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- 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
-
- 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
-
- 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
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Description:
- Teachers’ individual beliefs regarding the value of the academic material they teach, the nature of the subject, how they should teach it, as well as their assumptions regarding students, classrooms, instructional materials, the nature of learning, and how students construct knowledge can all have considerable influence over their teaching practices and effectiveness in the classroom. To become proficient in effective scientific inquiry, students must be paired with teachers who believe in the benefits of scientific inquiry and the inquiry teaching method and who are confident in their ability to teach using inquiry-based instructional methodologies. In this quantitative study, the beliefs held by a group of 11 experienced high school science teachers, charged with delivering an inquiry-oriented science curriculum, were examined to determine whether they preferred inquiry-oriented classroom activities over more traditional teacher directed non-inquiry activities. To measure each participant’s beliefs quantitatively regarding the efficacy of specific inquiry-oriented, neutral, and non-inquiry student activities, this study made use of the ɣ-version of the Inquiry Teaching Belief (ITB) instrument developed and validated by researchers William Harwood, John Hansen, and Christine Lotter (2006). Statistical analysis was used to compare the mean distance measures taken from each participant’s ITB model to identify their preference for activity types. The findings of this study indicated that although the participants did not share specific preferences for individual classroom practices, they did, as a group, share a measurable and statistically significant preference for inquiry-oriented activities over non-inquiry activities. This finding is significant in that it demonstrates there is alignment between teacher beliefs held by this group of teachers and the design of the curriculum at the high school where they work.
- Keyword:
- Comparing, Teacher Beliefs, Student Knowledge Construction, Suburban High School , Science Department, Hunterdon County, New Jersey, quantitative study, and Inquiry Teaching Belief (ITB)
- Subject:
- Education
- Creator:
- Hall, Matthew
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 02/23/2024
- 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
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Sexual assaults have continued to remain an issue at colleges across the country. Students have admitted to being sexually assaulted while attending college. These students have reported their sexual assaults to college staff, Title IX coordinators, and members of their college community. The US federal government legislation Title IX ensures that colleges have sexual assault prevention programs available to their students. The Title IX legislation ensures that students feel safe on campus, and it prevents sexual assault cases. Title IX investigates colleges and universities throughout the United States to see if they follow the Title IX guidelines. The government provides funding to colleges that follow Title IX legislation. If the college does not follow Title IX, the government will withhold government funding. For colleges to obtain Title IX financing, the college needs to have a Title IX coordinator, report sexual assaults, and have in place a sexual discrimination policy (Office of Civil Rights). Title IX legislation ensures that students do not get discriminated against based on their sex when looking for employment and in college programs. The purpose of this study is to review how Title IX coordinators in three different universities in New Jersey handle sexual assault cases and implement sexual assault prevention. The three colleges that were studied are a medium commuter university, a large private university, and a large public university. The researcher conducted a qualitative study by conducting interviews with Title IX coordinators. The study investigated how the Title IX coordinator implemented Title IX policies and created sexual assault prevention programs. It looked into the effectiveness of different colleges or universities sexual assault prevention program. This can help analyze how different colleges or universities have various similarities when implementing sexual assault prevention on their campus.
- Keyword:
- Title IX Coordinators, Sexual Assault Cases, Sexual Assault Prevention, University, College, New Jersey, and Title IX Funding
- Creator:
- Fermin, Emily
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 02/23/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- 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
- Rights Statement:
- In Copyright
- 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
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- After-school programs in the United States provide academic enrichment to students in low-performing schools to help them acquire the skills necessary to meet state core curriculum content standards. This quantitative case study uses secondary data to determine the impact of after-school programs on student scores on the Partnership for Assessment of Readiness for College and Career (PARCC) in English Language Arts/Literacy and Mathematics. PARCC results were assessed against gender and ethnicity. Participants were sixth-graders drawn from two schools: one comprising grades six through eight that offers an after-school program, and another serving kindergarten through grade eight that does not. Both are located in high-poverty, high-risk, urban areas categorized as “Priority” by the New Jersey Department of Education. These schools have the 5% lowest academically performing students in the state based on standardized test scores. Results showed no statistically significant differences between the PARCC scores of students who participated in the afterschool program and those who did not. However, PARCC scores for students who received the intervention showed an overall increase in both Language Arts and Mathematics PARCC scores compared to an overall decrease for those who did not.
- Keyword:
- Educational Tests & Measurements , Middle School, After-School Program, Sixth-Grade, Partnership for Assessment of Readiness for College and Career PARCC , High-Poverty , Urban Location, New Jersey, quantitative case study , secondary data , and scores
- Subject:
- Education
- Creator:
- Luce, Francine C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The New Jersey Educational Opportunity Fund (EOF) is a statewide initiative that provides college access to economically and educationally disadvantaged high school graduates. Supporting approximately 13,000 students every year through financial and educational support, EOF remains a significant pathway to higher education for many first and second-generation low-income students. Research on the EOF program exhibits a student-centric approach that focuses on student success, student retention, and the overall experience of first and second-generation students. The student-centric research approach towards the EOF program has advanced an understanding of this student population. However, research on the impact of professional staff members who work with EOF students is rare. Even more obscure is the hidden exchange of counseling between the EOF counselors and the EOF students. This qualitative phenomenological study illuminates the essence of counseling and the lived experience of EOF counselors directly from their perspectives. Three themes emerged from the data analysis: (a) empathetic relationship development, (b) the counselors’ blended authority within their multifaceted roles, and (c) reliance on technology as a delivery tool and conduit for their services. The findings reveal the depth of work and engagement it takes for EOF counselors to succeed in their roles, ultimately leading to success for their students. Recommendations are provided regarding current EOF counselors and future research on academic advising, counseling, and the New Jersey-based EOF program.
- Keyword:
- Educational Opportunity Fund Program EOF, counselor, advisor, phenomenology, New Jersey, empathetic relationship, blended authority, and qualitative Study
- Subject:
- Higher Education , Educational Administration, and Educational Leadership
- Creator:
- Watkins, Kurtis D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
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