Discusses three dyslexic/attention-deficit-disorder adult learners experience in the classroom and suggests strategies that they can employ to overcome their many ways of interacting with text that militate against successful decoding. (JOW)

To create universities fit for adult students, institutions should (1) empathize, not patronize; (2) use new technologies but not to exclude; (3) revitalize liberal adult education; (4) reevaluate assessment processes; and (5) end age discrimination in faculty hiring. (SK)

Discussion of the experience of nontraditional male undergraduate students quotes students at one university who participated in individual interviews and focus groups. Common themes included reluctance to and fear of returning to academics, the struggle to balance family and school responsibilities, and financial sacrifices. Suggests ways student…

Adult guidance and counseling services are underdeveloped in Nigeria and need to be integrated into adult education. Strategies to achieve integration include national policy development, collaboration between counseling and adult education departments, and an increase in public awareness. (SK)

Adult learners (n=532) at University College Cork (Ireland) identified the following features of a positive affective learning environment: teacher's key role in class organization and pace, healthy interpersonal interaction among students, and focused cognitive environment. Older learners were particularly sensitive to six of seven dimensions of…

A reading proficiency test administered to 200 adult learners in India resulted in an average score of only 38%. Gender, caste, income, and occupation were significant factors in the level of reading proficiency. (SK)

Surveys at the beginning and end of the first year of study for 489 adult students at Atkinson College found 53% planning to return. Many "dropouts" never intended to complete a degree, took fewer courses, and did not differ from returners in perceived barriers, first-year experience, or satisfaction with education. (SK)

Interviews with 92 nursing students over age 21 in Northern Ireland found the college was not meeting the needs of students with high levels of work experience and education, which were not recognized. They perceive themselves as more motivated and better able to study independently than younger students. (SK)

Proposes a model of adult development as the foundation for instruction and training of adults with learning disabilities. Presents the interrelationships and application of Malcolm Knowles' model to adults with learning disabilities along with specific examples applicable to special and vocational educators. (Contains 43 references.) (JOW)

Research in three countries shows that Norwegian adults have far higher levels of educational qualifications, employment, and participation in learning than adults in Britain or Spain. Work-related courses are taken by 60% of Norwegians, 29% of Britons, and 14% of Spanish. Self-confidence is significantly related to participation in Spain. (SK)

A survey of 343 adult students in 7 universities identified barriers and facilitators. Many perceived their institutions as uninterested in their needs for services and scheduling. Students lacked awareness of policies and services, and institutions failed to assess their needs and communicate service availability. (Contains 50 references.) (SK)

Key issues in retaining adult students include precourse information and guidance, student induction, creation of an adult learning community, recognition of prior experience and adult concerns and aspirations, student support services, and attention to nonattendance. (SK)

In a continuing education program, 40 adults used 1 of 2 computer-assisted career guidance programs: System of Interactive Guidance and Information (SIGI) Plus or Career Builder 2. Scores on My Vocational Situation suggest either is appropriate with this population. Participants liked SIGI Plus better and found it easier to use. (SK)

Assessment of achievement seemingly conflicts with the adult education principle of the intrinsic value of learning. Assessment and accreditation can support adult learning if the curriculum is based on learner needs and if assessment and accreditation are based on the needs of the curriculum. (SK)

Grounded teaching and learning based on grounded theory involves continuous collection and analysis of data; hypotheses formed, rejected, and reformed during the process; and the data (learners' self-reporting of their learning experiences) as the focal point of activity. (SK)