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You searched for +publisher:"Seton Hall University" +contributor:("Barbara Strobert"). Showing records 1 – 30 of 70 total matches.

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Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2518.

MLA Handbook (7th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Web. 22 Aug 2019.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. 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

2. Adam, Tabina H. A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically.

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

  The purpose of this qualitative study was to explore the perceptions of teachers of urban eighth-grade at-risk students in one New Jersey school district… (more)

Subjects/Keywords: At-risk; Motivation; Facilitate Motivation; Inhibit Motivation; Classroom Factors; Urban Students; Curriculum and Instruction; Elementary and Middle and Secondary Education Administration; Urban Education

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APA (6th Edition):

Adam, T. H. (2018). A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2522

Chicago Manual of Style (16th Edition):

Adam, Tabina H. “A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2522.

MLA Handbook (7th Edition):

Adam, Tabina H. “A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically.” 2018. Web. 22 Aug 2019.

Vancouver:

Adam TH. A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2522.

Council of Science Editors:

Adam TH. A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2522


Seton Hall University

3. Anemone, Alex. A Descriptive Study of the Factors Influencing Middle School Choice in a Diverse Magnet School District in Northern New Jersey.

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

  Since their creation over two centuries ago, public schools have been coupled with students via geographical zones. Bolstered by compulsory attendance laws, public schools… (more)

Subjects/Keywords: Middle school choice; Magnet schools; New Jersey; Northern New Jersey; Education; Curriculum and Social Inquiry; Early Childhood Education; Education; Elementary Education

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APA (6th Edition):

Anemone, A. (2008). A Descriptive Study of the Factors Influencing Middle School Choice in a Diverse Magnet School District in Northern New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2335

Chicago Manual of Style (16th Edition):

Anemone, Alex. “A Descriptive Study of the Factors Influencing Middle School Choice in a Diverse Magnet School District in Northern New Jersey.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2335.

MLA Handbook (7th Edition):

Anemone, Alex. “A Descriptive Study of the Factors Influencing Middle School Choice in a Diverse Magnet School District in Northern New Jersey.” 2008. Web. 22 Aug 2019.

Vancouver:

Anemone A. A Descriptive Study of the Factors Influencing Middle School Choice in a Diverse Magnet School District in Northern New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2335.

Council of Science Editors:

Anemone A. A Descriptive Study of the Factors Influencing Middle School Choice in a Diverse Magnet School District in Northern New Jersey. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/2335


Seton Hall University

4. Moss, Jonathan Tyler. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.

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

  Since the publication of A Nation at Risk in 1983, the school reform movement has offered many contrasting ideas and initiatives to make our… (more)

Subjects/Keywords: Danielson; Evaluation; Teachers; Education; Perception; Administration; New Jersey; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Moss, J. T. (2015). The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2090

Chicago Manual of Style (16th Edition):

Moss, Jonathan Tyler. “The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2090.

MLA Handbook (7th Edition):

Moss, Jonathan Tyler. “The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.” 2015. Web. 22 Aug 2019.

Vancouver:

Moss JT. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2090.

Council of Science Editors:

Moss JT. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2090


Seton Hall University

5. Dries, Shannon D. The influence of Parent Portal Access on Student Efficacy and Parental Involvement.

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

  This study examined the influence of Parent Portal access on student achievement and parental involvement defined as home-to-school communication. The population was students in… (more)

Subjects/Keywords: parental involvement; student achievement; technology; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Dries, S. D. (2014). The influence of Parent Portal Access on Student Efficacy and Parental Involvement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2076

Chicago Manual of Style (16th Edition):

Dries, Shannon D. “The influence of Parent Portal Access on Student Efficacy and Parental Involvement.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2076.

MLA Handbook (7th Edition):

Dries, Shannon D. “The influence of Parent Portal Access on Student Efficacy and Parental Involvement.” 2014. Web. 22 Aug 2019.

Vancouver:

Dries SD. The influence of Parent Portal Access on Student Efficacy and Parental Involvement. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2076.

Council of Science Editors:

Dries SD. The influence of Parent Portal Access on Student Efficacy and Parental Involvement. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2076


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Carne, Jennifer. “A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship.” 2013. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2005.

MLA Handbook (7th Edition):

Carne, Jennifer. “A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship.” 2013. Web. 22 Aug 2019.

Vancouver:

Carne J. A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Aug 22]. 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

7. King, Sue A. Pennsylvania Superintendent-Preparation: How Has it Changed?.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2010, Seton Hall University

  The purpose for this study was to add to the research on school administrator preparation programs by examining and describing the content, structure, and… (more)

Subjects/Keywords: Education; Superintendents; Pennsylvania; School administrators; Superintendent preparation; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

King, S. A. (2010). Pennsylvania Superintendent-Preparation: How Has it Changed?. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1327

Chicago Manual of Style (16th Edition):

King, Sue A. “Pennsylvania Superintendent-Preparation: How Has it Changed?.” 2010. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/1327.

MLA Handbook (7th Edition):

King, Sue A. “Pennsylvania Superintendent-Preparation: How Has it Changed?.” 2010. Web. 22 Aug 2019.

Vancouver:

King SA. Pennsylvania Superintendent-Preparation: How Has it Changed?. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/1327.

Council of Science Editors:

King SA. Pennsylvania Superintendent-Preparation: How Has it Changed?. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1327


Seton Hall University

8. Ross, Lavetta S. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.

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

  This study examined the influence of the student mobility rate on the high school graduation rate of schools in the state of New Jersey.… (more)

Subjects/Keywords: student mobility; graduation rate; low socioeconomic status; Education

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APA (6th Edition):

Ross, L. S. (2014). The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1974

Chicago Manual of Style (16th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/1974.

MLA Handbook (7th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Web. 22 Aug 2019.

Vancouver:

Ross LS. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/1974.

Council of Science Editors:

Ross LS. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1974


Seton Hall University

9. Longley, Jennifer M. How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?.

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

  Family-centered care, the mandated delivery approach outlined under the Individuals with Disabilities Education Act, Part C, is considered best practice in providing services to… (more)

Subjects/Keywords: Early Intervention; Family-centered care; Part C services; Administrators; Parent-professional partnership; Service delivery; Education; Educational Administration and Supervision; Educational Leadership; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Special Education Administration

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APA (6th Edition):

Longley, J. M. (2014). How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2018

Chicago Manual of Style (16th Edition):

Longley, Jennifer M. “How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2018.

MLA Handbook (7th Edition):

Longley, Jennifer M. “How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?.” 2014. Web. 22 Aug 2019.

Vancouver:

Longley JM. How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2018.

Council of Science Editors:

Longley JM. How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2018


Seton Hall University

10. Irving, Christopher C. New Jersey Anti-Bullying Bill of Rights Act: Perceptions of High School Administrators on Implementing the Law.

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

  The purpose of this study was to examine the 2011 New Jersey Anti-Bullying Bill of Rights Act (NJAB) and its perceived impact on urban… (more)

Subjects/Keywords: bullying; new jersey; anti-bullying; laws; administrators; Educational Psychology; Elementary Education; Other Education

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APA (6th Edition):

Irving, C. C. (2016). New Jersey Anti-Bullying Bill of Rights Act: Perceptions of High School Administrators on Implementing the Law. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2245

Chicago Manual of Style (16th Edition):

Irving, Christopher C. “New Jersey Anti-Bullying Bill of Rights Act: Perceptions of High School Administrators on Implementing the Law.” 2016. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2245.

MLA Handbook (7th Edition):

Irving, Christopher C. “New Jersey Anti-Bullying Bill of Rights Act: Perceptions of High School Administrators on Implementing the Law.” 2016. Web. 22 Aug 2019.

Vancouver:

Irving CC. New Jersey Anti-Bullying Bill of Rights Act: Perceptions of High School Administrators on Implementing the Law. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2245.

Council of Science Editors:

Irving CC. New Jersey Anti-Bullying Bill of Rights Act: Perceptions of High School Administrators on Implementing the Law. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2245


Seton Hall University

11. Caldwell, Dale G. The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores.

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

  This correlational, explanatory study utilized multiple linear and hierarchical regression to examine the predictive power of socioeconomic, parental and district factors on the total… (more)

Subjects/Keywords: Achievement; Demographic Variables and Achievement; High Stakes; MCAS; Poverty and Achievement; Predictive Test Results; Standardized Testing; War on Poverty; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration; Urban Education

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APA (6th Edition):

Caldwell, D. G. (2017). The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2251

Chicago Manual of Style (16th Edition):

Caldwell, Dale G. “The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2251.

MLA Handbook (7th Edition):

Caldwell, Dale G. “The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores.” 2017. Web. 22 Aug 2019.

Vancouver:

Caldwell DG. The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2251.

Council of Science Editors:

Caldwell DG. The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2251


Seton Hall University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Penna-Baskinger, Robin. “Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2608.

MLA Handbook (7th Edition):

Penna-Baskinger, Robin. “Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8.” 2018. Web. 22 Aug 2019.

Vancouver:

Penna-Baskinger R. Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. Available from: https://scholarship.shu.edu/dissertations/2608.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Bell, Carlaina. “The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2451.

MLA Handbook (7th Edition):

Bell, Carlaina. “The Role of Department Chairs as Instructional Leader in New Jersey Secondary Schools that Practice Distributed Leadership.” 2017. Web. 22 Aug 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 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2451.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2493.

MLA Handbook (7th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Web. 22 Aug 2019.

Vancouver:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. 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. Estrict, Ronnie. Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Estrict, Ronnie. “Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2593.

MLA Handbook (7th Edition):

Estrict, Ronnie. “Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.” 2018. Web. 22 Aug 2019.

Vancouver:

Estrict R. Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. 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

16. Lacagnino, Sara N. The Effect of Participation in a Title V Program on Latinx Student Success at a Community College.

Degree: PhD, Education Leadership, Management and Policy, 2019, Seton Hall University

  Historically, the low degree attainment of Latinx students has been an issue of concern. The Title V Developing Hispanic-Serving Institutions Program was implemented to… (more)

Subjects/Keywords: Title V program; Latinx; community college; Hispanic Serving Institution; student success; academic performance; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Lacagnino, S. N. (2019). The Effect of Participation in a Title V Program on Latinx Student Success at a Community College. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2642

Chicago Manual of Style (16th Edition):

Lacagnino, Sara N. “The Effect of Participation in a Title V Program on Latinx Student Success at a Community College.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2642.

MLA Handbook (7th Edition):

Lacagnino, Sara N. “The Effect of Participation in a Title V Program on Latinx Student Success at a Community College.” 2019. Web. 22 Aug 2019.

Vancouver:

Lacagnino SN. The Effect of Participation in a Title V Program on Latinx Student Success at a Community College. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 22]. Available from: https://scholarship.shu.edu/dissertations/2642.

Council of Science Editors:

Lacagnino SN. The Effect of Participation in a Title V Program on Latinx Student Success at a Community College. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2642


Seton Hall University

17. Mars, Lisa. Content Validity of the New York State Spanish Comprehensive Regents Examination.

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

  Alignment to New York State Modern Languages Checkpoint B Syllabus and New York State Modern Languages Standards 2006-2011. The purpose of this alignment study… (more)

Subjects/Keywords: content Validity; large scale assessment; Exit examinations; alignment study; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Mars, L. (2013). Content Validity of the New York State Spanish Comprehensive Regents Examination. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2671

Chicago Manual of Style (16th Edition):

Mars, Lisa. “Content Validity of the New York State Spanish Comprehensive Regents Examination.” 2013. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2671.

MLA Handbook (7th Edition):

Mars, Lisa. “Content Validity of the New York State Spanish Comprehensive Regents Examination.” 2013. Web. 22 Aug 2019.

Vancouver:

Mars L. Content Validity of the New York State Spanish Comprehensive Regents Examination. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Aug 22]. Available from: https://scholarship.shu.edu/dissertations/2671.

Council of Science Editors:

Mars L. Content Validity of the New York State Spanish Comprehensive Regents Examination. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: https://scholarship.shu.edu/dissertations/2671


Seton Hall University

18. Luciano, Jessica. The Influence of Curriculum Quality on Student Achievement on the New Jersey Assessment of Skills and Knowledge (NJ ASK) Language Arts and Mathematics for Fifth-Grade Students in the Lowest Socioeconomic School Districts.

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

  This study examined the strength and direction of the relationships between student and school variables found in the present literature to influence student achievement… (more)

Subjects/Keywords: Curriculum Customization; NJ ASK Language Arts; NJ ASK Mathematics; Curriculum Design; Curriculum Development; Influential Forces that Drive Curriculum; Educational Leadership

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APA (6th Edition):

Luciano, J. (2014). The Influence of Curriculum Quality on Student Achievement on the New Jersey Assessment of Skills and Knowledge (NJ ASK) Language Arts and Mathematics for Fifth-Grade Students in the Lowest Socioeconomic School Districts. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2017

Chicago Manual of Style (16th Edition):

Luciano, Jessica. “The Influence of Curriculum Quality on Student Achievement on the New Jersey Assessment of Skills and Knowledge (NJ ASK) Language Arts and Mathematics for Fifth-Grade Students in the Lowest Socioeconomic School Districts.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2017.

MLA Handbook (7th Edition):

Luciano, Jessica. “The Influence of Curriculum Quality on Student Achievement on the New Jersey Assessment of Skills and Knowledge (NJ ASK) Language Arts and Mathematics for Fifth-Grade Students in the Lowest Socioeconomic School Districts.” 2014. Web. 22 Aug 2019.

Vancouver:

Luciano J. The Influence of Curriculum Quality on Student Achievement on the New Jersey Assessment of Skills and Knowledge (NJ ASK) Language Arts and Mathematics for Fifth-Grade Students in the Lowest Socioeconomic School Districts. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2017.

Council of Science Editors:

Luciano J. The Influence of Curriculum Quality on Student Achievement on the New Jersey Assessment of Skills and Knowledge (NJ ASK) Language Arts and Mathematics for Fifth-Grade Students in the Lowest Socioeconomic School Districts. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2017


Seton Hall University

19. Breiman, Daniel J. Peer Observation as a Job-Embedded Professional Development Tool.

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

  Teacher professional development is typically provided outside of the workplace, and is therefore disconnected to daily classroom practices. An alternative model of professional development… (more)

Subjects/Keywords: professional development; learning; innovation; Job-embedded; collaborative; observation; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Breiman, D. J. (2019). Peer Observation as a Job-Embedded Professional Development Tool. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2646

Chicago Manual of Style (16th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2646.

MLA Handbook (7th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Web. 22 Aug 2019.

Vancouver:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 22]. Available from: https://scholarship.shu.edu/dissertations/2646.

Council of Science Editors:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2646


Seton Hall University

20. Dow, Shae-Brie M. A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students.

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

  According to the National Center for Public Policy and Higher Education & The Southern Regional Education Board (2010), there is a disparity between those… (more)

Subjects/Keywords: College Readiness; College Eligible; New Jersey Public Schools; School Size; Economies of Scale; School Connectedness; Other Education; Secondary Education

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APA (6th Edition):

Dow, S. M. (2019). A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2652

Chicago Manual of Style (16th Edition):

Dow, Shae-Brie M. “A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2652.

MLA Handbook (7th Edition):

Dow, Shae-Brie M. “A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students.” 2019. Web. 22 Aug 2019.

Vancouver:

Dow SM. A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 22]. Available from: https://scholarship.shu.edu/dissertations/2652.

Council of Science Editors:

Dow SM. A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2652


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Leto, Thomas R. “Catholic Identity in Edmund Rice Christian Brother Schools in the United States.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2503.

MLA Handbook (7th Edition):

Leto, Thomas R. “Catholic Identity in Edmund Rice Christian Brother Schools in the United States.” 2018. Web. 22 Aug 2019.

Vancouver:

Leto TR. Catholic Identity in Edmund Rice Christian Brother Schools in the United States. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2503.

Council of Science Editors:

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


Seton Hall University

22. DeTuro, Michael. The Influence of Curriculum Customization on Grade 3 Student Achievement in Language Arts and Mathematics in New Jersey’s 30 Poorest School Districts.

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

  The purpose for my correlational cross-sectional study was to explore the influences of proximal and distal forces on curriculum development and how it affects… (more)

Subjects/Keywords: Curriculum Development; Curriculum Design; Common Core; Student Achievement; No Child Left Behind; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Education; Other Educational Administration and Supervision; Urban Education

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APA (6th Edition):

DeTuro, M. (2015). The Influence of Curriculum Customization on Grade 3 Student Achievement in Language Arts and Mathematics in New Jersey’s 30 Poorest School Districts. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2063

Chicago Manual of Style (16th Edition):

DeTuro, Michael. “The Influence of Curriculum Customization on Grade 3 Student Achievement in Language Arts and Mathematics in New Jersey’s 30 Poorest School Districts.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2063.

MLA Handbook (7th Edition):

DeTuro, Michael. “The Influence of Curriculum Customization on Grade 3 Student Achievement in Language Arts and Mathematics in New Jersey’s 30 Poorest School Districts.” 2015. Web. 22 Aug 2019.

Vancouver:

DeTuro M. The Influence of Curriculum Customization on Grade 3 Student Achievement in Language Arts and Mathematics in New Jersey’s 30 Poorest School Districts. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2063.

Council of Science Editors:

DeTuro M. The Influence of Curriculum Customization on Grade 3 Student Achievement in Language Arts and Mathematics in New Jersey’s 30 Poorest School Districts. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2063

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hursey, Ericka Roberson. “The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2289.

MLA Handbook (7th Edition):

Hursey, Ericka Roberson. “The Perceptions of Alternative Education Students Ages 18-21 About the Factors in the Traditional School Setting that Inhibited Their On-Time High School Graduation.” 2017. Web. 22 Aug 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 Aug 22]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sackey, Albert Nii Lartey, Jr. “The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2010.

MLA Handbook (7th Edition):

Sackey, Albert Nii Lartey, Jr. “The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8.” 2014. Web. 22 Aug 2019.

Vancouver:

Sackey, Albert Nii Lartey J. The Influence of Community Demographics on Student Achievement on the Connecticut Mastery Test in Mathematics and English Language Arts in Grade 3 Through 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2010.

Council of Science Editors:

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ward, William M. “The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement.” 2009. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/1614.

MLA Handbook (7th Edition):

Ward, William M. “The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement.” 2009. Web. 22 Aug 2019.

Vancouver:

Ward WM. The Influence of a Reform-Based Mathematic Program on Third, Fourth, and Fifth Grade Student Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/1614.

Council of Science Editors:

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schoenlank, Jean. “School Administrators’ Perceptions of the James Stronge Teacher Evaluation System.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2429.

MLA Handbook (7th Edition):

Schoenlank, Jean. “School Administrators’ Perceptions of the James Stronge Teacher Evaluation System.” 2017. Web. 22 Aug 2019.

Vancouver:

Schoenlank J. School Administrators’ Perceptions of the James Stronge Teacher Evaluation System. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Aug 22]. 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

27. Nieves, Nurka Liz. A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”.

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

  Latinas¹ have been known for certain leadership roles throughout the history of the United States. They have impacted the country’s government as having the… (more)

Subjects/Keywords: Latinas; superintendents; barriers; career paths; challenges; role models; mentoring; women in leadership; immigrant shifts; networking; Bilingual, Multilingual, and Multicultural Education; Education; Educational Administration and Supervision; Teacher Education and Professional Development

…at Seton Hall University. We need more organizations like this to assist Latinas in their… 

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APA (6th Edition):

Nieves, N. L. (2016). A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2175

Chicago Manual of Style (16th Edition):

Nieves, Nurka Liz. “A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”.” 2016. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/2175.

MLA Handbook (7th Edition):

Nieves, Nurka Liz. “A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”.” 2016. Web. 22 Aug 2019.

Vancouver:

Nieves NL. A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/2175.

Council of Science Editors:

Nieves NL. A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2175

28. Graziano, Dana. The Relative Influence of Faculty Mobility on NJ HSPA Scores.

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

Subjects/Keywords: HSPA; Teacher Turnover; Teacher Attrition; Faculty Mobility; Student Achievement; High School Test Scores; Education

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APA (6th Edition):

Graziano, D. (2012). The Relative Influence of Faculty Mobility on NJ HSPA Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1830

Chicago Manual of Style (16th Edition):

Graziano, Dana. “The Relative Influence of Faculty Mobility on NJ HSPA Scores.” 2012. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/1830.

MLA Handbook (7th Edition):

Graziano, Dana. “The Relative Influence of Faculty Mobility on NJ HSPA Scores.” 2012. Web. 22 Aug 2019.

Vancouver:

Graziano D. The Relative Influence of Faculty Mobility on NJ HSPA Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Aug 22]. Available from: http://scholarship.shu.edu/dissertations/1830.

Council of Science Editors:

Graziano D. The Relative Influence of Faculty Mobility on NJ HSPA Scores. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1830

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Biggs, Sharon M. “Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices.” 2013. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/1873.

MLA Handbook (7th Edition):

Biggs, Sharon M. “Superintendents’ Beliefs about Barriers That Can Influence Their District Technology Leadership Practices.” 2013. Web. 22 Aug 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 Aug 22]. 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

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Brotschul, Brian B. “A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability.” 2013. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. http://scholarship.shu.edu/dissertations/1929.

MLA Handbook (7th Edition):

Brotschul, Brian B. “A Qualitative Examination of Factors Influencing Assistant Principal Motivation to Pursue a Principalship in an Era of Accountability.” 2013. Web. 22 Aug 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 Aug 22]. 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

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