George, William O., III (1963- )
Person
Dates
- Existence: 1963-
Found in 19 Collections and/or Records:
A comparative analysis of traditional bilingual and dual language programs : the impact on language acquisition and academic achievement, 2024
Item — Call number MU Thesis Rag
Identifier: b7932061
Abstract
Selecting the most appropriate language support program for Multilingual Learners is critical to fostering both academic success and language acquisition. This selection process plays a key role in shaping the long-term academic and social outcomes of multilingual learners. Language support programs vary in approach and effectiveness, making it essential for schools to
understand which programs best suit their student populations. By implementing programs that balance language development...
Dates:
2024
Building safe learning environments : an examination of New Jersey school leaders' understanding of the uniform memorandum of agreement, 2025
Item — Call number MU Thesis Kis
Identifier: b7932521
Abstract
Creating safe and supportive learning environments is a fundamental responsibility of school leaders. In New Jersey, the Uniform State Memorandum of Agreement Between Education and Law Enforcement Officials (MOA) serves as the central framework for collaboration between schools and law enforcement. Despite its importance, many administrators receive limited formal training on the MOA, leading to inconsistent implementation of reporting, confidentiality, and disciplinary procedures. This...
Dates:
2025
Guideposts of leadership : administrators' perceptions of professional standards of educational leadership in their everyday practice, evaluation, and reflection processes, 2023
Item — Call number MU Thesis Bro
Identifier: b7931673
Abstract
Effective leadership is an integral part of creating a positive school community and positively impacts student learning. Various studies have aimed to investigate leadership qualities and traits that develop effective leadership. Many of these studies have focused on principals’ leadership behaviors and their impact on student achievement levels (Dutta & Sahney, 2016). School leadership evaluation models and professional learning standards support the concept of collective efficacy...
Dates:
2023
Have we asked the parents? What parents want and need to help prevent cyberbullying, 2023
Item — Call number MU Thesis McN
Identifier: b7931936
Abstract
Cyberbullying is a pernicious form of social aggression, linked with anxiety, depression, and, in extreme cases, suicide among young people. Research indicates that this behavior peaks in middle school. Numerous studies have focused upon children in order to explore the causes of this behavior in order to determine effective interventions against it.
Parental attitudes and styles of parenting have also been explored, largely through quantitative research. Less research has been...
Dates:
2023
Improving chronic absenteeism : a mentor/intervention program evaluation to improve attendance and academic performance, 2020
Item — Call number MU Thesis Sas
Identifier: b7930245
Abstract
Poor student attendance is a leading indicator of future school difficulties, including low achievement, increased discipline issues, and a greater chance of dropout. In addition to individual declines, school culture can feel the effects of chronic absenteeism through student and teacher frustration and lower school morale. The purpose of this study is to assess the impact of an intervention/mentoring program designed to improve school attendance and academic performance. Students worked...
Dates:
2020
Improving student achievement with curriculum change : strategies for effective implementation, 2024
Item — Call number MU Thesis Dua
Identifier: b7932064
Abstract
This quantitative study examines the impact of a new mathematics curriculum on student achievement in grades 4 and 5 across 11 schools in a New Jersey school district. The research addresses the critical issue of low mathematics performance among elementary students, as evidenced by both statewide and local assessment data. With only 36% of 4th-grade students achieving proficiency nationally (NAEP, 2022) and the district of study showing similar data, this study aims to evaluate the...
Dates:
2024
Learning-focused supervision : administrators' perception of their efficacy when fostering teacher reflection, 2020
Item — Call number MU Thesis Reg
Identifier: b7930246
Abstract
Reflection is a skill that is vital to the ongoing success of teachers. In order to accurately reflect on their ability, teachers must have a firm understanding of the nature of reflection. Instructional leaders skilled in the art of clinical supervision provide teachers with an opportunity to reflect in a manner that not only increases their capacity for reflection but also enhances their pedagogical skills. However, there is no current research that focuses on the use of...
Dates:
2020
Lost in transition : closing the personalized learning gap, 2019
Item — Call number MU Thesis Hes
Identifier: b7929309
Abstract
Authentic learning opportunities that engage students, promote student agency, and encourage individual strengths and interests are increasingly practiced in schools. However, learning opportunities for all students remain inconsistent and scattered. Very few studies report how schools navigate the shift from traditional models of instruction to personalized ones. The purpose of this participant-oriented study was to explore a possible solution to reduce the personalized learning gap and...
Dates:
2019
Reflections of the teaching trajectory to attrition or retention with a focus on school climate and culture, and diversity, equity and inclusivity, 2021
Item — Call number MU Thesis Par
Identifier: b7930733
Abstract
Decades of research continue to show that effective teachers are the single most important factor and strongest influence on students’ academic achievement, motivation, self-efficacy, and social emotional development. Yet, approximately 40-50% of teachers leave the profession within their first five years; that number increases to up to 70% for teachers who serve students of color. In addition, one out of every five teachers leave the teaching profession after their first year, therefore,...
Dates:
2021
Social emotional learning : an examination of teacher perception, knowledge, and practices used in the classroom, 2024
Item — Call number MU Thesis Sul
Identifier: b7932439
Abstract
Social-emotional learning (SEL) forms the cornerstone of an educational environment that nurtures and supports students, facilitating their academic success and fostering resilience for lifelong growth (Weissberg, 2016). There is consistent evidence that is influenced by educators’ beliefs and attitudes regarding its integration to the curriculum (Durlak et al., 2011). This qualitative study explored teachers’ perceptions, understanding, and implementation of SEL practices within the...
Dates:
2024