elect as important for effective teaching' (ibid., p. 150).
Conclusion
Is teaching adults different? Based upon the literature discussed here, the answer is both yes and no. Perhaps a better way to frame the question would be 'Should teaching adults be different?' The answer to that would, of course, depend upon the purpose of the teaching-learning situation, including what approach and methods seem to be appropriate, as well as the needs of the learners. Many of the myths related to teaching adults emerge from an uncritical acceptance of the theory of andragogy. Unfortunately, the assumptions underlying the theory are still largely untested through research. Pratt (1993) also points out that adult educators need to examine the philosophical assumptions underlying andragogy in order to clarify 'the underlying values and beliefs and . . . central concept of [adult] learning' (p. 87).
References
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Donaldson, J. F.; Flannery, D.; and Ross-Gordon, J. 'A Triangulated Study Comparing Adult College Students' Perceptions of Effective Teaching with Those of Traditional Students.' Continuing Higher Education Review 57, no. 3 (Fall 1993): 147-165.
Flannery, D. 'Adults' Expectations of Instructors: Criteria for Hiring and Evaluating Instructors.' Continuing Higher Education Review 55, nos. 1-2 (Winter-Spring 1991): 34-48.
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Pratt, D. D. 'Andragogy after Twenty-five Years.' In An Update on Adult Learning Theory. New Directions for Adult and Continuing Education No. 57, edited by S. B. Merriam. San Francisco, CA: Jossey-Bass, Spring 1993.
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