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You searched for +publisher:"Seton Hall University" +contributor:("Anthony Colella, Ph.D."). Showing records 1 – 30 of 35 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 February 23, 2019. http://scholarship.shu.edu/dissertations/2274.

MLA Handbook (7th Edition):

Jakuback, Karen Germany. “Catholic School Identity: Perceptions That Influence Teacher Retention.” 2017. Web. 23 Feb 2019.

Vancouver:

Jakuback KG. Catholic School Identity: Perceptions That Influence Teacher Retention. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Feb 23]. 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. 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 February 23, 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. 23 Feb 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 Feb 23]. 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 February 23, 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. 23 Feb 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 Feb 23]. 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 February 23, 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. 23 Feb 2019.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Feb 23]. 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. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

6. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

7. 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 February 23, 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. 23 Feb 2019.

Vancouver:

Carne J. A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Feb 23]. 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

8. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

9. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

10. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

11. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

12. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

13. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

14. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

15. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

16. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

17. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

18. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

19. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

20. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

21. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

22. 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 February 23, 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. 23 Feb 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 Feb 23]. 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

23. 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 (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 February 23, 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. 23 Feb 2019.

Vancouver:

Schoenlank J. School Administrators’ Perceptions of the James Stronge Teacher Evaluation System. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Feb 23]. 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

24. Biggs, Sharon M. Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices.

Degree: PhD, Education Leadership, Management and Policy, 2013, Seton Hall University

Subjects/Keywords: technology leadership; superintendents' beliefs; barriers; district leadership; adaptive leadership theory; first-order and second-order change; Curriculum and Instruction

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APA (6th Edition):

Biggs, S. M. (2013). Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1873

Chicago Manual of Style (16th Edition):

Biggs, Sharon M. “Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices.” 2013. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/1873.

MLA Handbook (7th Edition):

Biggs, Sharon M. “Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices.” 2013. Web. 23 Feb 2019.

Vancouver:

Biggs SM. Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/1873.

Council of Science Editors:

Biggs SM. Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1873

25. Brotschul, Brian B. A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability.

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

  The purpose of this study was to examine assistant principals with five or more years of experience and investigate the factors that influence their… (more)

Subjects/Keywords: assistant principal motivation; principal accountability; factors influence desire for career mobility; Self-Determined Motivation Theory; Educational Leadership

…the Walsh Library at Seton Hall University. This chapter represents a review of the major… 

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APA (6th Edition):

Brotschul, B. B. (2013). A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1929

Chicago Manual of Style (16th Edition):

Brotschul, Brian B. “A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability.” 2013. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/1929.

MLA Handbook (7th Edition):

Brotschul, Brian B. “A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability.” 2013. Web. 23 Feb 2019.

Vancouver:

Brotschul BB. A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/1929.

Council of Science Editors:

Brotschul BB. A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1929

26. Villani, Gina Marie. The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level.

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

  The purpose of this study was to examine the influence of early childhood program participation on academic achievement by grade 3. This case study… (more)

Subjects/Keywords: early childhood; elementary education; academic achievement; NJ ASK 3; Educational Leadership

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APA (6th Edition):

Villani, G. M. (2014). The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1943

Chicago Manual of Style (16th Edition):

Villani, Gina Marie. “The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level.” 2014. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/1943.

MLA Handbook (7th Edition):

Villani, Gina Marie. “The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level.” 2014. Web. 23 Feb 2019.

Vancouver:

Villani GM. The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/1943.

Council of Science Editors:

Villani GM. The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1943

27. Oliver, James DeWitt, III. A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations.

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

  The importance of attracting, selecting, and retaining effective principals is essential. Due to the negative perceptions of the principalship, there are concerns about who… (more)

Subjects/Keywords: principalship; retaining principals; assistant principals; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration

…included, ERIC (EBSCO), ProQuest, Google and Google Scholar and the Seton Hall… …University Library. The conceptual framework for this study guided the literature search. 19… 

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APA (6th Edition):

Oliver, James DeWitt, I. (2013). A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1924

Chicago Manual of Style (16th Edition):

Oliver, James DeWitt, III. “A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations.” 2013. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/1924.

MLA Handbook (7th Edition):

Oliver, James DeWitt, III. “A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations.” 2013. Web. 23 Feb 2019.

Vancouver:

Oliver, James DeWitt I. A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/1924.

Council of Science Editors:

Oliver, James DeWitt I. A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1924

28. Giaquinto, Jamie P. An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT.

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

  Kindergarten policies at both the state and local levels differ significantly, including areas such as availability, length of day, entry assessments, quality of instruction,… (more)

Subjects/Keywords: full-day kindergarten; half-day kindergarten; reading achievement; DIBELS Next; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Giaquinto, J. P. (2015). An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2119

Chicago Manual of Style (16th Edition):

Giaquinto, Jamie P. “An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/2119.

MLA Handbook (7th Edition):

Giaquinto, Jamie P. “An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT.” 2015. Web. 23 Feb 2019.

Vancouver:

Giaquinto JP. An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/2119.

Council of Science Editors:

Giaquinto JP. An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2119

29. Carter, Shauna Angelina. The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools.

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

Subjects/Keywords: prinicpals; black; race; african american; elementary; gender; Elementary and Middle and Secondary Education Administration

…127 APPENDIX B. Seton Hall University Institutional Review Board Informed Consent Form… 

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APA (6th Edition):

Carter, S. A. (2013). The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1902

Chicago Manual of Style (16th Edition):

Carter, Shauna Angelina. “The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools.” 2013. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/1902.

MLA Handbook (7th Edition):

Carter, Shauna Angelina. “The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools.” 2013. Web. 23 Feb 2019.

Vancouver:

Carter SA. The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/1902.

Council of Science Editors:

Carter SA. The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1902

30. Robinson, Christie M. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8.

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

Subjects/Keywords: Inclusion; General Education; Classroom Grouping; Special Education; Academic Achievement; Special Education and Teaching

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

APA (6th Edition):

Robinson, C. M. (2012). The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1824

Chicago Manual of Style (16th Edition):

Robinson, Christie M. “The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8.” 2012. Doctoral Dissertation, Seton Hall University. Accessed February 23, 2019. http://scholarship.shu.edu/dissertations/1824.

MLA Handbook (7th Edition):

Robinson, Christie M. “The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8.” 2012. Web. 23 Feb 2019.

Vancouver:

Robinson CM. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Feb 23]. Available from: http://scholarship.shu.edu/dissertations/1824.

Council of Science Editors:

Robinson CM. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1824

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