Rossiter, M. (2007). Possible Selves:

Rossiter, M. (2007). Possible Selves: An adult education perspective. New Directions for Adult and Continuing Education 114, 5-15.

Possible selves" is a term used to refer to the person an individual perceives him or herself ideally becoming in the future. It helps us reveal our current self, and improve the view our future selves. This increases goal-directed behavior and motivation. Rossiter discovered that the "discrepancy between ideal hoped-for 'possible selves' and actual selves decreases with age." (p. 8) Rossiter found that the 'possible selves' concept is easily applied to career counseling. She also found that using 'possible selves' as part of the mentoring relationship with adult students was very positive in helping these adults reactive goals they had discarded in past years, thus improving self-concept.

Barr, J. (2007) "Educational research and undiscovered public knowledge." Studies in the Education of Adults, 391, 22-37.

This article is based on the idea of "undiscovered public knowledge" in a context of the lifelong learner and the profit making of universities. Problems in higher education are ignored because "they do not relate to what academics are trained and rewarded to see." (p. 2). This undiscovered knowledge is found within people dealing with "social, political and human issues." (p. 2). Barr states that there is a current trend to pay university professors according to the amount of money their studies create. This eliminates the concept of the university as a place of teaching and open inquiry." (p. 4). He also states that the gap between the educational haves and have-nots is growing wider. Barr presents these ideas against the definition of lifelong learning as knowledge that is totally separated from current theoretical knowledge. He concludes by stating that if we are going to learn to live together in a world marked by plurality and global injustice, we must focus on the "undiscovered public knowledge." (p. 8)

O'Donnell, V.L. & Tobbell, J. (2007). The transition of adult students to high education:

legitimate peripheral participation in a community of practice? Adult Education

Quarterly, 57(4), 312-328.

O'Donnell and Tobbell examined the experiences of adult students engaging in post-secondary educational situations. The adult students were interviewed about specifics of learning at this level, what usual practices may have created feelings of inclusion or exclusion in the situation, and how their identity as students was affected. It was found that because the courses are intended to assist the non-traditional students, they also kept these same students from fully participating in the educational process, assisting them in some transitions, but creating some blocks to full transitioning. The physical location of the classes was also perceived as being both positive and negative, due to the general practice of having them in off campus locations. This also created difficulties in accessing the on-campus facilities such as the library or student union. Some study skills classes were offered, but the adults felt that they were not beneficial for a variety of reasons. Other aspects of the situation included preparation for becoming full time students, participating in class discussion, and a general sense of belonging. The adults were not always sure that they felt like or identified themselves as students, but they also realized that the age difference was always going to separate them from the general student population. O'Donnell and Tobbell concluded that the study indicated a need for universities to become more aware of the changing population of students that are seeking higher education.

Matthews-Aydinli, J. (2008). Overlooked and understudied? A survey of current trends in research on adult English language learners. Adult Education Quarterly, 58(3), 198-213.

Matthews-Aydinli surveyed studies of adult English language learners. She found that most of the studies had been conducted in university settings or adult basic education / adult literacy programs. The adults in these setting are significantly different from those in nonacademic situations which means that the studies have little relevancy to other adults. Other descriptive studies concerning the ethnicity of participants have had little impact on the improvement of communication skills in these adults. She concludes that future studies must involve information of how these adults learn and the best methods to teach them.

Giancola, J.K., Munz, D.C., and Trares, S. (2008). First- versus continuing-generation adult students on college perceptions: are differences actually because of demographic variance?. Adult Education Quarterly, 58(3), 214-228.

The authors used the Noel-Levitz Adult Student Priorities Survey with 438 students, from Saint Louis University's School for Professional Studies, who were 22 years old or older. Their results show that orientation programs would be beneficial to these students in becoming familiar with the various university programs and interacting with other students and faculty members. These students also need to be offered classes in general educational skills such as test-taking, study techniques, and basic research and computer techniques. The problems with individual connections of the adults to the general population are manifested in the usual details of the situations: classes offered at night and/or at off campus locations. They concluded that universities need to better serve these adults by meeting their unique needs and removing the obstacles to their total participation.

Feld, J. (2008). Adult education and the environment. Adults Learning, April.

Feld, a long-time environmentalist, is writing about, not the need for environmental changes, but the specifics of how we go about making these changes. Our governments are doing very little. We are all consumers and, as such, must take responsibility for making the changes. Feld suggests that adult learning is the most fertile ground for such information. He suggests that there will be an increase in the demand for environmental education, even outside the university setting. Community learning is the best setting for involving adult (consumers) in this process.

Donohue, N.C. (2008). Adult education: from a terminal degree to lifelong learning. New England Board of Higher Education.

Donohue states that adult learners are more important in the educational setting because of their importance in the work place and our communities. The education world has focused on the GED and Adult Basic Education settings. These adult learners have succeeded in transitioning to higher education and the need increases. Education must remove the stigmas of adult education and increase the opportunities for adults to participate in higher education if we are going to improve the world in general.

B., M. (2008, March 5). Adult Online Learning. Education Week, 27(26), 5-5. Retrieved May 2, 2008 from Academic Search Premier database.

The author examined studies of adult learners, ages 20 to 40. It was found that more than half of the adult learners participating in online classes do not complete them. This problem is generally related to technology difficulties or increased outside personal commitments. The adults that are best suited for these courses are those who are more introverted or have conflicts with regularly scheduled classes.

Browning, F.C. (2008). Synchronizing loss with life over a life span: a dynamic perspective.

Adultspan Journal, 7(1), 26-31.

This article concerns the synchronization of loss and life as part of the life journey. Many myths concerning loss are contradictory to reality. Losses come frequently throughout life and need to be considered as part of living. Counselors can assist in this process by listening to the adult's perspective and helping them view loss as part of the life journey, not a separate event.

Enduring loss and accepting change are part of the process of growing and maturing as adults.

Disabled staff face discrimination. (2008, March). Adults Learning, Retrieved May 2, 2008, from Academic Search Premier database.

Many adults involved in lifelong learning do not disclose impairments because of fear of discrimination. Culturally they have been seen as aspiring to do little more than they already are, and there has been a lack of consistency in the general practices and "reasonable adjustments" that should be made to accommodate these situations. The conclusion is that adults with disabilities deserve the same considerations as the students with disabilities receive.

News. (2008, March). Adults Learning, Retrieved May 2, 2008, from Academic Search premier database.

This is an article on the expansion of educational centers in England. Adults were polled and stated that math skills, needed to improve their work, were missing. Information presented stated that many people live below the poverty line, and that affordable housing and economic improvement were two areas of major concern. The development of adult education is required for this improvement.

How books transform lives. (2008, March). Adults Learning, 19(7), 5-5.

The article reports on a study that found that reading books improves reading skills and, thus, increases self-confidence. The Quick Reads program was part of the survey. These are fast-paced, short books designed to be assistive in adult learning.

Eldred, J. (2008, March). 'Volunteering? We used to do that.' Adults Learning, 19(7), 7-7.

Retrieved May 2, 2008, from Academic Search Premier database.

Volunteering is examined as supporting and sustaining adult learning. This involves both general learning and assisting 'English as a second language' students in particular. Specific roles are given for participation.

Taylor, C. (2008, March). Let's get lost. Adult learning, 19(7), 8-10. Retrieved May 2, 2008, from Academic Search Premier database.

This article promotes the National Year of Reading in England which was created to promote increased reading and improve literacy. Specific ideas of supporting adults in reading and using the National Year as an opportunity to do this are presented. The incidental rewards of pleasure reading are also noted.

Stanistreet, P. (2008, March). A girl like you. Adults Learning, 19(7), 11-13. Retrieved May 2, 2008, from Academic Search Premier database.

Stanistreet met with Gilda O'Neill, who, at age 15, was told by a teacher that "girls like her" never become writers. (p. 11) She grew up during World War I and began writing about her experiences. Her life had consisted of material poverty and, after repeated discouragement, she dropped out of school. She continued to eagerly absorb information from any source and became the writer she had always wanted to be. She has written 13 novels and five non-fiction works.