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You searched for +publisher:"Seton Hall University" +contributor:("Shouping Hu"). Showing records 1 – 13 of 13 total matches.

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Seton Hall University

1. Fazari, Giuseppe Michael. Patterns of On-Campus Theft Victimization Among Undergraduate Students and Their Impact on Satisfaction at a Higher Education Institution.

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

. Advisors/Committee Members: Martin Finkelstein, Elaine Walker, Shouping Hu.

Subjects/Keywords: Social sciences; Education; On-campus; Theft; Victimization; Undergraduate; Higher education; Criminology and Criminal Justice; Higher Education

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APA (6th Edition):

Fazari, G. M. (2003). Patterns of On-Campus Theft Victimization Among Undergraduate Students and Their Impact on Satisfaction at a Higher Education Institution. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1330

Chicago Manual of Style (16th Edition):

Fazari, Giuseppe Michael. “Patterns of On-Campus Theft Victimization Among Undergraduate Students and Their Impact on Satisfaction at a Higher Education Institution.” 2003. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1330.

MLA Handbook (7th Edition):

Fazari, Giuseppe Michael. “Patterns of On-Campus Theft Victimization Among Undergraduate Students and Their Impact on Satisfaction at a Higher Education Institution.” 2003. Web. 13 Dec 2019.

Vancouver:

Fazari GM. Patterns of On-Campus Theft Victimization Among Undergraduate Students and Their Impact on Satisfaction at a Higher Education Institution. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1330.

Council of Science Editors:

Fazari GM. Patterns of On-Campus Theft Victimization Among Undergraduate Students and Their Impact on Satisfaction at a Higher Education Institution. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/1330


Seton Hall University

2. Torres, Judith. A Study Of The Effectiveness Of A Consolidated Bilingual Program In A Large Urban District.

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

. Advisors/Committee Members: Juan Cobarrubias, Shouping Hu, Soundaram Ramaswami.

Subjects/Keywords: Education; Bilingual program; Urban education; English as a Second Language; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Torres, J. (2003). A Study Of The Effectiveness Of A Consolidated Bilingual Program In A Large Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/148

Chicago Manual of Style (16th Edition):

Torres, Judith. “A Study Of The Effectiveness Of A Consolidated Bilingual Program In A Large Urban District.” 2003. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/148.

MLA Handbook (7th Edition):

Torres, Judith. “A Study Of The Effectiveness Of A Consolidated Bilingual Program In A Large Urban District.” 2003. Web. 13 Dec 2019.

Vancouver:

Torres J. A Study Of The Effectiveness Of A Consolidated Bilingual Program In A Large Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/148.

Council of Science Editors:

Torres J. A Study Of The Effectiveness Of A Consolidated Bilingual Program In A Large Urban District. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/148


Seton Hall University

3. Perry, Kinna F. The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School.

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

. Advisors/Committee Members: Shouping Hu, Joseph Stetar, Elaine Walker.

Subjects/Keywords: Education; African Americans; Higher education; African American high school students; College choice; Social aspects; United States; Education; Educational Assessment, Evaluation, and Research; Urban Education

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APA (6th Edition):

Perry, K. F. (2004). The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1654

Chicago Manual of Style (16th Edition):

Perry, Kinna F. “The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School.” 2004. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1654.

MLA Handbook (7th Edition):

Perry, Kinna F. “The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School.” 2004. Web. 13 Dec 2019.

Vancouver:

Perry KF. The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1654.

Council of Science Editors:

Perry KF. The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1654


Seton Hall University

4. O'Connor, Thomas M. An Assessment of Web Based Instructional Strategy.

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

. Advisors/Committee Members: Joseph Stetar, John Collins, Shouping Hu.

Subjects/Keywords: Education; Web based; Web Based Learning; Learning Strategies; E-Learning; Instructional strategy; Adult and Continuing Education and Teaching; Higher Education

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APA (6th Edition):

O'Connor, T. M. (2006). An Assessment of Web Based Instructional Strategy. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/294

Chicago Manual of Style (16th Edition):

O'Connor, Thomas M. “An Assessment of Web Based Instructional Strategy.” 2006. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/294.

MLA Handbook (7th Edition):

O'Connor, Thomas M. “An Assessment of Web Based Instructional Strategy.” 2006. Web. 13 Dec 2019.

Vancouver:

O'Connor TM. An Assessment of Web Based Instructional Strategy. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/294.

Council of Science Editors:

O'Connor TM. An Assessment of Web Based Instructional Strategy. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/294


Seton Hall University

5. Rossi Jr., Michael A. The Effect of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations.

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

. Advisors/Committee Members: Martin Finklestein, Joseph Stetar, Shouping Hu.

Subjects/Keywords: Education; Intervention; Faculty; Administrator; Attitude; Course evaluation; Adult and Continuing Education Administration; Other Education

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APA (6th Edition):

Rossi Jr., M. A. (2002). The Effect of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1549

Chicago Manual of Style (16th Edition):

Rossi Jr., Michael A. “The Effect of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations.” 2002. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1549.

MLA Handbook (7th Edition):

Rossi Jr., Michael A. “The Effect of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations.” 2002. Web. 13 Dec 2019.

Vancouver:

Rossi Jr. MA. The Effect of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1549.

Council of Science Editors:

Rossi Jr. MA. The Effect of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1549


Seton Hall University

6. Santiago, Martha. Community And School Violence: An Ethnographic Study.

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

. Advisors/Committee Members: Juan Cobarrubias, Nilda Bayron-Resnick, Shouping Hu.

Subjects/Keywords: Social sciences; Education; Psychology; School violence; Community violence; Violence; Juvenile delinquency; Criminology and Criminal Justice; Educational Administration and Supervision; Social Psychology; Social Work

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APA (6th Edition):

Santiago, M. (2004). Community And School Violence: An Ethnographic Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/331

Chicago Manual of Style (16th Edition):

Santiago, Martha. “Community And School Violence: An Ethnographic Study.” 2004. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/331.

MLA Handbook (7th Edition):

Santiago, Martha. “Community And School Violence: An Ethnographic Study.” 2004. Web. 13 Dec 2019.

Vancouver:

Santiago M. Community And School Violence: An Ethnographic Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/331.

Council of Science Editors:

Santiago M. Community And School Violence: An Ethnographic Study. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/331


Seton Hall University

7. Green, Thomas C. Comparative Policy Analysis of Trends in Higher Education Aspirations, Access and Attainment Among Low-Socioeconomic Students Using Longitudinal Data Sets.

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

. Advisors/Committee Members: Joseph Stetar, Martin Finkelstein, Shouping Hu.

Subjects/Keywords: Education; Policy; Higher education; Aspirations; Low socioeconomic status; Higher Education

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APA (6th Edition):

Green, T. C. (2006). Comparative Policy Analysis of Trends in Higher Education Aspirations, Access and Attainment Among Low-Socioeconomic Students Using Longitudinal Data Sets. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/332

Chicago Manual of Style (16th Edition):

Green, Thomas C. “Comparative Policy Analysis of Trends in Higher Education Aspirations, Access and Attainment Among Low-Socioeconomic Students Using Longitudinal Data Sets.” 2006. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/332.

MLA Handbook (7th Edition):

Green, Thomas C. “Comparative Policy Analysis of Trends in Higher Education Aspirations, Access and Attainment Among Low-Socioeconomic Students Using Longitudinal Data Sets.” 2006. Web. 13 Dec 2019.

Vancouver:

Green TC. Comparative Policy Analysis of Trends in Higher Education Aspirations, Access and Attainment Among Low-Socioeconomic Students Using Longitudinal Data Sets. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/332.

Council of Science Editors:

Green TC. Comparative Policy Analysis of Trends in Higher Education Aspirations, Access and Attainment Among Low-Socioeconomic Students Using Longitudinal Data Sets. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/332


Seton Hall University

8. Sheard, Debra Jo. Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices.

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

. Advisors/Committee Members: Shouping Hu, John Collins, Jeffrey Graber.

Subjects/Keywords: Education; Teachers; Professional learning; Leadership; Reflective practice; Transformative leadership; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Sheard, D. J. (2004). Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1472

Chicago Manual of Style (16th Edition):

Sheard, Debra Jo. “Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices.” 2004. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1472.

MLA Handbook (7th Edition):

Sheard, Debra Jo. “Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices.” 2004. Web. 13 Dec 2019.

Vancouver:

Sheard DJ. Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1472.

Council of Science Editors:

Sheard DJ. Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1472


Seton Hall University

9. Del Risco, Gilda. Title VII, The Bilingual Education Act: a Study of the Evolution of United States Federal Policy Since 1968 to the Year 2000.

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

. Advisors/Committee Members: Shouping Hu, Daniel Gutmore, Annette Lopez.

Subjects/Keywords: Social sciences; Education; Title VII; Bilingual Education Act; Federal policy; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Del Risco, G. (2001). Title VII, The Bilingual Education Act: a Study of the Evolution of United States Federal Policy Since 1968 to the Year 2000. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1691

Chicago Manual of Style (16th Edition):

Del Risco, Gilda. “Title VII, The Bilingual Education Act: a Study of the Evolution of United States Federal Policy Since 1968 to the Year 2000.” 2001. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1691.

MLA Handbook (7th Edition):

Del Risco, Gilda. “Title VII, The Bilingual Education Act: a Study of the Evolution of United States Federal Policy Since 1968 to the Year 2000.” 2001. Web. 13 Dec 2019.

Vancouver:

Del Risco G. Title VII, The Bilingual Education Act: a Study of the Evolution of United States Federal Policy Since 1968 to the Year 2000. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1691.

Council of Science Editors:

Del Risco G. Title VII, The Bilingual Education Act: a Study of the Evolution of United States Federal Policy Since 1968 to the Year 2000. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/1691


Seton Hall University

10. Melendez, John. Doctoral Scholarship Examined: Dissertation Research In The Field Of Higher Education Studies.

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

. Advisors/Committee Members: Martin Finkelstein, Joseph Stetar, Shouping Hu.

Subjects/Keywords: Education; Doctoral scholarship; Dissertation research; Higher education studies; Higher Education

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APA (6th Edition):

Melendez, J. (2002). Doctoral Scholarship Examined: Dissertation Research In The Field Of Higher Education Studies. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/375

Chicago Manual of Style (16th Edition):

Melendez, John. “Doctoral Scholarship Examined: Dissertation Research In The Field Of Higher Education Studies.” 2002. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/375.

MLA Handbook (7th Edition):

Melendez, John. “Doctoral Scholarship Examined: Dissertation Research In The Field Of Higher Education Studies.” 2002. Web. 13 Dec 2019.

Vancouver:

Melendez J. Doctoral Scholarship Examined: Dissertation Research In The Field Of Higher Education Studies. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/375.

Council of Science Editors:

Melendez J. Doctoral Scholarship Examined: Dissertation Research In The Field Of Higher Education Studies. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/375


Seton Hall University

11. Singer, Miriam J. An Outcomes Based Study Of Whole School Reform In The Abbott Districts: An In-Depth Study Of Academic Progress At The Lower Elementary Level Based On The Fourth Grade Espas.

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

. Advisors/Committee Members: Elaine M. Walker, John W. Collins, Shouping Hu.

Subjects/Keywords: Education; Fourth grade; Elementary School Proficiency Assessment; New Jersey; Whole school reform; Abbott Districts; Academic progress; Curriculum and Instruction; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Singer, M. J. (2002). An Outcomes Based Study Of Whole School Reform In The Abbott Districts: An In-Depth Study Of Academic Progress At The Lower Elementary Level Based On The Fourth Grade Espas. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/239

Chicago Manual of Style (16th Edition):

Singer, Miriam J. “An Outcomes Based Study Of Whole School Reform In The Abbott Districts: An In-Depth Study Of Academic Progress At The Lower Elementary Level Based On The Fourth Grade Espas.” 2002. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/239.

MLA Handbook (7th Edition):

Singer, Miriam J. “An Outcomes Based Study Of Whole School Reform In The Abbott Districts: An In-Depth Study Of Academic Progress At The Lower Elementary Level Based On The Fourth Grade Espas.” 2002. Web. 13 Dec 2019.

Vancouver:

Singer MJ. An Outcomes Based Study Of Whole School Reform In The Abbott Districts: An In-Depth Study Of Academic Progress At The Lower Elementary Level Based On The Fourth Grade Espas. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/239.

Council of Science Editors:

Singer MJ. An Outcomes Based Study Of Whole School Reform In The Abbott Districts: An In-Depth Study Of Academic Progress At The Lower Elementary Level Based On The Fourth Grade Espas. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/239


Seton Hall University

12. Linfante, Felix A. Students' Success In College Level English Composition After Completing Developmental English In An Urban Community College.

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

. Advisors/Committee Members: Dr. Shouping Hu, Dr. Daniel Gutmore, Dr. Joseph Ciccone.

Subjects/Keywords: Education; College level; English; Composition; Developmental English; Community college; Curriculum and Instruction

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APA (6th Edition):

Linfante, F. A. (2002). Students' Success In College Level English Composition After Completing Developmental English In An Urban Community College. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1464

Chicago Manual of Style (16th Edition):

Linfante, Felix A. “Students' Success In College Level English Composition After Completing Developmental English In An Urban Community College.” 2002. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1464.

MLA Handbook (7th Edition):

Linfante, Felix A. “Students' Success In College Level English Composition After Completing Developmental English In An Urban Community College.” 2002. Web. 13 Dec 2019.

Vancouver:

Linfante FA. Students' Success In College Level English Composition After Completing Developmental English In An Urban Community College. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1464.

Council of Science Editors:

Linfante FA. Students' Success In College Level English Composition After Completing Developmental English In An Urban Community College. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1464


Seton Hall University

13. Gayles, Antoine L. Systemic Reform in a Third Cohort Abbott District.

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

. Advisors/Committee Members: Dr. Elaine Walker PhD, Shouping Hu PhD, Julia Miller EdD.

Subjects/Keywords: Education; Systemic reform; Third cohort; Abbott vs. Burke; New Jersey; Whole school reform; Educational Administration and Supervision

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APA (6th Edition):

Gayles, A. L. (2004). Systemic Reform in a Third Cohort Abbott District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1487

Chicago Manual of Style (16th Edition):

Gayles, Antoine L. “Systemic Reform in a Third Cohort Abbott District.” 2004. Doctoral Dissertation, Seton Hall University. Accessed December 13, 2019. http://scholarship.shu.edu/dissertations/1487.

MLA Handbook (7th Edition):

Gayles, Antoine L. “Systemic Reform in a Third Cohort Abbott District.” 2004. Web. 13 Dec 2019.

Vancouver:

Gayles AL. Systemic Reform in a Third Cohort Abbott District. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Dec 13]. Available from: http://scholarship.shu.edu/dissertations/1487.

Council of Science Editors:

Gayles AL. Systemic Reform in a Third Cohort Abbott District. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1487

.