The purposes of this study are to evaluate the effectiveness of the training program at Arlington State College; to evaluate the curricula of the Semi-Professional Engineering Program at Arlington State College; and if needed, suggest improvements in the Semi-Professional Engineering curriculum at Arlington State College.

On March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1. They contended that their claim was substantiated by The School District of Palm Beach County's (SDPBC) dismal high school graduation rates. Spurred by the lawsuit, I wanted to understand the controversy surrounding high school graduation rates, in spite of decades of school reform measures, and why different calculation methods are utilized in the state of Florida. In respect to the latter point, I was curious to learn about the differences among graduation rate calculation methods and what impact, if any, these differences had on the reporting of high school graduation rates, particularly those for students of color. Black America's past and present reality in public education has illustrated the need for new paradigms to address the achievement gap promulgated by contextual factors that serve to impede the academic achievement of all students. The statistical analyses and Critical Race Realist perspective, which has evolved from Critical Race Theory when applied to policy research, offered in this study found Florida's definition and subsequent calculations of a public high school graduate to result in significant and consistent differences among graduation rates relative to student race and graduation rate calculation method. / by Terri N. Watson. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

by Lau Yuk-kam, Eileen. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leave 60). / ABSTRACT --- p.ii / TABLE OF CONTENT --- p.iv / LIST OF TABLES --- p.vi / ACKNOWLEDGMENTS --- p.vii / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Organization of the Report --- p.3 / Chapter II. --- METHODOLOGY --- p.4 / Literature Review --- p.4 / Data Collection --- p.5 / Curricula Information --- p.5 / Job Advertisement --- p.6 / Data Analysis --- p.7 / Chapter III. --- LITERATURE REVIEW --- p.8 / Computer Science (CS) Curriculum --- p.8 / Information System (IS) Curriculum --- p.10 / Differences between CS & IS Curricula --- p.14 / Related Works --- p.15 / Chapter IV. --- RESULTS --- p.17 / Computer Related Curricula in Hong Kong --- p.17 / Computer Related Job Market in Hong Kong --- p.25 / Chapter V. --- ANALYSIS --- p.29 / Design of Computer Curricula by Local Universities --- p.29 / Employers' Perception of CS & IS --- p.31 / CS & IS Job Mis-match --- p.34 / Appropriateness of Universities in Preparing Graduates --- p.35 / Computer Science Curricula --- p.35 / Information Systems --- p.36 / Chapter VI. --- CONCLUSION & FUTURE WORK --- p.38 / Future Work --- p.39 / APPENDIX --- p.41 / BIBLIOGRAPHY --- p.60

by Lau Chun Kwok. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 136-144). / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.v / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Gender Differences in Occupational Attainment --- p.3 / Chapter 1.2 --- Influences of Education on Occupational Differences --- p.5 / Chapter 1.2.1 --- Women--the Inferior Species? --- p.6 / Chapter 1.2.2 --- Approaching Equality? --- p.7 / Chapter 1.3 --- Significance of the Study --- p.10 / Chapter 2. --- REVIEW OF LITERATURE --- p.12 / Chapter 2.1 --- The Psychological Perspective --- p.12 / Chapter 2.1.1 --- Cognitive Differences between the Sexes --- p.12 / Chapter 2.1.2 --- Motivational Aspects: Difference in Self-confidence and the 'Fear of Success' Syndrome --- p.13 / Chapter 2.1.3 --- Differential Socialization --- p.16 / Chapter 2.1.4 --- Sex Role Theory --- p.17 / Chapter 2.2 --- Empirical Studies in the Psychological Perspective --- p.19 / Chapter 2.2.1 --- Causes of Differences and Prospects for change --- p.21 / Chapter 2.2.2 --- A Misinformed Misery? --- p.25 / Chapter 2.2.3 --- Missing Subjects in the Socialization Model --- p.28 / Chapter 2.3 --- The Sociological Perspective --- p.30 / Chapter 2.3.1 --- Functionalist Explanations --- p.30 / Chapter 2.3.2 --- Status Attainment Research --- p.32 / Chapter 2.4 --- The Feminist Critique --- p.34 / Chapter 2.5 --- Summary: Statement of Research Questions --- p.38 / Chapter 3. --- RESEARCH DESIGN --- p.45 / Chapter 4. --- BACKGROUND PROFILES OF INTERVIEWEES --- p.54 / Chapter 5. --- CAREER CHOICES AND EXPERIENCES --- p.68 / Chapter 5.1 --- Typical Ideal Occupations --- p.68 / Chapter 5.2 --- Vocational Preparation and Actual Openings --- p.69 / Chapter 5.3 --- Job Specifications --- p.72 / Chapter 5.4 --- Social Relations in the Workplace --- p.77 / Chapter 5.5 --- Overtime Work and Learning Opportunities --- p.83 / Chapter 5.6 --- Being Young: Little Girl vs Young Man --- p.85 / Chapter 5.7 --- Summary --- p.87 / Chapter 6. --- SCHOOL LIFE AND PREPARATION FOR WORK --- p.90 / Chapter 6.1 --- Irrelevance of School Formal Curriculum --- p.91 / Chapter 6.2 --- Insignificance of Arts/Science Demarcation --- p.94 / Chapter 6.3 --- Lack of Information for Further Vocational Training --- p.94 / Chapter 6.4 --- Ineffective Moral Teachings --- p.95 / Chapter 6.5 --- Some Job-Related Effects of Hidden Curriculum --- p.96 / Chapter 6.6 --- Orientations towards Formal Training --- p.100 / Chapter 6.7 --- Summary --- p.103 / Chapter 7. --- FAMILY PROCESS AND FUTURE EXPECTATIONS --- p.105 / Chapter 7.1 --- Perceived Family Burden --- p.105 / Chapter 7.2 --- Family Influences in Occupational Choices --- p.107 / Chapter 7.3 --- Expectations of Gender Roles in Family and Work --- p.110 / Chapter 7.4 --- Knowledge about Family routines --- p.113 / Chapter 7.5 --- Charting the Future: Career vs Family --- p.116 / Chapter 7.6 --- Summary --- p.120 / Chapter 8. --- SUMMARY AND CONCLUSION --- p.122 / Chapter 8.1 --- Differences in Cognitive Abilities --- p.122 / Chapter 8.2 --- Effects of Socialization --- p.124 / Chapter 8.3 --- Instability and Vagueness of Aspiration --- p.125 / Chapter 8.4 --- Structure and Process of Family Life --- p.126 / Chapter 8.5 --- School Life and Preparation for Work --- p.127 / Chapter 8.6 --- Future Roles and Current Work: A Dialectical Relationship --- p.128 / Chapter 8.7 --- The Structure and Agency Relationship _ --- p.129 / Chapter 8.8 --- Limitations --- p.130 / APPENDIX: INTERVIEWING STRATEGY --- p.134 / BIBLIOGRAPHY --- p.136

by Chung Yuen-wah, Alice & Yam Pui-ling. / Thesis (M.B.A.)--Chinese Unviersity of Hong Kong, 1988. / Bibliography: leaves 80-81.

這項研究探討父母角色、性格及性別相關的變量對香港中學生於事業相關的自我概念發展的影響。事業相關的自我概念包括兩個關鍵構念：職業興趣和職業選擇目標(即抱負和實際期望)。同時，這項研究量度職業抱負和實際期望之間的不一致性(包括興趣類型、職業地位及性別典型性)。研究的六大目標包括：(1)確定社會認知事業理論於香港學生的適用程度，(2) 研究個人(即職業決策自我效能、性格及性別相關的變量)及環境變量(即父母的影響)對職業選擇目標的影響，以拓展社會認知事業理論，(3)識別具文化獨特性的性格維度，以解釋職業興趣和職業選擇目標，(4)估計父母對學生職業選擇目標的影響因素，包括父母社會經濟地位、學生感知的集體職業決策效能、父母期望及支持，(5)探索父母個人對孩子的學業成就和職業選擇的期望，以及對於協助孩子作職業決策的自我效能，及(6)調查性別和性別相關變量(即性別角色的傳統觀念)對於職業選擇目標的影響。一共有1382名中學生參與這項研究。另外，其中114位參加者的父或母親亦參加了這項研究，組成114對親子二人組合。結構方程模型顯示社會認知事業理論中的選擇模型適用於香港學生。此外，具文化普遍性及具文化特定價值的性格因素有效解釋了社會認知事業理論模型中的職業興趣和對興趣類型的自我效能。學生的職業選擇目標及抱負和實際期望的不一致性，亦與職業決策自我效能、父母社會經濟地位、及性別角色觀念直接相關。學生感知的母親影響因素，與學生的職業決策自我效能有直接關係。父親因素對事業發展的影響並無顯著性。大多數性格因素都有效預測職業決策自我效能，而人際取向因素亦與感知的父母影響因素相關。研究亦發現男生和女生於職業興趣、自我效能、性別角色觀念及職業選擇目標有顯著的性別差異。親子二人組合的子樣本顯示父母的期望和學生的選擇目標具一致性。這項研究將個人及文化相關因素融入現有的理論模型，在理論層面上擴大了西方的事業理論框架。在應用層面上，研究結果將有助研究員及教育工作者理解香港中學生的事業發展。 / This study investigated the roles of parental influences, personality and gender variables in career-related self-concept development among secondary school students in Hong Kong. Two key career constructs, namely vocational interests and choice goals (i.e., aspirations and expectations), were included to assess the career-related self-concept. The incongruence between aspirations and expectations, in terms of interest types, occupational status and gender-typicality, was also estimated. The six major goals of this study include: (1) to determine to what extent the choice model of Social Cognitive Career Theory (SCCT) is applicable to Hong Kong students, (2) to expand the SCCT by examining how individual (i.e., career decision-making self-efficacy, personality and gender-related variables) and contextual variables (i.e., parental influences) may account for the aspirations and expectations as well as the aspiration-expectation incongruence, (3) to identify the value of culture-relevant, relationship-oriented personality dimension beyond the culture-general dimensions in explaining interests and aspiration-expectation incongruence, (4) to estimate the specific roles of paternal and maternal influences, including parental socio-economic variables, collective contributions to career efficacy, perceived parental expectation and parental support, in the development of aspiration-expectation incongruence, (5) to explore the parents’ perceived expectation on their child’s academic achievement and career choices, as well as their efficacy in assisting their child’s career decision-making, and (6) to investigate the differential effects of gender and gender-related variables (i.e., gender role traditional attitudes) on the development of aspiration-expectation incongruence among boys and girls. A total of 1382 secondary school students and a sub-sample of 114 parent-child dyads were used in this study. Results from structural equation modeling (SEM) indicated that the choice model of SCCT was applicable to Hong Kong students. In addition, both culture-general and culture-specific personality factors were useful in explaining vocational interests and self-efficacy in interest types in the SCCT models. In relation to students’ aspirations, expectations and aspiration-expectation incongruence, these factors were directly associated with career decision-making self-efficacy, parental socio-economic variables and gender role attitudes. Perceived parental influences from mother (i.e., collective contributions to career efficacy, perceived parental expectation and parental support) were directly associated with students’ career decision-making self-efficacy and indirectly related to outcomes of aspirations and expectations (via career decision-making self-efficacy). The effects of perceived parental influences from father on career variables were insignificant in general. Most personality factors were predictive of career decision-making self-efficacy. Furthermore, Interpersonal Relatedness was related to perceived parental influences from both parents. Gender differences in interests, self-efficacy, gender role attitudes, and gender-typicality in aspiration-expectation incongruence were observed. As demonstrated in the parent-child dyads, there was a good degree of concordance in interest types and gender-typicality between parents’ expectation and students’ choice goals. Parents’ efficacy in assisting child’s career decision-making was positively associated with students’ perceived career-related parental support. On a theoretical level, this study expanded the current western-based theoretical frameworks by incorporating individual, contextual and cultural variables relevant to the Chinese culture into the existing career models. On an applied level, the findings would inform researchers, practitioners and educators about the career development of secondary school students in Hong Kong. / Detailed summary in vernacular field only. / Wan, Lai Yin. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 228-262). / Abstract also in Chinese. / ABSTRACT --- p.i / Acknowledgements --- p.v / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.ix / Chapter CHAPTER I: --- INTRODUCTION --- p.1 / Cultural generalizability of western career theories and models --- p.3 / Possible cultural gaps and cultural biases in current career theories --- p.4 / Need for studying career choices among Hong Kong students --- p.9 / Chapter CHAPTER II: --- LITERATURE REVIEW --- p.13 / Vocational interests --- p.13 / Vocational choice goals --- p.26 / Theoretical frameworks in studying vocational aspirations and expectations in adolescence --- p.38 / Evaluation of theoretical frameworks in studying vocational interests and choice goals --- p.48 / Predictors of vocational interests and choice goals --- p.52 / Chapter CHAPTER III: --- OBJECTIVES and research questions of the study --- p.77 / Chapter CHAPTER IV: --- METHOD --- p.100 / Participants --- p.100 / Measures --- p.108 / Procedure --- p.119 / Planned analysis --- p.121 / Chapter CHAPTER V: --- RESULTS --- p.123 / Descriptive statistics of major variables --- p.123 / Inter-correlations among demographics and major variables --- p.128 / Differences in major career variables across gender --- p.146 / Measurement applicability of adopted instruments --- p.149 / Identification of the original SCCT choice models --- p.150 / Role of personality factors in the SCCT choice models --- p.155 / Effects of personality, gender role attitudes and perceived parental influences on students’ career decision self-efficacy, occupational status and gender-typicality in career choices --- p.165 / Effects of personality, gender role attitudes and parental influences on career decision self-efficacy and discrepancies in occupational status, gender-typicality and interest types between aspirations and expectations --- p.173 / Concordance between parents’ expectations and students’ aspirations and expectations --- p.182 / Gender differences in parents’ expectations --- p.183 / Inter-relationships between parental efficacy, parental expectation on academic achievement and career choices, and students’ career variables --- p.186 / Incremental values of parent-child concordance, parents’ efficacy and parents’ expectation in explaining students’ career decision-making self-efficacy --- p.194 / Chapter CHAPTER VI: --- DISCUSSION --- p.198 / Applicability of SCCT’s choice models in Hong Kong Chinese adolescents --- p.198 / Interest types of aspirations, expectations, and aspiration-expectation incongruence among Hong Kong students --- p.200 / Interest types, occupational status and gender-typicality of aspirations, expectations, and aspiration-expectation incongruencea gendered pattern --- p.202 / Career decision-making self-efficacy as a key predictor in aspirations, expectations, and aspiration-expectation incongruence --- p.205 / Perceived parental influences on adolescents’ vocational choices in the SCCT framework --- p.206 / Concordance between parents’ expectations and students’ aspirations and expectations --- p.213 / Roles of socio-economic status of parents in adolescents’ career development --- p.215 / Roles of culture-general and culture-specific personality in explaining interests, choice goals and career-related parental influences in SCCT --- p.216 / Limitations of study --- p.220 / Directions for future research --- p.222 / Implications and significance of study --- p.224 / REFERENCES --- p.229

Based on the social cognitive view of the school-to-work transition proposed by Lent, Hackett and Brown (1999), the study presents a comprehensive conceptual framework for career counselling, with special emphasis on enhancing adolescents' career-exploration behaviours and work-related motivations and attitudes. The career readiness model proposed in this study deals with interactions among a number of variables that affect career decision-making self-efficacy, career decision-making outcome expectations, career decision-making intentions, career-exploration behaviour, vocational identity and performance goals. It explains and illustrates the paths and factors that play a significant part in the development of career readiness. / The findings of this study may be used to develop individual and group interventions that will nurture students' school-to-work transitions. / The purpose of this study is to explore the relationships among students' performance goals, vocational identity and career-exploration behaviours and to examine the effects of their personal attributes on these variables. / The results support the hypothesis that career decision-making self-efficacy in plays a significant role in career decision-making outcome expectations, career decision-making intentions, exploration behaviour, performance goals and vocational identity of secondary school students. Most of the structural paths in the model were found to be significant. / The study also shows that a strong intention to develop one's career decision-making capacities may significantly enhance exploration behaviour, which Phillips and Blustein (1994) have found to be a vital element of career readiness and job choice. Exploration behaviour is directly correlated to the development of realistic career expectations (Stumpf & Hartman, 1984) and it enables individuals to determine the suitability of certain work environments (Stumpf et al., 1983). The process of career exploration should therefore be essential preparation for students' job searching. / The study concludes that students' self-efficacy in career decision-making is a crucial factor, which, together with outcome expectations, significantly affects performance goals and exploration activities, and strengthens subsequent effort. Students develop an affinity for career-exploration and decision-making activities when they have sufficient self-efficacy and expect positive outcomes. They normally establish goals for sustaining or increasing their involvement in these activities and maintain high performance goals, which, turn, increase the likelihood of active engagement. / The target population was secondary fourth form and secondary sixth form students in Hong Kong. A total of 1216 students from 14 secondary schools participated in this study. Gender had a more significant impact on scores than the effects of different backgrounds. Male respondents generally had lower mean scores than female respondents in most variables. It was also found that the standard deviations of the male students' scores from were greater than those of female students. Apart from gender differences, there were no significant differences among students from various grade levels and streams of study. / Chui, Yat Hung. / Adviser: Alvin Leung. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0584. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 224-246). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

This work deals with the application of leisure education graduates on the labor market in the Czech Republic. It introduces the concept of leisure, its origins and historical development of educational activities. It deals with the pedagogy of leisure as a science, pedagogy discipline and the field of study. It introduces the pedagogue of leisure, his vocational training, profile and application. Last but not least, closer to the ties of labor market, it covers the unemployment and status of university graduates on the labor market. The last chapter presents the results of the performed research. The research focused on finding employment of graduates of leisure education from Faculty of Theology of University of South Bohemia on the czech labor market in relation to this field, their preparation for practice and obtaining their opinions about that field of study.

The research problem is to identify and justify the participation of graduates of the University in creating an educational environment at the University that would promote personal and professional development of students. The aim of the study is to develop a set of measures to create an educational environment of the University alumni. In the framework of the dissertation research is the analysis of the research four categories of respondents: alumni, students, organizers and educational activities and leaders of student government, the analysis of the experience of working with graduates in institutions of Russia and 154 universities Russia, proposals in the concept of educational work of the Ural Federal University, developed the project routine work with graduates to fill the educational environment of the University, the Practical value of results - based studies, the studied experience and analysis of the scientific literature have been proposed additions to the Concept of educational activity of the University, the subroutine for the alumni's participation in the educational activity of the University, which will be useful for use by organizers of educational activities in the institutes of the University, responsible for the organization works with alumni and leaders of student self-government. The dissertation consists of introduction, two chapters, contains 13 figures, 3 tables, and references. / Воспитательная деятельность в современном вузе – это целостный процесс совершенствования личности, носящий сложный комплексный характер. Для его реализации необходимо иметь большое количество структурных элементов, которые сами так же являются процессами и в своем развитии требуют привлечения методов различных наук, к которым относятся экономика, социология, психология, психофизиология, политология, культурология. В современной науке и практике существует множество подходов к организации воспитательного процесса, к программному подходу к формированию высокодуховного гражданина. Одним из них, на наш взгляд может являться программа по формированию воспитательной среды вуза через привлечение выпускников в данный процесс. Проблема исследования состоит в выявлении и обосновании участия выпускников вуза в формировании такой воспитательной среды в вузе, которая способствовала бы личностно-профессиональному становлению обучающихся. Цель исследования – разработать комплекс мероприятий по формированию воспитательной среды вуза с участием выпускников. В рамках диссертационного исследования проведен анализ исследований четырех категорий респондентов: выпускники, студенты, организаторы воспитательной деятельности и лидеры студенческого самоуправления, анализ опыта работы с выпускниками в институтах России и 154 вузах России, сформулированы предложения в концепцию воспитательной работы Уральского федерального университета, разработан проект подпрограммы работы с выпускниками по наполнению воспитательной среды вуза, Практическая ценность результатов – на основании проведенных исследований, изученного опыта работы и анализа научной литературы были предложены дополнения в Концепцию воспитательной деятельности вуза, подпрограмма по участию выпускников в воспитательной деятельности вуза, которые будут полезны для использования организаторами воспитательной деятельности в институтах УрФУ, ответственным за организацию работы с выпускниками, а также лидерам студенческого самоуправления. Диссертация состоит из введения, двух глав, содержит 13 рисунков, 3 таблиц, и списка литературы.

published_or_final_version / Education / Master / Master of Philosophy