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You searched for +publisher:"Seton Hall University" +contributor:("Elaine Walker, Ph.D."). Showing records 1 – 30 of 56 total matches.

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Seton Hall University

1. Launi Powers, Barbara. Hiring the Most Effective Teachers: An Examination of Policy and Practice in Pennsylvania.

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

  Hiring the most effective teachers not only has an impact on America’s children, but on America’s economic future as well. For two decades, much… (more)

Subjects/Keywords: teacher hiring; teacher screening process; interview; teacher application; teacher credentialing; teacher training; teacher effectiveness; Pennsylvania; educational policy; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Other Educational Administration and Supervision; Secondary Education and Teaching

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APA (6th Edition):

Launi Powers, B. (2016). Hiring the Most Effective Teachers: An Examination of Policy and Practice in Pennsylvania. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2219

Chicago Manual of Style (16th Edition):

Launi Powers, Barbara. “Hiring the Most Effective Teachers: An Examination of Policy and Practice in Pennsylvania.” 2016. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2219.

MLA Handbook (7th Edition):

Launi Powers, Barbara. “Hiring the Most Effective Teachers: An Examination of Policy and Practice in Pennsylvania.” 2016. Web. 17 Jan 2020.

Vancouver:

Launi Powers B. Hiring the Most Effective Teachers: An Examination of Policy and Practice in Pennsylvania. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2219.

Council of Science Editors:

Launi Powers B. Hiring the Most Effective Teachers: An Examination of Policy and Practice in Pennsylvania. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2219


Seton Hall University

2. Johnson, Aubrey. The Relationship Between Teacher Practice and Student Performance.

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

  The demand for educational accountability to improve student achievement has been the force behind education reform in recent years. On October 6, 2012, the… (more)

Subjects/Keywords: Teacher Practice; Teacher Evaluation; Student Growth Percentile; Value-Added Modeling; TEACHNJ; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Johnson, A. (2017). The Relationship Between Teacher Practice and Student Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2235

Chicago Manual of Style (16th Edition):

Johnson, Aubrey. “The Relationship Between Teacher Practice and Student Performance.” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2235.

MLA Handbook (7th Edition):

Johnson, Aubrey. “The Relationship Between Teacher Practice and Student Performance.” 2017. Web. 17 Jan 2020.

Vancouver:

Johnson A. The Relationship Between Teacher Practice and Student Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2235.

Council of Science Editors:

Johnson A. The Relationship Between Teacher Practice and Student Performance. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2235


Seton Hall University

3. Pizzuto, Daria. Contemplative Practices in Higher Education: Examining Faculty Perspectives.

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

  Anxiety, depression, and feeling overwhelmed are consistently reported among college students. Contemplative pedagogy is a teaching approach that incorporates yoga, meditation, and other spiritual… (more)

Subjects/Keywords: contemplative pedagogy; professional identity; higher education faculty; Educational Leadership; Educational Methods; Higher Education and Teaching; Humane Education; Other Teacher Education and Professional Development; Scholarship of Teaching and Learning

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APA (6th Edition):

Pizzuto, D. (2018). Contemplative Practices in Higher Education: Examining Faculty Perspectives. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2492

Chicago Manual of Style (16th Edition):

Pizzuto, Daria. “Contemplative Practices in Higher Education: Examining Faculty Perspectives.” 2018. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2492.

MLA Handbook (7th Edition):

Pizzuto, Daria. “Contemplative Practices in Higher Education: Examining Faculty Perspectives.” 2018. Web. 17 Jan 2020.

Vancouver:

Pizzuto D. Contemplative Practices in Higher Education: Examining Faculty Perspectives. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2492.

Council of Science Editors:

Pizzuto D. Contemplative Practices in Higher Education: Examining Faculty Perspectives. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2492


Seton Hall University

4. Dionisio, Rui Meira. A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement.

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

  The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result… (more)

Subjects/Keywords: inquiry; science; middle school; academic self concept; achievement; non cognitive; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Science and Mathematics Education; Secondary Education; Special Education and Teaching

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APA (6th Edition):

Dionisio, R. M. (2017). A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2299

Chicago Manual of Style (16th Edition):

Dionisio, Rui Meira. “A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement.” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2299.

MLA Handbook (7th Edition):

Dionisio, Rui Meira. “A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement.” 2017. Web. 17 Jan 2020.

Vancouver:

Dionisio RM. A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2299.

Council of Science Editors:

Dionisio RM. A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2299


Seton Hall University

5. Burton, Tyrone D. A Case Study of the Implementation and Impact of the System for Teacher and Student Achievement (TAP).

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

  For many years, educators and researchers have debated over which variables influence student achievement. A growing body of evidence suggests that schools can make… (more)

Subjects/Keywords: TAP; Teacher effectiveness; Professional development; Student achievement; Performance based compensation; Collegiality; Education; Educational Assessment, Evaluation, and Research; Elementary Education; Secondary Education; Teacher Education and Professional Development

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APA (6th Edition):

Burton, T. D. (2017). A Case Study of the Implementation and Impact of the System for Teacher and Student Achievement (TAP). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2286

Chicago Manual of Style (16th Edition):

Burton, Tyrone D. “A Case Study of the Implementation and Impact of the System for Teacher and Student Achievement (TAP).” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2286.

MLA Handbook (7th Edition):

Burton, Tyrone D. “A Case Study of the Implementation and Impact of the System for Teacher and Student Achievement (TAP).” 2017. Web. 17 Jan 2020.

Vancouver:

Burton TD. A Case Study of the Implementation and Impact of the System for Teacher and Student Achievement (TAP). [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2286.

Council of Science Editors:

Burton TD. A Case Study of the Implementation and Impact of the System for Teacher and Student Achievement (TAP). [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2286


Seton Hall University

6. Kumai, Felix Kanyip. Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients.

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

  Like many developing countries, Nigeria has suffered from an extensive “brain drain” as its most able young people, especially those at the graduate or… (more)

Subjects/Keywords: doctoral students and recipients (Ph.D. holders); students’ migration and mobility; push and pull factors; decision-making; stay and return rates; brain drain; human capital; self-efficacy; expectancy; return readiness.; Higher Education; International and Comparative Education

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APA (6th Edition):

Kumai, F. K. (2017). Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2321

Chicago Manual of Style (16th Edition):

Kumai, Felix Kanyip. “Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients.” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2321.

MLA Handbook (7th Edition):

Kumai, Felix Kanyip. “Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients.” 2017. Web. 17 Jan 2020.

Vancouver:

Kumai FK. Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2321.

Council of Science Editors:

Kumai FK. Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2321


Seton Hall University

7. Suozzo, Sherri Henry. The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position.

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

  Abstract Due to the significant nursing faculty shortage and the probable impact on healthcare, it is imperative to expand the available literature on the… (more)

Subjects/Keywords: Nursing; Faculty; Role Conflict; Job Satisfaction; Workload; Higher Education; Nursing

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APA (6th Edition):

Suozzo, S. H. (2015). The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2124

Chicago Manual of Style (16th Edition):

Suozzo, Sherri Henry. “The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position.” 2015. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2124.

MLA Handbook (7th Edition):

Suozzo, Sherri Henry. “The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position.” 2015. Web. 17 Jan 2020.

Vancouver:

Suozzo SH. The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2124.

Council of Science Editors:

Suozzo SH. The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2124


Seton Hall University

8. Reynolds, Corey W. The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten Through Grade Two Students.

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

  The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten through Grade Two Students. The purpose of this inductive… (more)

Subjects/Keywords: Dual Language; Bilingual Education; Reading; Native English Speaker; Draz; K-8; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Reynolds, C. W. (2011). The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten Through Grade Two Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/4

Chicago Manual of Style (16th Edition):

Reynolds, Corey W. “The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten Through Grade Two Students.” 2011. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/4.

MLA Handbook (7th Edition):

Reynolds, Corey W. “The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten Through Grade Two Students.” 2011. Web. 17 Jan 2020.

Vancouver:

Reynolds CW. The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten Through Grade Two Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/4.

Council of Science Editors:

Reynolds CW. The Influence of Dual Language Education Upon the Development of English Reading Skills of Kindergarten Through Grade Two Students. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/4


Seton Hall University

9. Kirkhus, Debra K. Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools.

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

  CONTRIBUTORY FACTORS TO TEACHERS' SENSE OF COMMUNITY IN PUBLIC URBAN ELEMENTARY SCHOOLS The purpose of this study was to investigate factors that contribute to… (more)

Subjects/Keywords: education; community; collaboration; leadership; teacher; Educational Administration and Supervision

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APA (6th Edition):

Kirkhus, D. K. (2011). Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/3

Chicago Manual of Style (16th Edition):

Kirkhus, Debra K. “Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools.” 2011. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/3.

MLA Handbook (7th Edition):

Kirkhus, Debra K. “Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools.” 2011. Web. 17 Jan 2020.

Vancouver:

Kirkhus DK. Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/3.

Council of Science Editors:

Kirkhus DK. Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/3


Seton Hall University

10. Grooms, Janet. A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals.

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

  2013 In the modern world of education and 21st century school systems, improvements in student achievements are recognized as the foremost objective of school… (more)

Subjects/Keywords: Developing principals to become effective instructional leaders for schools; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Grooms, J. (2013). A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1930

Chicago Manual of Style (16th Edition):

Grooms, Janet. “A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals.” 2013. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/1930.

MLA Handbook (7th Edition):

Grooms, Janet. “A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals.” 2013. Web. 17 Jan 2020.

Vancouver:

Grooms J. A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/1930.

Council of Science Editors:

Grooms J. A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1930


Seton Hall University

11. Owens-Oliver, Cathy R. The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey.

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

  The purpose of this study is to examine the relationship between teacher candidate performance on the Praxis I: Pre-Professional Skills test and select Praxis… (more)

Subjects/Keywords: teacher preparation; admissions; highly qualified teacher; teacher licensure; teacher assessments; Praxis; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Owens-Oliver, C. R. (2014). The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2214

Chicago Manual of Style (16th Edition):

Owens-Oliver, Cathy R. “The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey.” 2014. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2214.

MLA Handbook (7th Edition):

Owens-Oliver, Cathy R. “The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey.” 2014. Web. 17 Jan 2020.

Vancouver:

Owens-Oliver CR. The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2214.

Council of Science Editors:

Owens-Oliver CR. The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2214

12. Morillo, Mitzi N. A Narrative Study on the Leadership Development of Female Superintendents in New Jersey.

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

  The purpose of this study was to explore, through the lived experiences of 8 women who achieved the superintendency in New Jersey, the intersectionality… (more)

Subjects/Keywords: intersectionality; superintendents; female; leadership development; educational leadership; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Morillo, M. N. (2017). A Narrative Study on the Leadership Development of Female Superintendents in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2244

Chicago Manual of Style (16th Edition):

Morillo, Mitzi N. “A Narrative Study on the Leadership Development of Female Superintendents in New Jersey.” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2244.

MLA Handbook (7th Edition):

Morillo, Mitzi N. “A Narrative Study on the Leadership Development of Female Superintendents in New Jersey.” 2017. Web. 17 Jan 2020.

Vancouver:

Morillo MN. A Narrative Study on the Leadership Development of Female Superintendents in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2244.

Council of Science Editors:

Morillo MN. A Narrative Study on the Leadership Development of Female Superintendents in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2244


Seton Hall University

13. Jewett, Elizabeth C. AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.

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

  The United States must expand the STEM pipeline in order to meet the growing demand of the STEM workforce and maintain our nation’s prosperity… (more)

Subjects/Keywords: STEM major; AP STEM courses; HSLS; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Jewett, E. C. (2019). AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2623

Chicago Manual of Style (16th Edition):

Jewett, Elizabeth C. “AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2623.

MLA Handbook (7th Edition):

Jewett, Elizabeth C. “AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.” 2019. Web. 17 Jan 2020.

Vancouver:

Jewett EC. AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2623.

Council of Science Editors:

Jewett EC. AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2623


Seton Hall University

14. Harris, Ann Marie. The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach.

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

  In order to provide students at the elementary level a thorough and efficient method of learning, the integrated–interdisciplinary approach to teaching curriculum was explored… (more)

Subjects/Keywords: interdisciplinary curriculum; integrated curriculum; thorough and efficient education; student achievement; Educational Assessment, Evaluation, and Research; Elementary Education

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APA (6th Edition):

Harris, A. M. (2019). The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2710

Chicago Manual of Style (16th Edition):

Harris, Ann Marie. “The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2710.

MLA Handbook (7th Edition):

Harris, Ann Marie. “The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach.” 2019. Web. 17 Jan 2020.

Vancouver:

Harris AM. The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2710.

Council of Science Editors:

Harris AM. The Influence of an Interdisciplinary Elementary Curriculum on Student Outcomes: Providing Cognitive Student Learning Through an Integrated Approach. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2710


Seton Hall University

15. Pillsbury, Nick. The Predictive Power of Teacher Practice in Explaining Student Growth.

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

  In recent years, states across the nation have increased their interest in developing specific teacher accountability measures and improving student achievement. On October 6,… (more)

Subjects/Keywords: Teacher Practice; Student Growth; SGP; Teacher Effectiveness; Student Performance; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Pillsbury, N. (2019). The Predictive Power of Teacher Practice in Explaining Student Growth. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2626

Chicago Manual of Style (16th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2626.

MLA Handbook (7th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Web. 17 Jan 2020.

Vancouver:

Pillsbury N. The Predictive Power of Teacher Practice in Explaining Student Growth. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2626.

Council of Science Editors:

Pillsbury N. The Predictive Power of Teacher Practice in Explaining Student Growth. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2626


Seton Hall University

16. Biunno, Marc. Exploring the Moderating Effect of Teacher Practice on the Relationship Between Prior Student Academic Performance and Current Student Academic Performance in a New Jersey Public School District.

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

  When New Jersey passed the TEACHNJ legislation in August of 2012, it brought about the ACHIEVE NJ educator evaluation and support system. New Jersey… (more)

Subjects/Keywords: TEACH NJ; ACHIEVE NJ; PARCC; MSGP; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Biunno, M. (2019). Exploring the Moderating Effect of Teacher Practice on the Relationship Between Prior Student Academic Performance and Current Student Academic Performance in a New Jersey Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2616

Chicago Manual of Style (16th Edition):

Biunno, Marc. “Exploring the Moderating Effect of Teacher Practice on the Relationship Between Prior Student Academic Performance and Current Student Academic Performance in a New Jersey Public School District.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2616.

MLA Handbook (7th Edition):

Biunno, Marc. “Exploring the Moderating Effect of Teacher Practice on the Relationship Between Prior Student Academic Performance and Current Student Academic Performance in a New Jersey Public School District.” 2019. Web. 17 Jan 2020.

Vancouver:

Biunno M. Exploring the Moderating Effect of Teacher Practice on the Relationship Between Prior Student Academic Performance and Current Student Academic Performance in a New Jersey Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2616.

Council of Science Editors:

Biunno M. Exploring the Moderating Effect of Teacher Practice on the Relationship Between Prior Student Academic Performance and Current Student Academic Performance in a New Jersey Public School District. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2616


Seton Hall University

17. Richardson Rose, Renee N. The Role of Secondary Education in Promoting Sustainable Development in the Caribbean and Latin America.

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

  This dissertation research completed a secondary data analysis of international education data collected for Latin American and Caribbean countries. This study utilized a quantitative… (more)

Subjects/Keywords: universal secondary education (USE); human capital; social capital; educational opportunities; gender outcomes; social norms; International and Comparative Education; Secondary Education

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APA (6th Edition):

Richardson Rose, R. N. (2019). The Role of Secondary Education in Promoting Sustainable Development in the Caribbean and Latin America. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2638

Chicago Manual of Style (16th Edition):

Richardson Rose, Renee N. “The Role of Secondary Education in Promoting Sustainable Development in the Caribbean and Latin America.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2638.

MLA Handbook (7th Edition):

Richardson Rose, Renee N. “The Role of Secondary Education in Promoting Sustainable Development in the Caribbean and Latin America.” 2019. Web. 17 Jan 2020.

Vancouver:

Richardson Rose RN. The Role of Secondary Education in Promoting Sustainable Development in the Caribbean and Latin America. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2638.

Council of Science Editors:

Richardson Rose RN. The Role of Secondary Education in Promoting Sustainable Development in the Caribbean and Latin America. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2638


Seton Hall University

18. Pillsbury, Nick. The Predictive Power of Teacher Practice in Explaining Student Growth.

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

  In recent years, states across the nation have increased their interest to develop specific teacher accountability measures and improve student achievement. On August 6,… (more)

Subjects/Keywords: Teacher Practice; Student Growth; SGP; Teacher Effectiveness; Student Performance; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Pillsbury, N. (2019). The Predictive Power of Teacher Practice in Explaining Student Growth. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2651

Chicago Manual of Style (16th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2651.

MLA Handbook (7th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Web. 17 Jan 2020.

Vancouver:

Pillsbury N. The Predictive Power of Teacher Practice in Explaining Student Growth. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2651.

Council of Science Editors:

Pillsbury N. The Predictive Power of Teacher Practice in Explaining Student Growth. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2651


Seton Hall University

19. Hoban, Lisa S. Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation.

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

  Abstract The purpose of this research study was to explore trends in student test performance since the Common Core implementation in 8th and 11th(more)

Subjects/Keywords: Common Core; Pennsylvania; PSSA; Keystone; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Hoban, L. S. (2019). Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2654

Chicago Manual of Style (16th Edition):

Hoban, Lisa S. “Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2654.

MLA Handbook (7th Edition):

Hoban, Lisa S. “Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation.” 2019. Web. 17 Jan 2020.

Vancouver:

Hoban LS. Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2654.

Council of Science Editors:

Hoban LS. Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2654


Seton Hall University

20. Zirra, Benjamin. Technology Counts: Assessing Barriers of Integrating Technology into Instruction at a Private University in New Jersey.

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

  Information technology has evolved enormously over the past three decades. Throughout the world, information technology has become important in all aspects of life, including… (more)

Subjects/Keywords: Technology; Barriers; Integration; Instruction; Change; Educational Technology; Higher Education

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APA (6th Edition):

Zirra, B. (2019). Technology Counts: Assessing Barriers of Integrating Technology into Instruction at a Private University in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2661

Chicago Manual of Style (16th Edition):

Zirra, Benjamin. “Technology Counts: Assessing Barriers of Integrating Technology into Instruction at a Private University in New Jersey.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2661.

MLA Handbook (7th Edition):

Zirra, Benjamin. “Technology Counts: Assessing Barriers of Integrating Technology into Instruction at a Private University in New Jersey.” 2019. Web. 17 Jan 2020.

Vancouver:

Zirra B. Technology Counts: Assessing Barriers of Integrating Technology into Instruction at a Private University in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2661.

Council of Science Editors:

Zirra B. Technology Counts: Assessing Barriers of Integrating Technology into Instruction at a Private University in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2661


Seton Hall University

21. Cunningham, Shelby L. A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction.

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

  The purpose of this study was to identify and examine the factors associated with teacher attitudes and perceptions towards job satisfaction and dissatisfaction. While… (more)

Subjects/Keywords: teacher; teacher attitudes; job satisfaction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Cunningham, S. L. (2015). A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2127

Chicago Manual of Style (16th Edition):

Cunningham, Shelby L. “A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction.” 2015. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2127.

MLA Handbook (7th Edition):

Cunningham, Shelby L. “A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction.” 2015. Web. 17 Jan 2020.

Vancouver:

Cunningham SL. A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2127.

Council of Science Editors:

Cunningham SL. A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2127


Seton Hall University

22. Okeke, Carina Maris Amaka. Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria.

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

  Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria Sexual harassment in educational settings is a common problem globally.… (more)

Subjects/Keywords: Education; sexual harassment; Education; Higher Education

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APA (6th Edition):

Okeke, C. M. A. (2011). Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/6

Chicago Manual of Style (16th Edition):

Okeke, Carina Maris Amaka. “Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria.” 2011. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/6.

MLA Handbook (7th Edition):

Okeke, Carina Maris Amaka. “Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria.” 2011. Web. 17 Jan 2020.

Vancouver:

Okeke CMA. Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/6.

Council of Science Editors:

Okeke CMA. Impact of Sexual Harassment on Women Undergraduates' Educational Experience in Anambra State of Nigeria. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/6


Seton Hall University

23. Inoa, Rafael. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.

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

  The academic underperformance of students of Latino backgrounds is a serious cause for concern in the United States, especially considering the significant portion of… (more)

Subjects/Keywords: parental involvement; childrearing; Latino/ Hispanic; middle class; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Inoa, R. (2015). Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2133

Chicago Manual of Style (16th Edition):

Inoa, Rafael. “Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.” 2015. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2133.

MLA Handbook (7th Edition):

Inoa, Rafael. “Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.” 2015. Web. 17 Jan 2020.

Vancouver:

Inoa R. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2133.

Council of Science Editors:

Inoa R. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2133


Seton Hall University

24. Usatin, Roman. The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes.

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

  This study examined the predictive power of student growth for large-scale assessments on meaningful life outcomes, focusing on the three categories of health, career,… (more)

Subjects/Keywords: SGP; Longitudinal Study; Large Scale Assessments; Standardized Testing; NELS 88; Long Term Outcomes; Applied Statistics; Curriculum and Instruction; Educational Leadership; Educational Psychology; Education Economics; Elementary and Middle and Secondary Education Administration; Secondary Education and Teaching; Social and Philosophical Foundations of Education; Social Statistics; Statistical Methodology; Statistical Models

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

APA (6th Edition):

Usatin, R. (2014). The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2009

Chicago Manual of Style (16th Edition):

Usatin, Roman. “The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes.” 2014. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2009.

MLA Handbook (7th Edition):

Usatin, Roman. “The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes.” 2014. Web. 17 Jan 2020.

Vancouver:

Usatin R. The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2009.

Council of Science Editors:

Usatin R. The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2009


Seton Hall University

25. Stimmel, John. Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership.

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

  Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must… (more)

Subjects/Keywords: micropolitics; power; politics; agenda setting; decision making; bargaining; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Stimmel, J. (2010). Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2136

Chicago Manual of Style (16th Edition):

Stimmel, John. “Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership.” 2010. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2136.

MLA Handbook (7th Edition):

Stimmel, John. “Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership.” 2010. Web. 17 Jan 2020.

Vancouver:

Stimmel J. Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2136.

Council of Science Editors:

Stimmel J. Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/2136


Seton Hall University

26. Newton Moses, Sheila. Understanding the Academic Success of Black Caribbean Immigrant Students Who Have Earned a Graduate Degree at an Ivy League University.

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

  Caribbean-American students who pursue higher education at Ivy League institutions most often maintain a strong ethnic identification with the race and culture of their… (more)

Subjects/Keywords: Black Immigrant; Ivy League; Academic Success; Caribbean Immigrant; Education; Educational Administration and Supervision

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APA (6th Edition):

Newton Moses, S. (2019). Understanding the Academic Success of Black Caribbean Immigrant Students Who Have Earned a Graduate Degree at an Ivy League University. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2610

Chicago Manual of Style (16th Edition):

Newton Moses, Sheila. “Understanding the Academic Success of Black Caribbean Immigrant Students Who Have Earned a Graduate Degree at an Ivy League University.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2610.

MLA Handbook (7th Edition):

Newton Moses, Sheila. “Understanding the Academic Success of Black Caribbean Immigrant Students Who Have Earned a Graduate Degree at an Ivy League University.” 2019. Web. 17 Jan 2020.

Vancouver:

Newton Moses S. Understanding the Academic Success of Black Caribbean Immigrant Students Who Have Earned a Graduate Degree at an Ivy League University. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2610.

Council of Science Editors:

Newton Moses S. Understanding the Academic Success of Black Caribbean Immigrant Students Who Have Earned a Graduate Degree at an Ivy League University. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2610


Seton Hall University

27. Hill, Macsu A. The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology.

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

  Over the years, women have made significant strides in the science, technology, engineering, and mathematics (STEM) fields. Nevertheless, women continue to be underrepresented at… (more)

Subjects/Keywords: science; technology; engineering; and mathematics (STEM) fields; mentoring; cross-mentoring; underrepresented minority (URM); mentoring functions; Higher Education

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APA (6th Edition):

Hill, M. A. (2018). The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2502

Chicago Manual of Style (16th Edition):

Hill, Macsu A. “The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology.” 2018. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2502.

MLA Handbook (7th Edition):

Hill, Macsu A. “The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology.” 2018. Web. 17 Jan 2020.

Vancouver:

Hill MA. The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2502.

Council of Science Editors:

Hill MA. The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2502


Seton Hall University

28. Shelton, Michelle. The Story of Growth: A Case Study of New Jersey Underperforming Underprivileged High School.

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

  Socioeconomics has been a factor that exposes the disparities in student achievement across communities within the state of New Jersey, and as a result… (more)

Subjects/Keywords: Turnaround; ScIP; School Improvement Panel; Leadership Team; Principal; Underperformance; Underprivileged; Educational Leadership; Urban Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Education Economics; Secondary Education; Urban Education

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APA (6th Edition):

Shelton, M. (2019). The Story of Growth: A Case Study of New Jersey Underperforming Underprivileged High School. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2715

Chicago Manual of Style (16th Edition):

Shelton, Michelle. “The Story of Growth: A Case Study of New Jersey Underperforming Underprivileged High School.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2715.

MLA Handbook (7th Edition):

Shelton, Michelle. “The Story of Growth: A Case Study of New Jersey Underperforming Underprivileged High School.” 2019. Web. 17 Jan 2020.

Vancouver:

Shelton M. The Story of Growth: A Case Study of New Jersey Underperforming Underprivileged High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2715.

Council of Science Editors:

Shelton M. The Story of Growth: A Case Study of New Jersey Underperforming Underprivileged High School. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2715

29. Dudley, Nathan. An Analysis of New Small High Schools' On-Time Graduation Rates in New York City.

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

  Beginning in 2002, with the election of Mayor Michael Bloomberg, New York City’s Department of Education undertook an unprecedented overhaul of the largest school… (more)

Subjects/Keywords: small high schools; New Small Schools; graduation rates; New York City; On-Time Graduation; school reform; Educational Administration and Supervision; Secondary Education

…involved in the Executive EdD program at Seton Hall University have been supportive and… 

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APA (6th Edition):

Dudley, N. (2017). An Analysis of New Small High Schools' On-Time Graduation Rates in New York City. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2265

Chicago Manual of Style (16th Edition):

Dudley, Nathan. “An Analysis of New Small High Schools' On-Time Graduation Rates in New York City.” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. http://scholarship.shu.edu/dissertations/2265.

MLA Handbook (7th Edition):

Dudley, Nathan. “An Analysis of New Small High Schools' On-Time Graduation Rates in New York City.” 2017. Web. 17 Jan 2020.

Vancouver:

Dudley N. An Analysis of New Small High Schools' On-Time Graduation Rates in New York City. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: http://scholarship.shu.edu/dissertations/2265.

Council of Science Editors:

Dudley N. An Analysis of New Small High Schools' On-Time Graduation Rates in New York City. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2265

30. Pinder, Glen T. The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades.

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

  In today’s world of accountability, the preparation of school leaders has never been more critical. Many states are now developing policies and processes that… (more)

Subjects/Keywords: instructional leadership; leadership preparation; positive school climate; establishing high expectations; instructional practices; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Pinder, G. T. (2017). The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2291

Chicago Manual of Style (16th Edition):

Pinder, Glen T. “The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades.” 2017. Doctoral Dissertation, Seton Hall University. Accessed January 17, 2020. https://scholarship.shu.edu/dissertations/2291.

MLA Handbook (7th Edition):

Pinder, Glen T. “The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades.” 2017. Web. 17 Jan 2020.

Vancouver:

Pinder GT. The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Jan 17]. Available from: https://scholarship.shu.edu/dissertations/2291.

Council of Science Editors:

Pinder GT. The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: https://scholarship.shu.edu/dissertations/2291

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