The Open University will provide for those who cannot take three years to obtain a degree -- full time employees and housewives. It will also increase knowledge to the general public. (NL)

Discusses the use of role playing in training and the reluctance of adults in classroom situations to participate. Presents guidelines to aid in the diagnosis and treatment of role-playing resistance syndrome. (JOW)

Data from 1,142 adult students confirmed the seven-factor typology of the Educational Participation Scale. Reliability of scales was acceptable. Construct validity was tested by predicting membership in three curricular groups: arts/leisure, personal development, and professional development. Results revealed distinctive characteristics and…

Miscue analysis helps reveal whether readers are relying on graphic or visual decoding techniques and are ignoring contextual cues. Diagnosis can aid in the selection of reading improvement strategies. (SK)

Talks about the challenges of teaching Generation Xers--those born between 1961 and 1981--and how they differ from other adult learners. Discusses the differences between them and Baby Boomers. (JOW)

Adult educators can prepare learners for self-direction by considering the learners' level of technical skill, familiarity with the subject matter, sense of personal competence as learners, and the context of learning. (SK)

Outlines three approaches to numeracy instruction: (1) traditional positivism, the transfer of knowledge from teacher to student; (2) constructivism, in which learning is contextual and culturally meaningful; and (3) critical constructivism, which enables students to reflect on learning and its social context. (SK)

Adults have different power relationships with the "teacher" and bring into educational settings varied experiences. They should be encouraged to develop as self-directed learners, which requires certain personal characteristics, a conducive environment, development of self-direction skills, and facilitation. (SK)

Lindeman began the tradition of pragmatism (a learner-centered, problem-solving focus) in adult education philosophy. Knowles preferred a technological emphasis. Brookfield, Cervero, and Mezirow revivify Lindeman's tradition, although each has a different perspective on social action. (SK)

Identifies and interprets the relationship between adult students' (n=165) quality of effort and variables such as gender, involvement in nontraditional programs, age group, employment status, and academic load. Results showed quality of effort to have no relationship with gender, involvement in nontraditional programs, age, or employment status;…

Suggests that academic advisors and administrators need to be aware that working with returning adult students requires careful and thorough consultation to ensure that mature students are encouraged to continue and made aware of the demands of the program. (JOW)

Learning partnerships in formal education settings can empower and enrich learners. Learning partnerships experience developmental stages: formation, working together, and developing self-awareness. Successful partners integrate the intellectual and personal aspects of the relationship. (SK)

Provides a range of common-sense strategies for dealing with adult students with behavioral difficulties: teaching appropriate behavior, dealing with aggression, setting boundaries, and managing defensiveness. Indicates that solutions lie not just in the classroom but at the college, classroom management, and person-to-person levels. (JOW)

Discusses acquired brain injury (ABI), a hidden disability often caused by traffic accidents. Provides a list of strategies for the adult classroom and information sources. (JOW)

Although adult education values independence and autonomy in self-directed learners, non-Western cultures value interdependence. Interviews with five Korean women leaders suggest that there is value in developing both independence and interdependence in adult learners. (SK)