Subject: New Horizons, Vol.9, n.1 (fwd) ********************************************************** ********************************************************** ******************** ******************** ************* ************* ******* ******* **** **** *** *** ** ** * NEW HORIZONS IN ADULT EDUCATION * * ISSN. 1062-3183 * ********************************************************** Volume 9 Number 1 Winter 1995 ********************************************************** EDITORS Nancy Gadbow................Nova Southeastern University Maria Ligas.................Nova Southeastern University COPY EDITOR Donald Rigg.................Nova Southeastern University EDITORIAL BOARD H. K. (Morris) Baskett......The University of Calgary Ina Sue Brown...............Syracuse University Dale Cook...................Kent State University Karen Garver................University of Nebraska Susan Imel..................Ohio State University Jan Jackson.................California State University Janice Johnson..............University of British Columbia John Kingsbury..............Nova Southeastern University Patricia Lawler.............Widener University Norma Long..................College of Notre Dame of Maryland Robert Preziosi.............Nova Southeastern University Mark Rossman................Walden University Burt Sisco..................University of Wyoming Sue Slusarski...............Syracuse University Marlene Smadu...............Nova Southeastern University NEW HORIZONS IN ADULT EDUCATION is a refereed journal published by Nova Southeastern University's Programs for Higher Education. The journal is transmitted electronically through the Adult Education Network (AEDNET), accessible through BITNET and Internet. There is no charge for NEW HORIZONS IN ADULT EDUCATION as received electronically. Copyright of individual articles is retained by the authors. Any item that appears in NEW HORIZONS IN ADULT EDUCATION may be retrieved without permission. However, when this material is quoted or reproduced, the author, title of the item, and issues must be cited. To correspond with NEW HORIZONS IN ADULT EDUCATION send email to horizons@alpha.acast.nova.edu or send postal mail to NEW HORIZONS IN ADULT EDUCATION, Nova Southeastern University, Programs for Higher Education, 3301 College Avenue, Ft. Lauderdale, FL 33314. page 2 N E W H O R I Z O N S I N A D U L T E D U C A T I O N CONTENTS Volume 9, Number 1, Winter 1995 I N T R O D U C T I O N Editor's Preface............................................2 A R T I C L E Distance Education Instructional Model Applications Diane H. Jackman and Michael K. Swan........................3 B O O K R E V I E W PAULO FREIRE: PEDAGOGUE OF LIBERATION.......................12 Joanne Y. Corsica F O R Y O U R I N F O R M A T I O N Cumulative Index to New Horizons............................13 How to Obtain Back Issues of New Horizons...................17 Call for Manuscripts........................................18 NEW HORIZONS IN ADULT EDUCATION Volume 9, Number 1, Winter 1995 EDITOR'S PREFACE This issue of NEW HORIZONS IN ADULT EDUCATION contains one article and a book review. This is the first of two issues that will include articles related to technology in adult education. The article DISTANCE EDUCATION INSTRUCTIONAL MODEL APPLICATIONS by Diane Jackman and Michael Swan describes the findings in a research study of the instructional model preferences of graduate students in courses offered over an interactive video network. Joanne Corsica's review of the book PAULO FREIRE: PEDAGOGUE OF LIBERATION provides a thoughtful discussion of the complexities of this significant adult educator, as presented by author John Elias. page 3 NEW HORIZONS IN ADULT EDUCATION Volume 9, Number 1, Winter 1995 DISTANCE EDUCATION INSTRUCTIONAL MODEL APPLICATIONS Diane H. Jackman and Michael K. Swan North Dakota State University ABSTRACT This study was designed to identify instructional models that can be used effectively in distance education over the Interactive Video Network (IVN) system in North Dakota and the instructional models preferred by students on-campus and off- campus. Role playing, simulation, jurisprudential, memorization, synectics, and inquiry models were found to be effective when adapted to the IVN system and were preferred by graduate students. It is recommended that faculty continue to to incorporate these models into the graduate courses offered over the IVN system. Direct instruction was perceived as the least effective instructional model and should be used to a limited extent. Introduction Distance educators have become increasingly familiar with the technology available to design and create effective learning environments. As technology becomes a major player in instructional design, it is imperative that instructional models providing effective instruction be identified. Learning is a complex process involving interactions among instructor, student, content, and the instructional environment (Keefe, 1987). In a traditional classroom setting, instructors accommodate and adapt to student needs, content needs, and environmental needs using a variety of instructional models. Distance education via the Interactive Video Network (IVN), simultaneous two-way audio visual interaction, brings an additional set of issues to be considered by the instructor and effective models for this delivery system need to be identified. North Dakota IVN is a two-way interactive telecommunications system located at many sites throughout the state. Any combination of two to fourteen sites may be page 4 connected together for a single event and several events may occur at the same time. IVN participants can hear all sites at all times but see up to four other sites. The Network automatically switches the video to the site that is currently speaking. For the automatic switching to occur, a sound must last about two seconds. IVN uses a compressed digital video format. The picture is very high quality but is not quite as well defined as network television. IVN instructors are typically given some training prior to their first teaching opportunity on the system, but are given limited opportunity to learn about instructional models other than lecture or direct instruction (Teacher Training Workshop Manual, 1993). Instructors are acquainted with the IVN technical system operations. Teaching methods/models are mentioned and instructors are encouraged to use several models. However, the "time on teaching" is spent on lectures and the technical information needed to support this instructional model: preparing study guides, developing visuals/graphics, and using questions. An instructor is left to think that lecture is the only model to use, especially since it was the model used by all of the presenters (Teacher Training Workshop Manual, 1994). The wide variety of teaching models available for use in classrooms is never presented to future IVN instructors. As the literature in instructional models was reviewed, one easy way to conceptualize the variety of models used was to use the framework developed by Joyce, Weil, and Showers (1992). They organize instructional models into families: social, information processing, personal, and behavioral systems. Each family contains several different instructional models with similar assumptions leading to similar outcomes. A brief description of the families and models follows. The Information Processing Family instructional models refer to the way students organize and acquire data, sense problems, generate concepts and solutions, employ verbal and non-verbal skills, and develop concepts. The models emphasize creative thinking, concept formation, and hypothesis testing. Instructional models included in this family are concept attainment, advance organizer, memorization, inquiry, synectics, and the inductive approach (Joyce et al., 1992). In concept attainment, instructors provide students with examples and non-examples of a concept. Additional examples and non-examples of the concept are given and the student is asked to identify common characteristics. Additional examples are provided and students are asked to hypothesize about the concept. Once students identify the concept, additional page 5 examples and non-examples of the concept are developed (Joyce et al., 1992; Kauchak & Eggen, 1993; Orlich, Harder, Callahan, Kauchak, & Gibson, 1994). In the advance organizer model, the teacher presents material in a clear precise order, with numerous examples related to students' prior knowledge. At the end of the lesson, students summarize the lesson and/or provide new examples or relationships (Joyce et al., 1992; Kauchak & Eggen, 1993; Eby & Kujawa, 1994; Orlich et al., 1994). Memorization techniques assist students in remembering facts, data, and/or information. Many different techniques, including key-word, substitute-word, link-work, ridiculous association and exaggeration are all effective in enabling student learning. Mnemonic devices students develop themselves, have been found to be the most effective in retention of knowledge (Joyce et al., 1992; Kauchak & Eggen, 1993). In the inquiry model, students are attempting to solve puzzling problems. Students collect and verify data, develop concepts/hypotheses, test concepts or hypotheses, and draw conclusions under the supervision of an instructor. Students are challenged to think, by each other and the instructor, about what is happening at all times (Joyce et al., 1992; Orlich et al., 1994). Synectics uses analogies to make the unfamiliar familiar. The instructor guides students through this model by asking a series of questions. The interactions throughout this model allow for discussions of similarities and differences between the original idea and the analogy (Joyce et al., 1992). In an inductive model, students are presented with a general idea to investigate and structure a problem they would like to pursue. Students identify critical data to gather, interpret data, identify relationships and/or apply principles to explain new phenomena. During the model, the instructor uses a variety of questions to assist students (Joyce et al., 1992; Kauchak & Eggen, 1993; Orlich et al., 1994). The Behavioral Family models emphasize changing the visible behavior of the learner rather than a learner's psychological structure or unobservable behavior. A basic assumption of all the models is a belief that humans are self correcting communication systems who modify behavior in response to previous behavior. Some of the instructional models in this family are mastery learning, direct instruction, and simulations (Joyce et al., 1992). page 6 In direct instruction, material is presented in small, sequenced segments. Connections are explicitly made for students and time is allocated for practice and feedback from the instructor. Constant review of previous learning is a part of this model as well as feedback and practice (Joyce et al., 1992; Eby & Kujawa, 1994; Orlich et al., 1994). The simulation model is a duplication of actual problems, events, or situations where the risk of injury to students is eliminated. The model involves both physical skill and social interaction simulations (Joyce et al., 1992; Orlich et al., 1994). The Social Family models emphasize the relationships of individuals to society and to other people. The instructional models are designed to take advantage of the collective energy that occurs when learning communities are built within a classroom. Some of the instructional models in this family are cooperative learning groups, role playing, jurisprudential, and conceptual systems (Joyce et al., 1992). Cooperative learning provides an opportunity for students to structure their own learning within a team setting. Each member of a group is responsible for ensuring that all group members understand and learn the material. Within this model are numerous techniques an instructor can select to use in a classroom (Joyce et al., 1992; Kauchak & Eggen, 1993; Eby & Kujawa, 1994; Johnson & Johnson, 1994; Orlich et al., 1994). A role playing model is used when an instructor wants to immerse students in learning. A problem or event to which students can easily relate to is identified, roles are assigned to selected students, and the rest of the class is given instructions on what to observe during the role playing event. A discussion follows the role playing event and may result in further re-enactments of the situation (Joyce et al., 1992; Eby & Kujawa, 1994; Orlich et al., 1994). The jurisprudential model involves the instructor and students in Socratic dialogue. The instructor presents material which students use to form public policy issues. The students take a position on the policy issue and gather evidence to support their point of view. During this process, the instructor questions students to enhance their critical thinking skills (Joyce et al., 1992). Conceptual systems is a framework for thinking about how individual students learn. The theory describes human development in terms of increasingly complex systems for processing information about people, things, and events and page 7 was developed by David Hunt and associates. In order for the information processing systems to be effective, appropriately complex learning environments must be designed (Joyce et al., 1992). The Personal Family instructional models focus on an orientation to self and self development. The main goal of these instructional models is to help students develop productive relationships with their environments and view themselves as capable persons. Concepts of self and nondirective teaching are two of the instructional models in this family (Joyce et al., 1992). A variety of instructional models have been found to be effective in traditional classrooms, but no studies have been found to determine the effectiveness of instructional models in the various forms of distance education, specifically IVN. Limitations The major limitations of the study were a) the number of graduate level courses being offered through the School of Education on the IVN system during any one semester, b) the number of instructors using more than one model in their instructional delivery, and c) the time for instructors to learn more about various instructional models and their usage on the IVN system. These were considered by the researchers as important concerns and should be considered when designing further research in this area. Purpose The purpose of this study was to identify the instructional models, based on the framework of Joyce et al. (1992), that can be used effectively in distance education over the IVN system in North Dakota. The objectives of this study were reflected in the following research questions: 1. What instructional models are effective when used in distance education? 2. What instructional models are preferred by students both on-campus and off-campus? Methodology Students enrolled in selected IVN graduate courses offered by the School of Education at North Dakota State University during the 1993-1994 academic year served as the sample for this study. page 8 The effectiveness of the instructional models proposed by Joyce et al. (1992) for use in the IVN system in North Dakota, was determined using a survey instrument developed by the researchers. This survey instrument was designed using a 5 point Lickert scale and pilot tested with IVN instructors and students at North Dakota State University during the Summer of 1993. Minor modifications were made to the survey instrument following the pilot test. The Cronbach Coefficient Alpha test was used to determine reliability of the appropriate sections of the instrument r = .84. The alpha level for all statistical testing in this study was set at the .05 level. The items in the survey instrument were related to instructional models, the IVN system in general, and demographics. After securing permission from the instructor responsible for the class, the survey instrument was administered to students at both on-campus and off-campus sites. Data were analyzed using appropriate statistical analysis. Statistical analysis programs designed for the microcomputer were utilized. Findings The study included 93 graduate students enrolled in IVN distance education courses during fall 1993 and spring 1994 at North Dakota State University. The study participants were divided into two groups by location of attending the courses, on-campus and off-campus. The on-campus students, N = 80, were those students enrolled in the courses and attending the NDSU campus. The instructor was teaching from this site. The off-campus students, N = 13, were those students enrolled in the courses and attending at a distance location external from the NDSU campus and the instructor was viewed on screen. Demographic data were collected from each group to identify characteristics of the groups. Of the on-campus students, 62.5% were identified as female and 37.5% male, ranged in age from 20-59 years, 84% had received a BA/BS degree, and 61 % were married while 39 % were not married. The off-campus students were 69.2% female and 30.8% male, ranged from 30-49 years of age, all had received BA/BS degrees, and 85% were married while 15 % were not married. Objective one of the study was to determine which instructional model(s) are effective when used in distance education, IVN, settings in North Dakota. Table 1 identifies how each of the two groups ranked, by mean scores, the effectiveness of specific instructional models identified by Joyce et al. (1992). Table 1 also identifies how both groups page 9 ranked, by mean scores, the individual models on their effectiveness over IVN. Table 1 Rank Order of Effective Instructional Models Using Distance Education, IVN Model On-Campus Off-Campus All Groups Mean Rank Mean Rank Mean Rank Role Playing 2.83 1 2.74 3 2.82 1 Simulation 2.70 2 2.49 10 2.67 2 Jurisprudential 2.61 3 2.90 2 2.65 3 Memorization 2.54 5 3.13 1 2.62 4 Synectics 2.55 4 2.74 3 2.57 5 Inquiry 2.49 6 2.72 5 2.52 6 Inductive Approach 2.41 8 2.72 5 2.45 7 Cooperative Learning 2.43 7 2.46 11 2.43 8 Conceptual Systems 2.34 9 2.67 7 2.38 9 Concept Attainment 2.34 9 2.54 9 2.37 10 Advance Organizers 2.34 9 2.56 8 2.37 10 Direct Instruction 2.11 12 2.13 12 2.11 12 Objective two was to determine which instructional models were preferred by students enrolled in IVN courses. An analysis using t-test comparisons of both on-campus students and off-campus students resulted in no statistically significant difference between the two group means on the instructional models preferred. Both groups placed high importance on active learning models as is evident from the rank orders in the table. The off-campus group did prefer the memorization model over all other models identified in the study. But it was not significantly different than the on- campus group preferences. Conclusions The results of this study indicated that many students were familiar with and recognized different instructional models. All of the students in this study had direct connections to a program in the School of Education, where it is expected that they know, are aware of, and use different instructional models. Students in other academic programs may not have been as familiar with the names of the different instructional models. For this reason, it is with caution that we interpret the results and generalize to the entire IVN student population. page 10 The following conclusions are based on the findings of this study and can be generalized only to similar groups in similar situations. The six highest ranking instructional models most effectively utilized over a distance delivery system are a) Role Playing, b) Simulation, c) Jurisprudential, d) Memorization, e) Synectics; and f) Inquiry. These six models represent three of the families of instructional models identified by Joyce et al. (1992). It is recommended that all of these models should be and continue to be incorporated into the teaching of graduate courses over a distance education system, IVN. It was perceived by students that direct instruction was the least effective instructional model and should be utilized to a limited extent if at all. Graduate students preferred to be active in the learning process and identified the models which placed them in an active learning situation. This is important since many traditional graduate courses do not use active learning models as an integral part of the curriculum. It is recommended that graduate instructors examine the models used in their classrooms and incorporate additional models to their teaching repertoire. Active learning models have been and should continue to be implemented in teaching of graduate courses over the IVN system in North Dakota. Special attention should be given to the specific models identified as being preferred by the graduate students in this study. As a result of this study, an Alternative Instructional Models for IVN Delivery Handbook (Jackman & Swan, 1994) was developed and printed as an additional resource for IVN instructors in North Dakota. The handbook includes a section on general information for all IVN instruction but the majority is devoted to specific models found to be effective on IVN, including the modifications for the effective use in distance education. This resource should be useful to any instructor on the IVN system, regardless of the level of course being taught. As more experience is gained in IVN instruction, the Handbook will be revised and updated to contain useful instructional information. Suggestions for Further Research As this study progressed, the researchers began to think of numerous studies that would build on this study and provide a more complete picture of distance education in North Dakota. Ideas for additional research involving other aspects are listed below: page 11 1. Replicate this study with students from all campuses in North Dakota enrolled in IVN courses. 2. Examine the differences and similarities between undergraduate and graduate instruction. 3. Examine the relationship between the discipline and the instructional models favored. 4. Evaluate and revise the distance education handbook developed to include specific ideas from IVN instructors who have used various instructional models. 5. Evaluate the instructional models currently being used by IVN instructors for delivery in distance education settings. REFERENCES Eby, J. W., & Kujawa, E. (1994). REFLECTIVE PLANNING, TEACHING, AND EVALUATION: K-12. New York: Merrill, an imprint of Macmillan. Jackman, D. H., & Swan, M. K. (1994). ALTERNATIVE INSTRUCTIONAL MODELS FOR IVN DELIVERY (Vol. 1). Fargo: North Dakota State University, Central Duplicating. Johnson, D. W., & Johnson, F. P. (1994). JOINING TOGETHER - GROUP THEORY AND GROUP SKILLS. Boston: Allyn and Bacon. Joyce, B., Weil, M., & Showers, B. (1992). MODELS OF TEACHING. Boston: Allyn and Bacon. Kauchak, D. P., & Eggen, P. D. (1993). LEARNING AND TEACHING: RESEARCH BASED METHODS. (2nd ed.). Boston: Allyn and Bacon. Keefe, J. (1987). LEARNING STYLE: THEORY AND PRACTICE. Virginia: National Association of Secondary School Principals. Orlich, D. C., Harder, R. J., Callahan, R. C., Kauchak, D. P., & Gibson, H. W. (1994). TEACHING STRATEGIES: A GUIDE TO BETTER INSTRUCTION (4th ed.). Lexington, MA: D.C. Heath. Shaftel, F. R., & Shaftel, G. (1982). ROLE PLAYING IN THE CURRICULUM (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. TEACHER TRAINING WORKSHOP MANUAL. (1993). North Dakota Interactive Video Network. TEACHER TRAINING WORKSHOP MANUAL. (1994). North Dakota Interactive Video Network. page 12 NEW HORIZONS IN ADULT EDUCATION Volume 9, Number 1, Winter 1995 B O O K R E V I E W PAULO FREIRE: PEDAGOGUE OF LIBERATION by John L. Elias Reviewed by Joanne Y. Corsica State University of New York/Empire State College In exploring Freire's work as an educational practitioner and theorist, Elias takes both a critical and analytical approach. The author organizes his discussion and interpretation of Freire's thought around two central theses: that Freire's eclectic excursions into philosophy, social theory, political theory, linguistics, and anthropology are controlled principally by his educational interests, and that Freire's religious and theological views as a Latin American Catholic have shaped much of his thinking as an educational philosopher, sociologist, political reformer, and radical. Elias introduces his readers to Freire first by situating the man and his work in the historical, economic, and political context of his life in Northeast Brazil, i.e., his early experiences with poverty, his experiences as a student and literacy educator in revolutionary in Brazil, his evolution from reformist educator to revolutionary, and his experiences in exile in Chile, the United States, and with the World Council of Churches. In the following chapter Elias presents a cogently detailed, but critical description of Freire's literacy and post literacy educational methods. The author stresses that Freire is first and foremost an educator whose efforts are political, and whose educational philosophy is grounded in Catholic liberation theology. Thus, having set the stage, Elias examines the multiplicity and diversity of academic disciplines and fields of study that Freire has drawn upon in the course of his intellectual development and the development of his educational philosophy and practice. In so doing, Elias related Freire's works to the five major influences of liberalism, existentialism, phenomenology, Catholic theology, and revolutionary Marxism, as well as to specific liberal philosophers, theologians, educators, and Marxists such as Mounier, Popper, Manning, Dewey, Marcel, Sartre, Jaspers, Buber, Husserl, de Chardin, Fromm, Kolakowski, Memmi, and Fanon, to name a few. The author discusses Freire's theories of knowledge, learning, revolution, education, human nature, and theology in page 13 the next several chapters as he develops his two organizing theses. While acknowledging the significance and importance of the contributions Freire has made to education (most particularly to adult literacy education) and to liberation theology, Elias continues to weave his analysis of the influences, paradoxes, confusions, and inconsistencies of Freire's thought throughout his discussion. As an educator involved in nontraditional adult education Freire's thought, methods, and approach to adult education have significantly influenced what I do. Elias's balanced and informed treatment of Freire's work and the influences that contributed to his thinking have enriched my understanding and appreciation of the person, his work, and his contributions to the field of education. I genuinely enjoyed this book and learned a great deal from it. This book would be an excellent supplement to graduate level course work in topics such as the sociology of education, an introduction to liberal studies, or multicultural education. REFERENCE Elias, J. L. (1994). PAULO FREIRE: PEDAGOGUE OF LIBERATION. Malabar, FL: Kreiger Press. NEW HORIZONS IN ADULT EDUCATION Volume 9, Number 1, Winter, 1995 F O R Y O U R I N F O R M A T I O N CUMMULATIVE INDEX OF NEW HORIZONS IN ADULT EDUCATION Volume 1 Number 1 Adult Education in Nicaragua: Adapting and Growing in a Changing Reality by Samuel Simpson page 14 Volume 2 Number 1 Propaganda in Adult Education by Richard Novak The Informing of Adult Education by Adult Development by Nancy E. Hagan Procedures for Writers in the Field of Adult Education: How to Make Your Writings More Consistently Accessible within Computerized Information Databases by Judith Gwinn Adrian Feminist Methodology: A new Way of Knowing? by Carolyn Chase Volume 2 Number 2 Into 'Terra Incognito': Considerations on the 'Timeliness' and 'Importance' of the Carnegie Corporation's Early Involvement in Adult Education by Michael Law Women and Literacy in Tanzania by Sharon Cramer Bell Physical Learning Environments: Why Be Concerned? by Rodney Fulton Introducing Metaphors of Chaos to Adult Education by Robert Domaingue Volume 3 Number 1 Comparison of Computer and Audio Teleconferencing: One instructor's View by Norman Coombs Intellectual Suppression: Australian Case Histories, Analysis and Responses by Roger Boshier page 15 Volume 4 Number 1 Straight Time and Standard Brand Adult Education by John Ohliger A Comparison of Folk High Schools in Denmark, and East and West Germany by Robert Wendel A Descriptive Appraisal of Functional Literacy in Nigeria by Muyiwa Igbalajobi and Ayodele Fajonyomi Intentional Changes by David Price Volume 5 Number 1 Community Adult Education In America: An Overview by Michael W. Galbraith and David Price Community Adult Education In Developing Countries by Linda Ziegahn Facilitated Community Development In A Rural Area by Allen B. Moore and Mary Anne Lahey Envisioning A Sustainable Society: Learning Our Way Out by Daniel V. Eastmond Volume 5, Number 2, Fall 1991 Technology in the Classroom of the Future by Wayne Hurtshuh Model Building and Strategic Planning in Continuing Higher Education by Paul J. Edelson Culture Wars by Michael E. Ehringhaus page 16 Volume 6, Number 1, Spring 1992 Characteristics of Adult Education Students and and the Factors Which Determine Course and Program Completion: A Review by Mary F. Sheets Working Toward More Effective Adult Christian Education: A Case Study of Youngville Baptist Church by Robert C. Ballance In a Different Voice: Psychological Theory and Women's Development by Susan Slusarski Volume 6, Number 2, Fall 1992 Customer Satisfaction Studies: Implication for Job Related Continuing Education by J. A Farmer, J. G. Land, L. L. Gilbert, & J. R. Ainsley. Bringing the Partners Together in Workplace Literacy: A Canadian Perspective by M. C. Taylor, L. Shohet, & C. Macleod. Killing the Spirit: Higher Education in America by Terrence R. Redding Volume 7, Number 1, Spring 1993 Radical Adult Education with Older Persons by Eric Friedrich Theory-based Practice: A Model SDLS Program by John L. Lewis and Barbara K. Mullins The Need for Continuing Education for the Deaf: Are Adult Educators Listening? by Kimberly A. Townsend Towards an Anti-Racist, Feminist Teaching Method by Tania Das Gupta page 17 Volume 8, Number 1, Winter 1994 Planning for an Evaluation of a National Vocational Education Program in a Developing Nation by Edgar I. Farmer, Raymond G. Taylor, Hyunyoung Kim, and Yacouba Konate Student Diversity and the Culture of Higher Education by Rae W. Rohfeld Asking the Right Questions: Assessment and Program Planning for Adults with Learning Difficulties by Ellen Arnold Volume 8, Number 2, Spring 1994 The Singing Heart of Highlander Folk School by Vicki K. Carter Political Correctness, Post-Modernism, and Academic Adult Education by William S. Griffith NEW HORIZONS IN ADULT EDUCATION Volume 9, Number 1, Winter 1995 HOW TO OBTAIN BACK ISSUES OF NEW HORIZONS To obtain any issue of NEW HORIZONS IN ADULT EDUCATION, please send your email request as follows: Address message to -- listserv@alpha.acast.nova.edu (NOT to AEDNET) Subject: -- (not necessary) Message -- get horizons vol6n1 (In this example vol6no1 is the requested issue as selected from the index.) To request an index, type the following in the body of the message: index horizons page 18 NEW HORIZONS IN ADULT EDUCATION Volume 9, Number 1, Winter 1995 C A L L F O R M A N U S C R I P T S New Horizons in Adult Education, founded in 1987, is a refereed electronic journal which provides faculty, graduate students, researchers, and practitioners with a means for publishing their current thinking and research within adult education and related fields. The journal is published two or three times a year and is transmitted through this electronic network -- AEDNET. New horizons publishes research, thought pieces, book reviews, point-counter-point articles, conceptual analysis, case studies, interactive articles, and invitational columns. The editorial staff welcomes articles for review submitted either electronically through AEDNET or as conventional paper copies through regular mail. If you would like to submit an article or obtain guidelines for manuscript submission, you may contact New Horizons in Adult Education by e-mail or mail. E-mail address: horizons@alpha.acast.nova.edu Mailing address: New Horizons in Adult Education Nova Southeastern University Programs for Higher Education/FCAE 3301 College Avenue Fort Lauderdale, FL 33314