Describes the stimulation and pleasure that a group of social work students were able to give to some underprivileged children and their mothers while the students themselves gained a valuable educational experience. The experiment was designed specifically with the needs of mature students in social work in mind. (Editor/NL)

Presents a three-dimensional model for program development, based upon (1) Apps' identification of adult educators' philosophies (acquiring content, problem solving, self-actualization), (2) Houle's categories of adult learners (goal oriented, activity oriented, learning oriented), and Lawshe's dimensions of institutional programing (time-place,…

Analyzes autonomy in self-directed learning in pedagogical settings, teacher-learner relationships, and learning activities. Critically examines autonomy that emphasizes the role of students as agents of their own education. Defines autonomy as independence and the will to learn as well as an awareness of the learning process and the ability to…

Discusses a study that determined that there was little relationship between the self-concept and occupational aspiration of adult basic education students. (JOW)

The authors provide some generalizations about the special characteristics and educational needs of prison inmates who take college courses. Problems such as low self-esteem, alienation, and lack of future orientation are discussed. (SK)

Examines the developmental process by which universities adapt and modify themselves in relation to the new presence of large numbers of adults in their midst. (CT)

Briefly outlines progress in neurolinguistics including Broca's aphasia, multilingual aphasiacs, lateralization, and localization as possible explanations for problem of adult foreign language accent. (BK)

Adult learners are role-oriented, interested in growth and change in their occupations and education. With a backlog of in-depth experience, they have high expectations of what education can do for them, and of what they and their institutions can do to assure fulfillment of their goals. (Editor)

Analyzed processes involved in learning from text as the result of social interactions in cultural settings, with text remembering defined in terms of mediated actions. Results for 20 teacher-student dyads at beginning and advanced levels of adult education show differences in the study and recall of text related to educational level and phase.…

A participant-observer study included initial and 10-month follow-up surveys of 19 adult learners before and after the September 11th terrorist attacks; 18 described their experiences as perspective transformation. Grief stages were observed; the reorganization stage was most evident. Combining the models of transformative learning and grief…

From interviews with 90 adult students, five belief structures or "knowledge voices" were distilled: entry, outside, cynical, straddling, and inclusion. Each structure represents a particular construction of the learning environment, knowledge, and the relationship between the classroom and the worlds of work, family, self, and community.…

Indicates that if participation by minority adults in higher education is to increase, two areas need improvement: (1) financial and social services will have to be available and (2) scholars and institutions will need to develop stronger research programs on the question of minority adult education attainment in higher education. (JOW)

Adult education and Continuous Quality Improvement (CQI) have at least 10 areas of commonality, the most obvious being that they are both client centered. They have gone against the grain of excessive specialization by becoming advocates for interdisciplinary learning and interconnected functions. (JOW)

There are multiple "distances" to be navigated in distance learning programs: what learners actually know, what they can actually do, the level of their language ability, their cultural background, the context they inhabit, their learning styles, and their goals and motivation. (JOW)

Thinking dialectically involves perceiving and understanding reality in terms of relationships and convergences of its interactions. Helping adults become critical thinkers means destabilizing their thinking and cultivating a sense of uncertainty. (SK)