Describes a model for the selection of instructional materials for adult basic education programs. Reviews the model's seven stages: identifying learner problems; defining objectives; prescribing learning experiences; selecting instructional materials; selecting appropriate deliveries; evaluating and planning improvements; and reorganizing,…

Is the traditional model of professionalism appropriate for adult education? Four basic contradictions in this model regarding attitudes towards learners, relationships with learners, credentialing of adult educators, and specialization of adult education suggest that it is not. Six assumptions that should underlie a new vision of the…

Provides an interpretative review of the literature of conforming behavior with special attention to implications for adult education. Eight different research areas of conformity research are summarized, and five reasons for conformity and three different kinds of conforming behavior are identified and discussed. (SH)

Discusses the change agent role of the adult education staff development trainer in the framework of Havelock's three process approaches to change: problem-solving, social interaction, and linkage. Describes the Iowa model for the statewide dissemination of the results from special demonstration and staff development projects. (EM)