An assistant superintendent describes his experience teaching Jay, an intelligent, learning-disabled 47-year-old forestry technician to read and write beyond the third grade level. Like young readers, adults must convince themselves they are capable of progress before any can be made. Jay now reads at sixth grade level and is still progressing.…

Instructional design for older adult programs must emphasize relevance to personal goals, account for learning style differences, minimize time requirements, avoid stressful evaluation techniques, include practice and participation, have appropriately paced sequence, and involve a comfortable, well-lit environment. (SK)

Kolb's Experiential Learning Model suggests that people differ in how they perceive and process information. Public agency training should incorporate knowledge of brain hemisphere dominance and learning style preferences in training design. (SK)

Before "unstructuring" or "restructuring," a school or district or state should think first about students, adopt successful learning as the criterion for judging the appropriateness of all daily activities, expect all adults to be successful learners, and identify the rules, roles, and relationships (the social structure) needed to support…

A former teacher-turned-principal presents a model for providing new teachers with necessary peer support, information, and assistance. Components include a clear, concise introduction to materials, schedules, and daily school and classroom operations; a thorough building orientation; a presentation of the principal's expectations regarding…

The British "Older and Wiser" project demonstrated the need for educational opportunities for older adults from minority groups. The double barriers of ageism and racism faced by these adults must be addressed. (SK)

Review of both aboriginal and nonaboriginal literature elicited principles for aborigine adult education: enabling learner control; supporting and reflecting culture, values, and experience; conducting learning in places familiar to learners; and using culturally appropriate content and teaching strategies. (SK)

Learners' preferred perceptual modalities--the means through which they obtain information--need to be considered in instruction design. Two strategies to individualize instruction are a multisensory approach and point-of-intervention approach. (SK)

The systems model of team learning grew out of a case study of one company. The model's four phases are fragmented, pooled, synergistic, and continuous learning. (SK)

To address older adults' learning needs in United Kingdom, the Carnegie Inquiry into the Third Age was established in 1991. Paper reviews current adult education situation, provides framework for further policy analysis, and provides list of policy options. Paper calls for development of a "social economy of the third age" that would…

Summarizes the process undertaken by the Alberta Teachers of English as a Second Language (ATESL) in developing standards for adult ESL programs across the province. The paper outlines various stages involved in this government-funded project, highlights the outcomes and learning from each stage, and raises questions related to the future…

Examines selected aspects of the theory and practice of learning in groups; discusses how the history of groups in adult education has influenced perspectives about learning in groups; considers the nature of learning in groups; and discusses power and the role of the facilitator. (JOW)

Discusses the changing role of technical-support personnel in higher education and corporate training as they are asked to serve as corporate trainers and advisors for distance-education programs. Suggests that technologists focus on three areas of study to help with their new roles: adult education, adult learning, and program planning.…

Reviews the cultural and global context of the fifth International Conference on Adult Education; assesses the conference declaration and agenda for the future; and questions whether the recommendations are bold and radical enough to address wider intellectual and ideological issues. (SK)

Interviews with seven working-class adults suggest a need to understanding adult-learning patterns within the life context; they demonstrate how gender and class experiences affect learning and attitudes toward education. Pressuring adults into formal credentialing education would not necessarily be appropriate, and may be seen as oppressive. (SK)