Constructivism is congruent with adult learning theory and has potential for self-directed learning and development of metacognitive skills. Nursing education within a constructivist framework can help nurses develop into experienced practitioners by tapping their knowledge base from life experience. (SK)

Lists resources on African-American adult education in three categories: 12 in history, 6 in philosophy, and 8 in adult learning and development. Suggests using the sources to provide culturally grounded African-American perspectives in adult education. (SK)

Examines differences among types of critical reflection, the role of critical reflection of assumption (CRA) in the transformative theory of adult learning, and philosophical foundations of CRA. (SK)

Women participating in a management development program (n=25) and 19 of their mentors identified the dynamics of the mentor relationship and positive/negative outcomes. A conceptual framework for mentoring was developed, including statement of objectives and processes of selection/orientation, goals/tracking, networking, and closure. (SK)

A British project to develop a learning community had to overcome challenges of trust, lack of participation by young men, and the tendency to be led by funding. Project lessons include the following: community learning is community development; providers are co-learners; and information technology is an inspirer and an equalizer. (SK)

From a literature review, the following principles for facilitating adult learning in continuing education were derived: (1) promote positive relationships; (2) gain learners' attention; (3) ensure that content is relevant; (4) provide support and challenge; and (5) ensure learner satisfaction. (Contains 55 references.) (SK)

Presents three perspectives on power in an adult education course--learner, teacher, and manager--that illustrate how, regardless of role, each holds multiple positions in power relationships. Discusses power issues in terms of democratic teaching practices, language, and culture. (SK)

Compared the effects of fluency training, a component of precision teaching, versus training to accuracy on the acquisition and retention of a composite skill. Results show that for skilled adult learners, fluency training can aid the acquisition and retention for both the component and composite skills. (Contains 52 references.) (Author/LRW)

Social learning involves action, reflection, cooperation, and communication. The collective efforts of partners in social learning depend on the roles they play and on the intertwined issues of creativity, power, and responsibility. (Contains 39 references.) (SK)

Reviews Literature on constructivism and adult learning in order to derive principles for technology-based professional development and curriculum design. (Contains 29 references.) (SK)

A review of adult education in Australia in the context of changes in demography, workplaces, knowledge, and the role of the state finds that adult education has been reconfigured as adult learning and is a major postsecondary provider. Adult education is now more widely recognized, inclusive, better managed, and responsive to changing contexts.…

Explores aspects of the tradition of radical adult education--self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle and social action, and critical pedagogy. Presents a method for critical and emancipatory adult learning in an era of global capitalism. (SK)

Contrasts Western traditional objectivism with the interpretist paradigm explaining cognitive processes. Describes the transformation theory of adult learning based on the emancipatory paradigm. (SK)

A theology teacher describes how critical reflection influences the development of his teaching role. He views facilitation as caring, challenge, and conflict and the facilitator's role as democratic authority. (SK)

Analysis of New Zealand data shows that, from one perspective, the 1980s-1990s saw an increase in social movements, volunteer organizations, and adult education for active citizenship. From another, most institutions either had little commitment to adult education or were grounded in traditions that depoliticized education and legitimized…