Examines learning problems encountered when adults return to the university as students, including lack of educational counselling, pressure of outside commitments, outdated mathematical and science skills, and anxiety about study skills. Strategies to assist mature students are described. (JJD)

Secondary and postsecondary vocational teachers in Minnesota were asked their preferences in format, time, and provider of special-needs related inservice activities. Most popular choices, respectively, were workshops, the professional days option, and expert teachers. (SK)

A rationale is developed for the use of competency-based professionally oriented undergraduate education, with examples cited from the literature. The Theory-Practice Curriculum Model proposed is described in terms of its characteristics and advantages for the nontraditional student population. (Author/MSE)

Describes a humanistic approach to in-service education called colearning, where participants are actively involved in the learning process. Colearning suggests that designers of adult learning experiences consider the relationship between adult development, life events, and resulting changes in learning patterns. Describes use of the concept in…

Describes the Colonial Junto organized by Benjamin Franklin in 1727 as a discussion club to debate politics, morals, and natural philosophy, and the later American Philosophical Society which extended (and continues) the subject knowledge. The present-day Junto Center for Continuing Education in Philadelphia is an adult education information…

The problems and needs of adults returning for higher education are discussed. It is important for learning institutions and nontraditional programs to investigate the types and the scope of these problems and needs and the availability of support the student will receive from others to help overcome the problems. (Author/MLW)

A study to identify the needs of mature adults by use of a questionnaire sent to undergraduate faculty asking for their perceptions of adult students is discussed. Results indicate interest in the needs of the adult population but that there is little experience with this audience among the faculty. (Author/MLW)

A rationale for learner-centered education and practical suggestions for the development of learning contracts based on individual objectives and attained skills are offered. The educator-as-learning-facilitator, developing the learner-facilitator relationship, and developing objectives are discussed. (Author/MLW)

Native English-speaking advanced French students' ability to match the perceptive performance of native-speaking Francophones was investigated. The results suggest that linguistic competence may be based on perception and production and that biological constraints in adult language learning may be a psychomotor rather than a psycholinguistic…

A personal assessment of changing attitudes about the skills required in the teaching of adults, gained from over 30 years' experience in one extramural department, is offered. Teacher-performer, narrative techniques, group discussion, small group learning, communication, and discovery learning are discussed. (MLW)

The challenge of involving older adults in education must be met by reevaluating current concepts and developing new approaches. A primary goal should be the creation of a supportive environment that is accessible and enhances self-directed learning. (SK)

The Danes and the Swedes have perfected a form of true community education--the study circle. Sparked by social and political issues, these discussion groups have become an integral part of the democratic process in these countries. The history, theory, and possibilities for American use are outlined. (Author/MLW)

Examines the relationship between learning and development in the most general terms, discusses the developmental distinction between concrete and formal operational thought as manifested in adult behavior, and considers the implications of the concrete-formal dichotomy for the design and use of job aids. Notes and a bibliography are provided.…

Sets the case for the contribution of educational broadcasting in the context of access to recurrent education. Shows how local radio can and does attract to serious study many who do not normally participate in adult education classes. (Author/CSS)

Using information from her pilot study at Brighton (England) Polytechnic and in-depth interviews at major British institutions teaching intensive foreign language courses to businessmen, the author discusses the meaning of "intensive" courses and their effectiveness, concluding that good intensive courses, properly selected, do provide…