Using a variant of the life-history method, researchers examined employment patterns and career motives of 40 prospective late-entry teachers. Interviews indicated that subjects were drawn primarily by teaching's intrinsic rewards. Socioeconomic concerns and self-fulfillment accounted for most of the decisions to leave previous occupations. (SM)

Examines the emergence of lifelong education globally, addressing the changing relationship between initial education, adult education, and general learning environments. Discusses changing employment patterns and the disparity between the demand for education and institutional response. Describes the economy of lifelong learning as it relates to…

Discusses several models for lifelong learning, including permanent education, lifelong education, recurrent education, learning society, and deschooling society. Describes practices of lifelong education throughout the world. Includes a selected bibliography providing a chronological overview of works representing the lifelong education discourse…

Identifies the relative learning priorities for older students based on a study of older adult students. Indicates that older adult learners participated in education primarily to remain intellectually engaged, and that they were more interested in intellectual stimulation than in learning professionally or vocationally relevant skills. (26…

Describes a study of the goals, goal attainment, satisfaction with academics and support services, and satisfaction with preparation for advanced course work of 137 students who graduated from the Community and Technical College at the University of Akron between 1969 and 1988, and who were over 23 years old at matriculation. (DMM)

Recounts a young teacher's awakening to the problems and conflicts in community college education, explores issues particularly related to adult students, and provides case studies that exemplify the goals, problems, and needs of reentry, first-generation students. Offers guidance on working with adult students. (DMM)

Describes the Instructional Telecommunications Consortium's 1991 "Symposium on Telecommunications and the Adult Learner," reviewing reasons the symposium focused on telecourses, and discussing five major imperatives for the continuing expansion of telecourses: thinking strategically, identifying learning needs, redefining telecourses, raising the…

Investigated learning style characteristics of adult community college students. Compared to students (n=113) with other decision-making styles, dependent decision makers (n=31) appeared to have reduced motivation for learning, limited persistence, and less acceptance of responsibility for their learning. Findings suggest these characteristics be…

Of 115 adult literacy students interviewed, 59 were contacted 8 months later to collect data on characteristics, academic and social integration, program and goal commitment, and withdrawal decisions. Factor and discriminant analyses identified 14 variables that accurately predicted the present status of 76 percent of completers, persisters, and…

A study of adults learning French as a second language showed that enhancing the pedagogical environment through development of a French phonetic training program resulted in improved discrimination and production ability among the students. (39 references) (LB)

Perspective Discrepancy Assessments completed by a dean, 50 mentors, and 60 current and 35 former adult students, as well as interviews with 26 dropouts, found that the dean and mentors ranked remedial work, outside commitments, and financial aid as obstacles. However, dropouts cited mentors' lack of counseling experience, understanding of…

Discusses the proliferation of college guides for prospective students and describes and evaluates 11 guides that address the opportunities in higher education for the older student, minorities and women, Christian and Jewish students, and students with special needs. (eight references) (LRW)

Accommodating older students in teacher education requires changes in course scheduling and admission policies, using paid internships for student teaching, selecting master teachers comfortable with mentoring older students, and making special financial, child care, and other arrangements to meet individual circumstances. (SK)

Maintains that, to reach the many adult nonreaders who resist established literacy programs, the values that these programs espouse must conform to the learners' own beliefs and not be rooted in the status quo. (SR)

Describes how three tutors helped an adult progress from a nonreader to a competent and enthusiastic reader, using an approach rooted in whole-language research and practice. (SR)