Rafael Inoa, Ph.D.


Ph.D.     Educational Research and Program Evaluation; K-12 and Higher Education 

2015     Seton Hall University, South Orange, NJ

Dissertation: Middle Income Latinos in Middle Class Communities: A Study on Parental Involvement Dynamics

M.A.     Educational Administration and Supervision

2008     St. Peter’s College, Educational Administration and Policy Studies, Jersey City, NJ

B.A.     Major: Hispanic/ Caribbean Studies; Minor: English

2005     Rutgers the State University, Rutgers College, New Brunswick, NJ

Higher Education Experience

Lecturer – Doctorate and Graduate Level

Kean University – Nathan Weiss Graduate College

2016-Current, Union, NJ

Lecturer at the Nathan Weiss Graduate College in the Department of Educational Leadership. Responsibilities include providing graduate and doctoral students with academic advising, teaching Master’s and Doctoral level courses, being part of Dissertation Committees as Chair and Member.

Other responsibilities are listed below:

Courses Taught

  • EDD 6104 – Instructional Leadership
  • EDD 6331 – Qualitative Research Methods
  • EDD 7101 – Dissertation Seminar
  • EL 5030 – Educational Research (Online and On-ground)
  • EL 5607 – Supervision and Evaluation of Instruction (Online and On-ground)
  • EL 5613 – Curriculum Development and Evaluation: Theory and Practice (Online and On-ground)

Dissertation Committee Chair (Completed Dissertations)

  • Silva, M. (2018). How has school counselor/anti-bullying specialist training on the harassment, intimidation, and bullying law influenced bullying reporting incidents in an urban district? Union, NJ: Kean University.

Dissertation Committee Member (Completed Dissertations)

  • Cordero, J. (2018). The long and short term sustained effects of reading recovery. Union, NJ: Kean University.
  • Brower, R. E. (2017). Influence of the MOSAIC project on student achievement, behavior, and their overall perceptions of school climate in grades 7 and grade 8 (Doctoral Dissertation). Union, NJ: Kean University.
  • Lateef, F. (2016). Sociodramatic play: Two preschool classrooms with two different curriculum models (Doctoral Dissertation). Union, NJ: Kean University.

College and University Level Committee Member

  • Institutional Review Board Member
  • Nathan Weiss Graduate College Curriculum Committee Member

Research Grants (Pending)

  • William T. Grant Foundation’s Research Grant on Reducing Inequality. Collaborative effort with the Department of Educational Leadership at Kean University and the North Plainfield Public School District.

University Events

  • Understanding the Vice Principal/Assistant Principal Position in New Jersey Public Schools. Date: Wednesday, June 7th, 2017. Location: East Campus. (Lead Collaborator)
  • Issues and Solutions across School Based Disciplines: An Interdisciplinary Workshop with the Departments of Educational Leadership and Advanced Studies in Psychology. Date: Monday, February 27th, 2017. Location: East Campus. (Collaborator)

Assessment Coordinator for the Department

  • Charged with accreditation efforts under Middle States and the Council for the Accreditation of Educator Preparation (CAEP)
  • Charged with the development and management of assessments aligned to the ELCC 2011 Building and District Level Administrator Standards

Center for Online Learning

  • Charged with updating all Educational Leadership courses for the Center for Online Learning.
  • Charged with developing ELDL 5512: Technology Instructional Methods in Language Arts and Social Studies. (New Digital Leadership Certificate Program)

Research Analyst, Lodi, NJ

2016, Felician University

Full-time research analyst in charge of satisfying internal and external data requests, reporting, and dissemination as part of a two-person institutional research team. Software used includes SQL, SPSS, Access, and Excel, in addition to Outlook and Datatel. Additional responsibilities include:

  • Independently managing external reporting to various organizations and agencies including but not limited to the following: The National Survey of Student Engagement (NSSE), The Integrated Postsecondary Education Data System (IPEDS), The College Board’s Common Data Set (CDS), Peterson’s Graduate Student Survey, Barron’s Best Colleges Survey, and US News College Rankings Survey.
  • Developing and managing the surveying of graduating students. Reached a response rate of over 50% of the graduating class in approximately 2 days. Data analysis was conducted using SPSS statistical software and was disseminated through a comprehensive written report.
  • Assisting in determining the retention, attrition, and graduation rates across six first-time freshman cohorts. Helped to disseminate results during a general board meeting; data was also disaggregated by race and ethnicity and by gender; projections based on previous trends were further provided.

Adjunct Professor – Graduate Student Level                            

2014-2016, Seton Hall University – College of Education and Human Services, South Orange, NJ

Four semesters teaching Directed Research to cohorts of educational professionals who aspire to become school leaders. Course content includes the history of human subjects research, research at the K-12 educational level, and quantitative and qualitative research designs. This course has been delivered both traditionally and on-line. Additional responsibilities included:

  • Developing and implementing a course curriculum and grading rubric that aligns to the overall educational goals of the college and to the required text: Educational Research: Competencies for Analysis and Applications (11th ed) (Mills & Gay, 2016)
  • Assisting students in developing all aspects of their individual research proposals, including introduction, literature review, and methods sections, as well as presenting supporting documents not limited to informed consent forms, protecting human research participants certification, and research instruments used for data collection
  • Promoting the appropriate use of the American Psychological Association (APA) style when writing their proposals and when citing contextual evidence within their proposals

Adjunct Professor – Undergraduate Student Level                                 

2011-2016, Fairleigh Dickinson University – Petrocelli College of Continuing Studies, Teaneck, NJ

Five years of experience teaching English as a Second Language to intermediate and advanced leveled students, Academic Writing I, and Literature & Composition II. All courses have been delivered in traditional settings both on-campus and at satellite locations. Additional responsibilities included:

  • Instructing students in the rules of English grammar at an advanced level and modeling writing that is both effective and concise as they prepare to write their own essays and research projects.
  • Providing timely and detailed feedback to large groups of 20+ students on their writing and following their progress throughout the five-step writing process: prewriting, drafting, revising, editing, and publishing.
  • Nurturing an appreciation for literature and the ability to engage text inductively among adult English language learners. Course required readings include Animal Farm by George Orwell, The Diaries of Adam and Even by Mark Twain, The Man and the Sea by Earnest Hemmingway, as well as poetry by Robert Frost, Maya Angelou, and Langston Hughes.
  • Other courses taught include American Spoken English I & II, Academic Writing II, and Literature and Composition I. Groups of students taught have included both adult undergraduate and traditional undergraduate students.

Independent Research Analyst, Bloomfield, NJ

2012- 2013, Bloomfield College

  • Project: Commuter Students’ Experience Focus Groups

Assisted in the focus group study of commuter students related to their overall satisfaction with their institution and college persistence. Focus groups were administered over the course of two academic semesters. Individual reports were delivered after each focus group, as well as a final summative report.

K-12 Education Experience

Independent Research Analyst, Princeton, NJ

2012-Current, Sametric Research, LLC

Independent researcher with managerial responsibilities, at times tasked with assisting in multiple projects simultaneously. Duties have further extended to meeting, planning, and working together with key and high level stakeholders inclusive of organization CEO’s and district superintendents. Experience extends to both quantitative and qualitative research initiatives and to both supporting and leading roles.

  • Project: Program Benefits Studies, Paterson Public Schools

Provided qualitative research support to various research teams tasked with determining level of fidelity in implementation, benefits to students, and overall cost across four district wide programs. Developed research designs and provided assistance in analyzing data deriving from interviews, focus groups, and ethnography.

  • Project: 21st Century After-School Program, Plainfield Public Schools

Collected and managed data related to academics, attendance, and behavior of program participants, and assisted in control versus experimental group study as well as single-group study through pre and post testing. Managed online surveying of administrators, teachers, staff, and parents, and dissemination of data through report writing.

  • Project: Promoting Health Among Teens Program, Program REACH Inc.

Assisted in the management of a five-year experimental study. Managed various data collection efforts and maintained a dataset with over 1,000 participants across five intervention points using SPSS software.

  • Project: Integrating Theater Arts Program, Jersey City Board of Education

Conducted survey research among 2nd and 3rd grade students and assisted in the statistical analysis and dissemination of data as it related to theater arts in the language arts classroom and its correlation to achievement in reading and mathematics.

  • Project: Newark Art Integrated into Literacy, Newark Public Schools

Collected data across various school sites and provided qualitative analysis deriving from student narratives and art work in order to determine commonalities among program participants. Attended program staff meetings in order to facilitate data collection during program delivery.

  • Special Project: District Wide Evaluation of Administrators, Teachers, and Staff

Provided weighted averages of evaluation standards for most faculty and staff members of a large school district across all evaluation periods within a given academic year. Data was disseminated through the creation of comprehensive dashboards. Attended planning meetings with district leaders and provided consulting services related to the management of evaluation data.

Middle School Teacher – Language Arts Literacy       

2006-2013, Frank R. Conwell Middle School # 4, Jersey City, NJ

Seven-year experience as a Language Arts Literacy Middle school teacher at the Jersey City Public School District. Professional focus was on academically at-risk youth (youth retained multiple academic school years) in inclusion settings. Additional responsibilities included:

  • Developing and implementing an interdisciplinary, in-school curriculum that aligned with New Jersey’s Core Curriculum Content Standards
  • Meeting with administrators, parents, and other school personnel regarding the development and progress of at-risk middle-school students seeking to enter high school
  • Assisting in the development and implementation of students’ Individual Improvement Plans (IEPs)
  • Assisted in developing a district wide language arts curriculum for students of all middle school grades; met with vendors, helped in the decision making process of selecting educational materials, and infused various support materials within the proposed curriculum

K-12 Certifications:

  • High School English Teacher, March 2010
  • Principal Certification, March 2009
  • Supervisor Certification, March 2009
  • Language Arts Literacy Specialization (6-8), February 2007
  • Elementary School Teacher – General Education (K-5), February 2007

Research Interests

Parental Involvement at the K-12 Level

Non-traditional Curriculum Integration Methods

Social and Cultural Capital in K-12 and Higher Education

Educational Experiences of Children of Immigrant Families

School Culture and Academic Achievement in Higher Ed

Academic Persistence among Disenfranchised Population


  • Gonzalez, C., Inoa, R. (2018). United We Stand: Understanding the Context of Immigration in Education. In Understanding global contexts: What every teacher needs to know. Grinberg & D. Schwarzer. E-book. Kendall-Hunt Publishing Co.
  • Inoa, R. (2017). Parental involvement among middle-income Latino parents living in a middle class community. Hispanic Journal of Behavioral Sciences. Article first published online: June 20, 2017. DOI: https://doi.org/10.1177/0739986317714200
  • Walker, E. M., Inoa, R., Coppola, N. (2016). Evaluation of promoting health among teens abstinence-only intervention in Yonkers, NY. Sametric Research. Princeton, N.J. 08540
  • Inoa, Rafael; Weltsek, Gustave; & Tabone, Carmine. (2014). A study on the relationship between theater arts and student literacy and mathematic​s achievement. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1).

Pending Publications

Ramaswami, S., Inoa, R. (2018). Stakeholder perception of the New Jersey PARCC assessment. (In-progress)


  • Charris, M., Inoa, R., LoCascio, S. (2018). Supporting dual language learners with challenging behaviors: A review of the literature and best practices. Poster presented at the 2018 NJSNCC Conference – Living with Disability: Accessing & Improving Culturally & Linguistically Appropriate Services. New Jersey Statewide Network for Cultural Competence: December 4, 2018. New Brunswick, NJ.
  • Lorente, K. & Inoa, R. (2018). Latino families’ experiences accessing early intervention services for their developmentally delayed children. Poster presented at the 2018 NJSNCC Conference – Living with Disability: Accessing & Improving Culturally & Linguistically Appropriate Services. New Jersey Statewide Network for Cultural Competence: December 4, 2018. New Brunswick, NJ.
  • Inoa, R.; Negi, R. (2016). Cultural Capital within Higher Education: Using Bourdieu’s Theory of Social and Cultural Reproduction. NJAID 22nd Annual Conference: May 6, 2016. Salem, NJ.
  • Walker, E. M., Inoa, R. (2015). Predicting youth’s adherence to treatment and retention in teenage pregnancy prevention intervention. Paper presented at the Contemporary Issues in Adolescent Health Conference: March 13, 2015. Tarrytown, NY.
  • Walker, E. M., Inoa, R., Negi, R. (2014). Building evaluation capacity in Tamil Nadu, India: A case study. Paper presented at the annual meeting of the Eastern Evaluation Research Society: April 28, 2014. Galloway, NJ.
  • Walker, E. M., Morgan-Lopez, A., Inoa, R., Negi, R. (2013). Empowering at-risk youths to delay the timing of sexual debut: A multiple mediation analysis. Poster presented at the American Public Health Association (APHA) 141st Annual Meeting and Expo: November 4, 2013. Boston, MA.


2016       Center for College Readiness Outstanding Dissertation Award.