Assesses the various factors which serve to aid or impede adult education as seen from the research findings of past decades. (AN)

Tests reported here provide support for the hypothesis that word frequency rather than regularity of spelling is the decisive factor in the ability of both native and non-native English speakers to spell certain items correctly. (FWB)

Reviews the findings of Alsanian and Brickell's study of adults' returning to formal education and the causes of adult learning. Shows that career events, followed by changes in leisure-time activity, outnumber all other reasons for returning to school. Discusses the implications of increasing life transitions for community colleges, especially…

Describes current and potential uses of computers in adult guidance and counseling. Topics include career development theory as it applies to adult learners, the computer as a delivery system, content of the DISCOVER College/Adult system, and a discussion of how the DISCOVER system works. (CT)

Community-dwelling older adults (N=364) described their own sex roles using the Bem Sex Role Inventory and were tested with additional measures of mental and physical health and current life situation. Most elderly persons described androgynous roles. Perceived sex roles related to several dimensions of life situation and well-being. (Author)

Three terms are defined: lifelong learning, lifelong training, and lifelong education. Lifelong learning is discussed, including: adult learning, a "serious business"; adapting programs to meet the needs of adults; expertise of private colleges with liberal arts traditions; community colleges; trustees' role; constraints; and state, regional, and…

A review is presented of major theories on the characteristics of adult cognition. The roles of social and cultural backgrounds, education, mental ability, and experience as they pertain to cognition are discussed. (JD)

Discusses philosophical and theoretical aims of preretirement education and outlines steps in a comprehensive approach to curriculum development and course design for this form of recurrent education. (SK)

Recent Congressional action on reauthorization of the Higher Education Act takes important steps toward equalizing postsecondary educational opportunities for adults. Provisions of the 1980 Education Amendments include more equitable treatment in financial aid programs, new emphasis on continuing education, and new studies of adult learning. (SK)

Although most of adult learning is not formal, adult education focuses primarily on formal schooling. To help resolve the paradox, the author suggests an approach to nonformal adult education using interpersonal learning resources and natural learning. (MF)

The author describes her difficulties as an adult learner at age 37 in a dance class and relates her experience to the unrealized potential of adult education as an alternative to therapy and to her own work as a professor of adult education. (MF)

Technology, one of several delivery options for adult learning, has the advantages of personalization and interactivity. New digital television and satellite arrangements in Britain are not making provision for educational uses. New learning support structures for technology use are needed. (SK)

Examines influences on lifelong learning: (1) the shift toward the postmodern family characterized by consensual love, shared parenting, urbanity, autonomy, and self-esteem; (2) the need for economic, sociopolitical, emotional, and spiritual survival; and (3) the characteristics of postmodern teachers (they are learners, prime communicators,…

Presents the enneagram as a tool to identify one's personality type, leading to increased self-understanding and the ability to communicate with others. Describes staff inservice sessions for faculty and administration to identify personality type, discuss "hot buttons and openers," and elaborate on implications for work relationships.…

Describes as research project that examined the types of professional development activities that best meet the needs of instructors involved in online course development. Discusses barriers that prevent instructors from participating, activities that were most helpful, and a collaborative model that allows instructors to learn actively while…