Three theoretical concepts have implications for workplace educators: reflection on experience, linkage between personal meaning and social/contextual meanings of organizational culture, and transformation of personal frames of reference. (SK)

In fiction, night school students are usually stereotyped as outsiders: either losers incapable of functioning in academia or worthy achievers who are hard working, bright, and goal oriented. Public opinion and evening students' self-perceptions may be affected by these stereotypes. (SK)

A literacy program for deaf adults is described including recruitment methods, assessment protocol, training methods and materials, and results of training on job-related and functional literacy skills. The program is housed in an existing literacy center on the Southwest Missouri State University campus. (24 references) (LB)

A writing course early in an adult's degree program can prepare a student for entry into "discourse communities" in disciplines. It should substantially differ from traditional undergraduate courses by accommodating student maturity, using their experiences, teaching research techniques, and encouraging publication. (SK)

Two scenarios illustrate effective and ineffective ways to use adults' experience in continuing professional education. In successful situations, students had an established knowledge base and used critical thinking to adapt experiences. In unsuccessful situations, learners did not have the experience, knowledge base, or applied background for…

Groups of 30 students each in an algebra minicourse and semester course and 45 each in an accounting minicourse and semester course showed no significant differences in course grade point average or overall average. Students choosing the intensive minicourse format were generally older, indicating that adults find this format more useful and…

Responses from 191 college students suggest that they are most interested in learning about course content and the instructor at the first session. Effectiveness of the first session is enhanced by attention to physical space, temperature, lighting, and equipment; personal greeting; and explanation of the relevance of course content. (SK)

Explored gender differences in academic progress among adult college students (n=235) over age 25. Results indicated women manifested more interruptions and slowing in their academic progress than did men. Existing research suggests this may result from greater relationship responsiveness of women compared with men and more diverse role demands…

A group of 120 adult educators identified aspects of student behavior that annoy or irritate them and aspects of their role they fear or about which they feel guilty. A common source of conflict was conflicting teacher and student expectations. A conclusion was that adult educators should have a clear idea of their role and articulate it to…

Evaluations of the academic performance of 799 University of Sydney students revealed little difference between students who had completed secondary school and those who had not (1) in the time taken to complete the program; (2) in the academic performance in 26 of 31 subjects; and (3) between male and female students. (JOW)

A British study comparing the Kent Open Learning (KOL) tutor training with standard tutor training showed a significant increase in student-centered attitudes among tutors in KOL. (SK)

Similarities in content, methods, sequence, and social context between adult education and cognitive apprenticeship make the latter an appropriate approach for a computer-assisted learning program for adults. (SK)

Focus groups conducted with 17 working adults found they were attracted to a degree completion program because of the adult learning environment, flexibility, applied content, and collaborative climate. The high level of participation, quality of responses, and dynamic group interaction confirmed the usefulness of focus groups for continuing…

Education and training histories of 1,104 British respondents ages 15-65 identified them as nonparticipants, delayed, transitional, or lifetime. Social determinants of adult participation were identified. Immediate postcompulsory education and training is predicted by more privileged family background. Later lifelong learning is more dependent on…

The self-esteem of adult students was measured before and after three courses: preretirement education (n=32), office skills (n=30), and access to higher education (n=40). Males and preretirement students showed the most improvement in self-esteem. Females had the biggest increase in the personal self-esteem subscore. (SK)