Investigated the influence of family issues and life events on the success of 322 female reentry students. Results demonstrated that negative life events and family social support have significant main and interactive effects on depression. Implications for counseling and research are discussed. (JAC)

Described a program by which women are able to re-enter the educational mainstream. (RK)

This study of women returning to school at a British university and an urban adult education program examines their economic and educational backgrounds, their practical and academic motivations, the barriers and problems involved in their return, and the benefits of participation. (SK)

To remain productive, workers require retraining and further education. Educational institutions must change from preparation to continuation and from youth orientation to age-less education. (SK)

Since children with cancer have increasingly greater chances of survival and, with modern treatment methods, may be able to return to school, the classroom teacher must come to terms with personal emotions about the student. Members of the school staff should meet to make plans for continuing the education of the child who has cancer. (JN)

Examined factors relating to the quality of the terminally ill child's school experience, and the effect of subsequent deaths on teachers and students. It was found that the cancer patient's physical condition need not determine progress in school. (Author)

Hong Kong college students (425 responses from 754) identified family role and social position as significant influences on their motivation for reentering school. Those with less favorable class positions were more career motivated; those with more family responsibilities were more motivated by family concerns. (SK)

Data from 270 University of Maryland University College students, 1,452 stopouts, and 687 nonreturning students were used to examine differences in maturity and educational goals. Age was a significant variable in determining attendance and academic performance. Adults over 30 had higher grade point averages and considered stopping out normal. (SK)

An analysis of the 1984, 1987, and 1990 Survey of Income and Program Participation shows that the benefits of sub-baccalaureate credentials (associate degrees and certificates) are generally positive and statistically significant. However, the benefits of completing some postsecondary education but failing to earn credentials are much lower,…

The age range of students in British further education colleges has always been wide, but there is little research evidence on the effects of age mixing on educational outcomes. Although potential benefits and disadvantages can be identified, data on the different learning styles, needs, and expectations of recent high school completers and…

Responses from 28 of 49 fast-track registered nurse to master of science in nursing programs in 5 Mid-Atlantic states indicated the following: 74% used challenge exams to validate prior knowledge; 70% participated in statewide articulation agreements; 52% used portfolio assessment; credit requirements for core and major courses and degrees varied…

Includes three articles: "Lost Horizons" (Hutchinson, Hutchinson); "Liberal Adult Education: A Note from the Epicentre" (Duke); and "University Liberal Education: A 'Great Tradition'?" (Taylor). (SK)

The process of assessing prior experiential learning can be painful as adults analyze traumatic or embarrassing experiences, revisit disturbing problems, and find their confidence in past experiences shaken. (SK)

Surveyed 119 undergraduate reentry women to determine whether subjects would see issues relevant to career choice and development differently based on whether they had children or not and whether they were married, separated, or divorced. Results revealed that majority of respondents perceived changing jobs and obtaining employment as primary…

In the rush to use technology for instructional delivery, the support and guidance needs of adult students, especially those with low levels of education, can be neglected. A student-centered approach should start where people are and technology should be used when appropriate. (SK)