No description available.

The thesis examines the "Tom Mboya Airlifts", a scholarship program which took place in 1959, 1960 and 1961 and sent Kenyans to study in North American universities. The "Airlifts" serve as a case study, and are used to illustrate particular aspects of the relationship between "pre-modern" social structures--known as the "economy of affection"--and the particular form of capitalism that developed in Kenya after independence.

Thesis (M.A.)--University of Nevada, Reno, 2007. / "December, 2007." Includes bibliographical references (leaves 47-49). Online version available on the World Wide Web.

Thesis (Ph. D.) -- University of Maryland, College Park, 2007. / Thesis research directed by: Education Policy, and Leadership. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Thesis (M.A.)--University of Missouri.

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 594. Bibliography: p. 115-118.

Thesis (Ph. D.)--University of Oregon, 1999. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 110-114). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947987.

No description available.

The purposes of this study were to provide a profile of the veteran student in higher education and examine the theory that veteran students perform academically as well as nonveteran students. Research questions were categorized into two main areas of study, personal and academic characteristics, for three groups of college students: veteran GI Bill recipients, nonveteran non-aid recipients, and nonveteran aid recipients. The data for this study were drawn from the National Longitudinal Study of the High School Class of 1972 (NLS). It was found that veterans were older, predominantly white, single males from a lower socioeconomic status than nonveteran non-aid recipients. Veterans emerged from high school with lower aptitude composite, percentile rank, and grades than nonveterans. It was found that veterans enrolled more often in business programs in public, two-year colleges; completed more certificate programs than two-year or four-year degrees; and received grades comparable to nonveterans. Veterans were employed while students, did not change majors any more often than nonveterans, but did change schools more often. Veterans' reasons for changing majors and schools centered upon their jobs and careers. Fewer veterans continued their education after completion of a four-year degree. Fewer veterans changed their credit load status from full-time to part-time than nonveteran non-aid recipients. More often veterans moved from part-time to full-time status. It was concluded that veterans did perform as well academically as nonveterans in college, even though they did not do as well in high school. Further, there were numerous similarities between veterans who received the GI Bill and nonveterans who received federal financial aid. These results have implications for Congressional and educational leaders. Specific suggestions on ways to utilize the veterans' profile were provided.

Postsecondary financial aid (including scholarship awards) in the United States are as complicated and diverse in their function as they are in their long-term implications and outcomes. Through an examination of third party scholarships and the students who receive them, this study seeks to understand the dynamic intersection between a student's contextual environment, motivation and agency by analyzing students' interpretations of themselves and their place within the larger financial and scholarship context. The Self-Determination Theory (SDT) of human motivation and Deil-Amen & Tevis' (2010) circumscribed agency framework form the theoretical foundation of this study. The main contributions of this study include a description of how third party scholarships fit into the larger financial aid picture, an index of what eligibility components constitute third party scholarships, the creation of Third Party Scholarship Recipient Typology, and a synthesis of theory that informs future policy and practice.