A survey was conducted during the months of June and July 1976 at the Willow Chest Clinic in Vancouver, British Columbia, using a questionnaire designed to test tuberculosis patients' knowledge on the cause, course, treatment and prevention of tuberculosis, and their attitude towards the patient education process. The questionnaire was administered to 159 new active tuberculosis patients attending the Clinic for follow-up treatment. Approximately half of this population had been hospitalized at Pearson Hospital during their initial treatment phase, while the other half was treated at the Willow Chest Clinic since the diagnosis of the disease. A control population of 162 patients matched by age, sex, education and ethnic origin was selected from patients attending the Clinic for other respiratory diseases. The objective of the study was to compare hospital versus clinic education of tuberculosis patients in Vancouver, since the product and the process of patient education have an important impact on the treatment and control of tuberculosis. The tuberculosis patients knew more about the disease than the non-tuberculosis patients. The Hospitalized patients had consistently and significantly higher scores than the Control group. The Non-Hospitalized patients had statistically higher scores than the Control only in the area of knowledge of treatment of tuberculosis. The patients who had been hospitalized knew more about the disease than patients who were treated on an ambulatory basis since the diagnosis of the disease. Biases such as that resulting from the selection process of the Study and Control groups, the design and administration of the questionnaire could have contributed to the differences in the scores. Age, education and ethnic origin were found to have significant impact on the knowledge of the patients. However, these variables had been adjusted for in the final analysis of the scores. Since the hospital had provided more patient education opportunities than the clinic, the higher scores could be due to the patient education process. Patient education could have increased the knowledge of tuberculosis among the hospitalized patients. The importance of good communication in patient education was reiterated. That these different groups of patients, by virtue of their differences in age, education and ethnic origin, had their unique education needs was evident from the patients' response. Hence different means of communicating disease information in varying amounts would be necessary. The use of non-tuberculosis patients to estimate the level of knowledge of tuberculosis patients prior to their disease has not been completely satisfactory. It is recommended that future patient education programs have mechanisms for evaluation built into their design. This would allow a better assessment of the effectiveness of patient education. / Medicine, Faculty of / Population and Public Health (SPPH), School of / Graduate

The purpose of this study was to research the early history of the Vancouver Talmud Torah, from 1913 to 1959, in order to determine how one group of Canadian Jews attempted to retain their separate identity while functioning in Canadian society. Two sources provided the bulk of the material for this study. Twenty-five interviews with former students, teachers, parents and Board members provided first-hand information and back issues of the Jewish Western Bulletin, the Vancouver Jewish community weekly newspaper, from 1925-1959 served as a written primary source. A book of minutes from 1944-1947 was also very useful in verifying facts. All of this information was then integrated with research on Jewish education in other parts of Canada, especially Western Canada, to establish the Vancouver Talmud Torah’s connection with similar efforts across Canada. There are two main divisions to this thesis. The first section covers the period from 19 13- 1948, during which time a group of Vancouver Jews dedicated themselves to the establishment and continuation of a Jewish afternoon school. The second section examines the first decade of the day school from 1948-1959 where a full program of Jewish and secular studies was offered to Jewish children during the regular school day. This study examines why the day school was set up. Some insights are also offered regarding whether both the afternoon and the day schools were successful in meetings the goals set out by the organizers and the needs of the community which it served. There is no easy way to determine the success or failure of a school. Many problems are beyond the control and scope of a school’s mandate. The findings of this research indicate that the Vancouver Talmud Torah endeavoured to provide the best possible Jewish education for its students under unfavourable conditions. The primary obstacle comes in comparing the quality of Jewish education in Vancouver with that in other major Jewish centres in Canada, because of the Vancouver Jewish community’s relative isolation from other communities and its small population. The shortage of qualified teachers and the lack of adequate teaching materials and professional development programs have made it difficult for the school to provide a Jewish studies program on the same level as its secular studies program (which was excellent). Furthermore, too much responsibility for the children’s Jewish education and identity had been placed on the school, with the family and community assuming a lesser role than it historically did. This has not only made the task of the Talmud Torah very difficult, it has also created a chasm between the school and the community, with the teachers and students left to battle it out in the middle. Therefore, under the circumstances, the Talmud Torah has provided the best possible Jewish education for its students. However, if the family and community would have maintained their responsiblity in guiding the religious and cultural education of their children, the Talmud Torah would have been in a much better position to fulfill its supplementary role in the education of Jewish children. It is interesting to note that the same comments could be made today, some 35 years later.

In the field of Native social work education, the concept of "culturally relevant education" is poorly defined despite increasing student enrollment and development of programs. This study employed a qualitative approach to explore with twelve students, enrolled in a B.S.W. program at a Native college in Merritt, B.C., their experiences and meanings of this concept. In-depth interviews and a focus group were conducted; data were transcribed and analyzed, using grounded theory and narrative analysis, to generate concepts, elements, and themes. Four interactive themes emerged, that when taken together, tell a story of what "culturally relevant education" meant to these Native students: the four themes were Learning What It Is To Be Indian; Healing Residual Personal and Cultural Issues; Integrating the Two Worlds, Aboriginal and White; and, Becoming the Teacher. The principle finding was that students made cultural relevance for themselves. Various elements, such as Indian Studies courses and Native instructors, seemed to support students making cultural relevance. This study indicates that making cultural relevance was highly individualistic and situation-specific, and required competence in mainstream culture and a First Nation's culture. Educators, programs, and institutions can, and should, help students access the necessary elements. The main criterion for determining such elements should be the extent to which they strengthen student's Aboriginal self- identity and worth: it seems that strong Aboriginal self-identity and worth is what supported the student's ability to make cultural relevance. Further research into the phenomenon of making cultural relevance is indicated.

In the field of Native social work education, the concept of "culturally relevant education" is poorly defined despite increasing student enrollment and development of programs. This study employed a qualitative approach to explore with twelve students, enrolled in a B.S.W. program at a Native college in Merritt, B.C., their experiences and meanings of this concept. In-depth interviews and a focus group were conducted; data were transcribed and analyzed, using grounded theory and narrative analysis, to generate concepts, elements, and themes. Four interactive themes emerged, that when taken together, tell a story of what "culturally relevant education" meant to these Native students: the four themes were Learning What It Is To Be Indian; Healing Residual Personal and Cultural Issues; Integrating the Two Worlds, Aboriginal and White; and, Becoming the Teacher. The principle finding was that students made cultural relevance for themselves. Various elements, such as Indian Studies courses and Native instructors, seemed to support students making cultural relevance. This study indicates that making cultural relevance was highly individualistic and situation-specific, and required competence in mainstream culture and a First Nation's culture. Educators, programs, and institutions can, and should, help students access the necessary elements. The main criterion for determining such elements should be the extent to which they strengthen student's Aboriginal self- identity and worth: it seems that strong Aboriginal self-identity and worth is what supported the student's ability to make cultural relevance. Further research into the phenomenon of making cultural relevance is indicated. / Arts, Faculty of / Social Work, School of / Graduate

The purpose of this study was to research the early history of the Vancouver Talmud Torah, from 1913 to 1959, in order to determine how one group of Canadian Jews attempted to retain their separate identity while functioning in Canadian society. Two sources provided the bulk of the material for this study. Twenty-five interviews with former students, teachers, parents and Board members provided first-hand information and back issues of the Jewish Western Bulletin, the Vancouver Jewish community weekly newspaper, from 1925-1959 served as a written primary source. A book of minutes from 1944-1947 was also very useful in verifying facts. All of this information was then integrated with research on Jewish education in other parts of Canada, especially Western Canada, to establish the Vancouver Talmud Torah’s connection with similar efforts across Canada. There are two main divisions to this thesis. The first section covers the period from 19 13- 1948, during which time a group of Vancouver Jews dedicated themselves to the establishment and continuation of a Jewish afternoon school. The second section examines the first decade of the day school from 1948-1959 where a full program of Jewish and secular studies was offered to Jewish children during the regular school day. This study examines why the day school was set up. Some insights are also offered regarding whether both the afternoon and the day schools were successful in meetings the goals set out by the organizers and the needs of the community which it served. There is no easy way to determine the success or failure of a school. Many problems are beyond the control and scope of a school’s mandate. The findings of this research indicate that the Vancouver Talmud Torah endeavoured to provide the best possible Jewish education for its students under unfavourable conditions. The primary obstacle comes in comparing the quality of Jewish education in Vancouver with that in other major Jewish centres in Canada, because of the Vancouver Jewish community’s relative isolation from other communities and its small population. The shortage of qualified teachers and the lack of adequate teaching materials and professional development programs have made it difficult for the school to provide a Jewish studies program on the same level as its secular studies program (which was excellent). Furthermore, too much responsibility for the children’s Jewish education and identity had been placed on the school, with the family and community assuming a lesser role than it historically did. This has not only made the task of the Talmud Torah very difficult, it has also created a chasm between the school and the community, with the teachers and students left to battle it out in the middle. Therefore, under the circumstances, the Talmud Torah has provided the best possible Jewish education for its students. However, if the family and community would have maintained their responsiblity in guiding the religious and cultural education of their children, the Talmud Torah would have been in a much better position to fulfill its supplementary role in the education of Jewish children. It is interesting to note that the same comments could be made today, some 35 years later. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

A new Canadian political party arose out of the depression years as a protest to the economic, social and psychological conditions of that period. In 1932 the Co-operative Commonwealth Federation (CCF) was established, and the founders of this new political movement believed that their ideology of democratic socialism was the solution for the problems facing Canada. The CCF, later renamed the New Democratic Party (NDP); was a movement that offered a critique of the prevailing society, and was committed to the principles of democratic socialism. The CCF was a reform movement and a political party that challenged the prevailing Canadian ideology of capitalism, and as a result, needed to educate people to its cause. The CCF devoted a great deal of energy and volunteer time to education of party members. It was the only political party that organized correspondence courses, established study groups, provided lengthy and detailed reading lists, published study guides for recognized political books and had six separate party newspapers in simultaneous publication. In addition, the CCF encouraged book clubs, education clubs and ran summer schools and held educational conferences. Political scientists and historians have acknowledged for some time that the CCF in its early years held a strong belief in the necessity to educate its membership (Avakumovic, 1978; Robin, 1973; Young, 1969b; Zakuta, 1964). However, there has never been an attempt by adult educationists to study the CCF and its educational programs. The present study is an examination of the educational programs conducted by the CCF in British Columbia from 1933 to 1961. In addition, the study is an analysis of' a shift in educational emphasis as a reform-political movement evolved into a competitive political party. The CCF movement was avowedly educational in its early years, recognizing the need to explain democratic socialism to its new membership. Major political successes and advances during the war years swayed the CCF towards education for the general public. The post-war years were a time when the CCF evaluated its political goals and direction, as well as its commitment to education. With the "Cold-War" and the affluent fifties, the CCF swayed once again from its original ideological and educational emphasis. In the late fifties and early sixties an effort was directed to forming a new political party, which emerged in 1961 as the New Democratic Party. This study on CCF membership education in British Columbia divides the evolution of the work into five periods. Economic and political concerns, a world war and national and provincial elections had a discernable effect on educational emphasis and programming, The research concluded that in British Columbia the content and extent of various educational programs, activities and the literature changed during the CCF's 28 year history. The early movement years were marked by a great deal of creative activity occurring in numerous educational projects. The later years saw a political party replacing its educational emphasis with an organizational and campaign emphasis. The educational program of the CCF was very much influenced by the political concerns of the CCF as it met its political obligations, and as it responded to a changing world. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.

Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

One of the characteristics of adult education is the degree to which it is dispersed throughout society. Much adult education is practiced in organizations and institutions that have purposes other than adult education. Schroeder (1970, p. 37) has suggested a category of adult education agencies (Type III agencies) established to serve both the educational and non-educational needs of the community, agencies in which "adult education is an allied function employed to fill only some of the needs which agencies recognize as their responsibility." The purpose of this study was to examine adult education in Schroeder's Type III agencies using libraries and museums as examples. The study addressed the definition and description of adult education, the importance of adult education relative to other functions of the organization, and the purposes for which the organizations used adult education. A comparative analysis of the adult education function of three libraries and three museums was conducted. Print materials (annual reports and publicity brochures) and interviews with the person responsible for programming were used as data sources. Analysis of the findings was done in three stages: single case analysis (within case analysis), analysis of libraries and museums (within category analysis), and comparison of libraries and museums (across category analysis). Many definitions of adult education were found. Most described the purposes of adult education rather than the process of teaching and learning. It was also found that the importance of adult education varied among the organizations studied. Adult education was less important than other organizational functions in four of the six organizations studied. It was as important as other functions in one organization and was not ranked in one organization. Five uses for adult education were found: stimulation (encouraging better use of the library or museum), enrichment (adding extra information), extension (enlarging community contacts), service (filling a social need), and advocacy (promoting social change). Generally, libraries used programming for extension and museums used it for enrichment. This study has contributed to understanding adult education in Type III organizations by describing some ways non-professional adult educators view adult education. It has also suggested some contextual factors that influence the adult education function in those organizations and has suggested a variety of purposes for which adult education could be used. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate