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- Description:
- The purpose of this study is to give a voice to economically disadvantaged women on welfare pursuing a degree in higher education. Attention is focused on the motivational and institutional factors they encounter while struggling to integrate academically and socially into the college campus community. The theoretical framework of the study was based on Vincent Tinto’s Theory of Persistence, which emphasizes the importance of a strong inclusive educational and social campus community, and the role it plays in student retention. The study considers the impact of the 1996 Welfare Reform Act and the feminization of poverty in the United States. The impact the new welfare reform act had on education acquisition for women on welfare as well as the challenges these women faced was also examined. In addition, the academic and non-academic support programs that have enabled women on welfare to overcome the obstacles and barriers to education and achievement of academic success in higher education was further explored. The research design was a narrative study approach, which included the participants sharing their own story which included their background, family upbringing, educational experiences from elementary school to high school and ultimately college. In-depth interviews were used to develop a thorough description for the narratives. The participants were women on welfare who currently attended or had graduated from colleges and universities located in Hudson County, New Jersey. Through an analysis of the results a better understanding of how motivational and institutional factors affect a student’s persistence was identified. The themes that emerged during analysis of the interview transcripts were considered within Tinto’s 1973 model of attrition and persistence. Tinto’s model includes the following components: pre-entry attributes (prior schooling and family background); goals/commitment (student aspirations and institutional goals); institutional experiences (academics, faculty interaction, co-curricular involvement, and peer group interaction); integration (academic and social); and outcome (departure decision— graduate, transfer, dropout). Findings indicate that colleges and universities can increase retention and support persistence by identifying students’ individual institutional needs, and by implementing and improving upon programs that aid academic and social integration.
- Keyword:
- Poverty, Higher education, Women, Welfare, Vincent Tinto’s Theory of Persistence, and Academic and social integration
- Subject:
- Higher education
- Creator:
- Ahern, Susan L.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- Keyword:
- Animal-assisted therapy, pet therapy, behavioral and psychological symptoms, dementia, neurocognitive disorders, apathy, quality of life, sundowning, sundown syndrome, pharmacological interventions, and non-pharmacological interventions
- Subject:
- Nursing and Therapy
- Creator:
- Cappetta-Jempolsky, Stephanie
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/29/2024
- Date Created:
- Dec 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- The Urban Hope Act was authorized in 2012 and resulted in the implementation of renaissance school projects in Camden City, New Jersey. Since the first renaissance school project began serving students 5 years ago, there has yet to be an analysis of the academic impact that encompasses the three public school options that serve the students of Camden City. This study aims to compare academic achievement in each of the public school choice options: district, charter, and renaissance school projects. Specifically, in Grades 3 and 7, is academic obtainment in statewide assessments comparable by school type in English Language Arts (ELA) and math? If the academic obtainment differs, which pairs have a significant difference? Finally, does each school type serve equitable students based on demographic comparisons? Based on the results of Welch’s Analysis of Variance, a significant difference was identified in student performance by school type in Grade 3 in both ELA and math and in Grade 7 in ELA at an alpha of 0.05. A Scheffe post hoc analysis identified significant differences at the five percent level of charter performance in Grade 3 in both ELA and math compared to the district and renaissance school projects, and charter performance and renaissance school project performance in Grade 7 in ELA compared to the district performance. No significant difference was found in math in Grade 7 by school type. In addition, a Chi-square test determined an association between school type and demographic group. The portfolio model of school choice as implemented in Camden City, New Jersey, since 2014 has not been proven as a reformation model that equitably impacts student outcomes to date.
- Keyword:
- Education policy , Public schools, Charter schools, Educational philosophy, Educational evaluation, Urban schools, English Language Arts (ELA), and Math
- Subject:
- Higher Education and Educational Leadership
- Creator:
- Bunt, Julie
- 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
-
- 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
-
- 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
-
- Keyword:
- Culture and the Community, academic motivation, Educational Experiences, West Indian-American , First-Generation College Students, cultural capital, self- determination theory, social identity theory, and sense of belonging
- Subject:
- Higher education, Caribbean studies, and African American studies
- Creator:
- Watts-Conville, Sharon A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/29/2024
- Date Created:
- May 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- 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
-
- Description:
- Despite the fact that the student demography in institutes of higher education is growing more and more diverse, the faculty who teach in colleges and universities remains largely White at 77% (National Center for Education Statistics, 2017). As the student population grows more diverse, it is imperative that faculty have the tools and resources necessary to meet the educational needs of the students. A first step to meet the educational needs of this diverse student population is for faculty to become more racially aware and multiculturally competent (Bonilla-Silva, 2014; Diggles, 2014; Harper & Hurtado, 2007). This study provides empirical data related to faculty’s racial identity awareness, multicultural competency, and academic practices. The data were examined to ascertain what impact, if any, these factors had on student achievement and faculty-student relationships. Additionally, this study analyzed sociodemographic factors, academic characteristics, and professional practices to determine if there were correlations which contribute to student success and improved faculty-student relationships. Results from this research study (N = 224) found a correlation between faculty with higher racial identity awareness profiles or more elevated multicultural competency scores, and improved student achievement and stronger faculty-student relationships. Specific academic characteristics, and professional and pedagogical practices, may increase racial identity awareness and multicultural competency and lead to greater success among students as well as stronger relationships between faculty and students. These results are similar to the research of many scholars in examining the relationships between racial awareness, multicultural competency, and the relationship between faculty and students (Bourke, 2016; Carter, Helms, & Juby, 2004; Charbenau, 2015; Chickering & Reiser, 1993; Cole, 2007; Harper & Davis, 2016; Hurtado, Alvarado, & Guillermo-Wann, 2015; Kuh, 2004; Lane, 2010). Literature from racial awareness and multicultural competency is used to interpret findings, discuss limitations, and make recommendations for future studies.
- Keyword:
- Educational sociology , Multicultural Education, Educational Leadership, Racial Awareness, Multicultural, Undergraduate , and Student Success
- Subject:
- Higher education
- Creator:
- Cippoletti, Nicole D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/02/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- 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
-
- Description:
- The purpose of this study was to examine the level of student participation in senior-only High-Impact Practices (HIPs) among first-generation, full-time senior native and community college transfer students attending four-year public institutions in the Northeast region of the United States. Specifically, the study examined whether there was a relationship in the level of participation in senior-only High-Impact Practices using the National Survey of Student Engagement (NSSE) as a tool. The independent variable, senior status, had two levels: first-generation, full-time native and first-generation, full-time community college transfer students. The dependent variables, senior-only High-Impact Practices (HIPs), were (a) internship or field experience, (b) study abroad, and (c) culminating senior experience. Kuh’s theory of student engagement provided the theoretical framework for examining these variables. 2015 NSSE and 2016 NSSE data from participating four-year public institutions in the Northeast region were used for analysis. Descriptive statistics were used to present the independent variables; inferential statistics were used to answer the research questions and test the hypothesis. A chi-square test of independence was conducted to examine the relationship of senior status and the self-rated level of participation in senior-only HIPs. The findings of this study contribute to the limited body of literature on the level of participation in senior-only HIPs among first-generation, full-time senior natives, and community college transfers.
- Keyword:
- Comparative Study, High-Impact Practice Participation , Senior Natives, Community College Transfers, Four-Year Public Institutions, first-generation, Northeast region of United States, National Survey of Student Engagement (NSSE) , internship , field experience, and study abroad
- Subject:
- Higher Education and Educational Leadership
- Creator:
- Ramos, Elizabeth Aviles
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This study focuses on the codevelopment of a social justice curriculum unit through the collaborative efforts of students and teachers in the sixth grade using culturally relevant materials and resources in an urban school setting. Building upon the foundation of the American school system, minority students experience inequitable learning experiences that neglect to address social injustices and as a result struggle to combat oppressive measures. The theoretical frameworks—critical consciousness and critical race theory—are based on the works of Paulo Freire. Additional emphasis is placed on students’ voices in education. The study utilizes a qualitative case study approach to explore (a) how students construct social justice curriculum with educators used and hip-hop resources in a middle school in environment, (b) how the traditional roles for teachers and students change when they work collaboratively to develop such a curriculum, (c) the success factors and barriers to implementing a hip-hop a social justice curriculum, and (d) how the process affects the perceptions and views of educators and drives future instructional practice. Data were collected in the form of focus groups, interviews, observations, and examinations of student artifacts and reflective teacher journals. The findings are organized into three major sections: (a) participant profiles, (b) a description of the setting, and (c) study themes. Three themes emerged from data analysis: (a) a humanizing approach to education, (b) a strong sense of empowerment, and (c) the awakening of critical consciousness. The study culminates with an analysis of the data findings presented in Chapter 5 and a discussion of the limitations of the study, as well as the implications of their work for teachers, administrative leaders, and policy makers. Finally, the study concludes with recommendations for future studies.
- Keyword:
- Case Study, Student Co-Development, Hip-Hop Social Justice , American school system, humanizing approach, empowerment, and critical consciousness
- Subject:
- Social studies education, Cultural anthropology, Middle School education, and Curriculum development
- Creator:
- Raghunandan-Jack, Nadira.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2015
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- 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
-
- Keyword:
- College Summer Bridge Programs , Retention, Underserved Populations, Underrepresented Populations, qualitative research, ASCEND, and NJCU
- Subject:
- Educational leadership
- Creator:
- Meléndez, Virginia
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/29/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- Teachers, Formative Assessments, Educational philosophy , Educational tests & measurements, Science education , and Likert-scale survey
- Subject:
- Education
- Creator:
- Nadler, Vickki
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/28/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- Teachers’ Perceptions, Effects of School-Based Extracurricular Activities, Academic Achievement, Attendance, Behavior Issues, New Jersey School District, grades, and discipline referrals
- Subject:
- Educational leadership, Developmental psychology, and Educational psychology
- Creator:
- Anderson, Jenna
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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:
- School administration, Educational evaluation, Teachers' perception, Framework for Teaching, Charlotte Danielson , New Jersey, TEACHNJ Act , and AchieveNJ
- Subject:
- Education and Educational leadership
- Creator:
- Aguiles, Edward
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/28/2024
- Date Created:
- Dec 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Autism Spectrum Disorder , Service, Applied Behavior , Paraprofessionals , Training, school-aged children, United States, public schools, and evidence-based practices (EBP)
- Subject:
- Special education and Behavioral sciences
- Creator:
- Lockhart, Samantha
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/23/2024
- Date Created:
- Mar-2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Effects of Leadership Style , Culture , Organizational Climate, Malay Culture, Multiframe Leadership, Paternalism, and Collectivism
- Subject:
- Educational leadership
- Creator:
- Salim, Aini N.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/29/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Students’ Perception , Effectiveness, College Opportunity Programs, EOF, self-efficacy, social belonging, persistence, and intrusive advising
- Subject:
- Higher education
- Creator:
- Turner, Andre
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/29/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Art , Self Concept Development, Higher Education Research Institute (HERI), College Senior Survey 2006, developmental stages, students’ behavior, Experimental learning, college environment , Cooperative Institutional Research Program (CIRP), art majors , art careers, and learning styles
- Subject:
- Educational leadership, Higher education, and Art education
- Creator:
- Yglesias-Liberatore, Anna.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/17/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This study will examine and review the effectiveness of having a special education, resource teacher present in the classroom during Mathematics and Language Arts Literacy. In the state of New Jersey, students are issued a state assessment in the content area of Mathematics and Language Arts Literacy, and having a resource teacher present for students with Individual Education Plan (IEP)allows for differentiated instruction in the classroom environment. This study shows the effectiveness of having a special education teacher who can give one-on-one instruction to children who may struggle with the General Education curriculum. The presence of another teacher in the general education setting allows instruction to take place at different levels of understanding for students who need additional guidance for proficiency in the subject area.
- Keyword:
- General Education , Mathematics, Language arts literacy, and New Jersey school settings
- Subject:
- Special education
- Creator:
- Breese, Luann
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- For most American High School students, taking algebra in high school has always been a rite of passage. Traditionally, Algebra I has long been a ninth-grade student's first experience with higher-level mathematics. To maintain a competitive edge in a global economy, numerous school districts in the United States have rearranged mathematics curricula to relocate algebra down to the middle school. Placement in eighth grade algebra provides students with an opportunity for rigor and higher levels of attainment in mathematics coursework by the completion of grade twelve. The effectiveness of moving algebra from grade nine to grade eight has become a highly debated topic amongst educators and lawmakers. Policymakers and administrators that favor moving Algebra I into the eighth grade believe doing so will assist in closing the achievement gap currently in existence for gender, race and socioeconomic status. To achieve this, substantial sums of money must be invested in the implementation of algebra programs in middle school. Proponents of grade eight algebra strongly advocate for algebra placement prior to high school as an intervention to reduce the gap between American students and their global counterparts. "The U.S. also needs to do a better job of identifying and nurturing its mathematically talented youth, regardless of their gender, race, or national origin. Doing so is vital to the future of the U.S. Economy" (Hyde, Mertz, & Scheckman, 2009). In contrast, researchers such as Nomi (2012) have argued that early algebra placement is not beneficial for every child. Researchers such as Levy (2012) and Shearing (2016) agree that Black and Hispanic students, particularly of low socioeconomic status are victims of an achievement gap. "Students who are eligible for free and reduced lunch tend to be approximately two years behind that of students of the "average better-off student of the same age" (McKinsey & Company, 2009, p. 6). While there has been agreement among the experts regarding the existence of the gap, their suggested solutions conflict. The research conducted by this researcher will contribute to the existing literature on Algebra I placement. The purpose of this study was to examine both the proportionality of student placement in grade eight Algebra I by gender, ethnicity and socioeconomic status, and the impact of grade eight Algebra I participation on academic performance on mathematics in a large, urban, New Jersey Public School District. This impact was measured based on the outcomes of Algebra I and Geometry final grades, Algebra I and Geometry PARCC scores, and tenth-grade mathematics PSAT/NMSQT scores. This study examined the relationships between academic outcomes for eighth-grade Algebra exposure and academic outcomes as described.
- Keyword:
- Middle School education, Mathematics education, Algebra I, Urban, Academic Performance, Global Economy, and PSAT/NMSQT
- Subject:
- Educational leadership
- Creator:
- Fiermonte, Karen Juliet Grysko.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Date Uploaded:
- 12/22/2021
- Rights Statement:
- No Copyright - United States
- Resource Type:
- Dissertation
-
- Description:
- Practice drift is a phenomenon that is slowly starting to gain attention in the health care community and nursing. The concept of practice drift includes practicing outside one’s scope of licensesure, failure to follow established rules and regulations, and deviation from policies and procedures, standards of care, and professional recommendations. As a result, cultural norms begin to take hold, and the drift can intensify, resulting in untoward outcomes and patient harm. A query of nurses at a comprehensive cancer center revealed drift happening routinely. Nurse members of a mature shared governance council structure reported drifting or observing drift in their practice setting. Despite tenure, academic preparation, and specialty certification, good nurses are drifting from the very protocols that are written and published to keep patients safe.
- Keyword:
- health care community , standards of care, practical drift, procedural drift, drift to danger, short cut, medical errors, clinicians, nurses, and awareness program
- Subject:
- Nursing and Health care management
- Creator:
- Browne, Kevin P.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- Description:
- Polypharmacy is the concurrent use of multiple medications. Polypharmacy presents increased health risks and increased hospitalizations due to its synergistic effects particularly in the elderly population. In addition, there is a significant increase in health care spending. Polypharmacy is of special concern among elderly individuals because this practice can lead to other health risks, hospitalization and increased healthcare cost. The Centers for Medicare and Medicaid Services (CMS) estimates that polypharmacy costs the nation’s health plans more than $50 billion annually. Polypharmacy is linked to higher incidence of adverse drug reactions (ADRs), falls, hospitalization and behavioral incidents among the elderly especially if one or more of the medications is a psychotropic medication. The CMS has therefore established a guideline for the gradual dose reduction (GDR) of psychotropic medications. The aim is to reduce the negative effects of these medications on patients and thereby improve their general quality of life. This evidence based project examined the effects of the gradual dose reduction among residents between the ages of 65-75 living in a long-term care facility in the inner city of North-East Bronx. The project also evaluated the facility’s policy regarding GDR within this population and proposed ways to enhance the policy improve patient safety and reduce medication cost.
- Keyword:
- polypharmacy, gradual dose reduction, adverse drug reaction, multiple medication use, inappropriate medications, psychotropic medications, drug-drug interactions, elderly population, The Centers for Medicare, and Medicaid Services (CMS)
- Subject:
- Nursing
- Creator:
- Coker, Abimbola
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/12/2024
- Date Created:
- 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- Katz (2013) states we are sexual beings from birth to death and sexuality is a broad concept that includes one's personal, social and cultural identity. Sexual desires do not disappear as one ages rather, it is possible for older adults to maintain their desired level of sexual activity in an accepting environment (Masden, 2012). Despite consensus in the literature which confirms sexual interest of the elderly, very few interventions are in place to facilitate their sexual expression and privacy while living in long term facilities (Wallace, 1992). Lack of updated research denotes the lack of priority given to this taboo subject by society. There are many barriers, including the assumption that the elderly are unattractive and therefore, asexual. Staff members working in long term care facilities often have insufficient knowledge about elderly sexuality and therefore display negative attitudes towards sexual expression the elderly and regard that expression as inappropriate (Walker and Harrington, 2002). Maslow's (1954) hierarchy of needs shows that regardless of age every individual has a need for love, intimacy and companionship. The Resident Centered Care Federal mandate (1990) focuses on quality of life issues with a focus on dignity, privacy and freedom of expressions. The purpose of this evidenced based project was to initiate a practice change through development of a policy that will address the rights of the elderly veterans living in Long Term care facilities right to their expressions of sexuality. Relevant education on sexuality in elderly individuals for staff members to help improve their knowledge and attitudes for this practice change was provided. The organizational policy used to guide acceptable staff members behaviors regarding quality of life issues with a focus on dignity, privacy and freedom of their sexual expressions was developed and implemented.
- Keyword:
- Policy Change, Practice Change, Sexual Expression, Elderly Veterans, Long Term Care Facility, Sexuality in the elderly, staff attitudes, knowledge, and Resident Centered Care
- Subject:
- Nursing and Health Education
- Creator:
- Brooks, Ralmetha
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/27/2024
- Date Created:
- 2013
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- Single-parent woman, Baccalaureate Degrees, Public four-year institution, Northern New Jersey, mattering, nontraditional students, one-parent family, student needs, urban, success, mixed-methods, survey, nominal group technique, and higher education
- Subject:
- Educational leadership and Higher education
- Creator:
- Harry, Christal M.
- 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
-
- 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
-
- Description:
- The U.S. . higher education system faces unprecedented challenges that command considerable attention, scrutiny, and public debate. . Colleges and universities have struggled to respond to a complex and volatile institutional landscape, with senior college leaders facing competing and often conflicting pressures to reduce costs, absorb reductions in government support, and improve outcomes. Resolving these challenges requires faculty, staff, and administrators to work together. Over the past 20 years, employee engagement has gained prominence as a measurement of worker experience related to achieving desirable organizational outcomes. Numerous private organizations have developed engagement programs. They have begun measuring engagement levels and identifying factors that contribute to higher levels of employee engagement in efforts to boost morale, performance, retention, and institutional reputation, and to build better work environments. Yet, research has shown that only about one third of employees are actually engaged, and the rift between employees and employers may be even greater in higher education institutions. The purpose of this study was to explore the extent to which senior leadership can positively influence faculty and staff work engagement and performance-motivation efforts at colleges and universities. The study involved examining agreement levels of responses to six questions assessing the perceptions of senior leaders; these questions are part of the “Great Colleges to Work For” program, administered by ModernThink on behalf of the Chronicle of Higher Education. College representatives answer a 60-question survey and compete for their respective institution to be recognized as a Great College to Work For based on overall survey responses. Six questions serve as prompts for key engagement factors that the literature has shown to be related to engagement and leadership such as vision, communication, employee well-being, trust, and value congruence. Two research questions guided this study: What is the relationship between high degrees of affinity and positive attitudes expressed by faculty and staff toward campus senior leaders, and workplace engagement? How do faculty and staff perceptions of senior leaders vary based upon demographic traits of campus employees and characteristics of the campuses themselves? The study offers an overview of engagement, including its various definitions, constructs, and conceptual/theoretical frameworks. It also explores relevant studies that have examined the status of engagement in the workplace, the factors that drive it, its correlation with leadership, the link between engagement and performance, and the difference between engagement and other related concepts. Cross-tabulated results are examined to determine agreement levels of respondents by position type (i.e., faculty vs. non faculty), institution type, age, gender, length of service, and whether respondents were from a Recognized or non-Recognized Great College to Work For school. The impact of leadership perceptions, as suggested by the survey results, is discussed in the context of correlations between leadership and engagement supported by the literature. The study concludes with a discussion of implications, observations, and recommendations for further study, which can help broaden understandings of how leaders can better identify and harness engagement drivers to motivate employees and help institutions overcome current and future challenges.
- Keyword:
- Moderating Influence, Senior Leadership , Work Engagement, Colleges , Universities, Higher Education, United States , ModernThink, communication, Chronicle of Higher Education, and performance
- Subject:
- Higher education and Educational leadership
- Creator:
- Pignatello, Robert M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/05/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This study focused on the extent to which the time of year and/or the inclusion of funds for school safety and/or security had an effect on the outcome of school funding referenda in New Jersey. This study also explored school funding controversies and legislation in New Jersey since 1875. The researcher conducted a quantitative study designed in two phases. First, the researcher analyzed public data on school funding referenda from 2008 through 2018. Subsequently, the researcher conducted a survey of 31 New Jersey school superintendents who passed a referendum in the years 2016, 2017 or 2018 that included funds for school safety and/or security to measure their perspectives on the same. The results of these research steps suggest that certain months do have higher passage rates than others and that the inclusion of funds for school safety and/or security does have a positive effect of passage rates as compared to the overall passage rates for school funding referenda in New Jersey. The researcher also concluded that a majority of the superintendents surveyed in this study believed that the time of year and the inclusion of funds for school safety and/or security had a positive effect on the outcome of their school funding referendum. The results of this study can be used by school district leaders as they develop a strategy for getting their stakeholders to support the additional funds requested in a school funding referendum.
- Keyword:
- referendum, school funding, thorough and efficient, New Jersey, School Funding Reform Act of 2008, Senate Two, school safety, school security, 1875, and data analysis
- Subject:
- Educational leadership, Educational administration, and Education finance
- Creator:
- Forte, Steven A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/27/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- The United States is the epitome of a cultural salad bowl. We are a nation that celebrates our unique cultural identities, while embracing our identity as Americans. Is this dream of inclusivity and academic opportunity inculcated into the American classroom as well? With more than 328 million residents, this country is rich in culture, language, and race (U.S. Census, 2020). As this nation continues to develop economically and socially, the foundation for its success begins in the American classroom. In the United States of America, there is an increase in the number of Culturally and Linguistically Diverse, or CLD, elementary school students. This increase in the CLD population is particularly evident in the metropolitan locations of the United States. The purpose of this study, An Investigation of Elementary Preservice and Inservice Teachers’ Preparedness to Educate Culturally and Linguistically Diverse Populations in Northern New Jersey Schools, is to explore Preservice and Inservice teachers’ perceptions of their competency to educate Culturally and Linguistically Diverse populations. This quantitative study compared the perceptions of two groups of educators’ competency to educate CLD students in an elementary setting in Northern New Jersey. Participants in the study included Preservice teachers, or undergraduates, and Inservice teachers, or graduate students, in Northern New Jersey. Through a Culturally Responsive Teaching Preparedness Scale (CRTPS), elementary teachers’ beliefs regarding their ability to address: CLD or nonnative populations, as it relates to curriculum and instruction; relationship and expectation establishment; and group belonging formation were determined. Fifty-five respondents participated in this study. This research indicated that Northern New Jersey educators feel prepared to create a positive classroom environment for Culturally and Linguistically Diverse students. However, the respondents indicated that they do not feel confident in the areas of curriculum and instructional needs and parental engagement techniques for Culturally and Linguistically Diverse families. Additional research can explore teacher training practices related to Cultural and Linguistically Diverse education.
- Keyword:
- Elementary , Inservice Teachers, Preservice Teachers, Teacher Preparedness, Culture, Linguistic, Diverse Populations, Northern New Jersey, cultural identities, inclusivity, academic opportunity, undergraduates, Diverse students, and Cultural and Linguistically Diverse education
- Subject:
- Education
- Creator:
- Wingard, Cleopatra Judith.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 03/27/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Middle School , PK-8, Grade-Span Configuration, Impact, Student Achievement, Attendance, and New Jersey
- Subject:
- Middle school education and Educational administration
- Creator:
- Smith, Jamie
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- Teachers are required to be computer literate in order to equip their students with the technology tools to compete in the 21st century global environment. It is important that their students are college and career ready upon completion of high school. Some teachers encounter difficulty in integrating technology because they are not comfortable using it to deliver instruction and may not want to take the risk of appearing inept in front of students. The purpose of this study is to determine whether professional development training in technology will increase teachers' comfort level with classroom integration. This paper will present reasons for some teachers' hesitancy, such as conceptions or perceived beliefs regarding technology, and the types of professional workshops offered by the district to address and remedy the situation. When limitations are recognized and professional training development is provided, teachers’ beliefs about the value of technology integration will change. In order to ease the transition to 21st century technology usage in classrooms, states, stakeholders, and districts must find a way to incorporate and promote effective professional development training.
- Keyword:
- PROFESSIONAL DEVELOPMENT, TEACHERS, TECHNOLOGY, URBAN HIGH SCHOOL, IMPACT, global environment, and 21st century
- Subject:
- Educational leadership
- Creator:
- Percival, Erma
- 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
-
- 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
-
- Description:
- This study examines the impact of grit (Duckworth et al., 2007), demographic characteristics, and environmental pull factors on academic outcomes for nursing students at an urban commuter institution. Undergraduate baccalaureate nursing students (N = 243) completed a survey that collected demographic information, assessed environmental pull factors, and determined their grit score. Academic outcomes, cumulative grade point average, and average credit accumulation, were gathered from the student’s academic records. A series of multiple regressions were used to determine the significance of these variables in predicting academic outcomes. Findings indicated that age, number of children, and grit were predictive of average credit accumulation. These results provide suggestions on how institutions can support students and future research on the role of grit in academic success.
- Keyword:
- Impact of Grit , Nursing Students, Urban Commuter University, demographic characteristics, environmental pull factors, cumulative grade point average, average credit accumulation,, student support, and academic success
- Subject:
- Higher education and Nursing
- Creator:
- Jung, Christy
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Child welfare staff are at risk for secondary traumatic stress due to daily exposure to vicarious trauma while working with children and families who are traumatized, often due to family violence. The stress of working with maltreated children is significant in that it contributes to negative client outcomes and high staff turnover rates and results in an inexperienced workforce of care providers. There is a need to address secondary traumatic stress among child welfare workers using a systematic, organizational approach to reduce staff turnover and improve the quality of care delivery to children. New Jersey child welfare services are delivered via Care Management Organizations that often struggle to meet the federally mandated goals of child safety, protection, permanency, and well-being. Child well-being is often not addressed, and knowledge regarding trauma-informed care is often lacking among child welfare workers. The purpose of this capstone project was to investigate whether implementation of trauma-informed care practices in a child welfare service delivery setting resulted in decreased turnover and secondary traumatic stress symptoms among workers. Using the evidenced-based National Child Traumatic Stress Network Child Welfare Trauma Training Toolkit, a Care Management Organization’s service delivery design was changed to become trauma-informed and the impact of the change evaluated using measures of turnover rates and workers’ compassion fatigue, secondary traumatic stress, and professional quality of work life.
- Keyword:
- Impact of a Trauma, Trauma-informed Model of Care, Child Welfare Workers , Staff Turnover , Care Management Organization, secondary traumatic stress, New Jersey , and Child well-being
- Subject:
- Nursing, Organization Theory , and Behavioral Sciences
- Creator:
- Silbernagel, Diane
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 10/15/2024
- Date Created:
- 2017
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- The purpose of this non-experimental quantitative study was to examine the impact of a departmentalization structure in grades four and five on student performance. The study was conducted in a large, kindergarten through 12th-grade urban school district in northern New Jersey. The focus was on determining if departmentalization in grades four and five was a model that districts could use to meet the demands of accountability regarding student performance. Student performance measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) Mathematics and English Language Arts student scale scores and student growth scores were examined. This research study’s major findings supported the hypothesis that grade four and five students who receive instruction in the departmentalization instructional setting would demonstrate significantly higher scale scores and student growth scores than students in the self-contained group, depending on demographic factors and content area. However, the size of the effect for these significant differences were small. Finally, this study concludes that departmentalization in the elementary grades provides districts with an alternative organizational structure that will allow students to achieve the student standards, student growth, and meet their accountability standards.
- Subject:
- Educational administration and Elementary education
- Creator:
- Badalis, Kathleen A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Hospital readmissions have contributed to the increasing costs of healthcare. the reasons for readmissions are often varied and complex. Identifying high-risk patients upon their arrival to the emergency room should be a part of a hospital's readmission reduction strategy. This study will investigate whether the implementation of a risk stratification tool to identify high-risk patients admitted through the emergency department of a medical center in Northern New jersey will reduce the occurrence of hospital readmissions within thirty days of discharge. This project uses the LACE Tool to identify patients over age 65 with a diagnosis of congestive heart failure who are admitted through the emergency department and are at high risk for readmission. the LACE tool scores patients based on their risk level and enables hospital staff to allocate appropriate resources to improving patient outcomes and reducing readmissions. the utilization of this tool at the study location will potentially improve the institution's financial standing and improve Quality and Safety Report outcomes, which are made public by the Centers for Medicare and Medicaid Services.
- Keyword:
- Lace Tool , Hospital Readmissions, Healthcare, New Jersey, Congestive heart failure, Case management, and Discharge planning
- Subject:
- Nursing
- Creator:
- Pizarro, Patricia A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Clinical Algorithm , Standard Protocol, Self-Management, Heart Failure, Veterans Participating, Telehealth Program, clinical practice guidelines, algorithm, and Nurses knowledge
- Subject:
- Nursing, Economics, and Health care management
- Creator:
- Simmons, Coreen
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 10/29/2024
- Date Created:
- 2015
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- Keyword:
- discharge, delivery of care, teach-back method, and Chronic Obstructive Pulmonary Disease (COPD)
- Subject:
- Nursing
- Creator:
- Betts, Veronica
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 10/26/2023
- Date Created:
- 2014
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Description:
- Communication and teamwork are essential components of safe patient care. This evidence-based practice project evaluated the communication and teamwork the operating room staff engaged in during 30 surgical procedures (ophthalmology, plastics, or otorhinolaryngology). Findings provided insight into whether or not the communication and teamwork education that occurred in August, 2012 for registered nurses and surgical technologists was sustained and encultured. This descriptive project utilized a convenience sample consisting of approximately fifty staff members who work in the operating room of a teaching hospital, including surgeons, anesthesiologists, residents, certified registered nurse anesthetists (CRNAs), registered nurses, and surgical technicians. To evaluate the quality of communication the Communication and Teamwork Skills (CATS) Assessment Tool was used. From 2012 to 2014, improvement in CATS scores was marked: for example, the score for the communication category went from 91.60% to 99.5% and that for the coordination category from 93.50% to 97.6%.Study findings suggest that education and quality monitoring with teaching moments improve team-based outcomes and, ultimately, increase patient safety. All operative team members should not only be competent in their individual roles but should also work together in a structure exhibiting the expertise of team members functioning synergistically as team members. A nursing competency with a post-test component on communication and teamwork will be developed.
- Keyword:
- communication, teamwork, Operating Room , implementation, CATS, Assessment Tool, quality monitoring, and surgery
- Subject:
- Nursing
- Creator:
- Kertesz, Louise
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 11/15/2024
- Date Created:
- 2014
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- 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
-
- 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
-
- Description:
- Over the last two decades, there has been a high prevalence of Substance Use Disorder (SUD) among college students in the United States. The purpose of this quantitative study is to examine the social and psychological factors that impact academic and recovery outcomes of students enrolled in an on-campus recovery program. The summary data were collected over 10 years by a Collegiate Recovery Program (CRP)/Collegiate Recovery Community (CRC) in the southern region of the United States. Key findings of the study include that among students enrolled in a CRP/CRC: a) a significant relationship exists between relapse rates and mental health disorders; b) having an additional mental health disorder is associated with lower graduation rates; c) females students relapsed more than male students; d) female students had higher graduation rates than male students. It is recommended that higher education institutions integrate mental and behavioral health programs such as CRPs/CRCs to help increase student outcomes such as retention rates, graduation rates, and decrease depression, substance abuse use rates on campus.
- Keyword:
- Midsize Collegiate, Recovery Program, United States, Substance Use Disorder (SUD), Quantitative Study, Social factors, Psychological factors, academic outcomes, recovery outcomes, on-campus recovery program, Collegiate Recovery Program (CRP), Collegiate Recovery Community (CRC), Southern Region, Mental health, Gender, Behavioral health, depression, graduation rates, and substance abuse
- Subject:
- Educational leadership, Education policy, and Higher education
- Creator:
- Odefemi-Azzan, Oluwatosin Adesola.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Teachers, Non-cognitive Skills, Upper Elementary , Middle School Grades, quantitative exploratory study, and Education policy
- Subject:
- Higher education administration and Education
- Creator:
- Pineiro, Paul
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/11/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Emotional Impact , Secondary Traumatic Stress on Teacher, Personality psychology, and Occupational psychology
- Subject:
- Educational leadership and Psychology
- Creator:
- Shoieb, Aleya Rafeek.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- dual degree programs, graduate education, completion, retention, Enrollment, Academic Performance Trends, and Bachelor’s and master’s dual degree programs
- Subject:
- Higher education, Educational Leadership , and College administration
- Creator:
- Dotson, Brittany
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 04/16/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The researcher demonstrates how qualitative grounded theory methodology was used to review whether higher education institutions (HEIs) incorporate risk into their strategic plans. The researcher defines and provides a history of strategic planning within higher education. He also utilizes a framework to identify the best incorporations of risk and risk management within HEIs. Then he employs literature and conducts 18 interviews with higher education professionals were in order to develop theory within the framework. The results of the study fulfill the dissertation’s purpose. It illustrates that it is important for HEIs to incorporate risk and risk management into their strategic planning processes. Likewise, the research shows that doing so will encourage HEIs to create contingency plans and help them be better able to pivot when unforeseen circumstances arise. Furthermore, the data point out that while schools can create and implement a successful strategic plan without incorporating risk and risk management, it is evident there will be roadblocks and disruptions along the way. I would like to dedicate this dissertation to my wife who has supported and believed in me for the past 16 years. I am grateful for your encouragement and patience throughout this process. I would not be who or where I am without your love and support. I also dedicate this dissertation to my children. I hope it inspires them to become lifelong learners, pursue their passions and know they can achieve anything they set their mind to.
- Keyword:
- Higher Education, Incorporating Risk, Strategic Planning Process, Institutions, qualitative theory, and risk management
- Subject:
- Educational leadership and College administration
- Creator:
- Minson, Patrick
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- Achievement Gap , Underrepresented Communities, College Readiness, Pipeline to College, qualitative research, past experiences, 5 CUNY Senior Colleges, Social Capital, and Cultural Capital
- Subject:
- Education and Higher education leadership
- Creator:
- Green, Adero-Zaire.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Factors of Resilience , First-Generation Latinas, Latina, Culture, minority , and Unites States
- Subject:
- Higher education, Educational psychology, Gender studies, and Hispanic American studies
- Creator:
- Bayona, Judith
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 04/16/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Elementary education, Teachers' perception, Professional development, ELA, Common Core State Standards, New Jersey, College students, Learning outcomes, English language, Educational standards, Teacher education , Language teaching methods, Educational leadership, and Research design
- Subject:
- Education
- Creator:
- Snow-Perry, Chantel D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/11/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- emotional intelligence, service-learning, transformational learning, intrapersonal emotional competency, medical school curriculum, years of service, and Pedagogy
- Subject:
- Higher education and Curriculum development
- Creator:
- Martinez, Alicia
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 11/12/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Charter Schools, High Performing, New York City, Effective Practices, and qualitative case study
- Subject:
- Core curriculum, Enrollments, Learning, Educational leadership, Innovations, School closures, Academic achievement gaps, Students, Teaching methods, and Socioeconomic factors
- Creator:
- Ofori, Justina Adu.
- 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
-
- Description:
- The New Jersey Educational Opportunity Fund (EOF) is a statewide initiative that provides college access to economically and educationally disadvantaged high school graduates. Supporting approximately 13,000 students every year through financial and educational support, EOF remains a significant pathway to higher education for many first and second-generation low-income students. Research on the EOF program exhibits a student-centric approach that focuses on student success, student retention, and the overall experience of first and second-generation students. The student-centric research approach towards the EOF program has advanced an understanding of this student population. However, research on the impact of professional staff members who work with EOF students is rare. Even more obscure is the hidden exchange of counseling between the EOF counselors and the EOF students. This qualitative phenomenological study illuminates the essence of counseling and the lived experience of EOF counselors directly from their perspectives. Three themes emerged from the data analysis: (a) empathetic relationship development, (b) the counselors’ blended authority within their multifaceted roles, and (c) reliance on technology as a delivery tool and conduit for their services. The findings reveal the depth of work and engagement it takes for EOF counselors to succeed in their roles, ultimately leading to success for their students. Recommendations are provided regarding current EOF counselors and future research on academic advising, counseling, and the New Jersey-based EOF program.
- Keyword:
- Educational Opportunity Fund Program EOF, counselor, advisor, phenomenology, New Jersey, empathetic relationship, blended authority, and qualitative Study
- Subject:
- Higher Education , Educational Administration, and Educational Leadership
- Creator:
- Watkins, Kurtis D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- Holistic Development , Student Development Programming, DIII Athletes, Academic Success, Retention Rates, student-athlete, student success, NCAA, Division III, GPA, athletics, higher education, student leadership, underrepresented students, , involvement, engagement, personal growth, student-centered, and leadership skills
- Subject:
- Higher education, Educational leadership, and Sports management
- Creator:
- Beam, Danielle
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 04/16/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Out-of-school suspension is commonly used as a disciplinary action in high schools; however, alternative-to-suspension programs are increasingly being used in hopes to improve student behavior without applying punitive damages. The literature review describes how discipline has transformed multiple times in the United States and around the world. It shows how disciple has shifted from the use of corporal punishment to expulsions and suspensions and now the newest transformation is the use of restorative justice. This study examined the impact of alternative-to-suspension programs used in three high schools and their effectiveness in improving students' academics and in building a positive school climate. The partner schools in this study have incorporated multiple alternatives to suspension programs (e.g., Positive Behavior Support in School, Panorama, and an Afterschool Social and Emotional Learning program) to increase trust and respect between students and staff while anticipating a decrease in suspensions and an increase in student performance. This is a quantitative study that uses archived data. This study measured suspension, attendance, and graduation rates for the 2015–2016 school year to the 2018–2019 school year and assessed whether there were significant differences in the rates across three high schools in the northeast. This study determined that there are some effects to the use of alternative-to-suspension programs. The study concludes that (1) one of the three high schools suspension rates were impacted after the implementation of the alternative-to-suspension program, (2) the graduation rate was positively impacted after the implementation of the programs, (3) Only one of the three schools attendance rates was impacted, negatively, after the implementation of the programs.
- Keyword:
- Alternative-to-Suspension, Student Achievement, Discipline, Large Urban School District, Restorative Justice, Positive Behavior Support, Panorama, Afterschool Social and Emotional Learning program, Respect, Quantitative Study, and Archived Data
- Subject:
- Education Policy and Educational Leadership
- Creator:
- Wanis, Mona
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/23/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- Keyword:
- Mental Abacus Instruction, First and 2nd Grade Students, Math Assessment scores, and Northeastern US State
- Subject:
- Mathematics Education , Elementary Education, and Educational Tests & Measurements
- Creator:
- Small-Bailey, Daniela
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/11/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- K–3 Spanish Transitional Bilingual Education Program , English As A Second Language ESL, Former English Language Learners, Curriculum Development, and Bilingual Education
- Subject:
- Educational Leadership
- Creator:
- Nunes, Sandra Sousa Rodrigues.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Date Created:
- Oct-2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- With the recent implementation of Next Generation Science Standards (NGSS) in New Jersey for students in grades 6–12 in 2016, consideration of proper implementation and assessment of Science, Technology, Engineering, and Math curricula are of utmost importance (NJDOE, 2016). This study's objective was to determine the effects of a Science, Technology, Engineering, and Math integrated program initiative on high stakes assessment scores. This quantitative research provided statistical analyses of New Jersey Student Learning Assessment (NJSLA) scores of grades 3–8 students (n = 328) who participated in the STEM program initiative and their control counterparts (n = 571). The study explored the Constructivist Learning Theory's role in STEM delivery and implementation while considering other variables that affected student test scores, such as gender, race, and socioeconomic status. The study employed a quantitative factorial design to address the interactions and relationships among gender, ethnicity, and socioeconomic status and NJSLA Math and Science scores for student who participated in the STEM program initiative. Results showed the effectiveness of the STEM program initiative for raising NJSLA Math and NJSLA Science scores. States that have adopted the new K–12 Science Framework and NGSS may consider implementing the constructivist learning approach for STEM.
- Keyword:
- Educational Tests & Measurements , Secondary Education, Science Education, Educational Leadership , STEM , High Poverty , Urban Location, New Jersey, Scores, constructivism, inquiry-based learning, project-based learning, STEM implementation, STEM initiatives, ESSA, gender disparity, socioeconomic status, STEM Integration, and NGSS
- Subject:
- Education
- Creator:
- Sanvictores, Mary Grace
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/04/2024
- Date Created:
- Dec-2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- After-school programs in the United States provide academic enrichment to students in low-performing schools to help them acquire the skills necessary to meet state core curriculum content standards. This quantitative case study uses secondary data to determine the impact of after-school programs on student scores on the Partnership for Assessment of Readiness for College and Career (PARCC) in English Language Arts/Literacy and Mathematics. PARCC results were assessed against gender and ethnicity. Participants were sixth-graders drawn from two schools: one comprising grades six through eight that offers an after-school program, and another serving kindergarten through grade eight that does not. Both are located in high-poverty, high-risk, urban areas categorized as “Priority” by the New Jersey Department of Education. These schools have the 5% lowest academically performing students in the state based on standardized test scores. Results showed no statistically significant differences between the PARCC scores of students who participated in the afterschool program and those who did not. However, PARCC scores for students who received the intervention showed an overall increase in both Language Arts and Mathematics PARCC scores compared to an overall decrease for those who did not.
- Keyword:
- Educational Tests & Measurements , Middle School, After-School Program, Sixth-Grade, Partnership for Assessment of Readiness for College and Career PARCC , High-Poverty , Urban Location, New Jersey, quantitative case study , secondary data , and scores
- Subject:
- Education
- Creator:
- Luce, Francine C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- May-2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Black Greek Letter Organizations [BGLOs] have been dealing with the stigma created by poor media representation. Research into this matter has indicated that these groups often only receive coverage that is stimulated by their entertainment or hazing incidents. This study aims to determine if there is any connection between said stigma and Black students' effects. This study was constructed to explore the question: Does the stigma of BGLOs affect the student life experience of black students? The review of literature focused on BGLO founding, BGLO stigma, and the black student life experience. Combined with the African American Identity Development and Reflective Judgment models, interview questions were used to ask participants about how they verify information and their perception of self (and others). Analysis of responses demonstrated that participants are aware of the stigma surrounding these groups. However, they do not allow it to stop them from interacting or pursuing membership. The study results indicated that the stigma concerning BGLO isn't an accurate representation of these groups as BGLOs are seen to create a sense of community where students feel supported and safe by the participants. The other result of this study was that the participants disagree with the media representation of these groups. It is recommended that to combat the stigma connected to BGLOs, the national leadership for these groups needs to come together to protest these depictions. Additionally, higher education leaders and those who advised these groups need to take the proper time to educate themselves on the history of these organizations and motivations of its members. Further research can be done to identify if said stigma affects students on a micro-scale, which offers a more in-depth look at perspectives for a particular school or on a macro scale that explores these ideas for a large number of schools.
- Keyword:
- Stigma, Black Greek Letter Organizations (BGLOs), Black Student Life Experience, Connection, African Americans, Higher Education, Discrimination, Alpha Phi Alpha Fraternity , Alpha Kappa Alpha Sorority , Delta Sigma Theta Sorority , Kappa Alpha Psi Fraternity , Omega Psi Phi Fraternity, Zeta Phi Beta Sorority, Sigma Gamma Rho Sorority, Iota Phi Theta Fraternity, Morgan State University, Divine Nine, and National Pan Hellenic Council
- Subject:
- Educational Leadership, Higher Education, and Educational Administration
- Creator:
- Bashir, DaQuan K.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/23/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Impact Analysis , Educational Practice , Policy Reforms in N.J. , School Performance Outcomes, and socioeconomic status
- Subject:
- Education and Educational Leadership
- Creator:
- Torres, Lisa B.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This non-experimental study explored the role of paraprofessionals in education, investigating the evolution of changing inclusion practices, student’s increased expectations, and ways of fostering improvement and competence for paraprofessionals to meet increasing education demands. The target population of this study was paraprofessionals who work as teacher’s assistants or aides in northern New Jersey. Specifically, the researcher aimed to acquire participants from three school districts in Northern New Jersey with access to special education programs supported by paraprofessionals. The study adopted three distinct Google survey forms as the primary tool for data collection, namely the paraprofessionals and teachers’ survey forms. One-sample t-tests were used to assess teachers’ assistants’ level of training, competency, performance, skills, knowledge, and frequency of assistants with a bachelor’s degree. The study findings established that the level of perceived training was average while the performance and competency were above average; however, the mean level of knowledge was significantly lower than average. The results indicated an urgent need for continuous training for both teachers and paraprofessionals to deliver the best services in taking care of the needs of the students. The study's findings are significant in that they fill the gap in the contemporary literature regarding the roles and competencies of paraprofessionals in support of learning and training. Apart from providing information that may assist educators and policymakers in making critical decisions during the development and structuring of programs for the paraprofessionals, the study findings foster the development of effective support models seeking to endorse the performance of paraprofessionals within special education settings.
- Keyword:
- Paraprofessional Role , Competence, Improvement, Northern New Jersey, and Special Education
- Subject:
- Teacher Education
- Creator:
- Mauriello, Frank
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/21/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- In this quantitative study, public charter schools were compared to traditional public schools in New Jersey in their academic achievement on the statewide standardized tests. These schools’ academic achievements are assessed based on their students’ proficiency and growth scores in English Language Arts/Literacy and Mathematics in grades 4–7. Paired samples t-tests were used to compare the differences, and the results were analyzed in the context of the Market Theory Model. The statistical analysis indicated significant differences in favor of charter schools in student proficiency in English Language Arts and Mathematics across the 4–7 grade levels, but there was no significant difference in yearly student growth in either subject at any grade level except for grade 7 Mathematics. Grade 7 students attending New Jersey charter school demonstrated significantly higher growth than the grade 7 students in New Jersey traditional public schools in Mathematics.
- Keyword:
- Charter Schools, Students’ Academic Achievement, New Jersey, Assessment Results, quantitative study, public schools , standardized tests, English Language Arts, Literacy , Mathematics , grades 4-7, t-tests, Market Theory Model, and statistical analysis
- Subject:
- Education Policy
- Creator:
- Coskun, Necmi
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/04/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Special Education Due Process , Qualitative Case, Law Analysis, New Jersey, Public School, parents' motivations, New Jersey Administrative Law Judges (ALJs) , qualitative historical content analysis , and Third Circuit court
- Subject:
- Education, Higher Education, and Leadership
- Creator:
- Snyder, Michael
- Owner:
- ddecoster@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/13/2022
- Date Modified:
- 10/15/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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
-
- Description:
- Purpose: This evidence-based practice (EBP) project aimed to determine whether implementing a standardized, evidence-based surgical site infection (SSI) prevention bundle reduced SSIs in adult patients undergoing elective total hip or knee arthroplasty compared to the varied standard practices amongst surgeons. Total hip and knee arthroplasties are major surgeries where the arthritic or diseased bone is removed and replaced with prosthetic implants. Background: Although SSIs inflict a relatively small percentage of total procedures, the physical, emotional, and fiscal implications of each SSI are many. Additional exams, studies, and surgeries increase patients' length of stay and morbidity and mortality. In addition, with an aging population, there will be a greater demand for total joint arthroplasties, coupled with increased scrutiny on spending. This underscores why hospitals, surgery centers, and other facilities must remain steadfast in preventing SSIs. Method: The framework utilized was the Johns Hopkins Nursing Evidence-Based Practice Model (JHNEBP). This EBP project tracked all patients undergoing elective total hip or knee arthroplasties in a designated period over 90 days. Additionally, the National Healthcare Safety Network (NHSN) tool was utilized to identify any potential SSIs that required escalation. The difference in pre-and post-bundle implementation SSI rates determined the effect of said bundles on SSI rates.
- Subject:
- Nursing
- Creator:
- Cordella, Christopher
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Teacher Well-being, Impact , Emotional Intelligence, Self-efficacy Beliefs , Student-Teacher Relationship, New Jersey , and Small K–12 District
- Subject:
- Education and Higher Education Leadership
- Creator:
- Guidry, Suzanne
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 10/28/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
-
- 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, College Athletes, qualitative descriptive study , and corporate sponsorship.
- Subject:
- Education
- Creator:
- Morgan, Bobbie D., II.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 10/28/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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
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