The tenth annual Boston Opportunity Agenda Report Card takes a closer look at the impact of two years of pandemic on the achievement of students on key indicators from kindergarten through college and adult education. It finds mixed results for Boston's public and public charter school students, with some areas seeing much larger changes triggered…

The ninth annual Boston Opportunity Agenda Report Card looks at how the pandemic has affected many of the indicators used to track how Boston students are doing in education from early childhood through adulthood, as well as tracking the landscape of the Opportunity Agenda's efforts to strengthen the education pipeline. This report card contains…

Drawing from a literature review of books, periodicals, and documents published since 1971, this paper provides the necessary background for a business/industrial trainer to reach trainees more effectively by identifying students' learning styles and matching styles with appropriate strategies for teaching/learning. Part A provides a summary of…

Research since 1980 on gender and learning styles of students over age 18 is reviewed for commonalities in theory and research methodology. In addition, a quantitative meta-analysis was undertaken on two measures of learning style and study behavior to determine the direction and magnitude of gender differences in various samples. (Author/MSE)

Physicians, physician educators, and nonphysician educators attended a workshop on learning style and personality type inventories. One month later participants were interviewed regarding their reactions to the inventories. Physicians found the inventories interesting and fun to take and thought the styles and types of information were applicable…

This paper presents an overview of research on adult learning and suggests strategies for helping adult students to learn. In the first section of the paper, learning and memory are discussed and factors needed for adults to learn the hows and whys of adult motivation are then discussed. The paper next covers the setting of adult learning and the…

Analysis of 119 questionnaires showed that adult learners preferred an eclectic theoretical approach to teaching and learning, endorsed learning by insight, and favored instruction combining lecture and discussion. These results were similar for males and females, graduates and undergraduates, and three age groups (20-40, 41-60, and 61 and older).…

Discusses a teaching/learning tool which combines a personal interview in which teacher and student share information and plan ways to meet mutual goals with a learning history guide which identifies learning needs and styles. (JOW)

Discusses a recent study that examined the impact of teaching style and of learning style on the academic achievement of health professionals returning to continuing education courses. The effects of teaching and learning style were measured by examining each student's grade at the end of the course and adjusting it for the student's overall grade…

At each age learning is a complex interaction of motivation, cognition, and development. In older adults, motivation is often related to a lifelong personality construct or personal meaning that an older individual will seek to play out when given the opportunity in late life. The needs of the older adult learner can be discussed in terms of…

An interview study examined the assumptions about adult learning held by 28 educational policy-makers, researchers, and staff developers. Fifteen assumptions were inferred from the interview data, each forming a dimension that describes learning as experienced by the participants: (1) Adult learning experiences are envisioned as similar for all…

This paper addresses the issue of whether four of the learning styles instruments currently available are of sufficient psychometric quality to warrant their continued use either for research or educational purposes. Four instruments, which purport to measure learning styles, were selected for review. Criteria for selection were based in part on…

Discusses recent trends in the field of adult language instruction in which the focus is on the individual. Individual learning strategies are discussed, with emphasis on formal practice, functional practice, inferencing, and monitoring. It is noted that adults need help in overcoming the insecurity they feel in foreign language learning. (PJM)

The question of why adult learners prefer particular course design patterns was studied. During fall 1981, 281 adult continuing professional education students at Cleveland State University and at several U.S. military bases in West Germany and Italy were studied. The research was based on two previous studies: one tested hypotheses generated from…

This study was commissioned to investigate whether or not, and if so, how, use of different assessment methods makes a difference to learner achievement and progress in the learning and skills sector (LSS). This is the first comprehensive study of assessment procedures and practices employed across the full range of LSS contexts--school sixth…