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- Keyword:
- Holistic Development , Student Development Programming, DIII Athletes, Academic Success, Retention Rates, student-athlete, student success, NCAA, Division III, GPA, athletics, higher education, student leadership, underrepresented students, , involvement, engagement, personal growth, student-centered, and leadership skills
- Subject:
- Higher education, Educational leadership, and Sports management
- Creator:
- Beam, Danielle
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 04/16/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
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- Keyword:
- Charter Schools, High Performing, New York City, Effective Practices, and qualitative case study
- Subject:
- Core curriculum, Enrollments, Learning, Educational leadership, Innovations, School closures, Academic achievement gaps, Students, Teaching methods, and Socioeconomic factors
- Creator:
- Ofori, Justina Adu.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 04/16/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The researcher demonstrates how qualitative grounded theory methodology was used to review whether higher education institutions (HEIs) incorporate risk into their strategic plans. The researcher defines and provides a history of strategic planning within higher education. He also utilizes a framework to identify the best incorporations of risk and risk management within HEIs. Then he employs literature and conducts 18 interviews with higher education professionals were in order to develop theory within the framework. The results of the study fulfill the dissertation’s purpose. It illustrates that it is important for HEIs to incorporate risk and risk management into their strategic planning processes. Likewise, the research shows that doing so will encourage HEIs to create contingency plans and help them be better able to pivot when unforeseen circumstances arise. Furthermore, the data point out that while schools can create and implement a successful strategic plan without incorporating risk and risk management, it is evident there will be roadblocks and disruptions along the way. I would like to dedicate this dissertation to my wife who has supported and believed in me for the past 16 years. I am grateful for your encouragement and patience throughout this process. I would not be who or where I am without your love and support. I also dedicate this dissertation to my children. I hope it inspires them to become lifelong learners, pursue their passions and know they can achieve anything they set their mind to.
- Keyword:
- Higher Education, Incorporating Risk, Strategic Planning Process, Institutions, qualitative theory, and risk management
- Subject:
- Educational leadership and College administration
- Creator:
- Minson, Patrick
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Emotional Impact , Secondary Traumatic Stress on Teacher, Personality psychology, and Occupational psychology
- Subject:
- Educational leadership and Psychology
- Creator:
- Shoieb, Aleya Rafeek.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 10/29/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Over the last two decades, there has been a high prevalence of Substance Use Disorder (SUD) among college students in the United States. The purpose of this quantitative study is to examine the social and psychological factors that impact academic and recovery outcomes of students enrolled in an on-campus recovery program. The summary data were collected over 10 years by a Collegiate Recovery Program (CRP)/Collegiate Recovery Community (CRC) in the southern region of the United States. Key findings of the study include that among students enrolled in a CRP/CRC: a) a significant relationship exists between relapse rates and mental health disorders; b) having an additional mental health disorder is associated with lower graduation rates; c) females students relapsed more than male students; d) female students had higher graduation rates than male students. It is recommended that higher education institutions integrate mental and behavioral health programs such as CRPs/CRCs to help increase student outcomes such as retention rates, graduation rates, and decrease depression, substance abuse use rates on campus.
- Keyword:
- Midsize Collegiate, Recovery Program, United States, Substance Use Disorder (SUD), Quantitative Study, Social factors, Psychological factors, academic outcomes, recovery outcomes, on-campus recovery program, Collegiate Recovery Program (CRP), Collegiate Recovery Community (CRC), Southern Region, Mental health, Gender, Behavioral health, depression, graduation rates, and substance abuse
- Subject:
- Educational leadership, Education policy, and Higher education
- Creator:
- Odefemi-Azzan, Oluwatosin Adesola.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2020
- 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:
- 03/27/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Professional Learning Communities, Administrator Efficacy, Teacher Efficacy, Urban Elementary School , Northern New Jersey, Learning Community Culture Indicator (LCCI), Bandura’s core construct of efficacy , roles of the teacher, and roles of the administrator
- Subject:
- Educational leadership, Education, Teacher education, Educational sociology, and Elementary education
- Creator:
- Kenyon, Margaret A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2015
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Mixed Method, Investigation, Relationship , Teacher Leadership, Educational Leadership , Preparation , School Context, Northeast Metropolitan Region, SASS, and NCES
- Subject:
- Education, Educational leadership, College administration, and Educational administration
- Creator:
- Evtimovski, Jovan
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2019
- 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:
- 03/27/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The U.S. . higher education system faces unprecedented challenges that command considerable attention, scrutiny, and public debate. . Colleges and universities have struggled to respond to a complex and volatile institutional landscape, with senior college leaders facing competing and often conflicting pressures to reduce costs, absorb reductions in government support, and improve outcomes. Resolving these challenges requires faculty, staff, and administrators to work together. Over the past 20 years, employee engagement has gained prominence as a measurement of worker experience related to achieving desirable organizational outcomes. Numerous private organizations have developed engagement programs. They have begun measuring engagement levels and identifying factors that contribute to higher levels of employee engagement in efforts to boost morale, performance, retention, and institutional reputation, and to build better work environments. Yet, research has shown that only about one third of employees are actually engaged, and the rift between employees and employers may be even greater in higher education institutions. The purpose of this study was to explore the extent to which senior leadership can positively influence faculty and staff work engagement and performance-motivation efforts at colleges and universities. The study involved examining agreement levels of responses to six questions assessing the perceptions of senior leaders; these questions are part of the “Great Colleges to Work For” program, administered by ModernThink on behalf of the Chronicle of Higher Education. College representatives answer a 60-question survey and compete for their respective institution to be recognized as a Great College to Work For based on overall survey responses. Six questions serve as prompts for key engagement factors that the literature has shown to be related to engagement and leadership such as vision, communication, employee well-being, trust, and value congruence. Two research questions guided this study: What is the relationship between high degrees of affinity and positive attitudes expressed by faculty and staff toward campus senior leaders, and workplace engagement? How do faculty and staff perceptions of senior leaders vary based upon demographic traits of campus employees and characteristics of the campuses themselves? The study offers an overview of engagement, including its various definitions, constructs, and conceptual/theoretical frameworks. It also explores relevant studies that have examined the status of engagement in the workplace, the factors that drive it, its correlation with leadership, the link between engagement and performance, and the difference between engagement and other related concepts. Cross-tabulated results are examined to determine agreement levels of respondents by position type (i.e., faculty vs. non faculty), institution type, age, gender, length of service, and whether respondents were from a Recognized or non-Recognized Great College to Work For school. The impact of leadership perceptions, as suggested by the survey results, is discussed in the context of correlations between leadership and engagement supported by the literature. The study concludes with a discussion of implications, observations, and recommendations for further study, which can help broaden understandings of how leaders can better identify and harness engagement drivers to motivate employees and help institutions overcome current and future challenges.
- Keyword:
- Moderating Influence, Senior Leadership , Work Engagement, Colleges , Universities, Higher Education, United States , ModernThink, communication, Chronicle of Higher Education, and performance
- Subject:
- Higher education and Educational leadership
- Creator:
- Pignatello, Robert M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/05/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation