Nine studies that examined the use of referral reply letters that transferred information from specialists to referring physicians were analyzed. Although research indicates that physicians are receptive to such letters as sources of learning, little educational content was actually included in the letters. (Contains 39 references.) (SK)

Identifies definitions and types of informal learning. Examines issues such as the utility of informal learning, the processes involved, and the lack of methods to assess the quality of learning acquired informally. (SK)

An exploratory study of adult learning resulting from locally initiated community group programs illustrates approaches to qualitative and, more particularly, naturalistic evaluation. The use of a proxy list and the blending of independently derived abstract and concrete initial category labels proved particularly useful in the categorization…

Describes the creation of an arts playground at Queen's University, Ontario (Canada), containing "tools" for children and adults to direct their own explorations in the arts. Discusses how a classroom might function like such a playground, and considers the issues of structure, communication, and evaluation of students' progress. (SV)

In addition to regular training, workers learn from and during work itself. Organizational change affects the learning potential of jobs. The challenge consists in integrating personal development and organizational development. (SK)

Examines characteristics of informal outdoor education offered by youth programs and human services agencies. Discusses the nature of curriculum and whether it is necessary, relative emphasis on process or product, experiential learning, appropriate use of activities, the importance of dialog in stimulating critical thinking, and client reflection…

The paper synthesizes and analyzes research on the technique for nonprofessional tutoring of reading known as paired reading. Data from many extant small-scale studies are compared with the very large quantity of new data available from multisite field trials in one British local education authority. (SM)

Informal and incidental learning are based on learning from experience, embedded in organizational context, focused on action, governed by nonroutine conditions, concerned with tacit dimensions, delimited by the nature of the task, and enhanced by proactivity, critical reflection, and creativity. (SK)

Review of six studies of managers showed that much learning resulted from such factors as challenging job assignments, peer/supervisor relationships, community learning, family upbringing, life experiences, and organizational environment. Viewing humans merely as resources for economic development and ignoring this informal learning are neither…

Informal adult educators in an Australian rural community (n=31) viewed their characteristics and commitment to teaching as varying according to purpose and context. The study suggested that differences in informal teaching are influenced by the lack of externally imposed criteria and other institutional constraints. (SK)

Three books, published 1999-2000, map out a vision of education as a vehicle for human emancipation and global transformation. Their approaches to presenting the "big picture" differ, focusing on case studies of learning through local social action; the impact of Che Guevara and Paulo Freire on liberation discourse worldwide; and comprehensive…

Argues that one essential resource for continued lifelong learning is the vast network of organizations and media that support the public's burgeoning demand for 'free choice' learning - learning that is often voluntary and guided by a person's needs and interests. (MM)

From interviews and site visits with 22 teachers, four environmental inhibitors to informal workplace learning emerged: lack of time for learning, lack of proximity to learning resources, lack of meaningful rewards, and limited decision-making power in school management. Ways to facilitate teachers' learning include strategic classroom…

Describes in detail three informal learning strategies used to facilitate spiritual development: mentoring, self-directed learning, and dialogue. Suggests that these strategies are interrelated and incorporate segments of each other. (SK)

Reports on studies of students with severe learning difficulties and shows that they could, under appropriate conditions, display impressive concentration and curiosity, and often appeared to achieve valuable learning. Describes some of the dilemmas that may arise in developing these kinds of activities for special education. (Contains 35…