This study focused on the extent to which the time of year and/or the inclusion of funds for school safety and/or security had an effect on the outcome of school funding referenda in New
Jersey. This study also explored school funding controversies and legislation in New Jersey since 1875. The researcher conducted a quantitative study designed in two phases. First, the researcher analyzed public data on school funding referenda from 2008 through 2018. Subsequently, the researcher conducted a survey of 31 New Jersey school superintendents who passed a referendum in the years 2016, 2017 or 2018 that included funds for school safety and/or security to measure their perspectives on the same. The results of these research steps suggest that certain months do have higher passage rates than others and that the inclusion of funds for school safety and/or security does have a positive effect of passage rates as compared to the overall passage rates for school funding referenda in New Jersey. The researcher also concluded that a majority of the superintendents surveyed in this study believed that the time of year and the inclusion of funds for school safety and/or security had a positive effect on the outcome of their school funding referendum. The results of this study can be used by school district leaders as they develop a strategy for getting their stakeholders to support the additional funds requested in a school funding referendum.
Teachers are required to be computer literate in order to equip their students with the technology tools to compete in the 21st century global environment. It is important that their students are college and career ready upon completion of high school. Some teachers encounter difficulty in integrating technology because they are not comfortable using it to deliver instruction and may not want to take the risk of appearing inept in front of students. The purpose of this study is to determine whether professional development training in technology will increase teachers' comfort level with classroom integration. This paper will present reasons for some teachers' hesitancy, such as conceptions or perceived beliefs regarding technology, and the types of professional workshops offered by the district to address and remedy the situation. When limitations are recognized and professional training development is provided, teachers’ beliefs about the value of technology integration will change.
In order to ease the transition to 21st century technology usage in classrooms, states, stakeholders, and districts must find a way to incorporate and promote effective professional development training.