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Educational Leadership
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- Keyword:
- Ambidextrous Leadership, Educational Leadership, Urban Educational Administration, Ambidextrous Educational Leadership, Urban Educational Supervision, and K-12 Administration
- Subject:
- Education and Educational Leadership
- Creator:
- Hall, Reggie L.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 10/11/2024
- Date Created:
- Apr 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Description:
- There has been extensive research done on varying leadership styles as well as how school leaders employ these styles in order to improve students’ academic achievement. However, little literature exists that discusses how leadership style affects a principal or assistant principal’s approach to managing student discipline. The purpose of this qualitative research study was to examine how school leaders perceive their leadership style and how their style affects the way they address student discipline in their school buildings. Semi-structured interviews were conducted with 15 principals and assistant principals from an urban, public school district in northern New Jersey who served students in grades four through eight to answer the following research questions: RQ1: How do principals and assistant principals’ perceived leadership styles impact their leadership practices and approach to student discipline? RQ2: How are student discipline outcomes affected by the perceived leadership styles of principals and assistant principals? This dissertation shares the thematically coded data gathered through the interviews. Participants discussed demonstrating care for students, staff, and families, even when they did not specifically identify Caring Leadership as their individual style. This caring approach was critical to building positive relationships and determining disciplinary consequences for students that served as alternatives to suspension and other forms of exclusion from schools. This was especially important to the school leaders who participated as they and their staff continue to navigate providing high-quality education to all students in this post-pandemic world.
- Keyword:
- School-Based Leaders’ Perceptions, Perceptions, Leadership Styles , Educational Leadership, Student Discipline Outcomes, Caring Leadership, student discipline, post-pandemic world, Semi-structured interviews , and Northern New Jersey
- Subject:
- Education
- Creator:
- Cooke, Erika D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 03/04/2024
- Date Created:
- 2023
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- 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
- Date Created:
- 2023
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Description:
- The goal of this qualitative study was to learn more about how online Ed.D. students are persistent and resilient in pursuing their academic goals during the Coronavirus pandemic. With the ongoing pandemic and remote learning circumstances, doctoral students are facing more challenges they must overcome to stay on track with their academics. More specifically, the researcher sought to understand what doctoral students believe are their biggest barriers to completion during the pandemic. To do so, the researcher interviewed 10 current students in the program who were within six credits of completing their program course requirements in order to learn more about their persistence and the factors they felt contributed to keeping them motivated and optimistic about maintaining a growth mindset, despite pre-existing and new pandemic-related challenges they encountered. Understanding students’ potential barriers to completion can help with future implications for practice within the program and the implementation of necessary student resources for support.
- Keyword:
- Pandemic, Growth Mindset , Online Ed.D. Program, Educational Leadership, qualitative study, Coronavirus , COVID-19, remote learning, doctoral students, interview, motivation, and support
- Subject:
- Education
- Creator:
- Francess, Lillian
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 03/04/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The United States’ attrition rate for first-generation college students (FGCS) is 50% compared to 38.5% for their continuing-generation peers, and the attrition gap begins in freshman year. For the September through May 2016 academic year, 43% of U.S. FGCS freshmen failed to return for their sophomore year, compared to 28% of continuing-generation peers. The purpose of this quantitative study is to determine the relationship between psychosocial resilience as measured by the Resilience Scale (RS) and freshman-year Grade Point Average (GPA) for a sample of 108 FGCS attending four-year undergraduate colleges and universities in New Jersey. Psychosocial resilience theory served as the theoretical framework. The study employed a quantitative correlational design to address the relationship among psychosocial resilience, GPA, age, and ethnicity using multiple regression analysis. A significant positive relationship was found between psychosocial resilience and GPA for FGCS. This relationship persisted after controlling for age and ethnicity. A significant positive relationship was also found between psychosocial resilience and age. University administrators seeking to reduce undergraduate attrition rates for FGCS might consider interventions to build psychosocial resilience. Future research is needed to identify effective interventions to reduce FGCS attrition.
- Keyword:
- Educational Leadership, Psychosocial Resilience, Grade Point Average, First-Generation College Freshmen, and Ethnicity
- Subject:
- Education
- Creator:
- Anjum, Aruba
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- April 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Despite the fact that the student demography in institutes of higher education is growing more and more diverse, the faculty who teach in colleges and universities remains largely White at 77% (National Center for Education Statistics, 2017). As the student population grows more diverse, it is imperative that faculty have the tools and resources necessary to meet the educational needs of the students. A first step to meet the educational needs of this diverse student population is for faculty to become more racially aware and multiculturally competent (Bonilla-Silva, 2014; Diggles, 2014; Harper & Hurtado, 2007). This study provides empirical data related to faculty’s racial identity awareness, multicultural competency, and academic practices. The data were examined to ascertain what impact, if any, these factors had on student achievement and faculty-student relationships. Additionally, this study analyzed sociodemographic factors, academic characteristics, and professional practices to determine if there were correlations which contribute to student success and improved faculty-student relationships. Results from this research study (N = 224) found a correlation between faculty with higher racial identity awareness profiles or more elevated multicultural competency scores, and improved student achievement and stronger faculty-student relationships. Specific academic characteristics, and professional and pedagogical practices, may increase racial identity awareness and multicultural competency and lead to greater success among students as well as stronger relationships between faculty and students. These results are similar to the research of many scholars in examining the relationships between racial awareness, multicultural competency, and the relationship between faculty and students (Bourke, 2016; Carter, Helms, & Juby, 2004; Charbenau, 2015; Chickering & Reiser, 1993; Cole, 2007; Harper & Davis, 2016; Hurtado, Alvarado, & Guillermo-Wann, 2015; Kuh, 2004; Lane, 2010). Literature from racial awareness and multicultural competency is used to interpret findings, discuss limitations, and make recommendations for future studies.
- Keyword:
- Educational sociology , Multicultural Education, Educational Leadership, Racial Awareness, Multicultural, Undergraduate , and Student Success
- Subject:
- Higher education
- Creator:
- Cippoletti, Nicole D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/02/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation