Since Bergevin and McKinley (1966) first wrote about Participation Training as a way to create collaboration among learners, more than 40 years of research has explored, separated, and defined various types of group work and group learning. Themes that emerged in the study were: Participation Training as something missing, Participation Training as resistance, Participation Training as "self' concepts, Participation Training as theater, Participation Training as negotiation, and Participation Training as shared experience. Data collected through interviews with individuals who experienced a 2007 Participation Training Institute reveal the complex, eductive nature of the phenomenon. That is, although the structures employed throughout the training were articulated before the participants actually experienced them, the constructed process, including content, was entirely authored by the particular group of people involved. The structural tools that define the procedure were prescribed; learners came to Participation Training having read about the structure of the training, the roles, and yet every one of the contributors believed there was no structure present at the beginning of the training. The experience of Participation Training did not depend on discussion content; it depended on rehearsal and reflection. In this study, contributors perceived the absence of content as the absence of structure. When none was supplied, they gradually created structure by determining content together, so they were able to take "ownership" of the process as they generated it. This absence of prescribed content was, for these contributors, the essence of Participation Training.Using a variety of theoretical lenses, Participation Training should be explored for its potential towards helping learners – teachers and students – work together through the development of individual skills that support interdependence. Since Participation Training is based on dialogue, discourse analysis might provide a particularly rich window onto the development of various forms of interaction among learners; semiotics could examine the meaning of Participation Training as a face-to-face, rather than technologically mediated, experience. Comparative case studies might reveal productive similarities and differences between Participation Training and other forms of group learning. / Department of Educational Studies

Autoethnography is a self-reflexive form of ethnography. Autoethnography has been conducted using diverse techniques. This research employs the autoethnographic approach using a personal narrative. Personal narrative texts are subjective, provocative and provide insight into lived experience. The researcher’s personal narrative is used to examine the subjective, lived experience of being in a dual-student, non-married, long-distance relationship. Both critiques and arguments for the use of autoethnography and personal narrative are reviewed. Directions for future research on long-distance, dual-student couples are explored as well as directions for the autoethnographic approach. / Department of Communication Studies

Graduate student couples were surveyed to determine what effects their sex, graduate status, or level of marital satisfaction had on their attributions of stability, controllability, and locus of causality. There were 242 participants. Of the total, 93 couples returned questionnaires. An additional 56 individuals returned questionnaires without their spouses. The Dyadic Adjustment Scale was utilized to determine each participant's level of marital satisfaction, and the Causal Dimension Scale was used to measure their attributions about their marital satisfaction. Two research designs were developed to organize the data for analysis. The first ANOVA focused on couple dyads, while the second included all participants who returned questionnaires.In the analysis for design one, there was no support for the first hypothesis which stated that graduate students compared to non-graduate students will differ in the type of attributions they report. Support was found, however, for the second hypothesis which stated that satisfied and dissatisfied couples will differ in the type of attributions they report. Partial support was also discovered for the third hypothesis which stated that husbands will differ from wives in the locus of causality, stability, and controllability of their attributions. A significant effect was found for only the attributions of stability and controllability. There was no effect found for locus of causality. Husbands whose wives were satisfied reported more stable and more controllable attributions for their satisfaction than did husbands who were dissatisfied regardless of their wives' level of satisfaction. Wives who were satisfied and married to satisfied husbands along with dissatisfied wives married to satisfied husbands reported more controllable attributions than did wives who were married to dissatisfied husbands. Also, wives who were satisfied and married to either satisfied or dissatisfied husbands made more stable attributions than dissatisfied wives married to dissatisfied husbands.In design two, an ANOVA was conducted to investigate the following hypotheses: (4) Males will vary from females in locus, stability, and controllability attributions; (5) Satisfied and dissatisfied spouses will differ in locus, stability, and controllability attributions; and (6) Graduate students as compared to non-graduate students will differ in locus, stability, and controllability attributions.No support was obtained for the fourth hypothesis. Results did confirm, however, the fifth hypothesis. Satisfied individuals made more stable, controllable, and internal attributions about their marital satisfaction than did dissatisfied individuals. Also, partial support was found for the sixth hypothesis but only for the attribution of locus of causality. Male graduate students as compared to female graduate students made more internal attributions. Additionally, male non-graduate students made more internal attributions as compared to female graduate students.All of these results are discussed in relation to previous research on marital satisfaction and causal attributions. Implications for counseling graduate student couples are also mentioned as are methodological limitations of the current project. / Department of Counseling Psychology and Guidance Services

Thesis (Ph.D.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 86-94) and index.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 316-326) Also available in print.

Thesis (Ph.D.)--Murdoch University, 2007. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 297-312).

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 316-326) Also available online.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 193-201).