Adult Students in Higher Education: A Portrait of Transitions

Autor/in	Hardin, Carlette Jackson
Titel	Adult Students in Higher Education: A Portrait of Transitions
Quelle	In: New Directions for Higher Education, (2008) 144, S.49-57 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.325
Schlagwörter	Higher Education; Adult Basic Education; Adult Learning; Adult Students; Barriers; Performance Factors; Transitional Programs; Developmental Studies Programs; Intervention; Change Strategies + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Leistungsindikator; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lösungsstrategie
Abstract	Adult students, whether new or returning to higher education, experience a unique set of transition challenges. This chapter highlights the barriers facing adult students and offers ways to overcome them. For many adult students, returning to college and fulfilling their goals is much like building a house of cards. In order to be successful, each part of their lives must be in place and carefully balanced. When changes occur, whether these changes are created by the student, family, or the institution, this careful balance collapses. Too often, the student then feels that the only option is to drop out. College and university administrators must recognize the needs of this special population and be advocates for adult students. When this occurs, adult learners come to see themselves as capable of handling the transitions of life while becoming lifelong learners. (ERIC).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10