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Degree: EdD Education Leadership, Management and Policy

You searched for subject:(High School Graduation Rates). Showing records 1 – 30 of 217 total matches.

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Seton Hall University

1. Cogswell, Curtis. Impacts of Nebraska Legislative Policies on Selected Small Nebraska School Districts.

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

. Advisors/Committee Members: Elaine Walker, Daniel Gutmore, Thomas Sharp.

Subjects/Keywords: Education; Social sciences; Nebraska; Small schools; Legislative policies; Graduation rates; Attendance rates; Drop-out; Educational Administration and Supervision; Public Administration

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APA (6th Edition):

Cogswell, C. (2009). Impacts of Nebraska Legislative Policies on Selected Small Nebraska School Districts. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/465

Chicago Manual of Style (16th Edition):

Cogswell, Curtis. “Impacts of Nebraska Legislative Policies on Selected Small Nebraska School Districts.” 2009. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/465.

MLA Handbook (7th Edition):

Cogswell, Curtis. “Impacts of Nebraska Legislative Policies on Selected Small Nebraska School Districts.” 2009. Web. 15 Jul 2019.

Vancouver:

Cogswell C. Impacts of Nebraska Legislative Policies on Selected Small Nebraska School Districts. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/465.

Council of Science Editors:

Cogswell C. Impacts of Nebraska Legislative Policies on Selected Small Nebraska School Districts. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/465


Seton Hall University

2. Mertz, Lynn Marie. The Role of Social Capital in Higher Education: What Variables of Social Capital Have an Impact on the Successful Completion of College for Low-income Students and Students of Color.

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

. Advisors/Committee Members: Joseph M Stetar, Martin Finkelstein, Elaine Walker.

Subjects/Keywords: Social sciences; Education; Graduation rates; Minority students; Social capital; Higher education; Low-income; Students of color; African American Studies; Higher Education

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APA (6th Edition):

Mertz, L. M. (2006). The Role of Social Capital in Higher Education: What Variables of Social Capital Have an Impact on the Successful Completion of College for Low-income Students and Students of Color. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1719

Chicago Manual of Style (16th Edition):

Mertz, Lynn Marie. “The Role of Social Capital in Higher Education: What Variables of Social Capital Have an Impact on the Successful Completion of College for Low-income Students and Students of Color.” 2006. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1719.

MLA Handbook (7th Edition):

Mertz, Lynn Marie. “The Role of Social Capital in Higher Education: What Variables of Social Capital Have an Impact on the Successful Completion of College for Low-income Students and Students of Color.” 2006. Web. 15 Jul 2019.

Vancouver:

Mertz LM. The Role of Social Capital in Higher Education: What Variables of Social Capital Have an Impact on the Successful Completion of College for Low-income Students and Students of Color. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1719.

Council of Science Editors:

Mertz LM. The Role of Social Capital in Higher Education: What Variables of Social Capital Have an Impact on the Successful Completion of College for Low-income Students and Students of Color. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/1719


Seton Hall University

3. Feit, Valerie. A Case Study: An Assessment of Student Engagement as a Basis for the Redesign of a Small High School.

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

. Advisors/Committee Members: Anthony Colella, Jennifer Dolan-Waldman, Anne M. Gargan.

Subjects/Keywords: Education; Student engagement; High school; Education

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APA (6th Edition):

Feit, V. (2008). A Case Study: An Assessment of Student Engagement as a Basis for the Redesign of a Small High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/50

Chicago Manual of Style (16th Edition):

Feit, Valerie. “A Case Study: An Assessment of Student Engagement as a Basis for the Redesign of a Small High School.” 2008. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/50.

MLA Handbook (7th Edition):

Feit, Valerie. “A Case Study: An Assessment of Student Engagement as a Basis for the Redesign of a Small High School.” 2008. Web. 15 Jul 2019.

Vancouver:

Feit V. A Case Study: An Assessment of Student Engagement as a Basis for the Redesign of a Small High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/50.

Council of Science Editors:

Feit V. A Case Study: An Assessment of Student Engagement as a Basis for the Redesign of a Small High School. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/50


Seton Hall University

4. Ross, Lavetta S. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.

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

  This study examined the influence of the student mobility rate on the high school graduation rate of schools in the state of New Jersey.… (more)

Subjects/Keywords: student mobility; graduation rate; low socioeconomic status; Education

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APA (6th Edition):

Ross, L. S. (2014). The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1974

Chicago Manual of Style (16th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1974.

MLA Handbook (7th Edition):

Ross, Lavetta S. “The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey.” 2014. Web. 15 Jul 2019.

Vancouver:

Ross LS. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1974.

Council of Science Editors:

Ross LS. The Influence of the Student Mobility Rate on the Graduation Rate in the State of New Jersey. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1974


Seton Hall University

5. Cheek, Faith Ann. College Readiness in Palm Beach County: A Comparison of Educational Outcomes Between Charter and Traditional Public High Schools.

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

. Advisors/Committee Members: Dr. Daniel Gutmore, Dr. Elaine Walker, Dr. Alison Adler.

Subjects/Keywords: College readiness; Charter school achievement; SAT comparative analysis; High school achievement; Education

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APA (6th Edition):

Cheek, F. A. (2011). College Readiness in Palm Beach County: A Comparison of Educational Outcomes Between Charter and Traditional Public High Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/21

Chicago Manual of Style (16th Edition):

Cheek, Faith Ann. “College Readiness in Palm Beach County: A Comparison of Educational Outcomes Between Charter and Traditional Public High Schools.” 2011. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/21.

MLA Handbook (7th Edition):

Cheek, Faith Ann. “College Readiness in Palm Beach County: A Comparison of Educational Outcomes Between Charter and Traditional Public High Schools.” 2011. Web. 15 Jul 2019.

Vancouver:

Cheek FA. College Readiness in Palm Beach County: A Comparison of Educational Outcomes Between Charter and Traditional Public High Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/21.

Council of Science Editors:

Cheek FA. College Readiness in Palm Beach County: A Comparison of Educational Outcomes Between Charter and Traditional Public High Schools. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/21


Seton Hall University

6. Cummins, Cayce J. Integrated Theater Arts and Strategies (ITAS) Program and its Impact on Teachers’ Integration of Theater Arts Strategies in Targeted Literacy Skills.

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

  Visual and performing arts can be taught in isolation or integrated with other core content subjects such as literacy, math, science, and social studies.… (more)

Subjects/Keywords: Theater Arts Integration; Literacy strategies; Teaching Artists; Effective Professional Development; Middle School; English Language and Literature; Junior High, Intermediate, Middle School Education and Teaching; Other Teacher Education and Professional Development

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APA (6th Edition):

Cummins, C. J. (2013). Integrated Theater Arts and Strategies (ITAS) Program and its Impact on Teachers’ Integration of Theater Arts Strategies in Targeted Literacy Skills. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2249

Chicago Manual of Style (16th Edition):

Cummins, Cayce J. “Integrated Theater Arts and Strategies (ITAS) Program and its Impact on Teachers’ Integration of Theater Arts Strategies in Targeted Literacy Skills.” 2013. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/2249.

MLA Handbook (7th Edition):

Cummins, Cayce J. “Integrated Theater Arts and Strategies (ITAS) Program and its Impact on Teachers’ Integration of Theater Arts Strategies in Targeted Literacy Skills.” 2013. Web. 15 Jul 2019.

Vancouver:

Cummins CJ. Integrated Theater Arts and Strategies (ITAS) Program and its Impact on Teachers’ Integration of Theater Arts Strategies in Targeted Literacy Skills. [Internet] [Doctoral dissertation]. Seton Hall University; 2013. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/2249.

Council of Science Editors:

Cummins CJ. Integrated Theater Arts and Strategies (ITAS) Program and its Impact on Teachers’ Integration of Theater Arts Strategies in Targeted Literacy Skills. [Doctoral Dissertation]. Seton Hall University; 2013. Available from: http://scholarship.shu.edu/dissertations/2249


Seton Hall University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Dillon, Mary A. “Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors.” 2010. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/475.

MLA Handbook (7th Edition):

Dillon, Mary A. “Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors.” 2010. Web. 15 Jul 2019.

Vancouver:

Dillon MA. Influences on Middle Income, First-Generation Prospective College Students: Perspectives of College-Bound High School Seniors. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/475.

Council of Science Editors:

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


Seton Hall University

8. Poidomani, Maria A. A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, James Montesano.

Subjects/Keywords: PDS high school variables; Non PDS high school variables; Outcomes; New Jersey; Education; Educational Methods; Other Education

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APA (6th Edition):

Poidomani, M. A. (2009). A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/52

Chicago Manual of Style (16th Edition):

Poidomani, Maria A. “A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey.” 2009. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/52.

MLA Handbook (7th Edition):

Poidomani, Maria A. “A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey.” 2009. Web. 15 Jul 2019.

Vancouver:

Poidomani MA. A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2009. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/52.

Council of Science Editors:

Poidomani MA. A Case Study About the Relationship Between PDS and Non PDS High School Variables and Student Outcomes in the State of New Jersey. [Doctoral Dissertation]. Seton Hall University; 2009. Available from: http://scholarship.shu.edu/dissertations/52


Seton Hall University

9. Schlarman, Lorraine. The Effect Of In-Class Support On Mathematics Performance Of Classified And Non-Classified High School Students.

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

. Advisors/Committee Members: Eliane Walker, Sylvester Kohut, Jr., Thomas Kavanagh.

Subjects/Keywords: Education; In-class support; Mathematics; Performance; Classified high school students; Non-classified high school students; Education; Science and Mathematics Education

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APA (6th Edition):

Schlarman, L. (2000). The Effect Of In-Class Support On Mathematics Performance Of Classified And Non-Classified High School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1546

Chicago Manual of Style (16th Edition):

Schlarman, Lorraine. “The Effect Of In-Class Support On Mathematics Performance Of Classified And Non-Classified High School Students.” 2000. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1546.

MLA Handbook (7th Edition):

Schlarman, Lorraine. “The Effect Of In-Class Support On Mathematics Performance Of Classified And Non-Classified High School Students.” 2000. Web. 15 Jul 2019.

Vancouver:

Schlarman L. The Effect Of In-Class Support On Mathematics Performance Of Classified And Non-Classified High School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2000. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1546.

Council of Science Editors:

Schlarman L. The Effect Of In-Class Support On Mathematics Performance Of Classified And Non-Classified High School Students. [Doctoral Dissertation]. Seton Hall University; 2000. Available from: http://scholarship.shu.edu/dissertations/1546


Seton Hall University

10. Cooper, Raymond Gary. A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance.

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

. Advisors/Committee Members: Mary F. Ruzicka, James M. Caulfield, Lois R. Favre.

Subjects/Keywords: New York State; Tenure – high school; High school principals; Education; Educational Administration and Supervision

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APA (6th Edition):

Cooper, R. G. (2008). A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/117

Chicago Manual of Style (16th Edition):

Cooper, Raymond Gary. “A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance.” 2008. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/117.

MLA Handbook (7th Edition):

Cooper, Raymond Gary. “A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance.” 2008. Web. 15 Jul 2019.

Vancouver:

Cooper RG. A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/117.

Council of Science Editors:

Cooper RG. A Replication Study: New York Public High School Principals' Attitudes On The Impact Of Tenure On Principal Performance. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/117


Seton Hall University

11. Lombardo, Robert. A Study of Job Satisfaction Among High School Principals in Pennsylvania.

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

  The purpose of this study was to determine the overall job satisfaction of high school principals in Pennsylvania. The Minnesota Job Satisfaction Questionnaire long… (more)

Subjects/Keywords: High school principals; Job satisfaction; Pennsylvania; Education; Educational Administration and Supervision; Educational Psychology

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APA (6th Edition):

Lombardo, R. (2005). A Study of Job Satisfaction Among High School Principals in Pennsylvania. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2388

Chicago Manual of Style (16th Edition):

Lombardo, Robert. “A Study of Job Satisfaction Among High School Principals in Pennsylvania.” 2005. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/2388.

MLA Handbook (7th Edition):

Lombardo, Robert. “A Study of Job Satisfaction Among High School Principals in Pennsylvania.” 2005. Web. 15 Jul 2019.

Vancouver:

Lombardo R. A Study of Job Satisfaction Among High School Principals in Pennsylvania. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/2388.

Council of Science Editors:

Lombardo R. A Study of Job Satisfaction Among High School Principals in Pennsylvania. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/2388


Seton Hall University

12. Crowe, John A. Perceptions of Block Scheduling: an Indepth Study of Teachers' Perceptions of Block Scheduling at a District Factor D/E High School in Central New Jersey.

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

. Advisors/Committee Members: Dr. Anthony Colella, Angela Raimo, Jeffrey Graber.

Subjects/Keywords: Education; Block scheduling; High school; New Jersey; Educational Administration and Supervision

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APA (6th Edition):

Crowe, J. A. (2006). Perceptions of Block Scheduling: an Indepth Study of Teachers' Perceptions of Block Scheduling at a District Factor D/E High School in Central New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1338

Chicago Manual of Style (16th Edition):

Crowe, John A. “Perceptions of Block Scheduling: an Indepth Study of Teachers' Perceptions of Block Scheduling at a District Factor D/E High School in Central New Jersey.” 2006. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1338.

MLA Handbook (7th Edition):

Crowe, John A. “Perceptions of Block Scheduling: an Indepth Study of Teachers' Perceptions of Block Scheduling at a District Factor D/E High School in Central New Jersey.” 2006. Web. 15 Jul 2019.

Vancouver:

Crowe JA. Perceptions of Block Scheduling: an Indepth Study of Teachers' Perceptions of Block Scheduling at a District Factor D/E High School in Central New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1338.

Council of Science Editors:

Crowe JA. Perceptions of Block Scheduling: an Indepth Study of Teachers' Perceptions of Block Scheduling at a District Factor D/E High School in Central New Jersey. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/1338


Seton Hall University

13. Gundersen, P. Erik. How Does the High School Redesigned Learning Space Influence Collaboration, Communication, Creativity, and Critical Thinking.

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

  This study examined the affect that redesigned learning spaces might have on student engagement levels, specifically the extent to which redesigned learning spaces facilitate… (more)

Subjects/Keywords: Redesigned Learning Spaces; Flexible Furniture; 21st Century Learning and Innovation skills; Collaboration; Communication; High School; Curriculum and Instruction; Other Education; Secondary Education

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APA (6th Edition):

Gundersen, P. E. (2019). How Does the High School Redesigned Learning Space Influence Collaboration, Communication, Creativity, and Critical Thinking. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2649

Chicago Manual of Style (16th Edition):

Gundersen, P Erik. “How Does the High School Redesigned Learning Space Influence Collaboration, Communication, Creativity, and Critical Thinking.” 2019. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. https://scholarship.shu.edu/dissertations/2649.

MLA Handbook (7th Edition):

Gundersen, P Erik. “How Does the High School Redesigned Learning Space Influence Collaboration, Communication, Creativity, and Critical Thinking.” 2019. Web. 15 Jul 2019.

Vancouver:

Gundersen PE. How Does the High School Redesigned Learning Space Influence Collaboration, Communication, Creativity, and Critical Thinking. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Jul 15]. Available from: https://scholarship.shu.edu/dissertations/2649.

Council of Science Editors:

Gundersen PE. How Does the High School Redesigned Learning Space Influence Collaboration, Communication, Creativity, and Critical Thinking. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2649


Seton Hall University

14. 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 July 15, 2019. 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. 15 Jul 2019.

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 2019 Jul 15]. 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

15. Casey, Bernadette L. The Influence of an Interactive Reading Program on Adolescent Students in Middle School.

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

Subjects/Keywords: Education; Reading; Middle school; Secondary; Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Casey, B. L. (2010). The Influence of an Interactive Reading Program on Adolescent Students in Middle School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1628

Chicago Manual of Style (16th Edition):

Casey, Bernadette L. “The Influence of an Interactive Reading Program on Adolescent Students in Middle School.” 2010. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1628.

MLA Handbook (7th Edition):

Casey, Bernadette L. “The Influence of an Interactive Reading Program on Adolescent Students in Middle School.” 2010. Web. 15 Jul 2019.

Vancouver:

Casey BL. The Influence of an Interactive Reading Program on Adolescent Students in Middle School. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1628.

Council of Science Editors:

Casey BL. The Influence of an Interactive Reading Program on Adolescent Students in Middle School. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1628


Seton Hall University

16. Oberkehr, Fredrik Martin. Differentiated Instruction: Perceptions of Middle School Principals Across Middlesex County, New Jersey.

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

. Advisors/Committee Members: Anthony Colella, Mario Barbiere, Lillian DeSimon.

Subjects/Keywords: Education; Middlesex County; New Jersey; Differentiated instruction; Lesson design; Middle school; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Oberkehr, F. M. (2008). Differentiated Instruction: Perceptions of Middle School Principals Across Middlesex County, New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/372

Chicago Manual of Style (16th Edition):

Oberkehr, Fredrik Martin. “Differentiated Instruction: Perceptions of Middle School Principals Across Middlesex County, New Jersey.” 2008. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/372.

MLA Handbook (7th Edition):

Oberkehr, Fredrik Martin. “Differentiated Instruction: Perceptions of Middle School Principals Across Middlesex County, New Jersey.” 2008. Web. 15 Jul 2019.

Vancouver:

Oberkehr FM. Differentiated Instruction: Perceptions of Middle School Principals Across Middlesex County, New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/372.

Council of Science Editors:

Oberkehr FM. Differentiated Instruction: Perceptions of Middle School Principals Across Middlesex County, New Jersey. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/372


Seton Hall University

17. Burnley, Ralph A., Jr. The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania.

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

. Advisors/Committee Members: Dan Gutmore, James M. Caulfield, Robert Offenberg.

Subjects/Keywords: Education; Academic achievement; Middle school education; Educational change; Pennsylvania; Philadelphia; Case studies; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Burnley, Ralph A., J. (2008). The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1592

Chicago Manual of Style (16th Edition):

Burnley, Ralph A., Jr. “The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania.” 2008. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1592.

MLA Handbook (7th Edition):

Burnley, Ralph A., Jr. “The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania.” 2008. Web. 15 Jul 2019.

Vancouver:

Burnley, Ralph A. J. The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1592.

Council of Science Editors:

Burnley, Ralph A. J. The Impact of Education Management Organizations on Academic Achievement in three Middle Schools in the School District of Philadelphia, Pennsylvania. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/1592


Seton Hall University

18. Burns, John P. An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement.

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

. Advisors/Committee Members: Elaine Walker, James Caulfield, Suzanne Jacobus.

Subjects/Keywords: Education; Heterogeneous grouping; Differentiated Instruction; Middle school; High school; Curriculum; Achievement; Curriculum and Instruction

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APA (6th Edition):

Burns, J. P. (2005). An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/184

Chicago Manual of Style (16th Edition):

Burns, John P. “An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement.” 2005. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/184.

MLA Handbook (7th Edition):

Burns, John P. “An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement.” 2005. Web. 15 Jul 2019.

Vancouver:

Burns JP. An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/184.

Council of Science Editors:

Burns JP. An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/184


Seton Hall University

19. Brewton, Shirley. The Effects of Inclusion on Mathematics Achievement of General Education Students in Middle School.

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

. Advisors/Committee Members: Dan Gutmore, John Collins, Laura B. Weitzman.

Subjects/Keywords: Education; Mathematics; General education students; Middle school; Education; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Brewton, S. (2005). The Effects of Inclusion on Mathematics Achievement of General Education Students in Middle School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1553

Chicago Manual of Style (16th Edition):

Brewton, Shirley. “The Effects of Inclusion on Mathematics Achievement of General Education Students in Middle School.” 2005. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1553.

MLA Handbook (7th Edition):

Brewton, Shirley. “The Effects of Inclusion on Mathematics Achievement of General Education Students in Middle School.” 2005. Web. 15 Jul 2019.

Vancouver:

Brewton S. The Effects of Inclusion on Mathematics Achievement of General Education Students in Middle School. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1553.

Council of Science Editors:

Brewton S. The Effects of Inclusion on Mathematics Achievement of General Education Students in Middle School. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/1553


Seton Hall University

20. Cleary, Maria F. Teacher Perceptions of Changes in Middle School Student Behavior After Implementation of a Character Education Program.

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

Subjects/Keywords: Education; Character education; Middle school; Teacher perceptions; Behavior change; Junior High, Intermediate, Middle School Education and Teaching; Student Counseling and Personnel Services

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APA (6th Edition):

Cleary, M. F. (2008). Teacher Perceptions of Changes in Middle School Student Behavior After Implementation of a Character Education Program. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1477

Chicago Manual of Style (16th Edition):

Cleary, Maria F. “Teacher Perceptions of Changes in Middle School Student Behavior After Implementation of a Character Education Program.” 2008. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1477.

MLA Handbook (7th Edition):

Cleary, Maria F. “Teacher Perceptions of Changes in Middle School Student Behavior After Implementation of a Character Education Program.” 2008. Web. 15 Jul 2019.

Vancouver:

Cleary MF. Teacher Perceptions of Changes in Middle School Student Behavior After Implementation of a Character Education Program. [Internet] [Doctoral dissertation]. Seton Hall University; 2008. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1477.

Council of Science Editors:

Cleary MF. Teacher Perceptions of Changes in Middle School Student Behavior After Implementation of a Character Education Program. [Doctoral Dissertation]. Seton Hall University; 2008. Available from: http://scholarship.shu.edu/dissertations/1477


Seton Hall University

21. Ike, Robert R. The Impact Of Direct Reading Instruction For Middle School Students At Newfield Middle School, Newfield, New York.

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

Subjects/Keywords: Education; Reading; Middle school; Elementary; Reading comprehension; Education; Educational Methods; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Ike, R. R. (2004). The Impact Of Direct Reading Instruction For Middle School Students At Newfield Middle School, Newfield, New York. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1582

Chicago Manual of Style (16th Edition):

Ike, Robert R. “The Impact Of Direct Reading Instruction For Middle School Students At Newfield Middle School, Newfield, New York.” 2004. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1582.

MLA Handbook (7th Edition):

Ike, Robert R. “The Impact Of Direct Reading Instruction For Middle School Students At Newfield Middle School, Newfield, New York.” 2004. Web. 15 Jul 2019.

Vancouver:

Ike RR. The Impact Of Direct Reading Instruction For Middle School Students At Newfield Middle School, Newfield, New York. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1582.

Council of Science Editors:

Ike RR. The Impact Of Direct Reading Instruction For Middle School Students At Newfield Middle School, Newfield, New York. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1582


Seton Hall University

22. Bournias, Beth A. A Study of Perceived Job Satisfaction Among Middle School and High School Principals in Specific DFG Groupings in Hunterdon and Somerset Counties in New Jersey.

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

. Advisors/Committee Members: John W. Collins, Daniel Gutmore, Denise Geier.

Subjects/Keywords: Education; Psychology; Job satisfaction; High school principals; New Jersey; Hunterdon County; Somerset County; Principals; Middle school principals; District Factor Grouping; Educational Administration and Supervision; Other Psychology

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APA (6th Edition):

Bournias, B. A. (2006). A Study of Perceived Job Satisfaction Among Middle School and High School Principals in Specific DFG Groupings in Hunterdon and Somerset Counties in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/134

Chicago Manual of Style (16th Edition):

Bournias, Beth A. “A Study of Perceived Job Satisfaction Among Middle School and High School Principals in Specific DFG Groupings in Hunterdon and Somerset Counties in New Jersey.” 2006. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/134.

MLA Handbook (7th Edition):

Bournias, Beth A. “A Study of Perceived Job Satisfaction Among Middle School and High School Principals in Specific DFG Groupings in Hunterdon and Somerset Counties in New Jersey.” 2006. Web. 15 Jul 2019.

Vancouver:

Bournias BA. A Study of Perceived Job Satisfaction Among Middle School and High School Principals in Specific DFG Groupings in Hunterdon and Somerset Counties in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/134.

Council of Science Editors:

Bournias BA. A Study of Perceived Job Satisfaction Among Middle School and High School Principals in Specific DFG Groupings in Hunterdon and Somerset Counties in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/134


Seton Hall University

23. Piermarini, Ernest J. An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise).

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

. Advisors/Committee Members: Joseph V. DePierro, Anthony J. Colella, Carol Boyle.

Subjects/Keywords: Education; Walter Panas High School Individualized Senior Experience; Program evaluation; Internship; Career development; School-to-Work; Curriculum and Instruction; Secondary Education and Teaching

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APA (6th Edition):

Piermarini, E. J. (2001). An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/200

Chicago Manual of Style (16th Edition):

Piermarini, Ernest J. “An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise).” 2001. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/200.

MLA Handbook (7th Edition):

Piermarini, Ernest J. “An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise).” 2001. Web. 15 Jul 2019.

Vancouver:

Piermarini EJ. An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise). [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/200.

Council of Science Editors:

Piermarini EJ. An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise). [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/200


Seton Hall University

24. Coursey, Beverly J. Impact of Maine High School Reform on Student Engagement and Achievement.

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

. Advisors/Committee Members: Elaine Walker, Daniel Gutmore, Will Burrow.

Subjects/Keywords: Education; Ninth-grade; Dropout; School size; Assessment; Transition programs; Poverty; Maine; High school; Engagement; Achievement; Promising Futures; Educational Administration and Supervision; Secondary Education and Teaching

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APA (6th Edition):

Coursey, B. J. (2007). Impact of Maine High School Reform on Student Engagement and Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/464

Chicago Manual of Style (16th Edition):

Coursey, Beverly J. “Impact of Maine High School Reform on Student Engagement and Achievement.” 2007. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/464.

MLA Handbook (7th Edition):

Coursey, Beverly J. “Impact of Maine High School Reform on Student Engagement and Achievement.” 2007. Web. 15 Jul 2019.

Vancouver:

Coursey BJ. Impact of Maine High School Reform on Student Engagement and Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/464.

Council of Science Editors:

Coursey BJ. Impact of Maine High School Reform on Student Engagement and Achievement. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/464

25. Graziano, Dana. The Relative Influence of Faculty Mobility on NJ HSPA Scores.

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

Subjects/Keywords: HSPA; Teacher Turnover; Teacher Attrition; Faculty Mobility; Student Achievement; High School Test Scores; Education

…use of high-stakes exams as high school graduation requirements in New Jersey (New… …high school graduation requirements and its testing program to measure benchmark achievements… …Variables The HSPA is a "high stakes" test serving as a high school graduation… …required to pass the test before receiving their high school diploma. The New Jersey Department… …students to meet became a national pastime. Also in 1983, the Grade 9 High School Proficiency… 

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APA (6th Edition):

Graziano, D. (2012). The Relative Influence of Faculty Mobility on NJ HSPA Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1830

Chicago Manual of Style (16th Edition):

Graziano, Dana. “The Relative Influence of Faculty Mobility on NJ HSPA Scores.” 2012. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1830.

MLA Handbook (7th Edition):

Graziano, Dana. “The Relative Influence of Faculty Mobility on NJ HSPA Scores.” 2012. Web. 15 Jul 2019.

Vancouver:

Graziano D. The Relative Influence of Faculty Mobility on NJ HSPA Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1830.

Council of Science Editors:

Graziano D. The Relative Influence of Faculty Mobility on NJ HSPA Scores. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1830


Seton Hall University

26. Massarelli, Thomas. Relationships between Attachment and Coping Resources in Learning-Disabled Adolescents and Non-Learning Disabled Adolescents in a Vocational-technical High School.

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

. Advisors/Committee Members: Mary F. Ruzicka, Cheryl Thompson, Loretta Sokoler.

Subjects/Keywords: Education; Psychology; Attachment; Coping; Learning disabled; Adolescents; Vocational-technical high school; Educational Psychology; Special Education and Teaching

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APA (6th Edition):

Massarelli, T. (1998). Relationships between Attachment and Coping Resources in Learning-Disabled Adolescents and Non-Learning Disabled Adolescents in a Vocational-technical High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1409

Chicago Manual of Style (16th Edition):

Massarelli, Thomas. “Relationships between Attachment and Coping Resources in Learning-Disabled Adolescents and Non-Learning Disabled Adolescents in a Vocational-technical High School.” 1998. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1409.

MLA Handbook (7th Edition):

Massarelli, Thomas. “Relationships between Attachment and Coping Resources in Learning-Disabled Adolescents and Non-Learning Disabled Adolescents in a Vocational-technical High School.” 1998. Web. 15 Jul 2019.

Vancouver:

Massarelli T. Relationships between Attachment and Coping Resources in Learning-Disabled Adolescents and Non-Learning Disabled Adolescents in a Vocational-technical High School. [Internet] [Doctoral dissertation]. Seton Hall University; 1998. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1409.

Council of Science Editors:

Massarelli T. Relationships between Attachment and Coping Resources in Learning-Disabled Adolescents and Non-Learning Disabled Adolescents in a Vocational-technical High School. [Doctoral Dissertation]. Seton Hall University; 1998. Available from: http://scholarship.shu.edu/dissertations/1409


Seton Hall University

27. Sack, Jill L. The Virtual High School: an Historical Analysis of One E-Learning Model.

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

. Advisors/Committee Members: Anthony J Colella, John Collins, Mark Jennings.

Subjects/Keywords: Education; Distance education; Online learning; K-9; E-learning; Virtual high school; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Sack, J. L. (2003). The Virtual High School: an Historical Analysis of One E-Learning Model. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1697

Chicago Manual of Style (16th Edition):

Sack, Jill L. “The Virtual High School: an Historical Analysis of One E-Learning Model.” 2003. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1697.

MLA Handbook (7th Edition):

Sack, Jill L. “The Virtual High School: an Historical Analysis of One E-Learning Model.” 2003. Web. 15 Jul 2019.

Vancouver:

Sack JL. The Virtual High School: an Historical Analysis of One E-Learning Model. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1697.

Council of Science Editors:

Sack JL. The Virtual High School: an Historical Analysis of One E-Learning Model. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/1697


Seton Hall University

28. Thomas, Loren D. A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District.

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

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Patrick Michel.

Subjects/Keywords: High/Scope PreSchool Curriculum; Kindergarten; Pittsgrove Township School District; Curriculum and Instruction; Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Thomas, L. D. (2010). A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/51

Chicago Manual of Style (16th Edition):

Thomas, Loren D. “A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District.” 2010. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/51.

MLA Handbook (7th Edition):

Thomas, Loren D. “A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District.” 2010. Web. 15 Jul 2019.

Vancouver:

Thomas LD. A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/51.

Council of Science Editors:

Thomas LD. A Case Study: The High/Scope PreSchool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/51


Seton Hall University

29. Santora, Jr., Joseph A. A Case Study of the Naval JROTC Program at Passaic High School.

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

. Advisors/Committee Members: Barbara Strobert, John Collins, Barbara Miller.

Subjects/Keywords: Naval JROTC; New Jersey; Passaic High School; Case studies; Education; Educational Leadership; Educational Psychology

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APA (6th Edition):

Santora, Jr., J. A. (2006). A Case Study of the Naval JROTC Program at Passaic High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/47

Chicago Manual of Style (16th Edition):

Santora, Jr., Joseph A. “A Case Study of the Naval JROTC Program at Passaic High School.” 2006. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/47.

MLA Handbook (7th Edition):

Santora, Jr., Joseph A. “A Case Study of the Naval JROTC Program at Passaic High School.” 2006. Web. 15 Jul 2019.

Vancouver:

Santora, Jr. JA. A Case Study of the Naval JROTC Program at Passaic High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2006. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/47.

Council of Science Editors:

Santora, Jr. JA. A Case Study of the Naval JROTC Program at Passaic High School. [Doctoral Dissertation]. Seton Hall University; 2006. Available from: http://scholarship.shu.edu/dissertations/47


Seton Hall University

30. Pitts, Michele L. The Influence of a Transition on At-Risk Freshmen in a New Jersey Public Suburban High School.

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

. Advisors/Committee Members: Charles M. Achilles, Anthony J. Colella, Richard L. Brodow.

Subjects/Keywords: Education; Children with social disabilities; High school students; New Jersey; Disability and Equity in Education; Education; Educational Psychology

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APA (6th Edition):

Pitts, M. L. (2005). The Influence of a Transition on At-Risk Freshmen in a New Jersey Public Suburban High School. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1629

Chicago Manual of Style (16th Edition):

Pitts, Michele L. “The Influence of a Transition on At-Risk Freshmen in a New Jersey Public Suburban High School.” 2005. Doctoral Dissertation, Seton Hall University. Accessed July 15, 2019. http://scholarship.shu.edu/dissertations/1629.

MLA Handbook (7th Edition):

Pitts, Michele L. “The Influence of a Transition on At-Risk Freshmen in a New Jersey Public Suburban High School.” 2005. Web. 15 Jul 2019.

Vancouver:

Pitts ML. The Influence of a Transition on At-Risk Freshmen in a New Jersey Public Suburban High School. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2019 Jul 15]. Available from: http://scholarship.shu.edu/dissertations/1629.

Council of Science Editors:

Pitts ML. The Influence of a Transition on At-Risk Freshmen in a New Jersey Public Suburban High School. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: http://scholarship.shu.edu/dissertations/1629

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