In-depth interviews with 19 adult female college students showed that reentry women and their families are fashioning rites of passage that facilitate the transition and mark their progress through college. Spontaneous development of ceremonies and rituals suggests there are some needs of women who are students, wives, and mothers that are not met…

Examined academic persistence of reentry women (n=150) at urban commuter campus, 59% of whom persisted. Results suggest that reentry women's experience would be improved and their likelihood of persistence strengthened if institutions offered them strong support programs, such as women's resource centers designed to address both their academic…

Creative ways that tutors can develop learning partnerships with adult learners include the following: aim for reciprocity in the relationship (trading places); ground tutoring in the learners' experiences; and work at becoming a reflective learner. (JOW)

Discusses the pros and cons of using copying as a means for English-as-a-Second-Language students to improve their handwriting skills. The use of chalkboards, plastic slates, and newsprint with felt markers is described. (LB)

Presents Adult Persistence in Learning model which focuses on personal issues of adult learner, learning process issues, and environmental issues related to particular institution to guide counseling services for adult learners. Factors that facilitate realistic approach to adult learning provide focus. Notes that counseling interventions based on…

Unreliable assessment practices persist across the country. Regents College has reviewed over 100 randomly selected programs and created a database of assessment programs that use unreliable practices. Assessment processes and academic programs of integrity should be built on consistently valid and reliable principles. (JOW)

The general monitoring skill hypothesis states that skilled adult learners monitor their comprehension using domain-general metacognitive knowledge and domain-specific knowledge. Results with 192 undergraduates indicate that monitoring skills are correlated across multiple domains and that individuals may possess separate monitoring skills for…

Raises questions about the nature of human relationships and education in online learning. Suggests that preference for electronic learning is highly individual. Discusses issues related to image versus reality, trust, tone, subtlety, spontaneity, and authenticity in computer-mediated communication. (SK)

Traces recent developments in the design and delivery of distance education. Presents enrollment statistics on a variety of telecommunications models for postsecondary distance education in Canada. Outlines implications for institutional organization, faculty roles, and technology costs. (SK)

Illustrates the use of learners', rather than teachers', questions as well as interviews to negotiate curriculum in adult literacy and math classes. (SK)

The Adult Returners Key Skills project uses a series of teaching/learning packs to develop key skills (information technology, communications, numeracy, active citizenship). The packs help reentry students become aware of their existing abilities and prior learning experiences. (SK)

The Life Role Inventory was completed by 136 marginalized adult basic education students. Ethnicity influenced work values and adult life-roles. Females attached greater importance to roles and values. (SK)

Suggests that educational evaluation is complex and that assessing practice, philosophy of teaching and learning, and congruence between belief and action can help to improve the evaluation of adult learners. (JOW)

Approaches to learner accreditation form a continuum ranging from institutions determining outcomes and content to empowerment of learners to use their own learning from experience in a way that meets their definition of what is credit worthy. (SK)

Focus groups with 30 adult international students studying in New Zealand identified teaching practices they found helpful and ways their perspectives changed over a year. In the acculturation period, students needed detailed assistance. A supportive learning environment that welcomed difference was a key factor. (SK)