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

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2423. Adviser: James Leach. Includes bibliographical references (leaves 104-111) Available on microfilm from Pro Quest Information and Learning.

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.

Adult learners returning to school to complete a secondary diploma are faced with a range of extrinsic and intrinsic factors influencing their ability to engage and commit to their education (Cantor, 1992; Entwisle, Alexander, & Olson, 2004; Klein, Noe & Wang, 2006). The needs of these adult secondary learners (also known as mature learners) challenge educators to adapt programs to improve learning experiences. One avenue is technology which has changed the face of traditional classrooms at all educational levels (Becker, Ravitz, & Wong, 1999; Dawley, 2008). Particularly, eLearning has been associated with constructivist environments where flexibility and accessibility enhance learning experiences (Kassop, 2003; Johnson, 2001; Neo, 2005). Conversely, eLearning can isolate learners where technological frustration or learning anxiety translate into attrition rates ranging from 30--80% (Flood, 2002; King, 2002). Characteristics such as lack of self-directedness and motivation among mature learners suggest that pure eLearning is not ideal (Flood, 2002; Packham, Jones, Miller, & Thomas, 2004; Schrum & Hong, 2002). To support the needs of mature learners, an alternate course modality was explored. Blending classroom and online learning into a hybrid course offered a potential balance for mature learners (Berge, 2006; McCray, 2000; Skill & Young, 2002). The purpose of this inquiry was to understand the teaching and learning experiences of mature learners and their instructor within a hybrid course. A case study research approach was adopted, and multiple data collection methods helped construct a multifaceted description of the participants' experiences. The findings point to benefits of hybrid learning for mature learners, while also highlighting the skills of the learners and the role of the instructor as influential in the learning experience. The perspectives revealed in this inquiry allow us to envision how hybrid learning could shape a more dynamic learning experience for mature learners.

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.

Because Web-based Learning (WBL) is a relatively new educational environment, limited research has been undertaken in exploring the factors that affect learners and instructors in WBL. (Trentin, 2001; Muirhead, 2001; Sloffer, Dueber & Duffy, 1999; Gabriel, 1999; Land & Hannafin, 1997; Mayer, 1997; Newman, Webb & Cochrane, 1996). How WBL learners co-construct knowledge through collaboration with each other under the guidance of an instructor has not been examined in-depth. Although there is literature that examines general factors affecting learners in the WBL environment, there is little research that reveals why these factors are significant to the process of constructing learning, or how they impact learners' ability to collaborate in a WBL environment (Trentin, 2001; Carstens & Worsfold, 2000; Sloffer, Dueber & Duffy, 1999; Gabriel, 1999; Edelson, Pia, & Gomez, 1996; Silva & Breuleux, 1994). This qualitative single case study was comprised of a WBL course delivered to a group of public sector employees in various locations around the world, and focused on their WBL experiences. An instructor, a course administrator, a Website manager, and eight learners volunteered to participate in the case study. Data from the study were analyzed in order to provide in-depth descriptions of factors affecting collaboration among learners in a course delivered solely through WBL. This study revealed factors that primarily prevented learners from collaborating among themselves as they constructed their learning in a Web-based environment. Some factors that could have facilitated collaboration were evident; however, the barriers to it were insurmountable in this case. The findings of this study have illuminated findings of previous studies, and contributed new understandings. Recommendations for WBL processes and components will assist WBL instructors and designers to facilitate collaboration and knowledge co-construction among learners.

The purpose of this study was to gain insight into the environments young adults find conducive to creative endeavours. Adolescents, parents, teachers, educational systems, and society as a whole would benefit from a deeper understanding of how creative individuals interact with, shape and seek out environments to fulfil their various creative needs. The present project was guided by an interactionist model of creative behaviour (Woodman & Schoenfeldt, 1989) which takes into account the four major strands of inquiry involved in creativity research and provides a conceptual framework for their holistic study. The focus of the present study was primarily on environmental determinants of creativity as perceived by the participants; however, some consideration was given to the remaining three areas of creative research, namely, person, process, and product. To this end, a qualitative study employing grounded theory methods was adopted. The research design adheres most closely to the social constructionist interpretation and application of the grounded theory method as outlined by Charmaz (1990). Thirteen creative seniors selected from a local city high school were interviewed. Insights from these interviews are divided into three sections. First, in section I, a method for identifying creative individuals within a high school is developed and discussed. In section II, an environmental process model of creativity is illustrated. Last, in section III, implications for educational systems as well as creativity research in general, are examined and practical avenues of action are suggested.