Diss. Uppsala : Sveriges lantbruksuniv.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1955. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [68]-70).

Thesis (M.A.)--University of Wisconsin--Madison, 1960. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

The purpose of this study is to analyze two distinct methods of adult education to determine if there are any significant differences between them with respect to certain selected socio-economic characteristics of the participants. The hypothesis assumes that there are no significant differences at the .01 level of confidence between adults enrolled in lecture classes and those enrolled in study-discussion groups. In the study design an effort was made to reduce the dependent variables in so far as possible so that the primary variable would be the method employed in the adult education programs. Certain programs conducted by the Extension Department of the University of British Columbia during the fall of 1961 were used in the study. These included Living Room Learning groups which used the discussion group method and certain Evening Classes which represented the class method. Three research groups were constructed consisting of those participants in evening classes, those in discussion groups, and a control group. Data was collected from participants by a questionnaire. This was analyzed and tested by the Chi Square test for statistically significant differences. The results indicate that there are statistically significant differences in certain specific characteristics of people served by different adult education methods. Differences were found in age, educational background, marital status, occupation, and previous experience in adult education programs. No significant differences were found with respect to sex, social status, social participation score, memberships in community organizations, and length of residence. In addition this study revealed that participants in university adult education are above average in socio-economic status, are actively involved in community organizations, and have lived for a relatively long period in their present community. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This thesis treats two problems simultaneously.It performs a replication test and extension of a given model of differential social participation, and a test for differing conclusions at three measurement levels. This involves secondary analyses of a two-cluster random sample. The Wilensky causal-sequence model of education, orderliness of work careers, and organizational participation is tested under several controlled conditions, i.e., several subsamples, and in a random sample of a small one-Company industrial city. That particular linear, independent-effects model is not supported in any of the samples. Education is found to explain directly some of the participation. Furthermore, Wilensky's central relation, the primacy of orderliness as a predictor of participation, is not supported except in a sample very similar to his "middle-mass" sample. A cumulative interaction model, involving education, orderliness of work careers, intra-generational mobility, and length of residence is proposed. Although the new model per se does not explain any more variation in social participation when compared to the model of the additive effects of those factors, the (cross-products) interaction terms do add a statistically significant amount of explained variation when combined with the additive effects in a single model of relationships. The analyses close with suggestions for further exploring new interaction arrangements and with the conclusion that the best fit to the present data is the model of combined additive and interactive effects. The dual assumptions of Davis, with regard to (1) non-differing conclusions about people at measurements levels, and (2) crudeness in statistics being the same as conservatism, are directly challenged by the analyses. Under the rigid application of the criteria (1) of magnitude in correlation values, and (2) of consistency in the signs of relations, interpretative models differ somewhat from measurement level to level, especially when interpreting the empirical relations for each indicator of organizational participation. Underlying interaction among variables, tested by a linear model, enhances a crude statistic. / Arts, Faculty of / Sociology, Department of / Graduate

Thesis (M. Soc. Sc.)--University of Hong Kong, 1991.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1991. / Also available in print.

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