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-
- Creator:
- Saint Peter's University
- Owner:
- apandey21@saintpeters.edu
- Date Uploaded:
- 09/14/2023
- Date Modified:
- 09/14/2023
- Date Created:
- 1994
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
-
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Date Uploaded:
- 04/04/2023
- Date Modified:
- 10/05/2023
- Date Created:
- 2001
- Rights Statement:
- In Copyright - Educational Use Permitted
-
- Creator:
- Saint Peter's University
- Owner:
- apandey21@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 03/17/2023
- Date Modified:
- 03/21/2023
- Date Created:
- 1968
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
-
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 03/15/2023
- Date Modified:
- 03/21/2023
- Date Created:
- 1975
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
-
- Description:
- Student Activities and Campus Life / Pauw Wow Student Newspaper
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 02/08/2023
- Date Modified:
- 02/16/2023
- Date Created:
- 2011
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Newspaper
- Identifier:
- Pauw Wow (RG) 15-25 : 015-XX-0007
-
- Description:
- Student Activities and Campus Life / Pauw Wow Student Newspaper
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 02/22/2022
- Date Modified:
- 10/12/2022
- Date Created:
- 1985
- Rights Statement:
- In Copyright
- Resource Type:
- Newspaper
-
- Description:
- Student Activities and Campus Life / Pauw Wow Student Newspaper
- Creator:
- Saint Peter's University
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 02/22/2022
- Date Modified:
- 10/13/2022
- Date Created:
- 1983
- Rights Statement:
- In Copyright
- Resource Type:
- Newspaper
-
- 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:
- 03/04/2024
- Date Created:
- Dec-2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Despite the fact that the student demography in institutes of higher education is growing more and more diverse, the faculty who teach in colleges and universities remains largely White at 77% (National Center for Education Statistics, 2017). As the student population grows more diverse, it is imperative that faculty have the tools and resources necessary to meet the educational needs of the students. A first step to meet the educational needs of this diverse student population is for faculty to become more racially aware and multiculturally competent (Bonilla-Silva, 2014; Diggles, 2014; Harper & Hurtado, 2007). This study provides empirical data related to faculty’s racial identity awareness, multicultural competency, and academic practices. The data were examined to ascertain what impact, if any, these factors had on student achievement and faculty-student relationships. Additionally, this study analyzed sociodemographic factors, academic characteristics, and professional practices to determine if there were correlations which contribute to student success and improved faculty-student relationships. Results from this research study (N = 224) found a correlation between faculty with higher racial identity awareness profiles or more elevated multicultural competency scores, and improved student achievement and stronger faculty-student relationships. Specific academic characteristics, and professional and pedagogical practices, may increase racial identity awareness and multicultural competency and lead to greater success among students as well as stronger relationships between faculty and students. These results are similar to the research of many scholars in examining the relationships between racial awareness, multicultural competency, and the relationship between faculty and students (Bourke, 2016; Carter, Helms, & Juby, 2004; Charbenau, 2015; Chickering & Reiser, 1993; Cole, 2007; Harper & Davis, 2016; Hurtado, Alvarado, & Guillermo-Wann, 2015; Kuh, 2004; Lane, 2010). Literature from racial awareness and multicultural competency is used to interpret findings, discuss limitations, and make recommendations for future studies.
- Keyword:
- Educational sociology , Multicultural Education, Educational Leadership, Racial Awareness, Multicultural, Undergraduate , and Student Success
- Subject:
- Higher education
- Creator:
- Cippoletti, Nicole D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/02/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- College completion rates are one of the major issues facing immigrant and non- immigrant students in the United States, especially among Hispanic and African American student populations (Scott-Clayton, 2015). Socioeconomic inequalities in college completion have become a significant concern nationwide (Page et al., 2019). The passage of the Higher Education Act of 1965 has promoted an increase in college enrollment rates; however, gaps in enrollment and college completion have persisted (Bailey & Dynarski, 2011). Nearly half of students enrolled in a 4-year college will complete a bachelor’s degree in more than 6 years. No less than 62% of White, 39% of American Indian and Alaskan Native, 40% of Black, and 50% of Latino students enrolled in 4-year college complete a bachelor’s degree in a 6-year timeframe (National Center for Education Statistics [NCES], 2012). To promote college completion among Hispanics and African Americans, the researcher explored Dominican and Haitian English as a Second Language (ESL) students’ college experiences in post-secondary institutions in the United States.
- Keyword:
- Multicultural education , Educational leadership, English as a second language--ESL, and Higher education
- Subject:
- Education
- Creator:
- Romain, Rony
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/30/2023
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation