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You searched for +publisher:"Seton Hall University" +contributor:("Anthony Colella"). Showing records 1 – 30 of 117 total matches.

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Seton Hall University

1. Jakuback, Karen Germany. Catholic School Identity: Perceptions That Influence Teacher Retention.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  The purpose of this qualitative study was to explore teachers’ perceptions of various factors, especially Catholic school identity factors, which are important to them… (more)

Subjects/Keywords: Catholic school identity; mission; teacher retention; teacher attrition; culture; Education; Educational Leadership

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APA (6th Edition):

Jakuback, K. G. (2017). Catholic School Identity: Perceptions That Influence Teacher Retention. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2274

Chicago Manual of Style (16th Edition):

Jakuback, Karen Germany. “Catholic School Identity: Perceptions That Influence Teacher Retention.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2274.

MLA Handbook (7th Edition):

Jakuback, Karen Germany. “Catholic School Identity: Perceptions That Influence Teacher Retention.” 2017. Web. 19 Jul 2019.

Vancouver:

Jakuback KG. Catholic School Identity: Perceptions That Influence Teacher Retention. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2274.

Council of Science Editors:

Jakuback KG. Catholic School Identity: Perceptions That Influence Teacher Retention. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2274


Seton Hall University

2. Kuncham, Kishore. A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York.

Degree: PhD, Education Leadership, Management and Policy, 2008, Seton Hall University

  The purpose of this study was to determine the overall job satisfaction, the level of intrinsic job satisfaction, and the level of extrinsic job… (more)

Subjects/Keywords: School superintendents; Job satisfaction; New York; Education; Educational Administration and Supervision

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APA (6th Edition):

Kuncham, K. (2008). A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2394

Chicago Manual of Style (16th Edition):

Kuncham, Kishore. “A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York.” 2008. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2394.

MLA Handbook (7th Edition):

Kuncham, Kishore. “A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York.” 2008. Web. 19 Jul 2019.

Vancouver:

Kuncham K. A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2394.

Council of Science Editors:

Kuncham K. A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/2394


Seton Hall University

3. Mcilvaine-York, Carly. The Influence of Arts Participation on New Jersey Middle School Student Outcomes in Grades 6 through 8.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Many studies over the past several decades point to the overall academic benefit that arts education provides to students. A large number of those… (more)

Subjects/Keywords: arts education; student outcomes; socio-economic status; New Jersey; Middle School; Art Education; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Mcilvaine-York, C. (2018). The Influence of Arts Participation on New Jersey Middle School Student Outcomes in Grades 6 through 8. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2514

Chicago Manual of Style (16th Edition):

Mcilvaine-York, Carly. “The Influence of Arts Participation on New Jersey Middle School Student Outcomes in Grades 6 through 8.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2514.

MLA Handbook (7th Edition):

Mcilvaine-York, Carly. “The Influence of Arts Participation on New Jersey Middle School Student Outcomes in Grades 6 through 8.” 2018. Web. 19 Jul 2019.

Vancouver:

Mcilvaine-York C. The Influence of Arts Participation on New Jersey Middle School Student Outcomes in Grades 6 through 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2514.

Council of Science Editors:

Mcilvaine-York C. The Influence of Arts Participation on New Jersey Middle School Student Outcomes in Grades 6 through 8. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2514


Seton Hall University

4. Johnson, Donnie Renee. Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  One strategy for improving teacher preparation programs for teaching Autism Spectrum Disorders (ASD) is to enhance the coursework offered at colleges and universities at… (more)

Subjects/Keywords: Teacher Preparation Autism Spectrum Disorders Maryland; Higher Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Johnson, D. R. (2018). Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2516

Chicago Manual of Style (16th Edition):

Johnson, Donnie Renee. “Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2516.

MLA Handbook (7th Edition):

Johnson, Donnie Renee. “Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District.” 2018. Web. 19 Jul 2019.

Vancouver:

Johnson DR. Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2516.

Council of Science Editors:

Johnson DR. Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2516


Seton Hall University

5. Celoski, Michael J. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this qualitative study was to examine the perceptions and reflections of former and current superintendents of suburban public school districts throughout… (more)

Subjects/Keywords: Walkthroughs; Walk-throughs; Learning Walks; Teacher Evaluation; Instructional Practice; Superintendent; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Celoski, M. J. (2018). Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2518

Chicago Manual of Style (16th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2518.

MLA Handbook (7th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Web. 19 Jul 2019.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2518.

Council of Science Editors:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2518


Seton Hall University

6. Pfeiffer, Danielle. District Support Team Model as a Manifestation of Central Office Transformation: Experiences from Central Office and School Based Staff.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  The purpose of this study was to examine the described experiences of 20 participants—central office executives and specialists, principals, and teacher leaders—in the district… (more)

Subjects/Keywords: Central Office Transformation; District Reform; Assistance Relationships; Professional Capital; Organizational Theory; Power Trust and Collaboration; School Improvement; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Pfeiffer, D. (2014). District Support Team Model as a Manifestation of Central Office Transformation: Experiences from Central Office and School Based Staff. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2032

Chicago Manual of Style (16th Edition):

Pfeiffer, Danielle. “District Support Team Model as a Manifestation of Central Office Transformation: Experiences from Central Office and School Based Staff.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2032.

MLA Handbook (7th Edition):

Pfeiffer, Danielle. “District Support Team Model as a Manifestation of Central Office Transformation: Experiences from Central Office and School Based Staff.” 2014. Web. 19 Jul 2019.

Vancouver:

Pfeiffer D. District Support Team Model as a Manifestation of Central Office Transformation: Experiences from Central Office and School Based Staff. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2032.

Council of Science Editors:

Pfeiffer D. District Support Team Model as a Manifestation of Central Office Transformation: Experiences from Central Office and School Based Staff. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2032


Seton Hall University

7. McCahill, Kevin R. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This study examined the predictive accuracy of family and community demographic variables found in the U.S. Census data on the percentage of students at… (more)

Subjects/Keywords: Educational Leadership; Assessment; Policy; Evaluation; Curriculum; Teaching; Curriculum and Instruction; Curriculum and Social Inquiry; Other Educational Administration and Supervision

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APA (6th Edition):

McCahill, K. R. (2015). A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2088

Chicago Manual of Style (16th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2088.

MLA Handbook (7th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Web. 19 Jul 2019.

Vancouver:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2088.

Council of Science Editors:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2088


Seton Hall University

8. Carne, Jennifer. A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2013, Seton Hall University

  While No Child Left Behind and Race to the Top inaugurated new movements in education, it has been reported that school districts are finding… (more)

Subjects/Keywords: principal; aspiring; accountability; shortage; demands; certification; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Carne, J. (2013). A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2005

Chicago Manual of Style (16th Edition):

Carne, Jennifer. “A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship.” 2013. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2005.

MLA Handbook (7th Edition):

Carne, Jennifer. “A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship.” 2013. Web. 19 Jul 2019.

Vancouver:

Carne J. A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2005.

Council of Science Editors:

Carne J. A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/2005


Seton Hall University

9. Fox, Meredith. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This non-experimental, correlational, explanatory, cross-sectional study using quantitative methods sought to determine which combination of 20 out-of-school community demographic factors, while controlling for two… (more)

Subjects/Keywords: educational assessment; curriculum and instruction; educational leadership; educational policy; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Fox, M. (2015). The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2086

Chicago Manual of Style (16th Edition):

Fox, Meredith. “The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2086.

MLA Handbook (7th Edition):

Fox, Meredith. “The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.” 2015. Web. 19 Jul 2019.

Vancouver:

Fox M. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2086.

Council of Science Editors:

Fox M. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2086


Seton Hall University

10. Sforza, Dario. The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  Policy makers and educators have stated that the internationally benchmarked standards will place greater emphasis on 21st century skills including creativity, collaboration, critical thinking,… (more)

Subjects/Keywords: Creativity; Critical Thinking; 21st Century Skills; Innovation; Creativity in Education; Cognitive Complexity; Standards; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Sforza, D. (2014). The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2020

Chicago Manual of Style (16th Edition):

Sforza, Dario. “The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2020.

MLA Handbook (7th Edition):

Sforza, Dario. “The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum.” 2014. Web. 19 Jul 2019.

Vancouver:

Sforza D. The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2020.

Council of Science Editors:

Sforza D. The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2020


Seton Hall University

11. Darnall, Byron E. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  The purpose of this study was to determine which combination of 15 community demographic factors account for the most amount of variance and can… (more)

Subjects/Keywords: standardized test scores; poverty; demographic factors; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Darnall, B. E. (2015). The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2075

Chicago Manual of Style (16th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2075.

MLA Handbook (7th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Web. 19 Jul 2019.

Vancouver:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2075.

Council of Science Editors:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2075


Seton Hall University

12. Cerino Britton, Kathryn. Teacher Retention: Perceptions of the organizational factors that influence teacher transition from private school classrooms of individuals with autism to public school autism classrooms.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

  Nine experienced certified special education teachers who chose to move from the private sector to the public sector were interviewed to gain knowledge and… (more)

Subjects/Keywords: teacher; retention; special education; autism spectrum disorder; attrition; organizational factors; Educational Leadership; Special Education and Teaching

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APA (6th Edition):

Cerino Britton, K. (2016). Teacher Retention: Perceptions of the organizational factors that influence teacher transition from private school classrooms of individuals with autism to public school autism classrooms. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2200

Chicago Manual of Style (16th Edition):

Cerino Britton, Kathryn. “Teacher Retention: Perceptions of the organizational factors that influence teacher transition from private school classrooms of individuals with autism to public school autism classrooms.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2200.

MLA Handbook (7th Edition):

Cerino Britton, Kathryn. “Teacher Retention: Perceptions of the organizational factors that influence teacher transition from private school classrooms of individuals with autism to public school autism classrooms.” 2016. Web. 19 Jul 2019.

Vancouver:

Cerino Britton K. Teacher Retention: Perceptions of the organizational factors that influence teacher transition from private school classrooms of individuals with autism to public school autism classrooms. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2200.

Council of Science Editors:

Cerino Britton K. Teacher Retention: Perceptions of the organizational factors that influence teacher transition from private school classrooms of individuals with autism to public school autism classrooms. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2200


Seton Hall University

13. O'Leary, Kelly Ann. The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

  This study used a correlational, explanatory, longitudinal design with quantitative methods to predict the percentage of students who will score at or above Goal.… (more)

Subjects/Keywords: high-stakes-testing; school reform; trauma; Ecological Systems Theory; human family capital; community social capital; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

O'Leary, K. A. (2016). The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2208

Chicago Manual of Style (16th Edition):

O'Leary, Kelly Ann. “The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2208.

MLA Handbook (7th Edition):

O'Leary, Kelly Ann. “The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test.” 2016. Web. 19 Jul 2019.

Vancouver:

O'Leary KA. The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2208.

Council of Science Editors:

O'Leary KA. The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2208


Seton Hall University

14. Penna-Baskinger, Robin. Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this study was to explore how teachers in Grades 3-8 in one New Jersey school district perceive theme-based lessons on student… (more)

Subjects/Keywords: theme-based; problem-based learning; curriculum; cross-curricular; integrated curriculum; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Penna-Baskinger, R. (2018). Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2608

Chicago Manual of Style (16th Edition):

Penna-Baskinger, Robin. “Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2608.

MLA Handbook (7th Edition):

Penna-Baskinger, Robin. “Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8.” 2018. Web. 19 Jul 2019.

Vancouver:

Penna-Baskinger R. Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2608.

Council of Science Editors:

Penna-Baskinger R. Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2608


Seton Hall University

15. Bell, Carlaina. The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  Today, there is a greater emphasis on school improvement, and school leaders are increasingly being held accountable. The research states that successfully managing a… (more)

Subjects/Keywords: instructional leadership; department chair; distributed leadership; New Jersey; Secondary Schools; Education

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APA (6th Edition):

Bell, C. (2017). The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2451

Chicago Manual of Style (16th Edition):

Bell, Carlaina. “The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2451.

MLA Handbook (7th Edition):

Bell, Carlaina. “The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership.” 2017. Web. 19 Jul 2019.

Vancouver:

Bell C. The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2451.

Council of Science Editors:

Bell C. The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2451


Seton Hall University

16. Daniello, Robert. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in… (more)

Subjects/Keywords: Curriculum; Instruction; Testing; Teachers; Assessments; Standards; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Daniello, R. (2018). Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2493

Chicago Manual of Style (16th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2493.

MLA Handbook (7th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Web. 19 Jul 2019.

Vancouver:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2493.

Council of Science Editors:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2493


Seton Hall University

17. Sydoruk, Paige D. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Higher order thinking skills have been embedded into state teaching standards, including Standard 9 of the New Jersey Core Curriculum Content Standards (NJCCCS) for… (more)

Subjects/Keywords: higher order thinking; educational technology; 21st century skills; cognitive complexity; critical thinking; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Sydoruk, P. D. (2018). An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2495

Chicago Manual of Style (16th Edition):

Sydoruk, Paige D. “An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2495.

MLA Handbook (7th Edition):

Sydoruk, Paige D. “An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.” 2018. Web. 19 Jul 2019.

Vancouver:

Sydoruk PD. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2495.

Council of Science Editors:

Sydoruk PD. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2495


Seton Hall University

18. Horton, James A., Jr. A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this study was to describe the school climate and school culture in selected public secondary Priority Schools, Focus Schools, and Reward… (more)

Subjects/Keywords: school climate; school culture; ESEA Flexibility Waiver; school culture of secondary schools; Priority Schools; Focus Schools; Educational Leadership; Secondary Education

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APA (6th Edition):

Horton, James A., J. (2018). A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2562

Chicago Manual of Style (16th Edition):

Horton, James A., Jr. “A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2562.

MLA Handbook (7th Edition):

Horton, James A., Jr. “A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York.” 2018. Web. 19 Jul 2019.

Vancouver:

Horton, James A. J. A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2562.

Council of Science Editors:

Horton, James A. J. A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2562


Seton Hall University

19. Estrict, Ronnie. Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The research performed for this study examined the perceptions of beginning teachers who participated in mandatory mentoring programs, to discover whether such programs contributed… (more)

Subjects/Keywords: Beginning Teachers; Mentoring Teachers; Teacher Retention; Mentoring Programs; Teacher Turnover; Urban Education; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Teacher Education and Professional Development; Urban Education

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APA (6th Edition):

Estrict, R. (2018). Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2593

Chicago Manual of Style (16th Edition):

Estrict, Ronnie. “Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2593.

MLA Handbook (7th Edition):

Estrict, Ronnie. “Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.” 2018. Web. 19 Jul 2019.

Vancouver:

Estrict R. Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2593.

Council of Science Editors:

Estrict R. Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2593


Seton Hall University

20. Angelillo, Christian John. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This correlational, explanatory, cross-sectional quantitative study intended to analyze the influence that community demographic factors had on student performance on the 2012 Grade 8… (more)

Subjects/Keywords: Community; Demographic; Data; NJASK; Student; Performance; Curriculum and Instruction; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Angelillo, C. J. (2015). An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2066

Chicago Manual of Style (16th Edition):

Angelillo, Christian John. “An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2066.

MLA Handbook (7th Edition):

Angelillo, Christian John. “An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.” 2015. Web. 19 Jul 2019.

Vancouver:

Angelillo CJ. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2066.

Council of Science Editors:

Angelillo CJ. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2066


Seton Hall University

21. Gatens, Brian P. The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  The use of laptop computers in 1:1 settings is becoming increasingly prevalent in America’s schools. As greater numbers of students are using this technology,… (more)

Subjects/Keywords: Laptops; 1:1; Technology; Computers; Education; Learning; Curriculum and Instruction; Educational Leadership

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APA (6th Edition):

Gatens, B. P. (2017). The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2476

Chicago Manual of Style (16th Edition):

Gatens, Brian P. “The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2476.

MLA Handbook (7th Edition):

Gatens, Brian P. “The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District.” 2017. Web. 19 Jul 2019.

Vancouver:

Gatens BP. The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2476.

Council of Science Editors:

Gatens BP. The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2476


Seton Hall University

22. McKoy, Marnie G. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this qualitative study is to understand how an urban school district designs and implements leadership development programs for internal candidates. The… (more)

Subjects/Keywords: Leadership; urban; capacity building; professional development; mentoring; Educational Leadership; Other Teacher Education and Professional Development

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APA (6th Edition):

McKoy, M. G. (2018). Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2536

Chicago Manual of Style (16th Edition):

McKoy, Marnie G. “Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2536.

MLA Handbook (7th Edition):

McKoy, Marnie G. “Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.” 2018. Web. 19 Jul 2019.

Vancouver:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2536.

Council of Science Editors:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2536


Seton Hall University

23. Leto, Thomas R. Catholic Identity in Edmund Rice Christian Brother Schools in the United States.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Over the past 25 years, if not longer, the number of vowed religious priests, brothers, and sisters actively teaching and administering in Catholic elementary… (more)

Subjects/Keywords: Catholic Identity; Edmund Rice Christian Brothers; Charism; Catholic Education; Catholic Secondary School; Education; Secondary Education

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APA (6th Edition):

Leto, T. R. (2018). Catholic Identity in Edmund Rice Christian Brother Schools in the United States. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2503

Chicago Manual of Style (16th Edition):

Leto, Thomas R. “Catholic Identity in Edmund Rice Christian Brother Schools in the United States.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2503.

MLA Handbook (7th Edition):

Leto, Thomas R. “Catholic Identity in Edmund Rice Christian Brother Schools in the United States.” 2018. Web. 19 Jul 2019.

Vancouver:

Leto TR. Catholic Identity in Edmund Rice Christian Brother Schools in the United States. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2503.

Council of Science Editors:

Leto TR. Catholic Identity in Edmund Rice Christian Brother Schools in the United States. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2503


Seton Hall University

24. Hernon, Stephen. An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2019, Seton Hall University

  Teachers have consistently been proven by research as the most critical factor in the academic success of students (Baker et al., 2010, Darling-Hammond, 2000,… (more)

Subjects/Keywords: teacher evaluation; Charlotte Danielson; Framework for Teaching; teacher feedback; instructional leadership; teacher observation; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Hernon, S. (2019). An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2655

Chicago Manual of Style (16th Edition):

Hernon, Stephen. “An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2655.

MLA Handbook (7th Edition):

Hernon, Stephen. “An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership.” 2019. Web. 19 Jul 2019.

Vancouver:

Hernon S. An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2655.

Council of Science Editors:

Hernon S. An Exploration of Principal Perceptions of the Danielson Framework for Teaching in Providing Feedback and Improving Instructional Leadership. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2655

25. Hursey, Ericka Roberson. The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  The purpose of this qualitative study was to explore how students ages 18-21 who are currently enrolled in a non-traditional educational setting articulate their… (more)

Subjects/Keywords: student perceptions; educational pathway; at-risk; non-traditional school; Higher Education; Other Education

…Board (IRB) at Seton Hall University. No action was taken nor data collected without… …the final approval of the IRB at Seton Hall University and the South Carolina School… 

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APA (6th Edition):

Hursey, E. R. (2017). The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2289

Chicago Manual of Style (16th Edition):

Hursey, Ericka Roberson. “The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2289.

MLA Handbook (7th Edition):

Hursey, Ericka Roberson. “The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation.” 2017. Web. 19 Jul 2019.

Vancouver:

Hursey ER. The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2289.

Council of Science Editors:

Hursey ER. The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2289

26. Trabucco, Michael. The Influence of Co-Taught Inclusion on the Academic Achievement of Third Grade Non-Disabled Students in Mathematics.

Degree: PhD, Education Leadership, Management and Policy, 2011, Seton Hall University

. Advisors/Committee Members: Anthony Colella, Christopher Tienken, Mary Kildow.

Subjects/Keywords: Special education; Mainstreaming in education; Inclusive education; New Jersey; Education; Elementary Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Trabucco, M. (2011). The Influence of Co-Taught Inclusion on the Academic Achievement of Third Grade Non-Disabled Students in Mathematics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1615

Chicago Manual of Style (16th Edition):

Trabucco, Michael. “The Influence of Co-Taught Inclusion on the Academic Achievement of Third Grade Non-Disabled Students in Mathematics.” 2011. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1615.

MLA Handbook (7th Edition):

Trabucco, Michael. “The Influence of Co-Taught Inclusion on the Academic Achievement of Third Grade Non-Disabled Students in Mathematics.” 2011. Web. 19 Jul 2019.

Vancouver:

Trabucco M. The Influence of Co-Taught Inclusion on the Academic Achievement of Third Grade Non-Disabled Students in Mathematics. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1615.

Council of Science Editors:

Trabucco M. The Influence of Co-Taught Inclusion on the Academic Achievement of Third Grade Non-Disabled Students in Mathematics. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/1615

27. Sackey, Albert Nii Lartey, Jr. The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  Student achievement has been measured in the United States for decades through the use of standardized state assessments. The purpose of this study was… (more)

Subjects/Keywords: Student Achievement; Mathematics and English Language Arts State Standardized Tests and Assessments; Elementary and Middle School; Community Demographics; School Climate and Culture; Simultaneous and hierarchical regression; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Education Policy; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision

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APA (6th Edition):

Sackey, Albert Nii Lartey, J. (2014). The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2010

Chicago Manual of Style (16th Edition):

Sackey, Albert Nii Lartey, Jr. “The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2010.

MLA Handbook (7th Edition):

Sackey, Albert Nii Lartey, Jr. “The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8.” 2014. Web. 19 Jul 2019.

Vancouver:

Sackey, Albert Nii Lartey J. The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2010.

Council of Science Editors:

Sackey, Albert Nii Lartey J. The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2010

28. Russo, Olivia. Perceptions of Teachers on the Influence of the Regional Achievement Centers on one Priority School in One Urban District in New Jersey: A Qualitative Case Study.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

  The purpose of this study was to investigate the perceptions of teachers regarding the interventions implemented by the Regional Achievement Center. The Regional Achievement… (more)

Subjects/Keywords: turnaround; takeover; education reform; Regional Achievement Centers; New Jersey; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Urban Education

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APA (6th Edition):

Russo, O. (2016). Perceptions of Teachers on the Influence of the Regional Achievement Centers on one Priority School in One Urban District in New Jersey: A Qualitative Case Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2135

Chicago Manual of Style (16th Edition):

Russo, Olivia. “Perceptions of Teachers on the Influence of the Regional Achievement Centers on one Priority School in One Urban District in New Jersey: A Qualitative Case Study.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2135.

MLA Handbook (7th Edition):

Russo, Olivia. “Perceptions of Teachers on the Influence of the Regional Achievement Centers on one Priority School in One Urban District in New Jersey: A Qualitative Case Study.” 2016. Web. 19 Jul 2019.

Vancouver:

Russo O. Perceptions of Teachers on the Influence of the Regional Achievement Centers on one Priority School in One Urban District in New Jersey: A Qualitative Case Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2135.

Council of Science Editors:

Russo O. Perceptions of Teachers on the Influence of the Regional Achievement Centers on one Priority School in One Urban District in New Jersey: A Qualitative Case Study. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2135

29. Ward, William M. The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2009, Seton Hall University

. Advisors/Committee Members: Anthony Colella, Barbara Strobert, Christopher Tienken.

Subjects/Keywords: Education; Reform-based mathematic program; Third grade; Fourth grade; Fifth grade; Student achievement; Education; Elementary Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Ward, W. M. (2009). The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1614

Chicago Manual of Style (16th Edition):

Ward, William M. “The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement.” 2009. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1614.

MLA Handbook (7th Edition):

Ward, William M. “The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement.” 2009. Web. 19 Jul 2019.

Vancouver:

Ward WM. The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1614.

Council of Science Editors:

Ward WM. The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1614

30. Schoenlank, Jean. School Administrators’ Perceptions of the James Stronge Teacher Evaluation System.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  This qualitative study examined school administrators’ perceptions of the James Stronge teacher evaluation system, one of five approved evaluation systems by the New Jersey… (more)

Subjects/Keywords: teacher evaluation; James Stronge; teacher evaluation in New Jersey; Educational Administration and Supervision

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schoenlank, J. (2017). School Administrators’ Perceptions of the James Stronge Teacher Evaluation System. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2429

Chicago Manual of Style (16th Edition):

Schoenlank, Jean. “School Administrators’ Perceptions of the James Stronge Teacher Evaluation System.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2429.

MLA Handbook (7th Edition):

Schoenlank, Jean. “School Administrators’ Perceptions of the James Stronge Teacher Evaluation System.” 2017. Web. 19 Jul 2019.

Vancouver:

Schoenlank J. School Administrators’ Perceptions of the James Stronge Teacher Evaluation System. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2429.

Council of Science Editors:

Schoenlank J. School Administrators’ Perceptions of the James Stronge Teacher Evaluation System. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2429

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