Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a…

Social education is seen as one important way of building a learning society, through supporting people in solving their daily problems. In a learning society, people could participate in a big project to develop their community as well as enjoying learning, without being excluded because of economic status, gender, age or ethnicity. Implementing…

Museum programs for adults are characterized by personal enrichment, rather than acquisition of practical or specific useful skills, as the common goal of most learners and program developers. This paper provides an overview of the kinds of adult programming offered in museums today. The institutional context of adult educational programs in…

To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the…

To be successful in guiding staff, school administrators should be knowledgable about the study and practice of androgagy - the ways in which adults learn. (Editor)

Drawing from recent research, this paper attempts to refute some of the commonly held assumptions about the inevitable decline of intellect as part of the aging process and point to ways educators can expand educational opportunities for older adults. After exploring some of the myths and stereotypes about senile, disoriented, helpless, rigid,…

This booklet is a revised and abridged reprint of "Let's Teach Adults," brought out by the Florida State Department of Education in 1954. In this printing, references have been broadened to apply to the country as a whole. The four chapters, intended for use by teachers and directors of adult education programs, discuss beginning first classes…

Teachers of adults should be aware of the fact that although learning ability can decline with disuse, a person's basic learning capacity does not change in the adult years. Among major sensitivities adult educators need, however, are a keen awareness of adult concerns for place and circumstances of educational facilities, an effective working…

A total of 310 annotated references pertaining to research and theory on individual behavior, group behavior, and educational philosophy are organized under the following headings: (1) Human Factors Engineering, (2) Human Behavior and Behavioral Charge (General), (3) Perception, (4) Motivation, (5) Communication, (6) Sociology of Education and…

This guide was designed for the personal and professional development of staff trainers and manpower administrators in state and local SRS-related agencies. It is composed of three major parts: Part One - Concepts for Adult Learning - introduces basic ideas central to the andragogical process of education. Part Two - Designs and Processes for…

A multigenerational examination of learning needs is discussed in terms of proposed legislation which encourages the expansion of lifetime learning options for all citizens. (Author)

New theory and research on women's development and on adult learning are reviewed and used to develop issues that should be addressed in the preparation of women for the field of teaching. (MT)

Vicarious experience significantly influenced elderly and young people's subjective assessment of, but not their actual, learning. The elderly person's evaluation of learning ability can be lowered or raised by interacting with older models who are performing poorly or well. (JOW)

Classroom environment measures were used to evaluate alternative high schools which catered to adult learners. These schools have an environment more suited to adult students than do traditional high schools. (RB)

Discusses initiatives in Appalachia and the Northwest region related to barriers to adult education in rural areas. Results of research confirmed that the public is not aware of rural problems and issues and that governmental support is lacking. (JOW)