Every educational program should promote, support and enhance the ego development of the participants. At present, education programs are remedial and age-segregated. Present programs concentrate on skill development in isolation from concerns of emotional growth. A multi-learning community with an emphasis on interpersonal intimacy should allow a…

Compares males 35 or over attending college with their fathers in occupational level, and examines motivators and deterrents regarding return to school. (Author)

A reading program for adult learners with minimum reading skills should include activities that immerse the student in actual reading experiences. Working with connected text using such approaches as assisted reading, language experience, and independent reading is suggested. Listening activities, discussion, and writing should be vital parts of…

Explores the background of the current concern with experiential learning for adults, explicates several rationales for conceptualizing experiential learning, and describes strategies that can be used by practitioners to implement experiential learning. (JOW)

Discusses the results of a 1981 Current Population Survey conducted by the U.S. Bureau of the Census. Concentrates on the adult education portion of the survey that reported on nonretired adults who participated in at least one organized adult education course or activity. Includes data on providers, participants, costs, reasons, content, and…

Describes a program implemented in East Greenbush, New York which permits adults to study in regular high school daytime classes and provides anecdotal accounts from individuals who have returned to school under the program. Also lists a number of other school districts that have made similar provisions for adult students. (GC)

Presents a brief review of the andragogical model of learning and reports on an attempt to implement the model. The activity involved a group of adult students who took a study tour of an Australian national park. (SK)

This investigation of reasons for adult student dropout suggests that only a minority of students blame the school for their withdrawal from the course. The author argues, however, that there are measures which should be taken to retain students. (Author/SK)

Teachers must understand the physiological and psychological changes that occur in adulthood as a normal part of aging and recognize the implications that these changes have for the teaching-learning process in order to be sensitive to the unique needs and characteristics of adults over 50 as learners. (CT)

A number of colleges and universities have been highly successful in developing adult programs that benefit both the student and the institution. However, differences exist between adult programs and programs for traditional undergraduates. (Author/MLF)

Interviews of adults with learning difficulties in continuing education revealed that teachers and students had very different definitions of "adult" and of the appropriateness of instructional materials, teaching methods, and classroom management techniques. (SK)

Data from Scottish adults (41 new participants in further education, 15 continuing participants, 33 nonparticipants) illustrate the complex process of reengaging in learning. The data demonstrate the influence of social milieu (Bourdieu's notion of habitus)--the personal, institutional, and structural factors that support or limit an individual's…