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You searched for +publisher:"Seton Hall University" +contributor:("Mary Ruzicka"). Showing records 1 – 29 of 29 total matches.

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Seton Hall University

1. Kirshtein, Tamara B. Charter School Principals' and Teachers' Leadership Perception Scores on the Five Dimensions of the Leadership Practices Inventory Instrument.

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

  The purpose of this study was to determine differences between the self-perceptions of principals in relation to the five leadership practices delineated by Kouzes… (more)

Subjects/Keywords: Charter School Leadership; Perceptions of Leadership; Principal Leadership; Educational Leadership; Instructional Leadership; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Kirshtein, T. B. (2012). Charter School Principals' and Teachers' Leadership Perception Scores on the Five Dimensions of the Leadership Practices Inventory Instrument. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1910

Chicago Manual of Style (16th Edition):

Kirshtein, Tamara B. “Charter School Principals' and Teachers' Leadership Perception Scores on the Five Dimensions of the Leadership Practices Inventory Instrument.” 2012. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1910.

MLA Handbook (7th Edition):

Kirshtein, Tamara B. “Charter School Principals' and Teachers' Leadership Perception Scores on the Five Dimensions of the Leadership Practices Inventory Instrument.” 2012. Web. 12 Nov 2019.

Vancouver:

Kirshtein TB. Charter School Principals' and Teachers' Leadership Perception Scores on the Five Dimensions of the Leadership Practices Inventory Instrument. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1910.

Council of Science Editors:

Kirshtein TB. Charter School Principals' and Teachers' Leadership Perception Scores on the Five Dimensions of the Leadership Practices Inventory Instrument. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1910

2. Parent, Michael R. Evaluating the Effectiveness of the New Jersey Leaders to Leaders Induction Program: a Case Study.

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

. Advisors/Committee Members: Dr. Mary Ruzicka, Dr. James Caulfield, Dr. C Lauren Schoen.

Subjects/Keywords: Induction; Leadership; Prinicipal Preparation; School Admonistration; Education

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APA (6th Edition):

Parent, M. R. (2012). Evaluating the Effectiveness of the New Jersey Leaders to Leaders Induction Program: a Case Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1810

Chicago Manual of Style (16th Edition):

Parent, Michael R. “Evaluating the Effectiveness of the New Jersey Leaders to Leaders Induction Program: a Case Study.” 2012. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1810.

MLA Handbook (7th Edition):

Parent, Michael R. “Evaluating the Effectiveness of the New Jersey Leaders to Leaders Induction Program: a Case Study.” 2012. Web. 12 Nov 2019.

Vancouver:

Parent MR. Evaluating the Effectiveness of the New Jersey Leaders to Leaders Induction Program: a Case Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1810.

Council of Science Editors:

Parent MR. Evaluating the Effectiveness of the New Jersey Leaders to Leaders Induction Program: a Case Study. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1810

3. Francis, Norman. Implementation of the New Jersey Core Curricular Content Standards for Technology in New Jersey Public Middle Schools.

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

Subjects/Keywords: technology; technology standards; technology barriers; Education; Educational Administration and Supervision

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APA (6th Edition):

Francis, N. (2011). Implementation of the New Jersey Core Curricular Content Standards for Technology in New Jersey Public Middle Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1768

Chicago Manual of Style (16th Edition):

Francis, Norman. “Implementation of the New Jersey Core Curricular Content Standards for Technology in New Jersey Public Middle Schools.” 2011. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1768.

MLA Handbook (7th Edition):

Francis, Norman. “Implementation of the New Jersey Core Curricular Content Standards for Technology in New Jersey Public Middle Schools.” 2011. Web. 12 Nov 2019.

Vancouver:

Francis N. Implementation of the New Jersey Core Curricular Content Standards for Technology in New Jersey Public Middle Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1768.

Council of Science Editors:

Francis N. Implementation of the New Jersey Core Curricular Content Standards for Technology in New Jersey Public Middle Schools. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/1768


Seton Hall University

4. Odland, Glenn. An Investigation into Teacher Turnover in International Schools.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Mary Hayden.

Subjects/Keywords: Education; Teacher turnover; International schools; Bilingual, Multilingual, and Multicultural Education; Educational Administration and Supervision

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APA (6th Edition):

Odland, G. (2008). An Investigation into Teacher Turnover in International Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/212

Chicago Manual of Style (16th Edition):

Odland, Glenn. “An Investigation into Teacher Turnover in International Schools.” 2008. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/212.

MLA Handbook (7th Edition):

Odland, Glenn. “An Investigation into Teacher Turnover in International Schools.” 2008. Web. 12 Nov 2019.

Vancouver:

Odland G. An Investigation into Teacher Turnover in International Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/212.

Council of Science Editors:

Odland G. An Investigation into Teacher Turnover in International Schools. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/212


Seton Hall University

5. Sleezer, Kathleen Holup. A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey.

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

. Advisors/Committee Members: Mary Ruzicka, Charles Mitchel, Robert Ranta.

Subjects/Keywords: Education; New Jersey; Core Curriculum Content Standard 3.2; Writing instruction; Fourth-grade; Morris County; Third-grade; Curriculum and Instruction; Elementary Education and Teaching

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APA (6th Edition):

Sleezer, K. H. (2004). A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/143

Chicago Manual of Style (16th Edition):

Sleezer, Kathleen Holup. “A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey.” 2004. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/143.

MLA Handbook (7th Edition):

Sleezer, Kathleen Holup. “A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey.” 2004. Web. 12 Nov 2019.

Vancouver:

Sleezer KH. A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/143.

Council of Science Editors:

Sleezer KH. A Study Of Teachers' Perceptions Of The Impact Of New Jersey Core Curriculum Content Standard 3.2 On Writing Instruction In Third And Fourth Grade Classrooms In Morris County, New Jersey. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/143


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Quinn, Catherine. “An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.” 2006. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/211.

MLA Handbook (7th Edition):

Quinn, Catherine. “An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.” 2006. Web. 12 Nov 2019.

Vancouver:

Quinn C. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/211.

Council of Science Editors:

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


Seton Hall University

7. Thomas, Loren D. A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Patrick Michel.

Subjects/Keywords: High/Scope PreSchool Curriculum; Kindergarten; Pittsgrove Township School District; Curriculum and Instruction; Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Thomas, L. D. (2010). A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/51

Chicago Manual of Style (16th Edition):

Thomas, Loren D. “A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District.” 2010. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/51.

MLA Handbook (7th Edition):

Thomas, Loren D. “A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District.” 2010. Web. 12 Nov 2019.

Vancouver:

Thomas LD. A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/51.

Council of Science Editors:

Thomas LD. A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/51


Seton Hall University

8. Copeland, Dennis. Instructional Leadership Characteristics Of Secondary Blue Ribbon School Principals.

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

. Advisors/Committee Members: Mary Ruzicka, Chris Hynes, Jeff Graber.

Subjects/Keywords: Education; Instructional leadership; Blue Ribbon school; Secondary school principals; Educational Administration and Supervision

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APA (6th Edition):

Copeland, D. (2003). Instructional Leadership Characteristics Of Secondary Blue Ribbon School Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/476

Chicago Manual of Style (16th Edition):

Copeland, Dennis. “Instructional Leadership Characteristics Of Secondary Blue Ribbon School Principals.” 2003. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/476.

MLA Handbook (7th Edition):

Copeland, Dennis. “Instructional Leadership Characteristics Of Secondary Blue Ribbon School Principals.” 2003. Web. 12 Nov 2019.

Vancouver:

Copeland D. Instructional Leadership Characteristics Of Secondary Blue Ribbon School Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/476.

Council of Science Editors:

Copeland D. Instructional Leadership Characteristics Of Secondary Blue Ribbon School Principals. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/476


Seton Hall University

9. Poidomani, Maria A. A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, James Montesano.

Subjects/Keywords: PDS high school variables; Non PDS high school variables; Outcomes; New Jersey; Education; Educational Methods; Other Education

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APA (6th Edition):

Poidomani, M. A. (2009). A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/52

Chicago Manual of Style (16th Edition):

Poidomani, Maria A. “A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey.” 2009. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/52.

MLA Handbook (7th Edition):

Poidomani, Maria A. “A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey.” 2009. Web. 12 Nov 2019.

Vancouver:

Poidomani MA. A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/52.

Council of Science Editors:

Poidomani MA. A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/52


Seton Hall University

10. Hargens, Donna M. An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Francis Clemente.

Subjects/Keywords: Education; Turnover; Organization; Retention; High school teachers; Educational Administration and Supervision; Secondary Education and Teaching

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APA (6th Edition):

Hargens, D. M. (2005). An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/207

Chicago Manual of Style (16th Edition):

Hargens, Donna M. “An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers.” 2005. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/207.

MLA Handbook (7th Edition):

Hargens, Donna M. “An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers.” 2005. Web. 12 Nov 2019.

Vancouver:

Hargens DM. An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/207.

Council of Science Editors:

Hargens DM. An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/207


Seton Hall University

11. Paynter, Susan M. A Study Of The Co-Principalship In Two Charter Schools.

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

. Advisors/Committee Members: Mary Ruzicka, Elaine Walker, Greg Metz.

Subjects/Keywords: Education; Leadership; Charter schools; Co-principalship; Principalship; Educational Administration and Supervision

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APA (6th Edition):

Paynter, S. M. (2003). A Study Of The Co-Principalship In Two Charter Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/146

Chicago Manual of Style (16th Edition):

Paynter, Susan M. “A Study Of The Co-Principalship In Two Charter Schools.” 2003. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/146.

MLA Handbook (7th Edition):

Paynter, Susan M. “A Study Of The Co-Principalship In Two Charter Schools.” 2003. Web. 12 Nov 2019.

Vancouver:

Paynter SM. A Study Of The Co-Principalship In Two Charter Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/146.

Council of Science Editors:

Paynter SM. A Study Of The Co-Principalship In Two Charter Schools. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/146


Seton Hall University

12. Crone, David. A Historical Descriptive Analysis Of Federal, State, And Local Education Policy And Its Influence On The Music Education Curriculum In The New York City Public School 1950-1999.

Degree: EdD Education Leadership, Management and Policy, Education Studies, 2002, Seton Hall University

. Advisors/Committee Members: Mary Ruzicka, Anthony Colella, Michael Redmond.

Subjects/Keywords: Social sciences; Education; Policy; Music education; Curriculum; New York City public schools; Federal policy; State policy; Local policy; Educational Administration and Supervision; Music Education; Public Administration

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APA (6th Edition):

Crone, D. (2002). A Historical Descriptive Analysis Of Federal, State, And Local Education Policy And Its Influence On The Music Education Curriculum In The New York City Public School 1950-1999. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/87

Chicago Manual of Style (16th Edition):

Crone, David. “A Historical Descriptive Analysis Of Federal, State, And Local Education Policy And Its Influence On The Music Education Curriculum In The New York City Public School 1950-1999.” 2002. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/87.

MLA Handbook (7th Edition):

Crone, David. “A Historical Descriptive Analysis Of Federal, State, And Local Education Policy And Its Influence On The Music Education Curriculum In The New York City Public School 1950-1999.” 2002. Web. 12 Nov 2019.

Vancouver:

Crone D. A Historical Descriptive Analysis Of Federal, State, And Local Education Policy And Its Influence On The Music Education Curriculum In The New York City Public School 1950-1999. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/87.

Council of Science Editors:

Crone D. A Historical Descriptive Analysis Of Federal, State, And Local Education Policy And Its Influence On The Music Education Curriculum In The New York City Public School 1950-1999. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/87


Seton Hall University

13. Swider, Cheryl A. A Comparative Analysis of Determinants In Teacher Voluntary Career Change Within New Jersey Abbott School Districts.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Maureen E. Flaherty.

Subjects/Keywords: Education; Career change; New Jersey; Abbott School Districts; Urban schools; Urban education; Job satisfaction; Educational Administration and Supervision

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APA (6th Edition):

Swider, C. A. (2008). A Comparative Analysis of Determinants In Teacher Voluntary Career Change Within New Jersey Abbott School Districts. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/55

Chicago Manual of Style (16th Edition):

Swider, Cheryl A. “A Comparative Analysis of Determinants In Teacher Voluntary Career Change Within New Jersey Abbott School Districts.” 2008. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/55.

MLA Handbook (7th Edition):

Swider, Cheryl A. “A Comparative Analysis of Determinants In Teacher Voluntary Career Change Within New Jersey Abbott School Districts.” 2008. Web. 12 Nov 2019.

Vancouver:

Swider CA. A Comparative Analysis of Determinants In Teacher Voluntary Career Change Within New Jersey Abbott School Districts. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/55.

Council of Science Editors:

Swider CA. A Comparative Analysis of Determinants In Teacher Voluntary Career Change Within New Jersey Abbott School Districts. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/55


Seton Hall University

14. Samaroo, Amber Thani. The Effects Of Childhood Sexual Abuse Upon Adult Male Attachment/Separation, Conflict Resolution And Psychospiritual Well-Being.

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

. Advisors/Committee Members: Mary Ruzicka, Bruce Hartman, Catherine Piliero.

Subjects/Keywords: Childhood sexual abuse; Adult male attachment; Adult male separation; Conflict resolution; Psychospiritual well-being; Counseling; Developmental Psychology; Social and Behavioral Sciences

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APA (6th Edition):

Samaroo, A. T. (1998). The Effects Of Childhood Sexual Abuse Upon Adult Male Attachment/Separation, Conflict Resolution And Psychospiritual Well-Being. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1534

Chicago Manual of Style (16th Edition):

Samaroo, Amber Thani. “The Effects Of Childhood Sexual Abuse Upon Adult Male Attachment/Separation, Conflict Resolution And Psychospiritual Well-Being.” 1998. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1534.

MLA Handbook (7th Edition):

Samaroo, Amber Thani. “The Effects Of Childhood Sexual Abuse Upon Adult Male Attachment/Separation, Conflict Resolution And Psychospiritual Well-Being.” 1998. Web. 12 Nov 2019.

Vancouver:

Samaroo AT. The Effects Of Childhood Sexual Abuse Upon Adult Male Attachment/Separation, Conflict Resolution And Psychospiritual Well-Being. [Internet] [Doctoral dissertation]. Seton Hall University; 1998. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1534.

Council of Science Editors:

Samaroo AT. The Effects Of Childhood Sexual Abuse Upon Adult Male Attachment/Separation, Conflict Resolution And Psychospiritual Well-Being. [Doctoral Dissertation]. Seton Hall University; 1998. Available from: http://scholarship.shu.edu/dissertations/1534


Seton Hall University

15. Nicoletta, Lynn K. The Effects Of Three Training Interventions On The Development Of Resilient Qualities In Adolescent Females.

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

. Advisors/Committee Members: Mary Ruzicka, Arnold DeRosa, Victoria Width.

Subjects/Keywords: Education; Training interventions; Resilient qualities; Adolescent females; Education; School Psychology; Student Counseling and Personnel Services

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APA (6th Edition):

Nicoletta, L. K. (1999). The Effects Of Three Training Interventions On The Development Of Resilient Qualities In Adolescent Females. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1572

Chicago Manual of Style (16th Edition):

Nicoletta, Lynn K. “The Effects Of Three Training Interventions On The Development Of Resilient Qualities In Adolescent Females.” 1999. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1572.

MLA Handbook (7th Edition):

Nicoletta, Lynn K. “The Effects Of Three Training Interventions On The Development Of Resilient Qualities In Adolescent Females.” 1999. Web. 12 Nov 2019.

Vancouver:

Nicoletta LK. The Effects Of Three Training Interventions On The Development Of Resilient Qualities In Adolescent Females. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1572.

Council of Science Editors:

Nicoletta LK. The Effects Of Three Training Interventions On The Development Of Resilient Qualities In Adolescent Females. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/1572


Seton Hall University

16. Meehan, Mary J. Decision-Making And Organizational Commitment: A Comparison Of Faculty Perceptions At Unionized And Non-Unionized Private Colleges And Universities.

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

. Advisors/Committee Members: Joseph Stetar, John W. Collins, Mary Ruzicka.

Subjects/Keywords: Social sciences; Education; Decision-making; Organizational commitment; Faculty; Unionized; Private colleges; Universities; Non-unionized; Educational Administration and Supervision; Labor Relations

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APA (6th Edition):

Meehan, M. J. (2001). Decision-Making And Organizational Commitment: A Comparison Of Faculty Perceptions At Unionized And Non-Unionized Private Colleges And Universities. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/356

Chicago Manual of Style (16th Edition):

Meehan, Mary J. “Decision-Making And Organizational Commitment: A Comparison Of Faculty Perceptions At Unionized And Non-Unionized Private Colleges And Universities.” 2001. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/356.

MLA Handbook (7th Edition):

Meehan, Mary J. “Decision-Making And Organizational Commitment: A Comparison Of Faculty Perceptions At Unionized And Non-Unionized Private Colleges And Universities.” 2001. Web. 12 Nov 2019.

Vancouver:

Meehan MJ. Decision-Making And Organizational Commitment: A Comparison Of Faculty Perceptions At Unionized And Non-Unionized Private Colleges And Universities. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/356.

Council of Science Editors:

Meehan MJ. Decision-Making And Organizational Commitment: A Comparison Of Faculty Perceptions At Unionized And Non-Unionized Private Colleges And Universities. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/356


Seton Hall University

17. Litchka, Peter. The Importance Of Instructional Leadership Behaviors Of Principals As Perceived By Middle School Teachers And Principals.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Gregory Eckles.

Subjects/Keywords: Education; Middle school principals; Middle schools; Education; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Litchka, P. (2003). The Importance Of Instructional Leadership Behaviors Of Principals As Perceived By Middle School Teachers And Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1612

Chicago Manual of Style (16th Edition):

Litchka, Peter. “The Importance Of Instructional Leadership Behaviors Of Principals As Perceived By Middle School Teachers And Principals.” 2003. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1612.

MLA Handbook (7th Edition):

Litchka, Peter. “The Importance Of Instructional Leadership Behaviors Of Principals As Perceived By Middle School Teachers And Principals.” 2003. Web. 12 Nov 2019.

Vancouver:

Litchka P. The Importance Of Instructional Leadership Behaviors Of Principals As Perceived By Middle School Teachers And Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1612.

Council of Science Editors:

Litchka P. The Importance Of Instructional Leadership Behaviors Of Principals As Perceived By Middle School Teachers And Principals. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/1612


Seton Hall University

18. Scheffert Lowden, Christine. Evaluating The Effectiveness Of Professional Development.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Lucy DiPaola.

Subjects/Keywords: Education; Professional development; Learning outcomes; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Scheffert Lowden, C. (2003). Evaluating The Effectiveness Of Professional Development. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/398

Chicago Manual of Style (16th Edition):

Scheffert Lowden, Christine. “Evaluating The Effectiveness Of Professional Development.” 2003. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/398.

MLA Handbook (7th Edition):

Scheffert Lowden, Christine. “Evaluating The Effectiveness Of Professional Development.” 2003. Web. 12 Nov 2019.

Vancouver:

Scheffert Lowden C. Evaluating The Effectiveness Of Professional Development. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/398.

Council of Science Editors:

Scheffert Lowden C. Evaluating The Effectiveness Of Professional Development. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/398


Seton Hall University

19. Ryan, Thomas F. A Comparison Of The Reported Stress Levels Of Massachusetts Secondary Principals And Their Schools' Scores On The 1999 MCAS.

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

. Advisors/Committee Members: Mary Ruzicka, Anthony Colella, Anthony Bahros.

Subjects/Keywords: Education; Stress; Massachusetts; Secondary principals; MCAS; Standardized tests; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Ryan, T. F. (2001). A Comparison Of The Reported Stress Levels Of Massachusetts Secondary Principals And Their Schools' Scores On The 1999 MCAS. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/74

Chicago Manual of Style (16th Edition):

Ryan, Thomas F. “A Comparison Of The Reported Stress Levels Of Massachusetts Secondary Principals And Their Schools' Scores On The 1999 MCAS.” 2001. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/74.

MLA Handbook (7th Edition):

Ryan, Thomas F. “A Comparison Of The Reported Stress Levels Of Massachusetts Secondary Principals And Their Schools' Scores On The 1999 MCAS.” 2001. Web. 12 Nov 2019.

Vancouver:

Ryan TF. A Comparison Of The Reported Stress Levels Of Massachusetts Secondary Principals And Their Schools' Scores On The 1999 MCAS. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/74.

Council of Science Editors:

Ryan TF. A Comparison Of The Reported Stress Levels Of Massachusetts Secondary Principals And Their Schools' Scores On The 1999 MCAS. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/74


Seton Hall University

20. Conroy, Joseph E. Psychological Parenting Stress in Mothers Related to Perception of Child Developmental Diagnoses with Diagnostic and Prognostic Ambiguity.

Degree: EdD Education Leadership, Management and Policy, Education Studies, 1994, Seton Hall University

. Advisors/Committee Members: Mary Ruzicka, Cheryl Thompson, Barbara Ostfeld.

Subjects/Keywords: Psychology; Developmental Psychology

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APA (6th Edition):

Conroy, J. E. (1994). Psychological Parenting Stress in Mothers Related to Perception of Child Developmental Diagnoses with Diagnostic and Prognostic Ambiguity. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1388

Chicago Manual of Style (16th Edition):

Conroy, Joseph E. “Psychological Parenting Stress in Mothers Related to Perception of Child Developmental Diagnoses with Diagnostic and Prognostic Ambiguity.” 1994. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1388.

MLA Handbook (7th Edition):

Conroy, Joseph E. “Psychological Parenting Stress in Mothers Related to Perception of Child Developmental Diagnoses with Diagnostic and Prognostic Ambiguity.” 1994. Web. 12 Nov 2019.

Vancouver:

Conroy JE. Psychological Parenting Stress in Mothers Related to Perception of Child Developmental Diagnoses with Diagnostic and Prognostic Ambiguity. [Internet] [Doctoral dissertation]. Seton Hall University; 1994. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1388.

Council of Science Editors:

Conroy JE. Psychological Parenting Stress in Mothers Related to Perception of Child Developmental Diagnoses with Diagnostic and Prognostic Ambiguity. [Doctoral Dissertation]. Seton Hall University; 1994. Available from: http://scholarship.shu.edu/dissertations/1388


Seton Hall University

21. Brady, Lisa. Student Perceptions of the Effectiveness of a Student Random Drug Testing Program in One New Jersey High School.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Robert DuPont.

Subjects/Keywords: Education; Random drug testing; Student random drug testing; Adolescent drug programs; School drug testing; School drug prevention; New Jersey; High school; Drug prevention; Adolescent; Educational Administration and Supervision; Public Health Education and Promotion; Secondary Education and Teaching; Student Counseling and Personnel Services

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APA (6th Edition):

Brady, L. (2007). Student Perceptions of the Effectiveness of a Student Random Drug Testing Program in One New Jersey High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1457

Chicago Manual of Style (16th Edition):

Brady, Lisa. “Student Perceptions of the Effectiveness of a Student Random Drug Testing Program in One New Jersey High School.” 2007. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1457.

MLA Handbook (7th Edition):

Brady, Lisa. “Student Perceptions of the Effectiveness of a Student Random Drug Testing Program in One New Jersey High School.” 2007. Web. 12 Nov 2019.

Vancouver:

Brady L. Student Perceptions of the Effectiveness of a Student Random Drug Testing Program in One New Jersey High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1457.

Council of Science Editors:

Brady L. Student Perceptions of the Effectiveness of a Student Random Drug Testing Program in One New Jersey High School. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/1457


Seton Hall University

22. Rhoads, Dereck H. Enabling Structure and Collective Efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico.

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

. Advisors/Committee Members: Mary Ruzicka, James A. Caulfield, Barry Ruthfield.

Subjects/Keywords: Education; Structure; Efficacy; Administration; Management; Leadership; Mexico; Collective efficacy; Educational Administration and Supervision; Elementary Education and Teaching

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APA (6th Edition):

Rhoads, D. H. (2009). Enabling Structure and Collective Efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/397

Chicago Manual of Style (16th Edition):

Rhoads, Dereck H. “Enabling Structure and Collective Efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico.” 2009. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/397.

MLA Handbook (7th Edition):

Rhoads, Dereck H. “Enabling Structure and Collective Efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico.” 2009. Web. 12 Nov 2019.

Vancouver:

Rhoads DH. Enabling Structure and Collective Efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/397.

Council of Science Editors:

Rhoads DH. Enabling Structure and Collective Efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/397


Seton Hall University

23. Donvito, Concetta E. A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Reverend Lawrence Frizzell.

Subjects/Keywords: Education; New Jersey; Holocaust/Genocide Mandate; Middle schools; Genocide; Secondary Education and Teaching

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APA (6th Edition):

Donvito, C. E. (2003). A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/85

Chicago Manual of Style (16th Edition):

Donvito, Concetta E. “A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools.” 2003. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/85.

MLA Handbook (7th Edition):

Donvito, Concetta E. “A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools.” 2003. Web. 12 Nov 2019.

Vancouver:

Donvito CE. A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/85.

Council of Science Editors:

Donvito CE. A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/85


Seton Hall University

24. Pedersen, James M. Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2011, Seton Hall University

. Advisors/Committee Members: Dr. Mary Ruzicka, Dr. James Caulfield, Dr. Sandra DeLuca.

Subjects/Keywords: Education; Calendar; School calendar; Achievement; California; Illinois; Texas; Year-round schools; Education; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Pedersen, J. M. (2011). Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1773

Chicago Manual of Style (16th Edition):

Pedersen, James M. “Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas.” 2011. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1773.

MLA Handbook (7th Edition):

Pedersen, James M. “Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas.” 2011. Web. 12 Nov 2019.

Vancouver:

Pedersen JM. Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1773.

Council of Science Editors:

Pedersen JM. Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/1773


Seton Hall University

25. Schechter, Howard B. Program Assessment Of A Suburban School District's Literacy Leaders Paradigm.

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

. Advisors/Committee Members: Mary Ruzicka PhD, Charles P. Mitchel, John Dunay.

Subjects/Keywords: Education; Leadership; Suburban school district; Literacy Leaders; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Schechter, H. B. (2004). Program Assessment Of A Suburban School District's Literacy Leaders Paradigm. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1394

Chicago Manual of Style (16th Edition):

Schechter, Howard B. “Program Assessment Of A Suburban School District's Literacy Leaders Paradigm.” 2004. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1394.

MLA Handbook (7th Edition):

Schechter, Howard B. “Program Assessment Of A Suburban School District's Literacy Leaders Paradigm.” 2004. Web. 12 Nov 2019.

Vancouver:

Schechter HB. Program Assessment Of A Suburban School District's Literacy Leaders Paradigm. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1394.

Council of Science Editors:

Schechter HB. Program Assessment Of A Suburban School District's Literacy Leaders Paradigm. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1394


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hinds-Zaami, Denise. “Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education).” 2002. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1343.

MLA Handbook (7th Edition):

Hinds-Zaami, Denise. “Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education).” 2002. Web. 12 Nov 2019.

Vancouver:

Hinds-Zaami D. Perspectives Of African American Educational Administrators From Public, Private And Alternative Educational Domains (Elementary And Secondary Education). [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1343.

Council of Science Editors:

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


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lyons, Brendan J. “Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools.” 2010. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1401.

MLA Handbook (7th Edition):

Lyons, Brendan J. “Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools.” 2010. Web. 12 Nov 2019.

Vancouver:

Lyons BJ. Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1401.

Council of Science Editors:

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


Seton Hall University

28. Rosamilia, Gina M. Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-Day Versus Half-Day Kindergarten in Suburban New Jersey Public Schools.

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

. Advisors/Committee Members: Dr. Mary Ruzicka, James A. Caulfield, Heather Carr.

Subjects/Keywords: Education; Kindergarten; Full-day kindergarten; Half-day kindergarten; Early childhood education; New Jersey; Suburban; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Rosamilia, G. M. (2008). Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-Day Versus Half-Day Kindergarten in Suburban New Jersey Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1475

Chicago Manual of Style (16th Edition):

Rosamilia, Gina M. “Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-Day Versus Half-Day Kindergarten in Suburban New Jersey Public Schools.” 2008. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1475.

MLA Handbook (7th Edition):

Rosamilia, Gina M. “Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-Day Versus Half-Day Kindergarten in Suburban New Jersey Public Schools.” 2008. Web. 12 Nov 2019.

Vancouver:

Rosamilia GM. Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-Day Versus Half-Day Kindergarten in Suburban New Jersey Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1475.

Council of Science Editors:

Rosamilia GM. Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-Day Versus Half-Day Kindergarten in Suburban New Jersey Public Schools. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/1475


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Demartino, Patrice P. “Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools.” 2008. Doctoral Dissertation, Seton Hall University. Accessed November 12, 2019. http://scholarship.shu.edu/dissertations/1398.

MLA Handbook (7th Edition):

Demartino, Patrice P. “Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools.” 2008. Web. 12 Nov 2019.

Vancouver:

Demartino PP. Principals' Perceptions of Single-Sex Classes in Coeducational Public Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Nov 12]. Available from: http://scholarship.shu.edu/dissertations/1398.

Council of Science Editors:

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

.