A common problem in adult second-language learning, the disparity between child and adult second-language learning referred to as the Adult Language Learning Paradox, is examined within the Parallel Distributed Processing model framework. (24 references) (JL)

Educators and administrators generate forms of "insignificant" writing such as memos, internal reports, and staff communications. The significance of this insignificant writing is its ability to create trust and to mirror the principles of adult learning as a creative process of dialogue and reflection. (SK)

A group of 120 adult educators identified aspects of student behavior that annoy or irritate them and aspects of their role they fear or about which they feel guilty. A common source of conflict was conflicting teacher and student expectations. A conclusion was that adult educators should have a clear idea of their role and articulate it to…

"Universal" theories imply that a single group represents everyone. Universality in adult education theories about motivation and adult learning perpetuates racism and sexism and should be challenged through alternative perspectives for knowledge building. (SK)

Among 64 managers, an experimental group received extra presentations and materials on participatory behavior and were encouraged in self-monitoring of verbal participation. Despite increased levels of participation compared to the control group, experimentals did not have higher reactions, learning, or transfer. (SK)

Conceptualizing adult learning draws on two types of analysis: (1) describing and understanding practice and (2) discourse analysis. These forms of analysis are linked to modern and postmodern perspectives. (SK)

Practitioners are finding that adult education approaches are effective with adolescents. Emphasis on student-centered, participatory methods and development of learner autonomy prepares students for adult roles. (SK)

Several British initiatives for workplace learning (University for Industry, Individual Learning Accounts, employee development) have common goals: widening participation, recognizing adult learning as a key to social inclusion, providing equal opportunities, and extending guidance provision for adults. (SK)

A humanities program for incarcerated women was based on Freire's liberation model and feminist studies. The women assumed ownership of their learning, engaged in critical thought, and found their own voices. (SK)

Information technology can remove barriers of time and location, institutional requirements, and prior schooling attitudes. However, it can impose new ones such as socioeconomic inequities in access. Privately sponsored virtual learning environments tend to focus on only a narrow base of core skills and competencies. (SK)

Action-learning techniques and acknowledgment of prior experience are components of integrated workshops for Australian agriculture producers in a program known as Futureprofit. Evaluations show the program effectively improves producers' planning, communication, and decision making through adherence to adult learning principles. (SK)

Work-integrated learning has the advantages of greater efficiency, lower costs, just-in-time utility, and improved access. Taylorist work structures hinder its realization, and unemployed people are excluded. Informal learning-by-doing is achieving prominence alongside traditional formal training methods. (SK)

An expanded model of learning upon which to base continuing professional education views knowledge as the social construction of information through constructivist and transformative learning. The model also depicts the effect of context on the process. Providers must change their mindset and become active facilitators of knowledge construction.…

Five case studies of individual and collective learning projects in India demonstrate that (1) the impetus for civic action arises from local conditions; (2) transformative action requires sustained adult learning; and (3) civil society is a complex concept reflecting diverse priorities and perspectives. (SK)

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…