Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 104-110). Also available in print.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.81-90).

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 29, 2009) Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin, 1960. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 96-98).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1985. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 120-124).

Thesis (Ed. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 134-149).

The purpose of this study was to determine the relationship between career education and the career maturity of eighth-grade students as measured by the Attitude Scale and the Competence Test of the Career Maturity Inventory. A posttest only experimental design was used for the study. The subjects were selected from a population of eighth-grade students in a suburban school district in north central Texas and randomly assigned to treatment and control groups. The treatment group had a career education class for forty-five minutes each day for eighteen weeks. The control group selected an additional elective. Multiple t tests were used to test the hypotheses of the study. The hypotheses were grouped into the areas of maturity of career attitudes, maturity of career competencies, sex and career maturity, school and career maturity, and teacher and career maturity.

Employing Gramsci’s theory of hegemony, this study will examine the origins, creation, and implementation of Ontario’s Career Studies course as it relates to existing economic and workplace practices. Specifically, two broad aspects of the course will be addressed. First, the expectations for the course will be examined to determine the general approach to workplace education as outlined in course curriculum documents and approved-for-use textbooks. Also included in this analysis will be the ways Career Studies teachers interpret and deliver course material. Secondly, this study will uncover the opportunities students have to control and empower themselves in their career development. This includes an exploration of the alternatives to current workplace and economic practices as presented in the course materials, as well as the strategies emphasized for students to adopt in their career planning. At the moment Career Studies, like other career education and guidance programs in Canada, presents current neo-liberal market and labour trends as permanent and outside the control of human agency. In response to these trends, students are expected to improve their marketability for employment through individual and competitive career-development practices, in effect distancing themselves from others through formal credential attainment and attitudinal adjustments that best suit employers. Opportunities for students to experience collective empowerment through alternative workplace and economic practices are noticeably absent from the course. This study wishes to shed light on some of the shortcomings of career education in Ontario and to propose recommendations that truly situate students as architects of their career planning. Employing Hyslop-Margison and Graham’s (2003) Principles for Democratic Learning (PDL), this study concludes that opportunities for students to critically examine and question current workplace practices, explore alternatives to the status quo, and, most importantly, understand the social elements behind current workplace and economic conditions, will better position students to control their future work lives.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Includes bibliographical references.