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You searched for +publisher:"Seton Hall University" +contributor:("Luke Stedrak, Ed.D."). Showing records 1 – 24 of 24 total matches.

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Seton Hall University

1. Welcome, Simone E. The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance.

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

  The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language… (more)

Subjects/Keywords: instructional minutes; NJ HSPA; proficiency levels; socioeconomic status; LEP; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Secondary Education

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APA (6th Edition):

Welcome, S. E. (2017). The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2300

Chicago Manual of Style (16th Edition):

Welcome, Simone E. “The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance.” 2017. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2300.

MLA Handbook (7th Edition):

Welcome, Simone E. “The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance.” 2017. Web. 19 Sep 2019.

Vancouver:

Welcome SE. The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2300.

Council of Science Editors:

Welcome SE. The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2300


Seton Hall University

2. Tully, Christopher Michael. The Influence of the Length of the Instructional Day on the Percentage of Proficient and Advanced Proficient Scores of 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, 2017, Seton Hall University

  This study was relational, non-experimental, explanatory, and cross-sectional in nature, using quantitative methods to explain the influence of student, staff, and school independent variables… (more)

Subjects/Keywords: New Jersey Assessment of Skills and Knowledge; Length of the Instructional day; Socioeconomic Status; Proficient and Advanced Proficient Scores; Grades 6; 7; & 8; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Tully, C. M. (2017). The Influence of the Length of the Instructional Day on the Percentage of Proficient and Advanced Proficient Scores of 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/2247

Chicago Manual of Style (16th Edition):

Tully, Christopher Michael. “The Influence of the Length of the Instructional Day on the Percentage of Proficient and Advanced Proficient Scores of the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8.” 2017. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2247.

MLA Handbook (7th Edition):

Tully, Christopher Michael. “The Influence of the Length of the Instructional Day on the Percentage of Proficient and Advanced Proficient Scores of the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8.” 2017. Web. 19 Sep 2019.

Vancouver:

Tully CM. The Influence of the Length of the Instructional Day on the Percentage of Proficient and Advanced Proficient Scores of the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2247.

Council of Science Editors:

Tully CM. The Influence of the Length of the Instructional Day on the Percentage of Proficient and Advanced Proficient Scores of the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2247


Seton Hall University

3. Tiedemann, Michele P. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.

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

  State and federal regulations mandated standardized testing of students, including disadvantaged students: economically disadvantaged students, students with disabilities, and students with Limited English Proficiency… (more)

Subjects/Keywords: parent perspectives; standardized test; LEP; limited English proficiency; disadvantaged students; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Tiedemann, M. P. (2018). Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2491

Chicago Manual of Style (16th Edition):

Tiedemann, Michele P. “Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2491.

MLA Handbook (7th Edition):

Tiedemann, Michele P. “Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.” 2018. Web. 19 Sep 2019.

Vancouver:

Tiedemann MP. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2491.

Council of Science Editors:

Tiedemann MP. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2491


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Flye, Alesia L. “A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME).” 2017. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2320.

MLA Handbook (7th Edition):

Flye, Alesia L. “A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME).” 2017. Web. 19 Sep 2019.

Vancouver:

Flye AL. A Comparative Analysis of Student Participation in the Advancement Via Individual Determination(AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME). [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2320.

Council of Science Editors:

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


Seton Hall University

5. 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 September 19, 2019. 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. 19 Sep 2019.

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 2019 Sep 19]. 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

6. Ross, Lavetta S. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.

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

  This study examined the influence of the student mobility rate on the high school graduation rate of schools in the state of New Jersey.… (more)

Subjects/Keywords: student mobility; graduation rate; low socioeconomic status; Education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/1974.

MLA Handbook (7th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Web. 19 Sep 2019.

Vancouver:

Ross LS. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/1974.

Council of Science Editors:

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


Seton Hall University

7. Costley, Lucien Robert. Evaluating Colleges and Universities: A New Model for Institutional Rankings.

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

  Abstract Most colleges and universities function independently and lack the wherewithal of measuring performance areas of effectiveness, efficiency or quality. The United States Department… (more)

Subjects/Keywords: Rankings; Evaluation; Efficiency; Effectiveness; Expenditures; Institution Performance; College and Universities; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education

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APA (6th Edition):

Costley, L. R. (2015). Evaluating Colleges and Universities: A New Model for Institutional Rankings. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2080

Chicago Manual of Style (16th Edition):

Costley, Lucien Robert. “Evaluating Colleges and Universities: A New Model for Institutional Rankings.” 2015. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2080.

MLA Handbook (7th Edition):

Costley, Lucien Robert. “Evaluating Colleges and Universities: A New Model for Institutional Rankings.” 2015. Web. 19 Sep 2019.

Vancouver:

Costley LR. Evaluating Colleges and Universities: A New Model for Institutional Rankings. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2080.

Council of Science Editors:

Costley LR. Evaluating Colleges and Universities: A New Model for Institutional Rankings. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2080


Seton Hall University

8. 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 September 19, 2019. http://scholarship.shu.edu/dissertations/2157.

MLA Handbook (7th Edition):

Wolfe, Adam. “The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics.” 2016. Web. 19 Sep 2019.

Vancouver:

Wolfe A. The Predictive Influence of Family and Community Demographic Variables on Grade 7 Student Achievement in Language Arts and Mathematics. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Sep 19]. 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

9. Kopic, Wanda. The Effectiveness of Additional Guided Reading Instruction on Fourth Grade Reading Achievement in a NJ Urban School District Measured by Renaissance Star Reading and the PARCC.

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

  This study examined if additional Guided Reading instruction increased the oral reading fluency and comprehension of fourth-grade students as measured by the Renaissance Star… (more)

Subjects/Keywords: Reading Achievement Gap; Guided Reading; Formative Assessments; Fluency; Comprehension; Curriculum and Instruction; Education; Elementary Education

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APA (6th Edition):

Kopic, W. (2018). The Effectiveness of Additional Guided Reading Instruction on Fourth Grade Reading Achievement in a NJ Urban School District Measured by Renaissance Star Reading and the PARCC. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2500

Chicago Manual of Style (16th Edition):

Kopic, Wanda. “The Effectiveness of Additional Guided Reading Instruction on Fourth Grade Reading Achievement in a NJ Urban School District Measured by Renaissance Star Reading and the PARCC.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2500.

MLA Handbook (7th Edition):

Kopic, Wanda. “The Effectiveness of Additional Guided Reading Instruction on Fourth Grade Reading Achievement in a NJ Urban School District Measured by Renaissance Star Reading and the PARCC.” 2018. Web. 19 Sep 2019.

Vancouver:

Kopic W. The Effectiveness of Additional Guided Reading Instruction on Fourth Grade Reading Achievement in a NJ Urban School District Measured by Renaissance Star Reading and the PARCC. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2500.

Council of Science Editors:

Kopic W. The Effectiveness of Additional Guided Reading Instruction on Fourth Grade Reading Achievement in a NJ Urban School District Measured by Renaissance Star Reading and the PARCC. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2500


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Maroun, Jamil. “The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2506.

MLA Handbook (7th Edition):

Maroun, Jamil. “The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.” 2018. Web. 19 Sep 2019.

Vancouver:

Maroun J. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2506.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tash, Michael Jay. “The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2498.

MLA Handbook (7th Edition):

Tash, Michael Jay. “The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools.” 2018. Web. 19 Sep 2019.

Vancouver:

Tash MJ. The Influence of Chronic Absenteeism on Graduation Rate and Post Secondary Participation in New Jersey High Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2498.

Council of Science Editors:

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


Seton Hall University

12. Horton, James A., Jr. A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York.

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

  The purpose of this study was to describe the school climate and school culture in selected public secondary Priority Schools, Focus Schools, and Reward… (more)

Subjects/Keywords: school climate; school culture; ESEA Flexibility Waiver; school culture of secondary schools; Priority Schools; Focus Schools; Educational Leadership; Secondary Education

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APA (6th Edition):

Horton, James A., J. (2018). A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2562

Chicago Manual of Style (16th Edition):

Horton, James A., Jr. “A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2562.

MLA Handbook (7th Edition):

Horton, James A., Jr. “A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York.” 2018. Web. 19 Sep 2019.

Vancouver:

Horton, James A. J. A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2562.

Council of Science Editors:

Horton, James A. J. A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2562


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jarmon, Mark. “Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2574.

MLA Handbook (7th Edition):

Jarmon, Mark. “Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum.” 2018. Web. 19 Sep 2019.

Vancouver:

Jarmon M. Content Complexity in High School English: An Analysis of Common Core State Standards and Past Massachusetts Curriculum. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2574.

Council of Science Editors:

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


Seton Hall University

14. Howe, Joseph. The Implementation and Operation of Three School-Based Health Centers in New Jersey.

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

  There is a construct of causation between common health issues affecting children and the corollary effects on a student’s ability and motivation to learn,… (more)

Subjects/Keywords: School Based Health Centers; SBHC; NJ School Health Centers; Implementation of School Health Centers; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Howe, J. (2019). The Implementation and Operation of Three School-Based Health Centers in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2619

Chicago Manual of Style (16th Edition):

Howe, Joseph. “The Implementation and Operation of Three School-Based Health Centers in New Jersey.” 2019. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2619.

MLA Handbook (7th Edition):

Howe, Joseph. “The Implementation and Operation of Three School-Based Health Centers in New Jersey.” 2019. Web. 19 Sep 2019.

Vancouver:

Howe J. The Implementation and Operation of Three School-Based Health Centers in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2619.

Council of Science Editors:

Howe J. The Implementation and Operation of Three School-Based Health Centers in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2619


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hoban, Lisa S. “Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation.” 2019. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2654.

MLA Handbook (7th Edition):

Hoban, Lisa S. “Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation.” 2019. Web. 19 Sep 2019.

Vancouver:

Hoban LS. Trends in Pennsylvania 8th and 11th Grade Student Test Performance Since the Common Core Implementation. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2654.

Council of Science Editors:

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


Seton Hall University

16. Stefanelli, Michael. Does the PARCC Exam Alter the Landscape of a School in Grades 3-6 in the Areas of Evaluation, Curriculum, Staffing and Technology?.

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

  This qualitative study explored whether the New Jersey PARCC exam altered evaluation, curriculum, staffing, and technology in Grades 3 to 6 of the state’s… (more)

Subjects/Keywords: PARCC; Evalutaion; Curriuculum; Staffing; Technology; Testing; Educational Administration and Supervision; Elementary Education

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APA (6th Edition):

Stefanelli, M. (2019). Does the PARCC Exam Alter the Landscape of a School in Grades 3-6 in the Areas of Evaluation, Curriculum, Staffing and Technology?. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2676

Chicago Manual of Style (16th Edition):

Stefanelli, Michael. “Does the PARCC Exam Alter the Landscape of a School in Grades 3-6 in the Areas of Evaluation, Curriculum, Staffing and Technology?.” 2019. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2676.

MLA Handbook (7th Edition):

Stefanelli, Michael. “Does the PARCC Exam Alter the Landscape of a School in Grades 3-6 in the Areas of Evaluation, Curriculum, Staffing and Technology?.” 2019. Web. 19 Sep 2019.

Vancouver:

Stefanelli M. Does the PARCC Exam Alter the Landscape of a School in Grades 3-6 in the Areas of Evaluation, Curriculum, Staffing and Technology?. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2676.

Council of Science Editors:

Stefanelli M. Does the PARCC Exam Alter the Landscape of a School in Grades 3-6 in the Areas of Evaluation, Curriculum, Staffing and Technology?. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2676

17. Mezzina, Jennifer A. Cyberbullying, K-12 Public Schools, and the 1st Amendment.

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

  The first amendment protected students’ first amendment rights in K-12 public schools; however, state antibullying legislation required school officials to discipline students for bullying… (more)

Subjects/Keywords: cyberbullying; bullying; first amendment; public schools; antibullying laws; Educational Leadership; Education Law; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Mezzina, J. A. (2017). Cyberbullying, K-12 Public Schools, and the 1st Amendment. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2262

Chicago Manual of Style (16th Edition):

Mezzina, Jennifer A. “Cyberbullying, K-12 Public Schools, and the 1st Amendment.” 2017. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2262.

MLA Handbook (7th Edition):

Mezzina, Jennifer A. “Cyberbullying, K-12 Public Schools, and the 1st Amendment.” 2017. Web. 19 Sep 2019.

Vancouver:

Mezzina JA. Cyberbullying, K-12 Public Schools, and the 1st Amendment. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2262.

Council of Science Editors:

Mezzina JA. Cyberbullying, K-12 Public Schools, and the 1st Amendment. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2262


Seton Hall University

18. Brown, Sharnee N. Black Mothers' Counter-Narratives of Agency: A Pulse on Racism and Parent Involvement Strategies in Twenty First Century Schools.

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

  This qualitative study examined African American mothers’ perceptions of their children’s schools (public, charter, and private) within the context of institutional, structural, and individual… (more)

Subjects/Keywords: Black parent involvement strategies; racism in schools; Black moms; parental agency; agency; Accessibility; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Leadership Studies; Other Teacher Education and Professional Development

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APA (6th Edition):

Brown, S. N. (2018). Black Mothers' Counter-Narratives of Agency: A Pulse on Racism and Parent Involvement Strategies in Twenty First Century Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2523

Chicago Manual of Style (16th Edition):

Brown, Sharnee N. “Black Mothers' Counter-Narratives of Agency: A Pulse on Racism and Parent Involvement Strategies in Twenty First Century Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2523.

MLA Handbook (7th Edition):

Brown, Sharnee N. “Black Mothers' Counter-Narratives of Agency: A Pulse on Racism and Parent Involvement Strategies in Twenty First Century Schools.” 2018. Web. 19 Sep 2019.

Vancouver:

Brown SN. Black Mothers' Counter-Narratives of Agency: A Pulse on Racism and Parent Involvement Strategies in Twenty First Century Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2523.

Council of Science Editors:

Brown SN. Black Mothers' Counter-Narratives of Agency: A Pulse on Racism and Parent Involvement Strategies in Twenty First Century Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2523


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Carmichael, Courtney C. “A State-by-State Policy Analysis of STEM Education for K-12 Public Schools.” 2017. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2297.

MLA Handbook (7th Edition):

Carmichael, Courtney C. “A State-by-State Policy Analysis of STEM Education for K-12 Public Schools.” 2017. Web. 19 Sep 2019.

Vancouver:

Carmichael CC. A State-by-State Policy Analysis of STEM Education for K-12 Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2297.

Council of Science Editors:

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


Seton Hall University

20. Fitzpatrick, Deborah. Perceptions of Kindergarten Teachers regarding Professional Development in New Jersey's Public Schools.

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

  PreK-3 is a growing national initiative designed to transform the educational experiences of young children. Research indicates that young children’s educational gains are more… (more)

Subjects/Keywords: PreK-3; early childhood education; kindergarten; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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

APA (6th Edition):

Fitzpatrick, D. (2014). Perceptions of Kindergarten Teachers regarding Professional Development in New Jersey's Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1936

Chicago Manual of Style (16th Edition):

Fitzpatrick, Deborah. “Perceptions of Kindergarten Teachers regarding Professional Development in New Jersey's Public Schools.” 2014. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/1936.

MLA Handbook (7th Edition):

Fitzpatrick, Deborah. “Perceptions of Kindergarten Teachers regarding Professional Development in New Jersey's Public Schools.” 2014. Web. 19 Sep 2019.

Vancouver:

Fitzpatrick D. Perceptions of Kindergarten Teachers regarding Professional Development in New Jersey's Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/1936.

Council of Science Editors:

Fitzpatrick D. Perceptions of Kindergarten Teachers regarding Professional Development in New Jersey's Public Schools. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1936


Seton Hall University

21. Zimmerman, Christopher C. Law Enforcement Employees’ Perceptions of Performance Appraisals in a Medium-Size, Suburban Police Department.

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

  The purpose of this qualitative case study was to investigate how police officers in a medium-size, suburban police department perceived performance appraisals and the… (more)

Subjects/Keywords: Performance Appraisal; Performance Evaluation; Job Satisfaction; Job Performance; Perceived Effect; Perceived Organizational Impact; Educational Leadership; Policy Design, Analysis, and Evaluation

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APA (6th Edition):

Zimmerman, C. C. (2018). Law Enforcement Employees’ Perceptions of Performance Appraisals in a Medium-Size, Suburban Police Department. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2596

Chicago Manual of Style (16th Edition):

Zimmerman, Christopher C. “Law Enforcement Employees’ Perceptions of Performance Appraisals in a Medium-Size, Suburban Police Department.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2596.

MLA Handbook (7th Edition):

Zimmerman, Christopher C. “Law Enforcement Employees’ Perceptions of Performance Appraisals in a Medium-Size, Suburban Police Department.” 2018. Web. 19 Sep 2019.

Vancouver:

Zimmerman CC. Law Enforcement Employees’ Perceptions of Performance Appraisals in a Medium-Size, Suburban Police Department. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2596.

Council of Science Editors:

Zimmerman CC. Law Enforcement Employees’ Perceptions of Performance Appraisals in a Medium-Size, Suburban Police Department. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2596


Seton Hall University

22. Dow, Shae-Brie M. A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students.

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

  According to the National Center for Public Policy and Higher Education & The Southern Regional Education Board (2010), there is a disparity between those… (more)

Subjects/Keywords: College Readiness; College Eligible; New Jersey Public Schools; School Size; Economies of Scale; School Connectedness; Other Education; Secondary Education

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APA (6th Edition):

Dow, S. M. (2019). A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2652

Chicago Manual of Style (16th Edition):

Dow, Shae-Brie M. “A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students.” 2019. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. https://scholarship.shu.edu/dissertations/2652.

MLA Handbook (7th Edition):

Dow, Shae-Brie M. “A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students.” 2019. Web. 19 Sep 2019.

Vancouver:

Dow SM. A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Sep 19]. Available from: https://scholarship.shu.edu/dissertations/2652.

Council of Science Editors:

Dow SM. A Multi-year Study of the Effect of School Size on the College and Career Readiness of New Jersey Public High School Students. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2652

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

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 September 19, 2019. 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. 19 Sep 2019.

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 2019 Sep 19]. 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

24. Dunlap, Cheryl A. The Influence of Chronic Absenteeism on Grade 6, Grade 7, and Grade 8 2014 New Jersey Assessment of Skills and Knowledge.

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

  This cross-sectional, correlational, explanatory study aimed to explain what influence, if any, chronic absenteeism has on Grade 6, 7, and 8 English Language Arts… (more)

Subjects/Keywords: Chronic Absenteeism; Absenteeism; Attendance; NJASK; Achievement; Standardized Tests; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision; Urban Education

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APA (6th Edition):

Dunlap, C. A. (2016). The Influence of Chronic Absenteeism on Grade 6, Grade 7, and Grade 8 2014 New Jersey Assessment of Skills and Knowledge. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2142

Chicago Manual of Style (16th Edition):

Dunlap, Cheryl A. “The Influence of Chronic Absenteeism on Grade 6, Grade 7, and Grade 8 2014 New Jersey Assessment of Skills and Knowledge.” 2016. Doctoral Dissertation, Seton Hall University. Accessed September 19, 2019. http://scholarship.shu.edu/dissertations/2142.

MLA Handbook (7th Edition):

Dunlap, Cheryl A. “The Influence of Chronic Absenteeism on Grade 6, Grade 7, and Grade 8 2014 New Jersey Assessment of Skills and Knowledge.” 2016. Web. 19 Sep 2019.

Vancouver:

Dunlap CA. The Influence of Chronic Absenteeism on Grade 6, Grade 7, and Grade 8 2014 New Jersey Assessment of Skills and Knowledge. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Sep 19]. Available from: http://scholarship.shu.edu/dissertations/2142.

Council of Science Editors:

Dunlap CA. The Influence of Chronic Absenteeism on Grade 6, Grade 7, and Grade 8 2014 New Jersey Assessment of Skills and Knowledge. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2142

.