Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains viii, 144 p.; also includes graphics. Includes bibliographical references (p. 114-125). Available online via OhioLINK's ETD Center.

This study, an analysis of participants in university extension liberal arts non-credit courses at the University of British Columbia, is based on 1005 interviews which were given during the spring of 1968. The clientele has been described in terms of socio economic characteristics, motivation, participation in adult education, reactions about the scheduling of classes, and methods of obtaining information concerning the courses. The data were furthermore utilized interesting the hypothesis that no statistically significant differences at the one per cent level existed between males and females, between veterans and novices, or between non-committed and committed learners with respect to selected socio-economic and psychological characteristics and specified ways of obtaining information about extension courses. Participants differed from the general population in that they had a higher ratio of women to men, constituted greater percentages of people in each of the age categories from 25 to 54 years, possessed higher socio-economic status and were more actively involved in the formally organized life of their community. Learning-orientation—the desire to seek knowledge for its own sake—emerged as the prime motivator for most participants. Three-quarters of them reported previous involvement in adult education, and a similar proportion indicated strong intentions to enrol in future extension classes. One-half of the clientele were novices in university extension classes. Virtually all respondents resided in the greater Vancouver area, and spent less than thirty minutes travelling to class. Direct mailing techniques of promotional material influenced more participants than did newspaper advertising. Less than one-third of all respondents indicated that they had learned about classes through other people. Testing of the hypothesis revealed statistically significant differences between male and female participants with respect to educational level, goal-orientation, learning-orientation, interest in subjects, attendance during specified times of the day, preferences for starting times of classes, attendance on specified days of the week, interest in weekend seminars, and the type of announcement received for the course. Participants with prior experience in adult education differed significantly from novices in their distributions according to age, occupational ranking, income, social participation, type of announcement received for the course, and the extent of their use of the two step information flow. Committed and non-committed learners were significantly different from each other in the distributions according to marital status, income, learning-orientation, previous participation in university extension activities, interest in weekend seminars, and in their utilization of the two step information flow. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (Ph. D.)--Catholic Sisters College of the Catholic University of America, 1916. / Text made available in compliance with Section 108 of the Copyright Revision Act of 1976. Includes bibliographical references (p. 176-182.).

A theory-based curriculum on Personhood Development provides an organized system through which a self-actualizing program can be initiated and effectively expanded by any individual in society, whatever his age or position. From this point of view, therefore, the curriculum itself transcends the formal educational experience, becoming a pervasive lifetime study. Its concepts and principles are based on solid research to which some of the finest experts in psychology have contributed. Because of current problems and needs in society and because of rapidly enlarging bodies of knowledge, new vision and reorganization of educational premises seem logical and pertinent requirements for people moving into another century. Education is, by its very nature, an integrative process. Such integration involves the entire person: his internal elements and his avenues of change, his perceptions and perspectives of life, his directive efforts towards the future, his expectations of what this future should be. The curriculum design rises out of a specific philosophy, no part of which is vague or unsupported by authoritative writings. From that philosophy, four generational objectives flow, three of which provide learning experiences and the last of which provides an environment to secure such provisions. The generational objectives have specific behavioral goals attached, definite and active goals which are within the reach of all. It is from this pyramidal construct that the lessons are formulated, the methods are selected, the student production is outlined, and the applications to the allied curricula are viewed. Suggested evaluative procedures necessitate longitudinal studies for this program in the future. An organized system of encounters avails the facilitator with the process and methods for guiding his clients through the program. The encounters, fifteen in number, furnish a structure which allows the plan to proceed in a defined and logical pattern. From the initial discussions which have to do with the acceptance of self and with the study of one's internal elements, the clients diagnose their present status. This status is delineated via written and/or oral articulation of perceptions and perspectives the students have of themselves. Their present status in the avenues of modification -- those channels by which the human being experiences change -- are considered immediately after the internal elements are diagnosed. Thus, these avenues also are examined with a view towards developing positive activities in order to realize the full potential of the individual. Following hard on the heels of the basic diagnoses, the personal plan for future growth is then designed. In order to determine the possibilities for realistic growth, the student examines his strengths, discovers his aptitudes and talents, seeks information and supportive direction, cultivates desirable habits, and lessens or eradicates those habits detrimental to his personhood. Appendices furnish copies of those materials utilized with the program. Copies of pages for student use are presented as well as sample lessons, miscellaneous presentations in allied curricula, and examples of exercises used with faculty members and with parent groups. For those who wish to exercise this technique a regular program, uncomplicated and cyclic, is now available. Several studies for the future, enlarging on the basic work, can be forthcoming. It is recommended that such explorations be continued and that valid creative work be encouraged in order to realize ever more fully the potential inherent in every individual.

Thesis (M.A.). / Written for the Dept. of Integrated Studies in Education. Title from title page of PDF (viewed 2008/03/12). Includes bibliographical references.

Thesis (Ed. D.)--Harvard Graduate School of Education, 1981. / Vita. Typescript. Includes bibliographical references. Also issued in print.

Thesis (Ph. D.)--Catholic sisters college of the Catholic University of America, 1916. / Bibliography: p. 176-182.

Thesis (Ed. D.)--Harvard Graduate School of Education, 1981. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thèse--Facultè des lettres de Paris.

Thesis--Zürich. / Vita. Bibliography: p.7-13.