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Saint Peter's University
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Education
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- Keyword:
- Family Narratives , Deportation , Latino Children’s Learning Experiences, Latino Children, Immigration policy, family separation, Latino families, Pew Research Center [PRC], and U.S.
- Subject:
- Education, Individual & family studies, Educational leadership, and Hispanic American studies
- Creator:
- Tavarez, Rhina M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- The purpose of this qualitative study is to understand working-class parental involvement in the education of Latino secondary students in the U.S. Literature indicates that most Latino parents want their children to enroll in a higher education institution. However, statistics and research show that enrollment rates to a higher educational institution are below average among Latino students. While many factors contribute to Latino students’ success, I considered the level and areas of parental involvement as the main factor in this study. The study focuses on language barriers, cultural differences, socioeconomics, parents’ preparation and understanding of the school system, and family issues among Latino parents. To examine these elements, six Latino parent couples were interviewed. The results of the analysis deepened the understanding of what it means for Latino parents to be involved in the education of their children. The six narratives offered insight into how Latino families connect, develop relationships, communicate, motivate, and perceived parental involvement in their children’s education. Ultimately, this research found that Latino parents felt involved in their children’s education despite the barriers. Although not involved in a traditional way, Latino parents expressed feeling a sense of responsibility to being involved in their children’s education.
- Keyword:
- Individual & family studies , Educational administration, Latin American studies, and Working-class
- Subject:
- Education
- Creator:
- Hercules, Manuel
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/30/2023
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- The purpose of this study was to examine the difference in the results of English language learners in English language programs compared with those students who refuse services as measured by the ACCESS for English language learners and the Partnership for Assessment of Readiness for College and Careers (PARCC) in both Mathematics and English Language Arts. This study was conducted in a large public-school district in urban New Jersey. This research presents the results of a retrospective quantitative analysis conducted to determine whether there was a statistically significant difference in the ACCESS results and PARCC scores of the two student groups: English language learners who had participated in English language programs and those students who opted out of receiving services. Archival district data were obtained for students in grades kindergarten through twelve during the 2016–2017 school year. Additionally, the study examined the difference between ACCESS and PARCC outcomes for English language learners compared to refusals disaggregated by gender. Previous research examining how different language instructional programs for English learners could help with planning and implementing the best methods and strategies when addressing the needs of the English language learner population were consulted.
- Keyword:
- English as a second language learning , Elementary school students, Occupations, Language arts, Secondary school students, Quantitative analysis, English as a Second Language, English language learners, Kindergarten, Mathematics, and Educational evaluation
- Subject:
- Education
- Creator:
- Najmi, Sheila
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- December 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- The federal government and accreditation boards are making colleges accountable for their students’ success by measuring their outcomes. Institutional Research of Colleges must make available on their website their graduate outcomes so the public can easily find that information. Retention is a problem for higher education and especially for first-generation college students (FGCS). They are taking more than four years to graduate from colleges while they are raking a pile of debts. There are some studies about the retention of men only because an institution of higher education always had more male students. But no significant studies are done about women and especially of those who are FGCS of low-income of a minority (LIM) background. The trend is that future college students will be mostly of minority background, and increasingly women. This is qualitative research to interview five FGCS-LIM women. It was truly fortunate that the five participants happened to be diverse with totally different familial, educational, and career backgrounds which enhanced the credibility of the great common motivators that made them successful in their studies. The results of interviews conducted, provided common themes found were certain capitals were inherited from their parents “Capitals from Parents” and other capitals were acquired during their college journey “Capitals from Colleges”. Those capitals promoted and supported their success at their different predominantly White universities. This research provides suggestions to university enrollment administrators to promote the retention of FGCSLIM women.
- Keyword:
- Womens studies , Higher education , Educational administration, Minority , and First-generation College Students
- Subject:
- Education
- Creator:
- Jackson, Marcelle
- 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
- Keyword:
- Teachers, Formative Assessments, Educational philosophy , Educational tests & measurements, Science education , and Likert-scale survey
- Subject:
- Education
- Creator:
- Nadler, Vickki
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/28/2024
- Date Created:
- 2021
- 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:
- 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:
- Public school students in the State of New Jersey must be assessed at least annually in English/Language Arts in grades 3–11, and in Mathematics in grades 3–8, as well as in Algebra I, Algebra II, and Geometry. These scores assess a student’s mastery of the adopted standards in education for the State of New Jersey. Minimum passing scores for each assessment are set, and student and district success is measured based on the percentage of students who achieve passing scores. Passing rates are then utilized, in part, for the implementation of policy and the allocation of resources by state and federal agencies. School districts in New Jersey are organized by District Factor Groupings, which are classification categories that represent an approximate measure of a community’s relative socioeconomic status (SES). There is abundant literature that suggests students from lower DFG groupings do not achieve at the same level as students from higher DFG groupings, as their SES is a significant variable to be accounted for in their learning. This study compares the outcome of the Partnership for the Assessment of Readiness for College and Careers (PARCC) assessments in Math and English/Language Arts in New Jersey of DFG groupings from low to high across the 21 counties in New Jersey. The goal of this comparison is to highlight systemic inequalities that exist within the educational structure that may be exacerbated by a focus on high stakes testing.
- Keyword:
- Public school students, English/Language Arts, Algebra I, Algebra II, Geometry, grades 3–11, District Factor Groupings, socioeconomic status, and PARCC
- Subject:
- Education, Educational tests & measurements, and Educational evaluation
- Creator:
- Albro, James J.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2020
- 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:
- 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