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You searched for +publisher:"Seton Hall University" +contributor:("Barbara Strobert, Ed.D."). Showing records 1 – 30 of 37 total matches.

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Seton Hall University

1. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2090


Seton Hall University

2. 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 https://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 May 28, 2020. https://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. 28 May 2020.

Vancouver:

Dries SD. The influence of Parent Portal Access on Student Efficacy and Parental Involvement. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2076


Seton Hall University

3. 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 https://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 May 28, 2020. https://scholarship.shu.edu/dissertations/2005.

MLA Handbook (7th Edition):

Carne, Jennifer. “A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship.” 2013. Web. 28 May 2020.

Vancouver:

Carne J. A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2005


Seton Hall University

4. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/1974


Seton Hall University

5. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2018


Seton Hall University

6. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2245


Seton Hall University

7. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2251


Seton Hall University

8. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2522


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Estrict, Ronnie. “Perceptions: Are mandatory mentoring programs contributing to beginning teachers' retention in urban public school settings in Northern New Jersey?.” 2018. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. 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. 28 May 2020.

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 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/2593.

Council of Science Editors:

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


Seton Hall University

10. Banks, Cheryl M. A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms.

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

  The purpose of this research study was to examine teachers’ perceptions toward co- teaching in inclusion classrooms and provide valuable information on relevant content,… (more)

Subjects/Keywords: inclusion; co-teaching; collaboration; planning time; professional development; Elementary and Middle and Secondary Education Administration; Special Education Administration; Teacher Education and Professional Development; Urban Education

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APA (6th Edition):

Banks, C. M. (2018). A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2606

Chicago Manual of Style (16th Edition):

Banks, Cheryl M. “A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms.” 2018. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/2606.

MLA Handbook (7th Edition):

Banks, Cheryl M. “A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms.” 2018. Web. 28 May 2020.

Vancouver:

Banks CM. A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/2606.

Council of Science Editors:

Banks CM. A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2606


Seton Hall University

11. 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 May 28, 2020. 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. 28 May 2020.

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 2020 May 28]. 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

12. 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 May 28, 2020. 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. 28 May 2020.

Vancouver:

Mars L. Content Validity of the New York State Spanish Comprehensive Regents Examination. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 May 28]. 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

13. Patterson, Charlotte. Exploring Principals' Perceptions About Efficacy in Arizona Urban Schools Designated for the School Improvement Process.

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

  Studies have determined a positive relationship exists between the self-efficacy of students and academic achievement, and teacher efficacy and student achievement. For over a… (more)

Subjects/Keywords: efficacy; turnaround; improvement; achievement; underperformance; leadership; efficacious; 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):

Patterson, C. (2018). Exploring Principals' Perceptions About Efficacy in Arizona Urban Schools Designated for the School Improvement Process. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2716

Chicago Manual of Style (16th Edition):

Patterson, Charlotte. “Exploring Principals' Perceptions About Efficacy in Arizona Urban Schools Designated for the School Improvement Process.” 2018. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/2716.

MLA Handbook (7th Edition):

Patterson, Charlotte. “Exploring Principals' Perceptions About Efficacy in Arizona Urban Schools Designated for the School Improvement Process.” 2018. Web. 28 May 2020.

Vancouver:

Patterson C. Exploring Principals' Perceptions About Efficacy in Arizona Urban Schools Designated for the School Improvement Process. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/2716.

Council of Science Editors:

Patterson C. Exploring Principals' Perceptions About Efficacy in Arizona Urban Schools Designated for the School Improvement Process. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2716


Seton Hall University

14. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2017


Seton Hall University

15. 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 May 28, 2020. 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. 28 May 2020.

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 2020 May 28]. 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

16. 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 May 28, 2020. https://scholarship.shu.edu/dissertations/2646.

MLA Handbook (7th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Web. 28 May 2020.

Vancouver:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 May 28]. 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

17. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2289

18. 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 https://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 May 28, 2020. https://scholarship.shu.edu/dissertations/2175.

MLA Handbook (7th Edition):

Nieves, Nurka Liz. “A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”.” 2016. Web. 28 May 2020.

Vancouver:

Nieves NL. A Study of Latina Superintendents in New Jersey: “Cumpliendo Metas”. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2175

19. Tonuzi, Mirvetk. Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability.

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

Subjects/Keywords: At-Risk Students; Leadership Responsibilities; Elementary Students; Educational Accountability; Distinguished Principals; Principal Perspectives of At-Risk; Elementary and Middle and Secondary Education Administration

…NAESP. Approval of the study was requested from the Seton Hall University Institutional Review… 

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APA (6th Edition):

Tonuzi, M. (2012). Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1818

Chicago Manual of Style (16th Edition):

Tonuzi, Mirvetk. “Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability.” 2012. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1818.

MLA Handbook (7th Edition):

Tonuzi, Mirvetk. “Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability.” 2012. Web. 28 May 2020.

Vancouver:

Tonuzi M. Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/1818.

Council of Science Editors:

Tonuzi M. Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: https://scholarship.shu.edu/dissertations/1818

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Villani, Gina Marie. “The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level.” 2014. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1943.

MLA Handbook (7th Edition):

Villani, Gina Marie. “The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level.” 2014. Web. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/1943

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Oliver, James DeWitt, III. “A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations.” 2013. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1924.

MLA Handbook (7th Edition):

Oliver, James DeWitt, III. “A Study of Assistant Principals’ Perceptions of the Principalship and their Career Aspirations.” 2013. Web. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/1924

22. Savino-Garzon, Danielle. Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components.

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

  The No Child Left Behind Act of 2001 (NCLB) transformed the system of accountability for schools in the United States by implementing high stakes… (more)

Subjects/Keywords: Scripted Reading Instruction; Curriculum and Instruction; Educational Leadership

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APA (6th Edition):

Savino-Garzon, D. (2013). Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1912

Chicago Manual of Style (16th Edition):

Savino-Garzon, Danielle. “Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components.” 2013. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1912.

MLA Handbook (7th Edition):

Savino-Garzon, Danielle. “Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components.” 2013. Web. 28 May 2020.

Vancouver:

Savino-Garzon D. Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/1912.

Council of Science Editors:

Savino-Garzon D. Teacher Evaluation of the Scripted Reading Street Program and the Level of Satisfaction among its Sub-scale Components. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: https://scholarship.shu.edu/dissertations/1912

23. McKeon, Barbara. Middle School Transition: faculty and parent perceptions of the academic, procedural, and social changes that occur between elementary and middle school.

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

  This purpose of this study was to investigate the perceptions of parents and faculty regarding the transition from a private special education school to… (more)

Subjects/Keywords: Adolescence; Adolescent development; transition planning; special education; private school; Special Education and Teaching

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APA (6th Edition):

McKeon, B. (2014). Middle School Transition: faculty and parent perceptions of the academic, procedural, and social changes that occur between elementary and middle school. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1931

Chicago Manual of Style (16th Edition):

McKeon, Barbara. “Middle School Transition: faculty and parent perceptions of the academic, procedural, and social changes that occur between elementary and middle school.” 2014. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1931.

MLA Handbook (7th Edition):

McKeon, Barbara. “Middle School Transition: faculty and parent perceptions of the academic, procedural, and social changes that occur between elementary and middle school.” 2014. Web. 28 May 2020.

Vancouver:

McKeon B. Middle School Transition: faculty and parent perceptions of the academic, procedural, and social changes that occur between elementary and middle school. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/1931.

Council of Science Editors:

McKeon B. Middle School Transition: faculty and parent perceptions of the academic, procedural, and social changes that occur between elementary and middle school. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: https://scholarship.shu.edu/dissertations/1931

24. Reyes, Richard. School Shootings and Principals' Perception of Armed Personnel in an Education Setting.

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

  The purpose of this study was to explore the dilemma principals have in determining the best approach to provide safe environment for their students… (more)

Subjects/Keywords: School Shootings; School Violence; Active Shooter; Armed Personnel in Schools; School Resource Officers; Criminal Law; Criminal Procedure; Education; Educational Administration and Supervision; Educational Leadership; Law Enforcement and Corrections; Social and Behavioral Sciences; Student Counseling and Personnel Services; Urban Education; Urban Studies and Planning

…thank the many professors and administrative staff at Seton Hall University, who have… …question admirable and commendable, in the spirit of Seton Hall University. I would like to… …first through the Master’s Program, followed by the Seton Hall University Ed. S. Program, and… …acknowledge Michele A. Rullo, Seton Hall University, for the many calls she had to take from me and… …Superintendent City of Paterson School District 178 APPENDIX C Seton Hall University Institutional… 

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APA (6th Edition):

Reyes, R. (2014). School Shootings and Principals' Perception of Armed Personnel in an Education Setting. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2006

Chicago Manual of Style (16th Edition):

Reyes, Richard. “School Shootings and Principals' Perception of Armed Personnel in an Education Setting.” 2014. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/2006.

MLA Handbook (7th Edition):

Reyes, Richard. “School Shootings and Principals' Perception of Armed Personnel in an Education Setting.” 2014. Web. 28 May 2020.

Vancouver:

Reyes R. School Shootings and Principals' Perception of Armed Personnel in an Education Setting. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/2006.

Council of Science Editors:

Reyes R. School Shootings and Principals' Perception of Armed Personnel in an Education Setting. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: https://scholarship.shu.edu/dissertations/2006

25. Bowman, Frances. The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7.

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

  Abstract This study examines the influence of Montessori-based literacy curriculum and instruction on student achievement in Grades 3, 4, 5, 6, and 7. I… (more)

Subjects/Keywords: Reading; Special Education; Montessori; Educational Leadership; Curriculum and Instruction; Learning Disabilities; Curriculum and Instruction; Education

…123 Appendices Appendix A. Letter of Approval from IRB Board Seton Hall University… 

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APA (6th Edition):

Bowman, F. (2013). The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1933

Chicago Manual of Style (16th Edition):

Bowman, Frances. “The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7.” 2013. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1933.

MLA Handbook (7th Edition):

Bowman, Frances. “The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7.” 2013. Web. 28 May 2020.

Vancouver:

Bowman F. The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/1933.

Council of Science Editors:

Bowman F. The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: https://scholarship.shu.edu/dissertations/1933

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Carter, Shauna Angelina. “The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools.” 2013. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/1902.

MLA Handbook (7th Edition):

Carter, Shauna Angelina. “The Influences of Race and Gender on the Leadership of African American Female Principals of Predominantly White Elementary Schools.” 2013. Web. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/1902

27. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2451

28. 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 https://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 May 28, 2020. https://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. 28 May 2020.

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 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2493

29. 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

…using the Seton Hall University online library search engine. Resources utilized to help… …Center (ERIC), Google Scholar, and the Seton Hall University Electronic Dissertation… 

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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 https://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 May 28, 2020. https://scholarship.shu.edu/dissertations/2518.

MLA Handbook (7th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Web. 28 May 2020.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 May 28]. Available from: https://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: https://scholarship.shu.edu/dissertations/2518

30. Mendez, Yolanda. Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study.

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

  This autoethnographic study examined the transformational growth and development over a four-year period of professional learning communities (PLCs) at an urban elementary school in… (more)

Subjects/Keywords: Professional Learning Communities; PLC; Autoethnography; Principal Leader; Teacher Leader; Transformational; Compliant; Distributed Leadership; Shared Leadership; Educational Leadership; Other Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mendez, Y. (2015). Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2078

Chicago Manual of Style (16th Edition):

Mendez, Yolanda. “Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study.” 2015. Doctoral Dissertation, Seton Hall University. Accessed May 28, 2020. https://scholarship.shu.edu/dissertations/2078.

MLA Handbook (7th Edition):

Mendez, Yolanda. “Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study.” 2015. Web. 28 May 2020.

Vancouver:

Mendez Y. Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 May 28]. Available from: https://scholarship.shu.edu/dissertations/2078.

Council of Science Editors:

Mendez Y. Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: https://scholarship.shu.edu/dissertations/2078

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