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  • A Qualitative Case Law Analysis Of New Jersey Public School Special Education Due Process Hearings and Rulings from 2010-2020

    Description:
    This study examined parents' motivations for filing for due process and the determining factors New Jersey Administrative Law Judges (ALJs) in the New Jersey Third Circuit court consider when they chair special education due process hearings regarding student placements. The researcher conducted a qualitative historical content analysis involving parents who unilaterally placed their children in more restrictive environment placements when compared to those proposed by the district. The use of frequency research, content analysis, and grounded theory allowed the researcher to identify and explore factors that ALJs consider when they rule on these placements. The researcher applied a case analysis format to a sample of 27 cases each from the New Jersey Third Circuit court then compared and contrasted the factors, represented by coded themes, that ALJs consider when deliberating over these due process hearings. Furthermore, this study evaluated the determining factors for choosing due process as the avenue for achieving FAPE, patterns within the hearing ruling related to demographics, and recommendations for practitioners and researchers of IDEA and the New Jersey Administrative Code.
    Subject:
    Education
    Creator:
    Snyder, Michael
    Owner:
    ddecoster@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/13/2022
    Date Modified:
    01/13/2022
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Effects of a Preschool Program on Kindergarten Achievements

    Description:
    Funding for Preschool programs has currently become a political agenda being debated in our nation. It is important to give our children an early start to education regardless of socioeconomic status, as it can be beneficial to them as they grow. This study will provide evidence to sway our politicians to fund preschool programs as they positively affect children in their kindergarten year. Historical Teaching Strategies Gold assessment data of 84 randomly selected kindergarten students will provide evidence of the effects of a preschool program. This data was collected from a year in kindergarten and consists of students that have attended a preschool in-district program, students who have attended a Head Start and outsider provider preschool program, and students who have no preschool education. Although this study did not have a significant difference among the groups, the researcher found that students who have attended an in-district preschool program made better positive gains throughout their kindergarten year than students who attended a Head Start and outside provider preschool program and those students who did not have a preschool education.
    Subject:
    Education
    Creator:
    Madrigal, Michael V.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Examination of Middle-Level Educators’ Perceptions Regarding the Implementation and Maintenance of Blended Learning

    Description:
    Middle school students learn and develop at different rates which result in a variety of academic abilities within a given classroom. Middle-level educators face significant challenges when working to engage and instruct students. Innovative instructional practices that incorporate digital and non-digital tools are needed to create a dynamic, student-centered learning environment where all students can learn. The purpose of this study was to identify and examine the perceptions of middle level educators related to the implementation and maintenance of blended learning. In addition, this study researched the impact that implementing blended learning pedagogy in middle school classrooms had on student engagement, achievement, and the development of academic and non-academic skills through the lens of practicing middle-level educators. Lastly, this study explored the barriers that middle-level educators encountered when attempting to successfully incorporate blended learning opportunities into their respective curricula.
    Subject:
    Education
    Creator:
    Rigby, Colin. 
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Reading Instruction Matters: A Qualitative Case Study Examining Best Practices in Close Reading at an Urban Middle School

    Description:
    This qualitative case study aimed to evaluate instructional best practices in reading, particularly close reading components and strategies that can predict student success, specifically in middle school students in an inner-city setting. The implementation of close reading instructional strategies is said to impose a higher level of cognitive skills. Through language arts’ skill-based tools, students can steadily improve analytical aspects of both reading and writing. Additionally, administrators and teachers who hold high expectations and articulate the belief in high cognitive demand can encourage a productive struggle. Furthermore, instructional leadership can positively impact student learning outcomes and facilitate teachers’ efforts toward providing quality instruction inclusive of effective reading strategies.
    Subject:
    Education
    Creator:
    DeCamp, Heather
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Relationship Between Student Grades and Student Evaluations of Professors and its Impact on Faculty Practices

    Description:
    Student evaluation of teachers (SET) is an important method of assessing professors' teaching skills and effectiveness. The purpose of this study is to determine whether and to what extent a relationship between grades and student evaluations of professors exists and how this relationship influences faculty practices, such as teaching styles, grading habits, and employment terms. This mixed-methods research was significant in that it was conducted at a faith-based institution. The faculty was composed of lay personnel and clergy who were surveyed in 30-to-45-minute mid-semester interviews. The student population included seminarians—students studying to become priests—and students in religious formation, as well as lay students. Students were surveyed using a modified SET form distributed near the end of the semester. The study found that there is a relationship between grades and SETs: students receiving higher grades tended to give higher ratings to their professors, and students receiving lower grades tended to give lower ratings to their professors. The findings also showed that seminarians were less likely to give low ratings to their professors than non-seminary students (rs = .398 vs. .204). The research showed that SETs do have an impact on professors' performances. The data indicated that most faculty made changes to their instructional practices in response to student evaluations. The research also revealed no significant difference between the reactions of lay and religious personnel to SETs. The results of this investigation include suggestions for modifications of practices and policies that would apply to this college and seminary's administrators, faculty, and students. In addition, recommendations for further research and application to other higher education institutions are discussed. and Alternate abstract: La evaluación de los estudiantes a los maestros (SET) es un método importante para evaluar las habilidades y la eficacia de la enseñanza de los profesores. El propósito de este estudio es determinar si existe una relación entre las calificaciones y las evaluaciones de los profesores por parte de los estudiantes, y en qué medida, y cómo esta relación influye en las prácticas docentes, como los estilos de enseñanza, los hábitos de calificación y las condiciones laborales. Esta investigación y el uso de un métodos mixto (Cuantitativo y Cualitativo) fue importante porque se llevó a cabo en una institución religiosa. La facultad estaba compuesta por personal laico y clérigos que fueron encuestados en entrevistas de 30 a 45 minutos a mitad de semestre. La población estudiantil incluía seminaristas—estudiantes que estudian para ser sacerdotes—y estudiantes en formación religiosa, así como estudiantes laicos. Los estudiantes fueron encuestados utilizando un formulario SET (evaluación de los estudiantes a los profesores) modificado y distribuido cerca del final del semestre. El estudio encontró que existe una relación entre las calificaciones y los SET: los estudiantes que reciben calificaciones más altas tienden a otorgar calificaciones más altas a sus profesores, y los estudiantes que reciben calificaciones más bajas tienden a otorgar calificaciones más bajas a sus profesores. Los hallazgos también mostraron que los seminaristas tenían menos probabilidades de dar calificaciones bajas a sus profesores comparado con los estudiantes que no eran seminaristas (rs = .398 vs. .204). La investigación mostró que los SET sí tienen un impacto en el desempeño de los profesores. Los datos indicaron que la mayoría de los profesores hicieron cambios en sus prácticas de instrucción en respuesta a las evaluaciones de los estudiantes. La investigación no reveló diferencias significativas entre las reacciones del personal laico y religioso a los SET. Los resultados de esta investigación incluyen sugerencias para modificaciones de prácticas y políticas que se aplicarían a los administradores, profesores y estudiantes de esta universidad y seminario. Además, se discuten recomendaciones para futuras investigaciones y aplicaciones a otras instituciones de educación superior.
    Subject:
    Education
    Creator:
    Briceno, Carlos E.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Leading K-12 Learning: The Role of Mentorship Experiences in Instructional Supervisory Professional Development

    Description:
    This study encompasses research on the role of mentoring in the experiences of instructional supervisors in K-12 school districts and how mentoring contributed to their professional development. The method used for this research included a questionnaire, one-to-one interviews, and a panel discussion to capture the essence of the work of the instructional supervisor. The nine instructional supervisors involved in this research study demonstrated the importance of relationships and informal mentoring, and discussing this as a group contributed to the validity of the findings in the one-to-one interviews. Elizabeth McKinsey’s three-phase mentoring framework was applied to this research study. The eight themes that emerged in this study, just within the scope of professional development and the role of mentoring, produced a tremendous body of qualitative research. This research study produced five strong implications for practice regarding the role of mentoring experiences for instructional supervisors. The implications for practice include the value of relationships in mentoring, the proximity of instructional supervisors who fostered informal mentoring, the importance of the knowledge that the mentor has when working with a mentee, the role of agency or control of choice for the mentee, and finally emphasizing preservice work for prospective instructional supervisors. Each of these implications for practice is well-supported by the current literature and the research that this study contributes to the field.
    Subject:
    Education
    Creator:
    Knutelsky, Robin.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • General Education and Special Education Teachers’ Attitudes Toward Co-teaching in an Inclusive High School Setting

    Description:
    Special and general education teachers are experiencing increased demands on how content is taught, the content to be taught, and the number of students with learning disabilities: all with limited available resources. Government regulations mandated through No Child Left Behind (NCLB, 2001) and Individuals with Disabilities Act (IDEA, 2004) have affected how special education services are delivered to secondary students pursuing a high school diploma. These changes stem from the highly qualified requirement that “all public elementary and secondary education school teachers, including special education, bilingual education, and alternative education teachers who teach core academic subjects, must meet ‘highly qualified’ requirements the end of the 2005 to 2006 school year” (NCLB, 2001, p. 3). Students with special needs are also affected by these increased demands due to the higher expectations placed upon all students. School districts experience unique challenges when ensuring all students attain academic success while meeting the federal guidelines (NCLB, 2001). The demands of providing instruction by a Highly Qualified Teacher is particularly challenging when meeting the needs of students in special education at the secondary level. Implemented to ensure guidelines are met while still meeting the needs of all learners, co-teaching is a teaching methodology in which two teachers collaborate to provide instruction to students (Cook & Friend (1995). For co-teaching to be considered collaborative, designated criteria must be met. Cook and Friend (1995) defined interpersonal collaboration as “a style of direct interaction between at least two co-equal parties voluntarily engaged in shared decision-making working toward a common goal" (p. 2). Co-teaching has been used in New Jersey school districts to meet state and federal regulations. How this model impacts students is important to determine.
    Subject:
    Education
    Creator:
    Rodriguez, Jose M. 
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • How High School Students in Northern New Jersey Perceive School Safety in a Post-Columbine World

    Description:
    The United States of America has a unique problem of school shootings. The victims of school shootings are robbed of their futures at the very institutions attempting to prepare them for college, career, and citizenship. These shootings have inspired massive, costly security upgrades in American schools. This target hardening is one way to prevent future shootings, but these security measures are often implemented without considering student mental health and the impact on school climate. This mixed-methods research study aimed to determine how high school students in northern New Jersey perceive school safety in a post-Columbine world. Students’ perceptions were contextualized by conducting a thorough review of the federal, state, and local responses to school shootings and the existing body of research on student safety. This researcher collected quantitative and qualitative data through a web-based survey completed by 338 high school students. The researcher conducted hypothesis testing by utilizing three one-way analysis of variance (ANOVA) tables to determine the impact that the independent variables of grade level, gender, and racial background had on the dependent variable, students’ perceptions of safety. An additional ANOVA and t-test were performed to further investigate the impact of gender, which was highly significant to students’ perceptions of safety.
    Subject:
    Education
    Creator:
    DeStefano, Nicholas J. 
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Quantitative Analysis of How a Teacher's Perceptions and Lack of Professional Development Affects the Disproportionality of Black Males in Special Education

    Description:
    The disproportionality of Black male students is one of the most critical problems in special education within the U.S. (Skiba et al., 2006). This quantitative study aimed to examine how teachers' perceptions of classroom norms and professional development affect how they refer Black males to special education. The issue of disproportionality among Blacks in special education has been discussed in educational literature since the 1960s and continues to be a concern today. This study examined how teachers' perceptions of Black students' language, family history, behavior, cultural differences, and biases affect who they refer to as special education. Data were collected from kindergarten to high school teachers in a small suburban school district. Participants in the survey took the Gresham survey, which is divided into two sections. Part one's purpose was to gather information from teachers about the overrepresentation of Black males that are ultimately referred to special education, while section two's purpose was to collect demographic information on the survey participants. Their responses were then analyzed to determine the extent to which a teacher's perception of classroom norms and professional development affects who they refer to special education. This research provides an overall view of how teachers' perceptions and lack of professional development contribute to how they refer Black students to special education. In addition, this study highlighted the importance of professional development to ensure that teachers are aware of how their personal beliefs may affect their classroom decisions.
    Subject:
    Education
    Creator:
    Pinto-Gomez, Diana C.   
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Instructor Perspectives on Soft Skills in Higher Education

    Description:
    There are jobs available today that did not exist 10 years ago. According to employers, there is a significant gap in essential universal skills in recent college graduates necessary for success in any career. Because of student debt and rising college tuition, more than ever, higher education is being held accountable for its contribution to workforce readiness. How does higher education prepare students for jobs that do not yet exist? How can higher education better prepare students for the workforce? Higher education has been a gateway to higher-paying jobs in America and other developed countries. Employers look to higher education to teach students the skills required in the workplace. Some careers in areas such as computer programming, accounting, and engineering require specific skills or hard skills that can be measured by tests and certifications. However, businesses expect students to have developed competencies in areas that are more difficult to measure. These competencies include verbal and written communication, problem-solving skills, critical thinking, and the ability to work well in teams. These soft skills lead toward success in any career, yet according to hiring managers worldwide, these skills are lacking among college graduates. How can higher education continue to provide value to employers if these key competencies have not been learned?
    Subject:
    Education
    Creator:
    Grilli, Kathryn
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Quantitative Analysis of the Capacity of Campus Police to Investigate Cybercrime

    Description:
    Through quantitative research, this study seeks to identify the specific method campus police employ to investigate cybercrime, then identify demographic characteristics (variables) of the agencies that permit or limit the agency's method of response. The correlation between demographic characteristics and the resulting response method represents the agency's capacity to investigate cybercrime. The tool utilized to capture data for this study is the “Survey of Campus Law Enforcement Agencies” designed by the U.S. Department of Justice (USDOJ), Bureau of Justice Statistics (BJS). Almost 94% of institutions did not have a dedicated cybercrime unit. Only 6% of institutions did have a dedicated cybercrime unit, which suggests that campus police agencies may not have the resources to dedicate a full-time cybercrime unit or that management determined that the existing campus police officers were enough for the institutions’ cybersecurity needs. Approximately 55% of institutions stated that police personnel was designated to investigate cybercrimes as necessary, and another 15% of institutions had no policies addressing cybercrime. The literature review suggested that these conditions may result in educational institutions being unsuccessful in investigating cybercrimes and unprepared to deal with cybercrimes generally. If the campus police agencies considered in this study successfully investigated cybercrimes, then the disconnection between literature and the study results would suggest a need to reconsider academic understanding of cybercrime investigation. However, if the campus police were largely unprepared and unsuccessful in their investigations, the expectations of literature would largely be confirmed.
    Subject:
    Education
    Creator:
    Dixon, Henry A.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Drop-Out Prevention and Strategies to help Special Education Students

    Description:
    Dropping out of school before completing secondary education for special children is a significant problem in the world and particularly in America. Although high school dropout in America has been a major problem for more than two decades, it was not among the priorities of the policies of the 90s probably because it was thought that they would be solved automatically as an effect of the improvement of the educational system in general. Many countries along with America have not paid attention to the prevention strategies for special education children. For the current paper, the interpretivist approach is much more suitable as compared to positivism. The Interpretivist research philosophy is based on the principle which states that the researcher performs a specific role in observing the social world. Positivism is the theory that laws are to be understood as social rules, valid because they are enacted by authority or derive logically from existing decisions and that ideal. Moreover, strategies have been provided for school drop out for special needs students. The conclusion suggests that education is paramount for special needs children to help them through school, thereby boosting their adaptation to life. Additionally, the US taxpayers are giving a significant amount of money to support special education students.
    Subject:
    Education
    Creator:
    Lydner, Kaara
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Teacher Well-being: The Impact of Teacher Emotional Intelligence and Self-efficacy Beliefs on Perceptions of Student-Teacher Relationship Quality in a Small New Jersey K–12 District

    Description:
    Perceptions of student-teacher relationship quality have been shown to directly impact student achievement and the long-term career success of teachers. Students who perceive supportive relationships with teachers show increased school attendance, higher graduation rates, and more engagement in school. Moreover, teachers who perceive greater feelings of closeness, as opposed to conflict, are more likely to remain committed to the profession and less likely to experience symptoms of burnout (Admiraal et al., 2009; Sparks 2019). Student influencers of relationship quality have often been studied, with less attention on the influence of teachers' psychological and emotional characteristics (Yoon, 2002). The researcher investigated the influence of two determinants of teacher well-being, teacher emotional intelligence, and teacher self-efficacy beliefs on teacher perceptions of relationship quality to understand the relationship between the constructs better and provide further recommendations supporting high-quality relationships in today’s schools. This quantitative study established a positive and statistically significant relationship between teacher emotional intelligence and perceptions of relationship quality. The study results also established a positive and statistically significant relationship between teacher self-efficacy beliefs and relationship quality. Additionally, the researcher examined the influence of sociodemographic factors—gender, race, years of service, grade level(s) taught—on the relationship quality, emotional intelligence, and efficacy beliefs. Results from the study were similar to previous research examining teacher emotional intelligence, self-efficacy beliefs, and perceptions of student-teacher relationship quality. Literature on teacher emotional intelligence, self-efficacy beliefs, and relationship quality was used to interpret findings, provide recommendations, and discuss limitations.
    Subject:
    Education
    Creator:
    Guidry, Suzanne
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Differences in Teachers’ Valuation of Teaching Non-Cognitive Skills in Upper Elementary through Middle School Grades

    Description:
    The body of research on the importance of non-cognitive skills in middle school shows that emphasizing these skills diminish after elementary grades. Further, there is a lack of standard policy and framework for directly integrating these skills in middle schools. The purpose of this quantitative exploratory study was to gain a better understanding of the teacher-perceived importance of direct instruction in non-cognitive skills in years transitioning from upper elementary to middle schools. A Likert-type survey was conducted, yielding results from 114 upper elementary and middle school teachers. The methodology was designed to identify instances of significant variance in the opinions of five groupings of teachers by the discrete characteristics of gender identification, years taught, highest degree earned, grade-level taught, and certification. Teachers were asked to rate and rank in importance five categories of non-cognitive skills. They were also asked to rate their readiness to teach these skills. After these three Likert-type question sets, the teachers were offered an opportunity to volunteer responses to an open-ended question about what barriers to teaching these skills might be an issue. The study yielded statistically significant findings in the question sets for rating the importance of and readiness for teaching each of the five non-cognitive skill categories. The study’s results show that the variance of beliefs within specific teacher groupings indicates a need for one coherent definition and set of standards for teaching non-cognitive skills. The results also yielded the unexpected outcome of no association between grade-level-taught and the level at which middle school teachers value teaching non-cognitive skills. The lack of such a pattern suggests that teacher beliefs are not the main factor in middle school students’ struggles with non-cognitive skills; but rather, it is the middle school environment and the middle school construct itself.  
    Subject:
    Higher education administration, Education, Educational administration, and Education policy
    Creator:
    Pineiro, Paul
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Comparative Analysis of Learning Environments in First-Year Physics Courses at an Urban Research University

    Subject:
    Education and Learning Environment
    Creator:
    Miosotis Hernandez
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    10/26/2023
    Date Created:
    2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Impact of a Year-Round School Calendar on College and Career Readiness as Measured by the SAT Scores of Urban High School Seniors

    Description:
    Students might lose skills and knowledge accomplished in the school year throughout the summer break. The aim of the examination is to survey the effect of an all-year school plan on school and career preparedness, as determined by the SAT (Scholastic Aptitude Test) marks of twelfth-grade students. SAT outcomes will be examined for urban high school students with a yearly calendar and pupils with a conventional school calendar. Through quantitative examination, the checking will use various independent t-tests for two free examples, which offered the effect of the school calendar. In view of the investigation of total scores of SATs, it was evident that the relationship between the all-year school calendar and the conventional one indicated a degree of measurable criticality. It was clear that the all-year school calendar is more viable; thus, the recommendation that the policymakers ought to recognize further reception and usage of the calendar model to easily prepare urban high school seniors for colleges and professions. The research further recommends that the stakeholders in education ought to organize student’s dependent on various demographic arrangements like age and sex to enhance the rightness of assessment dependent on SATs through which the students are set up for their next levels. With this, the research paper recommends extra research regarding the most adequate usage systems for a policy that controls the selection of the all-year calendar to approve the findings of the current research. Key words: examination, Scholastic Aptitude Test, school calendar.
    Keyword:
    Educational tests & measurements , Secondary education, SAT (Scholastic Aptitude Test), and School calendar
    Subject:
    Education
    Creator:
    Grant, Christopher D.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/23/2021
    Date Modified:
    11/16/2023
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Ageism amongst Higher Education Professional Staff: Understanding Attitudinal and Professional Consequences

    Description:
    Colleges and universities benefit from a diverse community composed of faculty and staff who serve to enrich the lives of students. Diversity exists among professional staff just as it does among student populations. Where there is diversity, there may also be discrimination, and older adults may face more burdens as they continue their educations than younger adults (Simi & Matusitz, 2016). This study explores the issue of age discrimination amongst professional staff who have served colleges and universities. Emphasis is equally placed on extracting the experiences of perceived ageism from participants who are both younger and older adults in the industry. These experiences are examined to understand how perceived ageism in the workplace has impacted the individuals on a personal level. Additionally, this research considers the impact that ageism has on individuals and their loyalty to their institutions, which subsequently may impact the operation and culture of the institution. Results from the research study (N = 4) paint a picture of perceived ageism happening in very different ways amongst the participants. These experiences range from relatively subtle comments made by coworkers, including faculty and staff in some instances, to what seems to be the outright denial of an employment opportunity based on their age. These experiences have altered their identities, and the range of ageist experiences is similar to those that have been examined in other research (Shih, Young, & Butcher, 2013). Furthermore, it is likely that the experiences perceived as ageist intersect with other forms of discrimination (Granslee & Sayer, 2006). Ultimately, participants reported holding the higher purpose of serving their students and community that may combat turnover due to ageist incidents, but the experiences raise questions about institutional cultures at a time when the generations may be at odds with one another.
    Keyword:
    College administration, Aging, and Attitudinal and Professional Consequences
    Subject:
    Education
    Creator:
    Lambert, Steven
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/16/2023
    Date Created:
    2019
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Examination of Suburban Elementary School Teachers Perceptions of Technology Skills Development and Program Needs Necessary for Mandated Online Testing

    Description:
    This study collected teacher perspectives on the impact of mandated high-stakes online testing to identify current needs for teachers and students regarding the development of student technology skills for such assessments. Participants included 41 teachers who instruct students in 3rd, 4th, or 5th grade in any capacity from ten school districts in central New Jersey. A mixed-methods design provided data in the form of an online survey complemented by interviews with nine teachers from online survey participants. No teachers feel that all their students have mastered any of the skills pertinent to high-stakes online testing. Forty-three percent of all participants still feel that fewer than half of their students are prepared to demonstrate what they know in high-stakes online assessment platforms. This finding is critical because even though it has been 5 years since the initial mandate, this testing platform necessitates both students and teachers develop technology skills and classroom integrated practices needed to allow students to utilize the testing platform in high-stakes mandated assessments tacitly. Teachers felt that many, if not all, students still need to develop skills, including keyboarding, typing math expressions, reading online text, and writing online. Teachers feel that there is a need for time to engage in technology professional development. The preferred venue choice is participating in a presentation/workshop with an in district mentor/coach available after the presentation. It is understood that technology is not going away, and beginner technology skills are not inherent. Young students need to be taught these skills the same way they are taught skills with paper and pencil before applying them. Individual school districts need to work together to identify and plan for the best way to integrate the technology skills development of students, especially those with special needs, across all content areas.
    Keyword:
    Suburban Elementary, Examination, Technology Skills, Mandated Online Testing, and Educational tests & measurements
    Subject:
    Education
    Creator:
    Terranova, Cynthia
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    11/16/2023
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Examination of New Jersey’s Principals’ and Assistant Principals’ Perception on Delivering Effective Feedback in the Evaluative Post Conference with Regard to Time, Protocols, & Training

    Description:
    The purpose of this quantitative study was to investigate New Jersey public school principals’ and assistant principals’ perceptions on the effectiveness of feedback delivery to teachers during post-observation conferences. Specifically, principals’ and assistant principals’ perceptions of how time, training, and protocols impact the process of providing effective feedback to teachers during the post-observation process. Federal guidelines and NJ state statutes have placed a greater emphasis on the role of principals and assistant principals to provide more complex feedback to teachers in the New Jersey teacher evaluation model (New Jersey Department of Education [NJDOE], 2015; NJDOE, 2017b; USDOE, 2012; Popham, 2013). Studies suggest that if the post-conference feedback is effective and promotes teacher effectiveness, principals and assistant principals must have time for feedback, utilize an effective feedback protocol, and be adequately trained to provide the feedback (Education First, 2015; Park et al., 2014). In addition, these feedback supports or processes, norms, and structures must be in place to ensure that the post-evaluation conference is a success (Park et al., 2014). In the post-conference, the feedback process must be useful, specific, constructive, timely, allow and encourage teachers to share their thoughts, and create a collaborative process that results in professional goal setting. The study found that principals and assistant principals did not always have time post-conference for an effective feedback process. In addition, instructional leaders did not always utilize an effective post-conference feedback protocol with fidelity. The researcher also found that principals and assistant principals do not strongly agree that they were trained adequately to provide effective feedback in the post-conference session. Collaboration between teachers and instructional leaders yielded the lowest mean in all three supports in the study. This finding suggests that there was not enough time for collaboration in the feedback process. Collaboration was the least utilized by both principals and assistant principals, and both groups perceived they were the least adequately trained in collaborating with teachers to set professional goals.
    Keyword:
    Collaboration, Educational leadership, Higher education administration, New Jersey, Assistant Principals, Effective Feedback, Post Conference , and Time, Protocols, & Training
    Subject:
    Education
    Creator:
    Danny, Lucy
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    11/16/2023
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An examination of teachers' perceptions of teacher evaluation in New Jersey school systems

    Description:
    Teacher evaluation has existed in many forms throughout history. With or without formal processes teachers are held accountable for student learning and achievement gains through a variety of measures such as standardized test scores, parent feedback, administrative feedback and students' grades. Recent political movement has spurred legislators to support more rigorous and specific evaluation systems that increased accountability of teachers and school districts to link teacher evaluation to student learning. New Jersey adopted the TEACHNJ act in 2012 which required set number of evaluations for tenured and non-tenured teachers, criteria for each evaluation through a variety of models, and test scores and teacher developed assessments were tied into a final score for teachers. If the teacher evaluation system aims to improve practice and identify areas for professional growth, it is important to understand teachers' perceptions on the new system. The purpose of the study was to examine the perceptions of teachers related to the effectiveness of the teacher evaluation system in New Jersey and the perceived benefits and limitations of the new system. This mixed-methods study surveyed teachers from six suburban districts in New Jersey. The districts varied in size and socio­economic factors, but all districts were in their second year of the new teacher evaluation system. Teachers answered eight survey questions using a Likert scale and two open-ended questions that allowed respondents to expand on any of the questions or any other related comments not addressed in the survey. The study revealed that teachers believe in the fundamental principles that serve evaluation processes. Teachers understood the research behind the systems and the need for accountability. The key in successful teacher evaluation is comprehensive training opportunities for teachers not only in what constitutes effective teaching practices, but with the implementation of these practices into the classroom. Further, teachers need to have training on how to utilize the tools used to manage the evaluation systems so that teachers are not tied up with bureaucratic practices that take away from the time to plan effective lessons or collaborate with colleagues. Additionally, evaluators need to continue to learn alongside the teachers to ensure reliability and consistency within the different evaluations a teacher receives from multiple observers. Further research that aligns teacher evaluation with student achievement, as well as teacher evaluation within a variety of settings with specific evaluation models would be valuable. As new teacher evaluation systems become the norm in districts across the nation, further study would provide school leaders with ways to ensure successful and effective implementation policies that support both students and teachers.
    Keyword:
    Educational leadership, Teachers' perception, Teacher evaluation, and New Jersey School Systems
    Subject:
    Education
    Creator:
    Ladd, Susan
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    11/16/2023
    Date Created:
    2016
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Understanding Anxiety Disorders in Preschoolers

    Description:
    Early childhood is a uniquely nuanced time; in many cases, it is very difficult for adults to tell the difference between a child’s colorful personality and an inherent disability. A child who demonstrates an inconsistent attention span, for example, may appear to simply be distracted. An educator may attribute this behavior to excitement or innocence when, in fact, the child may suffer from something much more subtle and intrinsic. Researchers have indicated that signs of anxiety disorders can be detected in children as young as three. Children living with anxiety may experience negative short- and long-term effects if it goes undetected. Given unprecedented times, anxiety has become quite prevalent. Therefore, it is imperative to raise awareness of and increase training in and identification of signs and symptoms. The present study is a qualitative study designed to increase what is known about anxiety in preschoolers. This research also explores teachers’ perceptions of preschoolers who are anxious or have anxiety disorders and examines teachers’ self-efficacy in recognizing and managing such preschoolers. Suggestions are made for future research to improve practices in the early identification of childhood anxiety in a school setting.
    Keyword:
    Educational leadership, Early childhood education, Mental health, Preschoolers, Anxiety, Pedagogy, and Disorders
    Subject:
    Education
    Creator:
    Hughes, Sherry
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/17/2023
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A descriptive analysis of the relationship between private high school teachers' characteristics, their knowledge of the 2011 New Jersey Anti-Bullying Law, and the impact on their reporting of bullying incidents

    Description:
    The purpose of this study was to determine if private high school teachers' characteristics, their knowledge of the 2011 New Jersey Anti-Bullying Law, and the impact on their reporting of bullying incidents. The study was conducted at an urban private high school in northern New Jersey, where the participants in this study were asked to complete a survey. The survey instrument measured demographic information; specifically, gender, age range, ethnicity, the number of years teaching, the number of years teaching in the current school, educational level, and the teachers own experience with bullying as a student. The survey also measured the teachers' general knowledge of bullying; specifically the New Jersey's 2011 Anti-Bullying Law. The data analysis, which was run on SPSS, showed that only ethnicity had a significance influence while the other demographic variables were found not to have any significant influence on a private high school teachers' reporting of HIB incidents. The results also showed teachers lacked knowledge about the New Jersey Anti-Bullying Law of 2011.
    Keyword:
    Educational leadership , Educational sociology , Public policy, Secondary education, Law, and Anti-Bullying
    Subject:
    Education
    Creator:
    Perez, Hansel A.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    11/30/2023
    Date Created:
    2014
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Cultural and Socioeconomic Factors Affecting the Successful College Completion of Dominican and Haitian ESL Students in the United States

    Description:
    College completion rates are one of the major issues facing immigrant and non- immigrant students in the United States, especially among Hispanic and African American student populations (Scott-Clayton, 2015). Socioeconomic inequalities in college completion have become a significant concern nationwide (Page et al., 2019). The passage of the Higher Education Act of 1965 has promoted an increase in college enrollment rates; however, gaps in enrollment and college completion have persisted (Bailey & Dynarski, 2011). Nearly half of students enrolled in a 4-year college will complete a bachelor’s degree in more than 6 years. No less than 62% of White, 39% of American Indian and Alaskan Native, 40% of Black, and 50% of Latino students enrolled in 4-year college complete a bachelor’s degree in a 6-year timeframe (National Center for Education Statistics [NCES], 2012). To promote college completion among Hispanics and African Americans, the researcher explored Dominican and Haitian English as a Second Language (ESL) students’ college experiences in post-secondary institutions in the United States.
    Keyword:
    Multicultural education , Educational leadership, English as a second language--ESL, and Higher education
    Subject:
    Education
    Creator:
    Romain, Rony
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Working-Class Parental Involvement in the Education of Latino Students

    Description:
    The purpose of this qualitative study is to understand working-class parental involvement in the education of Latino secondary students in the U.S. Literature indicates that most Latino parents want their children to enroll in a higher education institution. However, statistics and research show that enrollment rates to a higher educational institution are below average among Latino students. While many factors contribute to Latino students’ success, I considered the level and areas of parental involvement as the main factor in this study. The study focuses on language barriers, cultural differences, socioeconomics, parents’ preparation and understanding of the school system, and family issues among Latino parents. To examine these elements, six Latino parent couples were interviewed. The results of the analysis deepened the understanding of what it means for Latino parents to be involved in the education of their children. The six narratives offered insight into how Latino families connect, develop relationships, communicate, motivate, and perceived parental involvement in their children’s education. Ultimately, this research found that Latino parents felt involved in their children’s education despite the barriers. Although not involved in a traditional way, Latino parents expressed feeling a sense of responsibility to being involved in their children’s education.
    Keyword:
    Individual & family studies , Educational administration, Latin American studies, and Working-class
    Subject:
    Education
    Creator:
    Hercules, Manuel
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Character Education A Possible Preventative for Negative Vices Occurring in Public Schools

    Description:
    Why do some schools look to band-aid or temporary solutions to address negative behaviors occurring in schools? Character education, which may be commercialized or developed through homegrown programs, is a preventative measure that can be used to mitigate behavioral issues. Incorporating this strategy into school curricula can curb vices that may stem from negative behaviors. Schools implementing character education have reported that their schools have become a safe haven for a productive learning environment, where academic achievement is significant. This research investigated three public elementary schools that have been awarded the National Schools of Character distinction. Using a triangulation approach, data was collected from interviews, observations, and reviews of character education documentation. Data analysis unearthed themes and patterns and shed light on paralleled and unparalleled character attributes that the schools fostered through their individualized programs. This study examines the effectiveness of implementing a character education curriculum that suits school needs. The results demonstrated that the positive effects of character education extend beyond the students to benefit the faculty, parents, and broader community. With respect to future research, a long-term study may be used to determine whether the positive effects of character education endeavors continue throughout the students’ public school education. Long-term positive outcomes may lead to students to become good, productive citizens in adulthood.
    Keyword:
    Educational leadership, Curriculum development, Negative Vices, Public Schools, and Character Education
    Subject:
    Education
    Creator:
    Endara, Elisa H.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2019
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A comparative analysis of athletes and non-athletes academic achievement in a Northern New Jersey High School

    Description:
    This mixed-methods study with a narrative component explored the effect athletic participation played on the academic achievement of senior student-athletes and non-athlete in a public school in Northern New Jersey. The motivation for the study was the conflicting perceptions and research as related to the impact athletic participation had on academic success at the high school levels. Through student athlete and non-athlete comparisons of G.P.A.'s, H.S.P.A. and S.A.T. scores, the researcher found athletic participation did affect academic achievement for high school seniors between the years of 2007 and 2013, as hypothesized. When comparing the six dependent variables among athletes and non-athletes, the athletes proved significant on all variables measured by using a MANOVA. More specifically, statistical significance was found in female athletes' G.P.A.s and on the S.A.T. writing section. Analysis was also obtained from the target high schools' teachers, as well as from N.J.S.I.A.A. Hall of Fame coaches. The Likert scale survey items and open-ended responses from the survey responses exposed the following regarding the academic achievement of senior student-athletes: the effect of athletic participation was mostly positive on academic performance, despite the general perception that student-athletes are sometimes treated more leniently with respect to disciplinary infractions and academic requirements; coach involvement directly affects academic achievement; athletic participation and academic achievement was important in the target school community and coaches measured success both in terms of wins and loses, as well as student-athlete character and academic performance.
    Keyword:
    Educational tests & measurements , Physical education, Athletes, and Northern New Jersey
    Subject:
    Education
    Creator:
    Cirillo, Joseph John
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2014
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Successful Minority Females Who Were Underprivileged First-Generation College Students at Predominantly White Institutions

    Description:
    The federal government and accreditation boards are making colleges accountable for their students’ success by measuring their outcomes. Institutional Research of Colleges must make available on their website their graduate outcomes so the public can easily find that information. Retention is a problem for higher education and especially for first-generation college students (FGCS). They are taking more than four years to graduate from colleges while they are raking a pile of debts. There are some studies about the retention of men only because an institution of higher education always had more male students. But no significant studies are done about women and especially of those who are FGCS of low-income of a minority (LIM) background. The trend is that future college students will be mostly of minority background, and increasingly women. This is qualitative research to interview five FGCS-LIM women. It was truly fortunate that the five participants happened to be diverse with totally different familial, educational, and career backgrounds which enhanced the credibility of the great common motivators that made them successful in their studies. The results of interviews conducted, provided common themes found were certain capitals were inherited from their parents “Capitals from Parents” and other capitals were acquired during their college journey “Capitals from Colleges”. Those capitals promoted and supported their success at their different predominantly White universities. This research provides suggestions to university enrollment administrators to promote the retention of FGCSLIM women.
    Keyword:
    Womens studies , Higher education , Educational administration, Minority , and First-generation College Students
    Subject:
    Education
    Creator:
    Jackson, Marcelle
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Case Study of the Implementation of iPad Technology in Secondary Education

    Description:
    This research uses both quantitative and qualitative methodology in a mixed methods research model to explore the implementation of a policy to integrate iPads as an instructional tool through the experiences of classroom teachers and students. The study’s participants consist of classroom teachers and students involved in an iPad implementation policy at a suburban Catholic high school in New Jersey. The researcher surveyed both teachers and students to gather their opinions on the iPad implementation program. The researcher is also an educator and administrator at this institution and used the participant-observer method to gather qualitative data. The researcher described how iPads affected the techniques teachers took to implement it as an instructional tool any pedagogical changes that occurred any disciplinary adjustments that occurred any student adaptations that occurred and what if any professional development that was utilized or desired. In total, 66 teachers and 891 students agreed to participate in this study. Among other findings, both teachers and students agreed that the implementation and integration of iPads has created a more positive learning atmosphere and has the ability to prepare students for the future. Regarding pedagogy, it is confirmed that changes have been made to the pedagogical curriculum in order to integrate iPads into the curriculum. Regarding discipline, it was evident that disciplinary actions have adjusted once iPads were integrated and implemented into the curriculum. Regarding student learning adaptations, the majority of both teachers and students are in agreed that the iPad is an effective tool to utilize when considering student learning adaptations. Lastly, regarding professional development, both the teacher and student populations agreed that teachers could use more professional development to effectively incorporate iPads into the classroom.
    Keyword:
    Secondary education, Educational leadership, Educational technology , Pedagogy, Technology, and iPads
    Subject:
    Education
    Creator:
    Moore, Danielle
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2017
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Investigation of Teachers’ Perceptions Regarding Pedagogy and Instruction Related to Arts Integration: Artist-in-Residence Programs

    Keyword:
    Pedagogy, Arts Integration, Artist-in-Residence Programs, and Higher Level Student Engagement and Learning
    Subject:
    Education
    Creator:
    Conroy, Edith A.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    12/01/2023
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted

  • Exploring Digital Spaces and the Virtual Environment: Analyzing Higher Education Professionals' Experiences with Modern Video Conferencing at a Community College

    Description:
    During the COVID-19 pandemic, higher education moved almost exclusively to online operations, causing an unprecedented technological shift in college operations, teaching and learning, and professional and social interactions to the digital space of modern videoconferencing. Utilizing Prensky's (2001) digital natives and digital immigrants theory, this qualitative research case study with interview approach identified and examined the strengths, weaknesses, challenges, and frustrations in utilizing modern video conferencing in instruction and college operations in the largest suburban community college in New Jersey with administration, staff, and faculty who skew towards Prensky’s definition of digital immigrants. Drawing upon ethnographic approach, the researcher interviewed fifteen higher education professionals to understand their experiences with video conferencing in their said role, the levels of social presence they demonstrated, how they engaged digital native students in video conferencing, and what challenges these digital immigrants faced in developing social presence to connect with digital natives. The research study found that higher education professionals' experiences with video conferencing caused them to consider how to create and maintain presence, persona, and social interaction and conversation in video conferencing. To address the lack of preparation associated with emergency remote teaching and operations, this research study examined the experiences of higher education professionals' use of modern video conferencing to formulate best practices for training in video conferencing.
    Keyword:
    Digital Spaces, Virtual Environment, COVID-19 pandemic, Higher Education, Prensky's (2001) theory, Largest Suburban Community College NJ, and Video Conferencing
    Subject:
    Education
    Creator:
    Fargnoli, Jessica
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    01/31/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Perceptions of Northern New Jersey Urban Kindergarten through Fifth Grade Teachers on Integrating Science and Social Studies Content Knowledge into Reading Instruction and its Effects on Student Reading Achievement

    Description:
    More than 50% of fourth graders in the United States are reading below a proficient level, with more than 75% of students eligible for free or reduced-price lunch scoring lower than the U.S. average reading score. A framework of background knowledge is essential for vocabulary acquisition so the reader can comprehend the meaning of a text. Maintaining and building a reader’s foundation of background knowledge means that erosion of knowledge does not occur due to external factors such as socioeconomic status, limited English proficiency, or academic support at home. It is necessary to design literacy instruction with a primary focus on content knowledge to provide a foundation for reading achievement that can have a reciprocal effect on increasing reading comprehension skills. The narrowing of the elementary curriculum has jeopardized this foundation since the inception of NCLB, the marginalization of science and social studies education in elementary schools, the recommendations on how much time is recommended to teach these subjects effectively, and how knowledge in these content areas can support reading achievement. This quantitative cross-sectional field study aimed to measure the current perceptions of kindergarten through fifth grade teachers on whether integrating science and social studies content knowledge into reading instruction is a factor in student reading achievement. Their perceptions of the quality of professional development, resources, and time allotted to integrate content knowledge into reading instruction were also measured. The data from the surveys were analyzed using descriptive statistics to identify the patterns and trends among the self-identified variables and the sum inventory score calculated for both research questions. Once these data were examined, inferential statistics in the form of one-way ANOVAs were conducted to determine if there were significant differences in the mean inventory scores of the categorical variables within the sample population. There was an overall positive response to the statement that integrating science and social studies content knowledge into reading instruction impacts student reading achievement. There was also a statistically significant difference in responses between teachers who have been teaching 11–15 years versus those who have been teaching 1–5 years and a statistically significant difference between teachers who teach kindergarten and first grade and those who teach multiple grade levels. There was an overall negative response to the quality of professional development, resources, and time allotted to integrate content knowledge into reading achievement and a statistically significant difference between kindergarten and first grade teachers versus teachers who teach multiple grade levels as well as between second and third grade teachers versus teachers who teach multiple grade levels.
    Keyword:
    Northern New Jersey, Urban Kindergarten through Fifth Grade Teachers, Science, Social Studies, Student Reading Achievement, Socioeconomic Status, Cross-sectional Field Study , and Development
    Subject:
    Education
    Creator:
    Masters, Donna 
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    01/31/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Standardized Assessment Scores: What Do They Really Mean? A Comparative Analysis of New Jersey School Performance by District Factor Group

    Description:
    Public school students in the State of New Jersey must be assessed at least annually in English/Language Arts in grades 3–11, and in Mathematics in grades 3–8, as well as in Algebra I, Algebra II, and Geometry. These scores assess a student’s mastery of the adopted standards in education for the State of New Jersey. Minimum passing scores for each assessment are set, and student and district success is measured based on the percentage of students who achieve passing scores. Passing rates are then utilized, in part, for the implementation of policy and the allocation of resources by state and federal agencies. School districts in New Jersey are organized by District Factor Groupings, which are classification categories that represent an approximate measure of a community’s relative socioeconomic status (SES). There is abundant literature that suggests students from lower DFG groupings do not achieve at the same level as students from higher DFG groupings, as their SES is a significant variable to be accounted for in their learning. This study compares the outcome of the Partnership for the Assessment of Readiness for College and Careers (PARCC) assessments in Math and English/Language Arts in New Jersey of DFG groupings from low to high across the 21 counties in New Jersey. The goal of this comparison is to highlight systemic inequalities that exist within the educational structure that may be exacerbated by a focus on high stakes testing.
    Keyword:
    Public school students, English/Language Arts, Algebra I, Algebra II, Geometry, grades 3–11, District Factor Groupings, socioeconomic status, and PARCC
    Subject:
    Education, Educational tests & measurements, and Educational evaluation
    Creator:
    Albro, James J.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    01/31/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Case Study of the Effectiveness of the Advancement via Individual Determination (AVID) Program to Enhance College Readiness of High School Students in the Academic Middle

    Description:
    For years, the educational community has debated the support for students in the upper tier, the middle tier, and the lower tier of ability in schools. This purpose of this study was to explore and analyze the effectiveness of AVID strategies and concepts in closing the achievement gap that exists between students who naturally perform at high levels and students in the academic middle, thus increasing their college and career readiness and leveling the playing field. Improvement was measured by the degree to which AVID strategies and concepts were infused within the AVID curriculum, as well as within the general education curriculum at ABC High School. Improvement was also measured by examining students’ performance on the PSAT and SAT or ACT as instruments of college and career readiness. Last, achievement was measured by examining and tracking college acceptances for students in the AVID program over the course of the four years it has been implemented at ABC High School. After examining the AVID program at ABC High School and the quantitative and qualitative data, the findings that determine the effectiveness of AVID strategies and concepts in closing the achievement gap that exists between students who naturally perform at high levels and students in the academic middle yielded favorable results. The results of this study may be of significant interest to educators who support the achievement of students in the academic middle and are searching for a means to enhance their programming to better prepare students for post-secondary work. The outcomes of this study can also be used as a tool for other educational leaders and inform decisions regarding whether or not the AVID program would be a successful addition to their current academic program.
    Keyword:
    Educational leadership, Educational administration, Advancement via Individual Determination, Enhance College Readiness, AVID strategies, and PSAT, SAT, ACT
    Subject:
    Education
    Creator:
    Toriello, Todd M.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    01/31/2024
    Date Created:
    2019
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Considering the Whole Child in Mathematics: Blending Cognitive and Non-Cognitive Indicators to Guide Placement in Middle School Mathematics

    Description:
    Cognitive measures, such as ability tests, placement tests, and final grade point averages, have been the metrics traditionally used to determine students’ placement and to predict success in mathematics ability-level courses. However, there is growing evidence that non-cognitive traits, such as grit (2016) and a mindset (2006), challenge educators to consider the validity of adding measures of students’ attitudes toward learning as non-cognitive predictors of their success in mathematics. The purpose of this mixed-methods study was to explore the relationships between cognitive and non-cognitive predictive measures of fifth-grade students in order to create an alternate formula for refining the placement process, enhance their academic success in sixth-grade mathematics, and capture the students’ voices to better understand their struggles and successes in mathematics. For this mixed methods study, data were collected quantitatively and qualitatively. Specifically, the fifth-grade students completed two surveys, the Grit-S survey and a Mindset survey, to measure two non-cognitive domains. Three cognitive measures were considered for the fifth-grade students: their Math 6 Placement Test scores, their Math 5 GPAs, and their grade 4 CogAT 7 scores. To collect students’ definitions of success in mathematics, the study concluded with interviews prompted by open-ended questions designed to solicit greater insight into students’ understandings of their own successes and challenges in mathematics. These quantitative and qualitative data revealed that developing formulas that included all five independent variables’ non-cognitive and cognitive measures would be more effective than the district’s present “cognitive only” approach for determining students’ placement into sixth grade mathematics. The researcher identified the non-cognitive skill of grit as an important factor when predicting Math 6 Accelerated results. Students’ responses indicated that they dedicated over three and a half years to their favorite activity, a finding that confirms Duckworth’s (2016) research on strategies for developing an individual’s passion, persistence, and resilience. In the interviews, students revealed an emphasis placed on speed in mathematics. If the students were fast, then they believed they were good at math. However, if they were not fast, they believed that they were not good at math, which could lead to math anxiety (Boaler, 2015). The students’ beliefs in their abilities to learn and understand mathematics was supported by their interview responses. Their positive attitudinal responses suggested a growth mindset, and negative attitudinal responses echoed a fixed mindset (Dweck, 2006). The students shared that, when they faced a challenge in math, they used positive behavioral learning strategies, both individual and interpersonal, that allowed them to persevere while struggling with math concepts. Together, these strategies confirmed the research of Dweck (2006), Boaler (2015), and Duckworth (2016). The students articulated that they enjoyed learning mathematics when the lessons were active and hands-on, and when they searched for patterns through problem solving, which confirms Boaler’s (2015) argument that a constructivist pedagogical approach to teaching mathematics engages and deepens students’ learning and conceptual understanding.
    Keyword:
    Educational leadership, Middle school education, Educational tests & measurements, Mathematics, Cognitive, Grit survey, and Mindset survey
    Subject:
    Education
    Creator:
    Miller, Charles R
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/01/2024
    Date Created:
    2019
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Analysis of Ableism Through the Perception of University Student Tour Guides Towards Individuals with Mobility Challenges on a University Campus Tour

    Description:
    The primary purpose of this study was to examine issues of advocacy for people with mobility challenges that may find limitations in participating in the physical environment of a private higher education institution. The interviews inquired about the meaning of inclusion in the university through the lens of university student tour guides and their approach to accommodating visitors who have mobility challenges. The evidence sought was to explore and exchange dialogue with university student tour guides and administrators in programs and services of Admissions, Student Life and Development, Residence Life, and Disability Services. The interaction focused on the perceptions associated with the promotion of equity and social inclusion of visitors who have mobility challenges. The advocacy lens guided the researcher to address the issues of microaggressions of people with mobility challenges at a private higher education institution. The ableism theory was a conceptual tool to recognize the social and cultural identity of students’ abilities. The method involved crosschecking multiple data sources and collection to evaluate the extent to which all the evidence converges. The study would bring about narratives of personal experience and engagement of the physical facilities on campus from the university student tour guides. Also, the study affirmed how knowledgeable university student tour guides have of the Americans with Disabilities Act (ADA) compliance of the private higher educational institution. Through the eyes of university student tour guides, the study focused on how they became aware and attentive to the needs of visitors who have mobility challenges on a university campus tour. The research brought about narratives of personal experience and engagement. Alternate abstract: El propósito principal de este estudio fue examinar cuestiones de defensa de las personas con problemas de movilidad que pueden encontrar limitaciones para participar en el entorno físico de una institución privada de educación superior. Las entrevistas indagaron sobre el significado de la inclusión en la universidad a través del lente de los guías turísticos de estudiantes universitarios y su enfoque para alojar a los visitantes que tienen problemas de movilidad. La evidencia buscada fue explorar e intercambiar diálogos con guías turísticos y administradores de estudiantes universitarios en programas y servicios de Admisiones, Vida y Desarrollo Estudiantil, Vida en Residencia y Servicios para Discapacitados. La interacción se centró en las percepciones asociadas con la promoción de la equidad y la inclusión social de los visitantes que tienen desafíos de movilidad. La lente de promoción guió al investigador a abordar los problemas de microagresiones de personas con problemas de movilidad en una institución privada de educación superior. La teoría del capacitismo fue una herramienta conceptual para reconocer la identidad social y cultural de las habilidades de los estudiantes. El método implicó la verificación cruzada de múltiples fuentes de datos y recopilación para evaluar hasta qué punto convergen todas las pruebas. El estudio generaría narrativas de experiencia personal y participación de las instalaciones físicas en el campus de los guías turísticos de estudiantes universitarios. Además, el estudio confirmó el conocimiento que tienen los guías turísticos de estudiantes universitarios sobre el cumplimiento de la Ley de Estadounidenses con Discapacidades (ADA) de la institución privada de educación superior. A través de los ojos de los guías turísticos de estudiantes universitarios, el estudio se centró en cómo se volvieron conscientes y atentos a las necesidades de los visitantes que tienen desafíos de movilidad en un recorrido por el campus universitario. La investigación generó narrativas de experiencia personal y compromiso.
    Keyword:
    Higher Education, Organizational behavior, Social psychology, Disability studies, Ableism, mobility challenges, and Americans with Disabilities Act (ADA)
    Subject:
    Education
    Creator:
    Guerrero, Glenda
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/01/2024
    Date Created:
    August 2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Peer Mentoring Programs: Do the Mentors Benefit Too? An Exploration of Peer Mentoring and Future Job Search from the Peer Mentors Perspective

    Description:
    The purpose of this research study is to understand whether the peer mentoring experience benefits the peer mentors as it does those who are being mentored. The research seeks to understand whether traits in the peer mentoring program align with the traits employers are looking for in recent graduates. The study also seeks to understand what motivates students to become peer mentors. Finally, the research identifies which experiences peer mentors believe will be necessary for their future careers. The analysis uses a Phenomenological approach to explore the peer mentoring experience from the peer mentors’ perspective.
    Keyword:
    Peer Mentor, Future Job Search, and Future Careers
    Subject:
    Educational Leadership , Education, and Higher Education
    Creator:
    Lam, Christine J.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/01/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Relationship between Psychosocial Resilience and Grade Point Average for First-Generation College Freshmen

    Description:
    The United States’ attrition rate for first-generation college students (FGCS) is 50% compared to 38.5% for their continuing-generation peers, and the attrition gap begins in freshman year. For the September through May 2016 academic year, 43% of U.S. FGCS freshmen failed to return for their sophomore year, compared to 28% of continuing-generation peers. The purpose of this quantitative study is to determine the relationship between psychosocial resilience as measured by the Resilience Scale (RS) and freshman-year Grade Point Average (GPA) for a sample of 108 FGCS attending four-year undergraduate colleges and universities in New Jersey. Psychosocial resilience theory served as the theoretical framework. The study employed a quantitative correlational design to address the relationship among psychosocial resilience, GPA, age, and ethnicity using multiple regression analysis. A significant positive relationship was found between psychosocial resilience and GPA for FGCS. This relationship persisted after controlling for age and ethnicity. A significant positive relationship was also found between psychosocial resilience and age. University administrators seeking to reduce undergraduate attrition rates for FGCS might consider interventions to build psychosocial resilience. Future research is needed to identify effective interventions to reduce FGCS attrition.
    Keyword:
    Educational Leadership, Psychosocial Resilience, Grade Point Average, First-Generation College Freshmen, and Ethnicity
    Subject:
    Education
    Creator:
    Anjum, Aruba
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/01/2024
    Date Created:
    April 2018
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • What's the Difference?: The Examination in Educational Outcomes of English Language Learners in a Public-School District in New Jersey

    Description:
    The purpose of this study was to examine the difference in the results of English language learners in English language programs compared with those students who refuse services as measured by the ACCESS for English language learners and the Partnership for Assessment of Readiness for College and Careers (PARCC) in both Mathematics and English Language Arts. This study was conducted in a large public-school district in urban New Jersey. This research presents the results of a retrospective quantitative analysis conducted to determine whether there was a statistically significant difference in the ACCESS results and PARCC scores of the two student groups: English language learners who had participated in English language programs and those students who opted out of receiving services. Archival district data were obtained for students in grades kindergarten through twelve during the 2016–2017 school year. Additionally, the study examined the difference between ACCESS and PARCC outcomes for English language learners compared to refusals disaggregated by gender. Previous research examining how different language instructional programs for English learners could help with planning and implementing the best methods and strategies when addressing the needs of the English language learner population were consulted.
    Keyword:
    English as a second language learning , Elementary school students, Occupations, Language arts, Secondary school students, Quantitative analysis, English as a Second Language, English language learners, Kindergarten, Mathematics, and Educational evaluation
    Subject:
    Education
    Creator:
    Najmi, Sheila
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/01/2024
    Date Created:
    December 2018
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Analysis of Ethnic-Racial Diversity: Identifying the Enrollment, Demographics, and Challenges for STEM Programs in Higher Educational Institutions

    Description:
    As suggested by Briggs (2016), an analysis of the demographics, enrollment, and population of randomly selected STEM programs is needed to understand how successful they are. “Historically, underrepresented minority groups, which constitute about 25% of the US population and 17.9 of undergraduate students, make up only 2.5% of students in STEM majors and 6% of the entire U.S. science and engineering workforce” (Committee on Prospering, 2007; Piper & Krehbiel, 2015, p. 20). The purpose of this study is to determine if higher education institutions are following the U.S. Department of Education expectations. Based on a 2019 report by the U.S. Department of Education titled Education Indicators in STEM degrees, the requirements for a diverse STEM program where students are U.S. citizens and permanent residents includes awarding over 18% of bachelor’s degrees to females, awarding over 18% to Caucasian students, awarding over 33% to Asian students, awarding over 15% to Hispanic/Latino students, and awarding over 12% to African American students (National Center for Education Statistics, Indicator 26: STEM Degrees, 2019, p. 2). In this research, I analyzed enrollment and diversity reports and data made accessible by select universities in the northeast, mid-west, south and western parts of the United States. Universities were selected from Rochester, NY, Houston, TX, Los Angeles, CA, New York, NY, and Columbus, OH. Results indicate that Caucasian and Asian student are the majority in STEM (especially in Rochester, NY, Los Angeles, CA, New York, NY and Columbus, OH, promoting STEM in colleges and universities located in rural and suburban areas (meaning any location in the U.S. either north, south, east or west) remains challenging, and the number of immigrants enrolled in STEM appears to grow but only in urban settings. Suburban and rural area with heavily Caucasian populations will not see diverse programs.
    Keyword:
    Ethnic-Racial Diversity, STEM, Higher Education, Multicultural education , Minority students, Science education, Multiculturalism, Pluralism , Role models , and Noncitizens
    Subject:
    Education
    Creator:
    Jacome, David Z.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/02/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The teachers' pereceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey on teacher performance

    Description:
    This study is based upon the premise that the perception of teachers toward the effectiveness of the Charlotte Danielson Framework for Teaching observation/evaluation model influences their performance in the classroom. The purpose of the study was to identify teacher perceptions of how they are observed and evaluated using this model under the new statutes and regulations dictated through the TEACHNJ Act passed through the state evaluation system, AchieveNJ, within one school district in Somerset County, New Jersey. This study examined whether there existed any statistically significant differences in perceptions among or between teachers according to their gender, level of assignment(s), years of experience, or educational degrees and certification(s) held. Subsidiary questions focused on the overall perceptions of teachers as they relate the Charlotte Danielson Framework for Teaching teacher observation/evaluation model for improving teacher performance, the professional learning the they had received on the usage of the model, the ability of the model to define specific activities for improvement, and whether not the observation process had an effect on improving their professional practices in the classroom. The researcher survey instrument, and it was tested for reliability and validity by running an initial pilot survey in a district similar in demographic makeup to the district used to conduct the data collection for this research. With the help of a statistician, the survey instrument was modified and improved upon in order to collect data regarding teacher perceptions of the Danielson Model. The survey also made allowances for additional comments to identify any common perceptions on Danielson or the usage of the observation/evaluation model. The data analysis, run using Microsoft Excel, revealed that a statistically significant difference existed based on degrees attained, teaching assignment, and years of teaching experience. Gender and certification(s) held did not produce any statistically significant differences. Additional research is necessary concerning the perception of teachers with regard to the other major observation/evaluation models currently being used in New Jersey. Research on teacher performance beyond the quantitative data analysis presented in this study, using either qualitative analysis or a mixed methodology approach to teachers’ perceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey, may provide insights beyond those garnered from quantitative analysis alone. The additional comments provided by the respondents further indicated that a qualitative or mixed methodology approach is warranted. Inter-rater reliability of the observers may also be an area that requires further research, as is the link between teacher performance, student growth objects (SGO), student growth percentiles (SGP) and observation/evaluation scores.
    Keyword:
    Educational leadership , School administration, and Educational evaluation
    Subject:
    Education
    Creator:
    Aguiles, Edward
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/02/2024
    Date Created:
    December 2016
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Sustaining the Process of Turning Around the Lowest-Performing Schools and School Districts: A Study of New York State Schools and Districts

    Description:
    The demands placed on principals to meet the wide range of needs present within the learning community continue to expand within the context of school reform. While there is some research on the ideals of successful turnaround school reform strategies, there is a lack of research on the essential key levers it takes to reform a school and district effectively, efficiently, and sustainably. This sequential-method critical theory case study examined the relationship between school and district accountability designation; the key levers, systems, and structures used to exit accountability status and turn around failing schools; and the sustainability of the key levers in promoting successful schools and districts in good standing with the state education department. The data collected in this study clearly highlights the positive impacts of authentic and focused Teaching and Learning, Safe, Supportive and Equitable Environments, and well-developed Student Support Services has on exiting accountability status and sustaining positive results, year over year. The knowledge derived from this study has implications for K-12 institutions, aspiring education leaders, and higher education and colleges of education.
    Keyword:
    Sustaining, Lowest-Performing Schools, New York State , sequential-method critical theory, district accountability designation, key levers, systems, aspiring education leaders, higher education, and colleges of education
    Subject:
    Education
    Creator:
    Colbourne, Shoy
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    02/02/2024
    Date Created:
    2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • Guidance Counselor Perceptions on the Influence of Social Media on Adolescent Mental Health in Affluent Middle Schools in New Jersey

    Description:
    Several studies on the impact of social media usage on adolescent anxiety and/or depression have been done in the last several years (Andreassen et al., 2017; Bell, 2019; Best et al., 2014; Brunborg & Burdzovic, 2019; George et al., 2018; George & Odgers, 2015; Haidt & Twenge, 2019; Hunt et al., 2018; Kelly et al., 2018; Keyes et al., 2019; Lin et al., 2016; Rasmussen et al., 2020; Shensa et al., 2018; Twenge, 2013, 2017, 2020; Twenge & Campbell, 2018, 2019; Vannucci et al., 2017; Wegmann et al., 2015; Woods & Scott, 2016). However, only a few of the studies have focused on adolescents at the middle school level. Research has shown that as social media usage has increased, so has adolescent anxiety and depression (Twenge, 2017a). The present study aimed to gain guidance counselors’ and school psychologists’ perceptions on whether social media use increases anxiety and depression among middle school students within affluent districts in Monmouth County, New Jersey. Participants included eight middle school guidance counselors and two middle school-based school psychologists from affluent districts in Monmouth County, New Jersey. An interview-guide approach was used to conduct individual, semi-structured, virtual interviews. This study revealed that adolescents’ rate of social media usage can be associated with the level of anxiety and depression either indirectly or directly.
    Keyword:
    School Counseling , Web Studies, Middle School Education, Mental Health , adolescence, social media, social network sites, generation me, igeneration, and middle school
    Subject:
    Education
    Creator:
    Barry, Karen A.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    02/02/2024
    Date Created:
    August 2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Quantitative Analysis of How a Teacher's Perceptions and Lack of Professional Development Affects the Disproportionality of Black Males in Special Education

    Description:
    The disproportionality of Black male students is one of the most critical problems in special education within the U.S. (Skiba et al., 2006). This quantitative study aimed to examine how teachers' perceptions of classroom norms and professional development affect how they refer Black males to special education. The issue of disproportionality among Blacks in special education has been discussed in educational literature since the 1960s and continues to be a concern today. This study examined how teachers' perceptions of Black students' language, family history, behavior, cultural differences, and biases affect who they refer to as special education. Data were collected from kindergarten to high school teachers in a small suburban school district. Participants in the survey took the Gresham survey, which is divided into two sections. Part one's purpose was to gather information from teachers about the overrepresentation of Black males that are ultimately referred to special education, while section two's purpose was to collect demographic information on the survey participants. Their responses were then analyzed to determine the extent to which a teacher's perception of classroom norms and professional development affects who they refer to special education. This research provides an overall view of how teachers' perceptions and lack of professional development contribute to how they refer Black students to special education. In addition, this study highlighted the importance of professional development to ensure that teachers are aware of how their personal beliefs may affect their classroom decisions.
    Keyword:
    teachers' perceptions, Black male students , special education, educational literature, and Gresham survey
    Subject:
    Education
    Creator:
    Pinto-Gomez, Diana C.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    02/07/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Endorsement Contracts on the Recruiting of College Athletes at National Collegiate Athletic Association Division One Institutions: A Qualitative Study

    Description:
    The purpose of this qualitative descriptive study is to describe how corporate sponsorship influences an incoming NCAA D-1 student-athletes’ university or college selection decisions from the perspective of student-student athletes and school recruiters. This study may benefit schools and corporate sponsors (Wear et al., 2016). A better understanding of students’ selection processes would aid school athletic programs in recruiting and retaining high-caliber players, which in turn brings them greater team success and corporate sponsorship. Additionally, this study may allow corporate sponsors to better understand how their sponsorship investment influences players. Despite the exponential growth of sponsorship contracts on college campuses, there has been little research on the effect these contracts have on the decision making of university students (Wear et al., 2016). This study would add valuable knowledge to the literature, while potentially benefiting schools and corporate sponsors that are looking to improve their athletic programs and the effectiveness of their marketing campaigns. Students have the potential to benefit from this study as well. By understanding how corporate sponsorship may influence student decision making, students may be able to make more informed choices about the schools they attend. By performing this research, it is possible the researcher may be able to better understand how incoming NCAA D-1 student-athletes’ school choices are influenced by corporate sponsorship.
    Keyword:
    Endorsement Contracts and College Athletes
    Subject:
    Education
    Creator:
    Morgan, Bobbie D., II. 
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    02/16/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • An Exploration of Academic Advising Practices Within Small Institutions in North Carolina

    Description:
    The sustainability of an institution of higher education lies in its ability to attract and retain students. Young-Jones, Burt, Dixon, and Hawthorne (2013) assert that faculty–student interactions contributed to student success along with other factors. One outside factor that contributed to student success was the role of the advisor in linking students to the institutional culture. O’Banion (2012) reminded us that when students first enter college they are unprepared for making sound decisions about courses, their career, and even their future; therefore, they rely heavily on the guidance they receive from institutional representatives. Advisors are one of the main representatives studied by scholars, as well as the theories and best practices associated with advising. What we lack is a clear understanding of what advising practices are beneficial to students, and how those practices can improve advising. The purpose of this study was to compare the viewpoints of supervisors, advisors and students regarding their knowledge, experiences, and opinions surrounding advising at small institutions in North Carolina. To this end, the research questions were the following: How are advisors addressing academic, career, and interpersonal needs of students at small 4-year public institutions in North Carolina? What advising strategies hindered successful advisement of students at these small institutions in North Carolina? What do the various stakeholders identify as beneficial practices that improve advising on small campuses in North Carolina? Surveys, interviews and open coding procedures were used on two North Carolina institutions. Further research should explore efforts to improve advising in other states and their results on retention.
    Keyword:
    Educational leadership , Educational administration, Higher Education, North Carolina, and Institutional Culture
    Subject:
    Education
    Creator:
    Archer, Janice
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    02/16/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Shaping Our Buildings: A Case Study of Organizational Learning in a Collaborative School District.

    Description:
    The purpose of this case study was to seek insight into the evolution of the Delran School District, within the New Jersey Public School Labor-Management Collaborative. The Labor-Management Collaborative brings together leaders from New Jersey School Boards Association (NJSBA), the New Jersey Education Association (NJEA), the American Federation of Teachers New Jersey (AFTNJ), the New Jersey Association of School Administrators (NJASA), and the New Jersey Principals and Supervisors Association (NJPSA). This has created a state-level learning network that strives to create labor-management partnerships, which improve collaboration at the school-district level. Our schools are hierarchical organizations, seemingly at odds with the notion of power sharing as collaboration. The Labor-Management Collaborative, however, tries to build a system that, at the very least, makes a difference in how control is expressed. Results from this study indicated that named collaborative structures such as the School Leadership Teams and District Leadership Teams are functional and have an impact on the success of the collaborative process. Although not originally a finding that was planned for, transformative leadership emerged as a key factor that makes Delran's experience unique. Authentic collaboration in our schools is deeply dependent upon the partnership built between the teachers and administrators, and directly related to the level of trust that partnership engenders. Organizations may appear to collaborate, but in fact it is individuals representing organizations who collaborate (Huxham and Vangen, 2005). The results from the study indicate the Delran School District has created a strong collaborative structure and culture. Delran's structure takes the traditional hierarchical structure common in education but adds new roles and processes that allow a stable, functioning, democratic network to take shape. These results can help inform the work of the New Jersey Public School Labor-Management Collaborative, providing a working set of organization structures and processes. These can provide not only a frame of reference for school districts looking for sustainable change, but also an architecture, within which a positive organizational culture can develop.
    Keyword:
    Case Study, Organizational Learning, Collaborative, School District, Delran School District, New Jersey Public School, Labor-Management Collaborative , New Jersey Education Association, American Federation of Teachers New Jersey, and New Jersey Association of School Administrators
    Subject:
    Education
    Creator:
    Fitzgibbon, David J. 
    Owner:
    skushner@saintpeters.edu
    Publisher:
     Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    02/16/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Comparison of the Relationship between Teachers’ Beliefs about Social Emotional Learning, Perceived Collective Efficacy, and Job Satisfaction in K-8 Schools in New Jersey in Districts With and Without a Systemic Whole School Approach to Social Emotional Learning

    Description:
    The purpose of this study was to determine the relationship between teachers’ beliefs about social and emotional learning competencies, their perceptions of collective efficacy, and job satisfaction among a group of teachers who work in a district with a systemic whole school approach to social emotional learning (SEL), and another group of teachers who work in a district that does not report a systemic whole school approach to social emotional learning. The study focuses on adult and student social emotional learning framework and teachers’ shared belief that they can positively influence student outcomes. The researcher was interested in this relationship after investigating the question: Do teachers in a district with a systemic whole school approach to social-emotional learning display differences in their beliefs regarding social emotional learning competencies, collective efficacy, and job satisfaction compared to their counterparts in districts without systemic whole school approaches to learning? This question was posed due to the assumption that social emotional learning benefits both students and adults alike, and the acknowledgement that collective efficacy is the number one influencer of student achievement (Hattie, 2019). First and foremost, the researcher hypothesized that a relationship exists between teacher beliefs about social emotional learning competences and perceptions of collective efficacy. The administrator-researcher further hypothesizes the following: Teachers’ perceptions of collective efficacy in a district that implements a systemic approach to SEL are statistically higher than teachers’ perceptions of collective efficacy in a district that does not implement a systemic approach to SEL, teachers’ self-reports of SEL beliefs in a district that implements a systemic approach to SEL are statistically higher than teacher’s self-reports of SEL beliefs in a district that does not implement a systemic approach to SEL, and teachers’ self-reports of job satisfaction are statistically higher in a district that implements a systemic approach to SEL. By understanding the potential differences in beliefs about social emotional learning competencies, perceived collective efficacy, and job satisfaction between districts that implement systemic whole school approaches to SEL and those that do not, the administrator-researcher aimed to provide guidance for school leaders on ways to draw connections regarding various initiatives. The participants were teachers of grades K-8 from a New Jersey district that reported a systemic school-wide approach to SEL, and teachers of K-8 grades from a New Jersey district that did not report a systemic school-wide approach to SEL. The methods included a quantitative, non-experimental design. This study attempted to determine if teachers in districts that report systemic school-wide approaches to social emotional learning statistically differ in their responses than teachers in districts that do not report systemic whole school approaches to social emotional learning. This was consistent with the study’s theoretical framework linking a connection among SEL, behavioral changes, and efficacy. This research will ultimately help decision makers understand the impact of systemic school-wide SEL programing with regards to beliefs about social emotional learning, perceived collective efficacy, and job satisfaction. The results of this study will assist educational leaders and various stakeholders make thoughtful decisions regarding the implementation of social emotional learning initiatives.
    Keyword:
    Social Emotional Learning, Collective Efficiency, Job Satisfaction, K-8 Schools, New Jersey Districts, and Systemic school-wide approaches
    Subject:
    Education
    Creator:
    Ferlise, Nicole.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    02/16/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Examination of School Counselors’ Perceptions Regarding LGBTQ Safety Policies in Northern New Jersey High School Settings: A Qualitative Study

    Description:
    This qualitative study examined 20 high school counselors’ perceptions of their experience serving LGBTQ adolescents in New Jersey. To begin addressing the gap in the literature, the purpose of the qualitative dissertation study is to examine high school counselors’ perceptions of and experiences with the LGBTQ population’s issues in northern New Jersey high schools. The qualitative study is a phenomenological inquiry that inspects high school counselors' experiences related to the lives of LGBTQ students in their communities. The four overarching research questions guiding this qualitative study were (a) "What are high school counselors’ perceptions of FERPA, 1974, FERPA, 2016, and Title IX federal law used to protect the LGBTQ population?," (b) "What are high school counselors’ perspectives of school district policies and procedures regarding LGBTQ adolescents’ needs?," (c) What are high school counselors’ perspectives on professional development training related to LGBTQ students’ needs?," and (d) "What are common issues high school counselors have encountered as major barriers for the LGBTQ population, and how have school counselors handled these issues?" The phenomenological inquiry allowed me to understand how members of the LGBTQ community were treated in their high school settings according to their school counselors. For this study, one-on-one open-ended semi-structured interviews with high school counselors were conducted using Zoom, and each interview took approximately 40 to 60 minutes to complete. To explore diverse participant experiences and contextual differences, this qualitative study took place at various high schools across northern New Jersey urban school settings. School counselors were recruited via emailed recruitment invitations to high school counselors and school district guidance counselor supervisors. Data were collected through 21 virtual open-ended interview sessions; participants’ questionnaire responses, transcripts from the Zoom sessions, and researcher field notes leading to summaries of interview recordings completed directly after each interview session. Analyzing qualitative data research was a continuous task that started immediately after data collection. Data were coded and analyzed after the data were reviewed and the interviews transcribed (Galman, 2013). Consistent with this approach, data from the virtual semi-structured open-ended interviews were continuously reexamined. Interview data was carefully coded and grouped into categories as themes were identified. I relied on open coding, research questions, the conceptual framework, transcript, and audio recordings to analyze the data. Research data were reviewed numerous times through an interactive process and coded and analyzed for meaning. Twenty high school counselors aged 38 to 75 were the participants in this research. Themes emerging from both virtual interview sessions and participants questionnaire were presented together and divided into five overarching thematic categories included (a) counselor advocacy, (a) counselors’ perspectives of district policies, (c) counselors’ experiences of LGBTQ challenges, (d) counselors’ experiences of LGBTQ “ coming out,” and (e) counselors’ view of faculty support/collaboration. The findings demonstrate the advantages of fostering counselors’ advocacy to provide LGBTQ adolescents with resiliency, respect, and affirmation. In addition, the results of this study raised some broader implications for future research into providing LGBTQ-related services and resources in school communities.
    Keyword:
    School Counselor, LGBTQ, Safety Policies, Northern NJ, Qualitative study, FERPA, 1974, FERPA, 2016, Title IX federal law, open-ended interviews , conceptual framework, Research data, homophobic, high school, preferred name, pronoun choices, SOGIE, bullying, cultural competency, heteronormativity, inclusive curriculum, gender identity/expression, transgender, sexual orientation, and queer theory
    Subject:
    Education
    Creator:
    Johnson-Hall, Shirley
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    02/16/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Successful Autistic Female College Students: A Qualitative Study

    Description:
    There is an increasing number of people with autism. Autistic women have a different presentation of autism than autistic men and may have different needs. As more autistic men and women go to college, they bring challenges and strengths. They have difficulties with persistence and completion of a degree. To improve the success of autistic students, more information is needed about what influences their success. This research looked at three autistic women who were successful in college. The three women and various people who supported them were interviewed. There were four themes that emerged regarding factors that contributed to the success of these young women. Their parents were involved with assisting them. They found a close-knit individualized environment in college. They were able to develop interests besides academics and they utilized services that were available to them. This study contributed to the literature of autistic women in college. Future research can develop these themes by exploring different populations and different schools. Other avenues for future research could be to explore men and women and gender-fluid autistic people to see if there is a difference in their needs, examining a population of autistic people that are not as forthcoming about their diagnosis and the participants in this study, and determining what kinds of training or activities can be done to make the university culture welcoming of neurodiversity.
    Keyword:
    Autism, Autistic Female, College Students, Qualitative Study, Neurodiversity, and Support
    Subject:
    Education
    Creator:
    Velwest, Linda. 
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    02/20/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • General Education Teachers’ Perceptions on the Effectiveness of Response to Intervention in Elementary Education

    Description:
    RtI refers to a specific set of interventions to support students who struggle to make progress in the general education settings. Fuchs and Deshler emphasized that teachers need to understand the conditions and contextual factors of RtI within a school district that may influence its implementation. Implementing these reforms requires ongoing professional development, clear expectations for RtI implementation, teacher cooperation, and substantial time to unify these procedures into personal and institutional practices. RtI implementations tend to lack teacher support, training, and utilizing resources effectively. Implementing systemic reform requires teachers to develop their teaching skills in selecting interventions and conducting assessments to meet students’ needs. Even for generally effective interventions, there is likely to be a substantial proportion of non-responsive children. Learning in the first few weeks of the intervention may be a useful indicator of appropriate response to treatment and could inform instructional decisions. This study explored teachers’ knowledge of RtI, perceptions of RtI intervention/instruction tiers in their school, and suggestions for RtI implementation. Specifically, to identify the differences in teacher perceptions and if there is a consensus among teachers of the meaning of RtI and its effectiveness for struggling elementary students.  
    Keyword:
    General Education , Teachers, Teachers’ Perceptions, Response to Intervention , Elementary Education, Support, School District, RtI , Effectiveness, and Non-responsive children
    Subject:
    Education
    Creator:
    Reynolds, Erica G.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    02/20/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Birds of a Feather? Comparing Teacher Beliefs About Student Knowledge Construction Within a Suburban High School Science Department in Hunterdon County, New Jersey

    Description:
    Teachers’ individual beliefs regarding the value of the academic material they teach, the nature of the subject, how they should teach it, as well as their assumptions regarding students, classrooms, instructional materials, the nature of learning, and how students construct knowledge can all have considerable influence over their teaching practices and effectiveness in the classroom. To become proficient in effective scientific inquiry, students must be paired with teachers who believe in the benefits of scientific inquiry and the inquiry teaching method and who are confident in their ability to teach using inquiry-based instructional methodologies. In this quantitative study, the beliefs held by a group of 11 experienced high school science teachers, charged with delivering an inquiry-oriented science curriculum, were examined to determine whether they preferred inquiry-oriented classroom activities over more traditional teacher directed non-inquiry activities. To measure each participant’s beliefs quantitatively regarding the efficacy of specific inquiry-oriented, neutral, and non-inquiry student activities, this study made use of the ɣ-version of the Inquiry Teaching Belief (ITB) instrument developed and validated by researchers William Harwood, John Hansen, and Christine Lotter (2006). Statistical analysis was used to compare the mean distance measures taken from each participant’s ITB model to identify their preference for activity types. The findings of this study indicated that although the participants did not share specific preferences for individual classroom practices, they did, as a group, share a measurable and statistically significant preference for inquiry-oriented activities over non-inquiry activities. This finding is significant in that it demonstrates there is alignment between teacher beliefs held by this group of teachers and the design of the curriculum at the high school where they work.
    Keyword:
    Comparing, Teacher Beliefs, Student Knowledge Construction, Suburban High School , Science Department, Hunterdon County, New Jersey, quantitative study, and Inquiry Teaching Belief (ITB)
    Subject:
    Education
    Creator:
    Hall, Matthew
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    02/23/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Teacher Leader Endorsement Candidates' Views on Their Experiences with Leadership and Their Self-Reported Styles

    Description:
    Schools and Districts continue to look for ways to grow their teaching staff’s professionalism, skills, efficacy, and their positive impact on their students and the community. The State of New Jersey Department of Education has even created a teacher evaluation system where teachers must earn effective or highly effective evaluative status in order to stay off the “In need of improvement” lists and face measures to increase their ratings or face the loss of tenure and his or her employment. In New Jersey, teachers have a framework to earn points for their effectiveness rating. The framework is well defined and addresses all areas that impact teachers, the students, the school, and the community. It has been recognized that there are teachers who rise above and excel in certain areas. Not only do they excel, but they demonstrate great leadership and help guide other teachers in improving their practices. In 2018, the State of New Jersey developed a teacher leader endorsement program that would harness, grow, and recognize the leadership the effective and highly effective teachers in New Jersey can bring to their schools. The State created the endorsement program. However, they left it to the school districts to decide if a monetary or higher status position was obtainable from earning the endorsement. The endorsement does not necessarily earn teacher graduate credits, a master’s degree, or a license to do another job within education in New Jersey. The program is still in its infancy as of the year 2020 - 2021. Currently, those interviewed were in the first group of teachers to complete the one-year endorsement program. This research gathers data from teachers currently enrolled in the Teacher Leader Endorsement Program to learn more about their experiences, where they were novice teachers, and now, as experienced teachers, and what led them to enroll in the program. This research takes a dive into the relationship between the teacher and his or her principal, district grooming, school culture, and if monetary compensation must be a factor in having a robust enrollment in this endorsement program.
    Keyword:
    Teacher Leader Endorsement Candidates , Experiences , Leadership, Self-Reported Styles, Schools, Districts, New Jersey, and Department of Education
    Subject:
    Education
    Creator:
    Higgins, Kristen
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    02/23/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Qualitative Study on the Impact of Teacher Perceptions Specific to the Efficacy of Inclusion

    Description:
    Students with special needs are being educated alongside their general education peers at a growing rate. With this increase and the movement towards inclusive classrooms, teacher perceptions are critical to analyze to ensure that they are equipped with the knowledge and skills that are needed to instruct students with and without disabilities. The purpose of this study was to analyze the impact of teacher perceptions specific towards the efficacy of inclusion programs. This study focused on the perceptions of elementary education teachers regarding a student’s ability, academically and socially, in an inclusive classroom; the perceptions of elementary education teachers on how best teaching practices and personal experience can affect inclusive education; and the perceptions of elementary education teachers on teaching practices and school structure in relation to inclusive education. This study was conducted using a survey that targeted elementary school teachers in two northern New Jersey suburban public school districts. The survey results were analyzed, and they revealed that teachers need additional support and hands- on learning experiences to instruct inside an inclusive classroom appropriately. The results were grouped into three themes.
    Keyword:
    Teacher Perceptions, Qualitative Study, Efficacy of Inclusion, and special needs
    Subject:
    Education
    Creator:
    Dolan-Porcelli, Kylie Jo
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    02/23/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted

  • "Living in Violence Has Become a Norm" A Qualitative Exploration of the Experiences Faced by College Students Raised in Urban Communities

    Description:
    Researchers and policymakers have shown significant concern over urban communities' sociological and criminological disparities. Yet, research has not focused on the direct correlation between life’s hardships and stressors for minority students raised in urban communities and their resiliency to pursue higher education. This study explores the perspectives of 7 students enrolled at a small, private, 4-year higher education institution in Northern New Jersey. The findings illustrate the importance of collegiate programs that directly impact the lives of urban minority students exposed to trauma-related incidents within their communities that create life stressors and hardships.
    Keyword:
    College, College Students, Urban Communities, Violence, Qualitative, sociological, criminological, minority students, higher education, Northern New Jersey, and trauma
    Subject:
    Education
    Creator:
    Arrington, Jonnese
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    03/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Persistence in a Pandemic: Maintaining a Growth Mindset in an Online Ed.D. Program

    Description:
    The goal of this qualitative study was to learn more about how online Ed.D. students are persistent and resilient in pursuing their academic goals during the Coronavirus pandemic. With the ongoing pandemic and remote learning circumstances, doctoral students are facing more challenges they must overcome to stay on track with their academics. More specifically, the researcher sought to understand what doctoral students believe are their biggest barriers to completion during the pandemic. To do so, the researcher interviewed 10 current students in the program who were within six credits of completing their program course requirements in order to learn more about their persistence and the factors they felt contributed to keeping them motivated and optimistic about maintaining a growth mindset, despite pre-existing and new pandemic-related challenges they encountered. Understanding students’ potential barriers to completion can help with future implications for practice within the program and the implementation of necessary student resources for support.
    Keyword:
    Pandemic, Growth Mindset , Online Ed.D. Program, Educational Leadership, qualitative study, Coronavirus , COVID-19, remote learning, doctoral students, interview, motivation, and support
    Subject:
    Education
    Creator:
    Francess, Lillian
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    03/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Instructor Perspectives on Soft Skills in Higher Education

    Description:
    There are jobs available today that did not exist 10 years ago. According to employers, there is a significant gap in essential universal skills in recent college graduates necessary for success in any career. Because of student debt and rising college tuition, more than ever, higher education is being held accountable for its contribution to workforce readiness. How does higher education prepare students for jobs that do not yet exist? How can higher education better prepare students for the workforce? Higher education has been a gateway to higher-paying jobs in America and other developed countries. Employers look to higher education to teach students the skills required in the workplace. Some careers in areas such as computer programming, accounting, and engineering require specific skills or hard skills that can be measured by tests and certifications. However, businesses expect students to have developed competencies in areas that are more difficult to measure. These competencies include verbal and written communication, problem-solving skills, critical thinking, and the ability to work well in teams. These soft skills lead toward success in any career, yet according to hiring managers worldwide, these skills are lacking among college graduates. How can higher education continue to provide value to employers if these key competencies have not been learned?
    Keyword:
    Higher education, Soft Skills, Instructor Perspectives, universal skills, recent college graduates , success, student debt , rising college tuition, workforce readiness, higher-paying jobs, America , developed countries, hard skills, and transferable skills
    Subject:
    Education
    Creator:
    Grilli, Kathryn
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    03/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Examining the Life Experiences of First-Generation Students in Urban 4-Year Institutions Through a Strengths-Based Lens

    Description:
    First-generation college students are the first in their families to pursue postsecondary education. As a result, they may lack the information and resources to navigate the college process and its transitions. More research is needed on how focusing on first-generation students' strengths can inform programs and support to assist with the postsecondary transition. This study further explores the assets that first-generation students bring to the college experience and how capitalizing on these strengths through programs and support can ease the transition process and help first-generation college students develop a sense of belonging. This qualitative, phenomenological research study was conducted through ten interviews with undergraduate, first-generation college students. The emerging themes were parents and family, peers, professors and staff, and programs and services, which aligned with the literature. This research study had two significant findings: (a) students with older siblings who completed college, extended-generation students viewed themselves differently from traditional first-generation students, and (b) first-generation students felt a sense of belonging and connectedness throughout the COVID-19 pandemic and its continuing effects. Suggestions for future research and implications for practice are also discussed.
    Keyword:
    Higher Education, Life Experiences , First-Generation Students, Urban 4-Year Institutions , Strengths-Based Lens, postsecondary education, college process, qualitative research study, phenomenological research study, undergraduate, and COVID-19
    Subject:
    Education
    Creator:
    Markus, Kimberley E. S.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    03/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Financial Aid and the College Persistence of the African American Male Student

    Description:
    Low student completion rates have increased pressure on college and university administrators across the country to raise retention and graduation rates and have forced the review of many practices on campus. This qualitative study aimed to examine the effects of financial aid on higher educational persistence among African American males. Semi-structured interviews with African American male students were conducted to identify perceptions of the financial aid department and financial assistance related to successful persistence among the identified population. Findings from the interviews showed the perceptions of factors that created successful persistence were (a) meaning interactions with financial aid, (b) percentage of aid coverage, (c) family expectations/support, (d) and additional financial aid opportunities. A detailed analysis revealed that the student participants agreed that staff/student relationships and financial aid stability were important factors related to the retention of African American male students. Students also indicated that the percentage of aid covering their tuition/fees is a huge factor when assessing which college to attend. In addition, family expectations/support were connected to enrolling in a university but were not an important factor in retention when considering financial hardships that arise for college students. Finally, implications for practice and recommendations for future research were identified. The study findings might be helpful to college and university administrators needing to improve student completion rates. The findings might also be helpful to African American male students seeking a college or university to attend.
    Keyword:
    Financial Aid, College Persistence, African American, Male Students, student completion, university administrators , college administrators, graduation rates , retention rates, higher educational , and Semi-structured interviews
    Subject:
    Education
    Creator:
    Jean, Herlyne
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    11/01/2022
    Date Modified:
    03/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Effect of a Principal’s Grit on Their School’s Culture: A Quantitative Study

    Description:
    This quantitative study investigated the relationship between a principal’s grit and the school culture in their building. The research focused on one district in New Jersey with participants from elementary, middle, and high schools. First, principals in each school were surveyed using Duckworth’s Short Grit Survey to determine their self-perceived level of grit. Then educators in each school were surveyed using Gruenert and Valentine’s School Culture Survey to describe the school culture. This study identified factors that contribute to successful leadership, including leadership styles and characteristics such as grit. The study also explored current research about school culture and best practices in supporting professional learning communities, unity of purpose, and promoting learning partnerships. This study aimed to understand the relationship between a school principal’s grit and school culture and provide further recommendations for increasing school culture. The results of this study successfully established that there was a relationship between the two variables, principal’s grit, and school culture. In addition, the study concluded that there were high mean scores for principal grit and school culture for each building. However, the data showed a statistically significant negative correlation between overall principal grit scores and school culture scores, r = –.161, p ≤ .001. Specifically, the school settings would benefit from collaborating with school administrators and colleagues to improve perceptions of collaborative leadership, teacher collaboration, unity of purpose, and collegial support.
    Keyword:
    Educational Leadership , Educational Sociology, Educational Psychology, Educational Administration , Principal's Grit, Quantitative Study, School culture, collaborative leadership, leadership styles, New Jersey, Duckworth’s Short Grit Survey, and partnerships
    Subject:
    Education
    Creator:
    Bogusz, Trisha M.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    03/04/2024
    Date Created:
    Aug-2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • How Do School-Based Leaders’ Perceptions of Their Own Leadership Styles Impact Their Approach to Managing and Improving Student Discipline Outcomes?

    Description:
    There has been extensive research done on varying leadership styles as well as how school leaders employ these styles in order to improve students’ academic achievement. However, little literature exists that discusses how leadership style affects a principal or assistant principal’s approach to managing student discipline. The purpose of this qualitative research study was to examine how school leaders perceive their leadership style and how their style affects the way they address student discipline in their school buildings. Semi-structured interviews were conducted with 15 principals and assistant principals from an urban, public school district in northern New Jersey who served students in grades four through eight to answer the following research questions: RQ1: How do principals and assistant principals’ perceived leadership styles impact their leadership practices and approach to student discipline? RQ2: How are student discipline outcomes affected by the perceived leadership styles of principals and assistant principals? This dissertation shares the thematically coded data gathered through the interviews. Participants discussed demonstrating care for students, staff, and families, even when they did not specifically identify Caring Leadership as their individual style. This caring approach was critical to building positive relationships and determining disciplinary consequences for students that served as alternatives to suspension and other forms of exclusion from schools. This was especially important to the school leaders who participated as they and their staff continue to navigate providing high-quality education to all students in this post-pandemic world.
    Keyword:
    School-Based Leaders’ Perceptions, Perceptions, Leadership Styles , Educational Leadership, Student Discipline Outcomes, Caring Leadership, student discipline, post-pandemic world, Semi-structured interviews , and Northern New Jersey
    Subject:
    Education
    Creator:
    Cooke, Erika D.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    03/04/2024
    Date Created:
    2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Plight of the Trans Student

    Description:
    Trans students face several challenges that limit their pursuit of higher education. These challenges include inadequate support, lack of inclusion and understanding, unfair treatment, and disparities linked to social stigma, discrimination, and the denial of civil rights. These challenges affect their college experience and put them at an elevated risk of suicide, psychiatric care and hospitalization, poor academic performance, truancy, school dropouts, drug and substance abuse, and sexually risky behaviors, among other risky behaviors or acts. The lack of enrollment, inclusion, or acceptance of trans students in some colleges is attributed to numerous factors, including negative perceptions of transgender people. This study investigated the perceptions of trans students in higher education concerning their inclusion and acceptance in college. The study assumed that the respondents were not biased about their identity and responses and that the instrument used to collect the responses produced reliable answers. The setting of the study was in a public institution located in Northern New Jersey. Enrollment in higher education and identification as a trans student were the inclusion criteria for this study. The study was composed of seven participants. All seven students identified themselves as trans students. Before the study, the researcher sought approval from the IRB. The participants were also asked to sign an informed consent before the study. The participants received a $25.00 Visa gift card for participating in the study. Semi-structured interviews were used to collect data from the participants. The responses obtained were then analyzed using a thematic approach. These steps the researcher used NVivo12, a qualitative analysis software, to conduct the analysis. Most of the participants reported that they had experienced positive experience in college or university. The majority of the participants reported that they were grateful to have access to the PRIDE club. Three of the seven stated that the PRIDE club helped them make friends. Six of the seven participants predominantly emphasized the importance of pronouns and faculty members using the appropriate ones. Four participants agreed that there was a lack of gender-neutral bathrooms on campus. Regarding the normalization of students on campus, three of the seven participants explained that they would feel much more comfortable if being trans would have equal consideration as cisgender people or that they would not be singled out and marginalized. Five of the seven participants reported that their fellow students accepted them, and this contributed to them feeling included. Only one of the seven participants felt discomfort due to exclusion by other students (this did not include an in-depth look at the effects of micro-aggressions). The findings of the study indicate that majority of trans students feel accepted by their colleges and fellow students. The results of the study also showed that clubs such as the PRIDE club play a crucial role in providing a supportive environment for trans students. However, this study had some limitations. One of the limitations of this study is that the sample used was exceedingly small, and thus it does not accurately represent the entire population. Therefore, future research should use a large sample when investigating the perceptions of transgender students in higher education. Secondly, the tool used to collect responses were not efficient in detecting biases in the responses. Additional limitations were that not all trans students in the college are members of the Pride Club. A final limitation included the ability to gain trust with the participants.
    Keyword:
    Inclusion and acceptance, trans student, stigma, discrimination, discrimination in higher education, perceptions of trans students, IRB, gender-neutral spaces, informed consent, Semi-structured interviews, and PRIDE club
    Subject:
    Education, Sexuality, and Educational Sociology
    Creator:
    Rodriguez, Josephine
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    03/05/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Inclusion and specific learning disabilities: General education teacher's attitude

    Description:
    This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors that were examined in the study included gender, length of years teaching, and the amount of special education courses taken in college. Elementary general education teachers from two schools in an urban school district in New Jersey were given the ATTM-m survey to determine their attitude towards special needs students. The results of this study indicated that general education teachers regardless of gender, length of years teaching, and the amount of special education courses take, were not willing to accept the inclusion of special needs students into the general education classroom. It is recommended that future research is needed to further investigate these findings.
    Keyword:
    Inclusion, learning disabilities, General education, teacher's attitude, research study , gender, college, Elementary, urban school district , New Jersey , ATTM-m survey, and special needs
    Subject:
    Education
    Creator:
    Phillips, Rodney R.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/23/2021
    Date Modified:
    03/05/2024
    Date Created:
    2016
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Retention Efforts of a Community College Library Determined by Library Directors

    Description:
    Community college libraries provide retention support for students navigating through their coursework. This research consists of interviews with 10 out of 18 library directors in New Jersey. This study takes a sizable positive step in determining how an academic library supports retention since a library director is uniquely qualified and able to view and understand the various departments, collections, and how the staff interacts when assisting students. The importance of teaching students how to be self-sufficient to assist in their retention is a fully formed concept that can now be researched, analyzed, and expanded upon in postsecondary education. A student who is self-sufficient in navigating the library improves retention in a college because they possess the tools to stay enrolled in a college for more than a semester or two. Therefore, a self-sufficient student is more likely to attain their individual education goals. The library and the library director are the catalysts for this growth transformation to occur for each student. How the library collaborates with other departments to support retention is also analyzed and discussed. Finally, how the library director communicates and advocates for the library with their academic vice president is also analyzed.
    Keyword:
    Higher Education, Retention Efforts, Community College, Library Directors, retention support , library directors, interview, New Jersey, library instruction, information literacy, persistence, student success, library collection, remedial reference services, reference, and open educational resources OER
    Subject:
    Education
    Creator:
    Marks, David
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    10/28/2022
    Date Modified:
    03/05/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Influence of Explicit Social and Emotional Learning Programming on School Connectedness Using the AVID Approach for Middle School Students Enrolled in an Urban School Setting

    Description:
    An urban public school district in the northeastern United States implemented the AVID Program, an evidence-based social-emotional learning program, into schools in 2013. This case study investigated the impact of the AVID Program on school connectedness at two middle schools within that system, both serving Grades 5–8. For the purposes of this study, school connectedness refers to a student’s connection to school through student attendance, and academic achievement—as reflected in attendance and performance—suggests that the better students feel and perform, the more likely they are to attend, and the more welcomed the students feel, the better they perform. The study sought to determine if there were statistically significant changes in student attendance and academic achievement at the schools within a cohort of students who entered the AVID Program in 2018–19 by performing a paired-samples t-test. This study also sought to determine faculty perceptions of school connectedness at the subject schools by performing a descriptive analysis of survey data to support the hypothesis. The quantitative data and descriptive analysis of the survey data merged to provide a comprehensive explanation of the relationship between the AVID Program and school connectedness.
    Keyword:
    Cooperation , Socioeconomic factors , Curricula , Mental disorders, Educational psychology, Mental health care , Anxieties, Emotions, Middle school education, and AVID Program
    Subject:
    Education
    Creator:
    Ott, Chris W.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/23/2021
    Date Modified:
    03/05/2024
    Date Created:
    Jul-2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Relationship Between Transformational Leadership, School Climate, Student Conduct, and Student Attendance in Urban Schools in New Jersey

    Description:
    The purpose of this quantitative study was to determine if there is a relationship between transformational leadership style, school climate, student conduct, and student attendance in urban elementary schools. Survey data were collected from a purposeful sample of elementary school principals and a convenience sample of their staff members in an urban school district in Northern New Jersey. In 2015–2018, 20 urban schools in northern New Jersey considered “failing schools” were awarded a School Improvement Grant (SIG), supported by the Federal Department of Education (Federal DOE) through the New Jersey Department of Education. With this funding, the urban school district undertook the challenge of the turnaround school model between 2015–2018, which resulted in positive change in student conduct, student attendance, and the school’s climate because of incorporating a transformational leader. This dissertation examines if there are any positive outcomes in student conduct, attendance, and the climate of an urban school when including a transformational leader. The Multifactor Leadership Questionnaire (MLQ-5X) was used to measure the degree to which a principal displays the factors of a transformational leader based on teacher perceptions, and the principals used it to self-assess. The New Jersey Culture and Climate (NJCCS) survey was used to measure teacher perceptions of school climate, and interviews were conducted to gain insight into staff perceptions of the qualities of a transformational leader. This study also investigated if a relationship exists between transformational leadership and a school climate. The study surveyed 20 urban schools located in a large urban district in New Jersey. Principals’ leadership styles were determined from the MLQ-5X, and school climate was determined from the school district’s (NJCCS) reported number of Office Conduct Reports (OCR) and student attendance data incidents recorded in the district’s data system.
    Keyword:
    Elementary schools , Socioeconomic factors , Higher education administration, Educational administration, Teaching Urban schools , Collaboration, School principals , School environment , Learning, Educational leadership, Office Conduct Reports, attendance rate, school climate, transformational leadership, and elementary school
    Subject:
    Education and Higher Education
    Creator:
    Kennedy, Jasmine C.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    03/27/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Inclusion and specific learning disabilities: General education teacher's attitude

    Description:
    This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors that were examined in the study included gender, length of years teaching, and the amount of special education courses taken in college. Elementary general education teachers from two schools in an urban school district in New Jersey were given the ATTM-m survey to determine their attitude towards special needs students. The results of this study indicated that general education teachers regardless of gender, length of years teaching, and the amount of special education courses take, were not willing to accept the inclusion of special needs students into the general education classroom. It is recommended that future research is needed to further investigate these findings.
    Keyword:
    Inclusion, learning disabilities, General education , teacher's attitude, length of years teaching, special education, Elementary general education, urban school district, and ATTM-m survey
    Subject:
    Education and Special education
    Creator:
    Phillips, Rodney R.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    03/27/2024
    Date Created:
    2016
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Race and Socio-Economic Status on Grade 8 NJASK Scores for Language Arts

    Description:
    Many scholars have suggested over the past several decades have pointed to a persisting achievement gap between white and black students. A lack of parental support and advocacy, peer influences, student health issues, poor nutrition, and low socioeconomic status are among the factors contributing to this gap (Chubb & Loveless, 2004). This study analyzed the standardized test results of students in all New Jersey schools belonging to socioeconomic District Factor Groups. The goal was to determine whether race and economic advantage impact academic achievement. Two subgroups, one comprising black students and one consisting of white students, were examined over a designated time period. Findings demonstrated that two factors—race and socioeconomic status—strongly contributed to student performance on standardized testing. It is more important than ever to advocate for the closing of this gap in educational achievement.
    Keyword:
    Race , Socio-Economic Status, Grade 8 , NJASK Scores for Language Arts, Impact, Educational tests & measurements , Middle School education , Educational sociology, Reading instruction, Educational leadership, and Ethnic studies
    Subject:
    Education
    Creator:
    Bugge, Allison
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/23/2021
    Date Modified:
    03/27/2024
    Date Created:
    2018
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • On the Establishment of a Pedagogical Protocol for STEM Education

    Description:
    A full description of how a STEM protocol model can be an effective and comprehensive implementation of a complete initiative program. A discussion of the factors affecting student comprehension, progress, and cognitive development is made. A historical discussion of STEM policy and programs is included, as is an assessment program in the context of student learning outcomes. A complete STEM protocol design is presented, and an inferential statistical study is made regarding student progress, factors influencing learning, performance, cognitive development, applications-oriented skills, and long-term acquisition of knowledge and performance. A survey was done on an incoming introductory physics course that measured Pre-test and post skills. Inferential statistics were performed, and an analysis of the data was done to measure cognitive and deductive and analytical skills. An ANOVA statistical study was done on Pre-tests and concomitant post-tests, and a comparison of the results was conducted to determine the need for gradual development and influential factors that determine positive results. A t-test was also done to determine the actual differences in the means between pre- and post-tests. In addition, a qualitative survey was conducted to measure the influences and factors determining STEM learning. Then the data sources were compared against each other for themes that were supported across all the data. A critical analysis is made of the STEM methodological protocols along with inferential variables of influence enumerated. It was found that an actively engaged student population can have a direct and positive influence on developing STEM cognitive skills.
    Keyword:
    Pedagogy , Higher education , Educational evaluation, Physics, Pedagogical Protocol, STEM , and ANOVA
    Subject:
    Education
    Creator:
    Cordero, Julius John.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/04/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Restorative Practices and Zero-Tolerance Policies on Absenteeism, Suspensions, and Academic Performance on African-American Male Students in a Predominantly Black High School

    Description:
    American high school educators have developed and adopted various disciplinary practices to discourage misconduct among students. Amongst the popular practices are zero-tolerance policies and restorative procedures. Zero-tolerance policies are those whereby student punishment occurs when they violate the code of conduct. Usually, it results in their suspension. Thus, they miss school for a period, which may negatively impact their academic performance. Restorative practices involve using strategies that seek to improve and repair relationships between students or students and staff. They avoid punitive measures that may include suspension, allowing the student not to miss school time. However, studies conducted by education researchers have shown a disparity in the instilling of discipline in schools; African-American students’ punishment is more intense than that of their peers. Examination of the genders of both races separately shows that disparity is even more significant. The punishment of African-American male students, when compared to their peers, is more intense for similar misconduct. These disparities affect academic achievement, the likelihood of graduation, and performance on standardized tests that measure readiness for college and career. Therefore, this study sought to find the impact of restorative practices and zero-tolerance policies on absenteeism, suspensions, and academic performance on African-American male students in a predominantly black high school. The predominantly black high schools in New Jersey have high racial disciplinary gaps compared to other states in the country. Hence, the study analyzed absenteeism, number of suspensions, and academic performance in a high school that had implemented traditional zero-tolerance policies and compared it to a high school that had implemented restorative practices as a disciplinary measure. The schools’ records for the 2018-19 year were the source of data; it included information on students’ standardized test scores, suspensions, absences, and the school’s makeup by gender and race. To keep up with research ethics, the researcher redacted the students’ personal information and obtained permission from the school administration before using the data for the study. The study is quantitative and involved the statistical analysis of the quantifiable data. The researcher also used positivism philosophy in this study to calculate the impact of disciplinary actions. Overall, the data examined was of 456 African-American male students. The school that implemented restorative practices saw marginal signs of improvement in the number of chronically absent students. The restorative practice school also had a higher percentage of students with no suspensions and fewer students with one or more suspensions. Students at the school with traditional zero-tolerance policies had marginal gains with a higher rate of students meeting or exceeding expectations in English Language Arts and Math standardized tests. The study adds to the research on disciplinary actions in American high schools, but researchers can further study the topic to determine if the findings are similar in other states. Researchers can also examine other disciplinary actions such as PBIS to determine if their implementation leads to better academic performance, reduced suspensions, and lower absenteeism rates among African-American male students when compared to peers.
    Keyword:
    Educational evaluation , African American studies, Educational psychology, Educational administration, American, high school educators, Zero-tolerance policies, Restorative practices, discipline, African-American male students, high school, New Jersey, absenteeism, suspensions, academic performance, and test scores
    Subject:
    Education
    Creator:
    Amaya, Eliud
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/23/2021
    Date Modified:
    04/04/2024
    Date Created:
    Nov-2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Assessing Career Readiness Among Recently Licensed Practical Nurse Graduates

    Keyword:
    Licensed Practical Nurses (LPN) G0, qualitative study, Career Readiness , Recently Licensed Practical Nurse Graduates, Benner’s Model, Duchscher’s theoretical framework , clinical nurse supervisors, and clinical
    Subject:
    Education and Higher Education
    Creator:
    McClymont, Cheryl
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    04/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Influence of Educational Vendor Programs on Welfare Recipients and its Impact on Long-Term Employment

    Keyword:
    Educational Vendor Programs , Welfare Recipients, Long-Term Employment, Novel Coronavirus , mask mandates, businesses, economic recession, State quarantine, New Jersey, classroom methodologies , self-sufficiency, and family
    Subject:
    Education and Educational Leadership
    Creator:
    Simmons II, Allen H.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    04/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Impact of Adverse Childhood Experiences on Achievement: A Quantitative Study

    Keyword:
    ACE Adverse Childhood Experiences, Brown v. Topeka, Caregiver, CBCL Childhood Behavioral CheckList, NCTSN, CMHS Center for Mental Health Services, HPA The hypothalamic-pituitary-adrenal axis, John Dewey, Plessy v. Ferguson, SAMHSA, Title 1, Toxic Stress, and USDHHS US Department of Health and Human Services
    Subject:
    Education and Educational Leadership
    Creator:
    O’Connor, Michael
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    04/04/2024
    Date Created:
    2022
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Bilingual Mind and Emotional Brain: Evidence from the Emotional Stroop Task

    Keyword:
    Bilingual, Bilingual Mind, Emotional Brain, Emotional Stroop Tasks, Immersion time, Traditional Tasks , and emotional interference.
    Subject:
    Education and Educational Leadership
    Creator:
    Ogando, Luciana Pereira
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    04/16/2024
    Date Created:
    2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Impact of Adaptive Leadership on Black and Latino Student Achievement in an Urban School in Northern New Jersey

    Keyword:
    Adaptive Leadership , Black and Latino Student, Black, Latino, Achievement , Urban School, Adaptive Leadership, Northern New Jersey, school leadership, urban schools, and organizational change
    Subject:
    Education
    Creator:
    Dortrait, Lynnette
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    04/16/2024
    Date Created:
    Apr-2022
    Rights Statement:
    In Copyright - Educational Use Permitted

  • The Influence of Professional Learning Communities on Administrator and Teacher Efficacy in One Urban Elementary School in Northern New Jersey

    Keyword:
    Professional Learning Communities, Administrator Efficacy, Teacher Efficacy, Urban Elementary School , Northern New Jersey, Learning Community Culture Indicator (LCCI), Bandura’s core construct of efficacy , roles of the teacher, and roles of the administrator
    Subject:
    Educational leadership, Education, Teacher education, Educational sociology, and Elementary education
    Creator:
    Kenyon, Margaret A.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/23/2021
    Date Modified:
    04/16/2024
    Date Created:
    2015
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Mixed Method Investigation of the Relationship between Teacher Leadership and Educational Leadership Preparation and School Context in a Northeast Metropolitan Region

    Keyword:
    Mixed Method, Investigation, Relationship , Teacher Leadership, Educational Leadership , Preparation , School Context, Northeast Metropolitan Region, SASS, and NCES
    Subject:
    Education, Educational leadership, College administration, and Educational administration
    Creator:
    Evtimovski, Jovan
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/16/2024
    Date Created:
    2019
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • How Climate and Culture of Schools Relate to Teacher Effectiveness

    Keyword:
    Climate , Culture , Culture of Schools, Teacher Effectiveness, Physical Environment, Emotional Environment, Teaching and Learning,, Safety, Relationships, Administration Support , Parental Support and Engagement, and Morale in School Community
    Subject:
    Education, Multicultural education, Educational evaluation, and Educational sociology
    Creator:
    Rieder, Jason
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/04/2022
    Date Modified:
    04/16/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • “I Have the Right to Family, I Have the Right to an Education”: Family Narratives on the Impact of Deportation on Latino Children’s Learning Experiences

    Keyword:
    Family Narratives , Deportation , Latino Children’s Learning Experiences, Latino Children, Immigration policy, family separation, Latino families, Pew Research Center [PRC], and U.S.
    Subject:
    Education, Individual & family studies, Educational leadership, and Hispanic American studies
    Creator:
    Tavarez, Rhina M.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/16/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Danielson Framework for Teaching Evaluation Instrument and the Co-Teaching Core Competency Framework: A Crosswalk to Support Co-Teaching Continuous Improvement

    Keyword:
    Danielson Framework, Teaching Evaluation Instrument , Co-Teaching Core Competency , co-teaching, improvement, disabilities, Free Education, Public Education, Least Restrictive Environment, and crosswalk investigation
    Subject:
    Educational leadership, Educational evaluation, and Education
    Creator:
    Blankman, Cheryl B.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/17/2024
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Comparative Study of Nontraditional Students in 8-Week Online Classes and 8-Week Hybrid Classes Offered in the School of Professional and Continuing Studies at a University in the Northeast

    Keyword:
    Hybrid Classes , Comparative Study, Nontraditional Students, 8-Week Online Class, Northeast, School of Professional and Continuing Studies, University, higher education, and Ethnicity
    Subject:
    Education, Higher education, and Adult education
    Creator:
    Joseph, Fadia
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/23/2024
    Date Created:
    Aug-2017
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of a Test-Optional College Admission Policy on the Persistence and Academic Achievement of Historically Marginalized Students

    Keyword:
    College, test-optional, admission, persistence, retention, attrition, academic standing, GPA, first-year student outcomes, historically marginalized students, URM, gender, and race
    Subject:
    Education
    Creator:
    Kornegay, Dimana T.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    07/11/2024
    Date Modified:
    10/10/2024
    Date Created:
    2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Qualitative Examination on the Perspective of Elementary School Support Staff Centering on the Potential Impact the Practice of Mindfulness Could Have on the Reported Cases of Bullying

    Keyword:
    Qualitative Examination, Elementary School, Perspective, Support Staff, Potential Impact , Practice of Mindfulness, Bullying, Reported Cases, communication, and technological devices
    Subject:
    Education
    Creator:
    MacNamara, Thomas Francis Barrett
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    07/11/2024
    Date Modified:
    10/10/2024
    Date Created:
    2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Pouring from an Empty Cup: The Impact of the COVID-19 Pandemic on the Social-Emotional Well-Being of School Principals

    Keyword:
    COVID-19 pandemic, compassion satisfaction, compassion fatigue, principals, social-emotional health, Well-Being, School Principals, Impact, and trauma
    Subject:
    Education
    Creator:
    Joseph, Yvy
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    07/11/2024
    Date Modified:
    10/10/2024
    Date Created:
    2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Hip-Hop and BIPOC Males’ Perceptions about Resilience and Cultural Capital

    Keyword:
    Cultural Capital, BIPOC Males, Hip-Hop, Resilience, Perceptions, qualitative study, Black people, Indigenous people, and People of Color
    Subject:
    Education
    Creator:
    Ibn Shakoor
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    07/11/2024
    Date Modified:
    10/10/2024
    Date Created:
    2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Mindfulness in Higher Education: An Explorative Study on the Reception of Contemplative Education Workshops in a College Setting as a Means for Relaxation and Stress Relief

    Keyword:
    The School-Based Meditation Model, Contemplative Education, Mindfulness Meditation, Social Competence, Well-being, Academic Achievement, Explorative Study, Contemplative Education Workshops, College, and Stress Relief
    Subject:
    Education and Higher Education
    Creator:
    Barroero, Patrizia
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    07/11/2024
    Date Modified:
    10/10/2024
    Date Created:
    2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation