Assessing the Needs of Adult Learners: Methods and Models. Marketing Studies Series, Vol. I.

Sonst. Personen	Johnson, Lynn G. (Hrsg.)
Institution	Ohio Board of Regents, Columbus.
Titel	Assessing the Needs of Adult Learners: Methods and Models. Marketing Studies Series, Vol. I.
Quelle	(1980), (78 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Adult Education; Adult Students; Adults; Annotated Bibliographies; Colleges; Disadvantaged; Females; Inner City; Lifelong Learning; Literature Reviews; Models; Needs Assessment; Nontraditional Students; Nursing Education; Postsecondary Education; Research Methodology; California (Oakland); Illinois; Massachusetts; New York + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bibliography; Bibliographies; Bibliografie; College; Hochschule; Fachhochschule; Weibliches Geschlecht; Life-long learning; Lebenslanges Lernen; Analogiemodell; Bedarfsermittlung; Pflegepädagogik; Post-secondary education; Tertiäre Bildung; Research method; Forschungsmethode; Master-Studiengang
Abstract	This volume deals specifically with needs assessment as a systematic effort to understand the educational needs and interests of adults. It is introduced by Lynn G. Johnson, who provides an overview of resources and issues in needs assessment and summarizes briefly the papers which follow. In Part 1, K. Patricia Cross describes the kinds of studies which have been conducted by educational providers, policy-making bodies, and researchers; and summarizes generalizations about adult learners that are well established, the common failings and limitations of assessment studies, and suggestions for future research. Part 2 describes four needs assessment models: (1) a survey by Felissa L. Cohen on the need for a nursing baccalaureate degree completion program in Illinois; (2) an assessment of the needs of adult women returning to college in Springfield, Massachusetts, by Ruth S. McClain; (3) an assessment of the needs of low-income inner-city residents in Oakland, California, by Margorie Griffin Murray; and (4) a comprehensive study of adults in upstate New York by Helen C. Veres. In Part 3, Floyd Pennington gives practical how-to advice on conducting needs assessments, while David R. Greer provides an annotated bibliography on needs assessment in part 4. This volume is the first in a series of studies designed to identify new needs and directions in lifelong learning. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC