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You searched for +publisher:"Seton Hall University" +contributor:("Michael D. Kuchar, Ph.D"). Showing records 1 – 2 of 2 total matches.

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Seton Hall University

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

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

For practitioners and policy makers across the nation, STEM education has a vague definition. This study looks at how all 50 states define STEM education in policy, using four models: (a) Disciplinary STEM (Science, Technology, Engineering, Mathematics); (b) Integrated STEM focusing on combining two or more disciplines to produce critical thinking, real world application, and creative problem solving; (c) the Disciplinary and Integrated STEM model that acknowledges both to summarize programs at the state policy level; (d) the model with no definition of STEM education. The final results include 10 percent of states use the first model, 42 percent use an Integrated definition, 30 percent use both Integrated and Disciplinary terminology, while 18 percent have no definition in policy documents. Content analysis was used to determine what each state used while looking at documents such as bills, statutes, regulations, executive orders, strategic plans, state-sponsored websites, and press releases. Secondary content analysis was used to determine states’ goals and aspirations with STEM education at the policy level. The following include the overall results of the goals and aspirations of the states: 78 percent of the states related STEM education to workforce or economic development, 68 percent suggested STEM education is for all students and not just special populations, 56 percent wanted to improved minority participation in STEM fields, 30 percent used Career and Technical Education programming as the primary STEM source of education delivery, 18 percent of the states wanted to use after school programming for STEM Education, and 16 percent wanted to improve STEM education in the state by offering more advanced coursework like Advanced Placement courses in the high schools. The study also provides an overview of the federal Race to the Top grant program and its STEM competitive initiative (2010). Advisors/Committee Members: Luke Stedrak, Ed.D, Christopher Tienken, Ed.D, Michael D. Kuchar, Ph.D.

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


Seton Hall University

2. Younghans, Matthew. The Effect of a Supplemental, Web Based Program on Student Achievement in a Suburban New York State School District.

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

Since the inception of the Common Core, school districts have sought to implement effective and fiscally responsible ways to support under-performing general education students. The need for supplemental assistance for struggling learners has emerged, particularly when tied to high-stakes testing. To offer appropriate assistance, school districts analyzed the possible ways through which they could support students and boost achievement. One popular method for providing intervention services and supplemental instruction is web-based learning. This study examined the effect of one particular supplemental web based program on student performance. It examined students who used the Castle Learning Online Program at a suburban high school in southern New York State, measured by Regents examinations and final course average. The study explores the explanatory valuables within the sample of students using Castle, such as gender and ethnicity. The results indicated that the use of the Castle program had a statistically significant impact on student performance as measured by New York State Regents examination scores and student final course averages. Furthermore, the results indicate a statistically significant impact in academic performance when controlling for gender and ethnicity. The results and empirical evidence outlined in this study, as well as the recommendations for practice provided in this dissertation, can assist school districts and school administrators in their decision making process regarding web-based programs and interventions for students. Advisors/Committee Members: Michael D. Kuchar, Ph.D., Jan A. Furman, Ed.D., J. Thomas Morton, Ed.D..

Subjects/Keywords: supplemental instruction; web-based programs; personalized instruction; academic intervention services; student achievement; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Younghans, M. (2019). The Effect of a Supplemental, Web Based Program on Student Achievement in a Suburban New York State School District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2640

Chicago Manual of Style (16th Edition):

Younghans, Matthew. “The Effect of a Supplemental, Web Based Program on Student Achievement in a Suburban New York State School District.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 19, 2019. https://scholarship.shu.edu/dissertations/2640.

MLA Handbook (7th Edition):

Younghans, Matthew. “The Effect of a Supplemental, Web Based Program on Student Achievement in a Suburban New York State School District.” 2019. Web. 19 Jul 2019.

Vancouver:

Younghans M. The Effect of a Supplemental, Web Based Program on Student Achievement in a Suburban New York State School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 19]. Available from: https://scholarship.shu.edu/dissertations/2640.

Council of Science Editors:

Younghans M. The Effect of a Supplemental, Web Based Program on Student Achievement in a Suburban New York State School District. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2640

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