Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 176-184).

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: Center for Public Policy. Bibliography: leaves 131 - 142. Also available online.

Thesis (M.A.)--York University, 2005. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 93-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11901

The purpose of this study was to document and critically analyze the lived experience of selected nursing staff developers in the process of moving toward a new model for hospital nursing education. Eleven respondents were drawn from a nation-wide population of about two hundred individuals involved in nursing staff development. These subjects were responsible for the implementation of the Performance Based Development System (PBDS) in their institutions. A purposive, criterion-based sampling technique was used with respondents being selected according to size of hospital, primary responsibility for orchestration of the change, influence over budgetary factors and managerial responsibility for PBDS. Data were gathered by the researcher through both in-person and telephone interviews. A semi-structured interview guide, designed by the researcher was used, and respondents were encouraged to amplify on their recollections as desired. Audiotapes were transcribed and resulting computer files were analyzed using the program "Martin". Answers to interview questions were compiled and reported across cases. The data was then reviewed a second time and interpreted for emerging themes and patterns. Two types of verification were used in the study. Internal verification was done through interview transcript review and feedback by respondents. External verification was done through review and feedback on data analysis by readers who were experienced in management of staff development departments. All respondents were female, so Gilligan’s concept of the "ethic of care" was examined as a decision making strategy. Three levels of caring which influenced decision making were found. They were caring: (a) for the organization, (b) for the employee, and (c) for the patient. The four existentials of the lived experience, relationality, corporeality, temporality and spatiality were also examined to reveal the everydayness of making change.

Using the learning descriptions of graduates of a graduate ministry program, the mechanisms of interactions between the knowledge facets in learning processes were explored and described. The intent of the study was to explore how explicit, implicit, and emancipatory knowledge facets interacted in the learning processes at or about work. The study provided empirical research on Yang's (2003) holistic learning theory. A phenomenological research design was used to explore the essence of knowledge facet interactions. I achieved epoche through the disclosure of assumptions and a written self-experience to bracket biases. A criterion based, stratified sampling strategy was used to identify participants. The sample was stratified by graduation date. The sample consisted of 11 participants and was composed primarily of married (n = 9), white, non-Hispanic (n = 10), females (n = 9), who were Roman Catholic (n = 9). Professionally, the majority of the group were teachers or professors (n = 5). A semi-structured interview guide with scheduled and unscheduled probes was used. Each approximately 1-hour long interview was digitally recorded and transcribed. The transcripts were coded using a priori codes from holistic learning theory and one emergent code. The coded data were analyzed by identifying patterns, similarities, and differences under each code and then between codes. Steps to increase the trustworthiness of the study included member checks, coding checks, and thick descriptions of the data. Five themes were discovered including (a) the difficulty in describing interactions between knowledge facets; (b) actual mechanisms of interactions between knowledge facets; (c) knowledge facets initiating learning and dominating learning processes; (d) the dangers of one-dimensional learning or using only one knowledge facet to learn; and (e) the role of community in learning. The interpretation confirmed, extended, and challenged holistic learning theory. Mechanisms of interaction included knowledge facets expressing, informing, changing, and guiding one another. Implications included the need for a more complex model of learning and the value of seeing spirituality in the learning process. The study raised questions for future research including exploring learning processes with people from non-Christian faith traditions or other academic disciplines and the role of spiritual identity in learning.

M.Ed. / This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult education. The investigation here is based on the unaddressed adult needs, and the main question is whether adult education empowers the adults or not. Given the local context, observation revealed the following: The rate of unemployment is growing, the number of streef kids, some of whom are becoming adults, is also growing. The ever-changing social, political and economic scene poses a challenge to the adult community. Women are now intensifying recognition of their rights, while men are busy trying to fight poverty. Adult education should cater for the above adult needs. By catering for the needs, that will be empowering the adults. Investigations of this essay prompted the researcher to review literature related to adult education. The theoretical foundation discussed the elements related to the research question. Theoretical elements discussed are: The adult, adult education, adult needs, empowerment, and adult teaching and learning methods. Literature here provided a rich mixture of theories and concepts related to adult education. This literature served the purpose of checking the validity of my claim, which was ultimately argued to be valid. The rationale for this research is to make a contribution to the academic body of knowledge. This knowledge is envisaged to help the academic planners, the ABET planners, AE researchers, the adult learners themselves, and anyone interested in community education programmes. This essay tries to address reform of adult education in Mmabatho to be shaped along acceptable standards. In the light of the above, it has been clear from this inquiry that Mmabatho has good physical resources necessary for implementing AE, and address adults' needs properly. There should not be any wastage of resources available. It is for the above reasons that this inquiry is conducted. Methodology of this research was qualitative. Investigations and data gathering depended on interviews, and observations. An attempt of being representative concerning gender in whom were involved in A.E., while some were not involved. The people involved in data gathering were the adults enrolled in programmes, the unenrolled, men, women, young adults, the 'drop-outs', ABET government officials, and the adult tutors. The setting for data gathering was urban, rural and semi-urban and semi-rural settings. Research data was analysed, and it gave nse to a categones, which were summarised, scrutinised, and formed into main clusters. The following clusters were arrived at: Community ownership problems; unaddressed adult needs; program's lack of needs relatedness; poor adult planning; unbalanced gender, and adult centres as day-school models. Data ultimately showed that the claim of my research is valid. The conclusion section of this research included a number of issues such as, the strengths and weaknesses of the inquiry, the implications of the inquiry, and a conclusion drawn from the inquiry. Adult education in Mmabatho does not address the adults' needs properly or on a broader spectrum; in other words, AE in Mmabatho does not empower the adults in a way literature accounted for the concept 'empowerment'. There are many schools in Mmabatho which could be used well for AE programmes. Lack of human resources has been seen to be the one responsible for AE inadequacies. All these can be addressed through good planning. It could be useful for the AE planners to adopt or adapt where necessary, Vella's seven steps of planning: - Who Qearners, leaders) Why (Situation, outcomes) When (Time-frame) Where (Site) What (Content; skills, knowledge attitudes) What for (Achievement-based objectives) How (Learning tasks and materials)

The purpose of this study was to examine pediatric occupational therapists attitudes towards family-centered care. Specific attributes identified by the literature (professional characteristics, educational experiences and organizational culture) were investigated to determine their influence on these attitudes. Study participants were 250 pediatric occupational therapists who were randomly selected from the American Occupational Therapy Association special interest sections. Participants received a mail packet with three instruments to complete and mail back within 2 weeks. The instruments were (a) the Professional Attitude Scale (b) the Professional Characteristics Questionnaire, and (c) the Family-Centered Program Rating Scale. There was a 50% return rate. Data analysis was conducted in SPSS using descriptive statistics, correlations and regression analysis. The analysis showed that pediatric occupational therapists working in various practice settings demonstrate favorable attitudes toward family-centered care as measured by the Professional Attitude Scale. There was no correlation between professional characteristics and educational experiences to therapists' attitudes. A moderate correlation (r=.368, p These study findings suggest that organizational culture has some influence on occupational therapists attitudes toward family-centered care (R2 =.16). These findings suggest educators should consider families as valuable resources when considering program planning in family-centered care at preservice and workplace settings.

Recognizing literacy as a key to community development, government, non-government and international organizations in Nepal are offering literacy classes as a strategy for community development. Consequently, a great number of neo-literates are emerging every day. However, rural areas of Nepal are not meeting the challenge of neo-literates, as there is still a lack of literate environment. Therefore, literacy professionals in government or non-government organizations are pondering the question of "After literacy what?" and how to sustain people's enthusiasm and skills of literacy so that their energy and skill can be channeled in community development. Video technology has pervaded even the rural areas of developing countries like Nepal. However, community members are still media consumers rather than producers. Media technology, like video, can be an effective tool for consciousness raising when used in a participatory approach and developed locally, involving community people. Therefore, the present study is to develop a model for participatory community video as a post-literacy activity in Nepal. Four major steps have been taken in the study. First, a literature review is done to explore what other developing countries are doing for post-literacy and how much media technology has been integrated in literacy as well as in rural community development. Second, interviews were done with seven Nepal experts to explore their opinions on using video in rural Nepal as a tool for consciousness raising. Third, based on these interviews a model for participatory community video was developed. Fourth, this model was field tested in one of the rural communities in Nepal. The field test showed that use of video is an effective tool for adults to raise consciousness and develop leadership quality in neo-literates. This study is significant for Nepal because it brings into sharp focus the existence of multiculturalism in the country and efforts to develop indigenous knowledge without local cultural values being wiped out. It provides ambitious neo-literates the opportunity to be creative and to work for their own community rather than migrating to urban areas. Communities will produce their own leaders to cope with globalization through media.

A blend of quantitative and qualitative field-based research, this participatory study explores the state of Adult Basic Education mathematics, identifying and examining factors that influence math instruction in ABE classrooms across Massachusetts. Referencing literature on current reform movements in formal mathematics education and literature on adult learning theory and research, patterns in the existing ABE mathematics instructional context that might support or oppose future reform are identified. To create an accurate and detailed picture of the adult basic education learning environment this study explores five key aspects of the mathematics instructional context: the program context, the instructional environment, the ABE math instructor, the adult learner, and the content, curriculum and support materials used in math instruction. Practitioners within Massachusetts and across the United States contributed to the design of the study and analysis of the data. Information was gathered in two phases. The first involved a survey of the programs and instructors involved in math instruction. In the second, a representative case sample of 15 programs was selected and interviews were conducted with 17 individual instructors and 13 focus groups of learners (49). In addition, classes were observed and materials were collected from each program. Selected themes that emerge include: (1) the general lack of support for math instruction in ABE programs; (2) the need for flexible staff development and curriculum support options to accommodate the diversity existing in the ABE math community; (3) instructor and learner initial anxiety concerning math (and its effect on learning/instruction); (4) learners increased self-confidence is triggered by mastering math activities; (5) the perceived effectiveness of reality-based, hands-on, and collaborative activities in learning math; (6) the prevalence of multi-level math classes poses serious challenges for instructors; (7) the discrepancy between use (high) and perceived usefulness (low) of standardized assessment tools; (8) information gathered from those within the learning environment proves to be most accurate; (9) given information, opportunity, and support, ABE math instructors gravitate towards change; (10) recommendations for instruction emerging from adult learning theory support reform and existing structures. The study concludes by providing recommendations for reform efforts, staff development and training, and development of math curricula, materials and approaches to assessment.

In the present context of increasing unemployment and budgetary constraints, providing targeted assistance and quality adult education is of paramount importance. Survey data collected over the years indicate the pressing need for quality adult education programs in the District of Columbia. According to the National Adult Literacy Survey of 1996 and the 1999 Statistical Report from the D.C. Department of Employment Services, the District of Columbia had the lowest literacy proficiency (61%) in the nation when compared to the 50 states of the United States. In a similar manner, the National Adult Literacy Survey of 1999 reported that over 50% of the District's public high school students had dropped out. For those students who stayed in school and graduated, many tested below high school reading levels. Also in terms of unemployment, the District of Columbia reported the highest unemployment rate (8.8%) in the nation (1999 Statistical Report, Department of Employment Services). Based on these complexities, concerns were raised among adult education practitioners concerning the capacity of existing adult education programs in the District to provide employment-focused adult education training. This dissertation focuses on the role of adult education program managers in order to strengthen programs and proposes that monitoring has the potential to serve as a management tool to identify management training needs. Monitoring can also ensure that these needs are met through the identification and provision of on-going technical assistance. The dissertation utilizes a case study approach to examine ways in which adult education program managers can build on strengths and address areas of weaknesses with the help of an effective monitoring strategy. Data was collected through structured and unstructured interviews, direct observations, site visits and an analysis of documents and reports in order to provide a full understanding of the potential of monitoring to improve management skills. In addition, theories of formative evaluation, decentralization and social capital were examined and relationships were established. The study found that monitoring has the potential to build local capacities by helping managers identify their areas of weakness and facilitating a process through which these managers identify appropriate types of technical assistance. The study also found that managers developed areas of strengths as a result of targeted monitoring. Changes in attitudes, perceptions and behaviors were observed during the monitoring process. Managers began to communicate with each other more and share information. The study concludes that monitoring has the potential to increase social networking among managers, which enhances management's performance. In the final chapter, the study describes the impact of communication and participation issues on the monitoring process and closes with a discussion of future trends and suggestions for further research.