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Degree: EdD Education Leadership, Management and Policy

You searched for subject:(Education Evaluation). Showing records 1 – 30 of 59 total matches.

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Seton Hall University

1. Cunningham, Shelby L. A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction.

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

  The purpose of this study was to identify and examine the factors associated with teacher attitudes and perceptions towards job satisfaction and dissatisfaction. While… (more)

Subjects/Keywords: teacher; teacher attitudes; job satisfaction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Cunningham, S. L. (2015). A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2127

Chicago Manual of Style (16th Edition):

Cunningham, Shelby L. “A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction.” 2015. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2127.

MLA Handbook (7th Edition):

Cunningham, Shelby L. “A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction.” 2015. Web. 10 Dec 2018.

Vancouver:

Cunningham SL. A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2127.

Council of Science Editors:

Cunningham SL. A Quantitative Analysis of the Factors Associated with Teacher Attitudes and Perceptions towards Job Satisfaction. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2127


Seton Hall University

2. Moss, Jonathan Tyler. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.

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

  Since the publication of A Nation at Risk in 1983, the school reform movement has offered many contrasting ideas and initiatives to make our… (more)

Subjects/Keywords: Danielson; Evaluation; Teachers; Education; Perception; Administration; New Jersey; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Moss, J. T. (2015). The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2090

Chicago Manual of Style (16th Edition):

Moss, Jonathan Tyler. “The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.” 2015. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2090.

MLA Handbook (7th Edition):

Moss, Jonathan Tyler. “The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice.” 2015. Web. 10 Dec 2018.

Vancouver:

Moss JT. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2090.

Council of Science Editors:

Moss JT. The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2090


Seton Hall University

3. 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 10, 2018. 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. 10 Dec 2018.

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 2018 Dec 10]. 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

4. 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 December 10, 2018. 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. 10 Dec 2018.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2018 Dec 10]. 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

5. Polles, Gene. A Study of the Relationship Among Student Achievement, Funding, Transitional Aid, Leadership, on the Presence of Technology in "I" and "J" Secondary Schools.

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

. Advisors/Committee Members: Mel J. Shay, Lois McGuire, Dwight R. Pfennig.

Subjects/Keywords: Education; Secondary; Evaluation; Educational Equalization Evaluation; Educational Technology Evaluation; Educational Technology Finance; New Jersey; Education; Educational Assessment, Evaluation, and Research; Secondary Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Polles, G. (1999). A Study of the Relationship Among Student Achievement, Funding, Transitional Aid, Leadership, on the Presence of Technology in "I" and "J" Secondary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2428

Chicago Manual of Style (16th Edition):

Polles, Gene. “A Study of the Relationship Among Student Achievement, Funding, Transitional Aid, Leadership, on the Presence of Technology in "I" and "J" Secondary Schools.” 1999. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2428.

MLA Handbook (7th Edition):

Polles, Gene. “A Study of the Relationship Among Student Achievement, Funding, Transitional Aid, Leadership, on the Presence of Technology in "I" and "J" Secondary Schools.” 1999. Web. 10 Dec 2018.

Vancouver:

Polles G. A Study of the Relationship Among Student Achievement, Funding, Transitional Aid, Leadership, on the Presence of Technology in "I" and "J" Secondary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2428.

Council of Science Editors:

Polles G. A Study of the Relationship Among Student Achievement, Funding, Transitional Aid, Leadership, on the Presence of Technology in "I" and "J" Secondary Schools. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/2428


Seton Hall University

6. Mahar, Jo-Anne. The Use of 360-Degree Feedback Compared to Traditional Evaluative Feedback for the Professional Growth of Teachers.

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

. Advisors/Committee Members: Barbara Strobert, John Collins, Edward Sullivan.

Subjects/Keywords: Education; Teacher evaluation; Professional growth of teachers; Education; Teacher Education and Professional Development

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APA (6th Edition):

Mahar, J. (2009). The Use of 360-Degree Feedback Compared to Traditional Evaluative Feedback for the Professional Growth of Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1700

Chicago Manual of Style (16th Edition):

Mahar, Jo-Anne. “The Use of 360-Degree Feedback Compared to Traditional Evaluative Feedback for the Professional Growth of Teachers.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1700.

MLA Handbook (7th Edition):

Mahar, Jo-Anne. “The Use of 360-Degree Feedback Compared to Traditional Evaluative Feedback for the Professional Growth of Teachers.” 2009. Web. 10 Dec 2018.

Vancouver:

Mahar J. The Use of 360-Degree Feedback Compared to Traditional Evaluative Feedback for the Professional Growth of Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1700.

Council of Science Editors:

Mahar J. The Use of 360-Degree Feedback Compared to Traditional Evaluative Feedback for the Professional Growth of Teachers. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1700


Seton Hall University

7. Yikon'a, Lydia Kaji. The Influence of Length of School Day on Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3.

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

  This nonexperimental, cross-sectional, explanatory, quantitative study sought to analyze the influence of length of school day on student performance on the third-grade New Jersey… (more)

Subjects/Keywords: Length of School Day; socioeconomic status; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Yikon'a, L. K. (2017). The Influence of Length of School Day on Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2296

Chicago Manual of Style (16th Edition):

Yikon'a, Lydia Kaji. “The Influence of Length of School Day on Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3.” 2017. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2296.

MLA Handbook (7th Edition):

Yikon'a, Lydia Kaji. “The Influence of Length of School Day on Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3.” 2017. Web. 10 Dec 2018.

Vancouver:

Yikon'a LK. The Influence of Length of School Day on Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2296.

Council of Science Editors:

Yikon'a LK. The Influence of Length of School Day on Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grade 3. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2296


Seton Hall University

8. Snyder, Catherine M. The Teacher Evaluation Process As A Means To Promote Professional Growth: An Examination Of Two Teacher Evaluation Instruments.

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

. Advisors/Committee Members: Daniel Gutmore, Frank J. Fehn, Joanne K. Monroe.

Subjects/Keywords: Education; Teacher evaluation; Professional growth; Educational Administration and Supervision

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APA (6th Edition):

Snyder, C. M. (1999). The Teacher Evaluation Process As A Means To Promote Professional Growth: An Examination Of Two Teacher Evaluation Instruments. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1703

Chicago Manual of Style (16th Edition):

Snyder, Catherine M. “The Teacher Evaluation Process As A Means To Promote Professional Growth: An Examination Of Two Teacher Evaluation Instruments.” 1999. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1703.

MLA Handbook (7th Edition):

Snyder, Catherine M. “The Teacher Evaluation Process As A Means To Promote Professional Growth: An Examination Of Two Teacher Evaluation Instruments.” 1999. Web. 10 Dec 2018.

Vancouver:

Snyder CM. The Teacher Evaluation Process As A Means To Promote Professional Growth: An Examination Of Two Teacher Evaluation Instruments. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1703.

Council of Science Editors:

Snyder CM. The Teacher Evaluation Process As A Means To Promote Professional Growth: An Examination Of Two Teacher Evaluation Instruments. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/1703


Seton Hall University

9. Tiedemann, Michele P. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.

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

  State and federal regulations mandated standardized testing of students, including disadvantaged students: economically disadvantaged students, students with disabilities, and students with Limited English Proficiency… (more)

Subjects/Keywords: parent perspectives; standardized test; LEP; limited English proficiency; disadvantaged students; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Tiedemann, M. P. (2018). Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2491

Chicago Manual of Style (16th Edition):

Tiedemann, Michele P. “Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.” 2018. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2491.

MLA Handbook (7th Edition):

Tiedemann, Michele P. “Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing.” 2018. Web. 10 Dec 2018.

Vancouver:

Tiedemann MP. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2491.

Council of Science Editors:

Tiedemann MP. Understanding the Knowledge and Attitudes of Parents of Students with Limited English Proficiency towards Standardized Testing. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2491


Seton Hall University

10. Welcome, Simone E. The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance.

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

  The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language… (more)

Subjects/Keywords: instructional minutes; NJ HSPA; proficiency levels; socioeconomic status; LEP; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Secondary Education

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APA (6th Edition):

Welcome, S. E. (2017). The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2300

Chicago Manual of Style (16th Edition):

Welcome, Simone E. “The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance.” 2017. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2300.

MLA Handbook (7th Edition):

Welcome, Simone E. “The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance.” 2017. Web. 10 Dec 2018.

Vancouver:

Welcome SE. The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2300.

Council of Science Editors:

Welcome SE. The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2300


Seton Hall University

11. Tworischuk, Nicholas Paul. A Pilot Study of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities.

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

. Advisors/Committee Members: Martin Finkelstein, Carol Frances, Margaret Kilduff.

Subjects/Keywords: Education; Applied sciences; Management evaluation; Information technology; New Jersey; Colleges; Universities; Higher Education

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APA (6th Edition):

Tworischuk, N. P. (2007). A Pilot Study of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/95

Chicago Manual of Style (16th Edition):

Tworischuk, Nicholas Paul. “A Pilot Study of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities.” 2007. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/95.

MLA Handbook (7th Edition):

Tworischuk, Nicholas Paul. “A Pilot Study of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities.” 2007. Web. 10 Dec 2018.

Vancouver:

Tworischuk NP. A Pilot Study of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/95.

Council of Science Editors:

Tworischuk NP. A Pilot Study of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/95


Seton Hall University

12. Jemmott, Nina Dorset. Implementation of the State-Mandated College Outcomes Evaluation Program at Selected Public Colleges and Universities in New Jersey.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1992, Seton Hall University

. Advisors/Committee Members: Joseph A. Stetar, Martin J. Finkelstein, Edward A. Morante.

Subjects/Keywords: Education; Mandates; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Jemmott, N. D. (1992). Implementation of the State-Mandated College Outcomes Evaluation Program at Selected Public Colleges and Universities in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/468

Chicago Manual of Style (16th Edition):

Jemmott, Nina Dorset. “Implementation of the State-Mandated College Outcomes Evaluation Program at Selected Public Colleges and Universities in New Jersey.” 1992. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/468.

MLA Handbook (7th Edition):

Jemmott, Nina Dorset. “Implementation of the State-Mandated College Outcomes Evaluation Program at Selected Public Colleges and Universities in New Jersey.” 1992. Web. 10 Dec 2018.

Vancouver:

Jemmott ND. Implementation of the State-Mandated College Outcomes Evaluation Program at Selected Public Colleges and Universities in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 1992. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/468.

Council of Science Editors:

Jemmott ND. Implementation of the State-Mandated College Outcomes Evaluation Program at Selected Public Colleges and Universities in New Jersey. [Doctoral Dissertation]. Seton Hall University; 1992. Available from: http://scholarship.shu.edu/dissertations/468


Seton Hall University

13. Maroun, Jamil. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.

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

  The purpose of this study was to determine the predictive accuracy of community and family demographic variables, which are found through the use of… (more)

Subjects/Keywords: PARCC; High-Stakes Testing; Education; New Jersey; Testing; TEACHNJ; Predictability; Educational Assessment, Evaluation, and Research; Educational Leadership; Education Economics; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Maroun, J. (2018). The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2506

Chicago Manual of Style (16th Edition):

Maroun, Jamil. “The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.” 2018. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2506.

MLA Handbook (7th Edition):

Maroun, Jamil. “The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy.” 2018. Web. 10 Dec 2018.

Vancouver:

Maroun J. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2506.

Council of Science Editors:

Maroun J. The Predictive Power of Out-of-School Community and Family Level Demographic Factors on District Level Student Performance on the New Jersey PARCC in Algebra 1 and Grade 10 English Language Arts/Literacy. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2506


Seton Hall University

14. Doherty, John F. Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards-Based Teacher Evaluation System.

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

Subjects/Keywords: Education; Teacher evaluation; Massachusetts; Standards-based; Suburban; Educational Administration and Supervision

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APA (6th Edition):

Doherty, J. F. (2009). Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards-Based Teacher Evaluation System. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1351

Chicago Manual of Style (16th Edition):

Doherty, John F. “Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards-Based Teacher Evaluation System.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1351.

MLA Handbook (7th Edition):

Doherty, John F. “Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards-Based Teacher Evaluation System.” 2009. Web. 10 Dec 2018.

Vancouver:

Doherty JF. Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards-Based Teacher Evaluation System. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1351.

Council of Science Editors:

Doherty JF. Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards-Based Teacher Evaluation System. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1351


Seton Hall University

15. 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 December 10, 2018. 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. 10 Dec 2018.

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 2018 Dec 10]. 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

16. Gouraige, Timothy David. An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings.

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

  This study used a quantitative, analytical, non-experimental, explanatory research design. The study used simultaneous multiple regression analysis and analysis of covariance to investigate the… (more)

Subjects/Keywords: edTPA; Performance Assessment; Assessment; Certification/Licensure; Pre-Service Teacher Preparation; Student Teacher; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Gouraige, T. D. (2016). An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2233

Chicago Manual of Style (16th Edition):

Gouraige, Timothy David. “An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings.” 2016. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2233.

MLA Handbook (7th Edition):

Gouraige, Timothy David. “An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings.” 2016. Web. 10 Dec 2018.

Vancouver:

Gouraige TD. An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2233.

Council of Science Editors:

Gouraige TD. An Exploratory Study into the Nature of the Relationship between Pre-Service Teacher Fixed Factor Characteristics and edTPA Performance Ratings. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2233


Seton Hall University

17. Sir, Dana N. Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.

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

  In 2001 under No Child Left Behind, states were required to create an alternate assessment for students with significant cognitive disabilities using alternate achievement… (more)

Subjects/Keywords: alternate assessments; Dynamic Learning Maps; Multi-State Alternate Assessments; consortiums; significant cognitive disability; alternate achievement standards; Educational Assessment, Evaluation, and Research; Special Education and Teaching

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APA (6th Edition):

Sir, D. N. (2017). Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2421

Chicago Manual of Style (16th Edition):

Sir, Dana N. “Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.” 2017. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/2421.

MLA Handbook (7th Edition):

Sir, Dana N. “Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.” 2017. Web. 10 Dec 2018.

Vancouver:

Sir DN. Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/2421.

Council of Science Editors:

Sir DN. Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2421


Seton Hall University

18. McCartney, Scott P. The Effects of Inclusive School Environments on the Academic Achievement of Elementary General Education Students as Measured by Standarized Tests Over a Single and Multi-Year Period.

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

. Advisors/Committee Members: John Collins, Joseph Stetar, Michael Osnato.

Subjects/Keywords: Education; Inclusive school environments; Academic achievement; Elementary general education students; Standardized tests; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

McCartney, S. P. (2005). The Effects of Inclusive School Environments on the Academic Achievement of Elementary General Education Students as Measured by Standarized Tests Over a Single and Multi-Year Period. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1558

Chicago Manual of Style (16th Edition):

McCartney, Scott P. “The Effects of Inclusive School Environments on the Academic Achievement of Elementary General Education Students as Measured by Standarized Tests Over a Single and Multi-Year Period.” 2005. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1558.

MLA Handbook (7th Edition):

McCartney, Scott P. “The Effects of Inclusive School Environments on the Academic Achievement of Elementary General Education Students as Measured by Standarized Tests Over a Single and Multi-Year Period.” 2005. Web. 10 Dec 2018.

Vancouver:

McCartney SP. The Effects of Inclusive School Environments on the Academic Achievement of Elementary General Education Students as Measured by Standarized Tests Over a Single and Multi-Year Period. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1558.

Council of Science Editors:

McCartney SP. The Effects of Inclusive School Environments on the Academic Achievement of Elementary General Education Students as Measured by Standarized Tests Over a Single and Multi-Year Period. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/1558


Seton Hall University

19. Quinn, Catherine. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.

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

. Advisors/Committee Members: Mary Ruzicka, James M. Caulfield, Patricia Berezny.

Subjects/Keywords: Federal education policies; Students with disabilities; 1950-2005; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Quinn, C. (2006). An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/211

Chicago Manual of Style (16th Edition):

Quinn, Catherine. “An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.” 2006. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/211.

MLA Handbook (7th Edition):

Quinn, Catherine. “An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005.” 2006. Web. 10 Dec 2018.

Vancouver:

Quinn C. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/211.

Council of Science Editors:

Quinn C. An Historical Descriptive Analysis of the Federal Education Policies that Influenced the Education of Students with Disabilities, 1950-2005. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/211


Seton Hall University

20. Klussmann, Duncan F. The Impact Of Teachers Selected By The Star Teacher Interview Process On Student Achievement.

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

. Advisors/Committee Members: Elaine Walker PhD, Gilbert Castro PhD, Daniel Gutmore EdD.

Subjects/Keywords: Education; Teachers; Selection and appointment; Urban schools; United States; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Urban Education

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APA (6th Edition):

Klussmann, D. F. (2004). The Impact Of Teachers Selected By The Star Teacher Interview Process On Student Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1602

Chicago Manual of Style (16th Edition):

Klussmann, Duncan F. “The Impact Of Teachers Selected By The Star Teacher Interview Process On Student Achievement.” 2004. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1602.

MLA Handbook (7th Edition):

Klussmann, Duncan F. “The Impact Of Teachers Selected By The Star Teacher Interview Process On Student Achievement.” 2004. Web. 10 Dec 2018.

Vancouver:

Klussmann DF. The Impact Of Teachers Selected By The Star Teacher Interview Process On Student Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1602.

Council of Science Editors:

Klussmann DF. The Impact Of Teachers Selected By The Star Teacher Interview Process On Student Achievement. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1602


Seton Hall University

21. Zychowski, Brian A. The Impact Of A Block Schedule As Perceived By Teachers Of Various Academic Fields Within A Secondary School Setting.

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

. Advisors/Committee Members: Martin Finkelstein, Elaine M. Walker, John W. Collins.

Subjects/Keywords: Education; Block schedule; Secondary school; Various academic fields; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Secondary Education and Teaching

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APA (6th Edition):

Zychowski, B. A. (2002). The Impact Of A Block Schedule As Perceived By Teachers Of Various Academic Fields Within A Secondary School Setting. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1564

Chicago Manual of Style (16th Edition):

Zychowski, Brian A. “The Impact Of A Block Schedule As Perceived By Teachers Of Various Academic Fields Within A Secondary School Setting.” 2002. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1564.

MLA Handbook (7th Edition):

Zychowski, Brian A. “The Impact Of A Block Schedule As Perceived By Teachers Of Various Academic Fields Within A Secondary School Setting.” 2002. Web. 10 Dec 2018.

Vancouver:

Zychowski BA. The Impact Of A Block Schedule As Perceived By Teachers Of Various Academic Fields Within A Secondary School Setting. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1564.

Council of Science Editors:

Zychowski BA. The Impact Of A Block Schedule As Perceived By Teachers Of Various Academic Fields Within A Secondary School Setting. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1564


Seton Hall University

22. Henderson Prystash, Kathleen Mary. The Effects Of Peer Coaching Model Of Evaluation.

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

. Advisors/Committee Members: Anthony Colella, John Collins, Robert Connelly.

Subjects/Keywords: Education; Peer coaching; Evaluation; Elementary school; Education; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Henderson Prystash, K. M. (2003). The Effects Of Peer Coaching Model Of Evaluation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1577

Chicago Manual of Style (16th Edition):

Henderson Prystash, Kathleen Mary. “The Effects Of Peer Coaching Model Of Evaluation.” 2003. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1577.

MLA Handbook (7th Edition):

Henderson Prystash, Kathleen Mary. “The Effects Of Peer Coaching Model Of Evaluation.” 2003. Web. 10 Dec 2018.

Vancouver:

Henderson Prystash KM. The Effects Of Peer Coaching Model Of Evaluation. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1577.

Council of Science Editors:

Henderson Prystash KM. The Effects Of Peer Coaching Model Of Evaluation. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/1577


Seton Hall University

23. O'Dea Feeney, Maureen. The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum.

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

. Advisors/Committee Members: Mel J. Shay, James M. Caulfield, Donna A. Strigari.

Subjects/Keywords: Education; Language arts; Middle school; Multiple intelligences; Middle school education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

O'Dea Feeney, M. (1998). The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1588

Chicago Manual of Style (16th Edition):

O'Dea Feeney, Maureen. “The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum.” 1998. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1588.

MLA Handbook (7th Edition):

O'Dea Feeney, Maureen. “The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum.” 1998. Web. 10 Dec 2018.

Vancouver:

O'Dea Feeney M. The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum. [Internet] [Doctoral dissertation]. Seton Hall University; 1998. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1588.

Council of Science Editors:

O'Dea Feeney M. The Impact Of Howard Gardner's Theory Of Multiple Intelligences On Change In Middle School Language Arts Curriculum. [Doctoral Dissertation]. Seton Hall University; 1998. Available from: http://scholarship.shu.edu/dissertations/1588


Seton Hall University

24. Monks, Kathleen W. General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness.

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

. Advisors/Committee Members: Joseph Stetar, James M. Caulfield, Sheldon T. Boxer.

Subjects/Keywords: Education; Teacher evaluation; Effective teaching; General education; Learning-disabled; High school student; Curriculum and Instruction; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Monks, K. W. (2001). General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/440

Chicago Manual of Style (16th Edition):

Monks, Kathleen W. “General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness.” 2001. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/440.

MLA Handbook (7th Edition):

Monks, Kathleen W. “General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness.” 2001. Web. 10 Dec 2018.

Vancouver:

Monks KW. General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/440.

Council of Science Editors:

Monks KW. General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/440


Seton Hall University

25. Connelly, Robert J. The Effect Of A Peer Coaching Model Of Teacher Evaluation Used In Place Of The Traditional Model Of Teacher Evaluation.

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

. Advisors/Committee Members: Charles P. Mitchel, Mel J. Shay, Judith Anne Gray.

Subjects/Keywords: Education; Collegiality; Instructional practice; Peer coaching; Teacher evaluation; Educational Administration and Supervision; Secondary Education and Teaching

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APA (6th Edition):

Connelly, R. J. (1999). The Effect Of A Peer Coaching Model Of Teacher Evaluation Used In Place Of The Traditional Model Of Teacher Evaluation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1525

Chicago Manual of Style (16th Edition):

Connelly, Robert J. “The Effect Of A Peer Coaching Model Of Teacher Evaluation Used In Place Of The Traditional Model Of Teacher Evaluation.” 1999. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1525.

MLA Handbook (7th Edition):

Connelly, Robert J. “The Effect Of A Peer Coaching Model Of Teacher Evaluation Used In Place Of The Traditional Model Of Teacher Evaluation.” 1999. Web. 10 Dec 2018.

Vancouver:

Connelly RJ. The Effect Of A Peer Coaching Model Of Teacher Evaluation Used In Place Of The Traditional Model Of Teacher Evaluation. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1525.

Council of Science Editors:

Connelly RJ. The Effect Of A Peer Coaching Model Of Teacher Evaluation Used In Place Of The Traditional Model Of Teacher Evaluation. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/1525


Seton Hall University

26. Hicks, Linda. Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools.

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

. Advisors/Committee Members: Joseph Stetar, John Graves, Daniel Gutmore.

Subjects/Keywords: Baldridge Criteria; Performance excellence; Michigan elementary schools; State assessments; Education; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching

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APA (6th Edition):

Hicks, L. (2005). Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/307

Chicago Manual of Style (16th Edition):

Hicks, Linda. “Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools.” 2005. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/307.

MLA Handbook (7th Edition):

Hicks, Linda. “Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools.” 2005. Web. 10 Dec 2018.

Vancouver:

Hicks L. Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/307.

Council of Science Editors:

Hicks L. Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/307


Seton Hall University

27. Penney, Joanmarie Baggs. A Case Study of the Attributes of Teacher Efficacy.

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

. Advisors/Committee Members: Daniel Gutmore, Elaine Walker, Stephen Charton.

Subjects/Keywords: Education; Teacher efficacy; Effective teaching; Self-efficacy; Professional development; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Penney, J. B. (2008). A Case Study of the Attributes of Teacher Efficacy. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/45

Chicago Manual of Style (16th Edition):

Penney, Joanmarie Baggs. “A Case Study of the Attributes of Teacher Efficacy.” 2008. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/45.

MLA Handbook (7th Edition):

Penney, Joanmarie Baggs. “A Case Study of the Attributes of Teacher Efficacy.” 2008. Web. 10 Dec 2018.

Vancouver:

Penney JB. A Case Study of the Attributes of Teacher Efficacy. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/45.

Council of Science Editors:

Penney JB. A Case Study of the Attributes of Teacher Efficacy. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/45


Seton Hall University

28. Hill, Andrew J. Ohio Educational Choice Scholarship Pilot Program: A Comprehensive Policy Analysis.

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

. Advisors/Committee Members: C.M Achilles, Charles Mitchel, Christopher H. Tieken.

Subjects/Keywords: Education; Ohio Educational Choice Scholarship Pilot Program; Vouchers; Formative evaluation; Conventional content analysis; Policy analysis; School choice; Education

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APA (6th Edition):

Hill, A. J. (2009). Ohio Educational Choice Scholarship Pilot Program: A Comprehensive Policy Analysis. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1323

Chicago Manual of Style (16th Edition):

Hill, Andrew J. “Ohio Educational Choice Scholarship Pilot Program: A Comprehensive Policy Analysis.” 2009. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1323.

MLA Handbook (7th Edition):

Hill, Andrew J. “Ohio Educational Choice Scholarship Pilot Program: A Comprehensive Policy Analysis.” 2009. Web. 10 Dec 2018.

Vancouver:

Hill AJ. Ohio Educational Choice Scholarship Pilot Program: A Comprehensive Policy Analysis. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1323.

Council of Science Editors:

Hill AJ. Ohio Educational Choice Scholarship Pilot Program: A Comprehensive Policy Analysis. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/1323


Seton Hall University

29. Kavanagh, Nancy. The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance.

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

Subjects/Keywords: Education; Reading; Reading comprehension; Prediction of scholastic success; Elementary; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Kavanagh, N. (2004). The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1599

Chicago Manual of Style (16th Edition):

Kavanagh, Nancy. “The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance.” 2004. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/1599.

MLA Handbook (7th Edition):

Kavanagh, Nancy. “The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance.” 2004. Web. 10 Dec 2018.

Vancouver:

Kavanagh N. The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/1599.

Council of Science Editors:

Kavanagh N. The Impact Of Shared Inquiry Discussion On Teacher Expectations For Student Academic Performance. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1599


Seton Hall University

30. Goldberg, Barbara M.I. Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution.

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

. Advisors/Committee Members: Martin Finkelstein, Joseph Stetar, John Collins.

Subjects/Keywords: Education; First semester learning community; Academic integration; Social integration; Nontraditional technical students; Commuting institutions; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Goldberg, B. M. I. (2000). Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/386

Chicago Manual of Style (16th Edition):

Goldberg, Barbara M I. “Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution.” 2000. Doctoral Dissertation, Seton Hall University. Accessed December 10, 2018. http://scholarship.shu.edu/dissertations/386.

MLA Handbook (7th Edition):

Goldberg, Barbara M I. “Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution.” 2000. Web. 10 Dec 2018.

Vancouver:

Goldberg BMI. Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution. [Internet] [Doctoral dissertation]. Seton Hall University; 2000. [cited 2018 Dec 10]. Available from: http://scholarship.shu.edu/dissertations/386.

Council of Science Editors:

Goldberg BMI. Effects Of A First Semester Learning Community On The Academic And Social Integration Of Nontraditional Technical Students At A Commuting Institution. [Doctoral Dissertation]. Seton Hall University; 2000. Available from: http://scholarship.shu.edu/dissertations/386

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