Suggests five steps for organizing learning experiences involving computational skills for adult basic education programs: (1) meet the needs of students; (2) incorporate lessons in communication; (3) use a variety of materials; (4) begin instruction where the student's knowledge leaves off; and (5) teach by means of concrete useful examples. (MB)

Discusses the unique characteristics and problems of the new women students who are now appearing on college campuses across the country and makes suggestions to be used by community college educators in helping these students to gain the most from their educational experiences. (DC)

Ennis' model of critical thinking is useful for addressing adults' career undecidedness. Its components are (1) individual interaction with the environment; and (2) basic support for decision making--information from others, observation, acceptable conclusions, and background knowledge. (SK)

Recognizing and acknowledging the computer anxiety of adult students in the business education classroom is the first of several steps teachers can take to ensure a learning environment that encourages trust and exploration. (SK)

Organizes information from the literature on six questions: (1) differences between incarcerated and nonincarcerated adult learners; (2) prisoners' placement in Piaget's and Kohlberg's developmental stages; (3) effects of drug abuse on learning; (4) prisoners' common cognitive errors; (5) goals and objectives of correctional education; and (6)…

Adults who did not enroll after beginning a community college admissions process (n=93) were compared with 198 who did. "Disengagers" cited cost, lack of financial aid, and uncertain goals as disincentives. Those who disengaged later in the process cited difficulty concentrating and the perception that the college did not care about their success.…

Surveys of the math attitudes of adult basic education teachers and learners, interviews with 8 teachers and 15 learners, and 85 hours of ethnographic observations led to these findings: teaching decisions are minimally influenced by learners; teacher-centered approaches prevail; math instruction is similar to inculcation; teachers and textbooks…

Gives examples of ways adult basic education students and adult educators are using the Internet. Teacher uses include communicating with colleagues, professional development, and research. (SK)

Draws on experiences of mature access students (n=23) in an inner London (England) further education college. Explores the range of opportunities and constraints mature students confront in their efforts to make the transition to higher education. Focuses on the narratives of the seven students who failed to complete the access course. (BT)

Successful adult learners integrate school into their lives by focusing on goals, pacing themselves, maintaining harmony among multiple responsibilities, celebrating achievements, and using support systems. Adult educators can help by showing how goals can be achieved, acknowledging students' problems, and providing flexible structures and viable…

Meta analysis of interviews with 11 groups of four learners and their instructors identified the affective and cognitive content and dynamics of classroom exchanges. Reciprocity was not symmetrical: older learners expected to receive more from instructors than they gave; instructors received almost as much as they gave. (SK)

To increase access to higher education for adults with learning difficulties, they are paired with nondisabled students in a personal portfolio program. They prepare and give multimedia presentations on selected themes. (SK)

Responses from more than 400 British adults who withdrew from part-time vocational and nonvocational further education courses revealed that withdrawal was due to a combination of reasons, more than 60% unrelated to the course or college. College-based reasons included the tutor or teaching methods. Students insisted that they not be labeled…

Responses from 29 of 86 New Zealand universities and polytechnics surveyed portrayed the state of bridging or access courses. The majority are over 10 years old; they vary greatly in terminology, content, length, and clientele. They are making a significant contribution to the participation of underrepresented groups, such as the Maori in higher…

Who are adult learners in higher education, and how do they differ from younger college students? In this chapter, the author presents an overview of adult student enrollment patterns, their participation motivators, and their lifestyle differences from younger college students. (Contains 13 references and 2 tables.) (Author)