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- Description:
- According to a 2007 report by the National Law Center on Homelessness and Poverty, approximately 3.5 million people (including 1.35 million children) become homeless each year. Of that number, about 125,000 people--a group the size of the entire population of Hartford, Connecticut or Waco, Texas--are persistently homeless, but the vast majority of homeless persons are temporarily homeless. In my thesis, I will focus more on the homeless youth. Many homeless youth lack the essential needs to have a successful transition to adulthood. Across the nation, an increasing number of families without homes are trying to provide or maintain a relatively stable educational setting for their children. It is reported that there are roughly 3.5 million homeless people in the United States. An estimated 40 percent of this figure is made up of homeless families. Close to 26 percent are children under the age of 18. The obstacles involved in educating homeless children are numerous. Homeless families often move from place to place, making it hard for their children to regularly attend school or even follow through with important paperwork requirements like school records transfers and immunization documentation. Many families simply lack the money for transportation to and from school. And for school districts, identifying homeless children is a daunting task – especially given the recently expanded definition of the term homeless to include those living in parks, motels, and doubled-up with relatives or extended family. “Distinguishing who is homeless and who is not is very difficult,” says Josh Diem, a homeless advocate and doctoral candidate at the University of North Carolina. “You can’t just pick them out of a crowd.” (Jackson, nhi.org). New Jersey has several objectives and regulations put in place to help homeless children and youth attain the fundamental right of a free education. As we all know, everything is easier said than done. I want to make sure that these objectives are in fact put in place. As the Chinese Proverb says, “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.”
- Subject:
- Education
- Creator:
- Attalla, Islam H.
- Contributor:
- Dr. Lori Buza, Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/14/2020
- Date Modified:
- 10/14/2020
- Date Created:
- April 2, 2011
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper
- Description:
- The purpose of this honors thesis is to serve as a call to research and action of both experts and current and future mathematics educators. Mathematics is a complicated, abstract, and beautiful field. Math is used in everyday life, whether or not it is recognized. However, the thought of partaking in any activity involving mathematics can cause stress and anxiety. Sometimes, this occurs in the classroom, but may also happen in everyday activities. Examples include calculating a tip or calculating interest on a loan. This phenomenon has been identified as Math Anxiety. Research has been done for many years to understand this complex concept, including its causes and effects on students and adults; however, there is so much that remains unknown. This study reviews the current literature on math anxiety in the classroom, both at the K-12 and undergraduate levels, to recognize the importance of identifying math anxiety. This research will come to form a tentative action plan for educators to help alleviate math anxiety for both their students and themselves.
- Subject:
- Mathematics and Education
- Creator:
- Goodman, Matthew
- Contributor:
- Dr. Jenna Cook, Thesis Advisor and Dr. John Hammett, Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 06/14/2022
- Date Modified:
- 06/14/2022
- Date Created:
- Spring 2022
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper
- Description:
- According to the National Health Interview Survey (NHIS), 1.6% of Americans identify as gay or lesbian and 0.7% identify as bisexual (Somashekhar, 2014). Applying these statistics to the number of public school teachers in New Jersey indicates that of the more than 114,000 teachers, over 1,800 teachers would identify as gay or lesbian and almost 800 teachers would identify as bisexual (New Jersey Department of Education [NJDOE], 2016). The findings of this study provide insight to the school climate of LGBT teachers and offer guidance to boards of education, administration, and pre-service teacher training programs. This study used qualitative research methods and was divided into two phases. The first phase of the study consisted of participants completing an online survey. Potential participants were notified of the survey through emails, social media, advertisements, flyers/posters, letters, and in-person requests. The survey was accessible to all current public school teachers in New Jersey. Participants were asked to answer questions pertaining to their school environment based on homophobic remarks, harassment, school characteristics, and personal characteristics. The results of this survey were used to create a cohort faction of four teachers. Of the four teachers chosen to continue with the study, two scored the lowest on the survey, indicating a high prevalence of homophobic issues in their schools, and two scored the highest on the survey, indicating a low prevalence of homophobic issues in their schools. The second phase of the study included face-to-face interviews in a semi-structured format. Participants answered open-ended questions. The purpose of the face-to-face interviews was to examine the indicators of school climate as well as the overall school climate for LGBT teachers.
- Subject:
- School Climate, Education, LGBTQ+, and K-12 Public Schools
- Creator:
- Burns, Lori B.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/25/2018
- Date Modified:
- 10/12/2023
- Date Created:
- 2017
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
- Keyword:
- school board , school superintendent, role of relationship , State of New Jersey, and stakeholders
- Subject:
- Education
- Creator:
- Reisenauer, Lauren
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/26/2018
- Date Modified:
- 10/26/2023
- Date Created:
- Mar-2017
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
- Description:
- Students might lose skills and knowledge accomplished in the school year throughout the summer break. The aim of the examination is to survey the effect of an all-year school plan on school and career preparedness, as determined by the SAT (Scholastic Aptitude Test) marks of twelfth-grade students. SAT outcomes will be examined for urban high school students with a yearly calendar and pupils with a conventional school calendar. Through quantitative examination, the checking will use various independent t-tests for two free examples, which offered the effect of the school calendar. In view of the investigation of total scores of SATs, it was evident that the relationship between the all-year school calendar and the conventional one indicated a degree of measurable criticality. It was clear that the all-year school calendar is more viable; thus, the recommendation that the policymakers ought to recognize further reception and usage of the calendar model to easily prepare urban high school seniors for colleges and professions. The research further recommends that the stakeholders in education ought to organize student’s dependent on various demographic arrangements like age and sex to enhance the rightness of assessment dependent on SATs through which the students are set up for their next levels. With this, the research paper recommends extra research regarding the most adequate usage systems for a policy that controls the selection of the all-year calendar to approve the findings of the current research. Key words: examination, Scholastic Aptitude Test, school calendar.
- Keyword:
- Educational tests & measurements , Secondary education, SAT (Scholastic Aptitude Test), and School calendar
- Subject:
- Education
- Creator:
- Grant, Christopher D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Colleges and universities benefit from a diverse community composed of faculty and staff who serve to enrich the lives of students. Diversity exists among professional staff just as it does among student populations. Where there is diversity, there may also be discrimination, and older adults may face more burdens as they continue their educations than younger adults (Simi & Matusitz, 2016). This study explores the issue of age discrimination amongst professional staff who have served colleges and universities. Emphasis is equally placed on extracting the experiences of perceived ageism from participants who are both younger and older adults in the industry. These experiences are examined to understand how perceived ageism in the workplace has impacted the individuals on a personal level. Additionally, this research considers the impact that ageism has on individuals and their loyalty to their institutions, which subsequently may impact the operation and culture of the institution. Results from the research study (N = 4) paint a picture of perceived ageism happening in very different ways amongst the participants. These experiences range from relatively subtle comments made by coworkers, including faculty and staff in some instances, to what seems to be the outright denial of an employment opportunity based on their age. These experiences have altered their identities, and the range of ageist experiences is similar to those that have been examined in other research (Shih, Young, & Butcher, 2013). Furthermore, it is likely that the experiences perceived as ageist intersect with other forms of discrimination (Granslee & Sayer, 2006). Ultimately, participants reported holding the higher purpose of serving their students and community that may combat turnover due to ageist incidents, but the experiences raise questions about institutional cultures at a time when the generations may be at odds with one another.
- Keyword:
- College administration, Aging, and Attitudinal and Professional Consequences
- Subject:
- Education
- Creator:
- Lambert, Steven
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- This study collected teacher perspectives on the impact of mandated high-stakes online testing to identify current needs for teachers and students regarding the development of student technology skills for such assessments. Participants included 41 teachers who instruct students in 3rd, 4th, or 5th grade in any capacity from ten school districts in central New Jersey. A mixed-methods design provided data in the form of an online survey complemented by interviews with nine teachers from online survey participants. No teachers feel that all their students have mastered any of the skills pertinent to high-stakes online testing. Forty-three percent of all participants still feel that fewer than half of their students are prepared to demonstrate what they know in high-stakes online assessment platforms. This finding is critical because even though it has been 5 years since the initial mandate, this testing platform necessitates both students and teachers develop technology skills and classroom integrated practices needed to allow students to utilize the testing platform in high-stakes mandated assessments tacitly. Teachers felt that many, if not all, students still need to develop skills, including keyboarding, typing math expressions, reading online text, and writing online. Teachers feel that there is a need for time to engage in technology professional development. The preferred venue choice is participating in a presentation/workshop with an in district mentor/coach available after the presentation. It is understood that technology is not going away, and beginner technology skills are not inherent. Young students need to be taught these skills the same way they are taught skills with paper and pencil before applying them. Individual school districts need to work together to identify and plan for the best way to integrate the technology skills development of students, especially those with special needs, across all content areas.
- Keyword:
- Suburban Elementary, Examination, Technology Skills, Mandated Online Testing, and Educational tests & measurements
- Subject:
- Education
- Creator:
- Terranova, Cynthia
- 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:
- 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
- Description:
- The purpose of this study was to examine the sustained impact of participation in the Tools of the Mind preschool program on language arts, mathematics, reading and writing achievement in middle school, the specific impact of participation on racial subgroups and socioeconomically disadvantaged students, and the effects of student mobility on academic achievement. Using a nonexperimental, quantitative, longitudinal design, the achievement of the original cohort of students who participated in the program was examined over 2 consecutive years. The results of the study suggest that participation in the Tools of the Mind program increases the overall achievement of socioeconomically disadvantaged students and the writing performance of African American students. Analysis of student mobility data revealed that a high rate of student mobility has a negative impact on student achievement. These study results are consistent with decades of research into the impact of participation in a high-quality preschool program. Caution should be taken in interpreting the results because promotion of the development of self-regulation and executive function, aspects that set the Tools of the Mind program apart from other preschool programs, is not measured by the NJASK, and thus the impact of the program may have been underestimated.
- Keyword:
- Tools of the Mind, Preschool, Middle School, Socioeconomically disadvantaged students , African American Students , and NJASK
- Subject:
- Education
- Creator:
- Millaway, Sally A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 11/16/2023
- Date Created:
- 2015
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation