Search Constraints
Filtering by:
Keyword
New Jersey
Remove constraint Keyword: New Jersey
Publisher
Saint Peter's University
Remove constraint Publisher: Saint Peter's University
Subject
Education
Remove constraint Subject: Education
« Previous |
1 - 10 of 16
|
Next »
Number of results to display per page
Search Results
- Description:
- The demands of high-stakes testing, tenure reform, and teacher accountability have dominated the landscape of education for almost two decades. The expectations placed on public schools require leadership that supports and motivates teachers to perform at extremely high levels. Public schools therefore must fill their institutions with principals who possess a leadership style that can inspire and empower teachers to tackle these demands and set a clear vision for the future of their schools. Transformational leadership is a model of leadership that has been shown to elevate and motivate followers to perform beyond organizational expectations. The purpose of this study is to examine the common transformational leadership behaviors and methods of application utilized by public school principals. This study uses quantitative and qualitative methods of research separated into two stages. In the first stage, the Multifactor Leadership Questionnaire-Self (MLQ) was used to survey 66 public school principals in Monmouth County, New Jersey. The results of the survey were analyzed and used to develop a cohort of 10 principals to participate in the qualitative stage of the study. In this second stage, the cohort of 10 principals participated in face-to-face semi-structured interviews in order for the researcher to further examine their behaviors and methods of application. The data from the MLQ and the interviews revealed that transformational leadership exists in public schools in Monmouth County, New Jersey. The results from this study identified specific behaviors and methods of application that align with the four domains of transformational leadership. This study contributes to the existing research on transformational leadership and also provides current public school principals with information regarding behaviors that can be implemented to enhance their practices. Further research that builds upon the application of transformational leadership and its effect on variables such as school climate, teacher turnover, and student achievement would reveal the influence that transformational leadership has on other aspects of school leadership.
- Keyword:
- Public School , Transformational leadership Practices, high-stakes testing, tenure reform, leadership style, Transformational leadership , quantitative methods, qualitative methods , Multifactor Leadership Questionnaire-Self (MLQ) , Monmouth County, New Jersey, school climate, teacher turnover, student achievement, and school leadership
- Subject:
- Education
- Creator:
- Aldarelli, Edward
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/25/2018
- Date Modified:
- 02/29/2024
- Date Created:
- Jul-2017
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
- Description:
- The construction industry in New Jersey has long provided a viable opportunity to young men and women searching for employment as an alternative to continuing education beyond high school. Although New Jersey's county vocational school systems were established and are funded for the purposes of educating and training students in prerequisite skill sets for work force positions, discussions with the administration of today’s county vocational school districts suggests that enrollment in many of the programs developed to prepare students for construction industry or building trades programs has been decreasing. This mixed methods study examined the evolution of building trades education in New Jersey’s county vocational high school system through the perspective of the administrators charged with leading the districts currently offering programming in the same. More specifically, these administrators were asked to identify the variables they believe to have contributed to a perceived decline in enrollment in these courses. The null hypothesis tested as part of this study was that there is no statistically significant relationship among New Jersey county vocational school administrators’ perceptions and the variables that impact enrollment in high school level Building Trades programming. In addition to testing the null hypothesis, role emphasis was placed on answering the following, research questions: 1. What are the variables that have impacted enrolment in Building Trades programming at the high school level? 2. Are there notable differences in beliefs of the respondents based on the population of the county in which the school districts operate? 3. Is there a program structure that is more effective at maintaining consistent enrollment than others, i.e. shared time programming vs. full time programming? 4. Are county vocational school districts moving away from offering prerequisite coursework in traditionally less academic trades and more towards traditionally highly academic trades, i.e. engineering, technology and medicine?
- Keyword:
- New Jersey, County vocational school systems, High School Enrollment, Trades Programs, Employment, and Building Trades programming
- Subject:
- Education
- Creator:
- LaValva, Stephen Vincent
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 11/20/2023
- Date Created:
- May-2016
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
- Description:
- This study is based upon the premise that the perception of teachers toward the effectiveness of the Charlotte Danielson Framework for Teaching observation/evaluation model influences their performance in the classroom. The purpose of the study was to identify teacher perceptions of how they are observed and evaluated using this model under the new statutes and regulations dictated through the TEACHNJ Act passed through the state evaluation system, AchieveNJ, within one school district in Somerset County, New Jersey. This study examined whether there existed any statistically significant differences in perceptions among or between teachers according to their gender, level of assignment(s), years of experience, or educational degrees and certification(s) held. Subsidiary questions focused on the overall perceptions of teachers as they relate the Charlotte Danielson Framework for Teaching teacher observation/evaluation model for improving teacher performance, the professional learning the they had received on the usage of the model, the ability of the model to define specific activities for improvement, and whether not the observation process had an effect on improving their professional practices in the classroom. The researcher survey instrument, and it was tested for reliability and validity by running an initial pilot survey in a district similar in demographic makeup to the district used to conduct the data collection for this research. With the help of a statistician, the survey instrument was modified and improved upon in order to collect data regarding teacher perceptions of the Danielson Model. The survey also made allowances for additional comments to identify any common perceptions on Danielson or the usage of the observation/evaluation model. The data analysis, run using Microsoft Excel, revealed that a statistically significant difference existed based on degrees attained, teaching assignment, and years of teaching experience. Gender and certification(s) held did not produce any statistically significant differences. Additional research is necessary concerning the perception of teachers with regard to the other major observation/evaluation models currently being used in New Jersey. Research on teacher performance beyond the quantitative data analysis presented in this study, using either qualitative analysis or a mixed methodology approach to teachers’ perceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey, may provide insights beyond those garnered from quantitative analysis alone. The additional comments provided by the respondents further indicated that a qualitative or mixed methodology approach is warranted. Inter-rater reliability of the observers may also be an area that requires further research, as is the link between teacher performance, student growth objects (SGO), student growth percentiles (SGP) and observation/evaluation scores.
- Keyword:
- School administration, Educational evaluation, Teachers' perception, Framework for Teaching, Charlotte Danielson , New Jersey, TEACHNJ Act , and AchieveNJ
- Subject:
- Education and Educational leadership
- Creator:
- Aguiles, Edward
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/28/2024
- Date Created:
- Dec 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- American high school educators have developed and adopted various disciplinary practices to discourage misconduct among students. Amongst the popular practices are zero-tolerance policies and restorative procedures. Zero-tolerance policies are those whereby student punishment occurs when they violate the code of conduct. Usually, it results in their suspension. Thus, they miss school for a period, which may negatively impact their academic performance. Restorative practices involve using strategies that seek to improve and repair relationships between students or students and staff. They avoid punitive measures that may include suspension, allowing the student not to miss school time. However, studies conducted by education researchers have shown a disparity in the instilling of discipline in schools; African-American students’ punishment is more intense than that of their peers. Examination of the genders of both races separately shows that disparity is even more significant. The punishment of African-American male students, when compared to their peers, is more intense for similar misconduct. These disparities affect academic achievement, the likelihood of graduation, and performance on standardized tests that measure readiness for college and career. Therefore, this study sought to find the impact of restorative practices and zero-tolerance policies on absenteeism, suspensions, and academic performance on African-American male students in a predominantly black high school. The predominantly black high schools in New Jersey have high racial disciplinary gaps compared to other states in the country. Hence, the study analyzed absenteeism, number of suspensions, and academic performance in a high school that had implemented traditional zero-tolerance policies and compared it to a high school that had implemented restorative practices as a disciplinary measure. The schools’ records for the 2018-19 year were the source of data; it included information on students’ standardized test scores, suspensions, absences, and the school’s makeup by gender and race. To keep up with research ethics, the researcher redacted the students’ personal information and obtained permission from the school administration before using the data for the study. The study is quantitative and involved the statistical analysis of the quantifiable data. The researcher also used positivism philosophy in this study to calculate the impact of disciplinary actions. Overall, the data examined was of 456 African-American male students. The school that implemented restorative practices saw marginal signs of improvement in the number of chronically absent students. The restorative practice school also had a higher percentage of students with no suspensions and fewer students with one or more suspensions. Students at the school with traditional zero-tolerance policies had marginal gains with a higher rate of students meeting or exceeding expectations in English Language Arts and Math standardized tests. The study adds to the research on disciplinary actions in American high schools, but researchers can further study the topic to determine if the findings are similar in other states. Researchers can also examine other disciplinary actions such as PBIS to determine if their implementation leads to better academic performance, reduced suspensions, and lower absenteeism rates among African-American male students when compared to peers.
- Keyword:
- Educational evaluation , African American studies, Educational psychology, Educational administration, American, high school educators, Zero-tolerance policies, Restorative practices, discipline, African-American male students, high school, New Jersey, absenteeism, suspensions, academic performance, and test scores
- Subject:
- Education
- Creator:
- Amaya, Eliud
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 04/04/2024
- Date Created:
- Nov-2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- 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
- Keyword:
- Elementary education, Teachers' perception, Professional development, ELA, Common Core State Standards, New Jersey, College students, Learning outcomes, English language, Educational standards, Teacher education , Language teaching methods, Educational leadership, and Research design
- Subject:
- Education
- Creator:
- Snow-Perry, Chantel D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/11/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- This quantitative study investigated the relationship between a principal’s grit and the school culture in their building. The research focused on one district in New Jersey with participants from elementary, middle, and high schools. First, principals in each school were surveyed using Duckworth’s Short Grit Survey to determine their self-perceived level of grit. Then educators in each school were surveyed using Gruenert and Valentine’s School Culture Survey to describe the school culture. This study identified factors that contribute to successful leadership, including leadership styles and characteristics such as grit. The study also explored current research about school culture and best practices in supporting professional learning communities, unity of purpose, and promoting learning partnerships. This study aimed to understand the relationship between a school principal’s grit and school culture and provide further recommendations for increasing school culture. The results of this study successfully established that there was a relationship between the two variables, principal’s grit, and school culture. In addition, the study concluded that there were high mean scores for principal grit and school culture for each building. However, the data showed a statistically significant negative correlation between overall principal grit scores and school culture scores, r = –.161, p ≤ .001. Specifically, the school settings would benefit from collaborating with school administrators and colleagues to improve perceptions of collaborative leadership, teacher collaboration, unity of purpose, and collegial support.
- Keyword:
- Educational Leadership , Educational Sociology, Educational Psychology, Educational Administration , Principal's Grit, Quantitative Study, School culture, collaborative leadership, leadership styles, New Jersey, Duckworth’s Short Grit Survey, and partnerships
- Subject:
- Education
- Creator:
- Bogusz, Trisha M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/04/2024
- Date Created:
- Aug-2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Keyword:
- Special Education Due Process , Qualitative Case, Law Analysis, New Jersey, Public School, parents' motivations, New Jersey Administrative Law Judges (ALJs) , qualitative historical content analysis , and Third Circuit court
- Subject:
- Education, Higher Education, and Leadership
- Creator:
- Snyder, Michael
- Owner:
- ddecoster@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/13/2022
- Date Modified:
- 10/15/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Community college libraries provide retention support for students navigating through their coursework. This research consists of interviews with 10 out of 18 library directors in New Jersey. This study takes a sizable positive step in determining how an academic library supports retention since a library director is uniquely qualified and able to view and understand the various departments, collections, and how the staff interacts when assisting students. The importance of teaching students how to be self-sufficient to assist in their retention is a fully formed concept that can now be researched, analyzed, and expanded upon in postsecondary education. A student who is self-sufficient in navigating the library improves retention in a college because they possess the tools to stay enrolled in a college for more than a semester or two. Therefore, a self-sufficient student is more likely to attain their individual education goals. The library and the library director are the catalysts for this growth transformation to occur for each student. How the library collaborates with other departments to support retention is also analyzed and discussed. Finally, how the library director communicates and advocates for the library with their academic vice president is also analyzed.
- Keyword:
- Higher Education, Retention Efforts, Community College, Library Directors, retention support , library directors, interview, New Jersey, library instruction, information literacy, persistence, student success, library collection, remedial reference services, reference, and open educational resources OER
- Subject:
- Education
- Creator:
- Marks, David
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Schools and Districts continue to look for ways to grow their teaching staff’s professionalism, skills, efficacy, and their positive impact on their students and the community. The State of New Jersey Department of Education has even created a teacher evaluation system where teachers must earn effective or highly effective evaluative status in order to stay off the “In need of improvement” lists and face measures to increase their ratings or face the loss of tenure and his or her employment. In New Jersey, teachers have a framework to earn points for their effectiveness rating. The framework is well defined and addresses all areas that impact teachers, the students, the school, and the community. It has been recognized that there are teachers who rise above and excel in certain areas. Not only do they excel, but they demonstrate great leadership and help guide other teachers in improving their practices. In 2018, the State of New Jersey developed a teacher leader endorsement program that would harness, grow, and recognize the leadership the effective and highly effective teachers in New Jersey can bring to their schools. The State created the endorsement program. However, they left it to the school districts to decide if a monetary or higher status position was obtainable from earning the endorsement. The endorsement does not necessarily earn teacher graduate credits, a master’s degree, or a license to do another job within education in New Jersey. The program is still in its infancy as of the year 2020 - 2021. Currently, those interviewed were in the first group of teachers to complete the one-year endorsement program. This research gathers data from teachers currently enrolled in the Teacher Leader Endorsement Program to learn more about their experiences, where they were novice teachers, and now, as experienced teachers, and what led them to enroll in the program. This research takes a dive into the relationship between the teacher and his or her principal, district grooming, school culture, and if monetary compensation must be a factor in having a robust enrollment in this endorsement program.
- Keyword:
- Teacher Leader Endorsement Candidates , Experiences , Leadership, Self-Reported Styles, Schools, Districts, New Jersey, and Department of Education
- Subject:
- Education
- Creator:
- Higgins, Kristen
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 02/23/2024
- Date Created:
- 2022
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation