Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D., Education)--University of Idaho, May 2007. / Major professor: Jerry R. McMurtry. Includes bibliographical references (leaves 119-130). Also available online (PDF file) by subscription or by purchasing the individual file.

The purpose of this research was to assess the use of the General Educational Development Tests (GED) as an alternative high school credential in Oregon. A study was conducted of 469 Oregon GED recipients' and 646 private sector employers' perceptions of the GED. Both quantitative and qualitative measurements were used to assess the GED as a credential for education and training, for entering and being successful in the workforce, and as a measure of personal satisfaction. All measures of satisfaction with the GED Tests indicated that Oregon GED recipients perceived no difference between the GED and a high school diploma for further education, training, or employment. Half of the GED recipients responded that they took the Tests for personal reasons. Over 70%, considered the GED equal to a high school diploma for their needs. Over 80% responded that the Tests were worthwhile for employment purposes. Almost two-thirds of the respondents used the GED for further educational activities. Over 94% indicated they would take the Tests again if they had it to do over. Most of the GED recipients surveyed, 85%, indicated the GED was a positive endeavor. Oregon private sector employers perceived differences between GED recipients and high school graduates. Yet, 88%, accepted the GED as an alternative to a high school diploma. However, only 60% of employers felt a GED was equal to a diploma for preparing people to enter the workforce. Three-fourths of the employers felt high school graduates made better employees than non-high school graduates. Less than one-third of employers felt high school graduates made better employees than GED recipients. However, 59%, of employers felt high school graduates did not have the basic skills to enter the workforce. A great majority, 94% of employers, felt both high school and GED programs should include basic instruction for entering the workforce. Although GED and high school diplomas were accepted as credentials for entering the workforce it was evident that employers would like an alternative educational curriculum to aid in the transition from school to work. / Graduation date: 1994

Thesis (M.S.)--Central Connecticut State University, 2001. / Thesis advisor: Jane Fried. " ... in partial fulfillment of the requirements for the degree of Master of Science in School Counseling." Includes bibliographical references (leaves 75-80). Also available via the World Wide Web.

No description available.

Thesis (D.Ed.) in Education--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 212-217).

The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and IQ score were predictors of GED tests success. Little research has been done in the area of GED instruction; perhaps this lack of work is due to the known limited effectiveness of GED preparation. Districts hoping to build effective GED programs should screen students prior to admission to a GED program. High school GED instruction seems to be effective for students likely to be successful in the regular school setting but in need of an immediate credential because of pregnancy or parenting or the need to work full-time or the desire to begin college study. Districts should also design programs to help disenfranchised students in the regular program remain in school.

Thesis (Ph. D., Education)--University of Idaho, October 2007. / Facsimile reprint. "Printed in 2008 by digital xerographic process on acid-free paper." Major professor: Martha C. Yopp. Includes bibliographical references (p. 237-250). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph. D., Education)--University of Idaho, October 2007. / Major professor: Martha C. Yopp. Includes bibliographical references (leaves 237-250). Also available online (PDF file) by subscription or by purchasing the individual file.

No description available.