduate School of Education Doctoral Candidates Present & Publish Their Research


The Graduate School of Education recognizes several Innovation in Curriculum and Instruction (ICI) Ph.D. students who will complete a critical part of their studies through the presentation and publication of their research on a variety of topics related to inclusive teaching practices.

The ICI doctoral program promotes pedagogy as inquiry and research that informs the creative design of instruction and curriculum to challenge educational inequalities and transform learning and teaching in inclusive and diverse learning environments. Attending and presenting at academic conferences are important experiences for students enrolled in Ph.D. programs. Professional conferences are an opportunity for students to learn, network with fellow scholars in their field, and present and test new research. Critically, presenters often leave conferences with helpful feedback on their research from their audience members that allows them to further clarify their work.

Below is a list of citations from recent and upcoming academic research presentations by Fordham Graduate School of Education ICI doctoral candidates. Included among the many topics examined by the students is research on preschool transition practices, the impact of data-sharing on student engagement, and translanguaging. Bolded names represent doctoral students in the ICI doctoral program:

Shanahan, E., Acharya, N., Villanueva, M., & George-Puskar, A. (2022) Preschool transition practices in New York City: Qualitative interviews. New York Association of School Psychologists. Uniondale, NY.

George-Puskar, A., Panse, C., & Acharya, N. (Accepted – 2022, November). Preschool teacher transition practices to support children with disabilities: A scoping review of the literature. National Association for the Education of Young Children. Washington, D.C.

Shanahan, E., Villanueva, M., Acharya, N., & George-Puskar, A. (2022). Preschool transition practices in New York City: Qualitative interviews. Fordham University Doctoral Research Celebration.

Acharya, N. (Accepted – 2022). Increasing student engagement through data-sharing of student work completion percentages. Council for Exceptional Children. Virtual.

Carniaux, D. (2023). Teaching Homer’s Odyssey through Anti-Racist and Anti-Oppression Lenses [Demonstration]. National Council of Teachers of English, Conference.

De Jesús, A., & Moldavan, A.M. (2022). Innovative Schools Summit, New York, NY – February 23 – 25. Topic: Students’ Social and Emotional Learning Through the Use of Advisory and Model Classrooms.

Clarke, T.C. (2022, November 11-13). Cultivating the genius of multilingual learners: Translanguaging as a bridge to academic writing [PowerPoint slides]. The New York State Reading Association 2022 Annual Conference, Syracuse, NY.

Clarke T.C., Niewiadomski, R., Quiroz, L. (2022, May 4). Channels of communication in multilingual communities: Insights from an early childhood education program. [Poster presentation]. Fordham University, Graduate School of Education, Doctoral Student Retreat and Research Celebration, New York, NY.

Franks, A., Watson, J. (October 29, 2022). Integrating computational thinking in inclusive mathematics classrooms. Association of Mathematics Teachers of New York State, Rochester, NY.

Zhang, C. & Goyens-Ward, D. (2022). Promoting Student Academic Success through Nurturing the Mental Health of All: An Innovative Approach. The Inaugural rethinking education conference, London, England.

Li, Y. & Luo, X. (2022). “Adult ELLs’ Preferences and Perceptions on English Learning during COVID-19: Online and Face to Face.” NYS TESOL 52nd Annual Conference (Presented on November 3, 2022).

Dimoulas, I. (2023). STEAM Education: Transforming teacher beliefs. ASTE International conference. Salt Lake City, Utah, USA.

Xie, Y.Q. & Wang, Y.L. (February, 2023). Involving, training, and educating parents of ELLs: A qualitative study in bilingual education. Virtually presented at the 52nd National Association of Bilingual Education (NABE) 2023 Research Institute in Portland, OR.

Shao, Y. (2022, November). The Balance of Language, Content, and Culture Teaching in Mandarin Immersion Classes. Powerpoint presented at the Sixth International Conference on Chinese Immersion Programs. Virtual.

In addition, below is a list of recent manuscript publications by Fordham ICI doctoral candidates. Bolded names represent doctoral program students:

De Jesús, A., & Moldavan, A.M. (2022). Book Review: Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning. Excelsior: Leadership in Teaching and Learning14(2), 150-157.

Li, J. (2023) Gender Never Defines Me: A study on preschool teachers’ do and don’t about gender. Science Direct. Science and Humanities Open. Volume 7, Issue 1, 2023, 100397.

Moldavan, A.M., Franks, A., & Richardson, M. (2022). Fruitful Fraction Models with Digital Tools. Ohio Journal of School Mathematics, 90(1), 33–43.

Um, R., Szczygiel, V., Li, Y., Luo, X., & Hooley, L. (2022). Factors of Student Satisfaction in Online Teacher Education Programs. Society for Information Technology and Teacher Education.

Craven, J.; Franks, A.; Johnson, G.; Odame-Labi, J.; Watson, J., “A Place to Begin: Innovative Mindsets”. Innovative Trends and Educational Technology in Higher Education, Edited by Roberto Alonso-Gonzalez-Lezcana & Senol Orakci, Information Age Publishing, 2023.

Xie, Y.Q. (2022). Teaching culture using the IMAGE model in the TESOL classroom. The Teacher Trainer Journal, 35(3), 26-29. ISSN 0951-7626.

For more information on the degree and certificate programs offered by the Graduate School of Education, including the Innovation in Curriculum and Instruction Ph.D. program, click here.


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