Thèse (M.Sc.)--Université de Sherbrooke (Canada), 2007. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008. / Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0485.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on Oct. 8, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1338.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed Dec. 9, 2008). Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1680. Adviser: Chalmer E. Thompson.

Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1099. Adviser: Leonard Grob.

Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1065. Adviser: Barbara Kellerman.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2002. / Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0859. Chair: Judith Kaufman. Available also in print.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4093. Adviser: James Rounds. Includes bibliographical references (leaves 99-102) Available on microfilm from Pro Quest Information and Learning.

This qualitative autobiography explored the educational experiences of three adults who were bereaved in adolescence by the deaths of their fathers. Part of the purpose of this study is to make meaning of the school experiences of the participants after their fathers died. Three stories of bereavement are told to illuminate the needs of the participants at school. These needs are to communicate about their bereavement, to receive acknowledgement of their father's deaths and to feel affirmation from their peers. Data reveal that teachers and school personnel rarely addressed participants' needs. More could have been done to help the participants work through their bereavement while at school. For example, media such as art, literature, and music are explored in this study as means to work creatively with bereavement. These media are called sign systems, and are presented in this study as resources teachers can draw from to raise awareness of the human experience of bereavement. Suggestions for incorporating sign systems in the classroom setting are offered to integrate discussion about bereavement and grief with school curriculum. A Representation of Data Interpretation web is presented to illustrate the stories of the participants, and how three bereaved people work through bereavement together. The findings of this study suggest that bereavement is not a malady to be euphemized and covered up, rather, open communication about bereavement in the school setting can increase empathy and understanding about the lives of our fellow human beings: their struggles and successes.

Too many young people are not on meaningful college or career pathways at a time when the workforce increasingly demands a higher level of education and skills. While a lack of education is a major barrier to employment, there are not enough alternatives to the one-size-fits-all high school to college trajectory that leaves 60% of Americans without any kind of college degree (U.S. Census Bureau, 2013). It is extremely difficult to get back on that pathway after leaving school, with the major barriers being finances, a lack of relevance/un-engaging coursework, and poor or nonexistent advising. The Innovation College Network was created to address these issues, developing a new higher education model that blends workforce development, education, and employment with intensive mentoring and support for young people between the ages of 16 and 26. This capstone describes a pilot of the Innovation College Network, which included nine young people ranging in age from 18 to 30 who were not in school at the start of their engagement with the program. They received ongoing one-on-one mentoring focused on helping them identify and pursue educational and career goals. All nine showed some movement toward their goals, with three reenrolling in school, and the majority reporting that the mentoring was beneficial. For these older youth, mentoring appears to be an effective strategy, particularly when the relationships are centered on active listening with the purpose of fostering self-awareness, motivation, values, a support network, and living an integrated life. These five areas are the building blocks of authentic leadership development (George, 2007). Implications include the potential and importance of prioritizing older youth, of building mentoring relationships into existing educational programs, of creating new alternative higher education models, of bridging the gaps between education and the workforce, and of taking a more holistic approach to education at all levels.