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Educational leadership
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Saint Peter's University
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- Description:
- For years, the educational community has debated the support for students in the upper tier, the middle tier, and the lower tier of ability in schools. This purpose of this study was to explore and analyze the effectiveness of AVID strategies and concepts in closing the achievement gap that exists between students who naturally perform at high levels and students in the academic middle, thus increasing their college and career readiness and leveling the playing field. Improvement was measured by the degree to which AVID strategies and concepts were infused within the AVID curriculum, as well as within the general education curriculum at ABC High School. Improvement was also measured by examining students’ performance on the PSAT and SAT or ACT as instruments of college and career readiness. Last, achievement was measured by examining and tracking college acceptances for students in the AVID program over the course of the four years it has been implemented at ABC High School. After examining the AVID program at ABC High School and the quantitative and qualitative data, the findings that determine the effectiveness of AVID strategies and concepts in closing the achievement gap that exists between students who naturally perform at high levels and students in the academic middle yielded favorable results. The results of this study may be of significant interest to educators who support the achievement of students in the academic middle and are searching for a means to enhance their programming to better prepare students for post-secondary work. The outcomes of this study can also be used as a tool for other educational leaders and inform decisions regarding whether or not the AVID program would be a successful addition to their current academic program.
- Keyword:
- Educational leadership, Educational administration, Advancement via Individual Determination, Enhance College Readiness, AVID strategies, and PSAT, SAT, ACT
- Subject:
- Education
- Creator:
- Toriello, Todd M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- College completion rates are one of the major issues facing immigrant and non- immigrant students in the United States, especially among Hispanic and African American student populations (Scott-Clayton, 2015). Socioeconomic inequalities in college completion have become a significant concern nationwide (Page et al., 2019). The passage of the Higher Education Act of 1965 has promoted an increase in college enrollment rates; however, gaps in enrollment and college completion have persisted (Bailey & Dynarski, 2011). Nearly half of students enrolled in a 4-year college will complete a bachelor’s degree in more than 6 years. No less than 62% of White, 39% of American Indian and Alaskan Native, 40% of Black, and 50% of Latino students enrolled in 4-year college complete a bachelor’s degree in a 6-year timeframe (National Center for Education Statistics [NCES], 2012). To promote college completion among Hispanics and African Americans, the researcher explored Dominican and Haitian English as a Second Language (ESL) students’ college experiences in post-secondary institutions in the United States.
- Keyword:
- Multicultural education , Educational leadership, English as a second language--ESL, and Higher education
- Subject:
- Education
- Creator:
- Romain, Rony
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/30/2023
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Cognitive measures, such as ability tests, placement tests, and final grade point averages, have been the metrics traditionally used to determine students’ placement and to predict success in mathematics ability-level courses. However, there is growing evidence that non-cognitive traits, such as grit (2016) and a mindset (2006), challenge educators to consider the validity of adding measures of students’ attitudes toward learning as non-cognitive predictors of their success in mathematics. The purpose of this mixed-methods study was to explore the relationships between cognitive and non-cognitive predictive measures of fifth-grade students in order to create an alternate formula for refining the placement process, enhance their academic success in sixth-grade mathematics, and capture the students’ voices to better understand their struggles and successes in mathematics. For this mixed methods study, data were collected quantitatively and qualitatively. Specifically, the fifth-grade students completed two surveys, the Grit-S survey and a Mindset survey, to measure two non-cognitive domains. Three cognitive measures were considered for the fifth-grade students: their Math 6 Placement Test scores, their Math 5 GPAs, and their grade 4 CogAT 7 scores. To collect students’ definitions of success in mathematics, the study concluded with interviews prompted by open-ended questions designed to solicit greater insight into students’ understandings of their own successes and challenges in mathematics. These quantitative and qualitative data revealed that developing formulas that included all five independent variables’ non-cognitive and cognitive measures would be more effective than the district’s present “cognitive only” approach for determining students’ placement into sixth grade mathematics. The researcher identified the non-cognitive skill of grit as an important factor when predicting Math 6 Accelerated results. Students’ responses indicated that they dedicated over three and a half years to their favorite activity, a finding that confirms Duckworth’s (2016) research on strategies for developing an individual’s passion, persistence, and resilience. In the interviews, students revealed an emphasis placed on speed in mathematics. If the students were fast, then they believed they were good at math. However, if they were not fast, they believed that they were not good at math, which could lead to math anxiety (Boaler, 2015). The students’ beliefs in their abilities to learn and understand mathematics was supported by their interview responses. Their positive attitudinal responses suggested a growth mindset, and negative attitudinal responses echoed a fixed mindset (Dweck, 2006). The students shared that, when they faced a challenge in math, they used positive behavioral learning strategies, both individual and interpersonal, that allowed them to persevere while struggling with math concepts. Together, these strategies confirmed the research of Dweck (2006), Boaler (2015), and Duckworth (2016). The students articulated that they enjoyed learning mathematics when the lessons were active and hands-on, and when they searched for patterns through problem solving, which confirms Boaler’s (2015) argument that a constructivist pedagogical approach to teaching mathematics engages and deepens students’ learning and conceptual understanding.
- Keyword:
- Educational leadership, Middle school education, Educational tests & measurements, Mathematics, Cognitive, Grit survey, and Mindset survey
- Subject:
- Education
- Creator:
- Miller, Charles R
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- This research uses both quantitative and qualitative methodology in a mixed methods research model to explore the implementation of a policy to integrate iPads as an instructional tool through the experiences of classroom teachers and students. The study’s participants consist of classroom teachers and students involved in an iPad implementation policy at a suburban Catholic high school in New Jersey. The researcher surveyed both teachers and students to gather their opinions on the iPad implementation program. The researcher is also an educator and administrator at this institution and used the participant-observer method to gather qualitative data. The researcher described how iPads affected the techniques teachers took to implement it as an instructional tool any pedagogical changes that occurred any disciplinary adjustments that occurred any student adaptations that occurred and what if any professional development that was utilized or desired. In total, 66 teachers and 891 students agreed to participate in this study. Among other findings, both teachers and students agreed that the implementation and integration of iPads has created a more positive learning atmosphere and has the ability to prepare students for the future. Regarding pedagogy, it is confirmed that changes have been made to the pedagogical curriculum in order to integrate iPads into the curriculum. Regarding discipline, it was evident that disciplinary actions have adjusted once iPads were integrated and implemented into the curriculum. Regarding student learning adaptations, the majority of both teachers and students are in agreed that the iPad is an effective tool to utilize when considering student learning adaptations. Lastly, regarding professional development, both the teacher and student populations agreed that teachers could use more professional development to effectively incorporate iPads into the classroom.
- Keyword:
- Secondary education, Educational leadership, Educational technology , Pedagogy, Technology, and iPads
- Subject:
- Education
- Creator:
- Moore, Danielle
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/30/2023
- Date Created:
- 2017
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Why do some schools look to band-aid or temporary solutions to address negative behaviors occurring in schools? Character education, which may be commercialized or developed through homegrown programs, is a preventative measure that can be used to mitigate behavioral issues. Incorporating this strategy into school curricula can curb vices that may stem from negative behaviors. Schools implementing character education have reported that their schools have become a safe haven for a productive learning environment, where academic achievement is significant. This research investigated three public elementary schools that have been awarded the National Schools of Character distinction. Using a triangulation approach, data was collected from interviews, observations, and reviews of character education documentation. Data analysis unearthed themes and patterns and shed light on paralleled and unparalleled character attributes that the schools fostered through their individualized programs. This study examines the effectiveness of implementing a character education curriculum that suits school needs. The results demonstrated that the positive effects of character education extend beyond the students to benefit the faculty, parents, and broader community. With respect to future research, a long-term study may be used to determine whether the positive effects of character education endeavors continue throughout the students’ public school education. Long-term positive outcomes may lead to students to become good, productive citizens in adulthood.
- Keyword:
- Educational leadership, Curriculum development, Negative Vices, Public Schools, and Character Education
- Subject:
- Education
- Creator:
- Endara, Elisa H.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/30/2023
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Early childhood is a uniquely nuanced time; in many cases, it is very difficult for adults to tell the difference between a child’s colorful personality and an inherent disability. A child who demonstrates an inconsistent attention span, for example, may appear to simply be distracted. An educator may attribute this behavior to excitement or innocence when, in fact, the child may suffer from something much more subtle and intrinsic. Researchers have indicated that signs of anxiety disorders can be detected in children as young as three. Children living with anxiety may experience negative short- and long-term effects if it goes undetected. Given unprecedented times, anxiety has become quite prevalent. Therefore, it is imperative to raise awareness of and increase training in and identification of signs and symptoms. The present study is a qualitative study designed to increase what is known about anxiety in preschoolers. This research also explores teachers’ perceptions of preschoolers who are anxious or have anxiety disorders and examines teachers’ self-efficacy in recognizing and managing such preschoolers. Suggestions are made for future research to improve practices in the early identification of childhood anxiety in a school setting.
- Keyword:
- Educational leadership, Early childhood education, Mental health, Preschoolers, Anxiety, Pedagogy, and Disorders
- Subject:
- Education
- Creator:
- Hughes, Sherry
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/17/2023
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- The purpose of this quantitative study was to determine if there is a relationship between transformational leadership style, school climate, student conduct, and student attendance in urban elementary schools. Survey data were collected from a purposeful sample of elementary school principals and a convenience sample of their staff members in an urban school district in Northern New Jersey. In 2015–2018, 20 urban schools in northern New Jersey considered “failing schools” were awarded a School Improvement Grant (SIG), supported by the Federal Department of Education (Federal DOE) through the New Jersey Department of Education. With this funding, the urban school district undertook the challenge of the turnaround school model between 2015–2018, which resulted in positive change in student conduct, student attendance, and the school’s climate because of incorporating a transformational leader. This dissertation examines if there are any positive outcomes in student conduct, attendance, and the climate of an urban school when including a transformational leader. The Multifactor Leadership Questionnaire (MLQ-5X) was used to measure the degree to which a principal displays the factors of a transformational leader based on teacher perceptions, and the principals used it to self-assess. The New Jersey Culture and Climate (NJCCS) survey was used to measure teacher perceptions of school climate, and interviews were conducted to gain insight into staff perceptions of the qualities of a transformational leader. This study also investigated if a relationship exists between transformational leadership and a school climate. The study surveyed 20 urban schools located in a large urban district in New Jersey. Principals’ leadership styles were determined from the MLQ-5X, and school climate was determined from the school district’s (NJCCS) reported number of Office Conduct Reports (OCR) and student attendance data incidents recorded in the district’s data system.
- Keyword:
- Elementary schools , Socioeconomic factors , Higher education administration, Educational administration, Teaching Urban schools , Collaboration, School principals , School environment , Learning, Educational leadership, Office Conduct Reports, attendance rate, school climate, transformational leadership, and elementary school
- Subject:
- Education and Higher Education
- Creator:
- Kennedy, Jasmine C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/27/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Many scholars have suggested over the past several decades have pointed to a persisting achievement gap between white and black students. A lack of parental support and advocacy, peer influences, student health issues, poor nutrition, and low socioeconomic status are among the factors contributing to this gap (Chubb & Loveless, 2004). This study analyzed the standardized test results of students in all New Jersey schools belonging to socioeconomic District Factor Groups. The goal was to determine whether race and economic advantage impact academic achievement. Two subgroups, one comprising black students and one consisting of white students, were examined over a designated time period. Findings demonstrated that two factors—race and socioeconomic status—strongly contributed to student performance on standardized testing. It is more important than ever to advocate for the closing of this gap in educational achievement.
- Keyword:
- Race , Socio-Economic Status, Grade 8 , NJASK Scores for Language Arts, Impact, Educational tests & measurements , Middle School education , Educational sociology, Reading instruction, Educational leadership, and Ethnic studies
- Subject:
- Education
- Creator:
- Bugge, Allison
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 03/27/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- The purpose of this quantitative study was to investigate New Jersey public school principals’ and assistant principals’ perceptions on the effectiveness of feedback delivery to teachers during post-observation conferences. Specifically, principals’ and assistant principals’ perceptions of how time, training, and protocols impact the process of providing effective feedback to teachers during the post-observation process. Federal guidelines and NJ state statutes have placed a greater emphasis on the role of principals and assistant principals to provide more complex feedback to teachers in the New Jersey teacher evaluation model (New Jersey Department of Education [NJDOE], 2015; NJDOE, 2017b; USDOE, 2012; Popham, 2013). Studies suggest that if the post-conference feedback is effective and promotes teacher effectiveness, principals and assistant principals must have time for feedback, utilize an effective feedback protocol, and be adequately trained to provide the feedback (Education First, 2015; Park et al., 2014). In addition, these feedback supports or processes, norms, and structures must be in place to ensure that the post-evaluation conference is a success (Park et al., 2014). In the post-conference, the feedback process must be useful, specific, constructive, timely, allow and encourage teachers to share their thoughts, and create a collaborative process that results in professional goal setting. The study found that principals and assistant principals did not always have time post-conference for an effective feedback process. In addition, instructional leaders did not always utilize an effective post-conference feedback protocol with fidelity. The researcher also found that principals and assistant principals do not strongly agree that they were trained adequately to provide effective feedback in the post-conference session. Collaboration between teachers and instructional leaders yielded the lowest mean in all three supports in the study. This finding suggests that there was not enough time for collaboration in the feedback process. Collaboration was the least utilized by both principals and assistant principals, and both groups perceived they were the least adequately trained in collaborating with teachers to set professional goals.
- Keyword:
- Collaboration, Educational leadership, Higher education administration, New Jersey, Assistant Principals, Effective Feedback, Post Conference , and Time, Protocols, & Training
- Subject:
- Education
- Creator:
- Danny, Lucy
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 11/16/2023
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Teacher evaluation has existed in many forms throughout history. With or without formal processes teachers are held accountable for student learning and achievement gains through a variety of measures such as standardized test scores, parent feedback, administrative feedback and students' grades. Recent political movement has spurred legislators to support more rigorous and specific evaluation systems that increased accountability of teachers and school districts to link teacher evaluation to student learning. New Jersey adopted the TEACHNJ act in 2012 which required set number of evaluations for tenured and non-tenured teachers, criteria for each evaluation through a variety of models, and test scores and teacher developed assessments were tied into a final score for teachers. If the teacher evaluation system aims to improve practice and identify areas for professional growth, it is important to understand teachers' perceptions on the new system. The purpose of the study was to examine the perceptions of teachers related to the effectiveness of the teacher evaluation system in New Jersey and the perceived benefits and limitations of the new system. This mixed-methods study surveyed teachers from six suburban districts in New Jersey. The districts varied in size and socioeconomic factors, but all districts were in their second year of the new teacher evaluation system. Teachers answered eight survey questions using a Likert scale and two open-ended questions that allowed respondents to expand on any of the questions or any other related comments not addressed in the survey. The study revealed that teachers believe in the fundamental principles that serve evaluation processes. Teachers understood the research behind the systems and the need for accountability. The key in successful teacher evaluation is comprehensive training opportunities for teachers not only in what constitutes effective teaching practices, but with the implementation of these practices into the classroom. Further, teachers need to have training on how to utilize the tools used to manage the evaluation systems so that teachers are not tied up with bureaucratic practices that take away from the time to plan effective lessons or collaborate with colleagues. Additionally, evaluators need to continue to learn alongside the teachers to ensure reliability and consistency within the different evaluations a teacher receives from multiple observers. Further research that aligns teacher evaluation with student achievement, as well as teacher evaluation within a variety of settings with specific evaluation models would be valuable. As new teacher evaluation systems become the norm in districts across the nation, further study would provide school leaders with ways to ensure successful and effective implementation policies that support both students and teachers.
- Keyword:
- Educational leadership, Teachers' perception, Teacher evaluation, and New Jersey School Systems
- Subject:
- Education
- Creator:
- Ladd, Susan
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 11/16/2023
- Date Created:
- 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation