From a literature review, the following principles for facilitating adult learning in continuing education were derived: (1) promote positive relationships; (2) gain learners' attention; (3) ensure that content is relevant; (4) provide support and challenge; and (5) ensure learner satisfaction. (Contains 55 references.) (SK)

Presents three perspectives on power in an adult education course--learner, teacher, and manager--that illustrate how, regardless of role, each holds multiple positions in power relationships. Discusses power issues in terms of democratic teaching practices, language, and culture. (SK)

Compared the effects of fluency training, a component of precision teaching, versus training to accuracy on the acquisition and retention of a composite skill. Results show that for skilled adult learners, fluency training can aid the acquisition and retention for both the component and composite skills. (Contains 52 references.) (Author/LRW)

Social learning involves action, reflection, cooperation, and communication. The collective efforts of partners in social learning depend on the roles they play and on the intertwined issues of creativity, power, and responsibility. (Contains 39 references.) (SK)

Reviews Literature on constructivism and adult learning in order to derive principles for technology-based professional development and curriculum design. (Contains 29 references.) (SK)

A review of adult education in Australia in the context of changes in demography, workplaces, knowledge, and the role of the state finds that adult education has been reconfigured as adult learning and is a major postsecondary provider. Adult education is now more widely recognized, inclusive, better managed, and responsive to changing contexts.…

Explores aspects of the tradition of radical adult education--self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle and social action, and critical pedagogy. Presents a method for critical and emancipatory adult learning in an era of global capitalism. (SK)

Contrasts Western traditional objectivism with the interpretist paradigm explaining cognitive processes. Describes the transformation theory of adult learning based on the emancipatory paradigm. (SK)

A theology teacher describes how critical reflection influences the development of his teaching role. He views facilitation as caring, challenge, and conflict and the facilitator's role as democratic authority. (SK)

Analysis of New Zealand data shows that, from one perspective, the 1980s-1990s saw an increase in social movements, volunteer organizations, and adult education for active citizenship. From another, most institutions either had little commitment to adult education or were grounded in traditions that depoliticized education and legitimized…

Issues in contemporary Russian adult and continuing education include elimination of top-down approaches, improvement of funding, and elaboration of the role of adult education in building a democratic society. (SK)

Informal learning probably accounts for most significant and meaningful learning in daily life. It should be considered in policy discussions and initiatives about lifelong learning, community development, and work-based learning. (SK)

Collaborative inquiry was facilitated among six nursing managers learning to be more holistic in their work. They moved through eight cycles of action-reflection as they attempted to improve communication and respect, increase self-understanding, and use new skills and understanding to build community throughout the hospital. (SK)

Examines traditional sexual orientation theories, cultural understandings of sexuality, and the emergence of queer theory. Discusses how sexual identity can open new learning pathways for adults. (SK)

Presents contextual, interpretive, retrospective, and temporal dimensions of narrative as applied to adult development. Concludes that narrative is a basic way of meaning making, development is experienced through self-stories, and adult development proceeds in less than predictable ways. (SK)