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  • Sali_Dissertation_final.docx.pdf

    Creator:
    Saint Peter's University
    Owner:
    skushner@saintpeters.edu
    Date Uploaded:
    09/21/2023
    Rights Statement:
    In Copyright - Non-Commercial Use Permitted

  • Dr._Joseph_Jimenez_Dissertation.pdf

    Creator:
    Saint Peter's University
    Owner:
    skushner@saintpeters.edu
    Date Uploaded:
    09/21/2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • Implementation of a Surgical Site Infection Prevention Bundle in Elective Total Hip and Knee Arthroplasties: An Evidence-Based Practice Project

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Departmentalization of Grades Four and Five on Student Performance

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A_Quantitative_Study_of_Teache.pdf

    Creator:
    Saint Peter's University
    Owner:
    skushner@saintpeters.edu
    Date Uploaded:
    12/22/2021
    Rights Statement:
    No Copyright - United States
    Resource Type:
    Dissertation

  • Implementing a Discharge Process Change using the Teach-back Method for COPD Patients

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • A Qualitative Study of African American Males in Administrative Roles in Higher Education

    Keyword:
    African American Males , Administrative Roles in Higher Education, and United States
    Creator:
    Cumberbatch, Scott O
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    11/16/2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • Implementation of the Lace Tool to Predict and Prevent Hospital Readmissions

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

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

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

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

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

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

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

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

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

  • Breaking the Cycle of Poverty: A Qualitative Analysis of Higher Education Success among Women on Welfare

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

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

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

  • A Quantitative Study of General Education Teachers’ Perception of the Effectiveness of Collaborative Teaching in Middle School Mathematics and Language Arts Literacy in Selected Central New Jersey School Settings

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Understanding Anxiety Disorders in Preschoolers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  • A Case Study of Educator and Student Co-Development of Hip-Hop Social Justice Curriculum

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Practice Drift

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The Impact of Grit on the Academic Outcomes for Nursing Students at an Urban Commuter University

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

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

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

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

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

  • A Quantitative Analysis of Algebra I in Grade Eight and the Impact on Academic Performance in a Large, Urban, New Jersey Public School District

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

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

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

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

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

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

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

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

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

  • A Comparative Study of High-Impact Practice Participation among Senior Natives and Community College Transfers Attending Four-Year Public Institutions

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Academic Impact in Camden City, New Jersey following the Implementation of the Urban Hope Act

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

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

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

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

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

  • The Color of Education: A Quantitative Examination of Racial Awareness, Multicultural Competency, and Professional Practices of Undergraduate Faculty and the Effects on Student Success

    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
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Pathways to Resilience

    Description:
    The goal of this qualitative study was to explore students’ perceptions of trauma following the COVID-19 pandemic, as well as their perceptions of trauma-sensitive practices that are in place at their school to promote resilience and family engagement. The researcher sought to understand what ways, if any, students felt the pandemic contributed added stress to their lives, and what trauma-sensitive practices were in place at their high school to support key protective factors such as competence, connectedness, and community. Seven students who were 18 years old or older were interviewed for this study. Understanding their experiences can help to inform future practices and future research on school practices and procedures that support the development of resilience.
    Keyword:
    Educational Leadership, Resilience, qualitative study, COVID-19, trauma-sensitive practices , Trauma, and Resilience Theory
    Subject:
    Higher Education
    Creator:
    Perez, Geraldine
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    02/02/2024
    Rights Statement:
    In Copyright - Educational Use Permitted

  • Middle School Teacher Perceptions of the Disproportionality of Hispanic English Language Learners in Special Education: A Qualitative Study

    Description:
    In 2017–18, the number of learners ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14% of all public-school learners. Of that 7.0 million, 13% were Hispanic learners (NCES, 2019). Among ELLs with disabilities, nearly 50% had specific learning disability, and 21% with a disability were identified as having a speech or language impairment (USDOE, n.d.). School professionals erroneously refer ELLs to special education and once referred, the student has a greater than 50% chance of being identified as disabled (Becker & Deris, 2019). The purpose of this study is to understand how teacher perceptions and preparedness impact the referral rate of Hispanic ELLs into special education and related services. As the population of ELL/LEP/ESL increases, so does the number of possible incorrect referrals. This study was conducted through qualitative methodology, using targeted questions via questionnaire for middle-school teachers throughout New Jersey. The responses were used to determine patterns and themes of teacher experiences and perceptions in whether teachers feel they can distinguish between a language barrier and a learning disability. Findings indicated that teachers with less preparation and/or experience working with ELL/LEP/ESL students, special education students, or students with both a language barrier and a learning disability feel they are able to distinguish between a language barrier and a learning disability and would refer an ELL/LEP/ESL student to I&RS and/or Special Education regardless of legal disallowances.
    Keyword:
    ELL, Hispanic, language impairment, referral rate, special education, and teacher perception
    Subject:
    Educational Leadership
    Creator:
    Rosa, Francisca B.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    02/02/2024
    Rights Statement:
    In Copyright - Educational Use Permitted

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

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

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

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

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

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

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

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

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

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

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

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

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

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