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Dissertations / Theses on the topic 'GED adult education'

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Published: 4 June 2021

Last updated: 12 February 2022

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1

Stiffler, David C. "The benefits of GED graduation : a study of Indiana GED graduates." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917819.

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The purposes of this study were to ascertain and categorize the benefits of GED graduation as reported by recent Indiana GED graduates, and to produce a report on these benefits for local adult educators to use in their ongoing counseling and teaching of current and future Indiana adult learners who are preparing to take the GED tests. An additional purpose was to provide demographic data on the population being studied to local, state, and national systems which can benefit from having research data on what types of individuals tend to use TV to prepare for GED tests.Data collection involved

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2

Bennett, Andrea Rose. "Attitudes Toward Adult Education Among Adult Learners Without a High School Diploma or GED." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6468.

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The purpose of this study was to explore attitudes toward adult education among adult learners without a high school diploma or the General Educational Development (GED). In this study, adult learners without a high school diploma or GED completed the Attitudes Toward Adult Education Scale (AACES) and selected respondents volunteered to participate in a face-to-face interview in conjunction with the mixed methods section of the study. For this study, I used a 5-point Likert scale to measure the responses on the 22-item AACES survey. Three hundred and fifty respondents participated in the study

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3

Del, Bosque Sylvia Eulalia. "Servant Leadership Behaviors of General Equivalency Diploma (GED) Graduates| A Non-randomized Exploratory Inquiry." Thesis, Texas A&M University - Corpus Christi, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837470.

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<p> Leadership in the 21<sup>st</sup> century continues to be an ongoing concern and challenge for leaders and followers alike. According to the Servant Leadership Theory (SLT), individuals with a natural desire to serve have the potential to become servant leaders, lead unselfishly, and demonstrate leadership through authenticity, humility and trustworthiness that focuses on the one-on-one relations with the follower (Greenleaf, 1977). The following research questions guided the study: (1) What are the servant leadership behaviors of GED graduates? (2) To what extent are the servant leadershi

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4

Rice, Kimberly MaShaun. "Improving the General Education Development (GED): Retention and Completion Rates of Low Income Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6655.

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Retaining adult education students has been a growing concern. The new GED requirements have generated low completion rates for a free GED program in a 3-year period, in a non-profit agency in a Southeastern state. Instructors are concerned about this problem and need to understand the factors that are inhibiting adult learners from successfully attaining their GED. This qualitative research design was the most appropriate to answer the research questions to determine the experiences that caused the adult learners to not complete the program and identify potential educational strategies needed

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5

Campbell, Frances Lucille. "GED Learners' Perceptions of Support Systems for Encouraging High School Completion." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4602.

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All 7 high schools located in a school district in Alabama have experienced a high dropout rate since 2012. The purpose of this qualitative descriptive study was to understand the perceptions of recent high school dropouts about support systems that could have assisted them in completing the requirements to receive a high school diploma. Research questions centered on recent high school dropouts' views on what supports from home and from teachers they could have received to assist them in completing high school and what things they could have done differently to receive their high school diplo

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6

Osei, Monica A. "GED diploma graduates: Performance, persistence, and attrition in four -year postsecondary education institutions." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618577.

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Individuals who pass the General Educational Development (GED) exam often pursue higher education. Although GED diploma students tend to enroll in two-year colleges, an increasing number are enrolling in four-year postsecondary education institutions. GED diploma college students are characterized as nontraditional students and usually possess risk factors that impede academic performance and cause attrition. Collective data and analysis of their academic performance and persistence and attrition behavior is needed to determine their success in attaining a bachelor's degree.;The purpose of thi

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7

Hariharan, Joya R. "Science in the general educational development (GED) curriculum : analyzing the science portion of GED programs and exploring adult students' attitudes toward science /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158627868.

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8

Thomas, Elizabeth Owens. "Perceptions of Adult High School Dropouts Concerning Participation in GED Preparation Programs." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1942.

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This qualitative study was conducted to attain and analyze the perceptions of adult high school dropouts living in the Southwest Virginia region concerning participation in General Educational Development (GED) preparation programs. Mounting evidence underscores the facts that the high school dropout rate remains high across the nation and that many eligible people are not participating in adult GED preparation programs. The people residing in Southwest Virginia are no exception. Nearly 35% of the region's population does not possess a high school diploma and the adult education providers stru

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9

Medina, Isabel. "Predicting Transition to Postsecondary Programs of GED (RTM) Earners in a College Setting." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646994.

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<p> This applied dissertation was designed to identify the characteristics of students enrolled in a GED<sup>®</sup> preparation program who transitioned to postsecondary programs at the same institution after passing the GED<sup>®</sup> test. The characteristics studied included age; gender; ethnicity; prematriculation scores in reading, language, and math in the Test of Adult Basic Education (TABE); and hours spent preparing for the GED<sup>®</sup> test in an open-entry, open-exit remedial laboratory environment. </p><p> Through the use of binary logistic regressions to answe

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10

May-Varas, Sam. "Identifying the factors that influenced adult students in persisting to earn the ged credential." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704279.

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<p> This qualitative study focused on documenting the stories of adult General Educational Development (GED) students enrolled in a GED preparation program. The study addressed the following question: What factors contribute to the success of adult GED test takers earning the credential? Using Mezirow’s (2009) transformative learning theory, the study documented the stories of six adult students. Semi-structured interviews and a focus group were utilized to collect data. The data were analyzed and the themes of relationships and extrinsic motivation/future goals emerged as important fact

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11

Flowers, Gwendolyn Amanda. "Effects of an Online Skills Program on ELA Achievement Among GED Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1342.

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K-12 schools are more commonly using online learning to supplement traditional classroom learning. Previous online adult education researchers have found no significant differences between traditional and online learning outcomes. However, little research has been done with regard to online General Educational Development (GED)-level learning for adults. The purpose of this quantitative study was to explore the effect of the Skills Tutor program compared with traditional learning on GED student achievement in reading/language arts. The Skills Tutor program was used as a means to address the lo

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12

Bonnett, Mary A. "Descriptions of Self-Esteem Among Women in a General Educational Development (GED) Program." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332533/.

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This research investigated changes in self-esteem and whether the origin and development of that self-esteem could be described in adult females participating in a GED program located at an Army Community Outreach Center. The Coopersmith Self-Esteem Inventory was used to measure the self-esteem of 22 female family members of military personnel who did not adequately complete a high school program in the United States. Data were collected through interviews, daily journal writings, questionnaires, instructor's written observations, and the Coopersmith Self-Esteem Inventory.

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13

Tarantino, Lauren. "Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/153.

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Narrative analysis of high school leavers' individual backgrounds examines both positive and negative reasons that; students terminate their secondary education and experiences, and return to pursue a GED- General Equivalency Diploma. This analysis examines goals for the future of these students including extended education, career choices and family situations. The goals of this study are to determine why informants leave high school before graduation and to examine these reasons across racial, cultural and gender lines. This report analyzes why students returned to receive their GEDs a

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14

Keesler, Amy R. "Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2327.

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The purpose of this study was to investigate the state of adult literacy in Tennessee. The field of adult education underwent a transition as the testing procedure and the test changed to correlate with the induction of the Common Core standards in public schools. Adult students face many barriers to overcome to be successful. The research questions posed guided the analysis of demographic data on student who completed the GED prior to the changes. Data were provided from the Tennessee Department of Labor and Workforce Development database. The demographics and scores included those of adults

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15

Jones, Kelley Mischel. "A Phenomenological Study of GED Graduates Meeting College Readiness Standards at a Community College." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1690.

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This qualitative study was designed to understand the experiences of General Educational Development (GED) graduates enrolling into a community college. Research had not been conducted to explore the experiences of GED graduates completing the 2014 version of the exam and transitioning to college. Guided by Schlossberg's college transition theory and Bandura's theory of self-efficacy, this phenomenological study included 11 participants who described their experiences through written narratives and interviews. Participants described their experiences of being an adult education student while p

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16

Holt, Cora Ellen. "A study exploring the perceived experiences of women who dropped out of GED preparation programs." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17319.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Royce Ann Collins<br>Significant numbers of women drop out of GED preparation programs. This phenomenological study used interviews and demographic surveys to learn how 12 women perceived their experiences of dropping out of GED programs. Possible selves theory and McClusky’s theory of margin provided the theoretical framework for this research. Possible selves theory examined how women’s past, present, and future selves were considered in their experience of the phenomenon, while theory of margin was used to look at the network o

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17

Vandenberg, Sally. "The Relative Impact of the GED on Labor Market Outcomes for the Formerly Incarcerated." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1703.

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This paper shows that while incarceration is associated with economic losses, the economic benefits associated with a GED may be nearly twice as large for high school dropouts that have been incarcerated than for dropouts who have not been incarcerated. My results, though imprecisely estimated, suggest that this relationship may be one of correlation, rather than causality. I find that among the formerly incarcerated the GED is associated with other positive outcomes, particularly lower rates of drug use.

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18

Middleton, Kathi L. "The Effect of GED Candidate Race and Motivation Factors on Exam Outcomes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4159.

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Earning a General Educational Development (GED) credential can have positive results in a student's life including higher wages and better job opportunities. The 2014 version of the GED exam changed the format from a paper-based test to a computer-based test. This change coincided with a 35% decline in the pass rate indicating not all students are prepared to pass the new computer-based test (CBT). The purpose of this quantitative study was to evaluate the influence of a candidate's race and reason for taking the exam on the pass or fail outcome of the new computer-based GED exam. The study us

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19

Ratliff, William. "The Effects of General Equivalency Diploma (GED) Acquisition on Parole Success in Kentucky." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2751.

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Post release follow-up was conducted on a total of 95 Kentucky Correctional Facilities inmates, who had acquired a General Equivalency Certificate in the years 1981-1983. The rate of Recidivism of this group was compared to that of all parolees released during that period. It was found that the parolees in general who were released during that time period returned to the institution at a rate of 36.7 percent, The parolees who had completed the GED Program in the institution prior to release returned at a rate of 35.78 percent. The average length of time spent in society by those who were retur

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20

Robertson, Molly K. "Adult education on public television : an historic overview of the 1986-87 GED-On-TV Pilot Project in East Central Indiana." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544151.

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The purpose of this study was to examine the GED-ON-TV project operated by Muncie Community Schools in 1986-87, and to look at the effect of the program on under-educated adults in east central Indiana. The study also offered recommendations for improving the operation of the GED-ON-TV project for use by other adult education providers throughout Indiana and the country.GED-ON-TV began to broadcast a series of 43 television in Muncie, Indiana, in November, 1986. The programs were designed by Kentucky Educational Television specifically for adult high school drop-outs who wished to prepare to t

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21

Lott, Donalyn L. "Perceptions of College Readiness and Social Capital of GED completers in entry-level college courses." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1460.

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Abstract Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The stud

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22

Bradbury, Kelly Susan. "The Theory and Practice of Intellectualism in the U.S.: Literacy, Lyceums, and Labor Colleges." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250269746.

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23

Bruno, Amy J. "Do Mathematics and Test Anxiety Influence the Decision to Drop Out?" Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438168030.

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24

Galloway, Sarah. "Distinguishing between empowerment and emancipation in the context of adult literacies education : understanding power and enacting equality." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12902.

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This thesis considers a theoretical tradition which is concerned with how adult literacies education might not always serve to socialise students into existing society, instead encouraging possibilities for desirable alternatives to it. Without this possibility, adult literacies education might only be understood as a socialising machine that slots students into society as it stands and where the role of research is to describe its operation. My research describes a long-standing refusal by educators, researchers and students to accept this possibility and my thesis continues this tradition. T

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25

Souza, Almeri Freitas de. "Leitura na educação de jovens e adultos: f(r)estas à práxis interlocutiva para um bem viver." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4804.

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Made available in DSpace on 2015-05-07T15:09:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5575116 bytes, checksum: bb5bbe15d95eb6e16cb30799c53ddb8b (MD5) Previous issue date: 2014-03-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This thesis is based on theoretical research into the phenomenon of reading in Youth and Adult Education (YAE), in which we seek to answer two questions: what epistemological elements should be fundamental for the teaching of reading in YAE? What are we (re) learning through and about the practice of reading in YAE with a view to good liv

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26

"Utilizing the Prospect of Transfer to Increase Academic Engagement in High School Equivalency Students within a Wicked Problems Framework." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.51611.

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abstract: This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending. To address this issue, an innovation was developed and deployed for one semester at the

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27

Harris, Mary Elizabeth. "Hearing their stories : the experiences of general education development (GED) graduates in transitioning to and persisting in community college." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5477.

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This dissertation reports the results of a qualitative study conducted at a community college in central Texas. Through a grounded theory approach, participant stories were used to capture the experiences of adults with a GED who transitioned to and were persisting in college. Research questions used to guide the study were: (1) What factors contribute to the decision of adults with a GED to enroll in community college; and (2) What factors do adults with a GED report influence their persistence in community college? Eight students participated in the study through individual interviews. St

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28

Robinson, Beverly Yuriko. "The relationship of the match/mismatch of student learning style to teacher teaching style with student attendance and achievement in adult basic skills/GED programs on Oahu." Thesis, 1989. http://hdl.handle.net/10125/9681.

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