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You searched for +publisher:"Seton Hall University" +contributor:("Anthony Colella"). Showing records 1 – 18 of 18 total matches.

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Seton Hall University

1. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

2. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

3. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

4. 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 August 20, 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. 20 Aug 2019.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. 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

5. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

6. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

7. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

8. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

9. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

10. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

11. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

12. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

13. 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 August 20, 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. 20 Aug 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 Aug 20]. 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


Seton Hall University

14. Kleinman, Randy. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.

Degree: PhD, Education Leadership, Management and Policy, 2004, Seton Hall University

. Advisors/Committee Members: Anthony Colella, Charles Achilles, Peter R. Greer.

Subjects/Keywords: Private schools; Teacher turnover; Teachers; Job satisfaction; United States; Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Kleinman, R. (2004). A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2384

Chicago Manual of Style (16th Edition):

Kleinman, Randy. “A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.” 2004. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2384.

MLA Handbook (7th Edition):

Kleinman, Randy. “A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.” 2004. Web. 20 Aug 2019.

Vancouver:

Kleinman R. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2384.

Council of Science Editors:

Kleinman R. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/2384


Seton Hall University

15. Collins, Paula Louise. Females of Color Who Have Served as Superintendent: Their Journeys to the Superintendency and Perceptions of the Office.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2002, Seton Hall University

  The purpose of this study was to chronicle the journeys often females of color to the office of the superintendent, to document how they… (more)

Subjects/Keywords: African American women; School administrators; Women school administrators; United States; Education; Educational Administration and Supervision; Feminist, Gender, and Sexuality Studies; Teacher Education and Professional Development; Women's Studies

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APA (6th Edition):

Collins, P. L. (2002). Females of Color Who Have Served as Superintendent: Their Journeys to the Superintendency and Perceptions of the Office. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2363

Chicago Manual of Style (16th Edition):

Collins, Paula Louise. “Females of Color Who Have Served as Superintendent: Their Journeys to the Superintendency and Perceptions of the Office.” 2002. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2363.

MLA Handbook (7th Edition):

Collins, Paula Louise. “Females of Color Who Have Served as Superintendent: Their Journeys to the Superintendency and Perceptions of the Office.” 2002. Web. 20 Aug 2019.

Vancouver:

Collins PL. Females of Color Who Have Served as Superintendent: Their Journeys to the Superintendency and Perceptions of the Office. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2363.

Council of Science Editors:

Collins PL. Females of Color Who Have Served as Superintendent: Their Journeys to the Superintendency and Perceptions of the Office. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/2363


Seton Hall University

16. Linehan, Bartholomew. A Study of the Status of the Strategic Planning Process as Used by Public School Districts in Six Suburban New York City Counties.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2006, Seton Hall University

  Over the past two decades, strategic planning has emerged as a management tool to assist administrators in leading public school districts forward. If strategic… (more)

Subjects/Keywords: School improvement programs; Strategic planning; New York; Westchester public school district; Rockland public school district; Putnam public school district; Dutchess public school district; Nassau public school district; Suffolk public school district; Education; Educational Administration and Supervision; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching

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

APA (6th Edition):

Linehan, B. (2006). A Study of the Status of the Strategic Planning Process as Used by Public School Districts in Six Suburban New York City Counties. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2389

Chicago Manual of Style (16th Edition):

Linehan, Bartholomew. “A Study of the Status of the Strategic Planning Process as Used by Public School Districts in Six Suburban New York City Counties.” 2006. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2389.

MLA Handbook (7th Edition):

Linehan, Bartholomew. “A Study of the Status of the Strategic Planning Process as Used by Public School Districts in Six Suburban New York City Counties.” 2006. Web. 20 Aug 2019.

Vancouver:

Linehan B. A Study of the Status of the Strategic Planning Process as Used by Public School Districts in Six Suburban New York City Counties. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2389.

Council of Science Editors:

Linehan B. A Study of the Status of the Strategic Planning Process as Used by Public School Districts in Six Suburban New York City Counties. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/2389


Seton Hall University

17. Cascone, John Scott. Parental Perceptions of a Summer ESL Parent Institute: A Retrospective Case Study.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2012, Seton Hall University

. Advisors/Committee Members: Anthony Colella, Barbara Strobert, Dena Seiss.

Subjects/Keywords: Education; Parent participation; Hispanic American children; Hispanic American parents; Bilingual, Multilingual, and Multicultural Education; Education; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Language and Literacy Education; Special Education and Teaching

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

APA (6th Edition):

Cascone, J. S. (2012). Parental Perceptions of a Summer ESL Parent Institute: A Retrospective Case Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2478

Chicago Manual of Style (16th Edition):

Cascone, John Scott. “Parental Perceptions of a Summer ESL Parent Institute: A Retrospective Case Study.” 2012. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2478.

MLA Handbook (7th Edition):

Cascone, John Scott. “Parental Perceptions of a Summer ESL Parent Institute: A Retrospective Case Study.” 2012. Web. 20 Aug 2019.

Vancouver:

Cascone JS. Parental Perceptions of a Summer ESL Parent Institute: A Retrospective Case Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2478.

Council of Science Editors:

Cascone JS. Parental Perceptions of a Summer ESL Parent Institute: A Retrospective Case Study. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/2478


Seton Hall University

18. Paszkowski, Diane M. Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice.

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

Subjects/Keywords: Education; Education technology; Technology integration; Technology coordinators; New Jersey; Teacher Education and Professional Development

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

APA (6th Edition):

Paszkowski, D. M. (2008). Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1337

Chicago Manual of Style (16th Edition):

Paszkowski, Diane M. “Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/1337.

MLA Handbook (7th Edition):

Paszkowski, Diane M. “Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice.” 2008. Web. 20 Aug 2019.

Vancouver:

Paszkowski DM. Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/1337.

Council of Science Editors:

Paszkowski DM. Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: https://scholarship.shu.edu/dissertations/1337

.