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You searched for +publisher:"Seton Hall University" +contributor:("Mel Shay"). Showing records 1 – 11 of 11 total matches.

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Seton Hall University

1. Cordero, Loidis R. Relationships between Teacher Perceptions of Effective School Characteristics and Academic Achievement of Limited English Proficient Students in New York City.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1996, Seton Hall University

. Advisors/Committee Members: Juan G Cobarrubias, Mel Shay, George Lindemer.

Subjects/Keywords: Education; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Cordero, L. R. (1996). Relationships between Teacher Perceptions of Effective School Characteristics and Academic Achievement of Limited English Proficient Students in New York City. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1408

Chicago Manual of Style (16th Edition):

Cordero, Loidis R. “Relationships between Teacher Perceptions of Effective School Characteristics and Academic Achievement of Limited English Proficient Students in New York City.” 1996. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/1408.

MLA Handbook (7th Edition):

Cordero, Loidis R. “Relationships between Teacher Perceptions of Effective School Characteristics and Academic Achievement of Limited English Proficient Students in New York City.” 1996. Web. 16 Nov 2019.

Vancouver:

Cordero LR. Relationships between Teacher Perceptions of Effective School Characteristics and Academic Achievement of Limited English Proficient Students in New York City. [Internet] [Doctoral dissertation]. Seton Hall University; 1996. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/1408.

Council of Science Editors:

Cordero LR. Relationships between Teacher Perceptions of Effective School Characteristics and Academic Achievement of Limited English Proficient Students in New York City. [Doctoral Dissertation]. Seton Hall University; 1996. Available from: http://scholarship.shu.edu/dissertations/1408


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Taraski McDonnell, Elizabeth. “An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions.” 1999. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/281.

MLA Handbook (7th Edition):

Taraski McDonnell, Elizabeth. “An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions.” 1999. Web. 16 Nov 2019.

Vancouver:

Taraski McDonnell E. An Analysis Of Sustained Collaborative Research Activities Between University Organized Research Units And Industry: A Case Study Of Three Institutions. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/281.

Council of Science Editors:

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


Seton Hall University

3. Polignano, Maria L. A Study of Employers' Perceptions Of The Most Essential Social And Behavior Skills Necessary for Individuals with Autism To Maintain Employment.

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

. Advisors/Committee Members: Mel Shay, Grace Szepkouski, Janet L. Parmelee.

Subjects/Keywords: Social sciences; Education; Employers; Behavior skills; Autism; Employment; Social skills; Labor Relations

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APA (6th Edition):

Polignano, M. L. (1999). A Study of Employers' Perceptions Of The Most Essential Social And Behavior Skills Necessary for Individuals with Autism To Maintain Employment. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/126

Chicago Manual of Style (16th Edition):

Polignano, Maria L. “A Study of Employers' Perceptions Of The Most Essential Social And Behavior Skills Necessary for Individuals with Autism To Maintain Employment.” 1999. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/126.

MLA Handbook (7th Edition):

Polignano, Maria L. “A Study of Employers' Perceptions Of The Most Essential Social And Behavior Skills Necessary for Individuals with Autism To Maintain Employment.” 1999. Web. 16 Nov 2019.

Vancouver:

Polignano ML. A Study of Employers' Perceptions Of The Most Essential Social And Behavior Skills Necessary for Individuals with Autism To Maintain Employment. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/126.

Council of Science Editors:

Polignano ML. A Study of Employers' Perceptions Of The Most Essential Social And Behavior Skills Necessary for Individuals with Autism To Maintain Employment. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/126


Seton Hall University

4. Andrews, Robert J. An Examination Of The New Jersey School Boards Association's Strategic Planning Model Between 1993 And 1998 And Its Relationship To Decisions In Critical Areas Of Operation As Perceived By Selected Chief School Administrators.

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

. Advisors/Committee Members: Charles P. Mitchel, Mel Shay, Harry Harty.

Subjects/Keywords: Education; New Jersey; School Boards Association; Strategic planning; Administrators; Educational Administration and Supervision

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APA (6th Edition):

Andrews, R. J. (1999). An Examination Of The New Jersey School Boards Association's Strategic Planning Model Between 1993 And 1998 And Its Relationship To Decisions In Critical Areas Of Operation As Perceived By Selected Chief School Administrators. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/206

Chicago Manual of Style (16th Edition):

Andrews, Robert J. “An Examination Of The New Jersey School Boards Association's Strategic Planning Model Between 1993 And 1998 And Its Relationship To Decisions In Critical Areas Of Operation As Perceived By Selected Chief School Administrators.” 1999. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/206.

MLA Handbook (7th Edition):

Andrews, Robert J. “An Examination Of The New Jersey School Boards Association's Strategic Planning Model Between 1993 And 1998 And Its Relationship To Decisions In Critical Areas Of Operation As Perceived By Selected Chief School Administrators.” 1999. Web. 16 Nov 2019.

Vancouver:

Andrews RJ. An Examination Of The New Jersey School Boards Association's Strategic Planning Model Between 1993 And 1998 And Its Relationship To Decisions In Critical Areas Of Operation As Perceived By Selected Chief School Administrators. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/206.

Council of Science Editors:

Andrews RJ. An Examination Of The New Jersey School Boards Association's Strategic Planning Model Between 1993 And 1998 And Its Relationship To Decisions In Critical Areas Of Operation As Perceived By Selected Chief School Administrators. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/206


Seton Hall University

5. DiBisceglie, Lisa Ann. The Relationship of Prior Academic Credit to Student Persistence in the Caldwell College External Degree Program.

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

. Advisors/Committee Members: Joseph M Stetar, Charline Russo, Mel Shay.

Subjects/Keywords: Education; Academic credit; Persistence; Caldwell College; External Degree Program; Distance-education; New Jersey; Other Education

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APA (6th Edition):

DiBisceglie, L. A. (2002). The Relationship of Prior Academic Credit to Student Persistence in the Caldwell College External Degree Program. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1730

Chicago Manual of Style (16th Edition):

DiBisceglie, Lisa Ann. “The Relationship of Prior Academic Credit to Student Persistence in the Caldwell College External Degree Program.” 2002. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/1730.

MLA Handbook (7th Edition):

DiBisceglie, Lisa Ann. “The Relationship of Prior Academic Credit to Student Persistence in the Caldwell College External Degree Program.” 2002. Web. 16 Nov 2019.

Vancouver:

DiBisceglie LA. The Relationship of Prior Academic Credit to Student Persistence in the Caldwell College External Degree Program. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/1730.

Council of Science Editors:

DiBisceglie LA. The Relationship of Prior Academic Credit to Student Persistence in the Caldwell College External Degree Program. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1730


Seton Hall University

6. Beauchea, Sarah. A National Study of School District Consolidations: Implications for New Jersey.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1993, Seton Hall University

. Advisors/Committee Members: George Lindemer, Mel Shay, Ernest Barberio.

Subjects/Keywords: Social sciences; Education; Consolidations; Educational Administration and Supervision; Public Administration

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APA (6th Edition):

Beauchea, S. (1993). A National Study of School District Consolidations: Implications for New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/91

Chicago Manual of Style (16th Edition):

Beauchea, Sarah. “A National Study of School District Consolidations: Implications for New Jersey.” 1993. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/91.

MLA Handbook (7th Edition):

Beauchea, Sarah. “A National Study of School District Consolidations: Implications for New Jersey.” 1993. Web. 16 Nov 2019.

Vancouver:

Beauchea S. A National Study of School District Consolidations: Implications for New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 1993. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/91.

Council of Science Editors:

Beauchea S. A National Study of School District Consolidations: Implications for New Jersey. [Doctoral Dissertation]. Seton Hall University; 1993. Available from: http://scholarship.shu.edu/dissertations/91


Seton Hall University

7. Hresko, Alieen Patricia. A Descriptive Study Of Cohort Programs In Educational Administrative Preparation Programs.

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

. Advisors/Committee Members: James Caulfield, Mel Shay, Anthony Colella.

Subjects/Keywords: Education; Educational; Cohort programs; Administrative preparation; Adult and Continuing Education and Teaching; Educational Administration and Supervision; Higher Education

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APA (6th Edition):

Hresko, A. P. (1998). A Descriptive Study Of Cohort Programs In Educational Administrative Preparation Programs. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/80

Chicago Manual of Style (16th Edition):

Hresko, Alieen Patricia. “A Descriptive Study Of Cohort Programs In Educational Administrative Preparation Programs.” 1998. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/80.

MLA Handbook (7th Edition):

Hresko, Alieen Patricia. “A Descriptive Study Of Cohort Programs In Educational Administrative Preparation Programs.” 1998. Web. 16 Nov 2019.

Vancouver:

Hresko AP. A Descriptive Study Of Cohort Programs In Educational Administrative Preparation Programs. [Internet] [Doctoral dissertation]. Seton Hall University; 1998. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/80.

Council of Science Editors:

Hresko AP. A Descriptive Study Of Cohort Programs In Educational Administrative Preparation Programs. [Doctoral Dissertation]. Seton Hall University; 1998. Available from: http://scholarship.shu.edu/dissertations/80


Seton Hall University

8. Kieley, Gloria Gibba. A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time.

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

. Advisors/Committee Members: Mel Shay, Daniel Gutmore, Walter Cmielewski.

Subjects/Keywords: Education; Supervisory time; Elementary school principals; Quality levels; Teachers; Educational Administration and Supervision; Elementary Education and Teaching

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APA (6th Edition):

Kieley, G. G. (2000). A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/128

Chicago Manual of Style (16th Edition):

Kieley, Gloria Gibba. “A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time.” 2000. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/128.

MLA Handbook (7th Edition):

Kieley, Gloria Gibba. “A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time.” 2000. Web. 16 Nov 2019.

Vancouver:

Kieley GG. A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time. [Internet] [Doctoral dissertation]. Seton Hall University; 2000. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/128.

Council of Science Editors:

Kieley GG. A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time. [Doctoral Dissertation]. Seton Hall University; 2000. Available from: http://scholarship.shu.edu/dissertations/128


Seton Hall University

9. Gardner III, Joseph Henry. How Do Faculty And Administrators Of Three Historically Black Colleges Perceive The Future Of Their Universities In The Period From 1999-2010.

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

. Advisors/Committee Members: Joseph Stetar, Mel Shay, Walter L. Goodwin.

Subjects/Keywords: Social sciences; Education; Maryland; Pennsylvania; Faculty; Administrators; Historically Black; Universities; African American Studies; Educational Administration and Supervision; Higher Education

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APA (6th Edition):

Gardner III, J. H. (2002). How Do Faculty And Administrators Of Three Historically Black Colleges Perceive The Future Of Their Universities In The Period From 1999-2010. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/453

Chicago Manual of Style (16th Edition):

Gardner III, Joseph Henry. “How Do Faculty And Administrators Of Three Historically Black Colleges Perceive The Future Of Their Universities In The Period From 1999-2010.” 2002. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/453.

MLA Handbook (7th Edition):

Gardner III, Joseph Henry. “How Do Faculty And Administrators Of Three Historically Black Colleges Perceive The Future Of Their Universities In The Period From 1999-2010.” 2002. Web. 16 Nov 2019.

Vancouver:

Gardner III JH. How Do Faculty And Administrators Of Three Historically Black Colleges Perceive The Future Of Their Universities In The Period From 1999-2010. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/453.

Council of Science Editors:

Gardner III JH. How Do Faculty And Administrators Of Three Historically Black Colleges Perceive The Future Of Their Universities In The Period From 1999-2010. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/453


Seton Hall University

10. Johnson-Green, Glenda Seals. Administrators' Perception of Violence in Elementary Schools in an Urban District.

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

. Advisors/Committee Members: Daniel Gutmore, Mel Shay, Jacqueline Rucker-Davis.

Subjects/Keywords: Education; Administrators; Violence; Elementary schools; Urban district; School violence; Educational Administration and Supervision; Elementary Education and Teaching

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APA (6th Edition):

Johnson-Green, G. S. (2001). Administrators' Perception of Violence in Elementary Schools in an Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/163

Chicago Manual of Style (16th Edition):

Johnson-Green, Glenda Seals. “Administrators' Perception of Violence in Elementary Schools in an Urban District.” 2001. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/163.

MLA Handbook (7th Edition):

Johnson-Green, Glenda Seals. “Administrators' Perception of Violence in Elementary Schools in an Urban District.” 2001. Web. 16 Nov 2019.

Vancouver:

Johnson-Green GS. Administrators' Perception of Violence in Elementary Schools in an Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/163.

Council of Science Editors:

Johnson-Green GS. Administrators' Perception of Violence in Elementary Schools in an Urban District. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/163


Seton Hall University

11. Krenicki, Christine. The Relationship Of Mobility To Student Achievement For Those Eighth Grade Regular Students Who Are Required To Take The New Jersey Early Warning Test (EWT).

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

. Advisors/Committee Members: James Caulifield, Mel Shay, Ellery Pierson.

Subjects/Keywords: Education; Mobility; Achievement; Eighth grade; Regular students; New Jersey; Early Warning Test; Educational Assessment, Evaluation, and Research; Secondary Education and Teaching

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APA (6th Edition):

Krenicki, C. (1999). The Relationship Of Mobility To Student Achievement For Those Eighth Grade Regular Students Who Are Required To Take The New Jersey Early Warning Test (EWT). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1733

Chicago Manual of Style (16th Edition):

Krenicki, Christine. “The Relationship Of Mobility To Student Achievement For Those Eighth Grade Regular Students Who Are Required To Take The New Jersey Early Warning Test (EWT).” 1999. Doctoral Dissertation, Seton Hall University. Accessed November 16, 2019. http://scholarship.shu.edu/dissertations/1733.

MLA Handbook (7th Edition):

Krenicki, Christine. “The Relationship Of Mobility To Student Achievement For Those Eighth Grade Regular Students Who Are Required To Take The New Jersey Early Warning Test (EWT).” 1999. Web. 16 Nov 2019.

Vancouver:

Krenicki C. The Relationship Of Mobility To Student Achievement For Those Eighth Grade Regular Students Who Are Required To Take The New Jersey Early Warning Test (EWT). [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Nov 16]. Available from: http://scholarship.shu.edu/dissertations/1733.

Council of Science Editors:

Krenicki C. The Relationship Of Mobility To Student Achievement For Those Eighth Grade Regular Students Who Are Required To Take The New Jersey Early Warning Test (EWT). [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/1733

.