Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Nov. 30, 2006). Includes bibliographical references.

Thesis (M.A.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Dec. 13, 2006). "Specialization: Organizational Behavior"--T.p. Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 13, 2006). Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 25, 2006). Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF p. 7 (viewed on Sept. 26, 2006). Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2005. / Title from PDF title page (viewed on Mar. 27, 2006). Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2007. / Title from PDF p. 9 (viewed on May 25, 2007). Includes bibliographical references.

No description available.

My thesis document is contextualised as a three year study of my practice as a facilitator of experiential learning with pastoralist farmers in my role as an agricultural extension officer. In the study I used an action research methodology to provide change and understanding in situations in which it was too difficult to control variables. In my use of the methodology, action provided change and research provided understanding. The action research methodology also provided rigour through the spiral of its cyclic process. Within the agricultural extension context, my learning outcomes about my role in working participatively and collaboratively with pastoralists, prompted significant change in my practice of facilitation. The change enabled us as an experiential learning group facilitated by an agricultural extension officer, to provide for pastoralist participants to increasingly direct their own learning. From reflection on the project observations that led to my working more collaboratively and participatively, I theorise that improved facilitation practice can derive from personal and collaborative reflection as a part of action researching. My reflection, during the process of thesis writing allowed me to use action science to demonstrate that my improved facilitiation practice came about from enhanced congruency of theories of action of participation and collaboration. Personally, I developed a more congruent practice of participation and collaboration through action researching my practice of facilitating experiential learning with pastoralists, and by reflecting on the emergent outcomes for me as the facilitator. This thesis concludes with my consideration of whether or not my specific learning outcomes may provide a foundation for some cautious expansion of the emergent outcomes of the action research such that they may be of interest to others in extension. / Doctor of Philosophy (PhD)

The study is based on the research subjects in chai-shan elementary school; the research subjects were from the fourth class of the sixth grade (female: 12, male: 17). The purpose of this study is using storytelling strategy to practice the life education course. Researcher recorded the subjects¡¦ learning situation; after this course, researcher also observed the growth and change in the cognitive concepts and behavior of the research students. What¡¦s more, researcher viewed the reflections and growth of the teacher and the students, hoping the research could provide other life education educators with some reference and implementation data. This research used action research method. By observation, interview and document analysis, researcher investigated the students¡¦ reactions and changes after implementing this course. This research implementation period is 10 weeks (20 classes) in the formal class curriculum. Meanwhile, this life education strategy is adjusted with the researcher¡¦s review and students¡¦ class performances. The research course is expected to be objective, complete and detailed, and it is also expected to sharp the researcher¡¦s professional knowledge and research ability on life education courses. The research result shows that: 1.By applying storytelling strategy, the course could achieve the goal of life education. 2. Implementing life education with narrative curriculum model could strengthen students¡¦ confidence, bringing up ability of communication and emotional adjustment, and made students understand the meaning and value of life. 3. The teacher could upgrade the growing of professional knowledge by the practice and reflection of the life education course. Last but not least, according to the result, researcher provide specific recommendations to the school administrative units and the future studies, for reference.