Education Commons^™

Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective, Michael J. Celoski

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this qualitative study was to examine the perceptions and reflections of former and current superintendents of suburban public school districts throughout the state of New Jersey regarding their districts’ use of classroom walkthroughs as a means to improve instructional practice. Comprehensive, in-person, semi-structured interviews were conducted with eight superintendents. The participants were purposefully selected based on their qualifications, their willingness to participate in the study, and their experience using the walkthrough protocol.

Utilizing interview questions that were steered by the study’s three overarching research questions, the researcher was able to delve deeply into the perceptions and reflections …

Mentoring Relationships As Social Capital In The Career Advancement Of Latina School Administrators, Ligia Veronica Alberto

Seton Hall University Dissertations and Theses (ETDs)

This study examined the underrepresentation of women in leadership roles, specifically on the underrepresentation of Latina women holding leadership administrative positions in education. Using social capital as the theoretical framework, this study explored the role of mentoring relationships in the career advancement and promotions of Latina women. A narrative research design was selected to collect participants’ stories about their career advancement into school leadership positions. The narratives were collected through semi-structured face-to-face interviews. A total of 20 Latina school administrators were interviewed for 45 to 60 minutes. Upon completion of the interviews, the data was analyzed using narrative analysis. This …

How Teachers Experience Change: A Case Study Of The Merger Between Two Catholic Schools, Anika J. Logan

Seton Hall University Dissertations and Theses (ETDs)

This single, qualitative case study seeks to evaluate how teachers experience changes associated with the merger of two Catholic schools. Using the multiple perspective approach to case studies, this study explores the experiences of middle school teachers and the school leaders involved in establishing a merged K–12 Catholic School. Thirteen semi-structured, personal interviews were conducted, and relevant school documents were reviewed. The results from this study support previous literature on leading through change. The findings show that teachers experience various emotions while transitioning in a merger. Additionally, the analysis reveals that how communication is handled directly affects teacher morale. The …

A Case Study: The Perceptions Of Teachers Of Urban Eighth-Grade At-Risk Students, In One Nj School District, Regarding The Classroom Factors That Facilitate And Inhibit At-Risk Student Motivation To Excel Academically, Tabina H. Adam

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this qualitative study was to explore the perceptions of teachers of urban eighth-grade at-risk students in one New Jersey school district regarding the classroom factors that facilitate and inhibit at-risk student motivation to excel academically.

An interview protocol that included semi-structured, open-ended questions was utilized to capture the perceptions of 18 teachers of at-risk students in core content areas. Interview questions were designed in consultation with seminal research in the area of student motivation as well as Maslow’s (1943) Hierarchy of Needs. The latter also provided the conceptual framework through which the study’s findings were analyzed.

Rich …

Factors Influencing The Level Of Technology Adaptation By Middle-School Teachers, Janice Favre Strigh

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this qualitative case study was to examine those factors influencing a teacher’s level of adaptation to a one-to-one laptop program in a middle-school setting. The school chosen for this study is located in a semi-rural district with approximately 500 students in sixth through eighth grade. Over the past 10 years, the school district has implemented a one-to-one laptop program with students currently having access to their own personal computer each day. Collins’s (2007) technology, leadership management, and policy pyramid model provided a framework for this analysis. Teachers’ perceptions of leadership support for the planning activities, organizational integration …

A Case Study On The Influence Of Frequent Superintendent Turnover On The Culture Of A K-12 Suburban School District, Victoria C. Velazquez

Seton Hall University Dissertations and Theses (ETDs)

The role of school superintendents is varied and complex. Further complicating this role is the issue of frequent superintendent turnover. While there is ample research addressing the links between superintendents and student achievement, superintendents’ relationships with school boards and the shortage of qualified superintendents across the country due to high turnover rates, there is little research focusing specifically on superintendent turnover’s influence on the culture of a district.

The purpose of this study was to conduct an ethnographic, cross-case case study on the influence of superintendent turnover on the culture of a northeastern United States suburban K-12 school district. The …

Beyond Socioeconomic Status: The Impact Of Principal Leadership In Urban And High Poverty Turnaround Schools, Mojisola Adejumo

Seton Hall University Dissertations and Theses (ETDs)

The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised against the many schools serving impoverished children. As battle rages, a few are schools leading their students, teachers, parents, and community to victory by turning their once-failing schools into institutions of academic excellence. However, the shouts of victory and strategic planning that led to their success have been overlooked or relegated to mere happenstance. As these successful schools claim unchartered territories of success, a quick glance at the battlefield reveals the reality that the battle is …

Sustainability Of Catholic Parish Elementary Schools In The Twenty-First Century And The Driving Forces Of Leadership, Ryan Killeen

Seton Hall University Dissertations and Theses (ETDs)

The most prevalent model of Catholic schools has always been and remains the parish elementary school. Catholic schools are not simply private schools but a faith based arm of a larger parish. The interconnected leadership of schools by pastors and principals is at the core of understanding the model and inseparable in long-term viability. The purpose of the study was to explore the commonalities and divergences within the pastor and principal relationships in New Jersey Catholic, suburban, elementary schools. The study investigated the following research questions. (1) How do New Jersey pastors and principals of suburban Catholic elementary schools perceive …

The Influence Of The Length Of The Instructional Day On The Percentage Of Proficient And Advanced Proficient Scores Of The New Jersey Assessment Of Skills And Knowledge For Grades 6, 7, And 8., Christopher Michael Tully

Seton Hall University Dissertations and Theses (ETDs)

This study was relational, non-experimental, explanatory, and cross-sectional in nature, using quantitative methods to explain the influence of student, staff, and school independent variables on 6^th, 7^th, and 8^th grade student achievement in both Language Arts and Mathematics on the 2011 NJ ASK. The variable of interest was the length of the instructional day and controlled student, staff, and school variables. This study provides descriptive research on the relationship between the length of the instructional day and other predictor variables and student achievement. The study used approximately 200 schools for each grade level and subject …

The Influence Of Principal Longevity And Continuity On Student Achievement, Gemar Mills

Seton Hall University Dissertations and Theses (ETDs)

In the state of New Jersey, academic success at the high school level is defined by student achievement on the New Jersey High School Proficiency Assessment (NJ HSPA), which students take in the 11^th grade. New Jersey high school principals are accountable for ensuring that students who attend their schools are proficient in mathematics and language arts before they start their 12^th grade year. The No Child Left Behind Act (2001) emphasizes principal accountability, and New Jersey has likewise increased scrutiny on principals’ contributions to student performance on the NJ HSPA. Accordingly, this study examines whether these principals’ …

Cyberbullying, K-12 Public Schools, And The 1st Amendment, Jennifer A. Mezzina

Seton Hall University Dissertations and Theses (ETDs)

The first amendment protected students’ first amendment rights in K-12 public schools; however, state antibullying legislation required school officials to discipline students for bullying and, in most states, cyberbullying as well. An increasing number of students had access to mobile devices at home and during the school day. School officials had the responsibility to protect students from instances of bullying and cyberbullying; however, school officials did not fully understand the extent of their authority to discipline students for acts of bullying that occurred online, off school grounds. Despite the existence of state antibullying laws in all fifty states, contradictory appellate …

The Influence Of Socioeconomic, Parental And District Factors On The 2013 Mcas Grade 4 Language Arts And Mathematics Scores, Dale G. Caldwell

Seton Hall University Dissertations and Theses (ETDs)

This correlational, explanatory study utilized multiple linear and hierarchical regression to examine the predictive power of socioeconomic, parental and district factors on the total percentage of students who scored Proficient or Advanced Proficient on the 2013 MCAS Grade 4 language arts and mathematics test. The population for this study included 100% of the Massachusetts public school districts containing at least 25 valid MCAS Grade 4 language arts and mathematics test scores that were not regional or charter schools and had complete census data for the communities each district served. This study revealed that 74% of the 2013 MCAS Grade 4 …

The Influence Of The Length Of The School Day On The Percentage Of Proficient And Advanced Proficient Scores On The New Jersey Assessment Of Skills And Knowledge For Grade 3, Lydia Kaji Yikon'a

Seton Hall University Dissertations and Theses (ETDs)

This nonexperimental, cross-sectional, explanatory, quantitative study sought to analyze the influence of length of school day on student performance on the third-grade New Jersey Assessment of Skills and Knowledge Language Arts Literacy and Mathematics total percentage of Proficient and Advanced Proficient scores. The data were obtained from the 2011 New Jersey Department of Education Report Card. The independent variables included school, student, and faculty. The analyses of the data were completed using simultaneous and hierarchical regression models. The results indicated that length of school day had no statistical significance as a predictor of student achievement on the NJ ASK 3. …

The Influence Of Grade Level Flexible Grouping On Reading Achievement, Jeanna Czerniecki Velechko

Seton Hall University Dissertations and Theses (ETDs)

This study examined the influence of grouping formation on the scores on the New Jersey Assessment of Skills and Knowledge (NJASK 3) in Grade 3 English Language Arts. Grouping within the general education classroom was compared to grouping between the same grade level. The analysis included a multiple regression model for student variables gender, race/ethnicity, prior ability and grouping status. All data explored in this study pertained to 155 third graders in one New Jersey suburban district during the 2012-2013 academic school year. The results of the study revealed prior ability in reading influenced the scores on the NJASK 3 …

Nalb: No Administrator Left Behind: A Qualitative Study Regarding Administrators’ Perceptions Of Technology Integration, Scott Thomas Curcio

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study was to explore the perceptions of K-12 principals regarding technology integration in their schools. Qualitative interview research was conducted to gather data regarding principals’ perceptions, attitudes, visions, and beliefs as they relate to this topic. This study was premised on the conceptual framework of Dr. John Collins’ (2009) Technology Leadership, Management and Policy Pyramid. The three sides of this pyramid are organizational integration activities, maintenance activities, and planning activities. According to Collins (2009), all three sides of this pyramid need to be effectuated simultaneously with committed leadership in order to support this model and achieve …

Hiring The Most Effective Teachers: An Examination Of Policy And Practice In Pennsylvania, Barbara Launi Powers

Seton Hall University Dissertations and Theses (ETDs)

Hiring the most effective teachers not only has an impact on America’s children, but on America’s economic future as well. For two decades, much research about the failings of America’s schools has been conducted. Since the advent of No Child Left Behind (2002), never has more focus been applied to teaching quality. Hiring the best teachers for our children leverages the single largest in-school influence on achievement. James Coleman, in his seminal work, The Coleman Report (1967), notes that a child’s home socio-economic status and race are more significant influences than any in-house school influence. Subsequent research on teacher quality …

K-12 And The Active Shooter: Principals’ Perceptions Of Armed Personnel In New Jersey District Factor Group Gh Public Schools, Brian P. Kelly

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study was to explore the predicament school principals face when formulating the best methodology to provide a safe environment for their students and faculty, while simultaneously creating an atmosphere that is conducive to education.

This multiple-case study is a replication of a dissertation published in 2014 which explored a unique phenomenon containing multiple variables within an urban public school district. Conversely, this research study examined suburban public school districts within communities that possessed a median household salary ranging between $86,000 and $105,000, where the socioeconomic status of these schools is identified and delineated by New Jersey …

The Influence Of Chronic Absenteeism On Grade 6, Grade 7, And Grade 8 2014 New Jersey Assessment Of Skills And Knowledge, Cheryl A. Dunlap

Seton Hall University Dissertations and Theses (ETDs)

This cross-sectional, correlational, explanatory study aimed to explain what influence, if any, chronic absenteeism has on Grade 6, 7, and 8 English Language Arts (ELA) and Mathematics New Jersey Assessment of Skills and Knowledge (NJ ASK) performance, in the aggregate, when controlling for other influential student and school demographic variables. Student achievement scores on the Grade 6-8 ELA NJ ASK and Mathematics NJ ASK were analyzed separately. Analyses were conducted using simultaneous regression, hierarchical regression, and binary logistic regression models. All student data explored in this study pertained to 220 Grade 6-8 middle schools located in New Jersey during the …

A Comparative Analysis Of Supplemental Education Services On Academic Outcomes In Five Large Washington School Districts, Anthony R. Brown

Seton Hall University Dissertations and Theses (ETDs)

This study compared two groups of Title I schools to determine the impact on student achievement when given the opportunity to receive supplemental educational services. Two groups of schools from the five school districts were selected for this study. The study employed a causal-comparative design using post hoc data from two administrations of the Washington Measurement of Student Progress assessment in Reading and Mathematics. The selected two groups of Title I schools, consisted of the participating Title I schools (those schools receiving SES support), and the non-participating Title I schools (those schools not receiving SES support). To provide descriptive information …

Extended Learning Time, Ivette M. Febo

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Research suggests that regular participation in programs that provide academic and social activities contribute positively to children’s academic and social development (National Education Association, 2004). However, existing literature on teachers’ and parents’ views on extended learning time is limited. A lot of emphasis has been placed on after-school programs for three primary reasons. First, attendance in after-school programs can provide children with supervision during a time when many might be exposed to and engage in more anti-social and destructive behaviors. Second, after-school programs can provide enriching experiences that broaden children’s perspectives and improve their socialization. Third, after-school programs may …

The Predictive Influence Of Family And Community Demographic Variables On Grade 7 Student Achievement In Language Arts And Mathematics, Adam Wolfe

Seton Hall University Dissertations and Theses (ETDs)

This correlational, explanatory, longitudinal study sought to determine the combination of community and family-level demographic variables found in the 2010 U.S. Census data that most accurately predicted a New Jersey school district’s percentage of students scoring proficient or above on the 2010, 2011, and 2012 NJ ASK 7 in Language Arts and Mathematics. Analysis included simultaneous multiple linear regression and hierarchical linear regression. The population for this study included 100% of New Jersey school districts containing at least 25 valid NJ ASK scores in Language Arts and Mathematics for the years 2010-2012 and complete 2010 census data for the communities …

An Analysis Of Variance In Teacher Self-Efficacy Levels Dependent On Participation Time In Professional Learning Communities, Megan D. Marx

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study was to determine variance in mean levels of teacher self-efficacy (TSE) and its three factors – efficacy in student engagement (EIS), efficacy in instructional strategies (EIS), and efficacy in classroom management (ECM) – based on participation and time spent in professional learning communities (PLCs). In this cross-sectional study, 123 teachers from two similarly profiled high schools in one, New Jersey urban public school district were surveyed using the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001). An independent sample t test was used to measure variance in mean levels of TSE, ESE, EIS, and …

A Survey Of The Factors Influencing Parents In Michigan To Select Full-Time Cyber Learning For Their Children In Grades K-6, John A. Chandler

Seton Hall University Dissertations and Theses (ETDs)

School choice is a long-standing tradition in the United States. New to the options available to K-12 parents are full-time virtual schools, and this option is an even more recent development for Grades K-6 parents. Very little research exists on why parents are choosing full-time virtual education for their school-aged children, and almost no research exists on why parents of younger children (Grades K-6) are choosing this option. This descriptive, exploratory study sought to answer the following research questions: (1) What factors led parents to enroll their elementary students in a full-time cyber school? (2) Were these factors attributable to …

The Influence Of Student Mobility On Grade 5 New Jersey Assessment Of Skills And Knowledge Scores, Kent Antonio Thompson

Seton Hall University Dissertations and Theses (ETDs)

This cross-sectional, correlational, explanatory study sought to explain the influence of student mobility on the total percentage of students who scored Proficient or Advanced Proficient (TPAP) on the New Jersey Assessment of Skills and Knowledge (NJ ASK) on both Grade 5 Language Arts Literacy and Mathematics in 2010-2011. The analysis included simultaneous and hierarchical regression models for student, school, and faculty variables. All data explored in this study pertained to 696 public elementary schools in New Jersey during the 2010-2011 academic year. The results of this study revealed that student mobility had no statistically significant influence on proficiency levels on …

The Influence Of Curriculum Customization On Grade 3 Student Achievement In Language Arts And Mathematics In New Jersey’S 30 Poorest School Districts, Michael Deturo

Seton Hall University Dissertations and Theses (ETDs)

The purpose for my correlational cross-sectional study was to explore the influences of proximal and distal forces on curriculum development and how it affects student achievement as it pertains to NJ ASK Grade 3. I sought to determine the strength and direction of the relationships between curriculum customization at the local level and student achievement on the NJ ASK 3 in Mathematics and Language Arts. Seventy-four elementary principals were surveyed pertaining to development, design, and implementation of their curriculum.

The Influence Of Placement In A Co-Taught Inclusive Classroom On The Academic Achievement Of General Education Students On The 2014 New York State Ela And Mathematics Assessments In Grades 6-8 In A Suburban New York School District, Michael M. St. John

Seton Hall University Dissertations and Theses (ETDs)

This study examined the influence of placement in a co-taught inclusive classroom on the academic achievement of general education students in Grades 6-8 in a suburban New York school district on the 2014 New York State ELA and Mathematics Assessments. Propensity score matching was utilized to select the sample to provide a balanced sampling technique. The final sample was comprised of 746 students in Grades 6-8 in a suburban New York upper middle class district during the 2013-14 school year. The variables that were included in this study were gender, socioeconomic status, attendance, ethnicity, past academic performance as measured by …

The Influence Of Inclusion Classes On The Academic Performance In Language Arts Literacy On Suburban Non-Disabled Eleventh Grade Students As Measured By The 2013 New Jersey High School Proficiency Assessment, Jocelyn Easley Brown

Seton Hall University Dissertations and Theses (ETDs)

This study examined the influence of an inclusive secondary language arts classroom setting on the academic performance of Grade 11 general education students in two suburban New Jersey high schools on the Language Arts Literacy section of the 2013 New Jersey High School Proficiency Assessment (NJ HSPA). The sample was selected using Propensity Score Matching, a technique utilized to marginalize the influence of selection bias. The final sample was comprised of 214 students in Grade 11 in a New Jersey suburban, upper middle class district during the years 2010-2013. The variables that were included in this study were gender, ethnicity, …

A Statistical Study Of The Influence Of Increased Instructional Time On Underperforming Students' Achievement Scores In Grade 7 And 8 Mathematics And English Language Arts, Andrew Trust

Seton Hall University Dissertations and Theses (ETDs)

Educational Systems across the country have been put under enormous amounts of pressure to improve student performance in their schools. Recently, New York State has required that struggling students, as defined by results of standardized tests, be given increased instructional time to make up for the deficits that they may possess. This study looked to determine the efficacy of the academic intervention classes being offered within a school district. The study analyzed student test results and performed a logistic regressing in an attempt to determine the odds of a students scoring in the proficient range on standardized exams after receiving …

District Support Team Model As A Manifestation Of Central Office Transformation: Experiences From Central Office And School Based Staff, Danielle Pfeiffer

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study was to examine the described experiences of 20 participants—central office executives and specialists, principals, and teacher leaders—in the district support team (DST) process, a manifestation of central office transformation as an approach to school improvement. The site of this study was the Puget Sound School District in Washington State. The district was in its third year of central office transformation employing a differentiated support service model to assist its lowest performing schools. This case study utilized qualitative data from semi-structured interviews, document review, and field observations to understand the prevalence of the six elements of …

A Study Of Instructional Scheduling, Teaming, And Common Planning In New York State Middle Schools, Chad M. Corey

Seton Hall University Dissertations and Theses (ETDs)

This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools. For the purposes of this study, middle schools were defined as schools that contained the grade configurations of 5-8, 6-8, and 7-8. The sample surveyed was comprised of 232 New York State middle school principals in school districts with an average need/resource capacity. Instrumentation for the data collection was through a five-part self-administered online web survey. Demographic data of the participating principals and their school along with the data collected from the research …