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Peer reviewedHaanstra, Folkert H. – New Directions for Adult and Continuing Education, 1999
The philosophy underlying Dutch creativity centers has been shifting between focus on the intrinsic values of art itself and the instrumental use of art for developmental and social purposes. A more cognitive approach to art education for adults can guide future innovation in the centers. (SK)
Descriptors: Adult Education, Art Education, Creativity, Educational Philosophy
Peer reviewedPeinovich, Paula E.; Nesler, Mitchell S.; Thomas, Todd S. – New Directions for Adult and Continuing Education, 1997
Regents College uses an integrated, multiple-measures framework for outcomes assessment. The assessment process is designed to fit the institutional mission, academic goals, organizational culture, and environmental context of assessment. (SK)
Descriptors: Adult Students, College Outcomes Assessment, Evaluation Criteria, Higher Education
Peer reviewedElden, Max; Gjersvik, Reidar – New Directions for Adult and Continuing Education, 1994
Scandinavian approaches to action research aim at democratizing work life as well as the research process. The model emerging today aims to make change and learning a self-generating and self-maintaining process. (SK)
Descriptors: Action Research, Decision Making, Democracy, Foreign Countries
