Are there transformative indicators for motivation to learn?

Fourteen nursing s tudents enrolled in a community coll ege were chosen by purposeful se lection to be i nterviewed in a qualitative survey. A proposed mode l of Learner Motivation Development was examined . The mode l describes four stages of motivati on development progression across the lifespan: I Survival (infancy to childhood), I I Expl oration (childhood to adolescence), III Identification (pre- adulthood), and IV Reflection ( adulthood ). This r esearch examined the last two stages. The criteria used to categorize the students within the fr amework were bas ed on human development theories as described by Maslow (1954) and Erikson (1950). The concept of critica l thinking proposed by Brookfield (1987) and the ideas of transformative learning expressed by Mezirow (1991) were also incorporated. The researcher' s criteria , antici pated behaviours and characteri stics, were used to ana lyze the students' responses to open-ended questions. The central theme of the research was based on the assumption that motivation to learn is intrinsic and inherent in pre-adult and adult learners. Six pre-adults and two adults met the descriptors set for stage III Identification. Five adults and one pre-adult met the criteria for stage IV Reflection. The impact of life e xperiences and maturation were clearly demonstrated.

For whom the cruiser rolls: a retrospective analysis of factors relating to recidivism in a sample of graduates from a court-ordered alcohol education and awareness program

This study investigated, retrospectively, whether recidivism in a sample of court-ordered'graduates of an alcohol education and awareness program could be predicted. This alcohol education program was based on adult education principles and was philosophically akin to the thoughts of Drs. Jack Mezirow, Stephen Brookfield, and Patricia Cranton. Data on the sample of 214 Halton IDEA (Impaired Driver Education and Awareness) graduates were entered into a spread sheet. Descriptive statistics were generated. Each of the 214 program graduates had taken several tests during the course of the IDEA program. These tests measured knowledge, attitude about impaired driving, and degree of alcohol involvement. Test scores were analyzed to determine whether those IDEA graduates who recidivated differed in any measurable way from those who had no further criminal convictions after a period of at least three years. Their criminal records were obtained from the Canadian Police Information Centre (CPIC). Those program graduates who reoffended were compared to the vast majority who did not reoffend. Results of the study indicated that there was no way to determine who would recidivate from the data that were collected. Further studies could use a qualitative model. Follow-up interviews could be used to determine what impact, if any, attendance at the IDEA program had on the life of the graduates.

The assessment of self-directed learning among pre-service students in an Ontario faculty of education

The study determined students' perceptions of self-directed learning in their courses. Tests to assess perceptions are not being used in many programs. Assessments such as the Self-Directed Readiness Scale (SDLRS) and the Oddi continuing Learning Inventory (OCLI) have weaknesses that may have affected the use of tests. In this study, the creation of the Self-Directed Learning Test (SDLT) monitored students' perceptions by addressing what students were told before registration, how much input students had in developing the structure of the course, how much input students have in determining the evaluation for the course, what style of learning is taking place, and the characteristics of learning found among students. Fifty-one students in the pre-service program at Brock University completed the SDLT. Results showed that 47.1% of the sample liked self-directed learning. Several students who stated that they did not like selfdirected learning did not know what self-directed learning was. Results supported Brookfield's (1986) claim for more education on what self-directed learning is. The study did not support Knowles' (1980) assumption that adult students know and want to follow self-directed approaches to learning. The SDLT is a good method for monitoring self-directed learning and how students perceive their courses.

Second Welland Canal - Book 3, Survey Map 12 - Village of Welland

Survey map of the Second Welland Canal created by the Welland Canal Company showing the canal in the Village of Welland. Identified structures and features associated with the Canal include the towing path, the old canal, the aqueduct lock, the new aqueduct, the old aqueduct, Lock Tenders House, a waste weir, culvert, covered drain, drain, dam, flume, and the canal's New Line. The surveyors' measurements and notes can be seen in red and black ink and pencil. Local area landmarks are also identified and include bridges, roads, and streets (ex. Division Street and Main Street), Chippewa Creek, Mill Pond, Mill Race, Court House and Gaol, Seeley (Seely) and Dunlop Saw Mill, Seeley (Seely) and Dunlop (Burnt) Grist Mill, Montrose Grist Mill, M. Caferty (Cafferty) City Hotel, Welland House by Wilkerson, Eli Mead Wharf Lot, A. Sherwood Wharf Lot, D. P. Myers Store, M. Cook Grist Mill, A. H. Cosby Saw Mill, Betts Lumber Yard, T. Quinn Tavern, a Carding Mill, shed, several barns, a hotel, and several structures or properties belonging to: J. P Evans, W. A. Phillips, S. Hampton, M. Silverthorne, D. McEwing, W. B. Hendershott (Hendershot), T. Burgar, J. Brookfield, A. Hendershott, Joseph Burgar, C. Demrie, M. Cafferty, J. Spencer, Mrs. Curran, John Lemon, D. Cooper, H. A. Rose, J. Bridges, A. Chapman, and R. Morewood. A structure belonging to a D. McKelly or McKully, and a store belonging to a J. Fino or Finn are also present. Properties and property owners of note are: Lots 247 and 248 of the Thorold Township, 5th Concession Lots 26 and 25 of the Crowland Township, Smith Shotwell, Eli Mead, D. P Myers, Donaldson, McFarland, Mrs. Silverthorne, Price, and Griffth. A County Court House Lot containing the Court House, Gaol and Gaol Yard is present.