Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Seton Hall University" +contributor:("Gerard Babo, EdD"). Showing records 1 – 4 of 4 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Seton Hall University

1. Carter, Ashlee D. Reducing Sexual Victimization on College Campuses: The Impact of a Collegiate-Level Human Sexual Behavior Course on Students’ Level of Sexual Assertiveness.

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

  As the national conversation around the perpetration of sexual violence continues, research around sexual assault on college campuses continues to grow. By collecting both… (more)

Subjects/Keywords: sexual assertiveness; college student sexual assault; sexual awareness; benefits of sex education; sexual assault prevention; college level sex education; Higher Education; Public Health Education and Promotion; Women's Health

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carter, A. D. (2018). Reducing Sexual Victimization on College Campuses: The Impact of a Collegiate-Level Human Sexual Behavior Course on Students’ Level of Sexual Assertiveness. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2607

Chicago Manual of Style (16th Edition):

Carter, Ashlee D. “Reducing Sexual Victimization on College Campuses: The Impact of a Collegiate-Level Human Sexual Behavior Course on Students’ Level of Sexual Assertiveness.” 2018. Doctoral Dissertation, Seton Hall University. Accessed October 16, 2019. https://scholarship.shu.edu/dissertations/2607.

MLA Handbook (7th Edition):

Carter, Ashlee D. “Reducing Sexual Victimization on College Campuses: The Impact of a Collegiate-Level Human Sexual Behavior Course on Students’ Level of Sexual Assertiveness.” 2018. Web. 16 Oct 2019.

Vancouver:

Carter AD. Reducing Sexual Victimization on College Campuses: The Impact of a Collegiate-Level Human Sexual Behavior Course on Students’ Level of Sexual Assertiveness. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Oct 16]. Available from: https://scholarship.shu.edu/dissertations/2607.

Council of Science Editors:

Carter AD. Reducing Sexual Victimization on College Campuses: The Impact of a Collegiate-Level Human Sexual Behavior Course on Students’ Level of Sexual Assertiveness. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2607

2. Sammarone, Danielle Rosalba. 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 Grades 6, 7, and 8.

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

  This cross-sectional, correlational, explanatory study aimed to explain the influence of the length of the school day on the total percentage of students who… (more)

Subjects/Keywords: New Jersey Assessment of Skills and Knowledge; Length of the school day; Socioeconomic Status; Regression; Factorial ANOVA; One-Way ANOVA; Proficient and Advanced Proficient Scores; Grades 6; 7; & 8; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sammarone, D. R. (2014). 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 Grades 6, 7, and 8. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1995

Chicago Manual of Style (16th Edition):

Sammarone, Danielle Rosalba. “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 Grades 6, 7, and 8.” 2014. Doctoral Dissertation, Seton Hall University. Accessed October 16, 2019. http://scholarship.shu.edu/dissertations/1995.

MLA Handbook (7th Edition):

Sammarone, Danielle Rosalba. “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 Grades 6, 7, and 8.” 2014. Web. 16 Oct 2019.

Vancouver:

Sammarone DR. 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 Grades 6, 7, and 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Oct 16]. Available from: http://scholarship.shu.edu/dissertations/1995.

Council of Science Editors:

Sammarone DR. 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 Grades 6, 7, and 8. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1995

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Gemellaro, Dorian Marrone. “What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?.” 2012. Doctoral Dissertation, Seton Hall University. Accessed October 16, 2019. http://scholarship.shu.edu/dissertations/1784.

MLA Handbook (7th Edition):

Gemellaro, Dorian Marrone. “What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?.” 2012. Web. 16 Oct 2019.

Vancouver:

Gemellaro DM. What is the Relative Influence of NJ School Report Card Variables on NJ Ask 5 Scores?. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Oct 16]. Available from: http://scholarship.shu.edu/dissertations/1784.

Council of Science Editors:

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

4. Shorter, Casey D. The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups.

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

Subjects/Keywords: Professional learning communities; Education; Educational Administration and Supervision

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shorter, C. D. (2012). The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1786

Chicago Manual of Style (16th Edition):

Shorter, Casey D. “The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups.” 2012. Doctoral Dissertation, Seton Hall University. Accessed October 16, 2019. http://scholarship.shu.edu/dissertations/1786.

MLA Handbook (7th Edition):

Shorter, Casey D. “The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups.” 2012. Web. 16 Oct 2019.

Vancouver:

Shorter CD. The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Oct 16]. Available from: http://scholarship.shu.edu/dissertations/1786.

Council of Science Editors:

Shorter CD. The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1786

.