New directions for adult and continuing education, no. 93, Spring 2002

TLDR: The "Contemporary viewpoints on teaching adults effectively" as discussed by the authors brings together the perspectives of nine experts in the field of teaching adults, focusing on the role of the teacher as a mentor and the relationship between the roles of mentor and teacher.

Abstract: 'New directions for adult and continuing education', published quarterly, is part of The Jossey-Bass Higher and Adult Education Series. This issue, entitled 'Contemporary viewpoints on teaching adults effectively' brings together the perspectives of nine experts on teaching adults. The chapters are: 'Good teaching: one size fits all?' by Daniel D. Pratt (p. 5-15) which cautions against a one-size fits all approach to teaching adults; 'Teaching style: where are we now?' by Joe E. Heimlich and Emmalou Norland (p. 17-25) which reminds the readers that there is no one single approach to teaching and that understanding one's teaching style can serve as a basis for the improvement of instruction; 'The role of the teacher as mentor' by Lois J. Zachary (p. 27-38) which explores the relationship between the roles of mentor and teacher, points out that these two roles are not synonymous and describes key dimensions of effective mentoring; 'Race matters: the unspoken variable in the teaching-learning transaction' by Juanita Johnson-Bailey (p. 39-49) which points to the importance of examining and understanding race as a variable which affects the teaching and learning transaction; 'Teaching all learners as if they are special' by Nancy F. Gadbow (p. 51-61) which considers special learning needs of adult learners and examines effective strategies and technologies that can be employed to meet these special needs; 'Teaching for transformation' by Patricia Cranton (p. 63-71) which provides a brief synopsis of transformative learning theory, seven facets of the transformative learning process as well as teaching strategies designed to promote each of these facets; 'Quantum learning: teaching as dialogue' by Jane Vella (p. 73-83) which examines the relationship between teaching and learning, beginning with a definition of quantum learning and then outlining the dialogue approach to quantum learning; 'Effective teaching of adults: themes and conclusions' by Jovita M. Ross-Gordon (p. 85-91) which integrates information from the previous chapters and discusses the underlying themes and issues related to effective teaching of adults.