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This bibliometric study examined 19,385 citations in the bibliographies, book reviews, and reading lists of 70 volumes of Adult Education Quarterly, Adult Education, Adult Education Bulletin, Adult Education Journal, and Journal of Adult Education, and 13 volumes of the Handbook of Adult Education in the United States to identify books published before 1960 which have been frequently cited before and after 1960. Through citation analysis, an initial list of 434 titles was reduced to a core list of 64 books cited five times or more during the years between 1934 and 1988. For the purposes of this study, numbers of citations were taken to mean importance of works by indicating usefulness to subsequent authors. Of the 64 books, 55 had received at least one citation before 1960 and 57 had received at least one citation after 1960. While not all 64 of the core works constitute what might be called "classic works," it is suggested that classic works are likely to be found within the listed works.

by Chiu Mo Chi. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 73-80). / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.ii / LIST OF FIGURE --- p.v / LIST OF TABLES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION / Chapter A --- BACKGROUND --- p.1 / Chapter B --- RESEARCH QUESTION --- p.11 / Chapter C --- SIGNIFICANCE OF THE STUDY --- p.12 / Chapter CHAPTER TWO --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter A --- THEORIES OF MOTIVATION FOR ADULT LEARNING --- p.14 / Chapter B --- THEORIES OF PARTICIPATION --- p.24 / Chapter C --- THEORIES OF ADULT STUDENT'S RETENTION --- p.33 / Chapter D --- CONTEXTUAL VARIABLES --- p.36 / Chapter E --- CONCEPTION OF THE STUDY --- p.38 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY / Chapter A --- DEFINITIONS --- p.42 / Chapter B --- HYPOTHESES --- p.45 / Chapter C --- INSTRUMENTATION --- p.46 / Chapter D --- SAMPLING --- p.49 / Chapter E --- DATA ANALYSES --- p.52 / Chapter CHAPTER FOUR --- FINDINGS / Chapter A --- CONTEXTUAL VARIABLES --- p.53 / Chapter B --- "RELATIONSHIP BETWEEN STUDENT SELF-ESTEEM, STUDENT EXPECTATION, CLASSROOM ENVIRON- MENT AND RATE OF CLASS ATTENDANCE" --- p.56 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSIONS --- p.63 / REFERENCES --- p.73 / APPENDICES --- p.81

There is a wealth of literature that provides faculty with effective teaching practices for educating returning adult students. Most of the literature focuses on online classes/institutions, community colleges, or the main campuses of four-year institutions. There is little to no literature, which explains what is actually taking place in the classroom on satellite campuses (also known as branch campuses, which consist almost entirely of returning adult students) of four-year institutions. With the projection of a continued increase in the number of returning adult students, it was important that this problem was addressed. Through in-depth interviews, the following was explored with seventeen Behavioral Science faculty: the unique challenges faced by faculty on satellite campuses, perceptions of returning adult students, whether faculty changed their teaching approaches with returning adult students, the teaching approaches utilized and if those teaching approaches were aligned with adult learning principles. The findings indicated that the satellite campus environment is unique as far as the student population and skills required to navigate the various difficulties one might encounter as a faculty member. Faculty recognize the differences between traditional and returning adult students. They are conscious of the challenges that their returning adult students face and modify their teaching approaches in order to meet their needs. And regardless of how faculty learn how to adapt to the needs of the returning adult students and no matter what principles guide their thinking, faculty try to meet their students’ needs. Additionally, whether faculty utilize formal course evaluations or gather feedback informally, feedback from students in any form hold value and can assist faculty in determining how to best modify their teaching approaches.