Discusses the value of self-evaluation to the adult second language learner; the tools of self-evaluation; and the relationship of self-evaluation to other forms of evaluation, to learning, and to instruction. (AM)

Proposes a method for teaching grammar to the adult remedial learner which is inductive in nature and which allows the student to form generalizations about grammar. (AM)

The subject matter of a class is the student, not the knowledge, says the author in discussing how adult learning is achieved and how to motivate adults to learn. Motivating requires being attuned to how adults learn (e.g., adults must want to learn, adults learn by doing, informal environments are best, etc.). (MF)

A questionnaire that focused on the previous day's activities was administered to twenty-six adult black high school equivalency students to determine the kind of material read and any reading difficulties encountered. Findings are reported with implications for adult education curricula. (MF)

Discusses the influence that older students are having on American education, from elementary through university level. (RK)

Older people who must learn a second language and adjust to a new culture may be benefically taught by using proverbs. This technique may help to break down barriers by expressing the same idea in the native and target languages and is suited to the less formally educated student. (SW)

Provides abstracts of selected ERIC documents on women's programs in community colleges. (JG)

The author argues that adult college students need to use their life experiences as an important key to their learning experiences. Emphasis is on reading and writing, two common life experiences that also are crucial to college survival. (CH)

The Alamo Community College District in San Antonio, Texas, developed and implemented a support system for serving adult students at off-campus sites. This overview provides a framework for other colleges and universities who are planning outreach sites and activities. (JOW)

The advantages of distance education programs, particularly for adults, are twofold: (1) they allow access to large-scale education, and (2) they stress individual learning. The author discusses how successful programs can be implemented and describes one at Oklahoma State University. (JOW)

Discusses the problems encountered by adults who are beginning artists. States that a teacher's failure to recognize these problems can adversely affect creative behavior and enjoyment of art. Describes the Hoffman Scale of Visual Interpretation and considers its use in the positive reinforcement of these beginning artists. (GEA)

The author describes how he became a student in six adult classes in order to investigate participation in adult education. He examines student motivation and characteristics and how this affects class participation. (CT)

Colleges and universities should become age-integrated institutions and focus more on continuing education programs as a primary institutional function. (MSE)

Some observations on nontraditional education include programs that can trace their lineage back to the origins of Western universities; they serve adult needs more than adolescent/young adult needs; and learning occurs outside boundaries of grades, semester hours, etc. (Author/MLW)

Colleges and universities have suffered declining enrollments during recent years. This article examines retention of women students in a nontraditional undergraduate program and explores factors related to persistence and strategies and services to facilitate retention. (Author/NRB)