Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 56-59). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 56-59). Also available on the Internet.

Thesis (Psy. D.)--University of Northern Colorado, 1989. / Vita. Includes abstract. Includes bibliographical references (leaves 95-100).

Thesis (Ed. D.)--University of California, Los Angeles, 1989. / Vita. Includes bibliographical references (leaves 98-103).

Thesis (Ed. D.)--Northern Arizona University, 1989. / Includes bibliographical references (leaves 165-168).

Thesis (Ed. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 18, 2006. Dissertation Committee: Lanny Morreau (chair), Kenneth Strand, Miryam Asaaf-Keller, Ming-Gon John Lian, Anita Curtis, Alan Repp. Includes bibliographical references (leaves 119-136) and abstract. Also available in print.

Thesis (M.A.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed May 4, 2010). Includes abstract. Includes bibliographical references (leaves 32-34).

Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2009 / Baie leerders verlaat sekondêre skole voordat hulle by daardie spesifieke skool matrikuleer. Sommige migreer bloot na ander skole terwyl ander hul opvoeding by skoolgebaseerde Verdere Onderwys en Opleidingskolleges (VOO) voortsit of beroepsgerigte kursusse volg. Navorsing het egter bewys dat baie leerders sekondêre skole verlaat en bloot dropouts word, dit wil sê leerders wat nie hul opvoedingsloopbaan op een of ander manier voortsit nie. Hierdie studie is daarop gefokus om, deur ’n gevallestudiebenadering, die redes waarom ’n spesifieke sekondêre skool in die Wes-Kaap jaarliks hoë syfers van skoolverlatings beleef, te identifiseer. ’n Deeglike literatuurondersoek het aan die lig gebring dat push out of school- en pull out of school-faktore oorwegend die redes is waarom leerders skole verlaat. Uit die literatuur kon ek ook identifiseer dat meer pull out of school-redes tot skoolverlatings gelei het. My navorsing is binne die teoretiese raamwerk van push out of school- en pull out of school-redes onderneem. Ek het ’n gemengde-metodebenadering, wat kwantitatiewe en kwalitatiewe ondersoeke ingesluit het, gevolg om data te bekom. Die navorsingsperiode was vir die eerste sewe maande van 2008. Die instrumente wat aangewend is om data in te samel, sluit in vraelyste wat na 80 skoolverlaters versprei is, semi-gestruktureerde onderhoude met 12 skoolverlaters en hul ouers, asook ontleding van skooldokumentasie. Die inligting vanuit die vraelyste word deur middel van grafieke (histogramme) aangebied, ontleed en bespreek. Die inligting wat verkry was deur middel van onderhoude is in tabelvorm saamgevat, in beskrywende vorm aangebied en tematies ontleed en bespreek. Daar is bevind dat pull out of school–faktore, soos huislike omstandighede, swangerskap, verhuising, siektes en groepdruk, sowel as push out of school-faktore soos onderprestasie, graadherhaling, onveiligheid by die skool, die feit dat die leerder uitgesit was, weiering van gesag en taalprobleme, tot skoolverlatings bygedra het. Aanbevelings rakende die bevindinge tot die studie word in hoofstuk vyf uiteengesit.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / Currently, there is a high attrition rate amongst students who are registered at public technical and vocational education and training (TVET) colleges in the Western Cape. In this sector, attrition rate has also been referred to as ‘through-put rate’ which both mean that there is a reduction in the number of students completing a programme for a variety of reasons. This study focuses on the reasons why these students are leaving the colleges before completing the programme. Perspectives of students who registered at a technical vocational education and training (TVET) college are analysed. As a result of students dropping out of their studies, emphasis is being placed on what students are experiencing at the TVET colleges, which eventually influences their decision to drop out and become part of the TVET attrition statistics. This study provides information based specifically on the students’ experience in the National Certificate Vocational [NC(V)] civil engineering programme at the TVET college where they were registered. Reasons are provided which will clearly indicate that attrition is not only the result of the students’ inability to cope academically but that student attrition can also be the result of other factors. The topic to be addressed in this study is: Factors contributing toward attrition of engineering students at public vocational colleges in the Western Cape. This study is situated within a critical research paradigm which will allow an analysis of the reasons for attrition in civil engineering programmes at one of the TVET colleges with the ultimate aim of contributing towards social change. This study will apply a qualitative data collection approach and will make use of interviews. This study makes continual reference to the work of Vincent Tinto as he has done much research on the topic of attrition in education.

Magister Educationis - MEd / The study investigated school dropout predisposition and resilience at Grade 10 level in one rural and one urban secondary school in the Kizito Cluster of the Caprivi Education Region in Namibia. Part of the study was by means of a literature review of studies on school dropout in different parts of the world. The review also related to theoretical explanations of school dropout predisposition and resilience, together with preceding studies about the two phenomena. The qualitative research approach was used to obtain information about participants' experiences, beliefs, and perceptions about the school dropout and resilience phenomena. The study was framed by the interpretive research paradigm. The case study method, along with semi-structured, one-on-one and focus group interviews and document analysis were used to gather data. In addition, the study was also framed by grounded theory for the purposes of identifying alignments between the study’s findings and existing theories whilst also enabling the identification of theoretical gaps regarding some the study’s findings which subsequent studies should address. In addition, grounded theory also helped to present a theoretical discussion of the two studied phenomena. Factors found to be associated with school dropout predisposition in the rural school included over-age and alcohol and drug abuse (in boys), long walking distances to school and teenage pregnancy (in girls), poor academic performance, curriculum, poverty, peer pressure and lack of parental involvement and support in the education of children( in both sexes). Factors that were found to be associated with school dropout resilience at the school included availability of role models, good academic performance, parental involvement and support in education and the teaching of the Life Skills subject. Factors found to be associated with school dropout predisposition in the urban school included curriculum, poor academic performance, over-age, poverty and peer pressure (in both sexes), alcohol and drug abuse, bullying and lack of hostel accommodation (in boys), teenage pregnancy and early marriages or involvement in sexual activities (in girls). Factors that were found to be associated with school dropout resilience at the school included good academic performance, learning from siblings and friends’ dropout experiences, self-determination and self-motivation, and valuing education and motivation from parents and relatives, counselling, praising learners and inviting renowned individuals to speak to children. Factors which were found to be linked to existing dropout predisposition theories were curriculum, poor academic performance and poverty, whilst teenage pregnancy was found not to be linked to existing theories. A factor which was found to be linked to existing dropout resilience theories was good academic performance whilst no factor was found not to be linked to existing theories. Recommendations in this study include calls for exploration by further studies in generating new theories to better explain findings in this study. The recommendations to schools and the Regional Education Directorate to help in enhancing dropout resilience include counselling and academic performance enhancing strategies.