Gary J. Anderson

Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions.

A primary goal of educational research has been to establish the conditions for effective learning in school classes. Much of such research has focused on classroom interaction in one form or another (See reviews by Medley and Mitzel, Remmers, and Withall and Lewis in Gage, 1963). We have probed this problem further by relating the perceived social climate to cognitive, affective, and behavioral learning (Anderson, 1968; Anderson and Walberg, 1968; Walberg and Anderson, 1968a). The present study, however, explores some potential determinants of the social climate itself in an effort to gain insight into the manner in which climate evolves. More specifically, the study investigates three questions in curriculum research: (1) What is the effect on the learning climate of a new physics course that provides for individual differences in learning? (2) What are the differences between the learning climates of classes of teachers with and without prior experience in teaching a new course? (3) How do the climates

UNDERSTANDING OLDER ADULTS IN EDUCATION: DECISION‐MAKING AND ELDERHOSTEL

This qualitative study explores how older adults who are retired or contemplating retirement make choices regarding their nonformal educational experiences. This national study collected data from 154 Elderhostel participants, aged 42 to 85 and, consistent with Moustakas five phases of phenomenological analysis, triangulated the data from 17 focus groups, 10 in‐depth interviews, and a demographic questionnaire. The choice of Elderhostel as an educational venue for learning, and the specific course selection, were found to be influenced by 14 factors: location; travel; program; course content; accommodations; cost; dates; negotiation with travel partner; social; sites; personal requirements; escape; information; and the policies, philosophy, and program requirements of Elderhostel. A participant typology emerged during the data collection and analysis revealing six types of Elderhostelers: the activity oriented, the geographical guru, the experimenter, the adventurer, the content‐committed, and the opport...

Benefits adults experience through participation in continuing higher education

A cross-sectional study of McGill management certificate students investigated the benefits adults experience through continuing education. Four groups totalling 1,234 students were surveyed: entrants, graduates, alumni, and a group who had voluntarily withdrawn. Analysis of benefits anticipated by entrants provided a framework of six categories of benefits: career development, fulfilling external requirements, personal development, networking, gaining knowledge and personal fulfilment. The benefits reported by graduates match the goals of entrants, but the relative importance of the various benefits appears to change during the program. For entrants, career development ranks first as the primary motivation, while more of the graduates focus on personal development, and personal fulfilment. Both entrants and graduates emphasize the importance of gaining knowledge. The results were interpreted in terms of the empowerment provided by continuing education.Interesting differences by various student characteristics were explored. Although equally satisfied with the programs contribution to career development, women report slower advancement than men. Further differences by gender are that women experience more personal development and personal fulfilment. While there are no significant differences by age, students with no prior university education report higher gains in several areas. Knowledge gained, however, is highly valued regardless of prior education. It is those with several years of work experience and those who are most certain of their goals who report acquiring more knowledge than others. These findings have implications for admissions policy, program delivery and design, and support services.