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| Corso, Marjorie | 1 |
| Greenhouse, Michael | 1 |
| Long, Huey B. | 1 |
| Smith, Douglas H. | 1 |
| Soares, Anthony T. | 1 |
| Soares, Louise M. | 1 |
| Toepfer, Conrad F., Jr. | 1 |
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| Opinion Papers | 7 |
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Smith, Douglas H. – Lifelong Learning, 1989
Effective instruction must reflect a functional understanding of the present level of learning, based on the learner's situation and maturity. The Situational Instruction Model is designed to assist in the development of personalized learning. (JOW)
Descriptors: Adult Education, Cognitive Style, Individualized Instruction, Learning Processes
Download full textCorso, Marjorie – 1999
This paper contends that a person's readiness for academic learning should be based on his/her developmental readiness, not on chronological age requirements. Human beings develop at their own neurological rates (biological clock). The paper first cites research on a "sensitive learning period" in which learning is mastered in a more efficient…
Descriptors: Developmental Stages, Individual Development, Learning Processes, Learning Readiness
Soares, Louise M.; Soares, Anthony T. – 1982
Brain research has illuminated several areas of the learning process: (1) learning as association; (2) learning as reinforcement; (3) learning as perception; (4) learning as imitation; (5) learning as organization; (6) learning as individual style; and (7) learning as brain activity. The classic conditioning model developed by Pavlov advanced…
Descriptors: Brain, Cerebral Dominance, Cognitive Development, Cognitive Style
Toepfer, Conrad F., Jr. – 1981
Research indicates that the brain grows in spurts occurring every two years or so and alternating with plateau periods in which the gains due to growth are consolidated. While the number of brain cells no longer increases after the age of about 18 months, substantial increases in the complexity of neural networks occur generally between the ages…
Descriptors: Brain, Cognitive Development, Curriculum Development, Educational Psychology
Greenhouse, Michael – 1989
A prerequisite for learning is admitting simply that one "does not know." In order to discover and truly "know," one must have an open mind, suspend all preconceptions and assumptions, and be able to tolerate the ambiguity experienced when the line between formal subject matter and those assumptions begins to blur. Many community college students…
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, College Faculty
Long, Huey B.; And Others – 1996
This document contains the following papers examining current developments in self-directed learning: "Self-Directed Learning: Challenges and Opportunities" (Huey B. Long); "Examination of Self-Directed Learning Readiness and Selected Demographic Variables of Top Female Executives" (Lucy M. Guglielmino); "Enhancing…
Descriptors: Academic Achievement, Adult Education, Adult Learning, Continuing Education
Baird, John – 2000
The information explosion and exponential development of information-accessing tools has had a disempowering effect on many people. A major challenge of the information-centered world is for students and teachers alike to learn how to assert responsibility and control over personal practice. Meeting this challenge may require personal…
Descriptors: Access to Information, Action Research, Adult Learning, Comparative Analysis
