Measurement of adult English as a second language students' reading comprehension of metaphors indicated that idiomatic language resulted in lower comprehension. Because the vehicles of many metaphors have become lost and are not retrievable from surface structure, it may be necessary to teach metaphors as vocabulary items. (Author/CB)

Offers an overview of the concerns and barriers that many adult students face before enrolling in college. Reviews literature on adult students' academic concerns, social and psychological needs, and financial problems. (DMM)

Describes how adult students can learn to analyze fiction by writing, sharing, and rewriting stories. Suggests several activities to facilitate this analytical approach, such as rewriting a published story, examining metaphorical language in poetry, and responding to poems and short stories. (MM)

The Scottish Wider Access Programme (SWAP) aims to increase adults' access to higher education. Interviews with SWAP students and educators revealed that SWAP had been invaluable in preparing nontraditional students for admission to higher education. Issues include improving teaching methods geared toward mature students, providing support…

Describes a study examining the background and development of older students in freshman English courses and their influence on younger classmates. Indicates that older students encourage their classmates and instructors to work harder and bring diligence, determination, and an eagerness for learning to the classroom. Includes survey instrument.…

Examines the construction of competence-based instruction in a curriculum designed for working adults, offering principles of good practice related to stated outcomes, responsiveness to student differences, instructional modes and settings, advising, and promoting self-directed learning. Suggests that course materials should be chosen to provide…

Interviews with 36 adult part-time students at Warwick and Coventry Universities showed that 13 alternate student roles with other life roles and 23 attempt to combine roles and responsibilities. All combiners were employed full or part time; all but one of the alternators were unemployed or retired. (SK)

Surveys of Access Course students and providers at British universities as well as those who inquired about them yielded 1,471 responses. Providers considered math an important qualification, but sizable numbers of students and inquirers saw math as a major barrier to their participation. (SK)

Describes the use of life histories as a means for making sense of personal events and their application to education. Distinguishes three models for the use of life histories in education: the biographical model, the autobiographical model, and the dialectical model. (22 citations) (MAB)

Examines the enhancement of adult student entrepreneurial expertise through the use of recommendations and models from information theorists including experiential pedagogy and expert script. Outcomes suggest enhanced entrepreneurial expertise is influenced by experienced mentors. (Author/JMV)

This study examined differences and similarities between traditional aged and nontraditional aged beginning secondary teachers. Analysis of personal and professional characteristics and teacher career development concern stages indicated there were differences in both personal and professional characteristics. Nontraditional aged students had…

The Open Foundation Course offered at Newcastle University allows adults to explore their readiness for higher education. Evaluation of its effectiveness was complicated by the expectations of both adult education and continuing vocational education. (SK)

Maggie Woodrow, Director of Access and Community Education at the Polytechnic of North London, responds to questions regarding the opening up of access to nonuniversity postsecondary education to nontraditional, academically underprepared adult students in the United Kingdom and European Community and barriers to "access education." (DMM)

Suggests that curriculum formation at tribal colleges can benefit from incorporating adult learning principles. Reviews characteristics of adult learners, information on learning styles and learning strategies, the importance of teaching style and of relevant content, and situational factors affecting learning. (DMM)

The relative effects of various types of negative feedback on the acquisition of the English dative alternation by 100 adult Spanish-speaking learners of English as a Second Language were investigated. Results suggest that adult learners can and do use feedback to learn specific and abstract linguistic generalizations. (75 references) (Author/LB)