Thesis (EdD) -- Australian Catholic University, 2006. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 206-215. Also available in an electronic format via the internet.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 125. Thesis director: Frederick J. Brigham. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 118-124). Also issued in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 19, 2010). Department of Sociology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peter Seybold, Patricia A. Wittberg, Christine Leland. Includes vitae. Includes bibliographical references (leaves 52-54).

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

Current political forces see education as a potential solution to the economic slide the United States is experiencing. This push toward higher education and resulting employment creates a conflict for women expected by society to serve as primary caregivers of children. Research suggests that working mothers experience feelings of guilt related to the conflict between parenting and employment roles that may come from failure to personify the intensive mothering ideology. Student parents potentially share this guilt but few studies exist that investigate this. The results of this study suggest that student parents do experience guilt and identify relationships between guilt, gender, and relationship status. The nature of these relationships is unclear at this time, highlighting the need for further research

M.Ed. / In 1995, a year after the African National Congress (ANC) came into power in South Africa, Adult Basic Education and Training (ABET) became one of the government’s priorities in redressing the imbalances of the past. The new Government’s ongoing policy work resulted in the adoption of a National Adult Basic Education and Training Framework as interim policy which created the over-arching vision for implementation and agreed curriculum goals for ABET (Booysen, 1999:1). This vision was primarily based on measures to eradicate illiteracy and to equip South African citizens with the necessary skills and knowledge which would allow them to access further learning and employment and allow them to participate in political life and social activities for the benefit of individuals, their families, and the country (Department of Education, 1997:7). According to the United Nations Education, Science and Cultural Organisation (UNESCO) report (1997:7), the society that would establish the twenty-first century was being shaped by new and powerful forces that included the globalisation of economic activities, the growing importance of knowledge as a prerequisite for participation in fundamental human activities and increasing democratisation and political systems. Within this context ABET’s successful implementation in South Africa is imperative in order to incorporate the historically disadvantaged and marginalised South Africans into a new form of citizenship and democracy. / Mrs. N.F. Petersen

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The choice of topic for the research paper was influenced by my experiences of attending university as an adult student and contemporary policy developments. In its White Paper for Post School Education (2013) the Department of Higher Education and Training (DHET) expresses intentions to expand access to post-school education for all people of all ages, including adults. The research paper focuses on the relationships between access, barriers to participation and success related to adult students who attended a university.

Indiana University-Purdue University Indianapolis (IUPUI) / This study contributes to the research on stigma and adult literacy by giving voice to an understudied and marginalized group. It allows adults with literacy challenges to elaborate on how they accomplish everyday activities, to describe what strategies they use to manage stigma, and to tell their stories about how stigma has affected various domains of their lives. This study also explores some participants' experience with stigma during childhood and its impact on their self-esteem and self-efficacy for learning. It situates these findings in a larger social context by analyzing changes in self-concept and lifelong learning goals of adult learners who have been participating in a literacy program for at least two years.

Adult learners bring different experiences and perspectives to their education. It is important they get opportunities to learn at their own speed, through different situations and activities. Consequently, the teaching methods and learning environment are very important to the learner. Therefore the school and it´s teachers play a big role in making the learner feel comfortable and gain new experiences which could help them develop themselves as adult learners and find the right learning path. This thesis explores how the individuals needs and life experience is utilised through the learning process in the learning environment of the Preliminary studies program at Keilir. The focus is on student’s experiences of the learning environment at Keilir in order to see if they meet the needs of adult students. That being said, interviews with former and current participants in the program will show what the students experienced during their time in the program and how they felt their needs were met. Furthermore Lave and Wenger´s (1991) concept of a community of practice will be used to explore the education at Keilir and how learning in collaboration with other students and others that impact the learner’s journey can affect the learner’s education and their learning experience.