"Submitted in partial fulfillment of the requirements for the degree of Master of Science in Program Management from the Naval Postgraduate School, December 2008." / Advisor(s): Suchan, James and Simon, Cary. "December 2008." "Joint applied project"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 135-137). Also available in print.

Thesis (Ph. D.)--University of Idaho, 2006. / Also available online in PDF format. Abstract. "May 2006." Includes bibliographical references (leaves 235-243).

The aim of this enquiry was to explore the engagement of adult learners in the classroom. This was done by observing adults learning events, interviewing ABET teachers and analyzing documents in order to gain an understanding of how and when were adult learners engaged in the classroom learning activities. I argued that; if adult learners are to be equipped with knowledge skills and attitudes that will enable them to be active participants in social, political and economic affairs, their classroom learning activities should demand deep engagement and active participation. In the light of the above argument, qualitative research was conducted using, observations, interviews and documents analysis as methods of data collection. Purposeful sampling was employed to select information rich cases with maximum variation to present a range of experiences. The data collected proved valuable in obtaining an understanding on adult learners’ engagement in the classroom. The findings of this research indicate that the engagement of adult learners in the classroom learning activities is minimal and restricted to assessing knowledge rather than empowering adult learners to be active participants in their social political and economic affairs. The study concludes with the recommendations, which briefly suggest a shift from traditional, non-engaging monologic approach to an engaging dialogic approach of teaching. / Professor S.J. Gravett

Thesis (Ph.D.)--University of Idaho, May 2006. / Major professor: Jerome M. Fischer. Includes bibliographical references (leaves 126-143). Also available online in PDF format.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Univ., Diss.--Hamburg, 2007.

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 130-141).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

This study is unique in investigating instances of Specific Learning Difficulties (Dyslexia) among mature students in British institutes of tertiary education. Despite growing awareness of this condition, it is only during the last thirty years that cases of dyslexia among adults have been distinguished from aphasia. Assessments were conducted using a structured questionnaire, psychometric tests, measures of attainment, vocational interest and personality. Test results provided support for the view that dyslexia is characterised by a discrepancy between language skills and intellectual ability accompanied by measurable cognitive differences. Significant differences were found on tests of short term memory, while spelling difficulties were the most enduring form of written language difficulty. Differences found on measures of personality, are thought to reflect an interaction between personality and coping strategies. Most subjects had felt constrained to take Jobs with a low interest level, ie. they had compromised their vocational interests and subsequently achieved lower socio-economic status than their fathers. The investigation into the provision made by British universities revealed that very few have any formal policy for dealing with dyslexic students. Most were unable to state what course support or examination concessions were available. In a study of factors related to modality, dyslexic students took longer to read material and remembered less than other groups. When using multi-modal material dyslexic subjects remembered more but must reconcile improving their recall ability with the expense of spending more time. In a second study of factors thought to influence the marking of scripts It was found that higher marks were not awarded to typewritten scripts free from spelling errors. Changes in format only influenced the focus of the tutors' comments. The conclusions are that dyslexia does not improve spontaneously, the dyslexic child is likely to become a dyslexic adult who will continue to experience difficulties with language skills, especially spelling, while the individuals educational, social and occupational ambitions are likely to be compromised because of their specific learning difficulties.

Psycho-religious factors of posttraumatic growth (PTG) had been widely studied, yet only a few studies had examined the psycho-spiritual factors with stress-related growth (SRG). In order to measure spirituality locally, Study One explored the validity of the Spiritual Transcendence Scale (STS) (Piedmont, 2004) in a 415 adult students sample. Results of the study supported the internal consistency reliability of the overall STS and its concurrent validity with the Religious subscale of the Social Axioms Scale (Leung, Lam, Bond, Conway, Gornick, Amponash et al., 2012) and the Faith Maturity Scale (short-form) (Hui, Ng, Mok, Lau, & Cheung, 2011). Contrary to our prediction, the three-factor structure of the original STS was not supported in Hong Kong population. In accord with previous studies on psycho-religious factors of PTG (for example, Stanton, Bower & Low, 2006), age, gender, personality and spirituality were hypothesized to predict SRG in context of academic stress in Study Two. A total of 182 adult student samples were recruited. Results of the study only supported that spirituality as well as extraverted and agreeable in personalities predicted SRG, but not the other measured variables. Besides, age was the only variable moderated the relationship between academic stress and SRG as hypothesized. Last but not least, consistent with previous studies by Kleim and Ehlers (2010) and our hypothesis, a curvilinear relationship between SRG and depressive symptom was supported. Findings of the present study shed light to clinicians about the conceptualization of SRG and direction for potential psychological treatment. / published_or_final_version / Clinical Psychology / Master / Master of Social Sciences