Interviews with black adult students in higher education in Britain found them unhappy with ethnocentrism in the curriculum, instructors who are either racist or ignore race issues, lack of black staff, and lack of employment prospects. Black adult learners are increasingly questioning institutional commitment while experiencing institutional…

Researchers examined adult women's unique experiences in becoming students, investigating the varied circumstances among women whose life transitions led them to the university versus those who did not experience significant life changes. Surveys indicated that being in life status transition caused most of the women to seek out higher education.…

Presents a technique for dividing the teaching/learning process into microcomponents to ease transition to self-direction. The component checklist includes assessing needs, setting goals, specifying content, pacing, selecting instructional methods, controlling the learning environment, promoting reflection, determining the instructor's role, and…

Includes "Old Dilemmas and New Policies" (Herrington); "Dyslexia and Adult Basic Education" (Lankshear); "Specific Learning Difficulties" (Walker); "Moving Forward in Further Education (FE)" (Chappell); "An FE Student's Experience of Assessment" (Waterhouse); "Out of the Frying Pan..."…

University administrators and accreditation bodies must reexamine the notion that everyone who graduates must complete the same requirements. There is now a different student body, and changes in the delivery of general courses must be considered. (JOW)

The use of the summary in academic reading as an important study skill was studied with a group of 20 master's students in educational psychology. The hypothesis was that preparing a summary of a specialized text would reflect a student's ability to work with such texts in real life. (10 references) (LB)

Adult learners have a wide range of motives and enrollment often stimulates interest in further education. Open college networks enable collaboration, enhance adult access and progression, and encourage targeting to specific learner needs, enabling flexibility and responsiveness. (SK)

The traditions of mainstream undergraduate study and adult education are facing the same challenges as mature students become undergraduates and young people attend continuing education courses. One approach would combine the academic rigor and sustained study of the university tradition with the flexibility and creativity characteristic of adult…

Research in Canada and New Zealand examined the experience of adults returning to secondary education. The study uncovered a dynamic process in which the adult is both integrated into school culture and differentiated as part of adult student subculture. (SK)

Addresses the argument that access to Universal Grammar in second-language acquisition implies an asymmetrical knowledge of ungrammaticality. The author attempts to prove that the asymmetry position is conceptually defective and that the evidence for it is inconclusive, inappropriate, and contradicted by other data. (12 references) (Author/CK)

The first part of the process model for experiential learning (EL) includes student characteristics and needs (role of experience and prior knowledge, different learning processes, active involvement, affiliation needs, life context) and conceptual foundations of EL (definitions of knowledge, elements of cognition, constructivist teaching,…

Data from 72 adults in British university preparation (access) courses showed extreme levels of trait anxiety associated with lower final examination performance. Certain study and coping methods were correlated with final exam scores. Test anxiety was significantly correlated with trait anxiety but not with exam performance. (SK)

A survey of 400 Georgia postsecondary vocational-technical instructors received responses from 77.8%, most of whom felt more positive toward nontraditional students in terms of their ability to concentrate, reasoning and listening skills, time management, class preparation, assignment and coursework completion, initiative, eagerness to learn,…

The Self-Directed Learning Readiness Scale was administered to adults enrolled in community college (n=31), undergraduate study (n=32), and graduate study (n=33). Although learning readiness appears to increase with attainment of a bachelor's degree, the increase is not statistically significant, suggesting the importance of factors other than…

The Myers Briggs Type Indicator can be a helpful tool for enabling returning adult students to know themselves and for enhancing student development. It should be used appropriately as part of a comprehensive plan for holistic academic advising. (SK)