Thesis (M.S.)--University of Wisconsin--Madison, 1961. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 72-74).

Most research on participation in adult education has described participants using static variables, however, it has been suggested that dynamic factors which describe the relationship between the individual and the organization have more potential value. This study included both types of variables when analyzing the factors which influence participation in adult education in a rural Canadian setting. The data for this study were collected during the summer months of 1967, when interviews were completed with 881 household heads in six rural regions of British Columbia. The 126 respondents who were classified as participants and an equal number of randomly drawn non-participants were compared using both static and dynamic variables. The distributions within the groups were tested for significant differences using the chi square statistic while linear relationships were indicated by correlation coefficients. To remove the effects of the variables of age and education from the relationships existing between the two groups a second sample of non-participants was matched with the participants on these variables. The new groups were then compared using the static and dynamic variables on which the original groups had differed significantly. The first and second hypotheses which proposed significant differences between the two groups with respect to certain static and dynamic variables, were tentatively accepted when the original samples of participants and non-participants were shown to differ significantly on thirteen static and eight dynamic variables. The third hypothesis which proposed differences between vocational and non-vocational participants was only partially accepted as the two groups differed on the variables of occupational prestige and income. The findings with respect to the first two hypotheses were modified when the matched groups were shown to differ significantly on only five static and two dynamic variables. On these variables the participants reported better job training and better jobs, fewer but better educated children, and greater formal social participation. They also reported a greater felt need for further education and stated more willingness to give up spare time for this education. A general conclusion was proposed which suggested that the participants exhibited a more favourable attitude to education than did the non-participants. But this conclusion is tentative as the findings of the study emphasize both the need for further research with dynamic variables and the control of age and education variables when comparing participants and non-participants. / Education, Faculty of / Graduate

This thesis is primarily involved with the development of a planning teaching game called Planning Power Play, and the testing of this game's effectiveness as an educational tool with residents of a local community. The rapid growth of our North American urban centres has brought with it an increasing demand that the citizens be allowed to participate in the planning of their own local residential areas. However, the art of citizen involvement in the modern planning context suffers from a lack of effective techniques of implementation which in part explains the reluctance of many policy makers to initiate such programmes at all. This thesis is intended to assist in overcoming this shortcoming by introducing a new method of encouraging active citizen participation in the planning process. The study hypothesizes that a planning game can be developed that will be an effective educational tool in citizen involvement programmes in the neighbourhood setting. The thesis initially reviews much of the literature pertaining to teaching games citing examples of the effectiveness of existing teaching games, and building a theory of teaching game draftsmanship. It then proceeds to explain the development of a new teaching game called Planning Power Play. Five test sessions of Planning Power Play indicated that it was a successful teaching game and potentially useful tool in situations where citizen contact was required. The game fostered an informal social atmosphere facilitating discussion between the planner and the citizens, with the result that both parties learned from the experience. The tests indicated that Planning Power Play taught the players the practical constraints imposed upon the development of their local area by the variety of interest groups expressing their divergent viewpoints through the municipal political bargaining process. In addition, the game was practical for use in the citizen participation milieu where many participants were novice game players. The game proved to be engrossing, easy to learn, quick to play, and extremely portable and adaptable. The conclusion was reached that this thesis was primarily an exploratory study. Planning Power Play is a satisfactory teaching game, but it is not meant to be the final word on planning teaching games. Rather, it is hoped that this game will constitute an initial step encouraging further research in this relatively new aspect of urban planning. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Digitized by Kansas Correctional Industries

Thesis--Ph. D., University of Hong Kong, 1983. / Also availalbe in microfilm.

No description available.

No description available.

The study was made using the technique of standardised written interview and narrative method; it revealed the perspective of social participation in the community of comprehensive school by the disabled. Teachers of Siauliai town and district comprehensive schools, teaching Ethics and the Lithuanian language to primary and basic forms took part in the questioning. The study helped to disclose how the contents of education is conveyed to pupils, if social participation of the disabled is induced in the community of a school, and what is the teachers’ opinion about making “a school for everybody”. Teachers’ opinion, attitude and persuasion was analysed in respect of the disabled.

The relationships between various civic virtues and participation in community groups were explored. The present thesis was not an exhaustive integration of theories on Civic Virtue. Rather, it highlighted virtues (i.e., authenticity, moral wisdom, trust, reciprocity and tolerance) selected for their value in educating members of social capital groups toward a broader understanding of the self and others in a deliberative, pluralist democracy. This thesis relied primarily on theories from the disciplines of political philosophy and philosophy of education. Three major conclusions emerged from the present investigation. First, schools are not the only venue in which education for civic virtue occurs. Indeed, social capital groups provide a vital context for civic learning. Second, the existence of diversity within social capital groups enhances the educational potential of participating in civic life. And third, social capital groups can potentially have a socially progressive impact in a liberal, deliberative democracy.