Discusses a framework for approaching the literature on adult learning that enables people to identify a focus and the supporting literature for their activity. Proposes a matrix that can be used to categorize this literature. (JOW)

The appropriate educational uses of television and/or teleconferencing present similar but separate problems for adult learners. Adult educators should consult experts on planning and using these technologies before rushing ahead with them (JOW)

Examines the historical relationship among early childhood education, parenting education, and adult education. (JOW)

The author attempts to (1) sensitize teachers to the difficulties of teaching adults, (2) review components of the learning process, and (3) give a prospectus for an adult learning theory and supportive instructional theory and strategies that enable classroom teachers to reach every adult learner in the class. (CH)

Examines the variety of ways in which Americans in the 1930s participated in adult education, including the Lyceum Movement, the New York Free Lecture System, and public forums (the Bryson-Studebaker version of the Lyceum). Also discusses the first "Handbook of Adult Education." (CT)

The author discusses the use of adult education precepts in professional realms outside its mainstream, specifically patient education. He cites the effect of role playing on cardiac rehabilitation education. (JOW)

Highlights the dichotomy between adult learning theory and current patient education practices. Suggests a need for increased awareness of the role of medical and allied health staff as adult educators. (JOW)

The author observes that the report from the Council on the Continuing Education Unit, "Principles of Good Practice in Continuing Education," is a list of reductive, formal stipulations that imply that adults are not capable of self-directed learning. (CT)

Describes a study of adult learners focusing on the following issues: type of class preferred; type of grades preferred; teacher qualities preferred; teacher age preferred; and reaction to teacher age. Adults overwhelmingly vetoed Knowles' notion that they feel childlike, dependent, or disrespected when being judged by another adult. (CT)

Discusses why computer-assisted instruction is well-suited for adult learners. Examines differences among adult learners due to physiological changes and the importance of an egalitarian communication network to adult education programs. (CT)

Focuses on the adult education needs of those with hearing impairments. Describes the psychological implications of deafness, outlines the educational development of the hearing-impaired person, identifies the professionalization of the hearing impaired, and suggests present and future adult education issues for this population. (CT)

Reports on a study to examine learning styles as they interact with learning environment. Learning styles included convergers, divergers, assimilators, and accommodators. Environments were conforming or independent. Two levels of learning, rote and understanding, were measured. (CH)

The authors present eight steps for presenting a successful lecture to adult learners: (1) set learning objectives, (2) capture attention, (3) provide learning guidelines, (4) explain clearly, (5) vary presentation, (6) increase participation, (7) provide a summary, and (8) assess the lecture. (CH)

Discusses a study on how 20 adults in an undergraduate U.S. labor history class transferred writing skills and knowledge they gained from the workplace to the classroom. Determined that it is important for researchers and administrators to recognize and acknowledge the significance of this interplay to serve the interests of students more…

Examines three particular areas of nonverbal communication important to adult educators: proxemics (interrelated observations and theories of people's use of space as a specialized elaboration of culture), eye contact, and touch. The implications of nonverbal communication for teaching adults are surveyed. (CT)