The author examines research on andragogy and urges practitioners to examine the premises of scholarly discussion of the topic. In addition, he (1) explains why practitioners should examine researchers' premises, (2) reanalyzes the debate about andragogy, and (3) explores the implications for the application of research to practice. (CH)

Discusses the problem of developing consistent and productive linkages between research and practice in adult and continuing education. Describes the Nominal Group Technique and how it was used to determine the research needs of the Indiana Adult Literacy Coalition. (JOW)

This paper proposes a new model for the development of adult education curricula. The model is holistic to complement the segmental needs and special interests approach that is characteristic of most programs. (JOW)

Explores the literature of corporate culture and relates this concept to continuing education in institutions of higher education. Discusses three ideas: (1) elements of corporate culture, (2) application of the model to adult education institutions, and (3) definition of compatible culture. (CH)

A survey of adult educators asked how they design and implement programs. Answers ranged from a single approach to selection from a set of alternatives according to the situation. Synthesizing the descriptions, the author developed a model that presents the focal point and factors common to situational-specific approaches used in adult and…

Suggests a new model for the relationship between research and practice in adult education. Concludes that the active involvement of both researchers and teachers is necessary if research is to solve educational problems. (CH)

Describes a model for delivering stress education programs to union members. Steps include (1) providing an understanding of stress, (2) examining clinical effects of stress, (3) reviewing coping techniques, and (4) linking the first three steps in order to develop a plan for dealing with stress. (CH)

Describes a model for the cross-cultural training of adults. Three learning steps are explained, including (1) values, beliefs, and assumptions of American culture contrasted with those of the host culture; (2) specific communication situations analyzed in terms of formal, prescriptive behaviors; and (3) contact with people and situations of the…

Addresses the issue of participation in the development and management of programs for adult learners. The Vroom and Yetton model of leadership decision making, a contingency approach that utilizes a range of decision styles, is described through various case examples. (CT)

The Regis Career Education Program (RECEP) is an accelerated degree-granting program for adults at Regis College in Denver, Colorado. Since the program began in 1979, there has been a steady increase in enrollments and, consequently, a steady increase in the number of adjunct faculty. These adjunct faculty members are generally drawn from outside…

The authors propose the ADPIE model. This model is based on a review of educational and health literature and involves five elements: Assessing factors within elders that affect their ability to learn, Diagnosing special barriers to learning, Planning modifications in learning conditions, Implementing new learnings, and Evaluating educational…

Parents of Chapter 1 reading students were invited to take part in a reading program using courseware for adult beginning readers. A group of 52 parents completed the program; on average they gained more than one year in reading level after 20 hours of instructional time. Impact on children and delivery models are discussed. (CH)