A learner-centered approach to adult group instruction involved learners in investigating 20th-century events. The approach allowed learners to concentrate on different activities according to their abilities and gave them opportunities to develop basic skills and practice teamwork. (SK)

Online (n=40) and face-to-face (n=60) adult learners completed the 16 Personality Factor Questionnaire and a survey of class experience. Online students rated themselves as more introverted, serious, and shy; less independent; and more tough minded. Results showed how personality characteristics may be a factor in predicting attrition from online…

Adult learners, long the stepchildren of colleges and universities, have nearly become the norm, and they spend billions of dollars each year on education. This chapter takes a customer-oriented approach to recruiting and retaining adult students in higher education. (GCP)

Changing clienteles challenge institutions to respond to their needs. Today's adult graduate student requires expanded attention from student service providers as they move into, through, and out of their graduate experience. Examples of services for the new graduate student are discussed. (Contains 29 references.) (Author)

Discusses how adult basic educators can respond to the mandates of the Americans with Disabilities Act of 1990. Addresses remediation versus accommodation, disability identification, and how to choose and evaluate the effectiveness of accommodations. (JOW)

Refutes myths about adult learners: (1) adults require less instructor time; (2) adults desire to return to school; (3) adults are capable decision makers; (4) adults bring valuable experiences to the classroom; and (5) adults know what they want. (Contains 26 references.) (SK)

Analysis of speech data from three adult elementary Spanish students, focusing on the acquisition of noun-phrase agreement and the copulas "ser" and "estar," revealed that learners could be classified as either form based or meaning based in terms of their strategic orientation to acquisition of the target language. (CB)

Describes categories of special-needs learners: cognitive disabilities, physical disabilities, sensory disabilities, emotional disabilities, medical impairments, and homeless persons. Makes suggestions for adult educators dealing with the learning needs of these groups. (SK)

Summarizes the special issue on resistance to self-direction in learning by enumerating sources of resistance (learners, facilitators, institutions) and presenting strategies for overcoming barriers. (SK)

"Structured flexibility" is a way for educators to create a mutually conducive learning environment for adult self-directedness. Issues to be addressed include a change in instruction for adult educators, teacher empowerment, and a shift from thinking of adult education as adding content or skills to developed persons to adult education…

Adult students attended classes in one of four formats: noncohort nonintensive, noncohort intensive, cohort nonintensive, and cohort intensive. Responses from 174 showed that more group interaction and cohesiveness occurred in the 2 cohort groups. Intensity of scheduling did not have a clear relationship with interaction or cohesiveness. (SK)

In-depth interviews with 19 adult female college students showed that reentry women and their families are fashioning rites of passage that facilitate the transition and mark their progress through college. Spontaneous development of ceremonies and rituals suggests there are some needs of women who are students, wives, and mothers that are not met…

Examined academic persistence of reentry women (n=150) at urban commuter campus, 59% of whom persisted. Results suggest that reentry women's experience would be improved and their likelihood of persistence strengthened if institutions offered them strong support programs, such as women's resource centers designed to address both their academic…

Creative ways that tutors can develop learning partnerships with adult learners include the following: aim for reciprocity in the relationship (trading places); ground tutoring in the learners' experiences; and work at becoming a reflective learner. (JOW)

Discusses the pros and cons of using copying as a means for English-as-a-Second-Language students to improve their handwriting skills. The use of chalkboards, plastic slates, and newsprint with felt markers is described. (LB)