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Expectations Of Meaningful Support: A Mixed-Methods Study Of The Implementation Of The Common Core English Language Arts Standards And Grade 5 Social Studies Curriculum In Northern New Jersey

Keyword:: Meaningful Support, Expectation, Mixed-Methods Study , Northern New Jersey, Common Core English Language Arts Standards, Grade 5 Social Studies Curriculum, principal perceptions, teacher perceptions, and School and Staffing Survey (SASS)
Subject:: Education and Leadership
Creator:: Ross, Christine K.
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 01/06/2020
Date Modified:: 11/12/2024
Date Created:: Apr-2016
Rights Statement:: In Copyright

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
Date Created:: 2014
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

The Influence of Professional Learning Communities on Administrator and Teacher Efficacy in One Urban Elementary School in Northern New Jersey

Keyword:: Professional Learning Communities, Administrator Efficacy, Teacher Efficacy, Urban Elementary School , Northern New Jersey, Learning Community Culture Indicator (LCCI), Bandura’s core construct of efficacy , roles of the teacher, and roles of the administrator
Subject:: Educational leadership, Education, Teacher education, Educational sociology, and Elementary education
Creator:: Kenyon, Margaret A.
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 12/23/2021
Date Modified:: 04/16/2024
Date Created:: 2015
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
Date Created:: 2022
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

"Living in Violence Has Become a Norm" A Qualitative Exploration of the Experiences Faced by College Students Raised in Urban Communities

Description:: Researchers and policymakers have shown significant concern over urban communities' sociological and criminological disparities. Yet, research has not focused on the direct correlation between life’s hardships and stressors for minority students raised in urban communities and their resiliency to pursue higher education. This study explores the perspectives of 7 students enrolled at a small, private, 4-year higher education institution in Northern New Jersey. The findings illustrate the importance of collegiate programs that directly impact the lives of urban minority students exposed to trauma-related incidents within their communities that create life stressors and hardships.
Keyword:: College, College Students, Urban Communities, Violence, Qualitative, sociological, criminological, minority students, higher education, Northern New Jersey, and trauma
Subject:: Education
Creator:: Arrington, Jonnese
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 10/28/2022
Date Modified:: 03/04/2024
Date Created:: 2022
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

How High School Students in Northern New Jersey Perceive School Safety in a Post-Columbine World

Keyword:: High School Students , Northern New Jersey, School Safety, school security, Post-Columbine World, student gender, school climate, student mental health, and school shootings
Subject:: Education
Creator:: DeStefano, Nicholas J.
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 11/01/2022
Date Modified:: 10/29/2024
Date Created:: 2022
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

The Impact of Adaptive Leadership on Black and Latino Student Achievement in an Urban School in Northern New Jersey

Keyword:: Adaptive Leadership , Black and Latino Student, Black, Latino, Achievement , Urban School, Adaptive Leadership, Northern New Jersey, school leadership, urban schools, and organizational change
Subject:: Education
Creator:: Dortrait, Lynnette
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 09/21/2023
Date Modified:: 04/16/2024
Date Created:: Apr-2022
Rights Statement:: In Copyright - Educational Use Permitted

The Impact of Relative Age on Special Education Referral and Eligibility from Kindergarten Through Third Grade

Keyword:: Relative Age, Special Education , Kindergarten , Third Grade, archival quantitative research study, Specific Learning Disabled (SLD) , Other Health Impaired (OHI), and Northern New Jersey
Subject:: Education and Educational Leadership
Creator:: McConkey, Justine Kate
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 07/11/2024
Date Modified:: 10/11/2024
Date Created:: 2024
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

Factors that Affect the Decision of African American Male Teachers to Stay in K-12 Urban Public Education

Keyword:: African American, Critical race theory, Teacher Retention, Urban Education, qualitative exploratory case study , Northern New Jersey, K-12 , and urban public education
Subject:: Education
Creator:: Edghill, Keith
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 07/11/2024
Date Modified:: 10/11/2024
Date Created:: 2024
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

A Quantitative Study of Teachers Attitudes Toward Inclusive Education at an Urban Middle School in Northern New Jersey

Keyword:: Quantitative Study , Teachers Attitudes , Inclusive Education, Urban Middle School, Northern New Jersey, and special needs
Subject:: Education and Educational Leadership
Creator:: DeTrizio, Anna
Owner:: skushner@saintpeters.edu
Publisher:: Saint Peter's University
Date Uploaded:: 11/13/2024
Date Modified:: 11/19/2024
Date Created:: 2021
Rights Statement:: In Copyright - Educational Use Permitted
Resource Type:: Dissertation

Expectations Of Meaningful Support: A Mixed-Methods Study Of The Implementation Of The Common Core English Language Arts Standards And Grade 5 Social Studies Curriculum In Northern New Jersey

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

The Influence of Professional Learning Communities on Administrator and Teacher Efficacy in One Urban Elementary School in Northern New Jersey

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

"Living in Violence Has Become a Norm" A Qualitative Exploration of the Experiences Faced by College Students Raised in Urban Communities

How High School Students in Northern New Jersey Perceive School Safety in a Post-Columbine World

The Impact of Adaptive Leadership on Black and Latino Student Achievement in an Urban School in Northern New Jersey

The Impact of Relative Age on Special Education Referral and Eligibility from Kindergarten Through Third Grade

Factors that Affect the Decision of African American Male Teachers to Stay in K-12 Urban Public Education

A Quantitative Study of Teachers Attitudes Toward Inclusive Education at an Urban Middle School in Northern New Jersey

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