Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1988. / Includes prospectus. This is an electronic reproduction of TREN, #049- 0010. Includes bibliographical references (leaves 112-128; 175-190).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2001. / Vita. Includes bibliographical references (leaves [59]-60).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Abstract and vita. Includes bibliographical references (leaves 204-206).

Thesis (M.A.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 43-45, 57).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1986. / Abstract and vita. Includes bibliographical references (leaves 80-82).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1984. / Abstract. Includes bibliographical references (leaves 297-304).

Thesis (D. Min.)--Trinity Lutheran Seminary, 1981. / Includes bibliographical references (leaves 127-128).

M.Ed. / In 1995, a year after the African National Congress (ANC) came into power in South Africa, Adult Basic Education and Training (ABET) became one of the government’s priorities in redressing the imbalances of the past. The new Government’s ongoing policy work resulted in the adoption of a National Adult Basic Education and Training Framework as interim policy which created the over-arching vision for implementation and agreed curriculum goals for ABET (Booysen, 1999:1). This vision was primarily based on measures to eradicate illiteracy and to equip South African citizens with the necessary skills and knowledge which would allow them to access further learning and employment and allow them to participate in political life and social activities for the benefit of individuals, their families, and the country (Department of Education, 1997:7). According to the United Nations Education, Science and Cultural Organisation (UNESCO) report (1997:7), the society that would establish the twenty-first century was being shaped by new and powerful forces that included the globalisation of economic activities, the growing importance of knowledge as a prerequisite for participation in fundamental human activities and increasing democratisation and political systems. Within this context ABET’s successful implementation in South Africa is imperative in order to incorporate the historically disadvantaged and marginalised South Africans into a new form of citizenship and democracy. / Mrs. N.F. Petersen

"The primary objective of this paper is to describe the purposes, background and procedures involved in providing a handbook for teachers of adult students in Polk County. The term adult education, in this paper, is used to denote non-vocational classes below college level, for employed persons and other not enrolled in the regular day schools"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaf 35).

Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.