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You searched for +publisher:"Seton Hall University" +contributor:("Gerard Babo, Ed.D."). Showing records 1 – 30 of 39 total matches.

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Seton Hall University

1. Panichi-Raimondi, Michelle. Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers.

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

  Abstract Even though there is an abundant amount of leadership research exploring the nature of principal leadership behaviors and its impacts on student achievement,… (more)

Subjects/Keywords: High Schools; Low SES; McRel's 21 Leadership Behaviors; New Jersey; Teachers Perceptions; Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Panichi-Raimondi, M. (2016). Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2201

Chicago Manual of Style (16th Edition):

Panichi-Raimondi, Michelle. “Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers.” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2201.

MLA Handbook (7th Edition):

Panichi-Raimondi, Michelle. “Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers.” 2016. Web. 21 Feb 2020.

Vancouver:

Panichi-Raimondi M. Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2201.

Council of Science Editors:

Panichi-Raimondi M. Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2201


Seton Hall University

2. Gouraige, Timothy David. An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings.

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

  This study used a quantitative, analytical, non-experimental, explanatory research design. The study used simultaneous multiple regression analysis and analysis of covariance to investigate the… (more)

Subjects/Keywords: edTPA; Performance Assessment; Assessment; Certification/Licensure; Pre-Service Teacher Preparation; Student Teacher; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Gouraige, T. D. (2016). An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2233

Chicago Manual of Style (16th Edition):

Gouraige, Timothy David. “An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings.” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2233.

MLA Handbook (7th Edition):

Gouraige, Timothy David. “An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings.” 2016. Web. 21 Feb 2020.

Vancouver:

Gouraige TD. An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2233.

Council of Science Editors:

Gouraige TD. An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2233


Seton Hall University

3. Elias, Susan S. The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey.

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

  The purpose of this retrospective study was to investigate what influence, if any, mentoring a student teacher has on the self-efficacy of the cooperating… (more)

Subjects/Keywords: self-efficacy; mentoring; student teacher; student achievement; Teachers’ Sense of Efficacy Scale (TSES); Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Elias, S. S. (2016). The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2236

Chicago Manual of Style (16th Edition):

Elias, Susan S. “The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey.” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2236.

MLA Handbook (7th Edition):

Elias, Susan S. “The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey.” 2016. Web. 21 Feb 2020.

Vancouver:

Elias SS. The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2236.

Council of Science Editors:

Elias SS. The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2236


Seton Hall University

4. Telischak, Michelle A. The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK).

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

  The purpose of this cross-sectional, non-experimental, explanatory quantitative research study was to determine the strength and direction of the relationship between instructional time and… (more)

Subjects/Keywords: Education; NJASK; Instructional Time; Student Achievement; Language Arts; Mathematics; Educational Assessment, Evaluation, and Research; Elementary Education

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APA (6th Edition):

Telischak, M. A. (2016). The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2239

Chicago Manual of Style (16th Edition):

Telischak, Michelle A. “The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK).” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2239.

MLA Handbook (7th Edition):

Telischak, Michelle A. “The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK).” 2016. Web. 21 Feb 2020.

Vancouver:

Telischak MA. The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK). [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2239.

Council of Science Editors:

Telischak MA. The Influence of Instructional Time on Student Achievement in Grades 3, 4, and 5 in Language Arts and Mathematics on the 2011 New Jersey Assessment of Skills and Knowledge (NJASK). [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2239


Seton Hall University

5. Yikon'a, Lydia Kaji. The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3.

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

  This nonexperimental, cross-sectional, explanatory, quantitative study sought to analyze the influence of length of school day on student performance on the third-grade New Jersey… (more)

Subjects/Keywords: Length of School Day; socioeconomic status; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Yikon'a, L. K. (2017). The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2296

Chicago Manual of Style (16th Edition):

Yikon'a, Lydia Kaji. “The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3.” 2017. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. https://scholarship.shu.edu/dissertations/2296.

MLA Handbook (7th Edition):

Yikon'a, Lydia Kaji. “The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3.” 2017. Web. 21 Feb 2020.

Vancouver:

Yikon'a LK. The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Feb 21]. Available from: https://scholarship.shu.edu/dissertations/2296.

Council of Science Editors:

Yikon'a LK. The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: https://scholarship.shu.edu/dissertations/2296


Seton Hall University

6. Johnson, Donnie Renee. Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District.

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

  One strategy for improving teacher preparation programs for teaching Autism Spectrum Disorders (ASD) is to enhance the coursework offered at colleges and universities at… (more)

Subjects/Keywords: Teacher Preparation Autism Spectrum Disorders Maryland; Higher Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Johnson, D. R. (2018). Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2516

Chicago Manual of Style (16th Edition):

Johnson, Donnie Renee. “Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District.” 2018. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2516.

MLA Handbook (7th Edition):

Johnson, Donnie Renee. “Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District.” 2018. Web. 21 Feb 2020.

Vancouver:

Johnson DR. Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2516.

Council of Science Editors:

Johnson DR. Effectiveness of Special Education Teacher Preparation Programs to Teach Students with Autism Spectrum Disorders (ASD) in a Medium Southeastern Maryland School District. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2516


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Adam, Tabina H. “A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically.” 2018. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2522.

MLA Handbook (7th Edition):

Adam, Tabina H. “A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically.” 2018. Web. 21 Feb 2020.

Vancouver:

Adam TH. A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2522.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moss, Jonathan Tyler. “The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2090.

MLA Handbook (7th Edition):

Moss, Jonathan Tyler. “The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.” 2015. Web. 21 Feb 2020.

Vancouver:

Moss JT. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2090.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Dries, Shannon D. “The influence of Parent Portal Access on Student Efficacy and Parental Involvement.” 2014. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2076.

MLA Handbook (7th Edition):

Dries, Shannon D. “The influence of Parent Portal Access on Student Efficacy and Parental Involvement.” 2014. Web. 21 Feb 2020.

Vancouver:

Dries SD. The influence of Parent Portal Access on Student Efficacy and Parental Involvement. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2076.

Council of Science Editors:

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


Seton Hall University

10. Miller, Robert L. The Impact of Resource Allocation on Graduation Rates.

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

  Higher Education is currently facing challenges from a variety of forces; a stagnant economy, shifting student demographics, increased accountability and need for the demonstration… (more)

Subjects/Keywords: Graduation Rate; Resource Allocation; Selectivity; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Miller, R. L. (2014). The Impact of Resource Allocation on Graduation Rates. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2128

Chicago Manual of Style (16th Edition):

Miller, Robert L. “The Impact of Resource Allocation on Graduation Rates.” 2014. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2128.

MLA Handbook (7th Edition):

Miller, Robert L. “The Impact of Resource Allocation on Graduation Rates.” 2014. Web. 21 Feb 2020.

Vancouver:

Miller RL. The Impact of Resource Allocation on Graduation Rates. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2128.

Council of Science Editors:

Miller RL. The Impact of Resource Allocation on Graduation Rates. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2128


Seton Hall University

11. Khalil, Ismael A. The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey.

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

  ABSTRACT Arab American and Muslim students’ population growth on campuses has been very rapid, which in turn has required comprehensive planning to accommodate the… (more)

Subjects/Keywords: Arab American; Muslim Students; Postsecondary education; New Jersey; college transition; Islam; Phenomenological Methodology; Educational Administration and Supervision; Higher Education

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APA (6th Edition):

Khalil, I. A. (2015). The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2126

Chicago Manual of Style (16th Edition):

Khalil, Ismael A. “The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2126.

MLA Handbook (7th Edition):

Khalil, Ismael A. “The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey.” 2015. Web. 21 Feb 2020.

Vancouver:

Khalil IA. The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2126.

Council of Science Editors:

Khalil IA. The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2126


Seton Hall University

12. Darnall, Byron E. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.

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

  The purpose of this study was to determine which combination of 15 community demographic factors account for the most amount of variance and can… (more)

Subjects/Keywords: standardized test scores; poverty; demographic factors; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Darnall, B. E. (2015). The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2075

Chicago Manual of Style (16th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2075.

MLA Handbook (7th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Web. 21 Feb 2020.

Vancouver:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2075.

Council of Science Editors:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2075


Seton Hall University

13. 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

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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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

14. Hostetter, Douglas Paul. Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?.

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

  Public schools are examining their policies and instructional practices to address the achievement gap exposed by the reporting requirements of NCLB (Wenglinski, 2004). As… (more)

Subjects/Keywords: Tracking; High School English; Tracking; Detracking; Education

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APA (6th Edition):

Hostetter, D. P. (2013). Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1901

Chicago Manual of Style (16th Edition):

Hostetter, Douglas Paul. “Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?.” 2013. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/1901.

MLA Handbook (7th Edition):

Hostetter, Douglas Paul. “Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?.” 2013. Web. 21 Feb 2020.

Vancouver:

Hostetter DP. Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/1901.

Council of Science Editors:

Hostetter DP. Does Homogenous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1901


Seton Hall University

15. 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

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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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

16. Marx, Megan D. An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities.

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

  The purpose of this study was to determine variance in mean levels of teacher self-efficacy (TSE) and its three factors – efficacy in student… (more)

Subjects/Keywords: teacher self-efficacy; professional learning communities; professional development; sources of efficacy; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Marx, M. D. (2015). An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2163

Chicago Manual of Style (16th Edition):

Marx, Megan D. “An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2163.

MLA Handbook (7th Edition):

Marx, Megan D. “An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities.” 2015. Web. 21 Feb 2020.

Vancouver:

Marx MD. An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2163.

Council of Science Editors:

Marx MD. An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2163


Seton Hall University

17. Kelly, Brian P. K-12 and the Active Shooter: Principals’ Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools.

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

  The purpose of this study was to explore the predicament school principals face when formulating the best methodology to provide a safe environment for… (more)

Subjects/Keywords: School Security; Active Shooter; Principals; Perceptions; Armed Personnel; New Jersey; Community-Based Research; Educational Administration and Supervision; Educational Leadership; Education Policy; Elementary and Middle and Secondary Education Administration; Emergency and Disaster Management; Fourth Amendment

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APA (6th Edition):

Kelly, B. P. (2016). K-12 and the Active Shooter: Principals’ Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2202

Chicago Manual of Style (16th Edition):

Kelly, Brian P. “K-12 and the Active Shooter: Principals’ Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools.” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2202.

MLA Handbook (7th Edition):

Kelly, Brian P. “K-12 and the Active Shooter: Principals’ Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools.” 2016. Web. 21 Feb 2020.

Vancouver:

Kelly BP. K-12 and the Active Shooter: Principals’ Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2202.

Council of Science Editors:

Kelly BP. K-12 and the Active Shooter: Principals’ Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2202


Seton Hall University

18. 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

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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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

19. 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 February 21, 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. 21 Feb 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 Feb 21]. 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

20. Lindsay-Harewood, Davida. The Influence of an Extended School Day on Middle School English Language Arts and Mathematics Achievement in a New Jersey Suburban School District.

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

  This study examined the influence of an extended school day, reported in instruction minutes, on academic achievement of general and special education middle school… (more)

Subjects/Keywords: extended school day; middle school; achievement; Mathematics; English Language Arts; propensity score matching; ethnicity; gender; socio-economic status; special education classification; Educational Assessment, Evaluation, and Research

…as I earned my master’s in educational leadership and now at Seton Hall University as I… …leaders within the Seton Hall University Executive Ed.D. program. I thank you for your smiles… 

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APA (6th Edition):

Lindsay-Harewood, D. (2016). The Influence of an Extended School Day on Middle School English Language Arts and Mathematics Achievement in a New Jersey Suburban School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2210

Chicago Manual of Style (16th Edition):

Lindsay-Harewood, Davida. “The Influence of an Extended School Day on Middle School English Language Arts and Mathematics Achievement in a New Jersey Suburban School District.” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2210.

MLA Handbook (7th Edition):

Lindsay-Harewood, Davida. “The Influence of an Extended School Day on Middle School English Language Arts and Mathematics Achievement in a New Jersey Suburban School District.” 2016. Web. 21 Feb 2020.

Vancouver:

Lindsay-Harewood D. The Influence of an Extended School Day on Middle School English Language Arts and Mathematics Achievement in a New Jersey Suburban School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2210.

Council of Science Editors:

Lindsay-Harewood D. The Influence of an Extended School Day on Middle School English Language Arts and Mathematics Achievement in a New Jersey Suburban School District. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2210

21. Torres, David M. The Influence of Age, Work Experience, Education Level, and Score on a Standardized Pre-employment Competency Exam on the Outcome of a Pre-employment Polygraph Exam.

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

  This study examined the influence of age, work experience, education level, and score on a standardized pre-employment competency exam on the outcome of a… (more)

Subjects/Keywords: Age; Work Experience; Education Level; Competency Exam; Polygraph Exam; Business Law, Public Responsibility, and Ethics; Educational Assessment, Evaluation, and Research; Human Resources Management; Other Public Affairs, Public Policy and Public Administration; Physiology

…which included the Seton Hall University Library’s Inter-Library Loan Internet accessible… 

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APA (6th Edition):

Torres, D. M. (2017). The Influence of Age, Work Experience, Education Level, and Score on a Standardized Pre-employment Competency Exam on the Outcome of a Pre-employment Polygraph Exam. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2307

Chicago Manual of Style (16th Edition):

Torres, David M. “The Influence of Age, Work Experience, Education Level, and Score on a Standardized Pre-employment Competency Exam on the Outcome of a Pre-employment Polygraph Exam.” 2017. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2307.

MLA Handbook (7th Edition):

Torres, David M. “The Influence of Age, Work Experience, Education Level, and Score on a Standardized Pre-employment Competency Exam on the Outcome of a Pre-employment Polygraph Exam.” 2017. Web. 21 Feb 2020.

Vancouver:

Torres DM. The Influence of Age, Work Experience, Education Level, and Score on a Standardized Pre-employment Competency Exam on the Outcome of a Pre-employment Polygraph Exam. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2307.

Council of Science Editors:

Torres DM. The Influence of Age, Work Experience, Education Level, and Score on a Standardized Pre-employment Competency Exam on the Outcome of a Pre-employment Polygraph Exam. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2307


Seton Hall University

22. Gatens, Brian P. The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District.

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

  The use of laptop computers in 1:1 settings is becoming increasingly prevalent in America’s schools. As greater numbers of students are using this technology,… (more)

Subjects/Keywords: Laptops; 1:1; Technology; Computers; Education; Learning; Curriculum and Instruction; Educational Leadership

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APA (6th Edition):

Gatens, B. P. (2017). The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2476

Chicago Manual of Style (16th Edition):

Gatens, Brian P. “The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District.” 2017. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2476.

MLA Handbook (7th Edition):

Gatens, Brian P. “The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District.” 2017. Web. 21 Feb 2020.

Vancouver:

Gatens BP. The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2476.

Council of Science Editors:

Gatens BP. The Relationship Between Student Participation in a 1:1 Laptop Initiative and Academic Achievement in a 9-12 Upper Middle Class Suburban New Jersey Public School District. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2476


Seton Hall University

23. Lynch, Christopher D. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.

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

  This study examined the relationship between the 2013 New Jersey High School Proficiency Assessment (HSPA) Language Arts and Mathematics scores and school level data… (more)

Subjects/Keywords: High School Proficiency Assessment (HSPA); Language Arts (Secondary); Mathematics (Secondary); Human Capital; Social Capital; Standardized Assessment; Barriers to Higher Education; High Stakes Tests; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Lynch, C. D. (2015). Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2121

Chicago Manual of Style (16th Edition):

Lynch, Christopher D. “Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2121.

MLA Handbook (7th Edition):

Lynch, Christopher D. “Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.” 2015. Web. 21 Feb 2020.

Vancouver:

Lynch CD. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2121.

Council of Science Editors:

Lynch CD. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2121


Seton Hall University

24. Alberto, Ligia Veronica. Mentoring Relationships as Social Capital in the Career Advancement of Latina School Administrators.

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

  This study examined the underrepresentation of women in leadership roles, specifically on the underrepresentation of Latina women holding leadership administrative positions in education. Using… (more)

Subjects/Keywords: Latinas and School Leadership; Latinas and Mentoring; Latinas and Social Capital; Latina School Administrators; Latinas and Career Advancement; Latinas Leaders; Bilingual, Multilingual, and Multicultural Education; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration; Vocational Education

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APA (6th Edition):

Alberto, L. V. (2018). Mentoring Relationships as Social Capital in the Career Advancement of Latina School Administrators. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2501

Chicago Manual of Style (16th Edition):

Alberto, Ligia Veronica. “Mentoring Relationships as Social Capital in the Career Advancement of Latina School Administrators.” 2018. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2501.

MLA Handbook (7th Edition):

Alberto, Ligia Veronica. “Mentoring Relationships as Social Capital in the Career Advancement of Latina School Administrators.” 2018. Web. 21 Feb 2020.

Vancouver:

Alberto LV. Mentoring Relationships as Social Capital in the Career Advancement of Latina School Administrators. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2501.

Council of Science Editors:

Alberto LV. Mentoring Relationships as Social Capital in the Career Advancement of Latina School Administrators. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2501


Seton Hall University

25. Postma, Kerry L. The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals.

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

  This quantitative, descriptive, correlational study sought to describe the nature of the relationship between the self-efficacy of school principals and their job satisfaction. The… (more)

Subjects/Keywords: job satisfaction; principal; self-efficacy; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Postma, K. L. (2019). The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2648

Chicago Manual of Style (16th Edition):

Postma, Kerry L. “The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals.” 2019. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. https://scholarship.shu.edu/dissertations/2648.

MLA Handbook (7th Edition):

Postma, Kerry L. “The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals.” 2019. Web. 21 Feb 2020.

Vancouver:

Postma KL. The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Feb 21]. Available from: https://scholarship.shu.edu/dissertations/2648.

Council of Science Editors:

Postma KL. The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2648

26. Plevier, Meghan M. The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey.

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

  The purpose of this relational, non-experimental, explanatory, cross sectional study with quantitative methods was to explain the influence of length of school day, if… (more)

Subjects/Keywords: length of school day; NJ ASK; standardized test; student achievement; student performance; elementary education; Curriculum and Instruction; Curriculum and Social Inquiry; Elementary Education and Teaching

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APA (6th Edition):

Plevier, M. M. (2016). The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2158

Chicago Manual of Style (16th Edition):

Plevier, Meghan M. “The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey.” 2016. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2158.

MLA Handbook (7th Edition):

Plevier, Meghan M. “The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey.” 2016. Web. 21 Feb 2020.

Vancouver:

Plevier MM. The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2158.

Council of Science Editors:

Plevier MM. The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2158

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Graziano, Dana. “The Relative Influence of Faculty Mobility on NJ HSPA Scores.” 2012. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/1830.

MLA Handbook (7th Edition):

Graziano, Dana. “The Relative Influence of Faculty Mobility on NJ HSPA Scores.” 2012. Web. 21 Feb 2020.

Vancouver:

Graziano D. The Relative Influence of Faculty Mobility on NJ HSPA Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/1830.

Council of Science Editors:

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

28. Corey, Chad M. A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools.

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

  This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York… (more)

Subjects/Keywords: middle school; instructional scheduling; teaming; common planning; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Corey, C. M. (2014). A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2021

Chicago Manual of Style (16th Edition):

Corey, Chad M. “A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools.” 2014. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/2021.

MLA Handbook (7th Edition):

Corey, Chad M. “A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools.” 2014. Web. 21 Feb 2020.

Vancouver:

Corey CM. A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/2021.

Council of Science Editors:

Corey CM. A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2021

29. Hayali, Tolga. The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego.

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

Subjects/Keywords: Education; High school academics; Freshman college mathematics; Freshman college science; State University of New York; Educational Administration and Supervision

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

APA (6th Edition):

Hayali, T. (2013). The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1893

Chicago Manual of Style (16th Edition):

Hayali, Tolga. “The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego.” 2013. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/1893.

MLA Handbook (7th Edition):

Hayali, Tolga. “The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego.” 2013. Web. 21 Feb 2020.

Vancouver:

Hayali T. The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/1893.

Council of Science Editors:

Hayali T. The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1893

30. Robinson, Christie M. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8.

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

Subjects/Keywords: Inclusion; General Education; Classroom Grouping; Special Education; Academic Achievement; Special Education and Teaching

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Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robinson, C. M. (2012). The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1824

Chicago Manual of Style (16th Edition):

Robinson, Christie M. “The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8.” 2012. Doctoral Dissertation, Seton Hall University. Accessed February 21, 2020. http://scholarship.shu.edu/dissertations/1824.

MLA Handbook (7th Edition):

Robinson, Christie M. “The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8.” 2012. Web. 21 Feb 2020.

Vancouver:

Robinson CM. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2020 Feb 21]. Available from: http://scholarship.shu.edu/dissertations/1824.

Council of Science Editors:

Robinson CM. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1824

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