Graduates of the Saint Joseph's University Interdisciplinary Doctor of Education Program for Educational Leaders (IDEPEL) are effective educational leaders marked by the vision, skills, and values to move American education to prominence in tomorrow's world. An innovative partnership linking the learner, university faculty, practicing educational administrators, and community leaders, IDEPEL provides unique learning opportunities for individuals from diverse fields whose focus is on educational leadership.

For public, private, and parochial educators, the Pennsylvania curriculum supervisor certification and the Pennsylvania Superintendent Letter of Eligibility are offered. For individuals in higher education, a specialized higher education strand is offered.


Submissions from 2016

Enacting instructional leadership: perspectives and actions of public K-12 principals, Aimee Terosky

Submissions from 2014

From a Managerial Imperative to a Learning Imperative: Experiences of Urban, Public School Principals, Aimee Terosky

Submissions from 2013

The Effects of Age, Years of Experience, and Type of Experience in the Teacher Selection Process, Andrew William Place

Voices from the Field: What Have We Learned About Instructional Leadership, Andrew William Place

Does the Opportunity–Propensity Framework Predict the Early Mathematics Skills of Low-Income Pre-Kindergarten Children?, Aubrey H. Wang Dr.

Identifying Highly Effective Urban Schools: Comparing Two Measures of School Success, Aubrey H. Wang Dr.

Submissions from 2012

Law and American Education, Robert H. Palestini

Leadership with a Conscience, Robert H. Palestini

Snapshots of School Leadership in the 21st Century: Perils and Promises of Leading for Social Justice, School Improvement, and Democratic Community, Andrew William Place

Voices from the Field, Phase 3: Design and Method, Andrew William Place

Submissions from 2011

Challenging the rationalist control of education: Kincheloe and the interconnectivity of critical pedagogy and critical cognition, Raymond Anthony Horn

Reconceptualizing educational psychology: The promotion of a critical consciousness, Raymond Anthony Horn

Writing for publication and the Scholar-Practitioner Quarterly Professional Development Session, Raymond Anthony Horn

Educational Administration: Leading with Mind and Heart, Robert H. Palestini

From the White House to the schoolhouse: The presidential and educational leadership nexus, Robert H. Palestini

Going back to the future: A leadership journey for educational leaders, Robert H. Palestini

Leadership Implication of 9/11, Robert H. Palestini

Constructivism and Ideology: Lessons from the Spanish Curriculum Reform of the 1980s, Encarnacion Rodriguez

Supporting support staff: Technology professional development for indispensable members of the school community, Teri L. Sosa

Technology in-service for urban public school support staff: Notes from the field, Teri L. Sosa

Visual autobiography revisited - Reflections on using visual autobiography as a prompt for revealing student positionality, Teri L. Sosa

A case of possibilities: Fostering civic responsibility in future educational leaders, Aimee LaPointe Terosky

Assuming Agency: The Power of Strategies and Networks in the Professional Lives of Faculty, Aimee LaPointe Terosky

Living agency in the academy, Aimee LaPointe Terosky

Saint Joseph's response to Waiting for Superman, Aimee LaPointe Terosky

Challenges in Creating a Sustainable Chinese Program at an Urban Charter School, Aubrey H. Wang

Early exposure to math and math achievement, Aubrey H. Wang

Pre-kindergarten math content exposure: Does it predict higher level math content exposure and math achievement in kindergarten?, Aubrey H. Wang

Saint Joseph's University Response to Waiting for Superman, Aubrey H. Wang

Submissions from 2010

Writing for Publication, Raymond Anthony Horn

Parental encouragement and Chinese language learning motivation and performance for non-heritage students, Aubrey H. Wang