Thesis (M.S.W.)--University of Hong Kong, 1991.

Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 125-131).

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 149-164). Available also in a digital version from Dissertation Abstracts.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 74-80.

Thesis (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Treatise (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.A.)--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 October 30, 2007) Includes bibliographical references.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.

The problem with which this study is concerned is the attrition of freshman and sophomore students who enroll in a baccalaureate nursing program. The purpose of this study is to identify and describe factors that may contribute to the nursing student attrition problem at a state-supported university.

D.Phil. (Educational Psychology) / The high incidence of school dropout in South African schools led to a joint research project by the Rand Afrikaans University and the Hubert H. Humphrey Institute of Social Ecology at the Ben Gurion University. Various facets of the school dropout phenomenon were researched with the aim of identifying the at risk student. Possible causes were hypothesised and researched under the broad categories of: self-concept, locus of control, family relations and school climate. These aspects were individually researched and this study culminates from these pilot studies. The aim of this study is an integrated approach to ascertain the interaction of variables that place students at risk. These variables were incorporated into a research design done with a sample group of 734 students taken from five schools in the Pretoria - Witwatersrand Vereeniging area. The findings of the research indicate that the above mentioned variables cause dropout but were not the best predictors of students at risk. Making use of Chaid's exploratory technique variables such as attitude towards school, own evaluation of performance, age and family size were identified as good predictors of students at risk. A logistical regression was used to design a model of prediction that could effectively be used in schools to identify the at risk student. The hope is expressed that early identification will lead to the application of appropriate remedial measures in order to prevent the at risk student from becoming a "school dropout".