Briefly outlines progress in neurolinguistics including Broca's aphasia, multilingual aphasiacs, lateralization, and localization as possible explanations for problem of adult foreign language accent. (BK)

Adult learners are role-oriented, interested in growth and change in their occupations and education. With a backlog of in-depth experience, they have high expectations of what education can do for them, and of what they and their institutions can do to assure fulfillment of their goals. (Editor)

Analyzed processes involved in learning from text as the result of social interactions in cultural settings, with text remembering defined in terms of mediated actions. Results for 20 teacher-student dyads at beginning and advanced levels of adult education show differences in the study and recall of text related to educational level and phase.…

A participant-observer study included initial and 10-month follow-up surveys of 19 adult learners before and after the September 11th terrorist attacks; 18 described their experiences as perspective transformation. Grief stages were observed; the reorganization stage was most evident. Combining the models of transformative learning and grief…

From interviews with 90 adult students, five belief structures or "knowledge voices" were distilled: entry, outside, cynical, straddling, and inclusion. Each structure represents a particular construction of the learning environment, knowledge, and the relationship between the classroom and the worlds of work, family, self, and community.…

Indicates that if participation by minority adults in higher education is to increase, two areas need improvement: (1) financial and social services will have to be available and (2) scholars and institutions will need to develop stronger research programs on the question of minority adult education attainment in higher education. (JOW)

Adult education and Continuous Quality Improvement (CQI) have at least 10 areas of commonality, the most obvious being that they are both client centered. They have gone against the grain of excessive specialization by becoming advocates for interdisciplinary learning and interconnected functions. (JOW)

There are multiple "distances" to be navigated in distance learning programs: what learners actually know, what they can actually do, the level of their language ability, their cultural background, the context they inhabit, their learning styles, and their goals and motivation. (JOW)

Thinking dialectically involves perceiving and understanding reality in terms of relationships and convergences of its interactions. Helping adults become critical thinkers means destabilizing their thinking and cultivating a sense of uncertainty. (SK)

Describes how educators cam reawaken the awareness of the emotionally intense experience of being evaluated. Shows how they can check whether they are giving educative, helpful evaluations to learners. (JOW)

Reviews literature on reentry women returning to college campuses and the inherent barriers to their pursuit of higher education. Reviews factors that determine their success, as well as implications and recommendations for institutions that may enhance their educational programs. Barriers considered include financial; administrative; recruiting,…

Considers how characteristics of adult learners (self-direction, experience as a learning resource, need for learning, motivation, and orientation to learning) in Knowles' model of andragogy apply to adults with learning difficulties. Concludes that these adults may need both prescriptive and facilitative teaching. (SK)

Focus groups and a survey of 50 adult students and a survey of 30 who graduated showed that self-assessment was a powerful instrument for experiential learning. It strengthened their commitment to competent job performance, enhanced higher-order skills, and fostered self-agency and authority. (SK)

Discusses the use of formal employee assistance programs (EAPs) with adult students who have personal problems that could affect their school performance. Looks at the differences between EAPs and traditional counseling services: EAPs have a written assistance policy; they institutionalize consistency; they are confidential. (JOW)

Survey responses from 22 of 100 British adult education institutions found adult students had a variety of motivations, both vocational and nonvocational, for participating in metal working courses. Access to resources and adequate course offerings was sometimes difficult for part-time students. (SK)