Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Seton Hall University" +contributor:("Christopher Tienken, Ed.D"). Showing records 1 – 30 of 32 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Seton Hall University

1. Burns, Clifford R. A Comparison of Complex Thinking Required by the Middle School New Jersey Student Learning Standards and Past New Jersey Curriculum Standards.

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

  Learning standards define what knowledge and skills students need to master in order to be prepared for college and careers. The acquisition of knowledge… (more)

Subjects/Keywords: Common Core State Standards; Complex Thinking; Standardization; New Jersey Student Learning Standards; Curriculum and Instruction; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burns, C. R. (2017). A Comparison of Complex Thinking Required by the Middle School New Jersey Student Learning Standards and Past New Jersey Curriculum Standards. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2308

Chicago Manual of Style (16th Edition):

Burns, Clifford R. “A Comparison of Complex Thinking Required by the Middle School New Jersey Student Learning Standards and Past New Jersey Curriculum Standards.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2308.

MLA Handbook (7th Edition):

Burns, Clifford R. “A Comparison of Complex Thinking Required by the Middle School New Jersey Student Learning Standards and Past New Jersey Curriculum Standards.” 2017. Web. 20 Aug 2019.

Vancouver:

Burns CR. A Comparison of Complex Thinking Required by the Middle School New Jersey Student Learning Standards and Past New Jersey Curriculum Standards. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2308.

Council of Science Editors:

Burns CR. A Comparison of Complex Thinking Required by the Middle School New Jersey Student Learning Standards and Past New Jersey Curriculum Standards. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2308


Seton Hall University

2. Flye, Alesia L. A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME).

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

  The Advancement Via Individual Determination (AVID) curriculum emphasizes writing, collaboration, organization, and reading to strengthen academic skills. High school students enrolled in AVID elective… (more)

Subjects/Keywords: AVID; Michigan Merit Exam; ACT; Advanced Placement; College Readiness; Educational Assessment, Evaluation, and Research; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Flye, A. L. (2017). A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2320

Chicago Manual of Style (16th Edition):

Flye, Alesia L. “A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME).” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2320.

MLA Handbook (7th Edition):

Flye, Alesia L. “A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME).” 2017. Web. 20 Aug 2019.

Vancouver:

Flye AL. A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME). [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2320.

Council of Science Editors:

Flye AL. A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME). [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2320


Seton Hall University

3. McCahill, Kevin R. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.

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

  This study examined the predictive accuracy of family and community demographic variables found in the U.S. Census data on the percentage of students at… (more)

Subjects/Keywords: Educational Leadership; Assessment; Policy; Evaluation; Curriculum; Teaching; Curriculum and Instruction; Curriculum and Social Inquiry; Other Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCahill, K. R. (2015). A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2088

Chicago Manual of Style (16th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2088.

MLA Handbook (7th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Web. 20 Aug 2019.

Vancouver:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2088.

Council of Science Editors:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2088


Seton Hall University

4. Hopkins, Erin Ann. LEED Certification of Campus Buildings: A Cost-Benefit Approach.

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

  No comprehensive study has been done within the higher education sector to see if Leadership in Energy and Environmental Design (LEED) certification makes sense… (more)

Subjects/Keywords: LEED; green building; lifecycle analysis; green premium; green building operating costs; Educational Leadership; Environmental Design; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hopkins, E. A. (2014). LEED Certification of Campus Buildings: A Cost-Benefit Approach. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2064

Chicago Manual of Style (16th Edition):

Hopkins, Erin Ann. “LEED Certification of Campus Buildings: A Cost-Benefit Approach.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2064.

MLA Handbook (7th Edition):

Hopkins, Erin Ann. “LEED Certification of Campus Buildings: A Cost-Benefit Approach.” 2014. Web. 20 Aug 2019.

Vancouver:

Hopkins EA. LEED Certification of Campus Buildings: A Cost-Benefit Approach. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2064.

Council of Science Editors:

Hopkins EA. LEED Certification of Campus Buildings: A Cost-Benefit Approach. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2064


Seton Hall University

5. Fox, Meredith. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.

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

  This non-experimental, correlational, explanatory, cross-sectional study using quantitative methods sought to determine which combination of 20 out-of-school community demographic factors, while controlling for two… (more)

Subjects/Keywords: educational assessment; curriculum and instruction; educational leadership; educational policy; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fox, M. (2015). The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2086

Chicago Manual of Style (16th Edition):

Fox, Meredith. “The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2086.

MLA Handbook (7th Edition):

Fox, Meredith. “The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.” 2015. Web. 20 Aug 2019.

Vancouver:

Fox M. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2086.

Council of Science Editors:

Fox M. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2086


Seton Hall University

6. Sforza, Dario. The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum.

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

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

Subjects/Keywords: Creativity; Critical Thinking; 21st Century Skills; Innovation; Creativity in Education; Cognitive Complexity; Standards; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sforza, D. (2014). The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2020

Chicago Manual of Style (16th Edition):

Sforza, Dario. “The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2020.

MLA Handbook (7th Edition):

Sforza, Dario. “The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum.” 2014. Web. 20 Aug 2019.

Vancouver:

Sforza D. The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2020.

Council of Science Editors:

Sforza D. The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2020


Seton Hall University

7. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/1974.

MLA Handbook (7th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Web. 20 Aug 2019.

Vancouver:

Ross LS. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/1974.

Council of Science Editors:

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


Seton Hall University

8. Powell, Tina L. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.

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

  This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and… (more)

Subjects/Keywords: Elementary Mathematics; Curriculum Evaluation; Singapore Math; Everyday Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Powell, T. L. (2014). A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1981

Chicago Manual of Style (16th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/1981.

MLA Handbook (7th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Web. 20 Aug 2019.

Vancouver:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/1981.

Council of Science Editors:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1981


Seton Hall University

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Longley, Jennifer M. “How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2018.

MLA Handbook (7th Edition):

Longley, Jennifer M. “How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?.” 2014. Web. 20 Aug 2019.

Vancouver:

Longley JM. How Do Administrators of New York City Early Intervention Programs Conceptualize and Implement Family-Centered Care?. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2018.

Council of Science Editors:

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


Seton Hall University

10. Wolfe, Adam. The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics.

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

  This correlational, explanatory, longitudinal study sought to determine the combination of community and family-level demographic variables found in the 2010 U.S. Census data that… (more)

Subjects/Keywords: Demographic Variables and Achievement; Standardized; High Stakes; Achievement; NJ ASK Achievement; Predictive Test Results; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wolfe, A. (2016). The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2157

Chicago Manual of Style (16th Edition):

Wolfe, Adam. “The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics.” 2016. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2157.

MLA Handbook (7th Edition):

Wolfe, Adam. “The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics.” 2016. Web. 20 Aug 2019.

Vancouver:

Wolfe A. The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2157.

Council of Science Editors:

Wolfe A. The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2157


Seton Hall University

11. O'Leary, Kelly Ann. The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test.

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

  This study used a correlational, explanatory, longitudinal design with quantitative methods to predict the percentage of students who will score at or above Goal.… (more)

Subjects/Keywords: high-stakes-testing; school reform; trauma; Ecological Systems Theory; human family capital; community social capital; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

O'Leary, K. A. (2016). The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2208

Chicago Manual of Style (16th Edition):

O'Leary, Kelly Ann. “The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test.” 2016. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2208.

MLA Handbook (7th Edition):

O'Leary, Kelly Ann. “The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test.” 2016. Web. 20 Aug 2019.

Vancouver:

O'Leary KA. The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2208.

Council of Science Editors:

O'Leary KA. The Predictive Accuracy of Family and Community Demographic Factors on the 2011, 2012, and 2013, Grade 6 Connecticut Mastery Test. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2208


Seton Hall University

12. Yates, La Toro. The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process.

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

  Given the gap in the college choice literature about the decision-making process students use when making a decision on whether or not to attend… (more)

Subjects/Keywords: Socio-cultural; college choice; African American; educational outcomes; college participation rates; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yates, L. T. (2013). The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1927

Chicago Manual of Style (16th Edition):

Yates, La Toro. “The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process.” 2013. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/1927.

MLA Handbook (7th Edition):

Yates, La Toro. “The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process.” 2013. Web. 20 Aug 2019.

Vancouver:

Yates LT. The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/1927.

Council of Science Editors:

Yates LT. The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1927


Seton Hall University

13. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Caldwell, Dale G. “The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2251.

MLA Handbook (7th Edition):

Caldwell, Dale G. “The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores.” 2017. Web. 20 Aug 2019.

Vancouver:

Caldwell DG. The Influence of Socioeconomic, Parental and District Factors on the 2013 MCAS Grade 4 Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2251.

Council of Science Editors:

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


Seton Hall University

14. Fitzhugh II, Gerald. A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards.

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

  Academic learning standards define the necessary skills and knowledge that students need to master in order to become college and career ready. The best… (more)

Subjects/Keywords: Higher Order Thinking; Webb’s Depth-of-Knowledge Module; New Jersey Student Learning Standards; New Jersey Core Curriculum Content Standards; Elementary Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Elementary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fitzhugh II, G. (2019). A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2613

Chicago Manual of Style (16th Edition):

Fitzhugh II, Gerald. “A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2613.

MLA Handbook (7th Edition):

Fitzhugh II, Gerald. “A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards.” 2019. Web. 20 Aug 2019.

Vancouver:

Fitzhugh II G. A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/2613.

Council of Science Editors:

Fitzhugh II G. A Comparison of Complex Thinking Required by the Elementary New Jersey Student Learning Standards and Past New Jersey Curriculum Standards. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2613


Seton Hall University

15. Castellane, William S. An Investigation of the Relationship Between Teacher Factors and Academic Performance of High School Students.

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

  This study examined the relationship between teacher factors and student achievement, measured by high school grade point average while controlling for student and school-level… (more)

Subjects/Keywords: Academic Achievement; High School Grade Point Average; Teacher Quality; Teacher Variables; Teacher Certification; Academic Degree; Teacher Experience; Teacher Attendance; Educational Assessment, Evaluation, and Research; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Castellane, W. S. (2019). An Investigation of the Relationship Between Teacher Factors and Academic Performance of High School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2622

Chicago Manual of Style (16th Edition):

Castellane, William S. “An Investigation of the Relationship Between Teacher Factors and Academic Performance of High School Students.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2622.

MLA Handbook (7th Edition):

Castellane, William S. “An Investigation of the Relationship Between Teacher Factors and Academic Performance of High School Students.” 2019. Web. 20 Aug 2019.

Vancouver:

Castellane WS. An Investigation of the Relationship Between Teacher Factors and Academic Performance of High School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/2622.

Council of Science Editors:

Castellane WS. An Investigation of the Relationship Between Teacher Factors and Academic Performance of High School Students. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2622


Seton Hall University

16. Sydoruk, Paige D. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.

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

  Higher order thinking skills have been embedded into state teaching standards, including Standard 9 of the New Jersey Core Curriculum Content Standards (NJCCCS) for… (more)

Subjects/Keywords: higher order thinking; educational technology; 21st century skills; cognitive complexity; critical thinking; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sydoruk, P. D. (2018). An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2495

Chicago Manual of Style (16th Edition):

Sydoruk, Paige D. “An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2495.

MLA Handbook (7th Edition):

Sydoruk, Paige D. “An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.” 2018. Web. 20 Aug 2019.

Vancouver:

Sydoruk PD. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2495.

Council of Science Editors:

Sydoruk PD. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2495


Seton Hall University

17. Maroun, Jamil. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.

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

  The purpose of this study was to determine the predictive accuracy of community and family demographic variables, which are found through the use of… (more)

Subjects/Keywords: PARCC; High-Stakes Testing; Education; New Jersey; Testing; TEACHNJ; Predictability; Educational Assessment, Evaluation, and Research; Educational Leadership; Education Economics; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Maroun, J. (2018). The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2506

Chicago Manual of Style (16th Edition):

Maroun, Jamil. “The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2506.

MLA Handbook (7th Edition):

Maroun, Jamil. “The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.” 2018. Web. 20 Aug 2019.

Vancouver:

Maroun J. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2506.

Council of Science Editors:

Maroun J. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2506


Seton Hall University

18. Tash, Michael Jay. The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools.

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

  Chronic absenteeism affects the majority of schools in the United States. An assessment of centers of learning illustrates that a majority of students miss… (more)

Subjects/Keywords: Chronic Absenteeism; Truancy; Free Lunch; Drop Out; Graduation; Post Acceptance; New Jersey; Curriculum and Social Inquiry; Elementary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tash, M. J. (2018). The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2498

Chicago Manual of Style (16th Edition):

Tash, Michael Jay. “The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2498.

MLA Handbook (7th Edition):

Tash, Michael Jay. “The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools.” 2018. Web. 20 Aug 2019.

Vancouver:

Tash MJ. The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2498.

Council of Science Editors:

Tash MJ. The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2498


Seton Hall University

19. Jarmon, Mark. Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum.

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

  There has been much debate about having standardized curricula content standards for all. Some have criticized state curriculum content standards for varying in quality… (more)

Subjects/Keywords: Common Core State Standards; Massachusetts English Language Arts Curriculum Framework; content complexity; cognitive complexity; Webb’s depth of knowledge; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jarmon, M. (2018). Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2574

Chicago Manual of Style (16th Edition):

Jarmon, Mark. “Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2574.

MLA Handbook (7th Edition):

Jarmon, Mark. “Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum.” 2018. Web. 20 Aug 2019.

Vancouver:

Jarmon M. Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/2574.

Council of Science Editors:

Jarmon M. Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2574


Seton Hall University

20. Lutchko, Peter S. The Relationship Between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance.

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

  The purpose of this relational, nonexperimental, explanatory, cross-sectional study with quantitative methods was to explain the relationship, if any, between the administrative information technology… (more)

Subjects/Keywords: PARCC; standardized test; student achievement; school finance; technology budget; Education; Educational Leadership; Education Economics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lutchko, P. S. (2018). The Relationship Between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2590

Chicago Manual of Style (16th Edition):

Lutchko, Peter S. “The Relationship Between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2590.

MLA Handbook (7th Edition):

Lutchko, Peter S. “The Relationship Between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance.” 2018. Web. 20 Aug 2019.

Vancouver:

Lutchko PS. The Relationship Between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/2590.

Council of Science Editors:

Lutchko PS. The Relationship Between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2590


Seton Hall University

21. Morrisroe, Rose L. The Influence of the Student Mobility Rate on Grade 3 New Jersey Assessment of Skills and Knowledge Scores.

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

  This correlational, explanatory, cross-sectional study explained the influence of student mobility, at the school level, on the percentage of students who scored proficient on… (more)

Subjects/Keywords: Student Mobility; High Stakes Assessments; Students on Free Lunch; Transient; Regression; New Jersey Assessment of Skills and Knowledge; Educational Assessment, Evaluation, and Research; Educational Methods; Education Economics; Elementary Education; Urban Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morrisroe, R. L. (2019). The Influence of the Student Mobility Rate on Grade 3 New Jersey Assessment of Skills and Knowledge Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2620

Chicago Manual of Style (16th Edition):

Morrisroe, Rose L. “The Influence of the Student Mobility Rate on Grade 3 New Jersey Assessment of Skills and Knowledge Scores.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2620.

MLA Handbook (7th Edition):

Morrisroe, Rose L. “The Influence of the Student Mobility Rate on Grade 3 New Jersey Assessment of Skills and Knowledge Scores.” 2019. Web. 20 Aug 2019.

Vancouver:

Morrisroe RL. The Influence of the Student Mobility Rate on Grade 3 New Jersey Assessment of Skills and Knowledge Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/2620.

Council of Science Editors:

Morrisroe RL. The Influence of the Student Mobility Rate on Grade 3 New Jersey Assessment of Skills and Knowledge Scores. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2620


Seton Hall University

22. Howell, Shanna. The Influence of Open Access on Advanced Placement Achievement.

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

  Preparing students for higher education is a primary aim of K-12 education. However, some high school graduates do not meet college readiness benchmarks and… (more)

Subjects/Keywords: Advanced Placement; Open Access; Equity; Achievement; Ability Grouping; Tracking; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Howell, S. (2019). The Influence of Open Access on Advanced Placement Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2621

Chicago Manual of Style (16th Edition):

Howell, Shanna. “The Influence of Open Access on Advanced Placement Achievement.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2621.

MLA Handbook (7th Edition):

Howell, Shanna. “The Influence of Open Access on Advanced Placement Achievement.” 2019. Web. 20 Aug 2019.

Vancouver:

Howell S. The Influence of Open Access on Advanced Placement Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Aug 20]. Available from: https://scholarship.shu.edu/dissertations/2621.

Council of Science Editors:

Howell S. The Influence of Open Access on Advanced Placement Achievement. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2621


Seton Hall University

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mars, Lisa. “Content Validity of the New York State Spanish Comprehensive Regents Examination.” 2013. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. https://scholarship.shu.edu/dissertations/2671.

MLA Handbook (7th Edition):

Mars, Lisa. “Content Validity of the New York State Spanish Comprehensive Regents Examination.” 2013. Web. 20 Aug 2019.

Vancouver:

Mars L. Content Validity of the New York State Spanish Comprehensive Regents Examination. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Aug 20]. 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

24. Carmichael, Courtney C. A State-by-State Policy Analysis of STEM Education for K-12 Public Schools.

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

  For practitioners and policy makers across the nation, STEM education has a vague definition. This study looks at how all 50 states define STEM… (more)

Subjects/Keywords: STEM education; state policy analysis; content analysis; Race to the Top; career and technical education; gifted education; economic development; Education Policy; Elementary Education; Science and Mathematics Education; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carmichael, C. C. (2017). A State-by-State Policy Analysis of STEM Education for K-12 Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2297

Chicago Manual of Style (16th Edition):

Carmichael, Courtney C. “A State-by-State Policy Analysis of STEM Education for K-12 Public Schools.” 2017. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2297.

MLA Handbook (7th Edition):

Carmichael, Courtney C. “A State-by-State Policy Analysis of STEM Education for K-12 Public Schools.” 2017. Web. 20 Aug 2019.

Vancouver:

Carmichael CC. A State-by-State Policy Analysis of STEM Education for K-12 Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2297.

Council of Science Editors:

Carmichael CC. A State-by-State Policy Analysis of STEM Education for K-12 Public Schools. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2297


Seton Hall University

25. Angelillo, Christian John. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.

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

  This correlational, explanatory, cross-sectional quantitative study intended to analyze the influence that community demographic factors had on student performance on the 2012 Grade 8… (more)

Subjects/Keywords: Community; Demographic; Data; NJASK; Student; Performance; Curriculum and Instruction; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Angelillo, C. J. (2015). An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2066

Chicago Manual of Style (16th Edition):

Angelillo, Christian John. “An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2066.

MLA Handbook (7th Edition):

Angelillo, Christian John. “An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.” 2015. Web. 20 Aug 2019.

Vancouver:

Angelillo CJ. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2066.

Council of Science Editors:

Angelillo CJ. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2066


Seton Hall University

26. Keshishian, Jared Edward. The Association Between Changes in Vocational Programs on Student Mobility, Attendance, and Suspension in New Jersey: A Retrospective Study.

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

  This explanatory longitudinal study explains the influence of the removal of vocational education on specific school variables and determines the between-group differences of high… (more)

Subjects/Keywords: Vocational Education; Industrial Arts; New Jersey; Vocational Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keshishian, J. E. (2018). The Association Between Changes in Vocational Programs on Student Mobility, Attendance, and Suspension in New Jersey: A Retrospective Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2509

Chicago Manual of Style (16th Edition):

Keshishian, Jared Edward. “The Association Between Changes in Vocational Programs on Student Mobility, Attendance, and Suspension in New Jersey: A Retrospective Study.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2509.

MLA Handbook (7th Edition):

Keshishian, Jared Edward. “The Association Between Changes in Vocational Programs on Student Mobility, Attendance, and Suspension in New Jersey: A Retrospective Study.” 2018. Web. 20 Aug 2019.

Vancouver:

Keshishian JE. The Association Between Changes in Vocational Programs on Student Mobility, Attendance, and Suspension in New Jersey: A Retrospective Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2509.

Council of Science Editors:

Keshishian JE. The Association Between Changes in Vocational Programs on Student Mobility, Attendance, and Suspension in New Jersey: A Retrospective Study. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2509

27. Velechko, Jeanna Czerniecki. The Influence of Grade Level Flexible Grouping on Reading Achievement.

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

  This study examined the influence of grouping formation on the scores on the New Jersey Assessment of Skills and Knowledge (NJASK 3) in Grade… (more)

Subjects/Keywords: flexible grouping; ability grouping; reading; Curriculum and Instruction; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Velechko, J. C. (2016). The Influence of Grade Level Flexible Grouping on Reading Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2231

Chicago Manual of Style (16th Edition):

Velechko, Jeanna Czerniecki. “The Influence of Grade Level Flexible Grouping on Reading Achievement.” 2016. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2231.

MLA Handbook (7th Edition):

Velechko, Jeanna Czerniecki. “The Influence of Grade Level Flexible Grouping on Reading Achievement.” 2016. Web. 20 Aug 2019.

Vancouver:

Velechko JC. The Influence of Grade Level Flexible Grouping on Reading Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2231.

Council of Science Editors:

Velechko JC. The Influence of Grade Level Flexible Grouping on Reading Achievement. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2231

28. Accurso-Salguero, Jessica. Differences in Remedial Pedagogy Approaches Between Teachers and Students.

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

  This study determined and assessed the perceptions of both students and teachers on the best approaches to remedial education. Although much of the research… (more)

Subjects/Keywords: remedial; differentiation; developmental; Curriculum and Instruction; Higher Education; Urban Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Accurso-Salguero, J. (2016). Differences in Remedial Pedagogy Approaches Between Teachers and Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2139

Chicago Manual of Style (16th Edition):

Accurso-Salguero, Jessica. “Differences in Remedial Pedagogy Approaches Between Teachers and Students.” 2016. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2139.

MLA Handbook (7th Edition):

Accurso-Salguero, Jessica. “Differences in Remedial Pedagogy Approaches Between Teachers and Students.” 2016. Web. 20 Aug 2019.

Vancouver:

Accurso-Salguero J. Differences in Remedial Pedagogy Approaches Between Teachers and Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2139.

Council of Science Editors:

Accurso-Salguero J. Differences in Remedial Pedagogy Approaches Between Teachers and Students. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2139

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Giaquinto, Jamie P. “An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 20, 2019. http://scholarship.shu.edu/dissertations/2119.

MLA Handbook (7th Edition):

Giaquinto, Jamie P. “An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT.” 2015. Web. 20 Aug 2019.

Vancouver:

Giaquinto JP. An Investigation of Differences in Reading Achievement of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using DIBELS NEXT. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Aug 20]. Available from: http://scholarship.shu.edu/dissertations/2119.

Council of Science Editors:

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

30. 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… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 http://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 August 20, 2019. http://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. 20 Aug 2019.

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 2019 Aug 20]. Available from: http://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: http://scholarship.shu.edu/dissertations/1933

[1] [2]

.