Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 77-82).

Thesis (Ph. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 2, 2009). Includes bibliographical references (p. 123-135).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 118-127). Also available via the Internet.

Thesis (Ph. D.)--Illinois State University, 1981. / Title from title page screen, viewed March 24, 2005. Dissertation Committee: J.H. McGrath (chair), Ron Laymon, Mary Ann Lynn, Joe Talkington, Gary Ramseyer. Includes bibliographical references (leaves 71-78) and abstract. Also available in print.

Thesis--University of Wisconsin. / Vita. Includes bibliographical references (leaves 283-294).

Thesis--Wisconsin. / Vita. Includes bibliographical references.

No description available.

Thesis (Ed.D)--Teachers College, Columbia University, l988. / Typscript; issued also on microfilm. Sponsor: Stephen Brookfield. Dissertation Committee: Jack Mezirow. Bibliography: leaves 352-372.

Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 443-497). Also available in print.

Current literature on adult education indicates that educators’ teaching orientations are informed by their beliefs, assumptions and views (also called personal teaching theories) about teaching. Educators normally hold two sets of theories, viz; those that they espouse and those that inform their actual behaviour, daily actions and classroom practices. In this study I make a distinction between espoused personal theories and espoused teaching orientations. In the context of the study, I use the latter to refer to methods or approaches educators believe could be used to achieve the objectives of adult education. On the other hand, espoused personal teaching theories refer to the educators’ personal beliefs and assumptions about teaching that influence their teaching orientations. Adult Basic Education and Training (ABET) educators are increasingly espousing learning-centred teaching orientations. These are orientations that emphasize cooperative and participative teaching methods or approaches. Though educators generally espouse learning-centred teaching orientations, they in reality use teacher-centred orientations, these being orientations characterized by a one-way transmission of information from the educator to the learner. The educator dominates the learning experience to the detriment of the learners. Espousing a learning-centred orientation to teaching and implementing a teacher-centred one inevitably creates a discrepancy between the educators’ espoused and actual teaching orientations. This study sought to develop a substantive grounded theory to explain this discrepancy. In doing so I used a qualitative approach grounded in a constructivist paradigm, with semi-structured interviews. I analyzed the data through the constant comparative method. I eventually came up with the “Theory of ABET educators’ espoused and actual teaching orientations: explaining the discrepancy between the two.” It stated thus, ABET educators’ interpretation of teaching and learning inform their espoused teaching orientations. However interplay between a number of factors and conditions that include poorly structured lessons, inability to effect learning-centred curriculums and de-motivated learners negate the implementation of the espoused teaching orientations, and re-enforce the use of traditional teaching orientations that are epitomized by information transfer. This creates a discrepancy between the educators’ espoused and actual teaching orientations. / Prof. S.J. Gravett