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You searched for +publisher:"Seton Hall University" +contributor:("Rebecca Cox"). Showing records 1 – 22 of 22 total matches.

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Seton Hall University

1. 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 December 12, 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. 12 Dec 2019.

Vancouver:

Hewlett-Thomas E. Access and Equity in Higher Education in Antigua and Barbuda. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Dec 12]. 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

2. Martinelli, Joseph J. An Examination of the Impact of Attending an Electronic Technology Rich Program on the Teaching Styles of Senior Student Teachers.

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

  The purpose of this study was to determine whether attending an electronic technology rich program had an impact on the teaching styles of senior… (more)

Subjects/Keywords: Education; Eletronic technology rich program; Teaching styles; Senior student teachers; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Martinelli, J. J. (2009). An Examination of the Impact of Attending an Electronic Technology Rich Program on the Teaching Styles of Senior Student Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/205

Chicago Manual of Style (16th Edition):

Martinelli, Joseph J. “An Examination of the Impact of Attending an Electronic Technology Rich Program on the Teaching Styles of Senior Student Teachers.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/205.

MLA Handbook (7th Edition):

Martinelli, Joseph J. “An Examination of the Impact of Attending an Electronic Technology Rich Program on the Teaching Styles of Senior Student Teachers.” 2009. Web. 12 Dec 2019.

Vancouver:

Martinelli JJ. An Examination of the Impact of Attending an Electronic Technology Rich Program on the Teaching Styles of Senior Student Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/205.

Council of Science Editors:

Martinelli JJ. An Examination of the Impact of Attending an Electronic Technology Rich Program on the Teaching Styles of Senior Student Teachers. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/205


Seton Hall University

3. Bitsadze, Nino. A Study of U.S. Education Outcomes for Female Students from the Republic of Georgia.

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

  This qualitative study sought to understand how living and studying in the United States affected the personalities, beliefs, attitudes, and careers of a group… (more)

Subjects/Keywords: international education; study abroad outcomes; foreign students in the U.S.; Georgian students in the U.S.; Bilingual, Multilingual, and Multicultural Education; Education; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Bitsadze, N. (2014). A Study of U.S. Education Outcomes for Female Students from the Republic of Georgia. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1979

Chicago Manual of Style (16th Edition):

Bitsadze, Nino. “A Study of U.S. Education Outcomes for Female Students from the Republic of Georgia.” 2014. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1979.

MLA Handbook (7th Edition):

Bitsadze, Nino. “A Study of U.S. Education Outcomes for Female Students from the Republic of Georgia.” 2014. Web. 12 Dec 2019.

Vancouver:

Bitsadze N. A Study of U.S. Education Outcomes for Female Students from the Republic of Georgia. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1979.

Council of Science Editors:

Bitsadze N. A Study of U.S. Education Outcomes for Female Students from the Republic of Georgia. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1979

4. Garcia, Evelyn. The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers.

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

  Latino college students are the fastest growing minority segment in the United States. College choice has been the focus of many research studies; however… (more)

Subjects/Keywords: College choice; Latinos college choice; 2 year vs. 4 year model; Higher Education

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APA (6th Edition):

Garcia, E. (2014). The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1984

Chicago Manual of Style (16th Edition):

Garcia, Evelyn. “The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers.” 2014. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1984.

MLA Handbook (7th Edition):

Garcia, Evelyn. “The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers.” 2014. Web. 12 Dec 2019.

Vancouver:

Garcia E. The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1984.

Council of Science Editors:

Garcia E. The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1984

5. Chittuparamban, Biju A. Organizational Sense-making and Enactment: Public Policy and Change-making of Private Professional College Administrations in Kerala, India.

Degree: PhD, Education Studies, 2013, Seton Hall University

. Advisors/Committee Members: Rebecca Cox PhD, Rong Chen, PhD, Niall Hegarty, EdD.

Subjects/Keywords: Education; Higher education administrators; Sensemaking; Organization; Private higher education; Change management; Kerala; India; Higher Education; Higher Education Administration

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APA (6th Edition):

Chittuparamban, B. A. (2013). Organizational Sense-making and Enactment: Public Policy and Change-making of Private Professional College Administrations in Kerala, India. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1875

Chicago Manual of Style (16th Edition):

Chittuparamban, Biju A. “Organizational Sense-making and Enactment: Public Policy and Change-making of Private Professional College Administrations in Kerala, India.” 2013. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1875.

MLA Handbook (7th Edition):

Chittuparamban, Biju A. “Organizational Sense-making and Enactment: Public Policy and Change-making of Private Professional College Administrations in Kerala, India.” 2013. Web. 12 Dec 2019.

Vancouver:

Chittuparamban BA. Organizational Sense-making and Enactment: Public Policy and Change-making of Private Professional College Administrations in Kerala, India. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1875.

Council of Science Editors:

Chittuparamban BA. Organizational Sense-making and Enactment: Public Policy and Change-making of Private Professional College Administrations in Kerala, India. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1875

6. Crane, Thomas B. Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives.

Degree: Doctor of Education (EdD), Education, 2012, Seton Hall University

Subjects/Keywords: Parent Involvement; Mexican; Latino; Hispanic; Parent Engagement; Family Involvement; Education

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APA (6th Edition):

Crane, T. B. (2012). Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1806

Chicago Manual of Style (16th Edition):

Crane, Thomas B. “Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives.” 2012. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1806.

MLA Handbook (7th Edition):

Crane, Thomas B. “Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives.” 2012. Web. 12 Dec 2019.

Vancouver:

Crane TB. Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1806.

Council of Science Editors:

Crane TB. Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1806

7. Timpone, Cathy J. An Investigation of Educational Technology Sustainability Factors in New Jersey Elementary Schools and their Alignment with 2008 New Jersey School Technology Survey.

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

Subjects/Keywords: Educational technology; Technology integration; Leadership; Sustainability factors; Elementary; Technology survey; Education

…like to acknowledge all of the professors at Seton Hall University for their support and… …Seton Hall University for their camaraderie and support. I will always remember my doctoral… …encouragement to pursue my Ed.D. My warmest appreciation to Dr. Rebecca Cox for taking on the… 

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APA (6th Edition):

Timpone, C. J. (2012). An Investigation of Educational Technology Sustainability Factors in New Jersey Elementary Schools and their Alignment with 2008 New Jersey School Technology Survey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1809

Chicago Manual of Style (16th Edition):

Timpone, Cathy J. “An Investigation of Educational Technology Sustainability Factors in New Jersey Elementary Schools and their Alignment with 2008 New Jersey School Technology Survey.” 2012. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1809.

MLA Handbook (7th Edition):

Timpone, Cathy J. “An Investigation of Educational Technology Sustainability Factors in New Jersey Elementary Schools and their Alignment with 2008 New Jersey School Technology Survey.” 2012. Web. 12 Dec 2019.

Vancouver:

Timpone CJ. An Investigation of Educational Technology Sustainability Factors in New Jersey Elementary Schools and their Alignment with 2008 New Jersey School Technology Survey. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1809.

Council of Science Editors:

Timpone CJ. An Investigation of Educational Technology Sustainability Factors in New Jersey Elementary Schools and their Alignment with 2008 New Jersey School Technology Survey. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1809


Seton Hall University

8. Bogart, Donna S. Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers.

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

  The primary objective of this mixed methods study was to explore the parameters of college students' perspectives on classroom learning environments. Specifically, the investigation… (more)

Subjects/Keywords: Learning; Psychology of; College student orientation; Achievement motivation; Learning strategies; Adult and Continuing Education; Education; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning; Teacher Education and Professional Development

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APA (6th Edition):

Bogart, D. S. (2007). Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2331

Chicago Manual of Style (16th Edition):

Bogart, Donna S. “Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers.” 2007. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/2331.

MLA Handbook (7th Edition):

Bogart, Donna S. “Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers.” 2007. Web. 12 Dec 2019.

Vancouver:

Bogart DS. Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/2331.

Council of Science Editors:

Bogart DS. Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/2331


Seton Hall University

9. Aviles, Jose. A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District.

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

. Advisors/Committee Members: Daniel Gutmore, Mario Santos, Rebecca Cox.

Subjects/Keywords: High schools; Urban districts; Magnet schools; Principals; Education; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Aviles, J. (2009). A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/57

Chicago Manual of Style (16th Edition):

Aviles, Jose. “A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/57.

MLA Handbook (7th Edition):

Aviles, Jose. “A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District.” 2009. Web. 12 Dec 2019.

Vancouver:

Aviles J. A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/57.

Council of Science Editors:

Aviles J. A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/57


Seton Hall University

10. Howe-Barksdale, Sydney. Actions Speak Louder Than Words: A Case Study of the Perceptions of African American Women Administrators of Community at William Paterson University of New Jersey.

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

. Advisors/Committee Members: Joseph Stetar, Nina Jemmott, Rebecca Cox.

Subjects/Keywords: Education; Social sciences; Women administrators; William Paterson University; New Jersey; African- American; Community; Leadership; Gender; Race; African American Studies; Higher Education; Higher Education Administration; Social and Cultural Anthropology; Women's Studies

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APA (6th Edition):

Howe-Barksdale, S. (2007). Actions Speak Louder Than Words: A Case Study of the Perceptions of African American Women Administrators of Community at William Paterson University of New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/158

Chicago Manual of Style (16th Edition):

Howe-Barksdale, Sydney. “Actions Speak Louder Than Words: A Case Study of the Perceptions of African American Women Administrators of Community at William Paterson University of New Jersey.” 2007. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/158.

MLA Handbook (7th Edition):

Howe-Barksdale, Sydney. “Actions Speak Louder Than Words: A Case Study of the Perceptions of African American Women Administrators of Community at William Paterson University of New Jersey.” 2007. Web. 12 Dec 2019.

Vancouver:

Howe-Barksdale S. Actions Speak Louder Than Words: A Case Study of the Perceptions of African American Women Administrators of Community at William Paterson University of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/158.

Council of Science Editors:

Howe-Barksdale S. Actions Speak Louder Than Words: A Case Study of the Perceptions of African American Women Administrators of Community at William Paterson University of New Jersey. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/158


Seton Hall University

11. Smolin, Margaret L. The Incorporation of the Norms Set Forth in Ex Corde Ecclesiae into the Administrative Practices at Mid-Atlantic Catholic University - A Case Study.

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

. Advisors/Committee Members: Joseph Stetar, Rebecca Cox, Monsignor Richard Liddy.

Subjects/Keywords: Education; Catholic Church; Catholic universities and colleges; United States; Education; Educational Administration and Supervision; Higher Education Administration

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APA (6th Edition):

Smolin, M. L. (2009). The Incorporation of the Norms Set Forth in Ex Corde Ecclesiae into the Administrative Practices at Mid-Atlantic Catholic University - A Case Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1611

Chicago Manual of Style (16th Edition):

Smolin, Margaret L. “The Incorporation of the Norms Set Forth in Ex Corde Ecclesiae into the Administrative Practices at Mid-Atlantic Catholic University - A Case Study.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1611.

MLA Handbook (7th Edition):

Smolin, Margaret L. “The Incorporation of the Norms Set Forth in Ex Corde Ecclesiae into the Administrative Practices at Mid-Atlantic Catholic University - A Case Study.” 2009. Web. 12 Dec 2019.

Vancouver:

Smolin ML. The Incorporation of the Norms Set Forth in Ex Corde Ecclesiae into the Administrative Practices at Mid-Atlantic Catholic University - A Case Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1611.

Council of Science Editors:

Smolin ML. The Incorporation of the Norms Set Forth in Ex Corde Ecclesiae into the Administrative Practices at Mid-Atlantic Catholic University - A Case Study. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1611


Seton Hall University

12. Keane, James M. The Perceived Effects the Decline of Catholic Students has on Governance and Organization at an American Catholic University.

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

. Advisors/Committee Members: Joseph Stetar, Rebecca Cox, Nancy Kaplan.

Subjects/Keywords: Education; Higher; Catholic Church; Catholic universities and colleges; United States; Education; Educational Administration and Supervision; Higher Education Administration; Religion

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APA (6th Edition):

Keane, J. M. (2007). The Perceived Effects the Decline of Catholic Students has on Governance and Organization at an American Catholic University. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1644

Chicago Manual of Style (16th Edition):

Keane, James M. “The Perceived Effects the Decline of Catholic Students has on Governance and Organization at an American Catholic University.” 2007. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1644.

MLA Handbook (7th Edition):

Keane, James M. “The Perceived Effects the Decline of Catholic Students has on Governance and Organization at an American Catholic University.” 2007. Web. 12 Dec 2019.

Vancouver:

Keane JM. The Perceived Effects the Decline of Catholic Students has on Governance and Organization at an American Catholic University. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1644.

Council of Science Editors:

Keane JM. The Perceived Effects the Decline of Catholic Students has on Governance and Organization at an American Catholic University. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/1644


Seton Hall University

13. Temple, Shawn Lea. Factors that Influence Students' Desires to Attend Higher Education.

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

. Advisors/Committee Members: Rebecca Cox, Christopher Tienken, Roberta Devlin-Scherer.

Subjects/Keywords: Education; Students; Higher education; Factors; Education

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APA (6th Edition):

Temple, S. L. (2009). Factors that Influence Students' Desires to Attend Higher Education. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/420

Chicago Manual of Style (16th Edition):

Temple, Shawn Lea. “Factors that Influence Students' Desires to Attend Higher Education.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/420.

MLA Handbook (7th Edition):

Temple, Shawn Lea. “Factors that Influence Students' Desires to Attend Higher Education.” 2009. Web. 12 Dec 2019.

Vancouver:

Temple SL. Factors that Influence Students' Desires to Attend Higher Education. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/420.

Council of Science Editors:

Temple SL. Factors that Influence Students' Desires to Attend Higher Education. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/420


Seton Hall University

14. Anzul, John C. An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Monitoring Program.

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

. Advisors/Committee Members: Anthony Colella, Rebecca Cox, Drucilla Clark.

Subjects/Keywords: Education; New Jersey; Mentoring; Mentoring programs in New Jersey; Principal training; Novice principals; Mentoring protégés; Changes in mentoring programs; Educational Administration and Supervision

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APA (6th Edition):

Anzul, J. C. (2008). An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Monitoring Program. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/204

Chicago Manual of Style (16th Edition):

Anzul, John C. “An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Monitoring Program.” 2008. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/204.

MLA Handbook (7th Edition):

Anzul, John C. “An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Monitoring Program.” 2008. Web. 12 Dec 2019.

Vancouver:

Anzul JC. An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Monitoring Program. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/204.

Council of Science Editors:

Anzul JC. An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Monitoring Program. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/204


Seton Hall University

15. Dillon, Mary A. Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors.

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

. Advisors/Committee Members: Rebecca Cox, Christopher H. Tienken, Joseph J. Martinelli.

Subjects/Keywords: Education; Middle income; College-bound; High school seniors; First-generation students; High school-college transition; Secondary Education and Teaching

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APA (6th Edition):

Dillon, M. A. (2010). Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/475

Chicago Manual of Style (16th Edition):

Dillon, Mary A. “Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors.” 2010. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/475.

MLA Handbook (7th Edition):

Dillon, Mary A. “Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors.” 2010. Web. 12 Dec 2019.

Vancouver:

Dillon MA. Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/475.

Council of Science Editors:

Dillon MA. Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/475


Seton Hall University

16. Witek, Paul J. Sustaining Faith- Informed Mission at Religiously-Affiliated Colleges and Universities: a Qualitative Case Study of Three Institutions.

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

Subjects/Keywords: Education; Religious colleges & universities; Christian higher education; Faith-based education; Distinctive mission; Organizational distinctiveness; Faith-integration; Christian education; Mission; Higher Education; Other Philosophy

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APA (6th Edition):

Witek, P. J. (2009). Sustaining Faith- Informed Mission at Religiously-Affiliated Colleges and Universities: a Qualitative Case Study of Three Institutions. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1461

Chicago Manual of Style (16th Edition):

Witek, Paul J. “Sustaining Faith- Informed Mission at Religiously-Affiliated Colleges and Universities: a Qualitative Case Study of Three Institutions.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1461.

MLA Handbook (7th Edition):

Witek, Paul J. “Sustaining Faith- Informed Mission at Religiously-Affiliated Colleges and Universities: a Qualitative Case Study of Three Institutions.” 2009. Web. 12 Dec 2019.

Vancouver:

Witek PJ. Sustaining Faith- Informed Mission at Religiously-Affiliated Colleges and Universities: a Qualitative Case Study of Three Institutions. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1461.

Council of Science Editors:

Witek PJ. Sustaining Faith- Informed Mission at Religiously-Affiliated Colleges and Universities: a Qualitative Case Study of Three Institutions. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1461


Seton Hall University

17. Daunarummo, Andrea. Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers.

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

. Advisors/Committee Members: Dr. Rebecca Cox, William W. Suriano, Joseph A. Petrosino.

Subjects/Keywords: Education; Inclusion; High school; Teachers; Special education; Administration; Perceptions; Necessary support; Educational Administration and Supervision; Special Education and Teaching

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APA (6th Edition):

Daunarummo, A. (2010). Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1300

Chicago Manual of Style (16th Edition):

Daunarummo, Andrea. “Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers.” 2010. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1300.

MLA Handbook (7th Edition):

Daunarummo, Andrea. “Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers.” 2010. Web. 12 Dec 2019.

Vancouver:

Daunarummo A. Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1300.

Council of Science Editors:

Daunarummo A. Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1300


Seton Hall University

18. Jean, Daniel. The Academic and Social Adjustment of First-Generation College Students.

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

. Advisors/Committee Members: Dr. Rebecca Cox, Dr. Joseph Stetar, Dr. Martha Ecker.

Subjects/Keywords: Education; Social adjustment; First-generation college students; Academic adjustment; Educational Psychology; Higher Education

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APA (6th Edition):

Jean, D. (2010). The Academic and Social Adjustment of First-Generation College Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1490

Chicago Manual of Style (16th Edition):

Jean, Daniel. “The Academic and Social Adjustment of First-Generation College Students.” 2010. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1490.

MLA Handbook (7th Edition):

Jean, Daniel. “The Academic and Social Adjustment of First-Generation College Students.” 2010. Web. 12 Dec 2019.

Vancouver:

Jean D. The Academic and Social Adjustment of First-Generation College Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1490.

Council of Science Editors:

Jean D. The Academic and Social Adjustment of First-Generation College Students. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1490


Seton Hall University

19. Gersh, Iris. Culinary Industry Practitioners and Educators' Perceptions of Core Competencies for a Four-Year Bachelor's Degree in the Culinary Arts.

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

Subjects/Keywords: Culinary Arts; Vocational Education; Competency Study; Professional Education; Curriculum Assessment; Culinary School ranking criteria; Education; Educational Assessment, Evaluation, and Research; Home Economics

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APA (6th Edition):

Gersh, I. (2011). Culinary Industry Practitioners and Educators' Perceptions of Core Competencies for a Four-Year Bachelor's Degree in the Culinary Arts. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/31

Chicago Manual of Style (16th Edition):

Gersh, Iris. “Culinary Industry Practitioners and Educators' Perceptions of Core Competencies for a Four-Year Bachelor's Degree in the Culinary Arts.” 2011. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/31.

MLA Handbook (7th Edition):

Gersh, Iris. “Culinary Industry Practitioners and Educators' Perceptions of Core Competencies for a Four-Year Bachelor's Degree in the Culinary Arts.” 2011. Web. 12 Dec 2019.

Vancouver:

Gersh I. Culinary Industry Practitioners and Educators' Perceptions of Core Competencies for a Four-Year Bachelor's Degree in the Culinary Arts. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/31.

Council of Science Editors:

Gersh I. Culinary Industry Practitioners and Educators' Perceptions of Core Competencies for a Four-Year Bachelor's Degree in the Culinary Arts. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/31


Seton Hall University

20. Koehler, Kristen. The Role of the President in Achieving Balance Between Athletics and Academics at Division I-A Institutions.

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

. Advisors/Committee Members: Dr. Rebecca Cox, Dr. Lisa DiBisceglie, Dr. William Suriano.

Subjects/Keywords: Education; President; Athletics; Academics; NCAA Division I-A; Educational Administration and Supervision; Higher Education

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APA (6th Edition):

Koehler, K. (2007). The Role of the President in Achieving Balance Between Athletics and Academics at Division I-A Institutions. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1716

Chicago Manual of Style (16th Edition):

Koehler, Kristen. “The Role of the President in Achieving Balance Between Athletics and Academics at Division I-A Institutions.” 2007. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1716.

MLA Handbook (7th Edition):

Koehler, Kristen. “The Role of the President in Achieving Balance Between Athletics and Academics at Division I-A Institutions.” 2007. Web. 12 Dec 2019.

Vancouver:

Koehler K. The Role of the President in Achieving Balance Between Athletics and Academics at Division I-A Institutions. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1716.

Council of Science Editors:

Koehler K. The Role of the President in Achieving Balance Between Athletics and Academics at Division I-A Institutions. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/1716


Seton Hall University

21. Blue, Maureen A. The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership.

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

. Advisors/Committee Members: Dr. Rebecca Cox, James M. Caulfield, John Collins.

Subjects/Keywords: Education; Resilience; Doctoral completion; Tinto; Vincent; Completion; Acceptance criteria; Leadership development; Educational Leadership; Educational Psychology; Higher Education

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APA (6th Edition):

Blue, M. A. (2008). The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1618

Chicago Manual of Style (16th Edition):

Blue, Maureen A. “The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership.” 2008. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/1618.

MLA Handbook (7th Edition):

Blue, Maureen A. “The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership.” 2008. Web. 12 Dec 2019.

Vancouver:

Blue MA. The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/1618.

Council of Science Editors:

Blue MA. The Influence of Resilence on Doctoral Completion in One Preparation Program in Educational Ledership. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/1618


Seton Hall University

22. Tomko, Richard D. " I Shouldn't Be in This Class!": Perceptions of Proficient High School Graduates Enrolled in College Developmental English.

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

. Advisors/Committee Members: Dr. Jospeh Stetar, Dr. Rebecca Cox, Dr. EunYoung Kim.

Subjects/Keywords: Development English; Student Perceptions; Higher Education; Exceptions GAP; College Readiness; Remedial Education; Higher Education; Secondary Education and Teaching

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APA (6th Edition):

Tomko, R. D. (2011). " I Shouldn't Be in This Class!": Perceptions of Proficient High School Graduates Enrolled in College Developmental English. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/129

Chicago Manual of Style (16th Edition):

Tomko, Richard D. “" I Shouldn't Be in This Class!": Perceptions of Proficient High School Graduates Enrolled in College Developmental English.” 2011. Doctoral Dissertation, Seton Hall University. Accessed December 12, 2019. http://scholarship.shu.edu/dissertations/129.

MLA Handbook (7th Edition):

Tomko, Richard D. “" I Shouldn't Be in This Class!": Perceptions of Proficient High School Graduates Enrolled in College Developmental English.” 2011. Web. 12 Dec 2019.

Vancouver:

Tomko RD. " I Shouldn't Be in This Class!": Perceptions of Proficient High School Graduates Enrolled in College Developmental English. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Dec 12]. Available from: http://scholarship.shu.edu/dissertations/129.

Council of Science Editors:

Tomko RD. " I Shouldn't Be in This Class!": Perceptions of Proficient High School Graduates Enrolled in College Developmental English. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/129

.