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Sissel, Peggy A.; Hansman, Catherine A.; Kasworm, Carol E. – New Directions for Adult and Continuing Education, 2001
Adult learners have limited power, privilege, and advocacy in higher education settings. Adult educators should resist hegemonic policies and develop practices grounded in democratic principles. (Contains 35 references.) (SK)
Descriptors: Adult Education, Adult Students, Advocacy, Educational Policy
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Johnson-Bailey, Juanita; Cervero, Ronald M. – New Directions for Adult and Continuing Education, 1997
Effective workshops must pay attention to power relationships that do not disappear in the workshop setting. The myth of the generic teacher and learner and the phenomena of gender, race, ethnicity, and class must be accounted for. (SK)
Descriptors: Adult Education, Adult Students, Educational Planning, Power Structure
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Vogel, Linda J. – New Directions for Adult and Continuing Education, 2000
Holistic teaching and learning must be concerned with the spiritual lives of adult educators and learners. Educators should design processes that invite the involvement of the whole person while leaving room for diversity and mystery. (Author/SK)
Descriptors: Adult Education, Adult Educators, Adult Learning, Adult Students
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Caffarella, Rosemary S.; Barnett, Bruce G. – New Directions for Adult and Continuing Education, 1994
The first part of the process model for experiential learning (EL) includes student characteristics and needs (role of experience and prior knowledge, different learning processes, active involvement, affiliation needs, life context) and conceptual foundations of EL (definitions of knowledge, elements of cognition, constructivist teaching,…
Descriptors: Adult Education, Adult Students, Constructivism (Learning), Educational Needs
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Jackson, Lewis; Caffarella, Rosemary S. – New Directions for Adult and Continuing Education, 1994
Four issue areas for research and practice based on the process model of experiential learning are understanding and honoring the diversity of individual learners; importance of social affiliation patterns; transfer of learning; and authentic assessment. (SK)
Descriptors: Adult Education, Adult Students, Affiliation Need, Experiential Learning
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Sisco, Burton R. – New Directions for Adult and Continuing Education, 1991
The learning climate set by adult educators reflects assumptions about adults as learners and the teaching-learning transaction. Creating positive environments requires attending to initial contact with learners; answering the questions Who are we? Who am I the instructor? and Why are we here?; and using icebreakers. (SK)
Descriptors: Adult Education, Adult Students, Classroom Techniques, Educational Environment
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McClary, Sybil A. – New Directions for Adult and Continuing Education, 1990
Adult educators can help students cope with stress by (1) designing programs that are responsive to stress factors; (2) including information on stress effects in orientation sessions; (3) developing individualized programs of study; (4) integrating education into students' work and other life roles; (5) providing personal attention, advising, and…
Descriptors: Adult Education, Adult Educators, Adult Students, Coping
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Wickett, R. E. Y. – New Directions for Adult and Continuing Education, 2000
The term learning covenant adds a spiritual dimension to the notion of learning contracts. The learner develops and enters into a written contractual agreement with a facilitator, who creates a space that fosters learning and spiritual growth. (SK)
Descriptors: Adult Education, Adult Learning, Adult Students, Performance Contracts
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Hiemstra, Roger – New Directions for Adult and Continuing Education, 1994
Presents a technique for dividing the teaching/learning process into microcomponents to ease transition to self-direction. The component checklist includes assessing needs, setting goals, specifying content, pacing, selecting instructional methods, controlling the learning environment, promoting reflection, determining the instructor's role, and…
Descriptors: Adult Education, Adult Students, Check Lists, Educational Environment
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Hiemstra, Roger; Brockett, Ralph G. – New Directions for Adult and Continuing Education, 1994
Summarizes the special issue on resistance to self-direction in learning by enumerating sources of resistance (learners, facilitators, institutions) and presenting strategies for overcoming barriers. (SK)
Descriptors: Adult Education, Adult Students, Resistance (Psychology), Teacher Attitudes
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Pearlman, William D. – New Directions for Adult and Continuing Education, 1990
Psychodrama as a therapeutic exercise and a format for understanding emotional and cognitive development is a form of experiential learning that can help adults practice inner reflection and imagine change. (SK)
Descriptors: Adult Education, Adult Students, Cognitive Development, Emotional Development
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Foxx, Daniel L., Jr. – New Directions for Adult and Continuing Education, 1990
Ottawa University's (Arizona) Proseminar is an eight-week course that orients adult students to university policies and procedures; engages them in issues of adult development, self- assessment, and goals; emphasizes the value of advisement; enables them to identify prior learning; and helps them take responsibility for planning their college…
Descriptors: Academic Advising, Adult Education, Adult Learning, Adult Students
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