Since Bergevin and McKinley (1966) first wrote about Participation Training as a way to create collaboration among learners, more than 40 years of research has explored, separated, and defined various types of group work and group learning. Themes that emerged in the study were: Participation Training as something missing, Participation Training as resistance, Participation Training as "self' concepts, Participation Training as theater, Participation Training as negotiation, and Participation Training as shared experience. Data collected through interviews with individuals who experienced a 2007 Participation Training Institute reveal the complex, eductive nature of the phenomenon. That is, although the structures employed throughout the training were articulated before the participants actually experienced them, the constructed process, including content, was entirely authored by the particular group of people involved. The structural tools that define the procedure were prescribed; learners came to Participation Training having read about the structure of the training, the roles, and yet every one of the contributors believed there was no structure present at the beginning of the training. The experience of Participation Training did not depend on discussion content; it depended on rehearsal and reflection. In this study, contributors perceived the absence of content as the absence of structure. When none was supplied, they gradually created structure by determining content together, so they were able to take "ownership" of the process as they generated it. This absence of prescribed content was, for these contributors, the essence of Participation Training.Using a variety of theoretical lenses, Participation Training should be explored for its potential towards helping learners – teachers and students – work together through the development of individual skills that support interdependence. Since Participation Training is based on dialogue, discourse analysis might provide a particularly rich window onto the development of various forms of interaction among learners; semiotics could examine the meaning of Participation Training as a face-to-face, rather than technologically mediated, experience. Comparative case studies might reveal productive similarities and differences between Participation Training and other forms of group learning. / Department of Educational Studies

No description available.

Doctor of Philosophy(PhD) / Alongside informal networks of friends and family, formal social groupings such as voluntary associations are valued by older people as opportunities for engagement. In Australia, one such grouping is the licensed social (or ‘registered’) club. Approximately 20 per cent of all older Australians, and 80 per cent of older residents of the state of New South Wales, actively participate in such clubs. Despite this, older people’s registered club participation has received little scholarly attention. This ethnographic study of one particular registered club aimed to discover the nature, meaning and role of club participation for its older members. Social capital existing in club-based networks emerged as a further investigative focus, and its mechanisms and outcomes were examined. Participant observation and in-depth interviewing were the main data collection methods used. Data analysis procedures included thematic analysis (based loosely on grounded theory methodology), as well as the more contextsensitive narrative analysis and key-words-in-context analysis. The study found that club participation enabled older members to maintain valued social networks, self-reliance and a sense of autonomy. Social networks were characterised by social capital of the bonding type, being largely homogeneous with respect to age, gender, (working) class and cultural background. Strong cohesive bonds were characterised by intimacy and reciprocity, and possessed norms including equality and the norm of tolerance and inclusiveness. These helped to minimise conflict and build cohesiveness, while protecting older club-goers from increasing marginalisation within the club. Peer grouping within this mainstream setting may have shielded the older club-goers from stigma associated with participation in old-age specific groups. The nature and scale of registered club participation amongst older Australians points to their unique and important role. The findings of this research indicate that – for at least this group of older men and women - club use is a major contributor to maintaining social connectedness and a sense of self as self-reliant, autonomous and capable. In the context of an ageing population, Australia’s registered clubs feature in the mosaic of resources available to older people, and their communities, for the creation of social capital.

Thesis (Ph.D.)--Baylor University, 2008. / Includes bibliographical references (p. 86-91).

Thesis (Ph. D.)--Ohio State University, 2005. / Includes abstract. Vita. UMI number:3192740. Includes bibliographical references (p. 96-99). Available online via OhioLINK's ETD Center.

Thèse (M.Th.Pr.) -- Université du Québec à Chicoutimi, programme en extension de l'Université de Montréal, 2005. / La numérotation en chiffres romains commence avec les pages précédant l'introduction et se poursuit avec la bibliogr. et les appendices. CaQCU Bibliogr.: f. xiv-xviii. Document électronique également accessible en format PDF. CaQCU

Thesis (M.A.)--Ohio University, August, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.)--Murdoch University, 2009. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 281-302)

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

Thesis (Ph. D.)--University of California, San Diego, 2000. / Vita. Includes bibliographical references (leaves 331-342).