Early school experiences of 16 adult educators indicated that past positive teacher models mirrored present concepts of ideal teachers and of themselves as teachers. Conceptions of themselves as students, formed in early experiences, influenced expectations of adult students. Teaching beliefs seem rooted in childhood or adolescent experiences and…

Two repertory grids were elicited from each of eight British college students (including five peer facilitators). Initially, all rated self-expectations more important in learning. On the second grid of the peer facilitators, interaction with others was rated more important to learning. (Contains 26 references.) (SK)

Analysis of data from the 1994 General Social Survey found that about two-thirds of respondents supported bilingual education. Opposition to bilingual education was greater among older, male, White, and college-educated respondents and among those having certain attitudes toward Latinos, immigration, and assimilationist ideology. Possible reasons…

Focuses on the views of John Wilson related to fantasy, a key concept in his treatment of the psychology of pedagogy. Addresses his views on the overlapping of educational and therapeutic concerns. Warns against blurring education and therapy and argues that fantasy may militate against the recognition of legitimate value diversity. (CMK)

Using a case study of the learning processes of a secondary school art teacher, relationships among individual dispositions, communities of practice, and organizational and policy contexts were examined. Both the individual's learning career and community of practice must be considered within the wider context. A discipline other than art, in a…

A survey of incarcerated adult males (African American, Hispanic, and Caucasian) identified what respect meant to them, why they respected others, what they liked most and least about school, how they felt they learned best, and how school could better meet their needs. The information about educational attitudes and schooling and cultural…

Presents an interview with Ron Logan who has served as an executive vice president for Walt Disney Entertainment. Focuses on topics, such as: influential teachers in his life, his career, how he selects scripts for musical productions, and advice for students who want to work in the music industry. (CMK)

In current literature on Canadian higher education, the nature of the perceived crisis varies, but the conclusion remains that the system is close to disaster. Those who write about Canadian higher education should be required to justify their conclusions, and those who read them should not blindly accept them. (MSE)

Focus group interviews with 18 adults in a weekend degree program produced metaphoric themes. Adult education was compared to "blessing" or "penance"; the primary difference between traditional and adult education was seen as a "juggling act"; and "addiction to learning" appeared to be a motivator. The…

College students about to graduate are encouraged to resist the temptation to consider their educations finished when they leave the campus, to engage in lifelong education, and to strive to be a true amateur, in the original sense of the word. (MSE)

Considers the value of extending adult education research into films about adult college students as a source of cultural information. Analyzes the 1949 film, "Mother Is a Freshman," as an example. (SK)

Two dimensions of values in adult education are whether study is viewed as an instrument or an intrinsic value and whether learning is self-directed or externally directed. The values and goals of liberal adult education and adult education in working life, as well as the attitudes of adult educators, sometimes conflict. Social change requires…

The article describes an educational foundations course which invites a critical awareness of the degree to which the subject of education is more or less continually in the making, reconstituted again and again through the work of contradictory stories and images. Such "troping" permits joint participation in remaking the subject. (CB)

Argues that a deeper analysis of the affect and how it develops is needed for the design of effective learning activities. Topics discussed include the Taxonomy of Educational Objectives in the Affective Domain; a model of skilled behavior; theories of the development of attitudes and affect; affective objectives for instruction; and instructional…

Four articles present diverse critiques and interchanges of theories about paradigms in curriculum development, and conflicting opinions regarding the extent to which the emergence of a curriculum paradigm may have restricted or could restrict inquiry and misguide and misinform practice. (CB)