Suggests ways in which engineers could receive maximum benefit from adult education courses. (DS)

Report of a study on distance teaching,'' where teaching and learning occur in separate places; author feels the trend will be towards teaching students how to learn'' rather than specific subject matter. (SP)

Four part article: (1) a description of the program, (2) Grace Goodell's analysis of adult learning characteristics with emphasis on economic motivation, (3) a reply by J.D.N. Versluys emphasizing importance of teacher training, (4) a final comment by Goodell. (SP)

Includes a suggested ranking order'' of nine priorities. (Author)

Much of the article is based on a series of interviews with paraprofessionals in Head Start programs, conducted in 1970 by the authors for the Bank Street College of Education Career Development Training Program. (MB)

Evening extension classes for adults were observed for the relative effects of course content, cognitive factors, and affective factors on classroom behaviors of adult learners. The analysis indicated that input (course content) and process variables (cognitive and affective) influenced output variables (student behaviors) in complex ways.…

Explores the notion of "gerogogy"--teaching aimed at the elderly. The author indicates directions that gerogogical research may take and speculates that a theoretical framework for gerogogy may begin to emerge from our current knowledge about the human development, learning, and teaching of the elderly. (CT)

The applicability of benefit segmentation, a market research technique which groups people according to benefits expected from a program offering, was tested at the College of DuPage. Preferences and demographic characteristics were analyzed and program improvements adopted, increasing enrollment by 20 percent. (Author/SK)

Recent research concerning learning via a single mode or particular combination of modes prompted an experiment which used a dual stimuli methodology. Manual sign, graphic, and oral stimuli were presented, in pure and in combination, to normal adults without previous signing experience. An efficiency rating of method of presentation was obtained.…

From a literature review and her own work, the author has assembled comments from elderly art students on why they participate in art classes, the kind of instruction they like, the style of art they like, and their creativity. Implications for art teachers of the elderly are discussed. (SJL)

Successful adult basic education teachers require content knowledge, ability to relate to adult learners, mastery of techniques to transmit knowledge, and competence in interpersonal relationships. (SK)

Reviews the literature dealing with ways of improving the effectiveness of adult basic education reading instruction in the areas of teacher training, teaching styles, instructional methods and materials, and adult learning patterns. Discusses the implications of the studies cited. (AYC)

A study is reported that explores possible developmental differences in conceptions of learning among people with different learning experiences. The data, obtained from interviews with 90 people from 15 to 73 years old, and with 6 to 17 years of schooling, indicate distinctive differences in conceptions of learning and study methods. (Author/JMD)

The Omnibus Personality Inventory (OPI) was administered to first year adult learners and to traditional age freshmen from the same multicampus university. Older students exhibited more intellectual and social-emotional maturity. Personality functioning of adult learners at the commuter campus was more like that of younger students. (Author)

Presents issues and concerns in education for the older adult. Issues considered are an overview of the aged population, adult education and the older adult, and the older adult's ability to learn. A review of the literature with thoughts for future research is presented. (Author/BEF)