Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2001. / Vita. Includes bibliographical references (leaves 467-473).

Thesis (M.A.)--Johnson Bible College, 2000. / Includes bibliographical references (leaves 86-93).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 198-207).

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 190-192).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1980.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iii, 60 p. : ill. Includes abstract. Includes bibliographical references (p. 33-36).

This qualitative study focused on which features of a linked courses model learning community may foster student persistence throughout a semester long course at a two-year institution. The mainstream course, comprised of 17 mainstream and eight non-mainstream students, provided for a natural experimental setting. Strong features of learning communities were explored through various indicators (i.e., student-faculty and peer interactions, shared inquiry and collaborative learning, satisfaction and dissatisfaction in the classroom environments, and how features of this particular linked courses model were reflected in the learning community model adopted by the institution). End-of- year marks plus persistence into fall were compared. Findings failed to support any direct links to persistence. Results indicated, however, both mainstream and non-mainstream students who passed with a "C" or higher possessed what the researcher identified as an "economy of ambition," characterized by an ability to merge personal and academic lives and schedules successfully. Positive student traits included being goal-oriented, self-motivated, flexible and adaptive to their academic and campus environment. Social integration and inclusion (e.g., social events or participation in campus-wide groups) were not priorities for both groups. Non-mainstream students expressed more positive perceptions toward social acceptance in the non-mainstream classroom due to its smaller size. Thus, heightened peer interaction, a main feature of learning communities, influenced positively students' socialization experience that led to study partnerships, which may have fostered student persistence. Non-mainstream students were motivated, in large part, because of their shared academic goals, and these partnerships would not have developed or been possible in the larger mainstream environment. Both mainstream and non-mainstream students represented a wide range of ages and ethnic backgrounds. The majority felt reluctant to speak up as participants in the mainstream classroom of 25 peers. Academic involvement (i.e., clear expectations from the teachers, detailed syllabus, handouts, and in-class exercises) was a priority for both groups. Overall, both groups appreciated contact with their instructors and expressed a strong commitment to second semester persistence. In addition to analysis of the interview data and strong participant observation throughout the semester, institutional data were analyzed. Findings failed to support any institutional outcomesbased measures dealing with behavioral outcomes except for support for pursuit and attainment of a degree, in particular for part- and full-time developmental (remedial) and first-time-in-college students (FTIC).

Sexual offences are one of the most serious threats to South Africa's democracy. We hear again and again cries like: "Hang them!", "Prisons are a waste of taxpayers money", "We need to get more tough on criminals", and many others. On the other hand, the Correctional Services Department is mandated by parliament, by courts and by the public to render rehabilitation services to sexual offenders in their care. These outcries and mandates call for responsible and accountable service delivery to sexual offenders by social workers. This research investigated the responsiveness of sexual offenders to a therapeutic group work program. It entailed the development, implementation and evaluation of a sexual offender programme. Adapting specific modules of existing programmes, a cognitive-behavioural sexual offender programme for sentenced Juveniles was developed. The process of data collection was a comprehensive, intensive process. Data was obtained from a sample of eighteen adolescent sexual offenders that was divided into nine experimental group and nine control group. Using the group work method, the programme was implemented to the experimental group. The programme was evaluated in terms of its content, methods of implementation and outcome. The use of triangulated methodology of data collection and analysis enabled the researcher-practitioner to validate information derived from different sources. The outcome of this study revealed that the juvenile sex offenders responded positively to the cognitive-behavioural programme. This study is based on the premise that by working with the perpetrators of sexual crimes, you are protecting hundreds of lives from further harm. The positive improvement was in their self-concepts, attitude towards women, and cognitions. The programme is viewed as one module of the broader rehabilitation initiatives in the area of sentenced sexual offenders. The need for correctional services, communities and other stakeholders to join efforts in offender rehabilitation was emphasised. The provision of a supportive environment from which rehabilitation to take place was identified as one of positive influences of change. Based on the outcome of the evaluation, recommendations were made with regard to further adaptation of the programme, future programme development and implementation components, and the need for staff training in this field. Recommendations for further research are detailed. / Thesis (M.Soc.Sc.)-University of Natal, Durban, 2004.