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- Keyword:
- Identifying and interpreting factors , impact, doctoral student wellness, degree completion, Higher education institutions, qualitative study , self-care, academic success, and healthy personality development
- Subject:
- Education and Educational Leadership
- Creator:
- Scriven, Shamina
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 07/11/2024
- Date Modified:
- 10/11/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
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- Keyword:
- Latino, familial capital, social capital, navigational capital, first-generation, Hispanic, motivation, higher education, Motivate, Graduation, and economically disadvantaged
- Subject:
- Education
- Creator:
- Chaglla, Lizette
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 07/11/2024
- Date Modified:
- 10/10/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- developmental education, remedial education, developmental English, community colleges, student perspectives, and Individual Growth
- Subject:
- Education , Higher Education, and Education Leadership
- Creator:
- Cullari, Christopher Cruz
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter’s University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 10/15/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- Teachers’ Perspectives , High School , Educational Technology , Algebra 1 Skills, and New Jersey
- Subject:
- Education
- Creator:
- Sammartino, Nikki
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter’s University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 10/15/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- middle school, reading deficits, language comprehension, intervention, comprehension, Identifying and Responding , Complex Needs, Urban Public School District, New Jersey, and Qualitative Study
- Subject:
- Education and Educational Leadership
- Creator:
- Pedrazzi, Janet
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter’s University
- Date Uploaded:
- 09/21/2023
- Date Modified:
- 10/15/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Keyword:
- Impact Analysis , Educational Practice , Policy Reforms in N.J. , School Performance Outcomes, and socioeconomic status
- Subject:
- Education and Educational Leadership
- Creator:
- Torres, Lisa B.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- After-school programs in the United States provide academic enrichment to students in low-performing schools to help them acquire the skills necessary to meet state core curriculum content standards. This quantitative case study uses secondary data to determine the impact of after-school programs on student scores on the Partnership for Assessment of Readiness for College and Career (PARCC) in English Language Arts/Literacy and Mathematics. PARCC results were assessed against gender and ethnicity. Participants were sixth-graders drawn from two schools: one comprising grades six through eight that offers an after-school program, and another serving kindergarten through grade eight that does not. Both are located in high-poverty, high-risk, urban areas categorized as “Priority” by the New Jersey Department of Education. These schools have the 5% lowest academically performing students in the state based on standardized test scores. Results showed no statistically significant differences between the PARCC scores of students who participated in the afterschool program and those who did not. However, PARCC scores for students who received the intervention showed an overall increase in both Language Arts and Mathematics PARCC scores compared to an overall decrease for those who did not.
- Keyword:
- Educational Tests & Measurements , Middle School, After-School Program, Sixth-Grade, Partnership for Assessment of Readiness for College and Career PARCC , High-Poverty , Urban Location, New Jersey, quantitative case study , secondary data , and scores
- Subject:
- Education
- Creator:
- Luce, Francine C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- 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
-
- Keyword:
- Achievement Gap , Underrepresented Communities, College Readiness, Pipeline to College, qualitative research, past experiences, 5 CUNY Senior Colleges, Social Capital, and Cultural Capital
- Subject:
- Education and Higher education leadership
- Creator:
- Green, Adero-Zaire.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The United States is the epitome of a cultural salad bowl. We are a nation that celebrates our unique cultural identities, while embracing our identity as Americans. Is this dream of inclusivity and academic opportunity inculcated into the American classroom as well? With more than 328 million residents, this country is rich in culture, language, and race (U.S. Census, 2020). As this nation continues to develop economically and socially, the foundation for its success begins in the American classroom. In the United States of America, there is an increase in the number of Culturally and Linguistically Diverse, or CLD, elementary school students. This increase in the CLD population is particularly evident in the metropolitan locations of the United States. The purpose of this study, An Investigation of Elementary Preservice and Inservice Teachers’ Preparedness to Educate Culturally and Linguistically Diverse Populations in Northern New Jersey Schools, is to explore Preservice and Inservice teachers’ perceptions of their competency to educate Culturally and Linguistically Diverse populations. This quantitative study compared the perceptions of two groups of educators’ competency to educate CLD students in an elementary setting in Northern New Jersey. Participants in the study included Preservice teachers, or undergraduates, and Inservice teachers, or graduate students, in Northern New Jersey. Through a Culturally Responsive Teaching Preparedness Scale (CRTPS), elementary teachers’ beliefs regarding their ability to address: CLD or nonnative populations, as it relates to curriculum and instruction; relationship and expectation establishment; and group belonging formation were determined. Fifty-five respondents participated in this study. This research indicated that Northern New Jersey educators feel prepared to create a positive classroom environment for Culturally and Linguistically Diverse students. However, the respondents indicated that they do not feel confident in the areas of curriculum and instructional needs and parental engagement techniques for Culturally and Linguistically Diverse families. Additional research can explore teacher training practices related to Cultural and Linguistically Diverse education.
- Keyword:
- Elementary , Inservice Teachers, Preservice Teachers, Teacher Preparedness, Culture, Linguistic, Diverse Populations, Northern New Jersey, cultural identities, inclusivity, academic opportunity, undergraduates, Diverse students, and Cultural and Linguistically Diverse education
- Subject:
- Education
- Creator:
- Wingard, Cleopatra Judith.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 03/27/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation