Discusses a framework for approaching the literature on adult learning that enables people to identify a focus and the supporting literature for their activity. Proposes a matrix that can be used to categorize this literature. (JOW)

The appropriate educational uses of television and/or teleconferencing present similar but separate problems for adult learners. Adult educators should consult experts on planning and using these technologies before rushing ahead with them (JOW)

Examines the historical relationship among early childhood education, parenting education, and adult education. (JOW)

The author states that public policymakers and the nation's leadership, including business and industry, will need to throw their influence behind any effort made to promote literacy leadership at all levels by broadening the educational enterprise. (CT)

The author attempts to (1) sensitize teachers to the difficulties of teaching adults, (2) review components of the learning process, and (3) give a prospectus for an adult learning theory and supportive instructional theory and strategies that enable classroom teachers to reach every adult learner in the class. (CH)

Examines the variety of ways in which Americans in the 1930s participated in adult education, including the Lyceum Movement, the New York Free Lecture System, and public forums (the Bryson-Studebaker version of the Lyceum). Also discusses the first "Handbook of Adult Education." (CT)

Examines proxemics, the study of people's use of distance and space arrangements, and how these can affect the adult learning environment. (SK)

The author discusses the use of adult education precepts in professional realms outside its mainstream, specifically patient education. He cites the effect of role playing on cardiac rehabilitation education. (JOW)

Highlights the dichotomy between adult learning theory and current patient education practices. Suggests a need for increased awareness of the role of medical and allied health staff as adult educators. (JOW)

The author observes that the report from the Council on the Continuing Education Unit, "Principles of Good Practice in Continuing Education," is a list of reductive, formal stipulations that imply that adults are not capable of self-directed learning. (CT)

Describes an exercise in which students select an article or program pertaining to a problem or issue in their field and write a "letter to the editor," which is then critiqued in class. Illustrates how the exercise supports adult learning principles. (SK)

Describes a study of adult learners focusing on the following issues: type of class preferred; type of grades preferred; teacher qualities preferred; teacher age preferred; and reaction to teacher age. Adults overwhelmingly vetoed Knowles' notion that they feel childlike, dependent, or disrespected when being judged by another adult. (CT)

Reports results of a study of 30 graduates who received credit for learning from life experience. The study (1) gathered data about the experience of persons preparing, presenting, and receiving credit for learning from life experience and (2) assessed the relationship to the predominant or preferred learning styles of three other factors in these…

Discusses why computer-assisted instruction is well-suited for adult learners. Examines differences among adult learners due to physiological changes and the importance of an egalitarian communication network to adult education programs. (CT)

This article describes a "whole language approach" to the development of literacy and a Basic Writing Scale developed to evaluate growth in writing ability and to diagnose strengths and weaknesses in the writing of illiterate adults. (CT)