Describes categories of special-needs learners: cognitive disabilities, physical disabilities, sensory disabilities, emotional disabilities, medical impairments, and homeless persons. Makes suggestions for adult educators dealing with the learning needs of these groups. (SK)

Summarizes the special issue on resistance to self-direction in learning by enumerating sources of resistance (learners, facilitators, institutions) and presenting strategies for overcoming barriers. (SK)

"Structured flexibility" is a way for educators to create a mutually conducive learning environment for adult self-directedness. Issues to be addressed include a change in instruction for adult educators, teacher empowerment, and a shift from thinking of adult education as adding content or skills to developed persons to adult education…

Adult students attended classes in one of four formats: noncohort nonintensive, noncohort intensive, cohort nonintensive, and cohort intensive. Responses from 174 showed that more group interaction and cohesiveness occurred in the 2 cohort groups. Intensity of scheduling did not have a clear relationship with interaction or cohesiveness. (SK)

In-depth interviews with 19 adult female college students showed that reentry women and their families are fashioning rites of passage that facilitate the transition and mark their progress through college. Spontaneous development of ceremonies and rituals suggests there are some needs of women who are students, wives, and mothers that are not met…

Examined academic persistence of reentry women (n=150) at urban commuter campus, 59% of whom persisted. Results suggest that reentry women's experience would be improved and their likelihood of persistence strengthened if institutions offered them strong support programs, such as women's resource centers designed to address both their academic…

Creative ways that tutors can develop learning partnerships with adult learners include the following: aim for reciprocity in the relationship (trading places); ground tutoring in the learners' experiences; and work at becoming a reflective learner. (JOW)

Discusses the pros and cons of using copying as a means for English-as-a-Second-Language students to improve their handwriting skills. The use of chalkboards, plastic slates, and newsprint with felt markers is described. (LB)

Presents Adult Persistence in Learning model which focuses on personal issues of adult learner, learning process issues, and environmental issues related to particular institution to guide counseling services for adult learners. Factors that facilitate realistic approach to adult learning provide focus. Notes that counseling interventions based on…

Unreliable assessment practices persist across the country. Regents College has reviewed over 100 randomly selected programs and created a database of assessment programs that use unreliable practices. Assessment processes and academic programs of integrity should be built on consistently valid and reliable principles. (JOW)

The general monitoring skill hypothesis states that skilled adult learners monitor their comprehension using domain-general metacognitive knowledge and domain-specific knowledge. Results with 192 undergraduates indicate that monitoring skills are correlated across multiple domains and that individuals may possess separate monitoring skills for…

Raises questions about the nature of human relationships and education in online learning. Suggests that preference for electronic learning is highly individual. Discusses issues related to image versus reality, trust, tone, subtlety, spontaneity, and authenticity in computer-mediated communication. (SK)

Traces recent developments in the design and delivery of distance education. Presents enrollment statistics on a variety of telecommunications models for postsecondary distance education in Canada. Outlines implications for institutional organization, faculty roles, and technology costs. (SK)

Illustrates the use of learners', rather than teachers', questions as well as interviews to negotiate curriculum in adult literacy and math classes. (SK)

The Adult Returners Key Skills project uses a series of teaching/learning packs to develop key skills (information technology, communications, numeracy, active citizenship). The packs help reentry students become aware of their existing abilities and prior learning experiences. (SK)