The validity of teaching ultimately derives from a single element: modeling. Modeling means providing an example worthy of imitation, a standard by which something can be measured. For an educator, that means exemplifying the lessons being taught. (Author)

Transformative learning is a theory based on the premise that all individuals have perspectives derived from experiences, thoughts, values, and insights. Adult educators create meaning out of their experiences as practitioners and as learners. (JOW)

The New Faculty Program is a comprehensive professional development program for incoming tenure-track faculty at Montclair (New Jersey) State University. The program helps new faculty get acquainted with the culture of the university and assists them in attaining reappointment and tenure by enhancing their teaching skills and planning a…

Suggests that educational evaluation is complex and that assessing practice, philosophy of teaching and learning, and congruence between belief and action can help to improve the evaluation of adult learners. (JOW)

A comparison was made of a 1989 survey of those with graduate degrees in adult education and a 1995 survey of graduates of the same institution. Graduates were finding employment in many fields of adult education including administration, training, faculty, and teaching. (JOW)

Discusses Bonaro Wilkinson Overstreet's philosophy of adult education and the role of the adult educator to contribute a positive, stabilizing influence to the creation of order, rationality, and opportunity. (JOW)

Outlines strategies for changing adult and continuing education in the United Kingdom and discusses the consequences. (JOW)

A survey of 11 adult literacy practitioner research networks in the United States, United Kingdom, Australia, and Canada indicated the following: primary purposes were professional development and outlet for practitioner voice; predominant methods were action and participatory research; 10 had government funding; and challenges included lack of…

Six adult basic education programs were examined to understand why they reported higher than average attendance for welfare recipients. Learners saw class not as mandatory, but as a way to achieve goals. Programs focused on engagement, a precursor to learning. Engagement factors included beliefs about teaching/learning, relationships, learning…

Community college and university undergraduates (n=693) were administered Canfield's Learning Style Inventory to examine differences in learning style between traditional and nontraditional (over age 23) students. Results indicate that Canfield's instrument is incapable of differentiating between the learning styles of traditional and…

Raises issues related to the viewing of adult education as a product in the workplace. Examines globalization, market impact, and challenges for the field. Proposes some causes and effects on adult education, including distance education, and suggests how adult educators might address these issues. (Contains 18 references.) (JOW)

Examines the process of teaching critical thinking in an adult basic education classroom. Introduces an alternative learning process that challenges the traditional model of unquestioning, uncritical acceptance of teacher and text and enables students to become more active and equal participants in learning. (Author/JOW)

Examines New York State's initiative to address high school dropout rates, finding that few of the 12 pilot sites had explicit links to adult education. Suggests that adult basic education can be a driving force in a community to educate, assemble, organize, and facilitate discourse to support dropout prevention strategies. Urges adult educators…

Effective mentors engage in six key behaviors: establishing trust, advising, introducing alternatives, challenging, motivating, and encouraging initiative. These functions comprise the complete mentoring role. Adult educators who understand good mentoring understand good teaching. (Contains 23 references.) (SK)

Interviews with 12 adult educators in English and English as a second language revealed that most were not aware of transformative learning, Freire's critical theory, or Mezirow's perspective transformation. They were also aware of the need to balance teaching ideals with practicalities, barriers facing students, and negotiation between learner…