Using composition, reader response, critical, and feminist theories, a teacher demonstrates how adult students respond critically to literary texts and how teachers must critically analyze the texts of their teaching practice. Both students and teachers can use writing to bring their experiences to interpretation. (SK)

Raises concerns about technical colleges' interpretation of quality and equality in providing opportunities for black adults. Suggests that colleges must find the resources and motivation to provide for their needs in the face of competitive pressures from the new Europe. (SK)

A survey of 365 entrants to an Australian university's Open Foundation Course belied some assumptions about adults returning to education: they were not at the social margins of the community; their families were mostly supportive; only 3.3 percent had non-English-speaking backgrounds; and despite a low level of formal education, a large number…

A study of adult students entering postsecondary institutions (n=187) found that their brain dominance was significantly related to their learning styles. The positive relationship and lack of a pattern among students indicates that they have different learning styles and individual instructional needs. (JOW)

Describes adult bilingual vocational education programs at the Career Development Center in San Francisco (California) that include the following components: (1) needs assessment; (2) program design; (3) coordination; (4) learning English; and (5) materials development. (JOW)

A study of 98 adult students was designed to identify the barriers faced by adult students enrolled in two-year degree programs at a community college located in a rural area. Problem areas included motivation, family commitments, cost, distance, age, physical limitations, scheduling, and study time. (JOW)

Describes several standardized tests designed for adult literacy assessment, as well as informal assessment procedures, and promising developments for the future. (SR)

In a survey of 150 teachers (48 responses) and 60 nurses (43) recently involved in adult education, chief stressors were conflicts between study and work/family commitments and assignment deadlines. Often the roles of worker and parent took precedence over that of learner, although study was rewarding and enhanced self-esteem. (SK)

The learning climate set by adult educators reflects assumptions about adults as learners and the teaching-learning transaction. Creating positive environments requires attending to initial contact with learners; answering the questions Who are we? Who am I the instructor? and Why are we here?; and using icebreakers. (SK)

Reports personal viewpoints of two English-as-a-Second-Language learners who emigrated from Hong Kong to Canada, along with commentary from their instructor, who notes the role of memory, pronunciation, dictation, writing, and self-expectation. (LB)

Evaluated recruitment/retention program by surveying 794 adult students who participated in program from 1983 through 1989. Findings revealed that many participants obtained degrees in business or education, and most of them had declared these interests at their initial seminar. An extreme diversity in groups of older students was revealed.…

Conducted naturalistic study to capture through "thick description" the perceptions, actions, and behaviors of seven returning female students from their own perspective. Examined the importance of goal; mattering and caring issues; issues of proper treatment; adjustment process; relational issues; and capitalizing on the abilities of this special…

Describes pilot program at University of Louisville (Kentucky) which was designed to assist in orienting adult learners to the collegiate environment. Addresses special concerns of adult learners, including child care, career planning, academic support, personal support, and financial aid. Explains program development and presentation, materials,…

Drawing on the literature, research, and the experiences of teacher educators, this article describes how adult undergraduates differ from traditional undergraduates in general characteristics, as learners, and as teacher education students. Recommendations are made for capitalizing on adult students' strengths and removing obstacles. (IAH)

The paper discusses how to empower adult undergraduate students by removing the slightly negative term of nontraditional student, treating them as equals, and insisting that colleges and universities reframe their sense of services and activities to respect all ages and life circumstances. (SM)