Thesis (Ph.D.) - University of St Andrews, April 2009.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 30, 2007). PDF text: xvii, 272 p. : ill. ; 2.87 Mb. UMI publication number: AAT 3222744. Includes bibliographical references. Also available in microfilm and microfiche formats.

There is no abstract available for this dissertation.

Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process

Thesis (Ph. D.)--Ohio State University, 2008.

No description available.

The issue of transfer of credit from two-year to four-year colleges is one of national interest. Recent legislation has focused attention on the topic in Indiana.The purpose of this study was to investigate the continuing education and transfer experiences of a group of recent associate degree graduates from Indiana Vocational Technical College (IVTC). The population used was a sample of 1991 associate degree graduates. Surveys were analyzed from 612 respondents, 87 of whom were enrolled in four-year institutions.Findings included:1. Of the 87 graduates enrolled in four-year institutions, 54 reported that some or all of their credits were accepted in transfer by the receiving institution.2. Out-of-state institutions have accepted more IVTC credits in transfer than in-state institutions.3. Private four-year institutions have accepted more credits in transfer than public institutions.4. There was no significant difference between A.S. and A.A.S. degree holders with credits accepted in transfer.While there were some articulation agreements in place at the time of the study, several of these were between private institutions and IVTC; few were between public institutions. These findings represent a situation that exists for IVTC graduates prior to the development andregard to the number of implementation of widespread articulation agreements between the two-year and four-year public institutions in Indiana. There are numerous implications for further study. It is and importance to IVTC graduates, to the higher education community, the legislature and Commission for Higher Education, and for the citizens of Indiana. / Department of Educational Leadership

Thesis (Ph.D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008. / Title from PDF t.p. (viewed on Apr. 1, 2009) Includes bibliographical references (p.197-212). Also issued in print.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 115-117).