+publisher:"Seton Hall University" +contributor:("Anthony Colella, Ph.D.")

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

URL: http://scholarship.shu.edu/dissertations/2274

► 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)

▼ The purpose of this qualitative study was to explore teachers’ perceptions of various factors, especially Catholic school identity factors, which are important to them and may influence their job satisfaction and retention in Catholic parochial schools after year five of their teaching career. An additional purpose of this study was to inform Catholic school administrators about factors that may assist them in sustaining a climate, culture, and organizational structure that influences teachers to remain in the Catholic school setting. School climate is often used as a broad term that refers to teachers’ perceptions of their general work environment. The cohesion or collective personality that Wayne Hoy (1990) says makes up climate is also echoed in Richard Ingersoll’s (2001) work on teacher retention (Hoy, 1990; Ingersoll, 2001). Culture, the beliefs and customs of an organization may persist over time, regardless of climate changes. Hoy differentiated culture as types of norms, shared values, and assumptions (Hoy, 1990). The types of practices and symbols that create the culture of the school parallel the practices and symbols in Catholic schools; i.e., the culture or identity. Understanding the teachers’ perceptions of these factors and how the factors are valued or impact job satisfaction and retention decisions are relevant to administrators as they seek to retain qualified teachers. Richard Ingersoll’s (2001) theories on teacher retention and attrition are also important to the conceptual framework for this study. Ingersoll noted that the demand for teachers was not due to teacher shortage, as previously believed, but is caused by the high attrition rate, especially in the first five years of a teacher’s career. He reported that 40%-50% of teachers leave the profession in the first five years, a 4% higher attrition rate than other professions (Ingersoll, 2001). Additionally, almost 10% leave before the end of their first year, and private schools experience a higher rate of attrition than public schools (Ingersoll, 2001). As teachers in Catholic schools are traditionally paid less than their similarly qualified peers in public schools, they are clearly motivated by factors beyond salary. This study examines the teachers’ perceptions of subtle cultural factors and the role they may play in teachers’ retention decisions. The study gathered information from teachers in parochial schools in the Diocese of Baton Rouge, through a series of semi-structured interview questions which were asked during one-on-one interviews. One teacher from each of 13 of the 16 parochial schools in the Diocese of Baton Rouge participated in the study. Teachers in this study evidenced high valuation of several aspects of Catholic schools: faith, interpersonal relationships, collegiality, collaboration, culture and climate, and the administrator as spiritual leader. There is evidence of a strong link between personal beliefs, belief in mission, and job satisfaction and retention. The findings are… Advisors/Committee Members: D.%22%29&pagesize-30">Anthony Colella, Ph.D..

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2514

► 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)

▼ Many studies over the past several decades point to the overall academic benefit that arts education provides to students. A large number of those studies look at the impact that arts education has on economically disadvantaged students (Catterall, 2009; Bellisario & Donovan, 2012; Israel, 2009; Costa-Giomi, 2004; Kinney, 2008). In fact, several federal and state government initiatives have used arts integration as a means for improving under-performing schools (Stoelinga, et al., 2015). However, there is limited quantifiable evidence to show whether or not arts education can have a significant positive impact on the overall academic performance of students from across the spectrum of socioeconomic backgrounds. The purpose of this study was to determine if arts education adds any significant value to public school student efficacy for students in middle school when controlling for socioeconomic status. This study analyzed the efficacy of arts education using three different statistical methods to answer a total of five research questions. The study found that in four out of five areas measured, the arts did not have a significant impact on student achievement when controlling for socioeconomic status and other student and school demographic variables. In research question No. 1, an ANOVA found that there is no significant difference in the mean levels of arts participation reported by schools among the six groups of median household incomes, as measured by the Federal Income & Benefits ranges. In research questions No. 2 and 3, it was determined that the level of arts participation does not significantly affect academic achievement as defined and measured by PARCC English Language Arts and Math performance scores. In research question No. 4, we found that arts participation does significantly impact the school climate variable of “chronic absenteeism”, contributing 1.3% variability as a predictor variable. Finally, in research question No. 5, we found that arts participation does not significantly impact the school climate variable of “student suspension” rates. The analysis for questions 2 to 5, showed that the strongest predictor variable was socioeconomic status as measured by school district median household income. Advisors/Committee Members: D.%22%29&pagesize-30">Gerard Babo, Ed.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Michael Kuchar, Ph.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2516

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2518

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2032

► 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)

▼ 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 support team (DST) process, a manifestation of central office transformation as an approach to school improvement. The site of this study was the Puget Sound School District in Washington State. The district was in its third year of central office transformation employing a differentiated support service model to assist its lowest performing schools. This case study utilized qualitative data from semi-structured interviews, document review, and field observations to understand the prevalence of the six elements of assistance relationships, experiences of collaboration among participants, capacity-building that resulted from the process, and the commonalities and differences in the experiences of different participant groups. Previous research on central office transformation, professional capital, and organizational theory provided the theoretical guide for this research. The conceptual framework was assistance relationships, grounded in sociocultural learning theory. Four major themes emerged from this study: the ambiguity of the DST purpose, process, and participants’ roles; the role and impact of power and trust in the collaborative process; the use of tools and resources as means to facilitate discussions and decisions; and finally, the DST process as the impetus for growing and building instructional capacity of all participants. This study found that all six elements of assistance relationships were present to varying degrees in the DST process, but that an imbalance of power and trust delayed the development of collaboration. The study also found that the DST process built the instructional and leadership capacity of all participants. While participants demonstrated varying degrees of understanding of the purpose of, and their roles and responsibilities within, the DST process, all participants agreed that they benefited from the use of tools and protocols to focus discussions and decisions. In addition, all participants felt the pervasiveness of power and its impact on participants’ receptivity to the process. Finally, participants reported that the DST process increased their social capital by expanding their networks outside of their immediate work group, giving them greater access to information and other resources. Advisors/Committee Members: D.%22%29&pagesize-30">Eunyoung Kim, Ph.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Joe Potts, Ph.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2088

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2005

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2086

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2020

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

▼ Policy makers and educators have stated that the internationally benchmarked standards will place greater emphasis on 21^st century skills including creativity, collaboration, critical thinking, presentation and demonstration, problem solving, research and inquiry, and career readiness. Many educators believe that if schools are “injected” with creativity, students will have a better chance at a prosperous and productive future. Are the current reform movements thwarting the opportunity for students to “find their own niche” and perhaps turning “them into disciples of ‘intellectual clones’ who will do ‘our thing’ rather their own?” (Sternberg, 2003, p. 335). In response to inquiry, this dissertation sought to examine the cognitive complexity of the nationally adopted Common Core State Standards in Grades 9-12 English Language Arts and Math as compared to the cognitive complexity of the New Jersey Core Curriculum Content Standards in Grades 9-12 English Language Arts and Math using Webb’s Depth of Knowledge framework. My study aimed to reveal the extent to which 21^st century skills, such as creativity, critical thinking, strategizing, and problem solving are “infused” into the Common Core State Standards as compared to 21^st century skills infused into the New Jersey Core Curriculum Content Standards. Webb’s Depth of Knowledge is directly linked to cognitive complexity, a measure of 21^st century skills such as creativity and innovation. The present study employed a qualitative content analysis using Webb’s Depth of Knowledge methodology to code the standards. Deductive category application was used to connect Webb’s existing Depth of Knowledge framework to the existing CCSS and NJCCSS (Mayring, 2000). Each Depth of Knowledge level represents a specific level of cognitive complexity. The higher the DOK level of a standard, the more cognitively complex the standard. The higher the cognitive complexity of a standard, the more creativity and innovation embedded into the standard. Each standard was rated on a 1-4 Depth of Knowledge level based on Webb’s Depth of Knowledge methodology. The method used was a “double-rater read behind consensus model,” which proved to be an effective “reliability check” when coding standards (Miles, Huberman, & Saldaña, 2014, p. 84; Sato, Lagunoff, & Worth, 2011, p. 11). The major findings identified as the 9-12 Grade ELA and Math CCSS were compared to the NJCCCS, using the DOK framework, as follows: 1. When using DOK as an analytic framework, the findings indicate that overall both the Grades 9-12 ELA and Math NJCCCS (2008) were rated at a higher level of cognitive complexity as compared to the Grades 9-12 ELA and Math CCSS (2010). 2. The Grades 9-12 ELA NJCCCS were rated at an overall higher percentage of DOK Levels 3 and 4 than were the Grades 9-12 ELA CCSS. 3. The Grades 9-12 Math NJCCCS were rated at an overall higher percentage of DOK Levels 3 and 4 than were the… Advisors/Committee Members: D.%22%29&pagesize-30">Eunyoung Kim, Ph.D., D.%22%29&pagesize-30">Christopher Tienken, Ed.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2075

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2200

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2208

► 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)

▼ This study used a correlational, explanatory, longitudinal design with quantitative methods to predict the percentage of students who will score at or above Goal. Archival data from Connecticut Mastery Test (CMT) Math and Reading scores from 2011, 2012, and 2013 in conjunction with five-year estimates of the U.S. Census data were examined. The study focused on 21 out-of-school demographic variables, grouped by family human capital and community social capital, to predict the percentage of students in Grade 6 who scored at or above Goal, the district level, on the CMT. The study examined 130 school districts in Connecticut who took the CMT in Grades 6 during the 2011, 2012, and 2013 testing cycles. Through simultaneous and hierarchical linear regression, between 70.7% and 73.7% of the variance in district, Grade 6 Math CMT scores were accounted for by out-of-school factors and between 64.6% and 72.7% of the variance in district, Grade 6 Reading CMT scores were accounted for by out-of-school factors. Two community variables, families earning under $35,000 per year and percentage of individuals 25 and older with a high school diploma, were identified as statistically significant predictors for all testing years. Using a predictive algorithm, the percentage of students performing at or above Goal on the Grade 6 2011, 2012, and 2013 CMT Mathematics was accurately predicted in 72.4% of Connecticut districts and in 68.2% of Connecticut districts in Reading. These findings strongly suggest that standardized tests are not assessing student achievement; they are more accurately assessing family and community demographic factors. This study calls into question the use of federal and state mandated standardized test scores, like the CMT, to drive school reform decisions. Key words: high-stakes testing, school reform, Connecticut Mastery Test, socioeconomic status, Ecological Systems Theory, human family capital, community social capital, trauma, toxic stress Advisors/Committee Members: D.%22%29&pagesize-30">Christopher Tienken, Ed.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Christine Siegel, Ph.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2451

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2493

► 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)

▼ Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in language arts and mathematics are being held accountable for standardized assessment results in their end-of-year, summative evaluations. The development of curriculum and delivery of instruction is being impacted and, most specifically, revised and paced according to skills required to demonstrate levels of proficiency on standardized assessments. No Child Left Behind (2001) changed the game for teachers and started the mandate of placing teacher accountability and evaluation on high-stakes tests. However, it was difficult to place a federal mandate on test scores when states were taking different assessments and working with different standards for proficiency. Common Core Curriculum Standards (2010) attempted to formalize national standards and presented PARCC as the national standard for assessment. Race to the Top provided states monetary rewards for adopting Common Core Curriculum Standards and for entering into the PARCC Consortium. Grades 3-8 language arts and mathematics teachers in New Jersey currently teach under a mandate that ties 30% of their end-of-year, summative evaluations to standardized assessment results. This is known in New Jersey as a Student Growth Percentile (SGP). This mandate holds teachers directly accountable for high-stakes testing outcomes. This does not take into consideration many of the proven factors that dictate academic performance and proficiency, such as socioeconomic status, limited English proficiency, and transience of students. Teachers are under pressure to make sure their students know the skills required for PARCC and to analyze growth and progress throughout the school year. This can get in the way of creativity in delivering lessons and has the potential to narrow the curriculum to only skills required for standardized assessment proficiency. PARCC also changed the way in which standardized assessments are administered to students. It delivered the assessments to students through computer software for the first time. This placed a burden on teachers to make sure their students were proficient in typing skills and other technology skills necessary to navigate through a timed, computerized assessment. This study examined whether or not instructional time is being taken away from language arts and mathematics instruction to ensure technology proficiency required to navigate through a computer-based standardized assessment. It is important to examine perceptions of language arts and math teachers who are objectively held accountable for standardized assessment results. Specifically, the researcher examined any effects on the development of curriculum and delivery of instruction in a middle school setting. This study also examined any time spent away from teaching language arts and mathematics skills in order to ensure technology tools necessary to take a computerized… Advisors/Committee Members: D.%22%29&pagesize-30">Barbara Strobert, Ed.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Sharon Amato, Ed.D..

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2495

► 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)

▼ Higher order thinking skills have been embedded into state teaching standards, including Standard 9 of the New Jersey Core Curriculum Content Standards (NJCCCS) for 21st Century Life and Careers. These standards aim to encourage problem solving, critical thinking, reasoning, and real-world application in order to prepare students for the workplace and are expected to be embedded consistently in classroom practice and learning. With the promotion of Standard 9 in New Jersey schools, technology has become a paramount tool because of its multitude of capabilities. Over the years, private companies have begun developing online-based programs catered to building content area skills as well as higher order thinking skills. Although these online-based programs have gained popularity in recent years, there is little research conducted on the effectiveness of these programs, the validity of the claims made by these private companies, or the types and frequency of tasks that promote higher order thinking skill set development embedded in such programs. The objective of this study was to describe the level and distribution of cognitive complexity within an online-based program using a qualitative content analysis. This program, given the pseudonym of HOT Learning, markets itself as promoting higher order thinking skillset development among students Grades K–8. Two coders utilized Hess’ Cognitive Rigor Matrix to examine 231 questions from the HOT Learning program following the double-rater read-behind consensus model. These questions aligned with NJCCCS for Grade 8 English language arts. The findings in this study showed that the majority of questions did not place into higher order thinking cells within Hess’ Cognitive Rigor Matrix. This study serves as an examination of online-based programs that market the development of higher order thinking skills, raising a need for critique of these programs from school administrators and stakeholders before the purchase and implementation of such programs. There is a need for school personnel to examine these programs in order to decide on one that best meets students’ needs and the intended goal of how the program would be used. It is suggested that adequate supports in the form of professional development and training be put in place in order to facilitate teacher use of these programs. Furthermore, there is a demand for the New Jersey Department of Education (NJDOE) to assess and monitor the validity of these programs compared to the marketing and provide state-approved professional development to teachers not only in the use of these programs but in the understanding and practice of encouraging higher order thinking skills. Advisors/Committee Members: D.%22%29&pagesize-30">Christopher Tienken, Ed.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Dario Sforza, Ed.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarship.shu.edu/dissertations/2562

► 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)

▼ The purpose of this study was to describe the school climate and school culture in selected public secondary Priority Schools, Focus Schools, and Reward Schools in New Jersey and New York. This study used the United States Department of Education’s Elementary and Secondary Education Act (ESEA) Flexibility Waiver definition to identify Priority Schools, Focus Schools, and Reward Schools. The grades ranged from ninth to twelfth grade. The lists of schools were identified from the 2016 New Jersey Department of Education and the New York State Education Department lists of Priority Schools, Focus Schools, and Reward Schools (NJDOE, 2016; NYSED, 2016). The Organizational Climate Description Questionnaire – Rutgers Secondary (OCDQ-RS) and the School Culture Survey (SCS) were the instruments used to gather data on school climate and school culture. A total of 627 teachers participated in the study. Due to the low number of teachers participating in the study, the information gleaned from this study may not be as accurate as a study with substantially more teachers participating. The findings in this study suggested that Reward Schools had an open school climate and a collaborative school culture. Teachers from Reward Schools had mean scores above the normative mean of 500 in Supportive Principal Behavior, Engaged Teacher Behavior, and Intimate Teacher Behavior. The ANOVA post hoc test Tukey HSD revealed that Reward Schools had two climate dimensions, Supportive Principal Behavior and Engaged Teacher Behavior, which were statistically different than the mean scores from Priority and Focus Schools at the .001 significance level. Reward Schools had mean scores in four culture dimensions, Collaborative Leadership, Teacher Collaboration, Professional Development, and Learning Partnership, above the normative mean of 500. The ANOVA post hoc test Tukey HSD revealed there were two school culture dimensions, Collective Leadership and Learning Partnership, which were statistically different between Reward Schools and Focus Schools at the .05 significance level. Priority and Focus Schools had engaged school climates. Teachers from Priority and Focus Schools had mean scores above the normative mean in Directive Principal Behavior and Intimate Teacher Behavior. The ANOVA post hoc test Tukey HSD revealed that there was one school climate dimension, Frustrated Teacher Behavior, which was statistically different between Priority Schools and Focus Schools at the .05 significance level. Priority Schools and Focus Schools had mean scores above the normative mean score of 500 in Teacher Collaboration and Collegial Support. Teachers from both schools had a mean score that was slightly below the normative mean in Collaborative Leadership. Both Priority Schools and Focus Schools had mean scores below the normative mean in Professional Development and Unity of Purpose. ANOVA post hoc test Tukey HSD revealed that there was one school culture dimension, Collegial Support, which was statistically different between Priority Schools and Focus… Advisors/Committee Members: D.%22%29&pagesize-30">Luke Stedrak, Ed.D., D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">James Brunn, Ed.D..

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://scholarship.shu.edu/dissertations/2593

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2066

► 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)

▼ 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 New Jersey Assessment of Skills and Knowledge (NJ ASK). The data that were analyzed were procured from the New Jersey Department of Education website as well as the U.S. Census Bureau’s American Factfinder. The sample size included all New Jersey school districts with an eighth grade population of 25 or more students. This ultimately equated to a sample size of N = 409. The studied explored the community demographic variables that explained the greatest amount of variance on students scoring Advanced Proficient and Proficient on the 2012 NJ ASK 8 Language Arts and Mathematics. The statistical analysis showed that three independent variables (predictors) explained the greatest amount of variance on student performance in both Language Arts and Mathematics: no high school diploma, all people under poverty level, and employment status. Language Arts scores related an R-square value of 67.2% with a margin of error of +/- 7.1 and Mathematics had an R-square value of 63.2% with a margin of error of +/- 9.8 when the independent variables were analyzed. The statistically significant variables combined to accurately predict the percentage of students scoring Proficient or Advanced Proficient in 89.0% of school districts on the Language Arts section of the 2012 NJ ASK 8 and 89.2% of school districts on the Mathematics section of the 2012 NJ ASK 8. This predictive power is remarkable and provides data that demonstrate undeniably that student performance is strongly influenced by factors that abrogate from teaching and learning in the classroom. The results from this study revealed that community demographic factors influenced student results on the 2012 NJ ASK 8. Advisors/Committee Members: D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Christopher Tienken, Ed.D., D.%22%29&pagesize-30">Janet Evers-Goodwin, Ed.D..

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2476

► 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)

▼ 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, establishing its benefits and costs is paramount, especially in light of so many demanding fiscal situations. This study used quantitative research and analysis to measure the benefits and costs of such an expansive distribution of technology. It seeks to answer the question of the worth of such a large-scale adoption. This study explored the relationship between the use of a laptop computer on a 1:1 basis for the purpose of academic instruction and its connection to the academic achievement of students in upper middle class suburban New Jersey high schools. This study used propensity score matching (PSM) primarily via ANCOVA to determine if significant differences existed in student performance while controlling for student demographic and academic characteristics. The data for this study were collected from two demographically similar high schools with the only difference being the presence of a 1:1 laptop initiative. The study required specific student demographic data. The independent variables used were gender, socioeconomic status, grade point average, class attendance, ethnicity, special education classification, status as an English Language Learner, and student prior achievement (i.e., NJASK 8). The dependent variable was the use of a 1:1 laptop program for the purpose of academic instruction. The results indicated that the use of a 1:1 laptop program did not have a statistically significant impact on student performance as measured by HSPA Language Arts Performance, PSAT performance, and student attendance. Furthermore, the results indicated that a 1:1 laptop program had a statistically significant relationship with student performance on the HSPA Math test and student grade point average. Advisors/Committee Members: D.%22%29&pagesize-30">Gerard Babo, Ed.D., D%22%29&pagesize-30">Anthony Colella, Ph.D, Adam D. Fried, EdD..

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2536

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2289

► 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)

▼ 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 educational pathway. The narrative inquiry method of research allowed the research participants to tell “their stories” in “their own” words. The research participants could articulate their views and perceptions on the factors that affected their educational pathway. Thirteen participants participated in the focus groups sessions and in-depth, semi-structured interviews. Bronfenbrenner’s social systems theory (1979), environmental factors, educational experiences, excessive discipline infractions, and legal problems were dominant themes in the study. The study examined the at-risk social, at-risk school, and at-risk student/family factors that may impact a student’s educational pathway. The study found that even though each research participant had a different educational pathway, many of their social, school, and family experiences were similar. The perspectives of the factors impacting each research participant’s pathway varied as well as his or her perception of the level of support received from individuals throughout his or her educational pathway. Participants in the study were motivated to continue to pursue their secondary educational credentials despite obstacles, setbacks, and adversity. This study identified the need for the local school district to continue providing alternative educational settings to students that need a different learning environment. There is also a need to evaluate the current student supports and interventions offered in the traditional school setting. There is also a need to address the impact of community and neighborhood factors that may affect students while in school. Policies designed for school improvement are recommended. Advisors/Committee Members: D.%22%29&pagesize-30">Anthony Colella, Ph.D., D.%22%29&pagesize-30">Barbara Strobert, Ed.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2135

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2429

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/1873

. Advisors/Committee Members: Anthony Colella, Ph.D., Barbara Strobert, Ed.D., Donald Leake, Ph.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/1929

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/1943

► 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)

▼ The purpose of this study was to examine the influence of early childhood program participation on academic achievement by grade 3. This case study utilized a quantitative approach to data collection. For purposes of this research, one P-12 school district in central New Jersey was studied to look at the influence of early childhood program participation on academic achievement as measured by the NJ ASK 3. A quantitative approach to this research was used to remove opinions and perceptions from the data collection. Quantitative data was collected through demographic information and NJ ASK 3 results for students who participated in the early childhood program within the school district and continued through the same public school system through grade 3. The research question for this study was, How does participation in the early childhood program in one P-12 school district in central New Jersey influence academic outcomes as measured by the NJ ASK 3 for those students? In order to address the research question, the data analysis began with an in-depth look at the influence of early childhood program participation as measured by the NJ ASK 3 when controlling for individual variables. For each of the individual variables, regressions were run for language arts literacy and mathematics. The purpose was to see how the primary variable, early childhood program participation, interacted with the other variables. Based upon these results, the researcher ran additional regressions with early childhood program participation and all other significant variables to ascertain the influence of early childhood program participation on the overall model. Findings revealed that although early childhood program participation was significant when controlling for individual variables, it was not significant in the overall model. Recommendations for policy, practice, and future research were evident based upon this study. In terms of policy, decision makers may wish to review mandates surrounding early childhood programs. Practice recommendations include the creation of alternatives to early childhood programs in schools and districts. Future research may center on qualitative studies which provide information about administrator and teacher perceptions on early childhood program participation and academic achievement by grade 3. Advisors/Committee Members: D%22%29&pagesize-30">Anthony Colella, Ph.D, D%22%29&pagesize-30">Barbara Strobert, Ed.D, D%22%29&pagesize-30">Marilyn Birnbaum, Ed.D.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/1924

► 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)

▼ The importance of attracting, selecting, and retaining effective principals is essential. Due to the negative perceptions of the principalship, there are concerns about who will fill these vacancies. Therefore, this study focused on perceptions of second and third year assistant principals toward the principalship and their career aspirations. The following research questions guided this study: (a) How do assistant principals perceive the role of the principal? (b) What are the factors that influence assistant principals’ motivation to seek or not to seek a position as a school principal? The research design used a qualitative approach to ascertain in-depth information to describe assistant principals’ perceptions and motivations. One focus group session was held and nine in-depth phone interviews were conducted. The participants consisted of second year assistant principals in the “New Jersey Leaders To Leaders” program (L2L) and assistant principals who had just completed the L2L program requirements. The findings of this study indicated that 83% of the participants had aspirations of pursuing a principalship. The principalship was described as being a difficult job due to time requirements and responsibilities of dealing with difficult parents, personnel decisions, politics and discipline, while keeping constant communication and managing the day-to-day operations. Taking the next step, having positive experiences as an assistant principal, having leadership aspirations to make a difference, financial incentives and growing as an administrator were described as motivating factors for pursuing a principalship. Due to the finding that 91.6% of the assistant principals who participated in this study were from one of the top three DFG classifications in New Jersey, it is recommended that a research study be done to analyze and compare school district philosophy based on DFG. The experiences assistant principals have due to the school and/or their principal’s leadership style were indicated as impacting motivations for career advancement. It is recommended that a large-scale quantitative study be done to describe the effects on assistant principals’ aspirations to pursue a principalship due to their experiences working as assistant principals. Advisors/Committee Members: D.%2C%22%29&pagesize-30">Anthony Colella, Ph.D.,, D.%22%29&pagesize-30">Kathleen Pecoraro Ed.D., D.%22%29&pagesize-30">Barbara Strobert, Ed.D..

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/2119

► 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)

▼ Kindergarten policies at both the state and local levels differ significantly, including areas such as availability, length of day, entry assessments, quality of instruction, class size, funding, teacher preparation and licensure, and curriculum. Despite this, the nation’s governors and education commissioners came together to approve the Common Core State Standards, a set of clear college-and career-ready standards for kindergarten through 12th grade in English Language Arts and Mathematics. This research was designed to investigate the difference, if any, in the reading achievement of students who attended full-day kindergarten versus students who attended half-day programs. Data included results of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next assessment. The participants were two independent cohorts of general education elementary school students in kindergarten. Students who attended the elementary school for half-day kindergarten during the 2012-2013 school year comprised Cohort 1 (n=111 ) in District A. Cohort 2 was represented by students who attended a different elementary school in District B for full-day kindergarten during the 2012-2013 school year (n=119). Pairwise comparisons were analyzed at three time points: BOY-MOY, MOY-EOY, and BOY-EOY (Beginning of year, middle of year, end of year) for all available data. Two different kinds of data required different kinds of analyses. First, score data were a continuous variable and were analyzed with ANCOVA. An analysis of covariance was employed to determine the effect of the independent variable on the average value of the dependent variable. Second, level data were originally presented as text data (nominal). The data were converted to an ordinal variable and analyzed with logistic regression, which provided results that can be interpreted exactly the same as the ANCOVA results. A secondary analysis analyzing effect sizes was also calculated. Overall findings from the data that were collected and analyzed revealed that, although participation in full-day kindergarten had higher mean scores than half-day programs in all but one comparison, only a few DIBELS Next measures showed significant gains for full-day over half-day. One measure showed very small significant gains for half-day rather than full-day. These findings were similar with the gender comparisons. The general pattern of full-day doing better than half-day with small insignificant differences across a large number of variables was seen for both males and females. Advisors/Committee Members: D%22%29&pagesize-30">Anthony Colella, Ph.D, D%22%29&pagesize-30">Christopher Tienken, Ed.D, D%22%29&pagesize-30">Debra Miller, Ed.D.

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/1902

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 (6^th 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 (16^th 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 (7^th 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

URL: http://scholarship.shu.edu/dissertations/1824

. Advisors/Committee Members: Anthony Colella, Ph.D., Christopher Tienken, Ed.D., Gerard Babo, Ed.D..

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

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APA (6^th 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 (16^th 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 (7^th 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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