Two cohorts of fifth form boys were followed through school into their first year out of school. An attempt was made to test Super's thesis that entry into a career is part of a developmental process. Super's writings provided the basis for the identification and classification of indices of vocational maturity in the fifth form. The thesis postulated that the efficiency of these indices in predicting vocational adjustment, in the first year out of school, provided a crucial test of Super's developmental theory. Forward regression, a variation of stepwise regression, was used to identify efficient predictors. In general, it was not possible to predict adjustment in the first year of a career from the proposed indices of vocational maturity. It was possible to predict, with a fair degree of accuracy, the level of occupational attainment from the boys' educational attainment and aspirations. The results raise some doubts about the tenability of a developmental theory, if the goal is vocational adjustment. The findings are discussed within the context of an analysis of the nature of developmental theories in the social sciences.

<p> Middle school professionals are confronted with the inability to effectively intervene during acts of bullying affecting LGBT youth. Research supports the need to provide educational training for middle school staff, in order to eliminate this form of victimization and create a safe learning environment for these students. The purpose of this grant-writing project was to seek funding for the existing Gay Lesbian and Straight Education Network (GLSEN) program titled <i>Safe Space Kit (SSK),</i> which had never before been implemented in a middle school in the Long Beach Unified School District. Washington Middle School (WMS) was the selected agency to implement this intervention along with the support from the Center of Long Beach (CLB). A review of literature and interviews with key members from both agencies involved, helped identify the need to educate these professionals. Neither the actual submission and/or funding of this grant project were required for the completion of this project.</p>

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2768. Includes bibliographical references (leaves 325-346).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 696-718). Also available on the Internet.

Thesis (Ed.D.) -- Central Connecticut State University, 2005. / Thesis advisor: Daniel Mulcahy. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 127-138). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 696-718). Also available on the Internet.

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 109-118) and index.

More women than ever before are entering the halls of higher education. According to the National Center for Education Statistics (NCES), more women than men are obtaining bachelor's, master's, and doctoral degrees (U.S. Department of Education, 2011a) According to Home (1998), at the end of the 20th century, women with families were the fastest growing population at the university level. At the beginning of the 20th century, students over the age of 25 were the fastest growing population in higher education (Carney-Crompton & Tan, 2002). These statistics beg the question, Why do women return to school? What are their challenges? What are their stories? More importantly, how do they do it all? How do they balance the demands of home and school and, most often, employment as well? My research examined the tensions women face going to school, specifically women who have children at home, commonly referred to as nontraditional age students. I was interested in the competitive demands of balancing two challenging roles, that of student and mother. Additionally, I wanted to know how these two roles affected their health and self-care. I designed a qualitative study to explore life as a graduate student mother. I specifically sought to learn about strategies of balancing the challenges as well as how, or if, schooling affected their health and self-care. Using the Roy Adaptation Model, I searched for ways in which women balance their multiple roles. With this research, I aim to help these women in their efforts to be successful in school and in life. I utilized both individual interviews and a focus group. Themes for interviews included I'm a Mother first, I'm the Captain of the Ship, "We got there together," the Adventure is Stressful, Finding Joy in the Journey, Attitude Determines Altitude, and Letting Go. Additionally, two overarching themes surfaced from the focus group: 1. Stress is Ubiquitous and 2. Identity Crisis. From this study, health educators can begin to understand how graduate school mothers experience graduate school, thus obtain a greater ability to develop and implement strategies to help this population.

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