Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community…

Because junior college students so frequently need remedial reading training and grammar review and because few teachers in such institutions have special training in reading instruction, a reading center was set up at Flint Community Junior College in Michigan. The Center used 2,500 square feet and a variety of types of equipment and materials…

The symposium celebrated the 50th anniversary of the Division of Continuing Education at the State University of New York at Buffalo; changes in higher education during those 50 years have moved adult learning into a primary area of attention. Traditional lines of learning are bluring and assumptions about the adult learner are rapidly changing.…

Countering the view that there is only one standard way to organize and conduct an adult education course, the authors advocate tailoring programs to specific learning situations and describe three alternative models for any adult education course in agriculture: the employee training model, the business management model, and the self-fulfillment…

Described is a study of the issues concerning the characteristics, interests, and needs of adult women returning to higher education. This paper focuses on the women in this study, describing their needs, interests, aspirations, goals, and views about education, work, and social action. (Author)

Recent books relevant to the counseling of adults and adult development are here briefly reviewed. Relevance was interpreted to eliminate books dealing solely with the years beyond mid-life. Recency is used to include books from 1972 on. (Author)

Reviews life cycle theories of developmental psychology and examines their applications in addressing the needs of adults who work in schools. Structural changes are needed if schools are to be responsive to the developmental needs of adults. (BJV)

Mature teachers become dissatisfied with their profession because it often retards their developmental growth. Teachers can be revitalized through the development of mentor programs, which promote adult growth. An empirically proven model for a mentor training program is described. (BJV)

The population of the United States is changing, both in age and composition, and the average age of teachers in both elementary and secondary schools is getting older. Talented and committed new teachers should be recruited, and special attention should be given to address the needs of older teachers. (BJV)

Maintains that caring adults can intervene in many ways to help learning-disabled adolescents acquire the planning, organizational, language, and socialization skills they need to make the transition into adulthood. (BB)

Discusses, from a developmental perspective, issues surrounding the middle-aged adult student experience within institutions of higher education. Three topics are addressed: cognitive abilities and needs, with an expanded role for professors; the academic normative environment versus the adult normative environment; and professor and adult student…

Describes the sociological, economic, and psychological considerations that are encouraging persons to seek new mid-life educational, career, and life style changes. Discusses these considerations and the counselor's role. (Author)

Not only must counselors be sensitive to the culturally different client, they must be aware that the middle-aged or aging minority group member constitutes another minority, a minority within a minority. (Author)

This collection of essays is intended to spark thoughtful discussion about future directions for developmental education. The essays grew out of a conversation among 21 local, regional, and national leaders in the field of developmental education at the "First Intentional Meeting on Future Directions in Developmental Education," held in October,…

Little research has been directed at the psychological development of poor women. So as to better understand this group, the results of a qualitative study of 20 white, semi-rural women receiving Aid to Families with Dependent Children (welfare) are reported in this paper. All of the women were completing a two-year college degree. Their process…