When 30 adult students aged 20 to 60 were tested for recall of tape recorded information, a significantly negative correlation emerged between age and test scores. It was concluded that older students retain less from oral presentations than younger students. One table. Twelve references. (LY)

A successful introduction to information and communications technologies requires a nonthreatening location, confidence-building experiences, a foundation for independent learning, adequate resources, and instructor support. (SK)

A creative writing project for adults with such mental difficulties as depression, anxiety, and schizophrenia resulted in increased self-confidence, self-awareness, group skills, creativity, and responsibility for ideas. The project was intended to serve as a bridge to further education. (SK)

Interviews with 23 adult college students with learning disabilities explored the metaphors they use to describe their disabilities. This strategy can help learners gain a sense of control over their disabilities. Adult educators can stimulate critical reflection and help them to make meaning of their experience.(JOW)

Defines global self-esteem (sense of efficacy, purpose, responsibility, self-acceptance) and trait self-esteem (confidence in specific abilities or talents). Gives examples of how low self-esteem impedes participation in learning and how learning can raise self-esteem. (SK)

The mentoring relationship can enhance mentors' own psychosocial development and growth; proteges gain from the synergy that results. Organizational benefits include improved recruitment and induction, better staff planning, and increased communication. Society at large benefits from maximized human capacity, strengthened networks, and increased…

Absence or dropout in adult education has many explanations: life crises, safety issues, dissatisfaction, personal issues with instructors or fellow students. Adult educators should explore the issue without accusation, defensiveness, or labeling and consider how to remove barriers. (SK)

The Breaking Through (BT) initiative of the Charles Stewart Mott Foundation seeks to prepare low-skilled adults, adult learners who are below college-level in reading, writing and/or mathematics, often lacking a high school diploma, and frequently low-income, to be successful in college and the labor market by strengthening and expanding policies…

British Columbia offers multiple educational pathways to address the literacy and academic needs of its adult population. In BC, Adult Basic Education (ABE) is offered through two public systems: the secondary system offers the Adult Graduation program in various school district facilities, typically through Continuing Education, and the public…

One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. The purpose of this study was…

One of the successes of the Learning and Skills Council (LSC) has been to recognize the importance of advice and guidance to adults on courses as well as those wanting to access provision. Information, advice and guidance (IAG) matters: it helps people to overcome barriers to learning. It enables adults to identify what learning is right for them.…

Learning is an act of hope. Although adults enter learning experiences from many frames of emotion and cognitive beliefs, each views this experience as the purposeful choice for a new and different future, a future of hope and possibilities. For adult learners, the pursuit of higher education is a choice and a life-changing engagement. Given the…

Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures the imagination and influences our future educational…

This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to "idealise" their…

Students in Further Education colleges in England read and write in many different kinds of ways in different areas of their everyday lives. As part of their participation in Further Education, these students face a multitude of literacy demands: through the bureaucracies of the college, the pedagogic content of their courses, the textual nature…