Urges a repositioning of higher education away from postmodernist mindsets. Proposes that the future of mass higher education lies in attracting adults from a wide social spectrum and in defending the public nature of truth and values. (Contains 56 references.) (Author/SK)

Adult students using an emotional intelligence (EI) curriculum (n=13) and 15 controls in a composition class completed the Emotional Intelligence Test and Emotional Content Quality Index. Significant pre- to posttest changes in the EI group suggest the curriculum positively increased their ability to identify, reflect on, process, and manage…

Formal and informal socialization influences the learning of immigrants and second-language students. Adult educators should take into account the following patterns: cultural models that affect attitudes and behavior, discontinuities between native and current culture, and differences between voluntary and involuntary immigrants. (Contains 28…

Effective teaching approaches and assistive technologies that help learners with disabilities meet their educational goals can also provide opportunities to use these strategies in the workplace. Different strategies for group and one-on-one instruction are recommended. (Contains 11 references.) (JOW)

A qualitative study of an accelerated, cohort-based degree program identified four elements supporting adult learning: program structure, relationships, student identity, and beliefs about learning. A model of adult engagement in accelerated programs was developed with these components: adult competence, commitment to action, and work identity.…

Service-Oriented Field Experience is an online master's course for education, social service, and health majors that includes a 10-day service trip to Guatemala. During the accelerated 8-week course the service-learning projects are planned. Stateside and onsite facilitators are key elements in meeting the challenges posed by both the distance and…

Critically analyzes accelerated learning using concepts from Herbert Marcuse (rebellious subjectivity) and Erich Fromm (automaton conformity). Concludes that, by providing distance and separation, accelerated learning has more potential to stimulate critical autonomous thought. (SK)

Describes a learning journal assignment in an organizational behavior course that is designed to provide practice in management skills, facilitate comprehension and retention, and provide an assessment tool. Discusses challenges in evaluating journals, including differences in style and culture. An appendix gives details on the assignment and…

Discusses agents of change in provision of part-time education in Britain: the role of the National Council for Vocational Qualifications, the Education Reform Act, growing use of performance indicators, Training and Enterprise Councils, and a change to funding through learners. (SK)

Established methods of teaching multiplication (tables, flash cards, repetitive exercises) do not work well with adult underachievers. The properties and concepts of multiplication of whole numbers must be presented as observable, fun, and practical. Finger math methods may succeed where pencil and paper fail. (SK)

Building the self-concept of adults returning to education requires flexibility in course planning, sensitivity toward barriers, and opportunities for students to negotiate aspects of a course or curriculum. (SK)

An action plan for adult educators working with students with disabilities includes (1) getting to know disabled people and observing their physical and psychological barriers; (2) examining curricula and facilities for accessibility; (3) using speakers with disabilities as subject experts; (4) recruiting disabled students; and (5) working with…

Two models are presented. The first illustrates five concentric spheres influencing tutor-learner relationships (personal, organizational, local, national, and international factors) affected by gender, race, and class. The second model charts positive and negative effects of these factors on the relationship. (SK)

Assumes that adult second language learners cannot achieve the same degree of proficiency in a second language as children learning a second language. An information-processing approach is presented, and the aspects of utilization, faulty or incomplete declarative knowledge, and limited working memory space are used to account for deficiencies in…

A follow-up study contrasted the performance of adult second language learners on phonological perception tasks with their performance in articulatory production. Native speakers of French (N=12) and second language learners of French at two levels of French proficiency were tested on three perception and four production tasks to identify the…