Recent Adult Learning & Development and Adult & Career Education Dissertations

Andrews, I. (2023). Hands-on, hands-off learning: CTAE in secondary schools during COVID.


Causey, K. (2023). Predictors of student success in physical therapist assistant programs.


Dobbins, P. (2023). A mixed methods study of the roles of active learning strategies and sense of
belonging in the integration and persistence of nontraditional students.


Burney, N. (2023). The relationship between basic communications (BCO) officer on-the-job
training and role ambiguity: An application of Kirkpatrick’s 4 Level Evaluation Model.


North, M. (2023). A comparative study of the degree of self-directedness in high school career
and technical student organizations within a southeast regional educational service agency.


Singletary, K. (2022). A winding path: Understanding barriers to education for nontraditional
students at a southeastern U.S. community college.


Williams, K. (2021). A mixed-methods study of the relationship between attitude toward
accommodations and self-disclosure behavior of students with hearing loss in the technical
college system.


Dalton, D. (2021). Education and workforce development in rural north Georgia: A basic
interpretative approach to qualitative research.


Roy, E. (2019). Informal learning in adulthood and the impact of place: Exploring the self-directed learning interests of Xennials from the State of Mississippi.


Hardy, D. (2019). Job-related attitudes and the correlation to attitude toward technology in
higher education faculty.


Flowers, Jr., J. (2021). Legislation impacts upon Georgia high school learners’ success.


Abbott, A. (2019). Program Characteristics of the Mathematics Corequisite Model
in the State of Georgia.


Wynne, P. (2021). Relationships between student selection criteria and student success among
radiologic technology graduates at two-year technical colleges in the southeastern United
States.


Jordan, M. (2019). The lived experiences of African American female completers and exiters of
an undergraduate health care program while attending a historically Black college and
university.