Major life developmental tasks are identified, along with the learning outcomes necessary to fulfill those tasks for adults from age 17 to retirement. Attention is directed to the important connection between life cycle change and adult learning as well as seven assumptions underlying life cycle theory. Developmental tasks and learning needs are…

A microcomputer simulation prepared for use within a masters' degree program in special education was examined with three research concerns in mind: (1) whether teachers would perceive the simulation as a viable simulation of classroom reality; (2) whether teachers using the simulation would interpret simulation descriptions similarly, or, if…

This review of the relationship between experiential education and intellectual development/academic learning is organized as follows: first, the theoretical arguments are presented, followed by a review of recent related research. It focuses primarily on experiential education for secondary students, though research on college-level programs is…

The guide provides prospective participants with an overview of Katimavik, a 9-month community volunteer service and learning program for 17- to 21-year-olds sponsored since 1977 by the Canadian Government. The guide describes the application process and computerized random selection procedures; work projects, which may range from building…

The bilingual student manual focuses on the nutrition and well-being learning activity portion of Katimavik, a nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians. Providing participants with basic information and tools to assess and improve nutritional states and tie nutrition concerns into a…

Part of a collection of papers commissioned by Foundations, a project designed to examine the career development needs of students entering the National Technical Institute for the Deaf, this paper considers the role of experiential learning. Section I reviews basic concepts, theories, and models underlying experiential learning. Experiential…

A Master's curriculum in humanities education is described including a rationale, distinguishing between humanities education and the humanities; an outline of its humanities, education, and internship components; and procedures for implementing the curriculum. (JH)

In this paper I describe my experience in attempting to assist tertiary students connect with the natural environment through outdoor and environmental education experiences. The paper addresses research conducted with students undertaking an outdoor and environmental education degree and focuses on the pedagogical methods employed in this…

The establishment of a mathematics laboratory, staffed mainly by volunteer parents, is described. Later college student volunteers and a paid aide were added. Organization, training sessions, materials, problems, and evaluation are discussed. (LS)

Details and diagrams of apparatus for coordination, shape and color recognition, number work, matching, and other basic skills, constructed for use in elementary special education classes, are provided. (DT)

Four major types of games using two sets of materials (Logical Blocks and word cards) are described: free play with the materials; organization of materials; relations games; and classification by one, two, or three attributes simultaneously. (DT)

Motivation for practicing basic arithmetic skills is provided by activities based on dart board games. There activities also require participants to devise winning strategies, adding enrichment to the game-type drills. (JP)

How students can be involved in the actual work to be done in the school. (HB)

High School teachers from Idaho and Utah describe several experience-oriented teaching strategies that exemplify what teachers can produce when given support to undertake sustained curriculum development. (Author/JH)