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You searched for +publisher:"Seton Hall University" +contributor:("Charles Achilles"). Showing records 1 – 30 of 31 total matches.

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Seton Hall University

1. 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 September 17, 2019. http://scholarship.shu.edu/dissertations/1327.

MLA Handbook (7th Edition):

King, Sue A. “Pennsylvania Superintendent-Preparation: How Has it Changed?.” 2010. Web. 17 Sep 2019.

Vancouver:

King SA. Pennsylvania Superintendent-Preparation: How Has it Changed?. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Sep 17]. 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

2. Dino, Jeffrey T. A Study in Police Preparedness to Respond to Active Shooter Situations to Provide a Safer Learning Environment in the Schools of Bergen County, New Jersey.

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

  The research in this study was conducted to explore the influence that the Bergen County Prosecutor's Office Directive 05-01 had on the training and… (more)

Subjects/Keywords: Education; Social sciences; School shootings; School violence; Police training; New Jersey; Preparedness; Educational Administration and Supervision

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APA (6th Edition):

Dino, J. T. (2009). A Study in Police Preparedness to Respond to Active Shooter Situations to Provide a Safer Learning Environment in the Schools of Bergen County, New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1

Chicago Manual of Style (16th Edition):

Dino, Jeffrey T. “A Study in Police Preparedness to Respond to Active Shooter Situations to Provide a Safer Learning Environment in the Schools of Bergen County, New Jersey.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1.

MLA Handbook (7th Edition):

Dino, Jeffrey T. “A Study in Police Preparedness to Respond to Active Shooter Situations to Provide a Safer Learning Environment in the Schools of Bergen County, New Jersey.” 2009. Web. 17 Sep 2019.

Vancouver:

Dino JT. A Study in Police Preparedness to Respond to Active Shooter Situations to Provide a Safer Learning Environment in the Schools of Bergen County, New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1.

Council of Science Editors:

Dino JT. A Study in Police Preparedness to Respond to Active Shooter Situations to Provide a Safer Learning Environment in the Schools of Bergen County, New Jersey. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1

3. Zickler-Bandlow, Laurie. The Relationship Between Parental Involvement and Student Achievement in Three Working Class Elementary Schools.

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

. Advisors/Committee Members: Daniel Gutmore, Charles Achilles, Enid Golden.

Subjects/Keywords: Parental involvement; Student achievement; Working class; Elementary schools; Education; Educational Sociology; Elementary Education and Teaching

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APA (6th Edition):

Zickler-Bandlow, L. (2009). The Relationship Between Parental Involvement and Student Achievement in Three Working Class Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1655

Chicago Manual of Style (16th Edition):

Zickler-Bandlow, Laurie. “The Relationship Between Parental Involvement and Student Achievement in Three Working Class Elementary Schools.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1655.

MLA Handbook (7th Edition):

Zickler-Bandlow, Laurie. “The Relationship Between Parental Involvement and Student Achievement in Three Working Class Elementary Schools.” 2009. Web. 17 Sep 2019.

Vancouver:

Zickler-Bandlow L. The Relationship Between Parental Involvement and Student Achievement in Three Working Class Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1655.

Council of Science Editors:

Zickler-Bandlow L. The Relationship Between Parental Involvement and Student Achievement in Three Working Class Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1655

4. Huss, Christopher D. The Influence of Small Class Size, Duration, Intensity, and Heterogeneity on Head Start Fade.

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

. Advisors/Committee Members: Charles Achilles, Michael Osnato, Christopher H. Tieken.

Subjects/Keywords: Education; Head Start Program; Children with social disabilities; Law and legislation; New Jersey; United States; Education; Educational Methods; Elementary Education and Teaching

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APA (6th Edition):

Huss, C. D. (2010). The Influence of Small Class Size, Duration, Intensity, and Heterogeneity on Head Start Fade. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1634

Chicago Manual of Style (16th Edition):

Huss, Christopher D. “The Influence of Small Class Size, Duration, Intensity, and Heterogeneity on Head Start Fade.” 2010. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1634.

MLA Handbook (7th Edition):

Huss, Christopher D. “The Influence of Small Class Size, Duration, Intensity, and Heterogeneity on Head Start Fade.” 2010. Web. 17 Sep 2019.

Vancouver:

Huss CD. The Influence of Small Class Size, Duration, Intensity, and Heterogeneity on Head Start Fade. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1634.

Council of Science Editors:

Huss CD. The Influence of Small Class Size, Duration, Intensity, and Heterogeneity on Head Start Fade. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1634


Seton Hall University

5. Evans, Freddie. The Influences of Three Different Learning Environments on Bermudian Sixth Graders Social Studies Achievement and Attitudes.

Degree: 2008, Seton Hall University

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APA (6th Edition):

Evans, F. (2008). The Influences of Three Different Learning Environments on Bermudian Sixth Graders Social Studies Achievement and Attitudes. (Masters Thesis). Seton Hall University. Retrieved from http://scholarship.shu.edu/theses/159

Chicago Manual of Style (16th Edition):

Evans, Freddie. “The Influences of Three Different Learning Environments on Bermudian Sixth Graders Social Studies Achievement and Attitudes.” 2008. Masters Thesis, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/theses/159.

MLA Handbook (7th Edition):

Evans, Freddie. “The Influences of Three Different Learning Environments on Bermudian Sixth Graders Social Studies Achievement and Attitudes.” 2008. Web. 17 Sep 2019.

Vancouver:

Evans F. The Influences of Three Different Learning Environments on Bermudian Sixth Graders Social Studies Achievement and Attitudes. [Internet] [Masters thesis]. Seton Hall University; 2008. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/theses/159.

Council of Science Editors:

Evans F. The Influences of Three Different Learning Environments on Bermudian Sixth Graders Social Studies Achievement and Attitudes. [Masters Thesis]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/theses/159

6. Gemellaro, Dorian Marrone. What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?.

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

Subjects/Keywords: Educational tests and measurements; Public schools; New Jersey; Education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Gemellaro, D. M. (2012). What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1784

Chicago Manual of Style (16th Edition):

Gemellaro, Dorian Marrone. “What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?.” 2012. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1784.

MLA Handbook (7th Edition):

Gemellaro, Dorian Marrone. “What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?.” 2012. Web. 17 Sep 2019.

Vancouver:

Gemellaro DM. What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1784.

Council of Science Editors:

Gemellaro DM. What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1784


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kleinman, Randy. “A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.” 2004. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/2384.

MLA Handbook (7th Edition):

Kleinman, Randy. “A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.” 2004. Web. 17 Sep 2019.

Vancouver:

Kleinman R. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/2384.

Council of Science Editors:

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


Seton Hall University

8. Frey, Patricia. Ability of the Urban Teacher Selection Interview to Identify Teachers Who Are Likely to be Retained in the Buffalo Public Schools.

Degree: PhD, Education Leadership, Management and Policy, 2003, Seton Hall University

  The rate of teacher turnover appears to be higher than employee turnover in many other occupations. What is currently perceived as a teacher shortage… (more)

Subjects/Keywords: Public schools; Teacher turnover; Teachers; Recruiting; Teachers; Training of; New York (State); Education; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching; Teacher Education and Professional Development; Urban Education

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APA (6th Edition):

Frey, P. (2003). Ability of the Urban Teacher Selection Interview to Identify Teachers Who Are Likely to be Retained in the Buffalo Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2347

Chicago Manual of Style (16th Edition):

Frey, Patricia. “Ability of the Urban Teacher Selection Interview to Identify Teachers Who Are Likely to be Retained in the Buffalo Public Schools.” 2003. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/2347.

MLA Handbook (7th Edition):

Frey, Patricia. “Ability of the Urban Teacher Selection Interview to Identify Teachers Who Are Likely to be Retained in the Buffalo Public Schools.” 2003. Web. 17 Sep 2019.

Vancouver:

Frey P. Ability of the Urban Teacher Selection Interview to Identify Teachers Who Are Likely to be Retained in the Buffalo Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/2347.

Council of Science Editors:

Frey P. Ability of the Urban Teacher Selection Interview to Identify Teachers Who Are Likely to be Retained in the Buffalo Public Schools. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/2347


Seton Hall University

9. Freda, Linda A. Classroom Structures, Instructional Methodologies, and Education Benefits of Full- Day Versus Half-Day Kindergarten.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2005, Seton Hall University

. Advisors/Committee Members: Charles Achilles, Charles Mitchel, Laura Levin Mardyks.

Subjects/Keywords: Education; Classroom structures; Instructional methodologies; Benefits; Kindergarten; Educational Administration and Supervision; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Freda, L. A. (2005). Classroom Structures, Instructional Methodologies, and Education Benefits of Full- Day Versus Half-Day Kindergarten. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/322

Chicago Manual of Style (16th Edition):

Freda, Linda A. “Classroom Structures, Instructional Methodologies, and Education Benefits of Full- Day Versus Half-Day Kindergarten.” 2005. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/322.

MLA Handbook (7th Edition):

Freda, Linda A. “Classroom Structures, Instructional Methodologies, and Education Benefits of Full- Day Versus Half-Day Kindergarten.” 2005. Web. 17 Sep 2019.

Vancouver:

Freda LA. Classroom Structures, Instructional Methodologies, and Education Benefits of Full- Day Versus Half-Day Kindergarten. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/322.

Council of Science Editors:

Freda LA. Classroom Structures, Instructional Methodologies, and Education Benefits of Full- Day Versus Half-Day Kindergarten. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/322


Seton Hall University

10. Oates-Santos, Lorna Jane. An Analysis of the Influence of Writing Workshop Instructional Methodology on Male Student Achievement In a Middle School Language Arts Department.

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

. Advisors/Committee Members: Charles Achilles, Charles Mitchel, David Browne.

Subjects/Keywords: Gender; Literacy; Middle School Language Arts; Writing; Education

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APA (6th Edition):

Oates-Santos, L. J. (2008). An Analysis of the Influence of Writing Workshop Instructional Methodology on Male Student Achievement In a Middle School Language Arts Department. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/286

Chicago Manual of Style (16th Edition):

Oates-Santos, Lorna Jane. “An Analysis of the Influence of Writing Workshop Instructional Methodology on Male Student Achievement In a Middle School Language Arts Department.” 2008. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/286.

MLA Handbook (7th Edition):

Oates-Santos, Lorna Jane. “An Analysis of the Influence of Writing Workshop Instructional Methodology on Male Student Achievement In a Middle School Language Arts Department.” 2008. Web. 17 Sep 2019.

Vancouver:

Oates-Santos LJ. An Analysis of the Influence of Writing Workshop Instructional Methodology on Male Student Achievement In a Middle School Language Arts Department. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/286.

Council of Science Editors:

Oates-Santos LJ. An Analysis of the Influence of Writing Workshop Instructional Methodology on Male Student Achievement In a Middle School Language Arts Department. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/286


Seton Hall University

11. Miller, Tawana D. A Comparison of Two Reading Programs on Third Grade Reading Achievement.

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

. Advisors/Committee Members: Charles Achilles, Patricia Guillory, Barbara Strobert.

Subjects/Keywords: Education; Reading programs; Third grade; Reading achievement; Curriculum and Instruction; Education; Elementary Education and Teaching

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APA (6th Edition):

Miller, T. D. (2008). A Comparison of Two Reading Programs on Third Grade Reading Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/75

Chicago Manual of Style (16th Edition):

Miller, Tawana D. “A Comparison of Two Reading Programs on Third Grade Reading Achievement.” 2008. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/75.

MLA Handbook (7th Edition):

Miller, Tawana D. “A Comparison of Two Reading Programs on Third Grade Reading Achievement.” 2008. Web. 17 Sep 2019.

Vancouver:

Miller TD. A Comparison of Two Reading Programs on Third Grade Reading Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/75.

Council of Science Editors:

Miller TD. A Comparison of Two Reading Programs on Third Grade Reading Achievement. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/75


Seton Hall University

12. Fiasconaro, James V. School Violence Prevention Programs and Changes in Violence Incidents in New Jersey (2002-2005).

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

. Advisors/Committee Members: Dr. Charles Achilles, Charles Mitchel, Brian McAndrew.

Subjects/Keywords: Education; Safety; Intervention; Violence prevention; School violence; New Jersey; Curriculum and Instruction; Educational Administration and Supervision; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Fiasconaro, J. V. (2006). School Violence Prevention Programs and Changes in Violence Incidents in New Jersey (2002-2005). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1413

Chicago Manual of Style (16th Edition):

Fiasconaro, James V. “School Violence Prevention Programs and Changes in Violence Incidents in New Jersey (2002-2005).” 2006. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1413.

MLA Handbook (7th Edition):

Fiasconaro, James V. “School Violence Prevention Programs and Changes in Violence Incidents in New Jersey (2002-2005).” 2006. Web. 17 Sep 2019.

Vancouver:

Fiasconaro JV. School Violence Prevention Programs and Changes in Violence Incidents in New Jersey (2002-2005). [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1413.

Council of Science Editors:

Fiasconaro JV. School Violence Prevention Programs and Changes in Violence Incidents in New Jersey (2002-2005). [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/1413


Seton Hall University

13. Buten, Nicole A. The Effect of Kindergarten Entry Age On Academic Achievement.

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

. Advisors/Committee Members: Charles Achilles, Chris Tienken, Michelle Fenwick.

Subjects/Keywords: Education; Kindergarten; Entry age; Academic achievement; Education

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APA (6th Edition):

Buten, N. A. (2010). The Effect of Kindergarten Entry Age On Academic Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1545

Chicago Manual of Style (16th Edition):

Buten, Nicole A. “The Effect of Kindergarten Entry Age On Academic Achievement.” 2010. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1545.

MLA Handbook (7th Edition):

Buten, Nicole A. “The Effect of Kindergarten Entry Age On Academic Achievement.” 2010. Web. 17 Sep 2019.

Vancouver:

Buten NA. The Effect of Kindergarten Entry Age On Academic Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1545.

Council of Science Editors:

Buten NA. The Effect of Kindergarten Entry Age On Academic Achievement. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1545


Seton Hall University

14. Duncanson, Edward. The Impact Of Classroom Organization In Grade 4 On Student Achievement In Science.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2003, Seton Hall University

. Advisors/Committee Members: Charles Achilles, John Collins, Patrick Michel.

Subjects/Keywords: Education; Classroom organization; Elementary school; Grade 4; Science; Student achievement; Education; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Duncanson, E. (2003). The Impact Of Classroom Organization In Grade 4 On Student Achievement In Science. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1559

Chicago Manual of Style (16th Edition):

Duncanson, Edward. “The Impact Of Classroom Organization In Grade 4 On Student Achievement In Science.” 2003. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1559.

MLA Handbook (7th Edition):

Duncanson, Edward. “The Impact Of Classroom Organization In Grade 4 On Student Achievement In Science.” 2003. Web. 17 Sep 2019.

Vancouver:

Duncanson E. The Impact Of Classroom Organization In Grade 4 On Student Achievement In Science. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1559.

Council of Science Editors:

Duncanson E. The Impact Of Classroom Organization In Grade 4 On Student Achievement In Science. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/1559


Seton Hall University

15. Campbell, Margaret P. The Infusion of Theater Arts in the Teaching of Language Arts: Its Impact on the Academic Achievement of Fifth Grade Students.

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

. Advisors/Committee Members: Elaine Walker, Martin Finkelstein, Charles Achilles.

Subjects/Keywords: Education; Interdisciplinary approach in education; Curricula; Standards; Language arts; United States; Art Education; Education; Educational Methods; Elementary Education and Teaching

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APA (6th Edition):

Campbell, M. P. (2008). The Infusion of Theater Arts in the Teaching of Language Arts: Its Impact on the Academic Achievement of Fifth Grade Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1638

Chicago Manual of Style (16th Edition):

Campbell, Margaret P. “The Infusion of Theater Arts in the Teaching of Language Arts: Its Impact on the Academic Achievement of Fifth Grade Students.” 2008. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1638.

MLA Handbook (7th Edition):

Campbell, Margaret P. “The Infusion of Theater Arts in the Teaching of Language Arts: Its Impact on the Academic Achievement of Fifth Grade Students.” 2008. Web. 17 Sep 2019.

Vancouver:

Campbell MP. The Infusion of Theater Arts in the Teaching of Language Arts: Its Impact on the Academic Achievement of Fifth Grade Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1638.

Council of Science Editors:

Campbell MP. The Infusion of Theater Arts in the Teaching of Language Arts: Its Impact on the Academic Achievement of Fifth Grade Students. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/1638


Seton Hall University

16. Battitori, Jolene R. Motivational Factors In Veteran New Jersey Teacher Job Satisfaction and Retention.

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

. Advisors/Committee Members: Dr. Elaine Walker, Charles Achilles, John Collins.

Subjects/Keywords: Education; Job satisfaction; Teacher retention; Motivation; New Jersey; Educational Administration and Supervision

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APA (6th Edition):

Battitori, J. R. (2009). Motivational Factors In Veteran New Jersey Teacher Job Satisfaction and Retention. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1302

Chicago Manual of Style (16th Edition):

Battitori, Jolene R. “Motivational Factors In Veteran New Jersey Teacher Job Satisfaction and Retention.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1302.

MLA Handbook (7th Edition):

Battitori, Jolene R. “Motivational Factors In Veteran New Jersey Teacher Job Satisfaction and Retention.” 2009. Web. 17 Sep 2019.

Vancouver:

Battitori JR. Motivational Factors In Veteran New Jersey Teacher Job Satisfaction and Retention. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1302.

Council of Science Editors:

Battitori JR. Motivational Factors In Veteran New Jersey Teacher Job Satisfaction and Retention. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1302


Seton Hall University

17. Rosenfeld, Carolyn Ann. The Education Of Homeless Students: McKinney Progress In New Jersey.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2003, Seton Hall University

. Advisors/Committee Members: Elaine Walker, Charles Achilles, Daniel Gutmore.

Subjects/Keywords: Education; McKinney-Vento Homeless Assistance Act; Homeless; New Jersey; Educational Administration and Supervision

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APA (6th Edition):

Rosenfeld, C. A. (2003). The Education Of Homeless Students: McKinney Progress In New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1527

Chicago Manual of Style (16th Edition):

Rosenfeld, Carolyn Ann. “The Education Of Homeless Students: McKinney Progress In New Jersey.” 2003. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1527.

MLA Handbook (7th Edition):

Rosenfeld, Carolyn Ann. “The Education Of Homeless Students: McKinney Progress In New Jersey.” 2003. Web. 17 Sep 2019.

Vancouver:

Rosenfeld CA. The Education Of Homeless Students: McKinney Progress In New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1527.

Council of Science Editors:

Rosenfeld CA. The Education Of Homeless Students: McKinney Progress In New Jersey. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/1527


Seton Hall University

18. Mathern, Mark S. The Relationship of Electronic-Grade Book Access to Student Achievement, Student Attendance, and Parent-Teacher Communication.

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

. Advisors/Committee Members: Charles Achilles, John Collins, Jason A. Nicholas.

Subjects/Keywords: Education; Electronic grade book; Parent involvement; Grading; Home school communication; Parent-teacher communication; Educational Administration and Supervision; Secondary Education and Teaching

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APA (6th Edition):

Mathern, M. S. (2009). The Relationship of Electronic-Grade Book Access to Student Achievement, Student Attendance, and Parent-Teacher Communication. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1736

Chicago Manual of Style (16th Edition):

Mathern, Mark S. “The Relationship of Electronic-Grade Book Access to Student Achievement, Student Attendance, and Parent-Teacher Communication.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1736.

MLA Handbook (7th Edition):

Mathern, Mark S. “The Relationship of Electronic-Grade Book Access to Student Achievement, Student Attendance, and Parent-Teacher Communication.” 2009. Web. 17 Sep 2019.

Vancouver:

Mathern MS. The Relationship of Electronic-Grade Book Access to Student Achievement, Student Attendance, and Parent-Teacher Communication. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1736.

Council of Science Editors:

Mathern MS. The Relationship of Electronic-Grade Book Access to Student Achievement, Student Attendance, and Parent-Teacher Communication. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1736


Seton Hall University

19. Burton, Christine. How Small School Districts Can Organize to Afford Their Small Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2005, Seton Hall University

. Advisors/Committee Members: Charles Achilles, Michael Osnato, James Caulfield.

Subjects/Keywords: Education; School districts; Small schools; Cost containment; Competitive curricula; Educational Administration and Supervision

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APA (6th Edition):

Burton, C. (2005). How Small School Districts Can Organize to Afford Their Small Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/455

Chicago Manual of Style (16th Edition):

Burton, Christine. “How Small School Districts Can Organize to Afford Their Small Schools.” 2005. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/455.

MLA Handbook (7th Edition):

Burton, Christine. “How Small School Districts Can Organize to Afford Their Small Schools.” 2005. Web. 17 Sep 2019.

Vancouver:

Burton C. How Small School Districts Can Organize to Afford Their Small Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/455.

Council of Science Editors:

Burton C. How Small School Districts Can Organize to Afford Their Small Schools. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/455


Seton Hall University

20. Flocco, David C. School Schedules And How They Impact Student Perceptions Of Stress.

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

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

Subjects/Keywords: Education; Schedules; Stress; Modified block schedule; Educational Administration and Supervision; Other Psychology

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APA (6th Edition):

Flocco, D. C. (2004). School Schedules And How They Impact Student Perceptions Of Stress. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1415

Chicago Manual of Style (16th Edition):

Flocco, David C. “School Schedules And How They Impact Student Perceptions Of Stress.” 2004. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1415.

MLA Handbook (7th Edition):

Flocco, David C. “School Schedules And How They Impact Student Perceptions Of Stress.” 2004. Web. 17 Sep 2019.

Vancouver:

Flocco DC. School Schedules And How They Impact Student Perceptions Of Stress. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1415.

Council of Science Editors:

Flocco DC. School Schedules And How They Impact Student Perceptions Of Stress. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1415


Seton Hall University

21. Sorrells, Rick. Relationship Between Student Achievement and Use of Power Videos Digital Educational Videos.

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

. Advisors/Committee Members: Charles Achilles, Barbara Strobert, Christopher Tienken.

Subjects/Keywords: Education; Achievement; Power videos; Digital educational videos; Multimedia; Other Education

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APA (6th Edition):

Sorrells, R. (2009). Relationship Between Student Achievement and Use of Power Videos Digital Educational Videos. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1374

Chicago Manual of Style (16th Edition):

Sorrells, Rick. “Relationship Between Student Achievement and Use of Power Videos Digital Educational Videos.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1374.

MLA Handbook (7th Edition):

Sorrells, Rick. “Relationship Between Student Achievement and Use of Power Videos Digital Educational Videos.” 2009. Web. 17 Sep 2019.

Vancouver:

Sorrells R. Relationship Between Student Achievement and Use of Power Videos Digital Educational Videos. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1374.

Council of Science Editors:

Sorrells R. Relationship Between Student Achievement and Use of Power Videos Digital Educational Videos. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1374


Seton Hall University

22. Hreha, Denise M. The Influence of Indoor Air Quality (IAQ) on Student Test Performance.

Degree: PhD, Education Leadership, Management and Policy, 2007, Seton Hall University

. Advisors/Committee Members: Charles Achilles, Gerard Babo, Patricia Baker.

Subjects/Keywords: Indoor air pollution; Prevention; School buildings; Heating and ventilation; United States; Education; Public Health

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APA (6th Edition):

Hreha, D. M. (2007). The Influence of Indoor Air Quality (IAQ) on Student Test Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1621

Chicago Manual of Style (16th Edition):

Hreha, Denise M. “The Influence of Indoor Air Quality (IAQ) on Student Test Performance.” 2007. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1621.

MLA Handbook (7th Edition):

Hreha, Denise M. “The Influence of Indoor Air Quality (IAQ) on Student Test Performance.” 2007. Web. 17 Sep 2019.

Vancouver:

Hreha DM. The Influence of Indoor Air Quality (IAQ) on Student Test Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1621.

Council of Science Editors:

Hreha DM. The Influence of Indoor Air Quality (IAQ) on Student Test Performance. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/1621


Seton Hall University

23. Williamson III, Ernest Wilfert. How and Why Three Potential Causes of Academic Disidentification May Affect Interests in Academic Work at the Secondary Level Among Inner-City Black Males.

Degree: PhD, Education Leadership, Management and Policy, 2011, Seton Hall University

. Advisors/Committee Members: Joseph M. Stetar, Charles Achilles, Carol Frances.

Subjects/Keywords: Education; Academic disidentification; Academic work; Secondary level; Black males; African-Americans; Inner-city; African American Studies; Education; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA (6th Edition):

Williamson III, E. W. (2011). How and Why Three Potential Causes of Academic Disidentification May Affect Interests in Academic Work at the Secondary Level Among Inner-City Black Males. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/452

Chicago Manual of Style (16th Edition):

Williamson III, Ernest Wilfert. “How and Why Three Potential Causes of Academic Disidentification May Affect Interests in Academic Work at the Secondary Level Among Inner-City Black Males.” 2011. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/452.

MLA Handbook (7th Edition):

Williamson III, Ernest Wilfert. “How and Why Three Potential Causes of Academic Disidentification May Affect Interests in Academic Work at the Secondary Level Among Inner-City Black Males.” 2011. Web. 17 Sep 2019.

Vancouver:

Williamson III EW. How and Why Three Potential Causes of Academic Disidentification May Affect Interests in Academic Work at the Secondary Level Among Inner-City Black Males. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/452.

Council of Science Editors:

Williamson III EW. How and Why Three Potential Causes of Academic Disidentification May Affect Interests in Academic Work at the Secondary Level Among Inner-City Black Males. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/452


Seton Hall University

24. Reed, Carolyn Mascia. ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard of Hearing Students, K-6.

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

. Advisors/Committee Members: Charles Achilles, Louis Abbate, Howard Lerner.

Subjects/Keywords: Education; Language; Literature and linguistics; Total communication; Oralism; Writing intervention; Deaf; Hard-of-hearing; American Sign Language; General education; Other Education; Other Educational Administration and Supervision

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APA (6th Edition):

Reed, C. M. (2009). ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard of Hearing Students, K-6. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/246

Chicago Manual of Style (16th Edition):

Reed, Carolyn Mascia. “ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard of Hearing Students, K-6.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/246.

MLA Handbook (7th Edition):

Reed, Carolyn Mascia. “ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard of Hearing Students, K-6.” 2009. Web. 17 Sep 2019.

Vancouver:

Reed CM. ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard of Hearing Students, K-6. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/246.

Council of Science Editors:

Reed CM. ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard of Hearing Students, K-6. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/246


Seton Hall University

25. Douglass, James A. An Evaluation of the Influence of a Ninth Grade Small Learning Community (SLC) on Student Schooling Outcomes in a Large High School.

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

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

Subjects/Keywords: Education; Small learning communities; SLC; Ninth-grade; Retention; School structure; Team teaching; Attendance; Grade point average; Educational Administration and Supervision

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APA (6th Edition):

Douglass, J. A. (2008). An Evaluation of the Influence of a Ninth Grade Small Learning Community (SLC) on Student Schooling Outcomes in a Large High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/199

Chicago Manual of Style (16th Edition):

Douglass, James A. “An Evaluation of the Influence of a Ninth Grade Small Learning Community (SLC) on Student Schooling Outcomes in a Large High School.” 2008. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/199.

MLA Handbook (7th Edition):

Douglass, James A. “An Evaluation of the Influence of a Ninth Grade Small Learning Community (SLC) on Student Schooling Outcomes in a Large High School.” 2008. Web. 17 Sep 2019.

Vancouver:

Douglass JA. An Evaluation of the Influence of a Ninth Grade Small Learning Community (SLC) on Student Schooling Outcomes in a Large High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/199.

Council of Science Editors:

Douglass JA. An Evaluation of the Influence of a Ninth Grade Small Learning Community (SLC) on Student Schooling Outcomes in a Large High School. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/199


Seton Hall University

26. Mailot, Estee. A Study Of Principals' Leadership Behaviors And Practices In New Jersey Charter Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2005, Seton Hall University

. Advisors/Committee Members: Charles Achilles, Anthony Colella, Nancy Gerry.

Subjects/Keywords: Education; Principals; Leadership; New Jersey; Charter schools; Educational Administration and Supervision

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APA (6th Edition):

Mailot, E. (2005). A Study Of Principals' Leadership Behaviors And Practices In New Jersey Charter Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/139

Chicago Manual of Style (16th Edition):

Mailot, Estee. “A Study Of Principals' Leadership Behaviors And Practices In New Jersey Charter Schools.” 2005. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/139.

MLA Handbook (7th Edition):

Mailot, Estee. “A Study Of Principals' Leadership Behaviors And Practices In New Jersey Charter Schools.” 2005. Web. 17 Sep 2019.

Vancouver:

Mailot E. A Study Of Principals' Leadership Behaviors And Practices In New Jersey Charter Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/139.

Council of Science Editors:

Mailot E. A Study Of Principals' Leadership Behaviors And Practices In New Jersey Charter Schools. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/139


Seton Hall University

27. Geyer, Veronica E. Digging Through the Garden State's Digital Divide: a Descriptive Retrospective Study of Differences in Educational Technology Resources in New Jersey Public Elementary Schools According to Socioeconomic Status, Percentage of Minority Students, Abbott District Designation, and Charter School Designation.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2007, Seton Hall University

. Advisors/Committee Members: Charles Achilles, Charles Mitchel, Edward Patrick.

Subjects/Keywords: Education; Technology; Educational technology; Digital divide; Charter school; Abbott Districts; New Jersey; Elementary schools; Minority; Educational Administration and Supervision; Elementary Education and Teaching

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APA (6th Edition):

Geyer, V. E. (2007). Digging Through the Garden State's Digital Divide: a Descriptive Retrospective Study of Differences in Educational Technology Resources in New Jersey Public Elementary Schools According to Socioeconomic Status, Percentage of Minority Students, Abbott District Designation, and Charter School Designation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/373

Chicago Manual of Style (16th Edition):

Geyer, Veronica E. “Digging Through the Garden State's Digital Divide: a Descriptive Retrospective Study of Differences in Educational Technology Resources in New Jersey Public Elementary Schools According to Socioeconomic Status, Percentage of Minority Students, Abbott District Designation, and Charter School Designation.” 2007. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/373.

MLA Handbook (7th Edition):

Geyer, Veronica E. “Digging Through the Garden State's Digital Divide: a Descriptive Retrospective Study of Differences in Educational Technology Resources in New Jersey Public Elementary Schools According to Socioeconomic Status, Percentage of Minority Students, Abbott District Designation, and Charter School Designation.” 2007. Web. 17 Sep 2019.

Vancouver:

Geyer VE. Digging Through the Garden State's Digital Divide: a Descriptive Retrospective Study of Differences in Educational Technology Resources in New Jersey Public Elementary Schools According to Socioeconomic Status, Percentage of Minority Students, Abbott District Designation, and Charter School Designation. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/373.

Council of Science Editors:

Geyer VE. Digging Through the Garden State's Digital Divide: a Descriptive Retrospective Study of Differences in Educational Technology Resources in New Jersey Public Elementary Schools According to Socioeconomic Status, Percentage of Minority Students, Abbott District Designation, and Charter School Designation. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/373


Seton Hall University

28. Thomas, Brian A. Professors on Film: Is Perception Reality? Study of American Comedic Film Treatment of University Faculty From 1925 to 1951.

Degree: PhD, Education Studies, 2009, Seton Hall University

. Advisors/Committee Members: Martin Finkelstein, Charles Achilles, Joseph Stetar.

Subjects/Keywords: Communication and the arts; Education; Professor; Film; Media image; Comedy; Film and Media Studies; Higher Education

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APA (6th Edition):

Thomas, B. A. (2009). Professors on Film: Is Perception Reality? Study of American Comedic Film Treatment of University Faculty From 1925 to 1951. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1395

Chicago Manual of Style (16th Edition):

Thomas, Brian A. “Professors on Film: Is Perception Reality? Study of American Comedic Film Treatment of University Faculty From 1925 to 1951.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1395.

MLA Handbook (7th Edition):

Thomas, Brian A. “Professors on Film: Is Perception Reality? Study of American Comedic Film Treatment of University Faculty From 1925 to 1951.” 2009. Web. 17 Sep 2019.

Vancouver:

Thomas BA. Professors on Film: Is Perception Reality? Study of American Comedic Film Treatment of University Faculty From 1925 to 1951. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1395.

Council of Science Editors:

Thomas BA. Professors on Film: Is Perception Reality? Study of American Comedic Film Treatment of University Faculty From 1925 to 1951. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1395


Seton Hall University

29. Ward, Nancy B. The Influence of a Metacongitive Learning System on the Writing Achievement of Elementary School Students.

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

Subjects/Keywords: Education; Metacognition; Learning strategies; Writing instruction; Elementary students; State assessments; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Ward, N. B. (2009). The Influence of a Metacongitive Learning System on the Writing Achievement of Elementary School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1610

Chicago Manual of Style (16th Edition):

Ward, Nancy B. “The Influence of a Metacongitive Learning System on the Writing Achievement of Elementary School Students.” 2009. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1610.

MLA Handbook (7th Edition):

Ward, Nancy B. “The Influence of a Metacongitive Learning System on the Writing Achievement of Elementary School Students.” 2009. Web. 17 Sep 2019.

Vancouver:

Ward NB. The Influence of a Metacongitive Learning System on the Writing Achievement of Elementary School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1610.

Council of Science Editors:

Ward NB. The Influence of a Metacongitive Learning System on the Writing Achievement of Elementary School Students. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1610


Seton Hall University

30. McMorran, Thomas. The Relationship Between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared By Middle-School Principals and High-School Principals.

Degree: Doctor of Education (EdD), Education, 2011, Seton Hall University

Subjects/Keywords: Transition; Middle-School; Trust; High-School; Education; Educational Administration and Supervision

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APA (6th Edition):

McMorran, T. (2011). The Relationship Between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared By Middle-School Principals and High-School Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1777

Chicago Manual of Style (16th Edition):

McMorran, Thomas. “The Relationship Between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared By Middle-School Principals and High-School Principals.” 2011. Doctoral Dissertation, Seton Hall University. Accessed September 17, 2019. http://scholarship.shu.edu/dissertations/1777.

MLA Handbook (7th Edition):

McMorran, Thomas. “The Relationship Between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared By Middle-School Principals and High-School Principals.” 2011. Web. 17 Sep 2019.

Vancouver:

McMorran T. The Relationship Between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared By Middle-School Principals and High-School Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Sep 17]. Available from: http://scholarship.shu.edu/dissertations/1777.

Council of Science Editors:

McMorran T. The Relationship Between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared By Middle-School Principals and High-School Principals. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/1777

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