A study of adult learners found that income, education, age, and occupational status were discriminating variables with less affluent, less educated, older individuals in low status occupations at the nonlearner end of the continuum. Affluent, better educated, younger individuals in higher status occupations grouped at the active learner end.…

Discusses various aspects of speech patterns and their importance in adult education: voice production, loudness, understanding speaking patterns, geographical influences, and aids to adult teachers and learners. (CT)

Describes a study which examined attitudes and perceptions of adult students regarding their experiences at Eastern Illinois University. Results indicated that adult students desired (1) more information about university programs and services, and (2) a place for commuters to stay overnight when road conditions were hazardous. (CT)

Presents methods for conducting second language conversation classes for adult learners which develop both fluency and accuracy. Describes two types of functions such as a monologue that each student will deliver and forms for asking for more information. (BK)

Results are presented and discussed of a study that interviewed 30 older students in introductory chemistry regarding their reasons for taking the course, years since high school, amount of prior training, attitudes towards chemistry, problems encountered in learning chemistry, and educational value of specific course mechanics. (CS)

Measures of syntactic knowledge and reading achievement were obtained for 41 students in an adult basic education center. Adults reading at or below fourth-grade level showed significantly less knowledge of syntax than adults at higher levels, even though the language test involved neither reading nor writing. (Author/CT)

Discusses a study of learner attitudes in nine adult education centers in Madras. The study's aims were to find the rural learner's concept of adult education, to discover the reasons for adult dropouts, and to assess needs and expectations. (JOW)

Examines differences in teaching adults as compared to younger learners. Discusses variations in background and expectations, reasons for taking courses, applying what is learned, fears of not fitting into school settings, and fears of not achieving. (CT)

Describes the Indiana University-Purdue University at Indianapolis program that offers credit classes to students who attend classes in suburban shopping centers. (IRT)

Suggests five steps for organizing learning experiences involving computational skills for adult basic education programs: (1) meet the needs of students; (2) incorporate lessons in communication; (3) use a variety of materials; (4) begin instruction where the student's knowledge leaves off; and (5) teach by means of concrete useful examples. (MB)

Discusses the unique characteristics and problems of the new women students who are now appearing on college campuses across the country and makes suggestions to be used by community college educators in helping these students to gain the most from their educational experiences. (DC)

Ennis' model of critical thinking is useful for addressing adults' career undecidedness. Its components are (1) individual interaction with the environment; and (2) basic support for decision making--information from others, observation, acceptable conclusions, and background knowledge. (SK)

Recognizing and acknowledging the computer anxiety of adult students in the business education classroom is the first of several steps teachers can take to ensure a learning environment that encourages trust and exploration. (SK)

Organizes information from the literature on six questions: (1) differences between incarcerated and nonincarcerated adult learners; (2) prisoners' placement in Piaget's and Kohlberg's developmental stages; (3) effects of drug abuse on learning; (4) prisoners' common cognitive errors; (5) goals and objectives of correctional education; and (6)…

Adults who did not enroll after beginning a community college admissions process (n=93) were compared with 198 who did. "Disengagers" cited cost, lack of financial aid, and uncertain goals as disincentives. Those who disengaged later in the process cited difficulty concentrating and the perception that the college did not care about their success.…