Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves [161]-168.

Thesis (M. Ed.(Opvoedkundige sielkunde))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 22, 2005. Dissertation Committee: Dent M. Rhodes (chair), Rodney P. Riegle, Robert E. Rumery, Arnold A. Slan, William E. Piland. Includes bibliographical references (leaves 112-127) and abstract. Also available in print.

This capstone project addresses the crucial task of equipping students from rural and poverty-stricken school districts for success beyond high school. While conventional markers of academic achievement often center around standardized testing, this study takes a wider perspective, emphasizing comprehensive approaches to education. By conducting a quantitative analysis that includes surveys of staff and faculty, this research explores the effectiveness of different strategies aimed at nurturing college and career readiness among students in these districts. The findings demonstrate a powerful narrative: educators can greatly improve graduation rates and post-graduation success by going beyond traditional test preparation methods. Key strategies include developing critical thinking and problem-solving skills, encouraging collaboration, providing technology access and digital literacy training, integrating work-based learning opportunities, offering targeted support for at-risk students, ensuring access to rigorous coursework, and exposing students to various career paths. This study highlights the potential for a comprehensive approach to education, empowering students with the skills and resources needed to thrive in a rapidly changing world. By embracing these strategies, educators can pave the way for a more equitable and prosperous future, particularly in marginalized communities facing educational disparities

There is a lack of research on what it means to be college and career ready at the middle school level, and this creates confusion for students when they enter high school and must select courses that are aligned with their college and career goals. This study sought to understand how the Schools to College and Career (S2C) Readiness Program impacts middle school students at the charter school. In order to understand this impact, the study looked at how the S2C Readiness Program relates to students’ understanding and awareness of CCR at the school. Using a quantitative approach this study will sought to answer: What factors influence middle school students' awareness of college and career options after completing the S2C Readiness Program? To answer the guiding question middle school students completed two surveys. Archival data was also collected and analyzed. The results from the student survey responses showed an increase in interest in different careers as student performance level (measured from MAP score) increased. Furthermore, as students completed the S2C Readiness Program, their understanding of basic skills and content knowledge also increased. The results did show an increase in engagement and interest in their S2C elective courses. Also, students responded with an understanding of what it means to be college and career ready as they completed the S2C Readiness Program. There was also an increase in students seeking to understand what it means to be college and career ready as students get older. The research did not support a positive link between S2C elective class choice and college and career awareness. Many students responded that they did not explore college and career interests in their S2C class or on their own and did not engage in projects related to college and careers in their S2C elective class. This study sought to understand this impact, the study looked at how the S2C Readiness Program impacted students’ understanding and awareness of CCR at the charter school. Knowing that many students do not have the skills and tools necessary to be college and career ready this study hoped to provide insight for improving the S2C Readiness Program at the charter school. This research provided recommendations for improving the S2C Readiness Program at the charter school as well as college and career education opportunities in middle schools in general. This dissertation concluded with recommendations for future research to support such initiatives from elementary to the high school level.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Mar. 31, 2009). PDF text: vii, 326 p. : ill. ; 2 Mb. UMI publication number: AAT 3336845. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 74-78).

Thesis (Ph. D.)--Marquette University, 2009. / Access available to Marquette University only. William Pink, Tom Eckman, Ellen Pilarzyk, Advisors.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Joan V. Gallos. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 174-192). Online version of the print edition.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Gerald Ponder; submitted to the School of Education. Includes bibliographical references (p. 168-175).