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Cheryl Burleigh

Contributing Faculty

Richard W. Riley College of Education and Leadership

School of Higher Education, Leadership, and Policy

Degree Program Ph.D. Education

Dr. Cheryl Burleigh is a Contributing Faculty and Qualitative Methodologist in the Richard W. Riley College of Education and Leadership at Walden University. She has worked in various areas and roles within K-12 and higher education, educational coaching, and consulting as a fully credentialed educator in the fields of educational leadership and science education. Her education career included running educational research and teacher programs for NASA, teaching the sciences, and working in administration in public, private, charter schools in the United States. During this time, she has developed and taught professional development courses for educators in the sciences, wrote and won numerous grants including BP A+ for Educators. Dr. Burleigh also was a teacher and assistant head master at international schools both in Luanda, Angola and Lagos, Nigeria.
Dr. Burleigh is a highly skilled educator. She has extensive experience in higher education both teaching online and face-to-face, has served on numerous doctoral student dissertation committees, and has taught undergraduate courses focusing in the physical and biological sciences, political science, and communication. At the graduate level, courses included those in teacher education, curriculum and instruction, assessment, evaluation, and accountability, applied educational research and data analysis, and research design methodologies at various colleges and universities in the United States.

In addition to her passion for teaching, Dr. Burleigh’s research interests are focused on the field of education, science education, empowering female students in the sciences, emerging educators, educational leadership, data driven instruction, student mental health, wellness, and mindfulness practices in the classroom, ethical decision making, education law, and education equity and diversity. Dr. Burleigh has published numerous journal articles and has presented extensively both in the US and Internationally on mindful practices in education, educational leadership practices, diversity, and education reform.

Dr. Burleigh’s passion for education and her unique combination of teaching and experience in the sciences, both as a practitioner and educator, along with her leadership roles in K-12 and higher education, allows Dr. Burleigh to bring a fresh and multi-dimensional perspective to her research interests, teaching, and role at Walden.

Courses Taught

EDPD 8900/8910 - Writing a Quality Prospectus

EDPD 8990 - Dissertation Research Forum

EDDD 8900/8910 - Completing the Prospectus

Education

EdD, University of Phoenix - Phoenix, AZ United States

MS, California State University East Bay - Hayward, CA United States

BS, University of Illinois Urbana-Champaign - Champaign, IL United States

BA, University of Illinois Urbana-Champaign - Champaign, United States

Public Service

California Diversity Council (CADC) Bay Area, Vice President

Discovery Center San Ramon Valley Mental Health Advisory Council , Member, Mental Wellness Researcher - Danville, United States

NFTE-Network for Teaching Entrepreneurship , Mentor, Competition Judge - Livermore, United States

Higher Learning Research Communications (HLRC), Journal Peer Reviewer

Contemporary Issues in Technology and Teacher Education (CITE) Current Practices Journal, Editorial Board

Common Ground Research Networks, Journal Peer Reviewer

Journal of Educational Research and Practice (JERAP), Journal Peer Reviewer

Awards / Honors

Helen Foletta Distinguished Faculty , University of Phoenix, 2019

Leadership Impact Award , University of Phoenix , 2019

Publications

Burleigh, C. L. (2020). Ambitious Science Teaching. Education Review.

Burleigh, C. L. (2017). Can the DREAM still exist? . Berkeley Review of Education.

Steele, P. B., Burleigh, C. L., Young, E. A. (2020). Considering educators’ perceptions of ethics and safety in virtual learning environments (VLEs). . Journal of Educational Research and Practice.

Burleigh, C. L. (2020). Education leaders’ perceptions of faculty ethical decision-making: Awareness, learning, and change. Journal of Educational Research & Practice.

Burleigh, C. L. (2020). Mindfulness practices to improve student mental health, discipline, and academic achievement: A collaborative effort. 2020 AERA Annual Meeting.

Hartman, R., Burleigh, C. L., Lane, J. (2019). School leaders' reflective blogs inspire systemic change: A narrative inquiry.

Jorif, M., Burleigh, C. L. (2020). Secondary teachers’ perspectives on sustaining growth mindset concepts in instruction. Journal of Research in Innovative Teaching & Learning.

Bottomley, K., Schumacher, J., Burleigh, C. L., Lindsay, P. (2020). Supporting Online Doctoral Students to Increase Persistence and Completion. Online Journal of Distance Learning Administration.

Burleigh, C. L., Wilson, A. M. (2021). Teachers’ awareness in identifying microaggressive behaviors within the K-12 classroom.. Social Psychology of Education.

Joriff, M., Burleigh, C. L. (2020). Teachers’ perspectives: Sustaining growth mindset concepts in instruction. . Journal of Research in Innovative Teaching & Learning.

Veazie, N., Burleigh, C. L., Johnston, E. (2018). Using storytelling, film, and role play with incarcerated women. Counselor: The Magazine for Addiction & Behavioral Health Professionals.

Presentations

Johnston, E., Burleigh, C. L., Valentine, D. (2020). Curating and using OER-Immersive multimedia materials for deep learning: A proposed framework. . The Qualitative Report.

Gregg, R., Burleigh, C. L. (2019). An Exploratory Phenomenology Study of Educators’ Bullying Experiences in the Workplace. HICEd.

Burleigh, C. L. (2019). Encouraging high school females to enroll in the physical sciences: A reflection twenty years later. . ILA.

Burleigh, C. L. (2019). Essential coaching skills for educators. Brandman University.

Steele, P., Burleigh, C. L., Kroposki, M., Magabo, M., Bailey, L. (2020). Ethics in virtual education environments (VREs): Designer’ perceptions. . TQR.

Burleigh, C. L. (2019). Identifying Academically At-Risk Students within a Suburban Public High School PLC. . AERA.

Burleigh, C. L. (2020). Leading edge mindfulness practices to improve student mental health, discipline, and academic achievement. . International Leadership Association.

Burleigh, C. L. (2020). Mindfulness programs and apps to improve student mental wellness and academic achievement. . The Learner Conference.

Burleigh, C. L., Wilson, A. M. (2020). Mobile technology and teaching in high school classrooms: Do boundaries exist? . The Qualitative Report.

Burleigh, C. L. (2017). The aftermath of Trump: A challenge for education, community leaders and the rise of youth activism.. ILA.

Bean, E., Bottomley, K., Burleigh, C. L., Migliore, L. (2018). The indispensable truth of yoga: Authentic leading and learning for inspiring.. ILA.

Burleigh, C. L., Johnston, E., Veazie, N. (2018). Using Storytelling and Role Play Therapy as Learning Strategies with Incarcerated Women. AECT.

Bottomley, K., Burleigh, C. L., Migliore, L., Bean, E. (2020). Using the VAE-model to develop sustainable leadership in education by passing the torch to Millennials.

Gregg, R., Burleigh, C. L. (2019). Workplace bullying: An exploratory study of staff in K-12 schools. NASP.