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- Keyword:
- Equity, Separate Educational Spaces , Foundational Black American Males, Mis-Education of the Negro (1933), and Irons (2023)
- Subject:
- Education
- Creator:
- Abdullah, Musa
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 07/11/2024
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- 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:
- 02/21/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Keyword:
- Hunger-free kids , Health, Tenth Grade Students, Body Max Index BMI, Urban Secondary School, Lunch Program , children, Nutrition, quantitative study, and obesity
- Creator:
- Menezes, Megan
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Keyword:
- Special Education, Referral Service Teams, Change , Public Law , Handicapped Children Act, Free Appropriate Public Education (FAPE), Disabilities Act (IDEA), and New Jersey
- Subject:
- Education
- Creator:
- Cleveland, Denise
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Keyword:
- Autism Spectrum Disorder , Service, Applied Behavior , Paraprofessionals , Training, school-aged children, United States, public schools, and evidence-based practices (EBP)
- Subject:
- Special education and Behavioral sciences
- Creator:
- Lockhart, Samantha
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Hybrid Classes , Comparative Study, Nontraditional Students, 8-Week Online Class, Northeast, School of Professional and Continuing Studies, University, higher education, and Ethnicity
- Subject:
- Education, Higher education, and Adult education
- Creator:
- Joseph, Fadia
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Danielson Framework, Teaching Evaluation Instrument , Co-Teaching Core Competency , co-teaching, improvement, disabilities, Free Education, Public Education, Least Restrictive Environment, and crosswalk investigation
- Subject:
- Educational leadership, Educational evaluation, and Education
- Creator:
- Blankman, Cheryl B.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Academic Achievement, Northern New Jersey, Urban High School, Case Study, Extracurricular Activities, Students, participation, comprehensive , Proficiency Assessment scores, SAT scores, gender, race, academic placement, and socioeconomic status
- Creator:
- Martin, Gurczeski Jr
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Keyword:
- Comparative study , Two English, Second Language, ELL learners, instructions, WIDA ACCESS test, New Jersey, and quantitative study
- Creator:
- Lozanski, Yvette
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Keyword:
- High School Proficiency Assessment, New Jersey, Achievement , Development , Small Learning Community, Junior Academy Model, Urban High School, laws, NJ Achieve, Davy’s Report, ESEA, organizational structures , and Ferris High School
- Creator:
- Gentile, Gary James
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/07/2020
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Dissertation
-
- Keyword:
- Art , Self Concept Development, Higher Education Research Institute (HERI), College Senior Survey 2006, developmental stages, students’ behavior, Experimental learning, college environment , Cooperative Institutional Research Program (CIRP), art majors , art careers, and learning styles
- Subject:
- Educational leadership, Higher education, and Art education
- Creator:
- Yglesias-Liberatore, Anna.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Teachers’ Perceptions, Effects of School-Based Extracurricular Activities, Academic Achievement, Attendance, Behavior Issues, New Jersey School District, grades, and discipline referrals
- Subject:
- Educational leadership, Developmental psychology, and Educational psychology
- Creator:
- Anderson, Jenna
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- Single-parent woman, Baccalaureate Degrees, Public four-year institution, Northern New Jersey, mattering, nontraditional students, one-parent family, student needs, urban, success, mixed-methods, survey, nominal group technique, and higher education
- Subject:
- Educational leadership and Higher education
- Creator:
- Harry, Christal M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Bilingual, Bilingual Mind, Emotional Brain, Emotional Stroop Tasks, Immersion time, Traditional Tasks , and emotional interference.
- Subject:
- Education and Educational Leadership
- Creator:
- Ogando, Luciana Pereira
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- Educational Vendor Programs , Welfare Recipients, Long-Term Employment, Novel Coronavirus , mask mandates, businesses, economic recession, State quarantine, New Jersey, classroom methodologies , self-sufficiency, and family
- Subject:
- Education and Educational Leadership
- Creator:
- Simmons II, Allen H.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- ACE Adverse Childhood Experiences, Brown v. Topeka, Caregiver, CBCL Childhood Behavioral CheckList, NCTSN, CMHS Center for Mental Health Services, HPA The hypothalamic-pituitary-adrenal axis, John Dewey, Plessy v. Ferguson, SAMHSA, Title 1, Toxic Stress, and USDHHS US Department of Health and Human Services
- Subject:
- Education and Educational Leadership
- Creator:
- O’Connor, Michael
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- Licensed Practical Nurses (LPN) G0, qualitative study, Career Readiness , Recently Licensed Practical Nurse Graduates, Benner’s Model, Duchscher’s theoretical framework , clinical nurse supervisors, and clinical
- Subject:
- Education and Higher Education
- Creator:
- McClymont, Cheryl
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Description:
- American high school educators have developed and adopted various disciplinary practices to discourage misconduct among students. Amongst the popular practices are zero-tolerance policies and restorative procedures. Zero-tolerance policies are those whereby student punishment occurs when they violate the code of conduct. Usually, it results in their suspension. Thus, they miss school for a period, which may negatively impact their academic performance. Restorative practices involve using strategies that seek to improve and repair relationships between students or students and staff. They avoid punitive measures that may include suspension, allowing the student not to miss school time. However, studies conducted by education researchers have shown a disparity in the instilling of discipline in schools; African-American students’ punishment is more intense than that of their peers. Examination of the genders of both races separately shows that disparity is even more significant. The punishment of African-American male students, when compared to their peers, is more intense for similar misconduct. These disparities affect academic achievement, the likelihood of graduation, and performance on standardized tests that measure readiness for college and career. Therefore, this study sought to find the impact of restorative practices and zero-tolerance policies on absenteeism, suspensions, and academic performance on African-American male students in a predominantly black high school. The predominantly black high schools in New Jersey have high racial disciplinary gaps compared to other states in the country. Hence, the study analyzed absenteeism, number of suspensions, and academic performance in a high school that had implemented traditional zero-tolerance policies and compared it to a high school that had implemented restorative practices as a disciplinary measure. The schools’ records for the 2018-19 year were the source of data; it included information on students’ standardized test scores, suspensions, absences, and the school’s makeup by gender and race. To keep up with research ethics, the researcher redacted the students’ personal information and obtained permission from the school administration before using the data for the study. The study is quantitative and involved the statistical analysis of the quantifiable data. The researcher also used positivism philosophy in this study to calculate the impact of disciplinary actions. Overall, the data examined was of 456 African-American male students. The school that implemented restorative practices saw marginal signs of improvement in the number of chronically absent students. The restorative practice school also had a higher percentage of students with no suspensions and fewer students with one or more suspensions. Students at the school with traditional zero-tolerance policies had marginal gains with a higher rate of students meeting or exceeding expectations in English Language Arts and Math standardized tests. The study adds to the research on disciplinary actions in American high schools, but researchers can further study the topic to determine if the findings are similar in other states. Researchers can also examine other disciplinary actions such as PBIS to determine if their implementation leads to better academic performance, reduced suspensions, and lower absenteeism rates among African-American male students when compared to peers.
- Keyword:
- Educational evaluation , African American studies, Educational psychology, Educational administration, American, high school educators, Zero-tolerance policies, Restorative practices, discipline, African-American male students, high school, New Jersey, absenteeism, suspensions, academic performance, and test scores
- Subject:
- Education
- Creator:
- Amaya, Eliud
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- A full description of how a STEM protocol model can be an effective and comprehensive implementation of a complete initiative program. A discussion of the factors affecting student comprehension, progress, and cognitive development is made. A historical discussion of STEM policy and programs is included, as is an assessment program in the context of student learning outcomes. A complete STEM protocol design is presented, and an inferential statistical study is made regarding student progress, factors influencing learning, performance, cognitive development, applications-oriented skills, and long-term acquisition of knowledge and performance. A survey was done on an incoming introductory physics course that measured Pre-test and post skills. Inferential statistics were performed, and an analysis of the data was done to measure cognitive and deductive and analytical skills. An ANOVA statistical study was done on Pre-tests and concomitant post-tests, and a comparison of the results was conducted to determine the need for gradual development and influential factors that determine positive results. A t-test was also done to determine the actual differences in the means between pre- and post-tests. In addition, a qualitative survey was conducted to measure the influences and factors determining STEM learning. Then the data sources were compared against each other for themes that were supported across all the data. A critical analysis is made of the STEM methodological protocols along with inferential variables of influence enumerated. It was found that an actively engaged student population can have a direct and positive influence on developing STEM cognitive skills.
- Keyword:
- Pedagogy , Higher education , Educational evaluation, Physics, Pedagogical Protocol, STEM , and ANOVA
- Subject:
- Education
- Creator:
- Cordero, Julius John.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- 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.
- Keyword:
- referendum, school funding, thorough and efficient, New Jersey, School Funding Reform Act of 2008, Senate Two, school safety, school security, 1875, and data analysis
- Subject:
- Educational leadership, Educational administration, and Education finance
- Creator:
- Forte, Steven A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Many scholars have suggested over the past several decades have pointed to a persisting achievement gap between white and black students. A lack of parental support and advocacy, peer influences, student health issues, poor nutrition, and low socioeconomic status are among the factors contributing to this gap (Chubb & Loveless, 2004). This study analyzed the standardized test results of students in all New Jersey schools belonging to socioeconomic District Factor Groups. The goal was to determine whether race and economic advantage impact academic achievement. Two subgroups, one comprising black students and one consisting of white students, were examined over a designated time period. Findings demonstrated that two factors—race and socioeconomic status—strongly contributed to student performance on standardized testing. It is more important than ever to advocate for the closing of this gap in educational achievement.
- Keyword:
- Race , Socio-Economic Status, Grade 8 , NJASK Scores for Language Arts, Impact, Educational tests & measurements , Middle School education , Educational sociology, Reading instruction, Educational leadership, and Ethnic studies
- Subject:
- Education
- Creator:
- Bugge, Allison
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- 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.
- Keyword:
- PROFESSIONAL DEVELOPMENT, TEACHERS, TECHNOLOGY, URBAN HIGH SCHOOL, IMPACT, global environment, and 21st century
- Subject:
- Educational leadership
- Creator:
- Percival, Erma
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 02/21/2025
- 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:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Katz (2013) states we are sexual beings from birth to death and sexuality is a broad concept that includes one's personal, social and cultural identity. Sexual desires do not disappear as one ages rather, it is possible for older adults to maintain their desired level of sexual activity in an accepting environment (Masden, 2012). Despite consensus in the literature which confirms sexual interest of the elderly, very few interventions are in place to facilitate their sexual expression and privacy while living in long term facilities (Wallace, 1992). Lack of updated research denotes the lack of priority given to this taboo subject by society. There are many barriers, including the assumption that the elderly are unattractive and therefore, asexual. Staff members working in long term care facilities often have insufficient knowledge about elderly sexuality and therefore display negative attitudes towards sexual expression the elderly and regard that expression as inappropriate (Walker and Harrington, 2002). Maslow's (1954) hierarchy of needs shows that regardless of age every individual has a need for love, intimacy and companionship. The Resident Centered Care Federal mandate (1990) focuses on quality of life issues with a focus on dignity, privacy and freedom of expressions. The purpose of this evidenced based project was to initiate a practice change through development of a policy that will address the rights of the elderly veterans living in Long Term care facilities right to their expressions of sexuality. Relevant education on sexuality in elderly individuals for staff members to help improve their knowledge and attitudes for this practice change was provided. The organizational policy used to guide acceptable staff members behaviors regarding quality of life issues with a focus on dignity, privacy and freedom of their sexual expressions was developed and implemented.
- Keyword:
- Policy Change, Practice Change, Sexual Expression, Elderly Veterans, Long Term Care Facility, Sexuality in the elderly, staff attitudes, knowledge, and Resident Centered Care
- Subject:
- Nursing and Health Education
- Creator:
- Brooks, Ralmetha
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- There has been extensive research done on varying leadership styles as well as how school leaders employ these styles in order to improve students’ academic achievement. However, little literature exists that discusses how leadership style affects a principal or assistant principal’s approach to managing student discipline. The purpose of this qualitative research study was to examine how school leaders perceive their leadership style and how their style affects the way they address student discipline in their school buildings. Semi-structured interviews were conducted with 15 principals and assistant principals from an urban, public school district in northern New Jersey who served students in grades four through eight to answer the following research questions: RQ1: How do principals and assistant principals’ perceived leadership styles impact their leadership practices and approach to student discipline? RQ2: How are student discipline outcomes affected by the perceived leadership styles of principals and assistant principals? This dissertation shares the thematically coded data gathered through the interviews. Participants discussed demonstrating care for students, staff, and families, even when they did not specifically identify Caring Leadership as their individual style. This caring approach was critical to building positive relationships and determining disciplinary consequences for students that served as alternatives to suspension and other forms of exclusion from schools. This was especially important to the school leaders who participated as they and their staff continue to navigate providing high-quality education to all students in this post-pandemic world.
- Keyword:
- School-Based Leaders’ Perceptions, Perceptions, Leadership Styles , Educational Leadership, Student Discipline Outcomes, Caring Leadership, student discipline, post-pandemic world, Semi-structured interviews , and Northern New Jersey
- Subject:
- Education
- Creator:
- Cooke, Erika D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Description:
- Research and data show that developmental education has been a stumbling block for the majority of community college students in pursuing their higher education degree. Students can spend several semesters to complete developmental math requirements in order to take a first college-level credit-bearing math course for their degree. Many colleges are working on reforming developmental education and instituting different initiatives to determine what works best for their students. One such reform that is taking place at many institutions is incorporating a corequisite mathematics model into their program to allow students needing developmental education to be directly enrolled in a gateway college-level math course with embedded remedial support. Many studies have been done to prove the effectiveness of this model by examining gateway course completion, credit accumulation, and graduation and transfer rates. This nonexperimental causal-comparative quantitative research study contributes to the existing literature by also examining the one-year retention rate of first-time, full-time, degree/certificate-seeking students in three mathematics courses, developmental, college-level, and corequisite courses. When testing for a statistically significant difference in all three mathematics courses, a chi-square test of independence revealed that the relationship between retention and the type of course students were enrolled in was statistically significant, χ2 (2, N = 512) = 10.149, p = .006. Moreover, students enrolled in a corequisite math course were more likely to be retained in college one year later than their counterparts enrolled in a developmental math course. These results were more pronounced among non-first-generation, Black, White, male, and Pell grant recipient students. The recommendation that evolved from this study is to implement a policy at community colleges that will allow students needing an upper-level developmental course to take a corequisite mathematics course instead. This policy would improve student success outcomes by increasing gateway college-level math course completion and one-year retention rate in addition to saving students time and money on unnecessary multiple-semester developmental education classes.
- Keyword:
- Community college education, Corequisite Mathematics Remediation, Mathematics, Student Retention, developmental education, retention, and higher education degree
- Subject:
- Mathematics Education
- Creator:
- Adams, Yelizaveta.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This quantitative study investigated the relationship between a principal’s grit and the school culture in their building. The research focused on one district in New Jersey with participants from elementary, middle, and high schools. First, principals in each school were surveyed using Duckworth’s Short Grit Survey to determine their self-perceived level of grit. Then educators in each school were surveyed using Gruenert and Valentine’s School Culture Survey to describe the school culture. This study identified factors that contribute to successful leadership, including leadership styles and characteristics such as grit. The study also explored current research about school culture and best practices in supporting professional learning communities, unity of purpose, and promoting learning partnerships. This study aimed to understand the relationship between a school principal’s grit and school culture and provide further recommendations for increasing school culture. The results of this study successfully established that there was a relationship between the two variables, principal’s grit, and school culture. In addition, the study concluded that there were high mean scores for principal grit and school culture for each building. However, the data showed a statistically significant negative correlation between overall principal grit scores and school culture scores, r = –.161, p ≤ .001. Specifically, the school settings would benefit from collaborating with school administrators and colleagues to improve perceptions of collaborative leadership, teacher collaboration, unity of purpose, and collegial support.
- Keyword:
- Educational Leadership , Educational Sociology, Educational Psychology, Educational Administration , Principal's Grit, Quantitative Study, School culture, collaborative leadership, leadership styles, New Jersey, Duckworth’s Short Grit Survey, and partnerships
- Subject:
- Education
- Creator:
- Bogusz, Trisha M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- With the recent implementation of Next Generation Science Standards (NGSS) in New Jersey for students in grades 6–12 in 2016, consideration of proper implementation and assessment of Science, Technology, Engineering, and Math curricula are of utmost importance (NJDOE, 2016). This study's objective was to determine the effects of a Science, Technology, Engineering, and Math integrated program initiative on high stakes assessment scores. This quantitative research provided statistical analyses of New Jersey Student Learning Assessment (NJSLA) scores of grades 3–8 students (n = 328) who participated in the STEM program initiative and their control counterparts (n = 571). The study explored the Constructivist Learning Theory's role in STEM delivery and implementation while considering other variables that affected student test scores, such as gender, race, and socioeconomic status. The study employed a quantitative factorial design to address the interactions and relationships among gender, ethnicity, and socioeconomic status and NJSLA Math and Science scores for student who participated in the STEM program initiative. Results showed the effectiveness of the STEM program initiative for raising NJSLA Math and NJSLA Science scores. States that have adopted the new K–12 Science Framework and NGSS may consider implementing the constructivist learning approach for STEM.
- Keyword:
- Educational Tests & Measurements , Secondary Education, Science Education, Educational Leadership , STEM , High Poverty , Urban Location, New Jersey, Scores, constructivism, inquiry-based learning, project-based learning, STEM implementation, STEM initiatives, ESSA, gender disparity, socioeconomic status, STEM Integration, and NGSS
- Subject:
- Education
- Creator:
- Sanvictores, Mary Grace
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- First-generation college students are the first in their families to pursue postsecondary education. As a result, they may lack the information and resources to navigate the college process and its transitions. More research is needed on how focusing on first-generation students' strengths can inform programs and support to assist with the postsecondary transition. This study further explores the assets that first-generation students bring to the college experience and how capitalizing on these strengths through programs and support can ease the transition process and help first-generation college students develop a sense of belonging. This qualitative, phenomenological research study was conducted through ten interviews with undergraduate, first-generation college students. The emerging themes were parents and family, peers, professors and staff, and programs and services, which aligned with the literature. This research study had two significant findings: (a) students with older siblings who completed college, extended-generation students viewed themselves differently from traditional first-generation students, and (b) first-generation students felt a sense of belonging and connectedness throughout the COVID-19 pandemic and its continuing effects. Suggestions for future research and implications for practice are also discussed.
- Keyword:
- Higher Education, Life Experiences , First-Generation Students, Urban 4-Year Institutions , Strengths-Based Lens, postsecondary education, college process, qualitative research study, phenomenological research study, undergraduate, and COVID-19
- Subject:
- Education
- Creator:
- Markus, Kimberley E. S.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Low student completion rates have increased pressure on college and university administrators across the country to raise retention and graduation rates and have forced the review of many practices on campus. This qualitative study aimed to examine the effects of financial aid on higher educational persistence among African American males. Semi-structured interviews with African American male students were conducted to identify perceptions of the financial aid department and financial assistance related to successful persistence among the identified population. Findings from the interviews showed the perceptions of factors that created successful persistence were (a) meaning interactions with financial aid, (b) percentage of aid coverage, (c) family expectations/support, (d) and additional financial aid opportunities. A detailed analysis revealed that the student participants agreed that staff/student relationships and financial aid stability were important factors related to the retention of African American male students. Students also indicated that the percentage of aid covering their tuition/fees is a huge factor when assessing which college to attend. In addition, family expectations/support were connected to enrolling in a university but were not an important factor in retention when considering financial hardships that arise for college students. Finally, implications for practice and recommendations for future research were identified. The study findings might be helpful to college and university administrators needing to improve student completion rates. The findings might also be helpful to African American male students seeking a college or university to attend.
- Keyword:
- Financial Aid, College Persistence, African American, Male Students, student completion, university administrators , college administrators, graduation rates , retention rates, higher educational , and Semi-structured interviews
- Subject:
- Education
- Creator:
- Jean, Herlyne
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The goal of this qualitative study was to learn more about how online Ed.D. students are persistent and resilient in pursuing their academic goals during the Coronavirus pandemic. With the ongoing pandemic and remote learning circumstances, doctoral students are facing more challenges they must overcome to stay on track with their academics. More specifically, the researcher sought to understand what doctoral students believe are their biggest barriers to completion during the pandemic. To do so, the researcher interviewed 10 current students in the program who were within six credits of completing their program course requirements in order to learn more about their persistence and the factors they felt contributed to keeping them motivated and optimistic about maintaining a growth mindset, despite pre-existing and new pandemic-related challenges they encountered. Understanding students’ potential barriers to completion can help with future implications for practice within the program and the implementation of necessary student resources for support.
- Keyword:
- Pandemic, Growth Mindset , Online Ed.D. Program, Educational Leadership, qualitative study, Coronavirus , COVID-19, remote learning, doctoral students, interview, motivation, and support
- Subject:
- Education
- Creator:
- Francess, Lillian
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- In this quantitative study, public charter schools were compared to traditional public schools in New Jersey in their academic achievement on the statewide standardized tests. These schools’ academic achievements are assessed based on their students’ proficiency and growth scores in English Language Arts/Literacy and Mathematics in grades 4–7. Paired samples t-tests were used to compare the differences, and the results were analyzed in the context of the Market Theory Model. The statistical analysis indicated significant differences in favor of charter schools in student proficiency in English Language Arts and Mathematics across the 4–7 grade levels, but there was no significant difference in yearly student growth in either subject at any grade level except for grade 7 Mathematics. Grade 7 students attending New Jersey charter school demonstrated significantly higher growth than the grade 7 students in New Jersey traditional public schools in Mathematics.
- Keyword:
- Charter Schools, Students’ Academic Achievement, New Jersey, Assessment Results, quantitative study, public schools , standardized tests, English Language Arts, Literacy , Mathematics , grades 4-7, t-tests, Market Theory Model, and statistical analysis
- Subject:
- Education Policy
- Creator:
- Coskun, Necmi
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- There are jobs available today that did not exist 10 years ago. According to employers, there is a significant gap in essential universal skills in recent college graduates necessary for success in any career. Because of student debt and rising college tuition, more than ever, higher education is being held accountable for its contribution to workforce readiness. How does higher education prepare students for jobs that do not yet exist? How can higher education better prepare students for the workforce? Higher education has been a gateway to higher-paying jobs in America and other developed countries. Employers look to higher education to teach students the skills required in the workplace. Some careers in areas such as computer programming, accounting, and engineering require specific skills or hard skills that can be measured by tests and certifications. However, businesses expect students to have developed competencies in areas that are more difficult to measure. These competencies include verbal and written communication, problem-solving skills, critical thinking, and the ability to work well in teams. These soft skills lead toward success in any career, yet according to hiring managers worldwide, these skills are lacking among college graduates. How can higher education continue to provide value to employers if these key competencies have not been learned?
- Keyword:
- Higher education, Soft Skills, Instructor Perspectives, universal skills, recent college graduates , success, student debt , rising college tuition, workforce readiness, higher-paying jobs, America , developed countries, hard skills, and transferable skills
- Subject:
- Education
- Creator:
- Grilli, Kathryn
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/01/2022
- Date Modified:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- 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:
- 02/21/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Within the past decade, American politics seemed to have become more divided, and with this has come the spread of more radical beliefs in mainstream culture. This includes conspiracy theories, which can be described as an attempt "to explain the ultimate causes of significant social and political events and circumstances with claims of secret plots by two or more powerful actors" (Brugger 2022). This study aims to show how conspiracy theories are spread and why people believe them. This was done by administering surveys to both students and adults, primarily at Saint Peter's University in Jersey City, New Jersey, to get an idea of what an average person understands or believes about various popular conspiracy theories. Interviews were also conducted with both believers and nonbelievers to further learn about the mindset of both groups. Finally, analysis was conducted of two major conspiracy theory websites, in order to see what kind of information is commonly spread among conspiracy theory circles.
- Subject:
- Communication & Media Culture
- Creator:
- Lynch, John
- Contributor:
- Barna Donovan, Ph.D., Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 06/13/2023
- Date Modified:
- 02/20/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper
-
- Description:
- During the 2016 Presidential elections, former President Donald Trump called on Americans and politicians to work together to “Make America Great Again.” In their efforts, right-wing conservatives have worked diligently to limit and reinvent knowledge and history to students. Between 2021-2022, PEN America reported 1,648 books being banned across the nation. This censorship of knowledge is not new, but it is also not a good sign for the trajectory of America. Should these book bans continue, the United States May find itself succumbing to fascist ideologies and control. The ways in which books are currently being banned fall in line with fascist tactics meant to uplift a false utopia, create divide amongst people, and promote fear. This thesis will look at the ways in which book banning is used as a political tool and its increasing premonition of the possibility of America becoming a fascist state.
- Subject:
- Political Science
- Creator:
- Marcillo-Gomez, Rebecca
- Contributor:
- Devin Heyward, Ph.D., Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 06/13/2023
- Date Modified:
- 02/20/2025
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper
-
- Keyword:
- disproportionality , elementary school teachers’ attitudes, minority students , special education, quantitative study, correlational study, descriptive study, and African-American males
- Subject:
- Education
- Creator:
- Fanslau, Carly R.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 02/01/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- perception of coaches , shutdown of sports , spring 2020, COVID-19 - related , mental health , high school student-athletes, academic performance, and Bergen County, New Jersey
- Subject:
- Education
- Creator:
- Farina, Daniel P.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- middle-school teacher perceptions, english language learners, bilingual , english , language transitioning process, mainstream classrooms, qualitative research study, and urban public school district (UPSD)
- Subject:
- Education
- Creator:
- Ibrahim, Mary
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- quantitative study , algebra I , SAT scores, black male students , and urban school district
- Subject:
- Education and Educational Leadership
- Creator:
- McClinton, Aaliyah
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- school counselor , student relationships , black and hispanic low-income students, postsecondary education, phenomenological study, and college application
- Subject:
- Education and Educational Leadership
- Creator:
- Schleer, Lisa
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- first-generation college students, low-income students, support programming, student retention, TRIO Programs, and EOF Program
- Subject:
- Education
- Creator:
- Massay-Trotz, Tamara N.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- childhood experiences , parents’ level of involvement, children’s education, qualitative approach, and urban districts
- Subject:
- Education and Educational Leadership
- Creator:
- Ridley, Michele D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- teachers' perceptions , social learning , emotional learning, classroom climate, self efficacy, and kindergarten - 12th grade
- Subject:
- Education
- Creator:
- Cali, Yvonne
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- COVID-19 , Mid-Level College Administrators, Private Institutions, New Jersey, and qualitative research study
- Subject:
- Education and Higher Education
- Creator:
- Ali, Sali
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/31/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- African American Male , Career Path, Perceptions , Senior Administrators, Predominately White Institutions , Lived Experiences , and Division
- Subject:
- Education
- Creator:
- Smikle, Jayson
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- social identity, mentorship, teacher retention, and african american teachers
- Subject:
- Education
- Creator:
- Opoku, Janelle D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/28/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- teacher perceptions, emotional learning , social learning , adolescents struggling, childhood trauma , childhood trauma, and public urban schools
- Creator:
- McCoy-Leonard, Fatima A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/28/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- critical race theory, development, impostor syndrome , anxiety, black female doctoral students, superwoman schema lens, and qualitative phenomenological study
- Subject:
- Education and Educational leadership
- Creator:
- Holmes, Danielle
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 11/22/2024
- Date Modified:
- 01/28/2025
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation