Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate…

This study seeks to gain a holistic understanding of how older Korean-American adults' socio-demographic factors affect their attitudes toward the computer. The research was guided by four main questions: (1) What do participants describe as the consequences of their using the computer? (2) What attitudes toward the computer do participants…

The purpose of this case study was to describe the role of teacher knowledge in the instructional methods of a community college developmental literacy instructor and determine in what ways that knowledge may have impacted the perceptions of the student participants regarding their authority over their academic progress in the class. Therefore,…

The chapters in this book are revised versions of papers published in journals or presented at conferences or staff seminars. The six chapters are as follows: 1. Social Factors in Adult Learning; 2. Individual and Group Learning in the Classroom; 3. Tension and Consciousness--an Existential Approach to Teaching; 4. Continuing Education and the…

Characteristics of self-directed adult learners are contrasted with those resulting from the teacher-directed approaches found in many college classrooms. The self-directed learning potential of adults requires new approaches to teaching. (MT)

This article provides a synthesis of viewpoints expressed in the preceding articles, with particular regard for the three principal uses of the personal computer in continuing education. The author looks at concepts of teaching and learning, learner autonomy, and the diverse opportunities the personal computer provides for continuing education.…

Contrasts and compares the theory and practice of adult education as it relates to the issue of right brain/left brain learning. The author stresses the need for a whole-brain approach to teaching and suggests that adult educators, given their philosophical directions, are the perfect potential users of this integrated system. (Editor/CT)

Delineates a model staff development program based on adult learning theory and requiring both specified instructional techniques applied in structured and flexible ways and the provision of follow-up support through clinical, on-site supervision. (PGD)

Comparison of the conceptual frameworks of Kilpatrick's project method (a proposal to base school curriculum on children's projects, not subject matter) and Tough's adult learning projects reveals important differences. Kilpatrick sought to develop the child morally, socially, and intellectually, whereas in the learning project, the concept of…

An understanding of adult learning principles will enable staff developers to select the most appropriate learning environment for participants. The purpose and sample activities of formal, informal, or non-formal learning environments are presented. (JD)

Offers practical approaches to creating a connected learning environment, integrating individual disciplines into holistic learning, and inspiring motivation to be lifelong learners for a general educational development (GED) program. (JOW)

A reference and education librarian relates her experience of teaching a class of adult professionals about PubMed, the National Library of Medicine's tool for accessing the MEDLINE database. Discussion includes preparing to teach a class of peers; letting adult students try things themselves; and saving time for questions. Highlights several…

A richer understanding of teaching adults would be gained by linking micro aspects of teaching and classroom interaction with macro influences of educational and social systems. This is illustrated by a study of adult basic math classes, in which teachers focused on the syllabus, dominated classroom decision making, and limited opportunities for…

This paper introduces the significant body of research on everyday literacies that has developed over the last 20 years and links it with the concerns of those working in the field of lifelong learning. It starts by briefly introducing debates about adult informal learning. It goes on to discuss ethnographic and interview studies of everyday…

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for…