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Dept: Education Leadership, Management and Policy

You searched for subject:( Educational counseling ). Showing records 1 – 30 of 453 total matches.

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Seton Hall University

1. Gonzalez, Carolina E. The Self-Perceived College Persistence Factors Of Successful Latino Males.

Degree: PhD, Education Leadership, Management and Policy, 2015, Seton Hall University

  The experiences of Latino male students are oftentimes consolidated with those of other student populations from similar backgrounds. While the research on Latino males… (more)

Subjects/Keywords: Persistence; Hispanic; Qualitative; Self-Efficacy; Peer; Educational Experience; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Gonzalez, C. E. (2015). The Self-Perceived College Persistence Factors Of Successful Latino Males. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2125

Chicago Manual of Style (16th Edition):

Gonzalez, Carolina E. “The Self-Perceived College Persistence Factors Of Successful Latino Males.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2125.

MLA Handbook (7th Edition):

Gonzalez, Carolina E. “The Self-Perceived College Persistence Factors Of Successful Latino Males.” 2015. Web. 25 Mar 2019.

Vancouver:

Gonzalez CE. The Self-Perceived College Persistence Factors Of Successful Latino Males. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2125.

Council of Science Editors:

Gonzalez CE. The Self-Perceived College Persistence Factors Of Successful Latino Males. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2125


Seton Hall University

2. Marchesi, Patricia A. Improving College-Going Trends for First Generation Latino Students: The Importance of Habitus, School Culture and Culturally Responsive Counseling.

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

  Throughout history, the United States has symbolized a place of opportunity, viewed as a place where achieving a better life is possible. This viewpoint… (more)

Subjects/Keywords: Latino first-generation college-goers; college-going culture; school counselors; habitus; culturally responsive counseling; post-secondary enrollment; Educational Leadership; Secondary Education; Student Counseling and Personnel Services

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APA (6th Edition):

Marchesi, P. A. (2017). Improving College-Going Trends for First Generation Latino Students: The Importance of Habitus, School Culture and Culturally Responsive Counseling. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2242

Chicago Manual of Style (16th Edition):

Marchesi, Patricia A. “Improving College-Going Trends for First Generation Latino Students: The Importance of Habitus, School Culture and Culturally Responsive Counseling.” 2017. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2242.

MLA Handbook (7th Edition):

Marchesi, Patricia A. “Improving College-Going Trends for First Generation Latino Students: The Importance of Habitus, School Culture and Culturally Responsive Counseling.” 2017. Web. 25 Mar 2019.

Vancouver:

Marchesi PA. Improving College-Going Trends for First Generation Latino Students: The Importance of Habitus, School Culture and Culturally Responsive Counseling. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2242.

Council of Science Editors:

Marchesi PA. Improving College-Going Trends for First Generation Latino Students: The Importance of Habitus, School Culture and Culturally Responsive Counseling. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2242


Seton Hall University

3. Putrino, Jr., Joseph A. Effects of Implementation Intentions on Teacher Intervention for Name Calling.

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

. Advisors/Committee Members: Daniel Gutmore, Elaine Walker, James Clayton.

Subjects/Keywords: Education; Bullying; Name calling; Education; Educational Psychology; Student Counseling and Personnel Services

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APA (6th Edition):

Putrino, Jr., J. A. (2009). Effects of Implementation Intentions on Teacher Intervention for Name Calling. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/389

Chicago Manual of Style (16th Edition):

Putrino, Jr., Joseph A. “Effects of Implementation Intentions on Teacher Intervention for Name Calling.” 2009. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/389.

MLA Handbook (7th Edition):

Putrino, Jr., Joseph A. “Effects of Implementation Intentions on Teacher Intervention for Name Calling.” 2009. Web. 25 Mar 2019.

Vancouver:

Putrino, Jr. JA. Effects of Implementation Intentions on Teacher Intervention for Name Calling. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/389.

Council of Science Editors:

Putrino, Jr. JA. Effects of Implementation Intentions on Teacher Intervention for Name Calling. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/389


Seton Hall University

4. Sprague, Cherry K. The Impact of Peer Mentoring on the Academic and Nonacademic Performance of High School Students.

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

. Advisors/Committee Members: Elaine Walker, Daniel Gutmore, Jeffrey Graber.

Subjects/Keywords: Education; Mentoring in education; Peer counseling of students; Education; Educational Methods

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APA (6th Edition):

Sprague, C. K. (2007). The Impact of Peer Mentoring on the Academic and Nonacademic Performance of High School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1595

Chicago Manual of Style (16th Edition):

Sprague, Cherry K. “The Impact of Peer Mentoring on the Academic and Nonacademic Performance of High School Students.” 2007. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/1595.

MLA Handbook (7th Edition):

Sprague, Cherry K. “The Impact of Peer Mentoring on the Academic and Nonacademic Performance of High School Students.” 2007. Web. 25 Mar 2019.

Vancouver:

Sprague CK. The Impact of Peer Mentoring on the Academic and Nonacademic Performance of High School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/1595.

Council of Science Editors:

Sprague CK. The Impact of Peer Mentoring on the Academic and Nonacademic Performance of High School Students. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/1595


Seton Hall University

5. Ugwuegbulem, Longinus Nwakire. Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status.

Degree: PhD, Education Leadership, Management and Policy, 2018, Seton Hall University

  Recent academic achievement gaps of public secondary students in Imo State, in WAEC, NECO, and JAMB examinations posed a threat to students’ aspiration to… (more)

Subjects/Keywords: Parental Involvement; Parents; Socioeconomic status; Secondary education; College; Student Achievement; Educational Leadership; Higher Education; International and Comparative Education; Secondary Education; Social and Philosophical Foundations of Education; Student Counseling and Personnel Services

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APA (6th Edition):

Ugwuegbulem, L. N. (2018). Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2540

Chicago Manual of Style (16th Edition):

Ugwuegbulem, Longinus Nwakire. “Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status.” 2018. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. https://scholarship.shu.edu/dissertations/2540.

MLA Handbook (7th Edition):

Ugwuegbulem, Longinus Nwakire. “Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status.” 2018. Web. 25 Mar 2019.

Vancouver:

Ugwuegbulem LN. Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Mar 25]. Available from: https://scholarship.shu.edu/dissertations/2540.

Council of Science Editors:

Ugwuegbulem LN. Exploring Parental Involvement in Public Secondary Schools in Imo State, Nigeria: The Role of Socioeconomic Status. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2540


Seton Hall University

6. Seiss, Dena Daza. A Qualitative Study of the Attitudes of Supervisors/Directors Toward the Comprehensive Guidance and Counseling Programs in Selected K-12 School Districts.

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

. Advisors/Committee Members: Anthony J. Colella, Michael J. Osnato, Sandra E. Moore.

Subjects/Keywords: Education; Supervisors; Directors; Attitudes; Comprehensive guidance programs; Counseling programs; K-12; School districs; Education; Educational Administration and Supervision; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Seiss, D. D. (2005). A Qualitative Study of the Attitudes of Supervisors/Directors Toward the Comprehensive Guidance and Counseling Programs in Selected K-12 School Districts. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/110

Chicago Manual of Style (16th Edition):

Seiss, Dena Daza. “A Qualitative Study of the Attitudes of Supervisors/Directors Toward the Comprehensive Guidance and Counseling Programs in Selected K-12 School Districts.” 2005. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/110.

MLA Handbook (7th Edition):

Seiss, Dena Daza. “A Qualitative Study of the Attitudes of Supervisors/Directors Toward the Comprehensive Guidance and Counseling Programs in Selected K-12 School Districts.” 2005. Web. 25 Mar 2019.

Vancouver:

Seiss DD. A Qualitative Study of the Attitudes of Supervisors/Directors Toward the Comprehensive Guidance and Counseling Programs in Selected K-12 School Districts. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/110.

Council of Science Editors:

Seiss DD. A Qualitative Study of the Attitudes of Supervisors/Directors Toward the Comprehensive Guidance and Counseling Programs in Selected K-12 School Districts. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/110


Seton Hall University

7. Fox, Meredith. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This non-experimental, correlational, explanatory, cross-sectional study using quantitative methods sought to determine which combination of 20 out-of-school community demographic factors, while controlling for two… (more)

Subjects/Keywords: educational assessment; curriculum and instruction; educational leadership; educational policy; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Fox, M. (2015). The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2086

Chicago Manual of Style (16th Edition):

Fox, Meredith. “The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2086.

MLA Handbook (7th Edition):

Fox, Meredith. “The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7.” 2015. Web. 25 Mar 2019.

Vancouver:

Fox M. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2086.

Council of Science Editors:

Fox M. The Predictive Power of Community, Family, and School Variables on Student Achievement on the NJ Ask Language Arts Literacy in New Jersey in Grades 6 and 7. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2086

8. Morillo, Mitzi N. A Narrative Study on the Leadership Development of Female Superintendents in New Jersey.

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

  The purpose of this study was to explore, through the lived experiences of 8 women who achieved the superintendency in New Jersey, the intersectionality… (more)

Subjects/Keywords: intersectionality; superintendents; female; leadership development; educational leadership; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Morillo, M. N. (2017). A Narrative Study on the Leadership Development of Female Superintendents in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2244

Chicago Manual of Style (16th Edition):

Morillo, Mitzi N. “A Narrative Study on the Leadership Development of Female Superintendents in New Jersey.” 2017. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2244.

MLA Handbook (7th Edition):

Morillo, Mitzi N. “A Narrative Study on the Leadership Development of Female Superintendents in New Jersey.” 2017. Web. 25 Mar 2019.

Vancouver:

Morillo MN. A Narrative Study on the Leadership Development of Female Superintendents in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2244.

Council of Science Editors:

Morillo MN. A Narrative Study on the Leadership Development of Female Superintendents in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2244

9. Reyes, Richard. School Shootings and Principals' Perception of Armed Personnel in an Education Setting.

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

  The purpose of this study was to explore the dilemma principals have in determining the best approach to provide safe environment for their students… (more)

Subjects/Keywords: School Shootings; School Violence; Active Shooter; Armed Personnel in Schools; School Resource Officers; Criminal Law; Criminal Procedure; Education; Educational Administration and Supervision; Educational Leadership; Law Enforcement and Corrections; Social and Behavioral Sciences; Student Counseling and Personnel Services; Urban Education; Urban Studies and Planning

…at the same time ensuring that the educational setting will not be disrupted. In the… …principals are entrusted to ensure that the educational environment is safe for both students and… …students and faculty while protecting the educational integrity of the academic institution… …This debate continues throughout the educational and law enforcement community. In Little… …encourage an educational environment, so must the faculty. A national survey of schools and law… 

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APA (6th Edition):

Reyes, R. (2014). School Shootings and Principals' Perception of Armed Personnel in an Education Setting. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2006

Chicago Manual of Style (16th Edition):

Reyes, Richard. “School Shootings and Principals' Perception of Armed Personnel in an Education Setting.” 2014. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2006.

MLA Handbook (7th Edition):

Reyes, Richard. “School Shootings and Principals' Perception of Armed Personnel in an Education Setting.” 2014. Web. 25 Mar 2019.

Vancouver:

Reyes R. School Shootings and Principals' Perception of Armed Personnel in an Education Setting. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2006.

Council of Science Editors:

Reyes R. School Shootings and Principals' Perception of Armed Personnel in an Education Setting. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2006


Seton Hall University

10. Gallahue, Thomas J., Jr. The Association of Principal Leadership Styles with Student Achievement in Traditional New Jersey Public Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  As the achievement gap widens, it is even more critical than ever to examine factors that may influence the closing of that chasm. Principal… (more)

Subjects/Keywords: Educational Leadership; Student achievement; Leadership frames; Bolman & Deal; Socioeconomics; NJDOE School Report Card; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Gallahue, Thomas J., J. (2018). The Association of Principal Leadership Styles with Student Achievement in Traditional New Jersey Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2589

Chicago Manual of Style (16th Edition):

Gallahue, Thomas J., Jr. “The Association of Principal Leadership Styles with Student Achievement in Traditional New Jersey Public Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. https://scholarship.shu.edu/dissertations/2589.

MLA Handbook (7th Edition):

Gallahue, Thomas J., Jr. “The Association of Principal Leadership Styles with Student Achievement in Traditional New Jersey Public Schools.” 2018. Web. 25 Mar 2019.

Vancouver:

Gallahue, Thomas J. J. The Association of Principal Leadership Styles with Student Achievement in Traditional New Jersey Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Mar 25]. Available from: https://scholarship.shu.edu/dissertations/2589.

Council of Science Editors:

Gallahue, Thomas J. J. The Association of Principal Leadership Styles with Student Achievement in Traditional New Jersey Public Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2589


Seton Hall University

11. Garland, Janice E. The Relationship Between Principal Leadership Behavior and Student Achievement in Low Performing Schools.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  This study examined the relationship between principal instructional leadership behaviors and student achievement in the context of low-performing Title I-eligible schools. The intent was… (more)

Subjects/Keywords: Instructional leadership; Principal Leadership; Educational Leadership; Principal Tenure; Principal Experience; School Size; School Level; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Garland, J. E. (2018). The Relationship Between Principal Leadership Behavior and Student Achievement in Low Performing Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2511

Chicago Manual of Style (16th Edition):

Garland, Janice E. “The Relationship Between Principal Leadership Behavior and Student Achievement in Low Performing Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2511.

MLA Handbook (7th Edition):

Garland, Janice E. “The Relationship Between Principal Leadership Behavior and Student Achievement in Low Performing Schools.” 2018. Web. 25 Mar 2019.

Vancouver:

Garland JE. The Relationship Between Principal Leadership Behavior and Student Achievement in Low Performing Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2511.

Council of Science Editors:

Garland JE. The Relationship Between Principal Leadership Behavior and Student Achievement in Low Performing Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2511


Seton Hall University

12. Dries, Shannon D. The influence of Parent Portal Access on Student Efficacy and Parental Involvement.

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

  This study examined the influence of Parent Portal access on student achievement and parental involvement defined as home-to-school communication. The population was students in… (more)

Subjects/Keywords: parental involvement; student achievement; technology; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Dries, S. D. (2014). The influence of Parent Portal Access on Student Efficacy and Parental Involvement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2076

Chicago Manual of Style (16th Edition):

Dries, Shannon D. “The influence of Parent Portal Access on Student Efficacy and Parental Involvement.” 2014. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2076.

MLA Handbook (7th Edition):

Dries, Shannon D. “The influence of Parent Portal Access on Student Efficacy and Parental Involvement.” 2014. Web. 25 Mar 2019.

Vancouver:

Dries SD. The influence of Parent Portal Access on Student Efficacy and Parental Involvement. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2076.

Council of Science Editors:

Dries SD. The influence of Parent Portal Access on Student Efficacy and Parental Involvement. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2076


Seton Hall University

13. Inoa, Rafael. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.

Degree: PhD, Education Leadership, Management and Policy, 2015, Seton Hall University

  The academic underperformance of students of Latino backgrounds is a serious cause for concern in the United States, especially considering the significant portion of… (more)

Subjects/Keywords: parental involvement; childrearing; Latino/ Hispanic; middle class; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Inoa, R. (2015). Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2133

Chicago Manual of Style (16th Edition):

Inoa, Rafael. “Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2133.

MLA Handbook (7th Edition):

Inoa, Rafael. “Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics.” 2015. Web. 25 Mar 2019.

Vancouver:

Inoa R. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2133.

Council of Science Editors:

Inoa R. Middle-Income Latinos in Middle-Class Communities: A Study on Parental Involvement Dynamics. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2133


Seton Hall University

14. Darnall, Byron E. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  The purpose of this study was to determine which combination of 15 community demographic factors account for the most amount of variance and can… (more)

Subjects/Keywords: standardized test scores; poverty; demographic factors; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Darnall, B. E. (2015). The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2075

Chicago Manual of Style (16th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2075.

MLA Handbook (7th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Web. 25 Mar 2019.

Vancouver:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2075.

Council of Science Editors:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2075


Seton Hall University

15. Grooms, Janet. A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2013, Seton Hall University

  2013 In the modern world of education and 21st century school systems, improvements in student achievements are recognized as the foremost objective of school… (more)

Subjects/Keywords: Developing principals to become effective instructional leaders for schools; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Grooms, J. (2013). A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1930

Chicago Manual of Style (16th Edition):

Grooms, Janet. “A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals.” 2013. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/1930.

MLA Handbook (7th Edition):

Grooms, Janet. “A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals.” 2013. Web. 25 Mar 2019.

Vancouver:

Grooms J. A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/1930.

Council of Science Editors:

Grooms J. A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1930


Seton Hall University

16. Stimmel, John. Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership.

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

  Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must… (more)

Subjects/Keywords: micropolitics; power; politics; agenda setting; decision making; bargaining; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Stimmel, J. (2010). Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2136

Chicago Manual of Style (16th Edition):

Stimmel, John. “Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership.” 2010. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2136.

MLA Handbook (7th Edition):

Stimmel, John. “Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership.” 2010. Web. 25 Mar 2019.

Vancouver:

Stimmel J. Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2136.

Council of Science Editors:

Stimmel J. Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/2136


Seton Hall University

17. Hearl, Joseph M, Jr. Doctoral Scholarship Examined: A Study of Strategy Research in Education Settings Conducted by Students Seeking Degrees From Doctoral Programs in Education in the United States.

Degree: PhD, Education Leadership, Management and Policy, 2016, Seton Hall University

  Abstract The purpose of this study was to explore and describe strategy-related dissertations in education doctoral programs in the United States. Using content analysis,… (more)

Subjects/Keywords: strategic; strategy; leader; leadership; management; sector; Educational Administration and Supervision; Educational Leadership; Higher Education

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APA (6th Edition):

Hearl, Joseph M, J. (2016). Doctoral Scholarship Examined: A Study of Strategy Research in Education Settings Conducted by Students Seeking Degrees From Doctoral Programs in Education in the United States. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2238

Chicago Manual of Style (16th Edition):

Hearl, Joseph M, Jr. “Doctoral Scholarship Examined: A Study of Strategy Research in Education Settings Conducted by Students Seeking Degrees From Doctoral Programs in Education in the United States.” 2016. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2238.

MLA Handbook (7th Edition):

Hearl, Joseph M, Jr. “Doctoral Scholarship Examined: A Study of Strategy Research in Education Settings Conducted by Students Seeking Degrees From Doctoral Programs in Education in the United States.” 2016. Web. 25 Mar 2019.

Vancouver:

Hearl, Joseph M J. Doctoral Scholarship Examined: A Study of Strategy Research in Education Settings Conducted by Students Seeking Degrees From Doctoral Programs in Education in the United States. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2238.

Council of Science Editors:

Hearl, Joseph M J. Doctoral Scholarship Examined: A Study of Strategy Research in Education Settings Conducted by Students Seeking Degrees From Doctoral Programs in Education in the United States. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2238


Seton Hall University

18. Yates, La Toro. The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process.

Degree: PhD, Education Leadership, Management and Policy, 2013, Seton Hall University

  Given the gap in the college choice literature about the decision-making process students use when making a decision on whether or not to attend… (more)

Subjects/Keywords: Socio-cultural; college choice; African American; educational outcomes; college participation rates; Educational Leadership

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APA (6th Edition):

Yates, L. T. (2013). The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1927

Chicago Manual of Style (16th Edition):

Yates, La Toro. “The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process.” 2013. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/1927.

MLA Handbook (7th Edition):

Yates, La Toro. “The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process.” 2013. Web. 25 Mar 2019.

Vancouver:

Yates LT. The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/1927.

Council of Science Editors:

Yates LT. The Dissipation of Urban High School Students' Post-Secondary Educational Aspirations and Career Planning During the College Choice Process. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/1927


Seton Hall University

19. Celoski, Michael J. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this qualitative study was to examine the perceptions and reflections of former and current superintendents of suburban public school districts throughout… (more)

Subjects/Keywords: Walkthroughs; Walk-throughs; Learning Walks; Teacher Evaluation; Instructional Practice; Superintendent; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Celoski, M. J. (2018). Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2518

Chicago Manual of Style (16th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2518.

MLA Handbook (7th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Web. 25 Mar 2019.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2518.

Council of Science Editors:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2518


Seton Hall University

20. Richetta, Rhonda L. School Type and Structure as Predictors of Perceived School Climate and Student Academic Achievement among Middle School Students in Baltimore City Public Schools.

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

  This study examined the impact of school type and school structure on perceived school climate and student achievement, for middle grades students in a… (more)

Subjects/Keywords: Charter schools; school culture; transformational schools; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Social and Philosophical Foundations of Education

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APA (6th Edition):

Richetta, R. L. (2014). School Type and Structure as Predictors of Perceived School Climate and Student Academic Achievement among Middle School Students in Baltimore City Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2221

Chicago Manual of Style (16th Edition):

Richetta, Rhonda L. “School Type and Structure as Predictors of Perceived School Climate and Student Academic Achievement among Middle School Students in Baltimore City Public Schools.” 2014. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2221.

MLA Handbook (7th Edition):

Richetta, Rhonda L. “School Type and Structure as Predictors of Perceived School Climate and Student Academic Achievement among Middle School Students in Baltimore City Public Schools.” 2014. Web. 25 Mar 2019.

Vancouver:

Richetta RL. School Type and Structure as Predictors of Perceived School Climate and Student Academic Achievement among Middle School Students in Baltimore City Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2221.

Council of Science Editors:

Richetta RL. School Type and Structure as Predictors of Perceived School Climate and Student Academic Achievement among Middle School Students in Baltimore City Public Schools. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2221


Seton Hall University

21. Sydoruk, Paige D. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Higher order thinking skills have been embedded into state teaching standards, including Standard 9 of the New Jersey Core Curriculum Content Standards (NJCCCS) for… (more)

Subjects/Keywords: higher order thinking; educational technology; 21st century skills; cognitive complexity; critical thinking; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Sydoruk, P. D. (2018). An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2495

Chicago Manual of Style (16th Edition):

Sydoruk, Paige D. “An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.” 2018. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2495.

MLA Handbook (7th Edition):

Sydoruk, Paige D. “An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program.” 2018. Web. 25 Mar 2019.

Vancouver:

Sydoruk PD. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2495.

Council of Science Editors:

Sydoruk PD. An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2495


Seton Hall University

22. Holgersen, Karen Lee. The Role of the Principal Walk-through.

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

  The purpose of this qualitative case study was to describe the principal's perspective of the efficacy of the principal walk-through as a tool to… (more)

Subjects/Keywords: instructional leader; principal leadership; principal walk-through; qualitative study; reflective conversation; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Holgersen, K. L. (2017). The Role of the Principal Walk-through. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2271

Chicago Manual of Style (16th Edition):

Holgersen, Karen Lee. “The Role of the Principal Walk-through.” 2017. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2271.

MLA Handbook (7th Edition):

Holgersen, Karen Lee. “The Role of the Principal Walk-through.” 2017. Web. 25 Mar 2019.

Vancouver:

Holgersen KL. The Role of the Principal Walk-through. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2271.

Council of Science Editors:

Holgersen KL. The Role of the Principal Walk-through. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2271


Seton Hall University

23. McCahill, Kevin R. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This study examined the predictive accuracy of family and community demographic variables found in the U.S. Census data on the percentage of students at… (more)

Subjects/Keywords: Educational Leadership; Assessment; Policy; Evaluation; Curriculum; Teaching; Curriculum and Instruction; Curriculum and Social Inquiry; Other Educational Administration and Supervision

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APA (6th Edition):

McCahill, K. R. (2015). A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2088

Chicago Manual of Style (16th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2088.

MLA Handbook (7th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Web. 25 Mar 2019.

Vancouver:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2088.

Council of Science Editors:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2088


Seton Hall University

24. Cohen, Michael Ian. The Influence of Performance Accountability Culture on the Work of High School Principals.

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

Subjects/Keywords: Educational Leadership; Educational Administration; Foucault; Accountability; Performance; Habermas; Education

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APA (6th Edition):

Cohen, M. I. (2011). The Influence of Performance Accountability Culture on the Work of High School Principals. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1774

Chicago Manual of Style (16th Edition):

Cohen, Michael Ian. “The Influence of Performance Accountability Culture on the Work of High School Principals.” 2011. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/1774.

MLA Handbook (7th Edition):

Cohen, Michael Ian. “The Influence of Performance Accountability Culture on the Work of High School Principals.” 2011. Web. 25 Mar 2019.

Vancouver:

Cohen MI. The Influence of Performance Accountability Culture on the Work of High School Principals. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/1774.

Council of Science Editors:

Cohen MI. The Influence of Performance Accountability Culture on the Work of High School Principals. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/1774


Seton Hall University

25. Angelillo, Christian John. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This correlational, explanatory, cross-sectional quantitative study intended to analyze the influence that community demographic factors had on student performance on the 2012 Grade 8… (more)

Subjects/Keywords: Community; Demographic; Data; NJASK; Student; Performance; Curriculum and Instruction; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Angelillo, C. J. (2015). An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2066

Chicago Manual of Style (16th Edition):

Angelillo, Christian John. “An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2066.

MLA Handbook (7th Edition):

Angelillo, Christian John. “An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics.” 2015. Web. 25 Mar 2019.

Vancouver:

Angelillo CJ. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2066.

Council of Science Editors:

Angelillo CJ. An Analysis of the Influence that Community Demographic Data have on Student Performance on 2012 NJASK 8 Language Arts and Mathematics. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2066


Seton Hall University

26. Costley, Lucien Robert. Evaluating Colleges and Universities: A New Model for Institutional Rankings.

Degree: PhD, Education Leadership, Management and Policy, 2015, Seton Hall University

  Abstract Most colleges and universities function independently and lack the wherewithal of measuring performance areas of effectiveness, efficiency or quality. The United States Department… (more)

Subjects/Keywords: Rankings; Evaluation; Efficiency; Effectiveness; Expenditures; Institution Performance; College and Universities; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education

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APA (6th Edition):

Costley, L. R. (2015). Evaluating Colleges and Universities: A New Model for Institutional Rankings. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2080

Chicago Manual of Style (16th Edition):

Costley, Lucien Robert. “Evaluating Colleges and Universities: A New Model for Institutional Rankings.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2080.

MLA Handbook (7th Edition):

Costley, Lucien Robert. “Evaluating Colleges and Universities: A New Model for Institutional Rankings.” 2015. Web. 25 Mar 2019.

Vancouver:

Costley LR. Evaluating Colleges and Universities: A New Model for Institutional Rankings. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2080.

Council of Science Editors:

Costley LR. Evaluating Colleges and Universities: A New Model for Institutional Rankings. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2080


Seton Hall University

27. Stallings, Vincent L. The Challenges Associated with the Implementation of the New Teacher Evaluation Model, Achieve NJ: A Building- Based Administrators Perspective.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  Race to the Top is a $4.35 billion United States Department of Education program created to spur innovation and reforms in states and local… (more)

Subjects/Keywords: Accountability; Adequate Yearly Progress; Due Process; Student Growth Percentile; Validity; Reliability; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Stallings, V. L. (2015). The Challenges Associated with the Implementation of the New Teacher Evaluation Model, Achieve NJ: A Building- Based Administrators Perspective. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2131

Chicago Manual of Style (16th Edition):

Stallings, Vincent L. “The Challenges Associated with the Implementation of the New Teacher Evaluation Model, Achieve NJ: A Building- Based Administrators Perspective.” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2131.

MLA Handbook (7th Edition):

Stallings, Vincent L. “The Challenges Associated with the Implementation of the New Teacher Evaluation Model, Achieve NJ: A Building- Based Administrators Perspective.” 2015. Web. 25 Mar 2019.

Vancouver:

Stallings VL. The Challenges Associated with the Implementation of the New Teacher Evaluation Model, Achieve NJ: A Building- Based Administrators Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2131.

Council of Science Editors:

Stallings VL. The Challenges Associated with the Implementation of the New Teacher Evaluation Model, Achieve NJ: A Building- Based Administrators Perspective. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2131

28. Curcio, Scott Thomas. NALB: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions of Technology Integration.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

  The purpose of this study was to explore the perceptions of K-12 principals regarding technology integration in their schools. Qualitative interview research was conducted… (more)

Subjects/Keywords: Technology Leadership; Leadership; Technology Integration; Organization; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Curcio, S. T. (2016). NALB: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions of Technology Integration. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2222

Chicago Manual of Style (16th Edition):

Curcio, Scott Thomas. “NALB: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions of Technology Integration.” 2016. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2222.

MLA Handbook (7th Edition):

Curcio, Scott Thomas. “NALB: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions of Technology Integration.” 2016. Web. 25 Mar 2019.

Vancouver:

Curcio ST. NALB: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions of Technology Integration. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2222.

Council of Science Editors:

Curcio ST. NALB: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions of Technology Integration. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2222


Seton Hall University

29. Elias, Susan S. The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

  The purpose of this retrospective study was to investigate what influence, if any, mentoring a student teacher has on the self-efficacy of the cooperating… (more)

Subjects/Keywords: self-efficacy; mentoring; student teacher; student achievement; Teachers’ Sense of Efficacy Scale (TSES); Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Elias, S. S. (2016). The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2236

Chicago Manual of Style (16th Edition):

Elias, Susan S. “The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey.” 2016. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2236.

MLA Handbook (7th Edition):

Elias, Susan S. “The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey.” 2016. Web. 25 Mar 2019.

Vancouver:

Elias SS. The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2236.

Council of Science Editors:

Elias SS. The Influence of Student Teacher Mentoring on Teacher Self-Efficacy in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2236


Seton Hall University

30. Daniello, Robert. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in… (more)

Subjects/Keywords: Curriculum; Instruction; Testing; Teachers; Assessments; Standards; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Daniello, R. (2018). Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2493

Chicago Manual of Style (16th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2493.

MLA Handbook (7th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Web. 25 Mar 2019.

Vancouver:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2493.

Council of Science Editors:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2493

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