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The role of the educator can become one of identifying the various community resources of an educational nature that can be utilized by learners. An elementary school project at Red Oak, Iowa, and a University of Nebraska graduate student project utilizing community resources are described. (BP)

Focusing on Ann Arbor and Jackson, Michigan, this field study explored the effects of certain educational investments on a community's economic growth. Data were obtained from a literature review and personal interviews. Current levels of educational and economic development were assessed according to eight categories and corresponding guidelines. Investments in formal education, continuing (CE) and adult education, job training, and community education were analyzed within an experimental framework. A high level of educational and economic development (including community education) was found in Ann Arbor. Although investments in job training and CE were not at the prescribed level, deficiencies were not serious. Several significant correlations were also found between Ann Arbor's educational and economic indicators. Jackson appeared to have a stagnant economy, excessive investment in formal education, not enough investment in CE and job training, and large but uncoordinated community education investments. Several recommendations were made. Among other things, Jackson's educational spending must become projective, not responsive, to stimulate economic growth; and both communities should invest more heavily in CE and job training. (Author/LY)

This book has been created to meet the basic needs of future teachers, educational specialists, parents, and those citizens who desire to become better informed on current educational concepts and practices. Eight chapters discuss the nature of the community, the activation of the educative community, the community school and community education, the modern family's educational needs in light of the changing family structure, community coordination and cooperation, processes for community change, community investments in education, and higher education and the community. Each chapter concludes with an annotated bibliography of additional reading. (Author/DN)

A questionnaire survey of physical therapists in Nebraska uncovered a variety of potential needs for continuing education relative to the physical therapy field. (EA)

Parents need to learn how to use all the resources of a community in facilitating the growth and development of themselves and their children, both in and out of school. (BP)

The purpose of this article was to describe how linkage between home, school, and community could be achieved, to show how all education should be conceived of as an exercise in adulthood. (Author/RK)

Aged prefer residential or senior citizen center activities to those in formal educational settings, and (they) perceive instrumental activities... as more important than expressive activities. (Author)

Texte issu de contributions à l'"International conference on adult learning" (ICAL) tenue à Paris du 27 au 29 mai 2012.; à venir

Texte issu de contributions à l'"International conference on adult learning" (ICAL) tenue à Paris du 27 au 29 mai 2012.; à venir

Texte issu de contributions à l'"International conference on adult learning" (ICAL) tenue à Paris du 27 au 29 mai 2012.; à venir

An experimental six week, noncredit course entitled Witchcraft, Black Magic, and Modern Occultisms" proved to be a smashing success. (AN)

THE PURPOSE OF THIS STUDY WAS TO DETERMINE EXISTING RELATIONSHIPS BETWEEN THE SUCCESS OF FOUR-H ORGANIZATION LEADERS AND CERTAIN CHARACTERISTICS, ROLES PERFORMED, AND ATTITUDES HELD TOWARD LEADER ROLES AND TO APPLY THE FINDINGS IN SUGGESTING LEADER SELECTION CRITERIA. DATA WERE GATHERED FROM 282 ORGANIZATION LEADERS LIVING IN 30 IOWA COUNTIES. ALL LEADERS WERE EVALUATED BY A FOUR-H AGENT MAINTAINING PRIMARY FOUR-H RESPONSIBILITY IN A COUNTY MORE THAN ONE YEAR PRIOR TO THE STUDY. AGENTS RATED WOMEN LEADERS SIGNIFICANTLY HIGHER THAN MEN. THE MOST SUCCESSFUL LEADERS MAINTAINED A LARGER NUMBER OF MEMBERSHIPS AND HELD MORE OFFICER POSITIONS IN ORGANIZED GROUPS. NO SIGNIFICANT DIFFERENCE WAS FOUND BETWEEN TYPES ON SUCH CHARACTERISTICS AS AGE, EDUCATION LEVEL, AND OCCUPATION TENURE. IT WAS CONCLUDED THAT WOMEN SHOULD BE USED AS LEADERS FOR ALL CLUBS. LEADERS USUALLY CONSIDERED IT IMPORTANT THAT THEY PERFORM MANY DIFFERENT LEADER ROLES. A GREATER EFFORT SHOULD BE MADE THROUGH TRAINING PROGRAMS, ASSISTANCE TO LEADERS, AND ATTITUDE CHANGE FOR A COMPLETE IMPLEMENTATION OF THE ORGANIZATION-PROJECT LEADER SYSTEM. THIS MASTERS THESIS IS AVAILABLE FROM IOWA STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY, AMES. (AUTHOR/PT)

International audience; As they pass year after year through the school system, individuals construct important relationships to knowledge, to the feeling of knowing, and to the act of learning. Memories of school and of the grades earned there play a key role in the formation of the self-judgments people form as adults concerning their capabilities as learners (Bandura, 1997). The status of academic science and the importance of scientific understanding have changed math grades into a compulsory passport for highest level curricula. As a consequence, bad grades in science earned at school may not only leave many adolescents and young adults with a weak sense of personal inefficacy in scientific disciplines, but also leave them with a more general sense of low personal efficacy in virtually any domain of learning. Since self-directed learning (SDL) is largely rooted in self-evaluative processes, the validity of knowledge acquired by means of SDL can be seen as problematic for both the learners themselves and their interlocutors. With respect to the problem of knowledge validity, various modes of scientific thinking, such as the phenomenological approach or Popper's (1935) criterion of falsifiability, can be seen as relevant tools for the self-directed evaluation of acquired knowledge and its value. In order to enhance efforts at promoting SDSL, this chapter aims to relate a number of personal experiences in the field. These experiences go back to when I first began working as a facilitator and continue to the present time. Currently, I work more in the areas of project management and educational research. Five "dimensions" of these experiences will be discussed: 1. How the idea came about of setting up a guidance center as a new framework for long-term self-directed science and technology projects. 2. An explanation of the link between such a guidance center and the pursuit of science and technology literacy goals. 3. How the divide between leisure and work time impacts the guidance center and raises the question of learning from a lifelong learning perspective. 4. An answer to the question of whether French Culture Scientifique, Technique et Industrielle stakeholders (henceforth CSTI stakeholders) share in the belief that there is a connection between long-term SDSL counseling and their own goals. 5. How we can describe the different CSTI stakeholders' views as regards SDSL.

Texte issu de contributions à l'"International conference on adult learning" (ICAL) tenue à Paris du 27 au 29 mai 2012.; à venir