Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Ann Cale Kruger, committee chair ; Susan C. McClendon, Miles A. Irving, Karen M. Zabrucky, committee members. Electronic text (126 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 7, 2009. Includes bibliographical references (p. 119-121).

The purpose of this study is to explore individual conceptions of the experience of traumatic spinal cord injury from the perspective of adult learning. A qualitative research approach was chosen as the most appropriate to explore these meanings. The methodology for this study was both descriptive and interpretive. Data collection took the form of semi-structured in-depth interviews. The research was essentially exploratory. Commonalities of meaning attributed to the injury were revealed through analysis of the data and grouped into three thematic categories; rediscovery of self, redefining disability and establishing a new identity. These themes, whilst representing commonalities, revealed the complex and multidimensional nature of each individual's experience. The disability and overall sense of loss were initially symbolized by the physical changes or the external experience of disability. These are separate from the internal concept of 'self ' which was perceived by the individuals as being the same as pre-injury. The findings suggest that an inner conflict between the external or public 'self ' and the internal or private 'self ' develops which can best be described as an experiential split. The theme of rediscovering self is concerned with those components of the post-injury experience which inhibit or facilitate a reintegration of the internal and external selves. The inhibiting factors identified included the loss of control over physical functioning and capabilities, alienation from the 'real world,' the restrictive environment and instructional limitations of the rehabilitation facility and the attitudes of health professionals. The process was found to be facilitated by the continuity of their sense of self, a gradual build-up of a new framework of experience and personal resources accrued from their pre-injury history and social context. The theme of redefining disability was achieved by challenging the attitudes and stereotypes espoused by health professionals and society, and an assimilation of a new sense of coherence. The latter was seen as occurring through attributing meaning to the cause of the injury, expanding the range of available options and developing new value priorities. The third theme of the establishment of a new identity was found to be associated with making comparisons with others by which self-esteem can be enhanced, by association and dialogue with a peer minority, by creating intimacy with significant others and new ways of interacting with society. These themes bear little relationship to the instructional content of current rehabilitation programs, and defy explanation through the traditional learning perspective of skill acquisition and behavioral change which has dominated rehabilitation practice, and to which research is primarily directed. The data yielded a way of understanding the experience of spinal cord injury which is not adequately expressed in the literature. It became apparent that these individuals were engaged upon a complex learning process. A theory of transformative learning proposed by Mezirow was introduced as a possible alternative, or adjunct to, the educational model of rehabilitation service provision. Central to this theory are two dimensions of meaning described as meaning schemes and meaning perspectives and the unique adult characteristic of critical reflection. The subjects in this study recognized the learning involved in questioning old meaning perspectives and creating new ones. By reflecting and acting on these new meaning perspectives the facts and implications of disability became integrated into a chosen lifestyle. Implications for rehabilitation practice are that the target of an educational intervention may not, in fact, be the clients but the health professionals involved in providing instruction and care. A greater understanding of the experience of traumatic spinal cord injury over time, and the uniquely individual learning process involved, would facilitate a more client centred and relevant approach to instruction. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 178-200).

No description available.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: James A. Whitson, School of Education. Includes bibliographical references.

The purpose of the study is to research the community participation of Kaoshiung Hsin-hsing community university in ecological club. Firstly, based upon the motive ations and aims of the study, the researcher analyze related of literature in order to construct the framework of this research . The develop went of ecological club ¡Bthe clubs¡¦ participation in community¡Bthe club members self refection and growth by the club¡Bthe crises encountered by the club. Four dimension were developed for the study: The results of this research are as follows¡G 1. The Nature Ecological Club was established in 2003.And developed along with three stages 2. Reasons for club¡¦s members in participating the community: A. identification with the indigenous land, B. sense of mission towards the environment, C. the natural understanding of the ideas among local leaders 3. The members have develop a brand new perspective toward the environment and have re-framed their own value system, and them have up-graded the quality of their lives. 4. Along the development of the Club, the Hsin-hsing Community University has offered limited guidance and support, therefore, too members have encountered numerous difficulties Base upon the results of the research, some suggestions have been proposed to the Kaoshiung Hsin-hsing community university¡BNature Ecological Club and these who would like to conduct similar research.

Thesis (Ed. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 212-228). Also available online.

The purpose of this thesis is to examine the effectiveness of distance learning within post-registration community nurse education. In this context, 'effectiveness' is defined as being useful to the student or 'fit for purpose' and it focuses on the educational experience. The study, which was designed in two stages, aimed to investigate whether learning support needs were similar for full-time adult students and distance learners. In the first stage, an original survey instrument was designed and posted to a group of nursing students who had undertaken a diploma-level course (n=169). A response rate of 69% was achieved. It aimed to determine whether the learning and educational support needs were similar between these two groups. The findings suggested that the learning and educational needs were alike and suggested the need for proactive support with adult learners, irrespective of their mode of study. In the second stage, a phenomenological approach was used to determine the experiences of the first cohort of graduates from a distance-learning degree course in community nursing (n=6); their community supervisors (n=9) and the academic staff involved with the course(n=7). Each group interpreted the meaning of 'effectiveness' in varying ways. The findings confirmed that distance learning is an effective mode of education, providing that the students' learning is facilitated and supported by regular contact with course tutors and other students. The significance of this study is in the model of supportive learning which was developed in light of the findings that will assist in the effectiveness of distance learning. The model has five elements within it, addressing 'student characteristics 1, 'tutor characteristics', 'student-student contact', 'course content' and the relationship between the student and tutor. It is proposed that this model could be used for the support of students, as a framework for staff development and for course evaluation.

No description available.

Thesis (M. P. A.)--Texas State University-San Marcos, 2007. / "Spring 2007." Includes bibliographical references (leaves 65-70).