Interviews with 14 Australian farmers involved in farm business learning activities described how social capital is built through support networks. Four stages of development were identified: (1) individual self-confidence, interpersonal, and leadership skills; (2) getting acquainted; (3) credibility of group members; and (4) commitment. A model…

A study framed by sociocultural theory involved 15 British Caribbean women immigrants in the United States. Home country culture and early schooling involved learning experiences in the host country. They faced challenges in negotiating language and identity. Length of time in the new culture, level of social support, and sociocultural environment…

Gives examples of ways in which low self-esteem inhibits educational participation, using Alexander's model of self-esteem, and discusses how participation might raise self-esteem. Suggests that stress and associated socioeconomic conditions can influence self-esteem and nonparticipation. (Contains 16 references.) (SK)

Ohio's For the Common Good project illustrates the key role of learning in the development of interagency collaborative teams. The learning appeared to be constructivist in nature, with connections to communities of practice and learning communities. (Contains 17 references.) (SK)

A group of 75 adult distance learners in Nigeria was asked to identify their level of comprehension/assimilation while studying independently or in class as associated with 13 dispositional factors. Anger, hunger, sorrow, tiredness, illness, and emotional instability had negative effects. Sufficiency of rest was accorded the highest frequency. (SK)

Discusses the value of using case studies for instructional purposes with adult learners, presents a taxonomy for developing cases, and suggests methods for using three different levels of case materials. The use of case materials for assessment and formal testing is discussed, and research oriented case materials are suggested. (15 references)…

Vocational rehabilitation clients face the common challenges of adult life complicated by their disabilities. Their learning needs should be addressed by competent rehabilitation counselors aware of adult education principles and by adult educators aware that the client's motivation for learning is the goal of getting or keeping a job. (SK)

Concerns the recruitment and retention of adult students. Provides compilation of facts and information on adult learners that may help in developing suitable programs and services for them on campuses. Includes list of 18 programs and ideas that have been implemented throughout the country to increase retention of adult learners. (NB)

The author discusses the historical development of Mezirow's theory of perspective transformation (seen as adult learning that leads to social action). Problems with this concept are discussed and the author concludes that perspective transformation, while an important concept, is not a complete theory of adult learning and education. (CH)

Reflects on adult education as a social movement and on the writings of Raymond Williams, especially his aim of replacing the concept of society as productive work with a broader notion of life and livelihood. Raises questions about how such learning for change could be implemented. (SK)

Compares U.S. models of credit accumulation and transfer in degree programs with credit initiatives in the United Kingdom. Suggests that the U.S. experience shows that accumulation is easy, transfer is problematic; currency of credits can vary; and credits cannot deliver equity or excellence by themselves. (SK)

The education-for-work movement needs a deeper philosophical base. The philosophies of vocational education, human resource development, and adult learning may provide appropriate guidance for workforce preparation. (SK)

Adults do not learn science in the same way as either children or scientists. A separate theory of adult learning of science for scientific literacy is needed as the basis for the development of methodologies. (SK)

Continuing educators have several options for practice: (1) being clear about the nature of their business; (2) adopting a holistic approach; (3) building better preprofessional programs; (4) moving to where learning occurs; (5) legitimizing practical knowledge; and (6) addressing contextual influences. (SK)

Early efforts to understand adult learning were by psychologists studying learning in general. Adult educators added such theories as andragogy, self-directed learning, and perspective transformation. New perspectives (sociocultural, critical theory, and feminist) are adding to understanding. (SK)