Essential to effective teaching is a critical examination of beliefs and values that guide practice. A framework for analyzing teaching practice involves examining beliefs about adults as learners, about the aims of instruction, about subject matter, and about the teaching-learning transaction. (SK)

A description is given of a doctoral program in staff development. The purpose of the program is to prepare professionals to become effective change agents. In order for professional staff developers to effect change and growth, they must fully understand the change processes. (JD)

Elaborative interrogation was compared to the construction of imaginary representations to determine its efficacy in fact learning. Four experiments, involving a total of 260 undergraduate students, indicated that elaborative interrogation is equally as powerful a learning procedure as is imaginary representation and that both are useful during…

Adult second language acquirers were asked to read the first two chapters of "A Clockwork Orange," a novel containing a number of slang words of Russian origin. Subsequent testing revealed modest but significant incidental acquisition of nadsat words. (Author/VWL)

The authors review the concept of andragogy and synthesize recent criticisms of this theory. The use of andragogical techniques in job training is discussed. The authors conclude that, despite some weaknesses, andragogy is important in that it makes the teacher sensitive to the needs and interests of the learner. (CH)

Emphasizes the need to encourage early childhood teachers to be active problem solvers and lifelong learners in their work with children. Suggests applying adult education theory to early childhood teacher education, including the concepts of autonomy, rich experience, and practical application of knowledge. Highlights implications and suggests…

Adult learning is problem centered, and adults are motivated by personal growth. Curriculum design should promote information integration, account for learning style differences, and include transfer strategies. Facilitators should offer a safe, comfortable environment, and exercises should have fidelity. (SK)

University adult education programs (n=83) surveyed by telephone indicated the following: 17% phased out the program; students are 12% full time, 88% part time; most offer required/elective courses in adult learning and development theory; only 43 knew of the Standards for Graduate Programs in Adult Education; and only 32 of those used the…

Professional associations are providers of updated and extended professional knowledge, builders of frameworks for enacting knowledge in practice, and change catalysts. Their roles are influenced by their content area, association structure, external linkages, and members' work organizations. (SK)

A test of a hypothesis about the availability of Universal Grammar principles to adult language learners involved testing predictions about acquisition patterns in Hebrew speakers learning English as a Second Language. Results supported the view that second-language acquisition is a process of parameter reassignment of principles that are indeed…

Basic adult education principles should be applied in the change agent-farmer relationship in extension education in Sierra Leone. They include active learners, lifelong learning, teacher knowledge as nonabsolute, and the farming community as the center of problem generation. (SK)

Methods for providing continuing medical education at practice sites include peer-based learning, using practice-based information, individual learning contracts, self-assessment, and educational technology. Benefits include convenience, self-pacing, reduced travel costs, enhancement of income and productivity, and immediate application of…

Results of two studies of women's learning suggest that educators should (1) focus on learners' knowing within their authentic selves; (2) facilitate the construction of knowledge that motivates action; and (3) create a context of relatedness among learners. (SK)

Adult play develops curiosity and self-determination, builds knowledge of self and social relationships, builds self-esteem and a sense of personal power, develops powers of concentration, provides foundations for success and competence, and helps one value differences. (AC)

Current educational programs for cardiac patients are ineffective because they are teacher focused, assume that increased knowledge produces long-term changes, and neglect patient needs and anxiety. A more effective approach should be based on adult learning principles and identify and use learning needs to personalize educational programs. (SK)