Motivation and self concept of adult students may be influenced largely by social factors outside the classroom rather than by what takes place inside the classroom. (AG)

A random sample of all women 25 years of age or older, enrolled for the fall 1966 semester at three mid-western universities, were mailed the Adult Coed Attitude Inventory. The responses (60% plus) were returned on mark sense cards, hand verified, and tabulated on a computer. The inventory gathered information on age, marital status, employment,…

This report summarizes information about the 100 women and 53 men over 35 years of age who entered the University of Washington as undergraduates between spring 1970 and autumn 1971. The information was provided by the participants on a biographic survey that was administered at the same time as the Washington Pre-College Test Battery. High school…

Discusses characteristics of six needs assessment methods that can be used in adult education: intuition, market analysis, surveys, self-assessment by learners, diagnostic approaches, and performance analysis. (JOW)

Analyzes the degree performance of adult students admitted to the University of Lancaster (England) during the period 1978-80, and analyzes the adult student entrants to the university by age group, sex, and entry qualifications during the same period. (CT)

Six factors that differentiate between traditional-age and adult students can be used to recognize and adapt to meet the needs of older students. These factors are sense of purpose, nature of the financial commitment, nature of time commitments, difference in life experience, lack of an age cohort, and concept of social acceptability. (Author/BL)

The author suggests that Knowles's concept of andragogy offers a philosophical position rather than a unified theory of adult learning. She examines weaknesses of the theory and discusses it in relation to humanistic psychology and existentialism. (SK)

A study of 30 adult and 30 younger students collected data on their study habits. Results showed the two groups were roughly the same in amount of time spent studying and in types of study activity. Differences were more pronounced in the category of types of difficulties encountered in studying. (SK)

Discusses problems such as hearing or vision impairment for which teachers of adult students may have to compensate. Stresses that such problems do not diminish the learning capacity of older students. (EKN)

Explores 19th-century writings to identify prevailing conceptions of learning environments and methodologies appropriate to adult learners. Attempts to explain their apparent lack of impact, leaving adult learners as a neglected species. (JOW)

Explains how two faculty members at a regional campus of Ohio State University helped guide mature women back to the classroom with a minimum of travail. (Author/IRT)

Learning Disabilities Association (LDA) of Minnesota has gotten many questions over the years about dyslexia. Examples of questions answered in this issue include: (1) When a learner reverses letters, is this dyslexia? (2) How does one teach an adult with dyslexia? (3) Can dyslexia be cured? and (4) Can GED accommodations be received for dyslexia?…

The main purpose of this paper is to describe the answers given by adults without primary schooling to different ratio-and rate-comparison tasks. The framework and the analysed data are part of an ongoing research, in which the responses of subjects of different ages and schoolings are studied. The behaviour of quasi-illiterate adults could throw…