The Dissertation-in-Practice at Western University is the culminating project for students in their final year of the Doctor of Education Program, (EdD) in Educational Leadership.
The Doctor of Education (EdD) in Educational Leadership is a doctoral degree that teaches seasoned educators and professionals specific, research-informed leadership practices, and prepares them to appropriately apply their learning to their own workplace and leadership roles.
The primary goal of the EdD program is to prepare graduates to act as scholarly and influential leaders who will have an effective impact on, and promote sustainable change in, their workplaces and communities.
Further questions about the Dissertation-in-Practice or the Doctor of Education Program should be directed to graded@uwo.ca
DIPs from 2019
Teacher Leadership to Enhance Day Treatment Services, Silvia Robinson
Supporting Youth Aging out of Government Care with their Transition to College, Allison Schubert
Aligning International Curriculum Standards and Practices with National Quality Assurance Frameworks, Tina Annette Stephenson
Global Competency and International Context at Aspiring Public Charter School, Joshua Symonds
Building Environmental Education Capacity in Classrooms and Schools, Linda Sue Thomas
DIPs from 2018
Creating Shared Vision Among Faculty to Enhance Student Learning, Eleanor Barbour-Stevenson
Educational Partnerships in Mennonite Communities, Paul Bennett
Enacting self-regulation expectations in kindergarten programs using a distributed leadership framework, Lisa Cranston
Enhancing Faculty Involvement in Program Review, G. Crawford
Addressing First-Year Retention Through Servant Leadership Guided Change at an Eastern Canadian University, David Decker
A Strategic Approach to Leading and Managing Low Teacher Morale in an Adult Newcomer Education School Setting, Lenny Dinanath
Transitioning Students from Alternative Classes at a Children's Mental Health Agency, Julia Dunlop
Supporting Students At-Risk Through the Re-Engagement of Staff in Co-Curricular Activities, Leah Eden
The implementation of problem-based learning in mathematics through teacher capacity building, Zelaikha Farahmand
Organizational Improvement Plan: Improving Core French Teacher Equity within a French Immersion School, Angelica Farr
Aligning First-Year Academic Learning Experiences at a Small Liberal Arts University, Robyne Hanley-Dafoe
Continuity and Care: Strategies to Affect Factors of Teacher Retention and Wellbeing in an International School Setting, Annalice Hayes
The Social Capital of Local Hire Faculty in an International School, Nathaniel R. Hayes
Institutionalizing Community Engaged Scholarship at a Research University, Stephanie Hayne Beatty
In Governance We Trust: Introducing a Comprehensive University Governance Education Program to Improve Institutional Trust, Erika Hegedues
Leadership, Teacher Learning, and Assessment: A Strategic Approach to Improving Writing Achievement, Tommi Hoogsteen
A Systems Approach to Increasing Awareness and Coordination of Student Retention and Completion at a Canadian College, Peter A. Mal
Improving the Collective Efficacy of Teachers: Transforming Schools Through Collaborative Learning, Julia A. Manini