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This volume is the fourth in a series established by the National Center for the Study of Adult Learning and Literacy (NCSALL) to present and analyse the research literature and best practice on key issues in the field of adult learning and literacy in the US. The series is intended to inform those concerned with improving the quality of adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. The volume begins with a review of significant developments in the field during the year. The papers included are both theoretical and practical and cover a wide range of topics essential to the success of adult education and literacy services in the US. A concluding essay and bibliography examines adult learning theories. The papers are as follows: The year 2001 in review / Thomas G. Sticht (p. 1-16); Race, class, gender, and sexual orientation in adult literacy: power, pedagogy, and programs / Deborah D'Amico (p. 17-69); Why do companies provide workplace education programs? / Alec Levenson (p. 71-108); Implications of new learning technologies for adult literacy and learning / Regie Stites (p. 109-155); Applying constructive-developmental theories of adult development to ABE and ESOL practices / Deborah Helsing, Eleanor Drago-Severson, Robert Kegan (p. 157-197); The changing landscape of adult learning theory / Sharan B. Merriam (p. 199-220); Resources on adult learning theory / Sharan B. Merriam (p. 221-235). Includes author and subject indexes.