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You searched for +publisher:"Seton Hall University" +contributor:("Martin Finkelstein"). Showing records 1 – 30 of 77 total matches.

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Seton Hall University

1. Sethi, Wendiann R. Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance.

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

  Prior research has shown that the type of institution, disciplines, and characteristics of the faculty influence the structure and character of academic work. Zemsky… (more)

Subjects/Keywords: market segment; faculty work; institution; discipline; Education Economics; Higher Education; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

Sethi, W. R. (2017). Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2277

Chicago Manual of Style (16th Edition):

Sethi, Wendiann R. “Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2277.

MLA Handbook (7th Edition):

Sethi, Wendiann R. “Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance.” 2017. Web. 19 Jul 2019.

Vancouver:

Sethi WR. Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2277.

Council of Science Editors:

Sethi WR. Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2277


Seton Hall University

2. Hewlett-Thomas, Elsie. Access and Equity in Higher Education in Antigua and Barbuda.

Degree: PhD, Education Leadership, Management and Policy, 2009, Seton Hall University

  Across the international higher education spectrum access represents a significant issue. The literature is replete with analyses of access in various higher education systems.… (more)

Subjects/Keywords: Higher education accessibility; Antigua and Barbuda; Education; Social aspects; Adult and Continuing Education; Caribbean Languages and Societies; Education; Ethnic Studies; Higher Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Hewlett-Thomas, E. (2009). Access and Equity in Higher Education in Antigua and Barbuda. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2375

Chicago Manual of Style (16th Edition):

Hewlett-Thomas, Elsie. “Access and Equity in Higher Education in Antigua and Barbuda.” 2009. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2375.

MLA Handbook (7th Edition):

Hewlett-Thomas, Elsie. “Access and Equity in Higher Education in Antigua and Barbuda.” 2009. Web. 19 Jul 2019.

Vancouver:

Hewlett-Thomas E. Access and Equity in Higher Education in Antigua and Barbuda. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2375.

Council of Science Editors:

Hewlett-Thomas E. Access and Equity in Higher Education in Antigua and Barbuda. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/2375


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kumai, Felix Kanyip. “Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients.” 2017. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2321.

MLA Handbook (7th Edition):

Kumai, Felix Kanyip. “Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients.” 2017. Web. 19 Jul 2019.

Vancouver:

Kumai FK. Stay in the U.S. or Return Home: A Qualitative Examination of the Decisionmaking Process of Nigerian Doctoral Students and Recipients. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2321.

Council of Science Editors:

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


Seton Hall University

4. Rocco, Scott. The Impact of Principal Knowledge, Attitudinal Favorability and Organizational Structure on Emergency Preparedness in New Jersey's Public Schools.

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

  School violence, an issue documented across the United States, has put a focus on school emergency preparedness for school principals. Therefore, the purpose of… (more)

Subjects/Keywords: Emergency Management for Schools; School Emergency Preparedness; Principal Emergency Preparedness; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Rocco, S. (2014). The Impact of Principal Knowledge, Attitudinal Favorability and Organizational Structure on Emergency Preparedness in New Jersey's Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1963

Chicago Manual of Style (16th Edition):

Rocco, Scott. “The Impact of Principal Knowledge, Attitudinal Favorability and Organizational Structure on Emergency Preparedness in New Jersey's Public Schools.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1963.

MLA Handbook (7th Edition):

Rocco, Scott. “The Impact of Principal Knowledge, Attitudinal Favorability and Organizational Structure on Emergency Preparedness in New Jersey's Public Schools.” 2014. Web. 19 Jul 2019.

Vancouver:

Rocco S. The Impact of Principal Knowledge, Attitudinal Favorability and Organizational Structure on Emergency Preparedness in New Jersey's Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1963.

Council of Science Editors:

Rocco S. The Impact of Principal Knowledge, Attitudinal Favorability and Organizational Structure on Emergency Preparedness in New Jersey's Public Schools. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1963


Seton Hall University

5. Belal, Shadin. Boys' Academic Achievement at the Secondary Level in Jordan between 2005 and 2009.

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

  This study investigated factors linked to the underachievement of boys' education in Jordan. These school factors include the availability of male teachers, availability and… (more)

Subjects/Keywords: Tawjihi; Jordan; Secondary Education in Jordan; Education; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Belal, S. (2014). Boys' Academic Achievement at the Secondary Level in Jordan between 2005 and 2009. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1946

Chicago Manual of Style (16th Edition):

Belal, Shadin. “Boys' Academic Achievement at the Secondary Level in Jordan between 2005 and 2009.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1946.

MLA Handbook (7th Edition):

Belal, Shadin. “Boys' Academic Achievement at the Secondary Level in Jordan between 2005 and 2009.” 2014. Web. 19 Jul 2019.

Vancouver:

Belal S. Boys' Academic Achievement at the Secondary Level in Jordan between 2005 and 2009. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1946.

Council of Science Editors:

Belal S. Boys' Academic Achievement at the Secondary Level in Jordan between 2005 and 2009. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1946


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Suozzo, Sherri Henry. “The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2124.

MLA Handbook (7th Edition):

Suozzo, Sherri Henry. “The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position.” 2015. Web. 19 Jul 2019.

Vancouver:

Suozzo SH. The Effect of Workload, Job Satisfaction, and Role Conflict on the Timing of Leaving of Nursing Faculty From Their Current Faculty Position. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2124.

Council of Science Editors:

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


Seton Hall University

7. Stoessel, Jonathan W. Social Media Policy Implications in Higher Education: Do Faculty, Administration, and Staff have a Place in the "Social Network"?.

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

  Abstract The creativity, collaboration, and advanced communication afforded by the use of social media also opens privacy and safety concerns for potential users inside… (more)

Subjects/Keywords: Higher education; social media; social media policy; comparative analysis; policy analysis; Web 2.0; Educational Administration and Supervision; Educational Leadership; Higher Education Administration

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APA (6th Edition):

Stoessel, J. W. (2016). Social Media Policy Implications in Higher Education: Do Faculty, Administration, and Staff have a Place in the "Social Network"?. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2144

Chicago Manual of Style (16th Edition):

Stoessel, Jonathan W. “Social Media Policy Implications in Higher Education: Do Faculty, Administration, and Staff have a Place in the "Social Network"?.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2144.

MLA Handbook (7th Edition):

Stoessel, Jonathan W. “Social Media Policy Implications in Higher Education: Do Faculty, Administration, and Staff have a Place in the "Social Network"?.” 2016. Web. 19 Jul 2019.

Vancouver:

Stoessel JW. Social Media Policy Implications in Higher Education: Do Faculty, Administration, and Staff have a Place in the "Social Network"?. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2144.

Council of Science Editors:

Stoessel JW. Social Media Policy Implications in Higher Education: Do Faculty, Administration, and Staff have a Place in the "Social Network"?. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2144


Seton Hall University

8. Dooley, Daniel J. Perceptions of a Prescribed Intervention.

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

  In response to New Jersey’s Anti-Bullying Bill of Rights Act of 2011, districts and schools have been held responsible for strengthening the standards and… (more)

Subjects/Keywords: Social Emotional Character Development; Bullying; Intervention; Anti-Bullying Bill of Rights Act 2011; Mentoring; District Coordinators and School Specialists; Social and Emotional Learning; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Dooley, D. J. (2016). Perceptions of a Prescribed Intervention. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2241

Chicago Manual of Style (16th Edition):

Dooley, Daniel J. “Perceptions of a Prescribed Intervention.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2241.

MLA Handbook (7th Edition):

Dooley, Daniel J. “Perceptions of a Prescribed Intervention.” 2016. Web. 19 Jul 2019.

Vancouver:

Dooley DJ. Perceptions of a Prescribed Intervention. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2241.

Council of Science Editors:

Dooley DJ. Perceptions of a Prescribed Intervention. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2241


Seton Hall University

9. Tripodi, Kirsten. Academic Persistence Factors for Students Who Delay College Entry.

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

  Many more students begin college than complete their degrees. Retaining students to graduation has been the objective of many research studies; however, college students… (more)

Subjects/Keywords: College attendance; College dropouts; College students; High school graduates; United States; Education; Educational Psychology; Higher Education

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APA (6th Edition):

Tripodi, K. (2010). Academic Persistence Factors for Students Who Delay College Entry. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2461

Chicago Manual of Style (16th Edition):

Tripodi, Kirsten. “Academic Persistence Factors for Students Who Delay College Entry.” 2010. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2461.

MLA Handbook (7th Edition):

Tripodi, Kirsten. “Academic Persistence Factors for Students Who Delay College Entry.” 2010. Web. 19 Jul 2019.

Vancouver:

Tripodi K. Academic Persistence Factors for Students Who Delay College Entry. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2461.

Council of Science Editors:

Tripodi K. Academic Persistence Factors for Students Who Delay College Entry. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/2461


Seton Hall University

10. Pagan, Mariel. The Career Trajectory and Ambitions of Women Chief Student Affairs Officers.

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

  This study was inspired by a simple question: Why are there so few women leaders at the highest levels of higher education? The 2017… (more)

Subjects/Keywords: student affairs; career advancement; mentorship; university leadership; president; Higher Education

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APA (6th Edition):

Pagan, M. (2018). The Career Trajectory and Ambitions of Women Chief Student Affairs Officers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2538

Chicago Manual of Style (16th Edition):

Pagan, Mariel. “The Career Trajectory and Ambitions of Women Chief Student Affairs Officers.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2538.

MLA Handbook (7th Edition):

Pagan, Mariel. “The Career Trajectory and Ambitions of Women Chief Student Affairs Officers.” 2018. Web. 19 Jul 2019.

Vancouver:

Pagan M. The Career Trajectory and Ambitions of Women Chief Student Affairs Officers. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2538.

Council of Science Editors:

Pagan M. The Career Trajectory and Ambitions of Women Chief Student Affairs Officers. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2538


Seton Hall University

11. McGeehan, Anne. A Study of New Teachers' Perceptions of Their Induction Programs.

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

  Teaching is one of the few professions in which the novice is expected to perform the same responsibilities as their veteran counterparts from Day… (more)

Subjects/Keywords: Induction; Mentor; Education; Educational Assessment, Evaluation, and Research; Other Teacher Education and Professional Development

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APA (6th Edition):

McGeehan, A. (2019). A Study of New Teachers' Perceptions of Their Induction Programs. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2609

Chicago Manual of Style (16th Edition):

McGeehan, Anne. “A Study of New Teachers' Perceptions of Their Induction Programs.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2609.

MLA Handbook (7th Edition):

McGeehan, Anne. “A Study of New Teachers' Perceptions of Their Induction Programs.” 2019. Web. 19 Jul 2019.

Vancouver:

McGeehan A. A Study of New Teachers' Perceptions of Their Induction Programs. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2609.

Council of Science Editors:

McGeehan A. A Study of New Teachers' Perceptions of Their Induction Programs. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2609


Seton Hall University

12. Grzeszczuk, Katarzyna. Maintaining Institutional Identity in the Age of Part-time Faculty.

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

  The purpose of this study was to examine how religiously affiliated institutions of higher learning sponsored by congregations of Catholic women religious in the… (more)

Subjects/Keywords: institutional identity; part-time faculty; survey; brand equity; employee-based brand-equity model; mission integration; Higher Education

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APA (6th Edition):

Grzeszczuk, K. (2018). Maintaining Institutional Identity in the Age of Part-time Faculty. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2507

Chicago Manual of Style (16th Edition):

Grzeszczuk, Katarzyna. “Maintaining Institutional Identity in the Age of Part-time Faculty.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2507.

MLA Handbook (7th Edition):

Grzeszczuk, Katarzyna. “Maintaining Institutional Identity in the Age of Part-time Faculty.” 2018. Web. 19 Jul 2019.

Vancouver:

Grzeszczuk K. Maintaining Institutional Identity in the Age of Part-time Faculty. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2507.

Council of Science Editors:

Grzeszczuk K. Maintaining Institutional Identity in the Age of Part-time Faculty. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2507


Seton Hall University

13. DeMarco, Anthony L. The Relationship Between Distributive Leadership, School Culture, and Teacher Self-Efficacy at the Middle School Level.

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

  Recent and established research continues to demonstrate the need for school leaders to adapt their leadership practices to reflect the increasing demands associated with… (more)

Subjects/Keywords: Distributive Leadership; Middle School; Principal; School Culture; Teacher Self-Efficacy; Middle School Leadership; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

DeMarco, A. L. (2018). The Relationship Between Distributive Leadership, School Culture, and Teacher Self-Efficacy at the Middle School Level. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2594

Chicago Manual of Style (16th Edition):

DeMarco, Anthony L. “The Relationship Between Distributive Leadership, School Culture, and Teacher Self-Efficacy at the Middle School Level.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2594.

MLA Handbook (7th Edition):

DeMarco, Anthony L. “The Relationship Between Distributive Leadership, School Culture, and Teacher Self-Efficacy at the Middle School Level.” 2018. Web. 19 Jul 2019.

Vancouver:

DeMarco AL. The Relationship Between Distributive Leadership, School Culture, and Teacher Self-Efficacy at the Middle School Level. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2594.

Council of Science Editors:

DeMarco AL. The Relationship Between Distributive Leadership, School Culture, and Teacher Self-Efficacy at the Middle School Level. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2594


Seton Hall University

14. Ugwuegbulem, Longinus Nwakire. Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status.

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

  Recent academic achievement gaps of public secondary students in Imo State, in WAEC, NECO, and JAMB examinations posed a threat to students’ aspiration to… (more)

Subjects/Keywords: Parental Involvement; Parents; Socioeconomic status; Secondary education; College; Student Achievement; Educational Leadership; Higher Education; International and Comparative Education; Secondary Education; Social and Philosophical Foundations of Education; Student Counseling and Personnel Services

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APA (6th Edition):

Ugwuegbulem, L. N. (2018). Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2540

Chicago Manual of Style (16th Edition):

Ugwuegbulem, Longinus Nwakire. “Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2540.

MLA Handbook (7th Edition):

Ugwuegbulem, Longinus Nwakire. “Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status.” 2018. Web. 19 Jul 2019.

Vancouver:

Ugwuegbulem LN. Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2540.

Council of Science Editors:

Ugwuegbulem LN. Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2540


Seton Hall University

15. Brewer, Helen Castellanos. Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention.

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

  Students decide to remain enrolled in community college more so during their first-year of matriculation, than at any other point in their education. For… (more)

Subjects/Keywords: Latino students; community college; retention; student engagement; student sucess; Community College Leadership; Higher Education

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APA (6th Edition):

Brewer, H. C. (2019). Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2625

Chicago Manual of Style (16th Edition):

Brewer, Helen Castellanos. “Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2625.

MLA Handbook (7th Edition):

Brewer, Helen Castellanos. “Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention.” 2019. Web. 19 Jul 2019.

Vancouver:

Brewer HC. Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2625.

Council of Science Editors:

Brewer HC. Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2625


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2626.

MLA Handbook (7th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Web. 19 Jul 2019.

Vancouver:

Pillsbury N. The Predictive Power of Teacher Practice in Explaining Student Growth. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2626.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2651.

MLA Handbook (7th Edition):

Pillsbury, Nick. “The Predictive Power of Teacher Practice in Explaining Student Growth.” 2019. Web. 19 Jul 2019.

Vancouver:

Pillsbury N. The Predictive Power of Teacher Practice in Explaining Student Growth. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2651.

Council of Science Editors:

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


Seton Hall University

18. Schray, McKenna L. A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty.

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

  This dissertation investigates the development of social media policies in higher education. This study differentiates itself from existing social media policy research by analyzing… (more)

Subjects/Keywords: Social Media; Social Media Policy; Catholic Education; Faculty; Higher Education; Communication Technology and New Media; Higher Education

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APA (6th Edition):

Schray, M. L. (2019). A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2665

Chicago Manual of Style (16th Edition):

Schray, McKenna L. “A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2665.

MLA Handbook (7th Edition):

Schray, McKenna L. “A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty.” 2019. Web. 19 Jul 2019.

Vancouver:

Schray ML. A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2665.

Council of Science Editors:

Schray ML. A Gift from God: An Analysis of Social Media Policies Adopted by Catholic Institutions of Higher Education and How They Cover Faculty. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2665


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Inoa, Rafael. “Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2133.

MLA Handbook (7th Edition):

Inoa, Rafael. “Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.” 2015. Web. 19 Jul 2019.

Vancouver:

Inoa R. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2133.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hill, Macsu A. “The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2502.

MLA Handbook (7th Edition):

Hill, Macsu A. “The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology.” 2018. Web. 19 Jul 2019.

Vancouver:

Hill MA. The Perceived Mentoring Experiences of Male and Female Doctoral Students in Sociology. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2502.

Council of Science Editors:

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


Seton Hall University

21. Roman, Maribel. The Internationalization of Teacher Education Faculty in Two Global Cities: A Case Study of Two Universities in New York and Hong Kong.

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

  With the increasing integration of the world economy, nations are under growing pressure to compete internationally, resulting in a need to re-shape national education… (more)

Subjects/Keywords: Internationalization; teacher education; teacher education faculty; international curriculum; higher education; New York; Hong Kong; Higher Education; International and Comparative Education; Teacher Education and Professional Development

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APA (6th Edition):

Roman, M. (2018). The Internationalization of Teacher Education Faculty in Two Global Cities: A Case Study of Two Universities in New York and Hong Kong. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2499

Chicago Manual of Style (16th Edition):

Roman, Maribel. “The Internationalization of Teacher Education Faculty in Two Global Cities: A Case Study of Two Universities in New York and Hong Kong.” 2018. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2499.

MLA Handbook (7th Edition):

Roman, Maribel. “The Internationalization of Teacher Education Faculty in Two Global Cities: A Case Study of Two Universities in New York and Hong Kong.” 2018. Web. 19 Jul 2019.

Vancouver:

Roman M. The Internationalization of Teacher Education Faculty in Two Global Cities: A Case Study of Two Universities in New York and Hong Kong. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2499.

Council of Science Editors:

Roman M. The Internationalization of Teacher Education Faculty in Two Global Cities: A Case Study of Two Universities in New York and Hong Kong. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2499

22. Woods, Robert L. Those Who Quit: A Study of Student Retention At Two-Year Community and For-Profit Colleges.

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

  This study intends to explore factors influencing first-year student persistence at two-year community, and for-profit institutions. Much of the existing retention literature on post-secondary… (more)

Subjects/Keywords: Student Retention at Two-Year Colleges; Persistence rates at two-year community and for-profit colleges; Nontraditional students at two year colleges.; Community College Education Administration; Higher Education; Higher Education Administration

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APA (6th Edition):

Woods, R. L. (2016). Those Who Quit: A Study of Student Retention At Two-Year Community and For-Profit Colleges. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2177

Chicago Manual of Style (16th Edition):

Woods, Robert L. “Those Who Quit: A Study of Student Retention At Two-Year Community and For-Profit Colleges.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2177.

MLA Handbook (7th Edition):

Woods, Robert L. “Those Who Quit: A Study of Student Retention At Two-Year Community and For-Profit Colleges.” 2016. Web. 19 Jul 2019.

Vancouver:

Woods RL. Those Who Quit: A Study of Student Retention At Two-Year Community and For-Profit Colleges. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2177.

Council of Science Editors:

Woods RL. Those Who Quit: A Study of Student Retention At Two-Year Community and For-Profit Colleges. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2177

23. Shahabudeen, Narima Aliya. An Examination of the Effectiveness of a Professional Development Program on Teacher Knowledge and Practice to Address Adolescent Health Issues.

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

. Advisors/Committee Members: Elaine Walker, Martin Finkelstein, Robert B. Morgan.

Subjects/Keywords: Gender bias attitudes; Gender bias behaviors; Middle school; Educators; Suburbs; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Elementary and Middle and Secondary Education Administration; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Shahabudeen, N. A. (2010). An Examination of the Effectiveness of a Professional Development Program on Teacher Knowledge and Practice to Address Adolescent Health Issues. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/202

Chicago Manual of Style (16th Edition):

Shahabudeen, Narima Aliya. “An Examination of the Effectiveness of a Professional Development Program on Teacher Knowledge and Practice to Address Adolescent Health Issues.” 2010. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/202.

MLA Handbook (7th Edition):

Shahabudeen, Narima Aliya. “An Examination of the Effectiveness of a Professional Development Program on Teacher Knowledge and Practice to Address Adolescent Health Issues.” 2010. Web. 19 Jul 2019.

Vancouver:

Shahabudeen NA. An Examination of the Effectiveness of a Professional Development Program on Teacher Knowledge and Practice to Address Adolescent Health Issues. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/202.

Council of Science Editors:

Shahabudeen NA. An Examination of the Effectiveness of a Professional Development Program on Teacher Knowledge and Practice to Address Adolescent Health Issues. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/202

24. Evans, Colleen. Exploring Community Colleges in the Stem Education Landscape : development of stem college major choice model.

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

  Community colleges are becoming increasingly relevant as an entrance point into postsecondary education for potential science, technology, engineering, and mathematics (STEM) majors. These institutions… (more)

Subjects/Keywords: Community colleges; science; technology; mathematics; major choice; Community College Education Administration; Higher Education

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APA (6th Edition):

Evans, C. (2013). Exploring Community Colleges in the Stem Education Landscape : development of stem college major choice model. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1917

Chicago Manual of Style (16th Edition):

Evans, Colleen. “Exploring Community Colleges in the Stem Education Landscape : development of stem college major choice model.” 2013. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1917.

MLA Handbook (7th Edition):

Evans, Colleen. “Exploring Community Colleges in the Stem Education Landscape : development of stem college major choice model.” 2013. Web. 19 Jul 2019.

Vancouver:

Evans C. Exploring Community Colleges in the Stem Education Landscape : development of stem college major choice model. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1917.

Council of Science Editors:

Evans C. Exploring Community Colleges in the Stem Education Landscape : development of stem college major choice model. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1917

25. Eveslage, Scott Thomas. Pennsylvania School Solicitors’ Guidance on How School Officials Should Respond when Regulating Off-Campus Student Expression.

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

  The purpose of this study was to gather and analyze the perspectives of Pennsylvania school solicitors in Montgomery and Bucks Counties about how school… (more)

Subjects/Keywords: School Law; Policy; Student Expression; Cyberbullying; School Solicitors; Student Rights; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Eveslage, S. T. (2015). Pennsylvania School Solicitors’ Guidance on How School Officials Should Respond when Regulating Off-Campus Student Expression. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2129

Chicago Manual of Style (16th Edition):

Eveslage, Scott Thomas. “Pennsylvania School Solicitors’ Guidance on How School Officials Should Respond when Regulating Off-Campus Student Expression.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2129.

MLA Handbook (7th Edition):

Eveslage, Scott Thomas. “Pennsylvania School Solicitors’ Guidance on How School Officials Should Respond when Regulating Off-Campus Student Expression.” 2015. Web. 19 Jul 2019.

Vancouver:

Eveslage ST. Pennsylvania School Solicitors’ Guidance on How School Officials Should Respond when Regulating Off-Campus Student Expression. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2129.

Council of Science Editors:

Eveslage ST. Pennsylvania School Solicitors’ Guidance on How School Officials Should Respond when Regulating Off-Campus Student Expression. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2129

26. Ehrens, Holly. Work and Life Integration: Faculty Balance in the Academy.

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

  Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life… (more)

Subjects/Keywords: work life integration; work life balance; tenured faculty; tuition- driven college; marketing for enrollment; role identity; Educational Leadership; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning; Teacher Education and Professional Development

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APA (6th Edition):

Ehrens, H. (2016). Work and Life Integration: Faculty Balance in the Academy. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2159

Chicago Manual of Style (16th Edition):

Ehrens, Holly. “Work and Life Integration: Faculty Balance in the Academy.” 2016. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2159.

MLA Handbook (7th Edition):

Ehrens, Holly. “Work and Life Integration: Faculty Balance in the Academy.” 2016. Web. 19 Jul 2019.

Vancouver:

Ehrens H. Work and Life Integration: Faculty Balance in the Academy. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2159.

Council of Science Editors:

Ehrens H. Work and Life Integration: Faculty Balance in the Academy. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2159

27. Dawn, Daphne, Mei-Yuan Chao. The Responsive Roles of Campus Art Museums/Galleries in Urban Public Universities: a Case Study of Organizational Ddaptation.

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

Subjects/Keywords: art management; campus museum/gallery; urban public university; organizatonal adaptation; community engagement; Art Education; Higher Education and Teaching

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APA (6th Edition):

Dawn, Daphne, M. C. (2013). The Responsive Roles of Campus Art Museums/Galleries in Urban Public Universities: a Case Study of Organizational Ddaptation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1847

Chicago Manual of Style (16th Edition):

Dawn, Daphne, Mei-Yuan Chao. “The Responsive Roles of Campus Art Museums/Galleries in Urban Public Universities: a Case Study of Organizational Ddaptation.” 2013. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1847.

MLA Handbook (7th Edition):

Dawn, Daphne, Mei-Yuan Chao. “The Responsive Roles of Campus Art Museums/Galleries in Urban Public Universities: a Case Study of Organizational Ddaptation.” 2013. Web. 19 Jul 2019.

Vancouver:

Dawn, Daphne MC. The Responsive Roles of Campus Art Museums/Galleries in Urban Public Universities: a Case Study of Organizational Ddaptation. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1847.

Council of Science Editors:

Dawn, Daphne MC. The Responsive Roles of Campus Art Museums/Galleries in Urban Public Universities: a Case Study of Organizational Ddaptation. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1847

28. Iglesias, Kevin. The Price of Prestige: A Study of the Impact of Striving Behavior on the Expenditure Patterns of American Colleges and Universities.

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

  This study examined the effect that striving behavior has upon an institution’s expenditures. While not the first study to examine such effects, it was… (more)

Subjects/Keywords: Higher Education; Colleges & Universities; Multilevel Modeling; Prestige: Expenditures; Education Economics

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APA (6th Edition):

Iglesias, K. (2014). The Price of Prestige: A Study of the Impact of Striving Behavior on the Expenditure Patterns of American Colleges and Universities. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1938

Chicago Manual of Style (16th Edition):

Iglesias, Kevin. “The Price of Prestige: A Study of the Impact of Striving Behavior on the Expenditure Patterns of American Colleges and Universities.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1938.

MLA Handbook (7th Edition):

Iglesias, Kevin. “The Price of Prestige: A Study of the Impact of Striving Behavior on the Expenditure Patterns of American Colleges and Universities.” 2014. Web. 19 Jul 2019.

Vancouver:

Iglesias K. The Price of Prestige: A Study of the Impact of Striving Behavior on the Expenditure Patterns of American Colleges and Universities. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1938.

Council of Science Editors:

Iglesias K. The Price of Prestige: A Study of the Impact of Striving Behavior on the Expenditure Patterns of American Colleges and Universities. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1938

29. Brandt, Ronald. Why do Undergraduate Women Persist as Stem Majors? A Study at TwoTechnological Universities.

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

  Women continue to be underrepresented in STEM fields despite significant policy efforts to increase the number of qualified women. Prior research focused on access… (more)

Subjects/Keywords: Women in STEM; Persistence in STEM; Undergraduates in STEM; Females in STEM; Educational Leadership; Higher Education; Higher Education Administration; Science and Mathematics Education

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APA (6th Edition):

Brandt, R. (2014). Why do Undergraduate Women Persist as Stem Majors? A Study at TwoTechnological Universities. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1935

Chicago Manual of Style (16th Edition):

Brandt, Ronald. “Why do Undergraduate Women Persist as Stem Majors? A Study at TwoTechnological Universities.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/1935.

MLA Handbook (7th Edition):

Brandt, Ronald. “Why do Undergraduate Women Persist as Stem Majors? A Study at TwoTechnological Universities.” 2014. Web. 19 Jul 2019.

Vancouver:

Brandt R. Why do Undergraduate Women Persist as Stem Majors? A Study at TwoTechnological Universities. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/1935.

Council of Science Editors:

Brandt R. Why do Undergraduate Women Persist as Stem Majors? A Study at TwoTechnological Universities. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1935

30. Carberry, Ruth A. Part into the Whole: the Integration of Part-Time Faculty into the Community College.

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

  Previous studies on the topic of part-time faculty in community colleges have pointed to their continuous increase in the percentage the faculty majority in… (more)

Subjects/Keywords: Factors of Part-Time Faculty Integration; Organizational Contexts and Processes; Effective Faculty Integration; Community College Leadership

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APA (6th Edition):

Carberry, R. A. (2014). Part into the Whole: the Integration of Part-Time Faculty into the Community College. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2011

Chicago Manual of Style (16th Edition):

Carberry, Ruth A. “Part into the Whole: the Integration of Part-Time Faculty into the Community College.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. http://scholarship.shu.edu/dissertations/2011.

MLA Handbook (7th Edition):

Carberry, Ruth A. “Part into the Whole: the Integration of Part-Time Faculty into the Community College.” 2014. Web. 19 Jul 2019.

Vancouver:

Carberry RA. Part into the Whole: the Integration of Part-Time Faculty into the Community College. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 19]. Available from: http://scholarship.shu.edu/dissertations/2011.

Council of Science Editors:

Carberry RA. Part into the Whole: the Integration of Part-Time Faculty into the Community College. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2011

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