The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in the Department of Educational Leadership and Policy Studies at Virginia Polytechnic Institute and State University. Graduate students granted candidacy status have fulfilled the following requirements: successful completion of course work, successful completion of the written and oral preliminary examinations, and completion of the residency requirement. The population for this study was students, identified by the Office of Graduate Studies, who attained doctoral candidacy between 1983-1992. During this period, 94 students out of 354 attaining candidacy did not complete the degree. From the 94 students identified, 55 students were eliminated by the Educational Leadership and Policy Studies faculty for one of the following reasons: the student is presently working on dissertation with faculty member, the student was advised not to continue after preliminary examination, or the student was not in the EDAD program, thus leaving 39 candidates. By limiting the study to doctoral candidates who have not completed the degree, it is possible to focus on the experiences of candidates who most likely will not obtain a doctorate. The focus of this study was to develop a picture of how the doctoral degree attrition evolves over time. This was to be accomplished by allowing candidates the opportunity to expound on the doctoral degree experience in a semistructured interview setting. Responses from semistructured interviews were analyzed in order to reconstruct the experiences of those candidates who did not complete the degree and also to determine which barriers were dominant in the process. Results of the interviews were analyzed first for differences between candidates' opinions in general, and then to identify factors that each candidate perceived had promoted, had no effect on, or had impeded degree completion. Also, factors that most affect the decision not to complete the doctoral degree as ranked by the candidates were analyzed. Candidate responses revealed that time and financial management along with professional obligations and personal reasons were the most significant factors in degree non-completion. A secondary factor was that of financial concern and inability of how to obtain information and resources to address this concern. Findings of this study permitted the researcher to identify several factors affecting doctoral degree completion at one institution; the next step might be to operationalize these factors by describing the patterns of attrition, desegregating attrition by the stages of study, and identifying connections between the levels of attrition at various levels. / Ed. D.

The purpose of this study is to explore what teacher candidates (n=156) believe will be their primary assessment purposes, summative assessment practices, and assessment formats in their classrooms, their values and beliefs surrounding assessment, and what contextual factors influence teacher candidates’ assessment beliefs and practices. The results are placed in the context of previous research into the assessment practice of teachers and compared to the recommended assessment practices identified in research and what the Ministry of Education of Ontario expects its teachers to do through its assessment document, Growing Success (O.M.E., 2010). The survey instrument used in the study was composed of questions original to this research in combination with a revised version of the instrument used by McMillan (2001) and Duncan and Noonan (2007). Teacher candidates were divided into different groups based on their grade level, academic level, subject area, and B. Ed program (concurrent, or consecutive). Descriptive statistics were generated for each question by group and overall. A Principal Components Analysis was used to reduce the 35 items in the summative assessment practices section into 5 scales for ease of interpretation. Inferential statistics (paired samples t-tests, Analysis of Variance (ANOVA) were used to determine if there were statistically significant differences between groups. The results of my research indicate that the teacher candidates report having values and beliefs supportive of the orientation towards assessments reported in the research literature and Growing Success (O.M.E., 2010). Teacher candidates’ responses regarding purpose and format were also in alignment with practices supported in the research literature and Growing Success (O.M.E., 2010). In contrast, teacher candidates’ uses of non-academic criteria in making assessment decisions were not in line with recommendations found in the research literature and Growing Success (O.M.E., 2010). Only two statistically significant differences were noted between groups: Grades 7 and 8 teacher candidates reported using constructed response items more frequently than Grades 11 and 12 teacher candidates in their summative assessment practices; and concurrent education program teacher candidates reported their coursework as being less of an influence on their future practice than their consecutive education program peers. / Thesis (Master, Education) -- Queen's University, 2013-10-01 11:48:19.26

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed Aug. 1, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 130-137).

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 144-160). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 144-160). Also available on the Internet.

Thesis (B.A.) Summa Cum Laude --Butler University, 2009. / Includes bibliographical references (leaves 81-85).

Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.

Thesis (M.A.)--Brigham Young University, Dept. of Political Science.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 20, 2009). Thesis advisor: Greeley Kyle. Includes bibliographical references.

The purpose of this study was to examine how recruitment and selection processes are conducted at the Robben Island Museum and the challenges associated with it. Correct implementation of the recruitment and selection practices is crucial in order for the organisation to fill the right positions with the right people who are experienced and competent. In other words, organisations should strive for excellence in ensuring that there is conformity to legal prescripts whenever the recruitment and selection of employees commence. A qualitative research design was applied in order to achieve the primary aim of this study. Data collection techniques that were utilised to collect information comprised interviews and document analysis. A group of fourteen (14) purposively selected participants, namely seven operational staff members and seven managers were chosen for interviews. Data that was obtained was analysed through qualitative content analysis. The major findings of the study indicate that the Robben Island Museum recruits potential candidates through various means such as newspaper advertisements, employment agencies, headhunting, job posting and online recruitment. The study found that although qualifications are seen to be necessary during the recruitment and selection processes but do not seem to be seriously considered as part of the selection criteria. Essentially, the study identified some inconsistencies and failure to adhere to the recruitment and selection policy during recruitment and selection processes. Therefore, the processes of recruiting and selecting potential employment candidates should be undertaken in accordance with organisational policies and in a professional manner. / Public Administration and Management