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- 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
-
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Date Uploaded:
- 02/16/2023
- Date Modified:
- 02/17/2023
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Magazine
-
- Description:
- Schools and Districts continue to look for ways to grow their teaching staff’s professionalism, skills, efficacy, and their positive impact on their students and the community. The State of New Jersey Department of Education has even created a teacher evaluation system where teachers must earn effective or highly effective evaluative status in order to stay off the “In need of improvement” lists and face measures to increase their ratings or face the loss of tenure and his or her employment. In New Jersey, teachers have a framework to earn points for their effectiveness rating. The framework is well defined and addresses all areas that impact teachers, the students, the school, and the community. It has been recognized that there are teachers who rise above and excel in certain areas. Not only do they excel, but they demonstrate great leadership and help guide other teachers in improving their practices. In 2018, the State of New Jersey developed a teacher leader endorsement program that would harness, grow, and recognize the leadership the effective and highly effective teachers in New Jersey can bring to their schools. The State created the endorsement program. However, they left it to the school districts to decide if a monetary or higher status position was obtainable from earning the endorsement. The endorsement does not necessarily earn teacher graduate credits, a master’s degree, or a license to do another job within education in New Jersey. The program is still in its infancy as of the year 2020 - 2021. Currently, those interviewed were in the first group of teachers to complete the one-year endorsement program. This research gathers data from teachers currently enrolled in the Teacher Leader Endorsement Program to learn more about their experiences, where they were novice teachers, and now, as experienced teachers, and what led them to enroll in the program. This research takes a dive into the relationship between the teacher and his or her principal, district grooming, school culture, and if monetary compensation must be a factor in having a robust enrollment in this endorsement program.
- Keyword:
- Teacher Leader Endorsement Candidates , Experiences , Leadership, Self-Reported Styles, Schools, Districts, New Jersey, and Department of Education
- Subject:
- Education
- Creator:
- Higgins, Kristen
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/28/2022
- Date Modified:
- 02/23/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Food is essential to life, the foundation of our existence, and necessary for all organisms. Food and its systems of production, availability, supply, and demand play a critical role in the development, expansion, and detriment of human civilizations. While the globalization of food systems has fostered a greater variety and availability of food, its accessibility is by no means universal. In acknowledging the disconnect relating to economies of the Global North and Global South, everyone did not reap the benefits of globalizing food. The current global food system is unsustainable in all measures: socially, environmentally, and economically, as it is a primary driver of biodiversity loss, accounts for nearly one-third of greenhouse gas emissions (GHGs) (Benton, et. al, 2021), and contributes to the food waste-hunger paradox as the world produces enough food to feed every people globally simultaneously, while 811 million people remain chronically undernourished (FAO, n.d.). Additionally, as society grows more concerned about the Earth's wellbeing, further amplified by the circumstances of the current climate crisis and the lasting impacts of the COVID-19 pandemic, resiliency for our global food systems becomes increasingly prevalent to transform our current food system to become part of the solution. I will be conducting my research through the perspective lens of grocery store leaders, supply chain managers, and other experts on these specific topics and providing a thorough literature review of scholarly articles and journals that explore this concept beyond my capacity and provide appropriate applications of these sustainable initiatives and how they would manifest in transforming our current global food system. These models and concepts of a closed-loop, circular economic system in our food supply chain can be recognized as an urgent and important complement to food waste mitigation and regenerative processes that aid in our Earth's recovery from the impacts of global climate change.
- Subject:
- Business Administration
- Creator:
- Andrea Rosas
- Contributor:
- Dr. Marilu Marcillo, Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 06/14/2022
- Date Modified:
- 06/14/2022
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper
-
- 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:
- 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:
- 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:
- 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
-
- 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:
- 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