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You searched for +publisher:"Seton Hall University" +contributor:("James M. Caulfield"). Showing records 1 – 25 of 25 total matches.

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1. DelConte, Jill. Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influences Decisions to Retain Students in a Grade.

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

Subjects/Keywords: Education; Grade Rentention; Education; Educational Administration and Supervision; Higher Education Administration

…being run solely on a secure Seton Hall University server (Cooper, 2008). A letter… …x29; assurance that the survey has met Seton Hall University's standards for the… …Hall University, in South Orange, New Jersey. This technological survey program established a… …by Dr. Bert Wachsmuth, Chair of the Department of Mathematics and Computer Science at Seton… 

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APA (6th Edition):

DelConte, J. (2011). Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influences Decisions to Retain Students in a Grade. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/11

Chicago Manual of Style (16th Edition):

DelConte, Jill. “Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influences Decisions to Retain Students in a Grade.” 2011. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/11.

MLA Handbook (7th Edition):

DelConte, Jill. “Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influences Decisions to Retain Students in a Grade.” 2011. Web. 07 Aug 2020.

Vancouver:

DelConte J. Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influences Decisions to Retain Students in a Grade. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/11.

Council of Science Editors:

DelConte J. Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influences Decisions to Retain Students in a Grade. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: https://scholarship.shu.edu/dissertations/11


Seton Hall University

2. Quinn, Catherine. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.

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

. Advisors/Committee Members: Mary Ruzicka, James M. Caulfield, Patricia Berezny.

Subjects/Keywords: Federal education policies; Students with disabilities; 1950-2005; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Quinn, C. (2006). An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/211

Chicago Manual of Style (16th Edition):

Quinn, Catherine. “An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.” 2006. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/211.

MLA Handbook (7th Edition):

Quinn, Catherine. “An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.” 2006. Web. 07 Aug 2020.

Vancouver:

Quinn C. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/211.

Council of Science Editors:

Quinn C. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: https://scholarship.shu.edu/dissertations/211


Seton Hall University

3. Taraski McDonnell, Elizabeth. An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1999, Seton Hall University

. Advisors/Committee Members: Joseph Stetar, James M. Caulfield, Mel Shay.

Subjects/Keywords: Education; Applied sciences; Sustained collaborative research; University; Organized research units; Industry; Research centers; Higher Education; Industrial Engineering

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APA (6th Edition):

Taraski McDonnell, E. (1999). An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/281

Chicago Manual of Style (16th Edition):

Taraski McDonnell, Elizabeth. “An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions.” 1999. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/281.

MLA Handbook (7th Edition):

Taraski McDonnell, Elizabeth. “An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions.” 1999. Web. 07 Aug 2020.

Vancouver:

Taraski McDonnell E. An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/281.

Council of Science Editors:

Taraski McDonnell E. An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: https://scholarship.shu.edu/dissertations/281


Seton Hall University

4. Burnley, Ralph A., Jr. The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania.

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

. Advisors/Committee Members: Dan Gutmore, James M. Caulfield, Robert Offenberg.

Subjects/Keywords: Education; Academic achievement; Middle school education; Educational change; Pennsylvania; Philadelphia; Case studies; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Burnley, Ralph A., J. (2008). The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1592

Chicago Manual of Style (16th Edition):

Burnley, Ralph A., Jr. “The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1592.

MLA Handbook (7th Edition):

Burnley, Ralph A., Jr. “The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania.” 2008. Web. 07 Aug 2020.

Vancouver:

Burnley, Ralph A. J. The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1592.

Council of Science Editors:

Burnley, Ralph A. J. The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: https://scholarship.shu.edu/dissertations/1592


Seton Hall University

5. O'Dea Feeney, Maureen. The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1998, Seton Hall University

. Advisors/Committee Members: Mel J. Shay, James M. Caulfield, Donna A. Strigari.

Subjects/Keywords: Education; Language arts; Middle school; Multiple intelligences; Middle school education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

O'Dea Feeney, M. (1998). The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1588

Chicago Manual of Style (16th Edition):

O'Dea Feeney, Maureen. “The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum.” 1998. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1588.

MLA Handbook (7th Edition):

O'Dea Feeney, Maureen. “The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum.” 1998. Web. 07 Aug 2020.

Vancouver:

O'Dea Feeney M. The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum. [Internet] [Doctoral dissertation]. Seton Hall University; 1998. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1588.

Council of Science Editors:

O'Dea Feeney M. The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum. [Doctoral Dissertation]. Seton Hall University; 1998. Available from: https://scholarship.shu.edu/dissertations/1588


Seton Hall University

6. Monks, Kathleen W. General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2001, Seton Hall University

. Advisors/Committee Members: Joseph Stetar, James M. Caulfield, Sheldon T. Boxer.

Subjects/Keywords: Education; Teacher evaluation; Effective teaching; General education; Learning-disabled; High school student; Curriculum and Instruction; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Monks, K. W. (2001). General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/440

Chicago Manual of Style (16th Edition):

Monks, Kathleen W. “General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness.” 2001. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/440.

MLA Handbook (7th Edition):

Monks, Kathleen W. “General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness.” 2001. Web. 07 Aug 2020.

Vancouver:

Monks KW. General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/440.

Council of Science Editors:

Monks KW. General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: https://scholarship.shu.edu/dissertations/440


Seton Hall University

7. Gutman, Carla D. An Analysis Of Expectations Of School Business Officials As Perceived By Superintendents And School Business Officials.

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

. Advisors/Committee Members: Mary L. Ruzicka, James M. Caulfield, Lynn Pombonyo.

Subjects/Keywords: Education; Expectations; School business officials; Superintendents; Business officials; Educational Administration and Supervision

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APA (6th Edition):

Gutman, C. D. (2003). An Analysis Of Expectations Of School Business Officials As Perceived By Superintendents And School Business Officials. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/273

Chicago Manual of Style (16th Edition):

Gutman, Carla D. “An Analysis Of Expectations Of School Business Officials As Perceived By Superintendents And School Business Officials.” 2003. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/273.

MLA Handbook (7th Edition):

Gutman, Carla D. “An Analysis Of Expectations Of School Business Officials As Perceived By Superintendents And School Business Officials.” 2003. Web. 07 Aug 2020.

Vancouver:

Gutman CD. An Analysis Of Expectations Of School Business Officials As Perceived By Superintendents And School Business Officials. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/273.

Council of Science Editors:

Gutman CD. An Analysis Of Expectations Of School Business Officials As Perceived By Superintendents And School Business Officials. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: https://scholarship.shu.edu/dissertations/273


Seton Hall University

8. Gabriel, Grant A. The Impact on the Life of Military Children Whose Parent (s) are Serving in Support of American Foreign Policy.

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

. Advisors/Committee Members: John W. Collins, James M. Caulfield, Howard Schechter.

Subjects/Keywords: Children of military personnel; Mental health; Military dependents; Armed forces; Military life; United States; Child Psychology; Education; Educational Psychology

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APA (6th Edition):

Gabriel, G. A. (2007). The Impact on the Life of Military Children Whose Parent (s) are Serving in Support of American Foreign Policy. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1607

Chicago Manual of Style (16th Edition):

Gabriel, Grant A. “The Impact on the Life of Military Children Whose Parent (s) are Serving in Support of American Foreign Policy.” 2007. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1607.

MLA Handbook (7th Edition):

Gabriel, Grant A. “The Impact on the Life of Military Children Whose Parent (s) are Serving in Support of American Foreign Policy.” 2007. Web. 07 Aug 2020.

Vancouver:

Gabriel GA. The Impact on the Life of Military Children Whose Parent (s) are Serving in Support of American Foreign Policy. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1607.

Council of Science Editors:

Gabriel GA. The Impact on the Life of Military Children Whose Parent (s) are Serving in Support of American Foreign Policy. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: https://scholarship.shu.edu/dissertations/1607


Seton Hall University

9. Righi, Peter J. A Study of New Jersey Charter School Board of Trustees Perceptions Regarding Charter Schools Legislations' Effect on Leadership Behavior.

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

. Advisors/Committee Members: Anthony Colella, James M. Caulfield, William O. George.

Subjects/Keywords: New Jersey; Charter schools; Board of trustees; Leadership behavior; Education

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APA (6th Edition):

Righi, P. J. (2004). A Study of New Jersey Charter School Board of Trustees Perceptions Regarding Charter Schools Legislations' Effect on Leadership Behavior. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/39

Chicago Manual of Style (16th Edition):

Righi, Peter J. “A Study of New Jersey Charter School Board of Trustees Perceptions Regarding Charter Schools Legislations' Effect on Leadership Behavior.” 2004. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/39.

MLA Handbook (7th Edition):

Righi, Peter J. “A Study of New Jersey Charter School Board of Trustees Perceptions Regarding Charter Schools Legislations' Effect on Leadership Behavior.” 2004. Web. 07 Aug 2020.

Vancouver:

Righi PJ. A Study of New Jersey Charter School Board of Trustees Perceptions Regarding Charter Schools Legislations' Effect on Leadership Behavior. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/39.

Council of Science Editors:

Righi PJ. A Study of New Jersey Charter School Board of Trustees Perceptions Regarding Charter Schools Legislations' Effect on Leadership Behavior. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: https://scholarship.shu.edu/dissertations/39


Seton Hall University

10. Jackson, Winston D. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.

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

. Advisors/Committee Members: Anthony J. Colella, Karen E. Boroff, James M. Caulfield.

Subjects/Keywords: Education; Success for All; ESPA; NJ ASK4; Reading; No Child Left Behind; Whole-school reform; Elementary School Proficiency Assessment; New Jersey Assessment of Skills and Knowledge; Urban education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA (6th Edition):

Jackson, W. D. (2007). An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/231

Chicago Manual of Style (16th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/231.

MLA Handbook (7th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Web. 07 Aug 2020.

Vancouver:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/231.

Council of Science Editors:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: https://scholarship.shu.edu/dissertations/231


Seton Hall University

11. Hinds-Zaami, Denise. Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education).

Degree: PhD, Education Studies, 2002, Seton Hall University

. Advisors/Committee Members: Mary Ruzicka, James M. Caulfield, Patricia E. Canson.

Subjects/Keywords: Social sciences; Education; Administrators; Alternative educational domains; Secondary education; African American; Elementary education; African American Studies; Educational Administration and Supervision

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APA (6th Edition):

Hinds-Zaami, D. (2002). Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education). (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1343

Chicago Manual of Style (16th Edition):

Hinds-Zaami, Denise. “Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education).” 2002. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1343.

MLA Handbook (7th Edition):

Hinds-Zaami, Denise. “Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education).” 2002. Web. 07 Aug 2020.

Vancouver:

Hinds-Zaami D. Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education). [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1343.

Council of Science Editors:

Hinds-Zaami D. Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education). [Doctoral Dissertation]. Seton Hall University; 2002. Available from: https://scholarship.shu.edu/dissertations/1343


Seton Hall University

12. Schoen, C. Lauren. Perceptions of Job Satisfaction of K-8 Superintendents in (DFG I & J) Bergen County, New Jersey Public School Districts.

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

. Advisors/Committee Members: Dr. Anthony Colella, James M. Caulfield, Mark R. Mongon.

Subjects/Keywords: Education; Psychology; Job satisfaction; Superintendents; Bergen County; New Jersey; Public school districts; K-8; Educational Administration and Supervision; Other Psychology

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APA (6th Edition):

Schoen, C. L. (2006). Perceptions of Job Satisfaction of K-8 Superintendents in (DFG I & J) Bergen County, New Jersey Public School Districts. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1333

Chicago Manual of Style (16th Edition):

Schoen, C Lauren. “Perceptions of Job Satisfaction of K-8 Superintendents in (DFG I & J) Bergen County, New Jersey Public School Districts.” 2006. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1333.

MLA Handbook (7th Edition):

Schoen, C Lauren. “Perceptions of Job Satisfaction of K-8 Superintendents in (DFG I & J) Bergen County, New Jersey Public School Districts.” 2006. Web. 07 Aug 2020.

Vancouver:

Schoen CL. Perceptions of Job Satisfaction of K-8 Superintendents in (DFG I & J) Bergen County, New Jersey Public School Districts. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1333.

Council of Science Editors:

Schoen CL. Perceptions of Job Satisfaction of K-8 Superintendents in (DFG I & J) Bergen County, New Jersey Public School Districts. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: https://scholarship.shu.edu/dissertations/1333


Seton Hall University

13. Burke, Joan. An Investigation Of Trends In K-12 Mathematics Curriculum Development Process As Perceived By Chief Administrators In New Jersey Public Schools (National Council Of Teachers Of Mathematics, Twelfth-Grade, Kindergarten).

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1997, Seton Hall University

. Advisors/Committee Members: Anthony Colella, James M. Caulfield, Jerome D. Kaplan.

Subjects/Keywords: Education; Educational Administration and Supervision; Science and Mathematics Education

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APA (6th Edition):

Burke, J. (1997). An Investigation Of Trends In K-12 Mathematics Curriculum Development Process As Perceived By Chief Administrators In New Jersey Public Schools (National Council Of Teachers Of Mathematics, Twelfth-Grade, Kindergarten). (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/237

Chicago Manual of Style (16th Edition):

Burke, Joan. “An Investigation Of Trends In K-12 Mathematics Curriculum Development Process As Perceived By Chief Administrators In New Jersey Public Schools (National Council Of Teachers Of Mathematics, Twelfth-Grade, Kindergarten).” 1997. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/237.

MLA Handbook (7th Edition):

Burke, Joan. “An Investigation Of Trends In K-12 Mathematics Curriculum Development Process As Perceived By Chief Administrators In New Jersey Public Schools (National Council Of Teachers Of Mathematics, Twelfth-Grade, Kindergarten).” 1997. Web. 07 Aug 2020.

Vancouver:

Burke J. An Investigation Of Trends In K-12 Mathematics Curriculum Development Process As Perceived By Chief Administrators In New Jersey Public Schools (National Council Of Teachers Of Mathematics, Twelfth-Grade, Kindergarten). [Internet] [Doctoral dissertation]. Seton Hall University; 1997. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/237.

Council of Science Editors:

Burke J. An Investigation Of Trends In K-12 Mathematics Curriculum Development Process As Perceived By Chief Administrators In New Jersey Public Schools (National Council Of Teachers Of Mathematics, Twelfth-Grade, Kindergarten). [Doctoral Dissertation]. Seton Hall University; 1997. Available from: https://scholarship.shu.edu/dissertations/237


Seton Hall University

14. Lyons, Brendan J. Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools.

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

. Advisors/Committee Members: Dr. Mary Ruzicka, James M. Caulfield, Edward Sullivan.

Subjects/Keywords: Education; Perceived leadership; Educational Leadership; Instructional Leadership; Teachers; Principals; New York State; Middle schools; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Lyons, B. J. (2010). Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1401

Chicago Manual of Style (16th Edition):

Lyons, Brendan J. “Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools.” 2010. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1401.

MLA Handbook (7th Edition):

Lyons, Brendan J. “Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools.” 2010. Web. 07 Aug 2020.

Vancouver:

Lyons BJ. Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1401.

Council of Science Editors:

Lyons BJ. Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: https://scholarship.shu.edu/dissertations/1401


Seton Hall University

15. Lucas, Ralph Michael. Teachers' Perceptions On The Efficacy Of Curriculum Mapping As A Tool For Planning And Curriculum Alignment.

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

Subjects/Keywords: Education; Teachers; Curriculum mapping; Planning; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Lucas, R. M. (2005). Teachers' Perceptions On The Efficacy Of Curriculum Mapping As A Tool For Planning And Curriculum Alignment. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1473

Chicago Manual of Style (16th Edition):

Lucas, Ralph Michael. “Teachers' Perceptions On The Efficacy Of Curriculum Mapping As A Tool For Planning And Curriculum Alignment.” 2005. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1473.

MLA Handbook (7th Edition):

Lucas, Ralph Michael. “Teachers' Perceptions On The Efficacy Of Curriculum Mapping As A Tool For Planning And Curriculum Alignment.” 2005. Web. 07 Aug 2020.

Vancouver:

Lucas RM. Teachers' Perceptions On The Efficacy Of Curriculum Mapping As A Tool For Planning And Curriculum Alignment. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1473.

Council of Science Editors:

Lucas RM. Teachers' Perceptions On The Efficacy Of Curriculum Mapping As A Tool For Planning And Curriculum Alignment. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: https://scholarship.shu.edu/dissertations/1473


Seton Hall University

16. Cooper, Raymond Gary. A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance.

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

. Advisors/Committee Members: Mary F. Ruzicka, James M. Caulfield, Lois R. Favre.

Subjects/Keywords: New York State; Tenure – high school; High school principals; Education; Educational Administration and Supervision

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APA (6th Edition):

Cooper, R. G. (2008). A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/117

Chicago Manual of Style (16th Edition):

Cooper, Raymond Gary. “A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/117.

MLA Handbook (7th Edition):

Cooper, Raymond Gary. “A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance.” 2008. Web. 07 Aug 2020.

Vancouver:

Cooper RG. A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/117.

Council of Science Editors:

Cooper RG. A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: https://scholarship.shu.edu/dissertations/117


Seton Hall University

17. Blue, Maureen A. The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership.

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

. Advisors/Committee Members: Dr. Rebecca Cox, James M. Caulfield, John Collins.

Subjects/Keywords: Education; Resilience; Doctoral completion; Tinto; Vincent; Completion; Acceptance criteria; Leadership development; Educational Leadership; Educational Psychology; Higher Education

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APA (6th Edition):

Blue, M. A. (2008). The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1618

Chicago Manual of Style (16th Edition):

Blue, Maureen A. “The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1618.

MLA Handbook (7th Edition):

Blue, Maureen A. “The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership.” 2008. Web. 07 Aug 2020.

Vancouver:

Blue MA. The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1618.

Council of Science Editors:

Blue MA. The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: https://scholarship.shu.edu/dissertations/1618


Seton Hall University

18. Demartino, Patrice P. Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools.

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

. Advisors/Committee Members: Mary Ruzicka, James M. Caulfield, Keith C. Figgs.

Subjects/Keywords: Coeducational public elementary schools; Single-sex education; Education; Educational Administration and Supervision

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APA (6th Edition):

Demartino, P. P. (2008). Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1398

Chicago Manual of Style (16th Edition):

Demartino, Patrice P. “Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1398.

MLA Handbook (7th Edition):

Demartino, Patrice P. “Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools.” 2008. Web. 07 Aug 2020.

Vancouver:

Demartino PP. Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1398.

Council of Science Editors:

Demartino PP. Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: https://scholarship.shu.edu/dissertations/1398


Seton Hall University

19. Dunshee, Suzanne W. Criteria Formulating School Choice Decisions For A Middle School Parent Population.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2000, Seton Hall University

Subjects/Keywords: Social sciences; Education; School choice; Middle school; Parent; Family, Life Course, and Society; Secondary Education and Teaching; Sociology

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APA (6th Edition):

Dunshee, S. W. (2000). Criteria Formulating School Choice Decisions For A Middle School Parent Population. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/352

Chicago Manual of Style (16th Edition):

Dunshee, Suzanne W. “Criteria Formulating School Choice Decisions For A Middle School Parent Population.” 2000. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/352.

MLA Handbook (7th Edition):

Dunshee, Suzanne W. “Criteria Formulating School Choice Decisions For A Middle School Parent Population.” 2000. Web. 07 Aug 2020.

Vancouver:

Dunshee SW. Criteria Formulating School Choice Decisions For A Middle School Parent Population. [Internet] [Doctoral dissertation]. Seton Hall University; 2000. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/352.

Council of Science Editors:

Dunshee SW. Criteria Formulating School Choice Decisions For A Middle School Parent Population. [Doctoral Dissertation]. Seton Hall University; 2000. Available from: https://scholarship.shu.edu/dissertations/352


Seton Hall University

20. Stromsland, Frances C. Perceptions of 4th and 6th Grade Students, Regarding Their Academic Abilities and Achievement, as Related to Participation in Distance Learning Using Interactive Television.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1999, Seton Hall University

. Advisors/Committee Members: Mel J. Shay, James M. Caulfield, Janet L. Parmelee.

Subjects/Keywords: Education; Fourth-grade; Sixth-grade; Achievement; Academic abilities; Distance learning; Interactive television; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Stromsland, F. C. (1999). Perceptions of 4th and 6th Grade Students, Regarding Their Academic Abilities and Achievement, as Related to Participation in Distance Learning Using Interactive Television. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1335

Chicago Manual of Style (16th Edition):

Stromsland, Frances C. “Perceptions of 4th and 6th Grade Students, Regarding Their Academic Abilities and Achievement, as Related to Participation in Distance Learning Using Interactive Television.” 1999. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1335.

MLA Handbook (7th Edition):

Stromsland, Frances C. “Perceptions of 4th and 6th Grade Students, Regarding Their Academic Abilities and Achievement, as Related to Participation in Distance Learning Using Interactive Television.” 1999. Web. 07 Aug 2020.

Vancouver:

Stromsland FC. Perceptions of 4th and 6th Grade Students, Regarding Their Academic Abilities and Achievement, as Related to Participation in Distance Learning Using Interactive Television. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1335.

Council of Science Editors:

Stromsland FC. Perceptions of 4th and 6th Grade Students, Regarding Their Academic Abilities and Achievement, as Related to Participation in Distance Learning Using Interactive Television. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: https://scholarship.shu.edu/dissertations/1335


Seton Hall University

21. Gabriel, Martha H. Implications of School Achievement at a Junior High School that Serves Children of Military Parents: A Case Study.

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

. Advisors/Committee Members: John W. Collins, James M. Caulfield, Dyann Declerico.

Subjects/Keywords: Education; Mobility; Transition; Achievement; Junior high; Children; Military parents; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Gabriel, M. H. (2004). Implications of School Achievement at a Junior High School that Serves Children of Military Parents: A Case Study. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/470

Chicago Manual of Style (16th Edition):

Gabriel, Martha H. “Implications of School Achievement at a Junior High School that Serves Children of Military Parents: A Case Study.” 2004. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/470.

MLA Handbook (7th Edition):

Gabriel, Martha H. “Implications of School Achievement at a Junior High School that Serves Children of Military Parents: A Case Study.” 2004. Web. 07 Aug 2020.

Vancouver:

Gabriel MH. Implications of School Achievement at a Junior High School that Serves Children of Military Parents: A Case Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/470.

Council of Science Editors:

Gabriel MH. Implications of School Achievement at a Junior High School that Serves Children of Military Parents: A Case Study. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: https://scholarship.shu.edu/dissertations/470


Seton Hall University

22. Golden, Enid. A Study of the Relationship Between Superintendents' Perceived Leadership Practices and Socioeconomic Status of School Districts in New Jersey.

Degree: PhD, Education Leadership, Management and Policy, 1999, Seton Hall University

Subjects/Keywords: Leadership; School superintendents; New Jersey; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Golden, E. (1999). A Study of the Relationship Between Superintendents' Perceived Leadership Practices and Socioeconomic Status of School Districts in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2345

Chicago Manual of Style (16th Edition):

Golden, Enid. “A Study of the Relationship Between Superintendents' Perceived Leadership Practices and Socioeconomic Status of School Districts in New Jersey.” 1999. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/2345.

MLA Handbook (7th Edition):

Golden, Enid. “A Study of the Relationship Between Superintendents' Perceived Leadership Practices and Socioeconomic Status of School Districts in New Jersey.” 1999. Web. 07 Aug 2020.

Vancouver:

Golden E. A Study of the Relationship Between Superintendents' Perceived Leadership Practices and Socioeconomic Status of School Districts in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/2345.

Council of Science Editors:

Golden E. A Study of the Relationship Between Superintendents' Perceived Leadership Practices and Socioeconomic Status of School Districts in New Jersey. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: https://scholarship.shu.edu/dissertations/2345


Seton Hall University

23. Kuncham, Kishore. A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York.

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

  The purpose of this study was to determine the overall job satisfaction, the level of intrinsic job satisfaction, and the level of extrinsic job… (more)

Subjects/Keywords: School superintendents; Job satisfaction; New York; Education; Educational Administration and Supervision

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APA (6th Edition):

Kuncham, K. (2008). A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2394

Chicago Manual of Style (16th Edition):

Kuncham, Kishore. “A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York.” 2008. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/2394.

MLA Handbook (7th Edition):

Kuncham, Kishore. “A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York.” 2008. Web. 07 Aug 2020.

Vancouver:

Kuncham K. A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/2394.

Council of Science Editors:

Kuncham K. A Study of Job Satisfaction and School Board Relationships of Public School Superintendents in Nassau and Suffolk Counties (Long Island) in New York. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: https://scholarship.shu.edu/dissertations/2394


Seton Hall University

24. Kavanagh, Nancy. The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance.

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

Subjects/Keywords: Education; Reading; Reading comprehension; Prediction of scholastic success; Elementary; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Kavanagh, N. (2004). The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1599

Chicago Manual of Style (16th Edition):

Kavanagh, Nancy. “The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance.” 2004. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1599.

MLA Handbook (7th Edition):

Kavanagh, Nancy. “The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance.” 2004. Web. 07 Aug 2020.

Vancouver:

Kavanagh N. The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1599.

Council of Science Editors:

Kavanagh N. The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: https://scholarship.shu.edu/dissertations/1599


Seton Hall University

25. Lake, Karen A. Perceptions of New Jersey Superintendents Relative to Public School Regionalization and Deregionalization Efforts, 1993-2003.

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

Subjects/Keywords: Education; New Jersey; Superintendents; Public school; Regionalization; Deregionalization; 1993-2003; Education; Educational Administration and Supervision

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

APA (6th Edition):

Lake, K. A. (2006). Perceptions of New Jersey Superintendents Relative to Public School Regionalization and Deregionalization Efforts, 1993-2003. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1326

Chicago Manual of Style (16th Edition):

Lake, Karen A. “Perceptions of New Jersey Superintendents Relative to Public School Regionalization and Deregionalization Efforts, 1993-2003.” 2006. Doctoral Dissertation, Seton Hall University. Accessed August 07, 2020. https://scholarship.shu.edu/dissertations/1326.

MLA Handbook (7th Edition):

Lake, Karen A. “Perceptions of New Jersey Superintendents Relative to Public School Regionalization and Deregionalization Efforts, 1993-2003.” 2006. Web. 07 Aug 2020.

Vancouver:

Lake KA. Perceptions of New Jersey Superintendents Relative to Public School Regionalization and Deregionalization Efforts, 1993-2003. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2020 Aug 07]. Available from: https://scholarship.shu.edu/dissertations/1326.

Council of Science Editors:

Lake KA. Perceptions of New Jersey Superintendents Relative to Public School Regionalization and Deregionalization Efforts, 1993-2003. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: https://scholarship.shu.edu/dissertations/1326

.