Thesis (Ph. D.)--University of Sydney, 2004. / Title from title screen (viewed 16 April 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Behavioural and Community Health, Faculty of Health Sciences. Includes bibliographical references. Also available in print form.

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.133-142).

Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vi, 60 p. Includes abstract. Includes bibliographical references (p. 39-42).

Thesis (Ph. D.)--University of Wisconsin-Madison, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 171-179).

Bibliography: pages 315-322. / This study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students.

"The primary objective of this paper is to describe the purposes, background and procedures involved in providing a handbook for teachers of adult students in Polk County. The term adult education, in this paper, is used to denote non-vocational classes below college level, for employed persons and other not enrolled in the regular day schools"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaf 35).

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