Lindeman began the tradition of pragmatism (a learner-centered, problem-solving focus) in adult education philosophy. Knowles preferred a technological emphasis. Brookfield, Cervero, and Mezirow revivify Lindeman's tradition, although each has a different perspective on social action. (SK)

Identifies and interprets the relationship between adult students' (n=165) quality of effort and variables such as gender, involvement in nontraditional programs, age group, employment status, and academic load. Results showed quality of effort to have no relationship with gender, involvement in nontraditional programs, age, or employment status;…

Suggests that academic advisors and administrators need to be aware that working with returning adult students requires careful and thorough consultation to ensure that mature students are encouraged to continue and made aware of the demands of the program. (JOW)

Learning partnerships in formal education settings can empower and enrich learners. Learning partnerships experience developmental stages: formation, working together, and developing self-awareness. Successful partners integrate the intellectual and personal aspects of the relationship. (SK)

Provides a range of common-sense strategies for dealing with adult students with behavioral difficulties: teaching appropriate behavior, dealing with aggression, setting boundaries, and managing defensiveness. Indicates that solutions lie not just in the classroom but at the college, classroom management, and person-to-person levels. (JOW)

Discusses acquired brain injury (ABI), a hidden disability often caused by traffic accidents. Provides a list of strategies for the adult classroom and information sources. (JOW)

Although adult education values independence and autonomy in self-directed learners, non-Western cultures value interdependence. Interviews with five Korean women leaders suggest that there is value in developing both independence and interdependence in adult learners. (SK)

Provides a typology of Internet uses in distance education: type 1--traditional distance learning supplemented with Internet activities; type 2--computer conferencing; and type 3--virtual courses and institutions. Suggests that Internet institutions need a broad range of academic and administrative supports to sustain adult learning. (SK)

Views adult learner resistance through the perspectives of three feminist poststructuralist pedagogies: (1) pedagogy of the unconscious (learners refusing to acknowledge systematic oppression); (2) pedagogy of the unthought (the notion that identity is not innate or fixed); and (3) pedagogy for critical literacy (deconstruction and reconstruction…

Using data from the General Social Surveys, this study compares the effects of different income variables on financial satisfaction among people age 65 and above in the United States. Results suggest that simply using household income as a variable without any adjustment does not capture the real effect of income on financial satisfaction. Income…

In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the…

Embry-Riddle Aeronautical University--Worldwide serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online and via blended delivery modes. The centralized model of online…

An indispensable part of any curriculum design in an educational setting is the analysis of the needs of the learners involved in the context. The needs can be addressed from different perspectives. Among them, the learners' needs in terms of their perceptions toward what constitute learning/teaching and testing processes are of prominent values.…

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

The "Learning Together" longitudinal study focuses on four counties' efforts to expand bachelor's degree opportunities in early care and education (ECE) for adults currently working in the field. The "student cohort model"--in which small groups of ECE students with similar interests and characteristics pursue a bachelor's…