The social, psychological and economic problems involved in programs of adult education for women are discussed. The raising of woman's consciousness and her role change in society are explained as the goal in this education program. (RR)

The author attempts to outline some guiding principles for adult education and learning in order to create a better educational climate for the adult interested in furthering his education. (AN)

The author describes a departure from the conventional high school programs and their credits. Lynchburg Learning Center is an effort to restore the spirit of learning in pupils who, under usual circumstances, would have become statistics in the dropout tables. (Editor/MF)

Includes a list of 8mm film-loop sources. (RD)

A paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 29, 1969). (Editor/RD)

The techniques used in a course on "French through the theater" emphasize the dramatic rather than realistic, authentic expression rather than authentic language, and the use of instruction to launch students on their own personal course of learning. (MSE)

Discusses the nonexistence of explicit reference to the learner's mental, linguistic, and cultural universe in traditional methods of teaching a foreign language and proposes teaching techniques that will facilitate the integration of the learner's local environment in the foreign language class. (AMH)

In an attitudinal survey conducted with fifth grade pupils, it was found that negative attitudes were formed toward forced activities that were at one time considered desirable. Evidence suggested that extrinsic motivation, either by reward or forced activity, is inferior to intrinsically developed motivation. (Author/NQ)

Discusses the problems of the adult second language learner. The decline in interest among adolescents in language learning is reflected by the number of adult language learners. Problems ensue, however, from the unique classroom situation, which is not conducive to the development of communicative competence. (PJM)

Describes the threshold-level movement in European language teaching. Objectives are not defined in terms of what material is to be covered but in terms of what behavior is desired. The movement's application to Australia is discussed from three perspectives: (1) social justice, (2) linguistic resources, and (3) multiculturalism. (PJM)

Reviews existing research on the appropriate specification and estimation of models of cognitive achievement, offers an original two-equation model of cognitive achievement for individual students, and explores the relationship between instructional quality, teacher's salaries, and academic achievement. (Author/DB)

Two views of emotion in the writings of Paulo Freire are discussed. Freire views emotions as critical forces to be curbed if not eliminated. Emotions are also seen as a necessary part of that essential element of education for critical consciousness--dialog. (JN)

The author discusses four discoveries made in a research course concerning effective teaching: Effective teachers prepare their students for what they are about to learn, let the students know exactly what they should learn, use questions while teaching, and provide feedback so students may improve. (HD)

The history of the English language in Nigeria from early missionary schools to the present day is outlined. Main reasons for wanting to learn English are: Practical necessity; economic advantage; status; religious motives, and civic responsibility. English is seen as the medium of communication with most foreign countries. (CHK)

In opposition to the dominant economic agenda in adult education, a new cultural psychology of learning and development emphasizes learning as a social goal and fosters understanding of how people survive, rebuild, and learn through difficult times. Reflective conversations with an unemployed man illustrate the emotional and social processes of…