Henning, John E.
Person
Found in 26 Collections and/or Records:
An exploration of at-risk students' persistence and dropout during the first year of postsecondary education, 2024
Item — Call number MU Thesis Sai
Identifier: b7931929
Abstract
Disadvantaged students, including those of color, first-generation, low-income, adult learners, and male students, face disproportionate dropout risks, particularly in their first college year. Such attrition imposes financial burdens on various stakeholders and exacerbates achievement gaps. Despite extensive investment in prevention programs and research, high dropout rates persist, warranting further investigation into discontinued students' college experiences. This qualitative study...
Dates:
2024
Chronic absenteeism in New Jersey public schools : a statewide survey of superintendent views, 2022
Item — Call number MU Thesis Gog
Identifier: b7931145
Abstract
This study used a quantitative survey in the form of an online self-administered questionnaire to explore and describe the views of school leaders on chronic absenteeism in New Jersey public schools. The first of its kind, this statewide survey was designed for the purpose of
understanding how school leaders perceive the importance of equity in their decisions related to chronic absenteeism, the extent to which they express accountability in addressing this issue, the manner in which they...
Dates:
2022
College and career decision-making - a unique experience for low-income, first-generation college bound students, 2021
Item — Call number MU Thesis Pfe
Identifier: b7930405
Abstract
Due to increased demand for skilled workers, it has become increasingly important for students to continue with higher education after obtaining a high school diploma. Nonetheless, although college enrollment rates have increased for all groups over the past three decades, gaps across socioeconomic and racial/ethnic groups still persist, and students from low-income families whose parents have not attended college, and those of African American or Hispanic descent are less likely than...
Dates:
2021
Developing a curriculum to support the first year of teaching in an alternative-route program, 2019
Item — Call number MU Thesis Rid
Identifier: b7929561
Scope and Contents
From the Collection:
The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.
During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the...
Dates:
2019
Equity in kindergarten readiness : the effects of literacy instruction in gentrified urban preschools, 2023
Item — Call number MU Thesis Pet
Identifier: b7931699
Abstract
Families face adverse experiences in gentrified urban areas, including dangerous living conditions, eviction, and homelessness. Parents and caregivers often work long hours to avoid these outcomes, leaving children with reduced home literacy interactions lacking necessary letter knowledge for kindergarten. This study examines the effectiveness of direct instruction literacy methods for pre-kindergarteners in gentrified urban areas. Similar direct instruction methods in preschools have...
Dates:
2023
Examining effective practices of K-12 virtual learning instruction, 2021
Item — Call number MU Thesis Val
Identifier: b7930401
Abstract
The 2020 state-mandated school closures spurred by the coronavirus pandemic had a profound impact on the field of education. Effective reflection on this time can provide educators with knowledge that they can apply moving forward to school leadership, instructional practices, professional development, and personalized learning opportunities for students. It is widely accepted that technology has altered the landscape of education by changing the way that learning takes place. The 2020...
Dates:
2021
Examining the emotional impact on educators working with trauma-affected, at-risk youth, 2020
Item — Call number MU Thesis Col
Identifier: b7930177
Abstract
The purpose of this study was to examine the emotional impact on educators working with trauma-affected, at-risk youth at a quasi-military school program located in New Jersey. The program is designed for students ages 16 to 19 who are experiencing academic difficulties and exhibiting problematic behavior inside and outside of school. The quality of social interactions with these students depends on the level of emotional intelligence of educators, who often struggle with personal...
Dates:
2020
Explicit instruction in career exploration at the middle school level, 2023
Item — Call number MU Thesis Zir
Identifier: b7931340
Abstract
Middle school adolescents are developmentally ready to think about their future career options and goals. However, middle schools often struggle to find the necessary time and resources to devote to career exploration instruction. This study investigated the current state of career exploration instruction at one Mid-Atlantic middle school in order to determine how to improve the way career education is presented at the middle school level.
The collected data encapsulates the...
Dates:
2023
Exploring beginning teachers' self-efficacy: developing a meaningful teacher induction program and mentoring system, 2020
Item — Call number MU Thesis Kur
Identifier: b7931124
Abstract
Beginning teachers face numerous challenges as they embark on their career path. Job-related stresses are well known in the teaching profession; lack of support, poor salaries, and student discipline issues are just some of the recurring themes that are often referenced as to why teachers exit the profession. What is rarely acknowledged by these teachers is their lack of confidence in the classroom. The beginning teachers’ sense of competency or level of efficacy is believed to play a...
Dates:
2020
How ninth-grade AP world history impacts a school : rigor and the culture of confidence, 2019
Item — Call number MU Thesis Smi
Identifier: b7929345
Abstract
Schools are under tremendous pressure to close achievement gaps and increase students' college and career readiness. Research has shown that students' interactions with rigorouus curriculum and instructional practices positively impact their postsecondary outcomes (e.g. Adelman, 2006; Oakes and Saunders, 2007). With an established standard of rigor already existing in many high schools in the form of Advanced Placement courses, a majority of high schools could increase the rigor of their...
Dates:
2019