Delineates a model staff development program based on adult learning theory and requiring both specified instructional techniques applied in structured and flexible ways and the provision of follow-up support through clinical, on-site supervision. (PGD)

A survey of the field of learning disabilities is presented and applied to adults. A review of diagnostic tests reveals concentrated knowledge about learning disabled children and adolescents, and a scarcity of knowledge on adult populations. Pertinent areas for research are proposed for learning disability specialists and adult educators.…

Discusses an alternative adult learning theory--the "lived experience." This theory states that learning needs to develop out of the current experience of the learner and builds from it. The learner brings into learning the totality of his being. (CT)

Discusses the problems of the adult second language learner. The decline in interest among adolescents in language learning is reflected by the number of adult language learners. Problems ensue, however, from the unique classroom situation, which is not conducive to the development of communicative competence. (PJM)

This study explores the effectiveness of Kolb's Learning Styles Inventory in identifying learning styles and implications for inservice education programs for county extension agents in Kentucky. The authors also attempt to validate the use of the inventory as a framework for designing and conducting adult education programs. (Author/SK)

Literature on music preferences of older adults and music therapy for older adults is reviewed, and suggestions are made for making music more accessible to the older person. (KC)

Suggests that future pedagogy should search for methods to develop conscious thinking and to connect detailed learning with creative, utility-oriented human activities. Different pedagogical forms should be applied to a greater extent in universities and ordinary adult education. (JOW)

Pedagogy assumes that the education of children and adults is essentially the same. Andragogy takes the view that adults and children learn in different ways. In lieu of these polarized concepts, educators need to approach human learning as a matter of degree, not kind, recognizing the similarities as well as the differences between learning…

Dominant models of experiential learning contain uncritical assumptions about experience. Locating experience in postmodern social practices emphasizes how it is shaped by culture. In critical practices, experience is not something from which knowledge can be derived but is itself knowledge. (SK)

Raising Early Achievement in Literacy is a British family literacy project in which educators recognize that adult learning is different; parents are experts on their own children and have views on literacy; and bilingual parents may have different needs. Listening to families is a key principle of the project. (SK)

Fugitive knowledge constructed outside the dominant discourse by gay and lesbian people is distributed through networking and is the basis for learning to transgress in social contexts. Popular adult education is essential to the process of knowledge construction and dissemination. (SK)

In Russia International Adult Learners Week highlights the democratization process the country is undergoing. Government attention to rural development and training and agrarian policy is needed. (SK)

Focus groups captured 35 adults' perceptions of an online library and information science master's program. Analysis of results using adult learning theories resulted in 10 recommendations for online courses. Student/instructor and student/student interaction was absent in theories but a key element in distance learning. (Contains 11 references.)…

Comparison of the conceptual frameworks of Kilpatrick's project method (a proposal to base school curriculum on children's projects, not subject matter) and Tough's adult learning projects reveals important differences. Kilpatrick sought to develop the child morally, socially, and intellectually, whereas in the learning project, the concept of…

Mezirow's theory of transformational learning--extraction of meaning from experience--fails to account for context. Locating perspective transformation in the individual and basing it on a decontextualized concept of rationality ignores the relationship between individuals and the sociocultural, political, and historical contexts in which they are…