Thesis (Ed. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 2, 2005. Dissertation Committee: J.H. McGrath (chair), Charles Edwards, Ron Laymon, Fred Kagy, Joe Talkington. Includes bibliographical references (leaves 125-130) and abstract. Also available in print.

Thesis (M.S.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains x, 85 p. Vita. Includes abstract. Includes bibliographical references (p. 51-54).

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / 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 June 2, 2009) Vita. Includes bibliographical references.

Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.

Thesis (Ph. D.)--University of Wisconsin, 1962. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 292-296).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Robert C. Reardon, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Sept. 19, 2006). Document formatted into pages; contains x, 98 pages. Includes bibliographical references.

Thesis (M.Ed.( Curriculum and Instructional Design and Development))-University of Pretroia, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M. Ed.)--University of Canterbury, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 86-89). Also available via the World Wide Web.

Thesis (MTech(Education))--Cape Technikon, Cape Town,1998 / This study investigates the industry component of cooperative education programmes in Clothing as offered by the Clothing Department at the Cape Technikon relevant to the Western Cape. The character and nature of co-operative education came under general scrutiny. The structure of any cooperative educational program consists of two components; the academic and the industry component. Within this structure, a few attendance patterns are used to employ students in industry. This employment of students bridges the gap between the academic component and practice. The co-ordinator of co-operative education is responsible for the supervision over and application of specific tasks to ensure the successful completion of the industry component. The professional tasks include the identification and recruiting of workstations, the placement of students, the orientation of both the employer and student, the monitoring of the students' progress, as well as the evaluation of the students' work. The important role of the advisory committee cannot be underestimated in order to ensure successful completion of the co-operative educational programs. It should be properly constituted with specific functions with regards to the industry component. A qualitative study was undertaken to describe the course of the current industry experience in Clothing at the Cape Technikon. Discussion forums, personal interviews and a literature study serve as the foundation of this investigation.

This study was concerned with developing and exploring a reasonably comprehensive scheme of categories which describes, from the perspective of adolescents, what facilitates their career development during the process of participating in the Partners Program. The critical incidents Technique was used to elicit 302 Incidents from nine dyads. Each dyad consisted of a parent and their high school adolescent. This study took place over a four-month period, and after completion of the program, the participants were interviewed individually to determine the events that facilitated the career development of the adolescent. Sixteen categories emerged from the incidents reported. Reliability was suggested by two independent raters who showed 100% agreement in categorization. Participation rate varying from 44% - 61% indicated the soundness of these categories. From an examination of the findings, theories surfaced from the categories that reflected the threefold aim of the Partners Program. Firstly it fosters career development by increasing self-awareness, career awareness and decision and planning capabilities. Secondly, it strengthens the family support network. Thirdly, it enables the adolescent to make better use of career resources and programs. It is suggested that there is a potency in family relationships in career counselling which could be a powerful ally for the professional counsellor. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate