Search Constraints
Filtering by:
Subject
Educational Leadership
Remove constraint Subject: Educational Leadership
1 - 7 of 7
Number of results to display per page
Search Results
-
- Description:
- The present study investigated teachers' perceptions of the effects of school-based extracurricular activities on academic achievement, attendance, and behavior issues in a New Jersey School District. High school teachers within this school district (N = 88) were asked to complete a questionnaire. This questionnaire was a concurrent, embedded mixed-methods approach and the questionnaire included a seven-question multiple-choice demographic questionnaire, five open response questions, and 20 Likert scale questions pertaining to a teachers’ student population and experience in the classroom. The results of this study indicated that 87.88% of the participants either agreed or strongly agreed that participation in school-based extracurricular activities teaches valuable lessons to students, such as time management, teamwork, individual responsibility, and accountability. This translates to grades, attendance, and discipline referrals (M = 4.30, SD = .72). One of the conclusions of this study is that the teachers in this sample believe that students who participate in school-based extracurricular activities achieve better grades in the classroom, have higher attendance rates, and receive fewer discipline referrals. More research is needed to better understand the impact of participation in school-based extracurricular activities and its effects on students’ grades, attendance, and discipline referrals. Keywords: Extracurricular activities, grades, attendance, discipline referrals
- Keyword:
- Grades, Discipline Referrals, Teacher Perception, School Attendance, New Jersey, Academic Achievement , and Extracurricular Activities
- Subject:
- Educational Leadership
- Creator:
- Anderson, Jenna
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- In New Jersey the neoliberal reform agenda in education policy manifested in funding cuts to schools, changes in teacher evaluation mechanisms, and revisions of pension and health care plans. Educational discourse resides in the political space and is a platform upon which many politicians launch promises of societal growth through reform agendas. These reform agendas are often counter to the values of democratic education and often exacerbate social and economic problems like segregation and funding inequity. How did these policy changes impact educational quality in New Jersey? This study examined the impact of neoliberal policy changes to education practice in New Jersey using school-based outcomes as a measure of efficacy. Data gathered from graduation rates, student-teacher ratios, and test scores were compared over time between school districts of varying socioeconomic status. Findings revealed statistically significant changes in school performance outcomes between high- and low- socioeconomic school districts. However, these changes could not be tied directly to the specific policy shifts. Despite the lack of a causal connection, correlations emerged between policy adjustments and changes in school outcomes, suggesting the need for further analysis and the idea that this type of policy analysis can lead to more effective school-based reform. Superintendents’ salary caps were lifted after the completion of this dissertation, which does not reflect this change.
- Keyword:
- Education, New Jersey, Performance , Reform , and Neoliberal
- Subject:
- Education Policy, Educational Leadership, and Educational Evaluation
- Creator:
- Torres, Lisa B.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Black Greek Letter Organizations [BGLOs] have been dealing with the stigma created by poor media representation. Research into this matter has indicated that these groups often only receive coverage that is stimulated by their entertainment or hazing incidents. This study aims to determine if there is any connection between said stigma and Black students' effects. This study was constructed to explore the question: Does the stigma of BGLOs affect the student life experience of black students? The review of literature focused on BGLO founding, BGLO stigma, and the black student life experience. Combined with the African American Identity Development and Reflective Judgment models, interview questions were used to ask participants about how they verify information and their perception of self (and others). Analysis of responses demonstrated that participants are aware of the stigma surrounding these groups. However, they do not allow it to stop them from interacting or pursuing membership. The study results indicated that the stigma concerning BGLO isn't an accurate representation of these groups as BGLOs are seen to create a sense of community where students feel supported and safe by the participants. The other result of this study was that the participants disagree with the media representation of these groups. It is recommended that to combat the stigma connected to BGLOs, the national leadership for these groups needs to come together to protest these depictions. Additionally, higher education leaders and those who advised these groups need to take the proper time to educate themselves on the history of these organizations and motivations of its members. Further research can be done to identify if said stigma affects students on a micro-scale, which offers a more in-depth look at perspectives for a particular school or on a macro scale that explores these ideas for a large number of schools.
- Keyword:
- Black Greek Letter Organization, Black Students, Sorority , Greek , and Fraternity
- Subject:
- Educational Leadership, Higher Education, and Educational Administration
- Creator:
- Bashir, DaQuan K.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2020
- 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:
- Grit, School Culture, and Collaborative Leadership
- Subject:
- Educational Sociology, Educational Leadership, Educational Psychology, and Educational Administration
- Creator:
- Bogusz, Trisha M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Out-of-school suspension is commonly used as a disciplinary action in high schools; however, alternative-to-suspension programs are increasingly being used in hopes to improve student behavior without applying punitive damages. The literature review describes how discipline has transformed multiple times in the United States and around the world. It shows how disciple has shifted from the use of corporal punishment to expulsions and suspensions and now the newest transformation is the use of restorative justice. This study examined the impact of alternative-to-suspension programs used in three high schools and their effectiveness in improving students' academics and in building a positive school climate. The partner schools in this study have incorporated multiple alternatives to suspension programs (e.g., Positive Behavior Support in School, Panorama, and an Afterschool Social and Emotional Learning program) to increase trust and respect between students and staff while anticipating a decrease in suspensions and an increase in student performance. This is a quantitative study that uses archived data. This study measured suspension, attendance, and graduation rates for the 2015–2016 school year to the 2018–2019 school year and assessed whether there were significant differences in the rates across three high schools in the northeast. This study determined that there are some effects to the use of alternative-to-suspension programs. The study concludes that (1) one of the three high schools suspension rates were impacted after the implementation of the alternative-to-suspension program, (2) the graduation rate was positively impacted after the implementation of the programs, (3) Only one of the three schools attendance rates was impacted, negatively, after the implementation of the programs.
- Keyword:
- Leadership, Attendance , Suspension , Alternative to Suspension Programs, and Graduation
- Subject:
- Education Policy and Educational Leadership
- Creator:
- Wanis, Mona
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The New Jersey Educational Opportunity Fund (EOF) is a statewide initiative that provides college access to economically and educationally disadvantaged high school graduates. Supporting approximately 13,000 students every year through financial and educational support, EOF remains a significant pathway to higher education for many first and second-generation low-income students. Research on the EOF program exhibits a student-centric approach that focuses on student success, student retention, and the overall experience of first and second-generation students. The student-centric research approach towards the EOF program has advanced an understanding of this student population. However, research on the impact of professional staff members who work with EOF students is rare. Even more obscure is the hidden exchange of counseling between the EOF counselors and the EOF students. This qualitative phenomenological study illuminates the essence of counseling and the lived experience of EOF counselors directly from their perspectives. Three themes emerged from the data analysis: (a) empathetic relationship development, (b) the counselors’ blended authority within their multifaceted roles, and (c) reliance on technology as a delivery tool and conduit for their services. The findings reveal the depth of work and engagement it takes for EOF counselors to succeed in their roles, ultimately leading to success for their students. Recommendations are provided regarding current EOF counselors and future research on academic advising, counseling, and the New Jersey-based EOF program.
- Keyword:
- New Jersey, Phenomenology, EOF, Counselor, Advisors, and Educational Opportunity Fund Program
- Subject:
- Higher Education , Educational Administration, and Educational Leadership
- Creator:
- Watkins, Kurtis D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- 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:
- United States, First generation attrition rates, GPA, Education, and FGCS
- Subject:
- Educational Leadership
- Creator:
- Anjum, Aruba
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/10/2022
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation