Understanding the nature and scope of learning during pregnancy is the basis upon which educators can assist pregnant women during their learning as well as have a positive effect on pregnancy outcome. The purposes of this research were to determine how women learn about weight gain, alcohol consumption, and tobacco use during pregnancy and to identify the relationship between learning, knowledge, and health behaviors. Learning transaction types were developed for this study and provide adult educators with a profile of the environmental learning circumstances of pregnant women. Development of learning transaction types was based upon an adaptation of Tough's concept of planners and Knowles's concept of self-directed learners. Transaction types consisted of the following components: time in learning, settings of learning, and initiators of the learning episodes. The ex post facto research design involved one hour interviews with 127 women at eight hospitals. The majority of women had spent most of their time engaged in other-initiated learning episodes in the one-to-one and nonhuman settings. Learning transaction types were not associated with health behaviors, but were associated with knowledge about smoking issues.

Governments provide agricultural extension through agricultural departments or through universities. This research examined the effects of government and the university organizational models and of performing regulatory functions on American and Canadian agricultural extension workers' role perception and role performance. Data were collected by mailed questionnaires from 69 extension workers in Alberta and British Columbia and from 84 in Idaho and Washington. Extension workers in both models perceived that their performance of regulatory duties had a negative influence on their effectiveness as extension educators. Statistically significant differences were found between the perceptions of extension workers employed in the two models regarding the importance of eight of fourteen role functions. Implications for extension workers and other adult educators are discussed.

The Commission of Professors of Adult Education for many years has conducted an annual census of doctorates conferred in adult education by universities in North America and has reported them in the journal Adult Education or in Adult Leadership. In the Fall, 1978 issue of Adult Education (Vol. 29, No. 1: p. 65) the procedure used to compile the data was described. The list of persons receiving doctorates in 1978 was presented, together with corrections to previous years’ listings in the Winter, 1980 issue (Vol. 30, No. 2:pp. 123-125). Although follow-up letters and an announcement at the 1980 meeting of the Commission were used to try to insure completeness of the following listing, additions and other corrections can be made in the next annual listing. Several changes to past reports are included. The awarding of an additional six doctoral degrees was ’reported for 1978, however, because graduation for two individuals who were reported in the 1978 listing did not occur until 1979, the corrected total for 1978 is 187, an increase of four from the original report. Likewise, a duplicate listing of a 1978 degree in the 1977 census required a decrease in the 1977 total from 175 to 174.

NSPI JournalVolume 19, Issue 6 p. 5-7 Article Preparing adult education teachers: A continuing debate William S. Griffith, William S. Griffith Adult Education Department The University of British ColumbiaSearch for more papers by this authorByron R. Burnham, Byron R. Burnham Adult Education Department The University of British ColumbiaSearch for more papers by this author William S. Griffith, William S. Griffith Adult Education Department The University of British ColumbiaSearch for more papers by this authorByron R. Burnham, Byron R. Burnham Adult Education Department The University of British ColumbiaSearch for more papers by this author First published: July 1980 https://doi.org/10.1002/pfi.4180190606AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume19, Issue6July 1980Pages 5-7 RelatedInformation

The Adult Performance Level Program and the tests which it has produced are the results of efforts initiated and supported by the U. S. Office of Education to improve the teaching and test ing of adults enrolled in Federally supported adult basic educa tion programs. This article examines the claims of the developers, identifies the theoretical problems which previously have been glossed over, scrutinizes the technical aspects of the development, and finally, evaluates the role of the U. S. Office of Education in these efforts.

Adult educators who are interested in increasing the extent and variety of learning experiences provided to the public have sought to achieve this goal by innovative programming and an entrepreneurial approach to funding. If major expansion is to occur in the provision of adult education, it can only be brought about on a large scale by legislative action. To bring about favor able legislation it will be necessary for adult educators in their various organizations and associations to learn to work together so that a concerted effort can be mounted to educate legislators and the public regarding the benefits of an increase in adult edu cation opportunities.

This investigation assessed participant perceptions of the costs and benefits of earning a GED high school equivalency certificate. Job and occupationally-related motivations for enrollment pre dominated. Participants generally assumed that earning the certifi cate would increase their income approximately five percent and that additional education would yield an additional increase of ten percent. Opportunity costs of $658.00 overshadowed the cash costs of $25.72. Regression analyses revealed that current income is a better predictor of anticipated future earnings than are age, antici pated schooling, anticipated occupation and salary increase for 1968-1971, collectively. Most participants planned to pursue fur ther education following acquisition of their equivalency certificate. Longitudinal research on a large scale will be required to test the economic and occupational assumptions of American adults en rolled in GED preparatory programs.

stone proposed the multifactor theories, and a re-examination of the concept of creativity by Getzels and Jackson ( 1962 ) , Torrance ( 1962 ) , and others has been evoked by ideas stemming from these multiple factor conceptions of the intellect. Educators and researchers have hypothesized that certain widely used teaching styles may have an inhibitory effect on the development of one of these factors, the creative abilities of

The experience of Europe with &dquo;neBBr towns&dquo; is discussed, and the application to the U.S. in the form of Restons and Columbias is explored. Weaver points out that such planned communities bring new concepts in transportation, recreation, and education. This last, of course, is of prime concern to adult educators, and it is hoped that this book would prompt some needed work in the area of adult education and the new communities.

tors of all sorts. Specialists on the sociology of community life will find an extensive summary of the availability and utilization of all kinds of educational facilities in representative but unlike communities. Finally, there is rich material portraying the differences between social strata in participation in one aspect of societal life that is crucial in contemporary society; here subjective perspectives on the