Designed for adults who have never learned to sing, this four-month program teaches pitch control and singing in tune. Exercises focus on self awareness, breathing, pitch-matching, and ear training. (SJL)

Students who have internalized negative messages about their intelligence and ability must reexamine their personal meaning perspectives before they can engage in critical reflection. A multiple intelligences framework provides a structure for this reassessment. (SK)

Effective workshops must pay attention to power relationships that do not disappear in the workshop setting. The myth of the generic teacher and learner and the phenomena of gender, race, ethnicity, and class must be accounted for. (SK)

The hypothesis that the greater the proportion of adults in class the higher the aggregate average class performance was tested with 619 community college students and 2,175 university students. The hypothesis was supported by the community college sample as well as the university sample with the exception of university math classes. (SK)

Profiles historically nontraditional students who attended state normal schools, discussing how normal schools met their needs. Overall, state normal schools had much in common with today's nontraditional schools, welcoming women, minorities, and other atypical students and encouraging them to reach beyond their unprivileged backgrounds. (SM)

Using data from 4,644 undergraduates, this study tested a causal model identifying the effects of social integration, age, and time-limiting characteristics on adult student learning. Survey results indicated that educationally related peer relationships were the strongest predictors of gains for all students. Time limitations hindered learning…

Findings of the Danish Adult Education Research Project reveal adults' ambivalence about learning. Many adopt defensive strategies to avoid learning that challenges identity, are not inclined to learn unless it is personally meaningful, and take as much responsibility for learning as they want. These characteristics are not reflected in programs…

Highlights exemplary moments from the first three writing courses that Youngstown State University has been teaching at a union hall for steel workers. Includes excerpts from student interviews; illustrates the teachers' evolving approach to teaching writing in a workplace setting; and explains student responses to writing assignments. (TB)

Increased pressures for accountability and relevance in public higher education are benefitting adult learners as institutions have enhanced general education, improved accessibility, and strengthened transfer articulation. (SK)

The math performance of 30 18-20 year olds and 37 adult students studying elementary education was compared. Older students did slightly better; adults without math background or who had previous negative math experiences did very well; and those who did well were not likely to choose math as a primary subject. (SK)

Women may attempt to cope with conflicting school and family roles by trying to work harder, altering personal expectations or behavior, or altering externally imposed expectations. When possible, continuing educators can help by transforming the inflexibilities of higher education. (SK)

In Britain, archaeological fieldwork is being used for both educational and research purposes. Training is provided for adult learners from a range of backgrounds, with the goal of increasing public participation in and ownership of archaeological outcomes. (SK)

The Imposter Phenomenon, secret feelings of fraudulence and inadequacy among high achievers, are more prevalent in women. Aspects of the educational environment, including sexual harassment and stereotypes, and institutional barriers may contribute to the syndrome. Additional research is needed on the intersection of race, class, and gender with…

Important components of an adult student services office are the focus of this chapter. Examples of outstanding programs are highlighted, and areas of support for institutions at various planning stages of program development are presented. (Author)

A 10-week stress management and relaxation course helped anxious students develop skills and strategies derived from self-awareness. Course included stress theory, organizational skills (time management, goal setting), personal transformation, tolerance for uncertainty, and metacognition, with an emphasis on self-efficacy and autonomy. (Contains…