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The purpose of the study was (1) to learn how graduates of doctoral programs evaluate the courses and major concepts of their doctoral programs In adult education in terms of how the courses and concepts contribute importantly to the employment related needs of the graduates, their employing organizations and the society, (2) to learn how faculty in adult education doctoral programs evaluate the courses and concepts of their programs, and how well these courses and concepts help the graduates meet employment related Individual and societal needs, (3) to establish the amounts of agreement between the Judgments of faculty and graduates, and (4) to learn what these two groups Judge should be the employment facilitating content of doctoral programs In adult education In the next five to ten years.The populations for the study were drawn from twenty-one universities across the United states of America. The administrator from each adult education program in the university contacted was asked to submit the names and addresses of three faculty and six alumni.Two questionnaires, one for alumni and the other for faculty were mailed to the faculty and alumni whose names were received. One hundred and thirty two questionnaires were sent to alumni and sixty five questionnaires were sent to faculty. Ninety two responses were received from alumni or approximately seventy percent. Fifty four responses were received from faculty or eighty-three percent.Data from the questionnaires were tabulated, analyzed, summarized and reported In table and narrative form. The findings and conclusions were that, in the judgments of graduates and faculty:1) Doctoral programs In adult education were effective In that they made important contributions in preparing graduates to succeed as professionals In programs that educate or reeducate adults.2) Courses completed in doctoral programs In adult education prepared graduates to meet the expectations of Prospective employers.3) Modifications should be made to adult education programs i n the 1990s to Include:a) Practical application experience or “externship”In the graduates' chosen field of employment after they have completed their doctoral program.b) The teaching of greater communication skills, both written and oral.c) Academic tracks which allow all graduates to select courses geared to their career goals. / Center for Lifelong Education

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The purpose of this descriptive study, "The Needs Maze: How Adult Educators Assess Needs," was to identify the relationship between Adult Basic Education (ABE) planners' theory (espoused) and what practitioners really did or did not do (theory-in-use) in assessing needs. The study examined the extent to which particular patterns, theories or models of needs assessment in adult education were actually used by practitioners in planning adult education programs. This study employed a predominately descriptive research design. The purpose of this study was to investigate how adult education practitioners conducted needs assessment. Among the questions that this study addressed were the following: What models of needs assessment are available for educators to consider? Do program planners use these models in planning programs? What do educators actually do in practice when they conduct a needs assessment? What can those who are facing the maze of needs learn from adult education planners who have gone through the process of conducting needs assessment for their particular programs?Since few studies have focused on how adult education planners really did needs assessment, the lack of sufficient information on what practitioners really did or did not do in the name of needs assessment left a large gap in our understanding of "theory-in-action" with respect to needs assessing. When adult educators talked about needs, they seemed to mean different things. Needs assessment appeared to have multiple meanings and modes of implementation. Needs assessments were conducted in a variety of ways. As a result of this ambiguity and diversity ofpractice, there were few studies conducted to discover ways practitioners conducted needs assessment. Since there existed a gap between what was known about needs assessment and what practitioners did, this study helped to uncover data that could narrow the gap in understanding how practitioners really used needs assessment and possibly can help practitioners chart a course between theory and practice that would make the use of needs assessment of value to them.The general methodology of this study was to survey through questionnaire, 83 Indiana Adult Basic Education (ABE) planners about the connection between their espoused theory and their "theory-in-use" (Argyis & Schon, 1974). Data was collected through the use of a questionnaire, 5 interviews, and 5 document reviews. The researcher had the ABE directors identify theories, principles, assumptions and beliefs from prominent adult education models that they might have encountered previous in doing their own assessing. They identified actual models and techniques/activities they used. The researcher then followed up with a structured interview with 5 respondents to check the validity of the survey findings and gain added clarity and motivation for why they did needs assessment in a particular way. During the interview session the researcher asked to examine a local needs assessment document to see if the methodology or techniques described by the participants were found in the documentation as evidence of their practice.A general picture which emerged from the study was that ABE directors surveyed had inadequate training in needs assessment. On the whole they understood needs assessment techniques; but there was a gap in what they perceived they were doing and what they were actually doing. As a rule, very little relationship between theory and practice existed. Respondents most frequently used techniques which were general and common to many of the models. They avoided techniques which required in-depth study of existing social systems or which put them into contact with learner populations. Respondents preferred techniques which could be done by a single person. Respondents did not generally use a single model for needs assessments, but chose different models in different situations or developed their own models. Needs assessment was found to be a maze through which educators wandered while planning programs. / Department of Educational Leadership

The study sought to identify the relationship between the increase in participation in adult education and the rate of social change in American society. Three major research questions were examined: 1) What changes are taking place in the traditional social institutions which may be causing adults to rely upon education as a means of adjustment; 2) What are the effects of technology upon the cultural values in contemporary American society; 3) What changes are taking place in the social roles and responsibilities of American adults.The study related the knowledge of the intellectual and psychological growth of adults to educational programming, and suggested the role which adult education will continue to play in the immediate future. Relevant publications by social critics and educators were examined, and statistical information related to social change in the United States was cited. It was determined that there had been dramatic social change in the United States during this century as a result of the deep and pervasive impact of technology on all aspects of society. As an example it was reported that an enormous upheaval in family life was refected in the 350% increase in the divorce rate in the fifteen year period from 1960 to 1975.The impact which this change has had upon individual adjustment is reflected in the fact that the largest percentage of increase in reasons for participation in adult education programs was in the area of personal and family interests and that the increase itself was strongly related to the general increase in participation in adult education programs by women.The study concluded that the changing role of women in society and the upheaval in family life was related to the increase in the number of women taking courses for personal and family reasons. It concluded that the impact of technological change on all aspects of society would have to be dealt with by educators for many years to come, directly assisting adults to develop the flexibility and creativity necessary to adapt to change. It recommended specific areas for planning adult education programs, and cited a number of areas of sociological and educational concern which were raised during the study, to which other scholars might address themselves.

This thesis shows trends and tendencies in the development of adult education during the twentieth century. The author also proposes a plan for the education of returning G.I.'s.

The purpose of this study was to identify the participation patterns, preferences, and barriers which prevent international students' wives from participating in adult education programs. To obtain the data necessary to answer the research questions posed in this study, a sample of sixty seven respondents was selected. The results of analysis revealed that women with jobs and women with longer duration of stay in the United States are less likely to participate. The programs in which women participate frequently are unpaid English classes, YMCA programs, International club program, and paid English classes. The programs which international women prefer are unpaid English lessons by private tutors, cooking, swimming, aerobics, and unpaid English classes. Participation in English from an unpaid tutor overall is much less than the indicated preferences. It is concluded that the major barriers are cost, no child care, lack of information, fear of deficiency of communication in English, and not enough time. / M.S.

In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.

There is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic variable of linguistically-isolated Third Age English Language Learners (ELLs) participating in a library conversationally-based ESOL program. The results can guide libraries offering services, as well as those considering offering services to these customers (American Library Association [ALA], 2008a). Data collected included in-depth, face-to-face interviews, classroom observations, documents, learner and teacher essays, researcher journals, and analytic memos. The researcher coded all data with NVIv o 8 qualitative software then half of the data was coded with Atlas-TI 5 software by a second coder. A thematic analysis was completed in order to triangulate the data. The purposeful sample consisted of 21 participants at a Florida library adult ESOL program which included 11 learners and 10 teachers. The 11 learners were selected based on their ethnic background, predominantly those of Hispanic background. Eight learner findings and four teacher-perceived findings were identified in this study. / The learner findings included: (a) to understand people at work; (b) to find or expand employment; (c) to practice conversation, pronunciation, listening, grammar and language rules; (d) to meet and get to know people; (e) assiduous teaching; (f) self-directed learning strategies support second language learning success; (g) more publicity, more classes, tutoring, language learning labs, study skills classes, and classroom management training; and (h) lack of family/community support and opportunities to practice English. Teacher-perceived findings mirrored learner findings (a) through (f) and (h), and included: (a) to increase teacher support, communications, and training; (b) to encourage the use of library resources: children's materials; language and music CDs; audiovisual materials, and Internet websites; (c) libraries are safe, supportive, and welcoming environments; and (d) how the give and take between learners and teachers is helpful to both. Discussion of the findings, conclusions, and recommendations are included. / by Mary Anne Cassell. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.