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.

Letter - Gus Schmon to Eleanore Celeste Schmon

Eleanore Celeste's brother-in-law, Gus, is writing to her from Pennsylvania. He has work there and states "My work is interesting and a big chance to learn things out here." He also mentions that he travels to Philly most weeks. He mentions that the boys canoe, swim, and run dances. This letter is not dated.

Can poor readers visually recognize words they are unable to read? /

The ability to learn new reading vocabulary was assessed in 30 grade 3 poor readers reading approximately one to two years below grade level; the results of the assessment were compared to the performance abilities of 33 normal readers in grade 3 as obtained from an earlier study that employed the same approach and stimuli. The purpose of the study was to examine the strategies employed by poor readers in the acquisition of new reading vocabulary. Students were randomly assigned to either a treatment group (Mixed Phonics Explicit), or to a control group (Phonics Implicit). Subjects in the Mixed Phonics Explicit groups received explicit letter/sound correspondence training. Subjects in the Phonics Implicit group were asked to re-read the presented pseudo-words, receiving corrective feedback when necessary. The stimuli on which the subjects were trained involved a list of six pseudo-words presented in sentences as surnames. The training involved a teaching and test format on each trial for a total of six trials or until criterion had been reached. The results suggested that both normal and poor readers engage in visual learning and verbal coding when acquiring new reading vocabulary. However, poor readers appear to engage in less verbal coding than normal readers. Between group comparisons showed no difference between poor and normal readers in trials and errors to criterion in the visual recognition memory measure. However, normal readers performed significantly better in reading their visual recognition choices.

Learning English as an adult: a narrative of women's improvised and empowered lives /

This thesis is a narrative inquiry of learning English as an adult. It stories the journey of 7 women, including me, and unravels lived experiences that serve as learning models. Learning English as an adult presents challenges and results in lifelong implications both in personal and professional life. Every learner's experience is imique and, when reflected upon, each experience is a valuable source of knowledge for constructing meanings and forging new identities. The stories are testimony to the participants' lives: interrupted yet improvised, silenced yet roused, dependent yet independent, intimidated yet courageous, vulnerable yet empowered. The personal experiences elucidate the passion, the inner voices, the dreams, and the rewards that compel persistence in learning a new language and releaming new social roles. The stories provide encouragement and hope to other women who are learning or will learn English in their adult years, and the lived experiences will offer insights for English language teachers. This thesis employs the phenomenology methodology of research with heuristic (discovery) and hermeneutical (interpretative) approaches using the reflective-responsivereflexive writing and interviewing methods for data gathering and unravelling. The narrative inquiry approach reaffirms that storytelling is an important tool in conducting research and constructing new knowledge. This thesis narrates a new story about sharing experiences, interconnecting, and continuing to learn.

Using dramatic activity to enhance Junior Core French students' motivation and oral communication skills /

Junior Core French students' motivation to learn a second language and students' French oral communication skills relating to drama instruction were investigated in this study. Students' increased and improved motivation and oral acquisition were measured by several forms of data collection including journals, questionnaires and surveys, interviews, outside observer and teacher observations, and anecdotal comments. The results indicated that as a result of drama integration in the Junior Core French classroom, grade 5 students, both male and female, were more motivated to participate in second language instruction, thereby increasing and improving their oral communication skills. The findings showed that more males than females reported that drama integration allowed them the opportunity to use their French speaking skills. Research shows that interactive approaches to teaching such as drama give students the motivation and enthusiasm to learn.

A cognitive schematic paradigm for expository essay writing in secondary schools

The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies.

Applying andragogy to the open college learner

Questionnaires were sent to 703 Open College students. The questionnaire asked questions regarding personal demographics, how they felt about andragogy as postulated by Malcolm Knowles, and invited responses pertaining to the institutional practices of Open College. Two hundred and ninety-four responses were received. The information was synthesized and used descriptively. The information regarding andragogy was also used descriptively and analyzed using chi-square. The statistics were compared by gender. No significant difference was found. Students rejected the concept of self-directed learning. They did use their past experience when preparing assignments, however. They also entered Open College in order to learn how to do something better rather than for esoteric reasons. In fact, their whole orientation to learning was very practical in nature. The factors motivating these learners were internal rather than external. In addition, institutional practices were identified that could further enhance the Open College experience.

Women over thirty choosing education as a solution to a problem

This study explored motivations of mid-life women over 30 years old who had returned to school. It sought to fmd whether these women returned to solve a problem arising from life events, whether viewing a problem was related to internal or external motivation, whether this perception was related to having greater coping skills, and whether having greater coping was related to seeking support from internal or external sources. This study examined which emotions were most related to viewing a life event as a problem. Finally, it explored the results of previous research of mid-life women in their role as a student. Women (N==83) from three types of institutions volunteered for this study: a university (N==34), a college (N==28), and an adult education centre (N==21). Participants took home a questionnaire package - a I3-page questionnaire and consent form - that were completed and mailed back to the researcher in pre-paid envelopes. Results showed that women over 30 seek education as a solution to a life event problem. External motivation was related to a life event being a problem (p<.005). There was a significant difference in coping scores between institutions. Moods that were related to viewing a life event as problematic were: anger and depressive moods (p<. 001), fatigue and vigor (p<.O 1), and tension/anxiety (p<.05). Mid-life women students' satisfaction in this role was related to being externally motivated. These women sought support from both internal and external sources, rarely had social interactions with peers, and viewed this role as important, yet, temporary in that it will help them change their lives. Implications ofthe results suggest further exploration ofthe roles of anger and depression in motivating women over 30 to learn and finding ways of directing women to use their emotional intelligence to seek out learning.

Moving from values inaction to values-in-action : an exploration of how values can be managed intentionally by national sports organizations

The study examined the intentional use of National Sport Organizations' (NSOs) stated values. Positive Organizational Scholarship (POS) was applied to an Appreciative Inquiry (AI) approach of interviewing NSO senior leaders. One intention of this research was to foster a connection between academia and practitioners, and in so doing highlight the gap between values inaction and values-in-action. Data were collected from nine NSOs through multiple-case studies analysis of interview transcripts, websites, and constitutional statements. Results indicated that while the NSOs operated from a Management by Objectives (MBO) approach they were interested in exploring how Management by Values (MBV) might improve their organization's performance. Eleven themes from the case studies analysis contributed to the development of a framework. The 4-1 framework described how an NSO can progress through different stages by becoming more intentional in how they use their values. Another finding included deepening our understanding of how values are experienced within the NSO and then transferred across the entire sport. Participants also spoke about the tension that arises among their NSO' s values as well as the dominant values held by funding agents. This clash of values needs to be addressed before the tension escalates. Finally, participants expressed a desire to learn more about how values can be used more intentionally to further their organization's purpose. As such, strategies for intentionally leveraging values are also suggested. Further research should explore how helpful the 4-1 framework can be to NSOs leaders who are in the process of identifying or renewing their organization's values.

Exploring the Connections between Information Literacy and Writing for International Students

a mixed-method investigation of undergraduate and graduate international students' proficiencies in both information literacy and academic writing to see if a relationship exists between them

Letter - E.C. Schmon to Arthur A. Schmon, Monday Afternoon

The letter reads:" Dearest, How do you like this little surprise party? It is the latest way of sewing for the Red Cross - You remember I told you I was to meet Maud at two o'clock this afternoon, and we were going down to make surgical dressings? Well, thru a little misunderstanding about our meeting place, we missed each other; so I returned home. Mother thought I looked tired and insisted upon my taking a nap. I cam up to my room, and for an hour I've been trying to sleep, but "thought"(???) has prevented it. Artie dear, I have such an awful attack of the blues and while I was lying there trying to fight it, and also wishing that I knew your address - for I felt so much like writing to you, the thought came to me, that I could send a letter to you thru Chaunce, if I knew his company number. Hence - ensued a little chat with Mrs. Leake on the phone, and receiving the desired information, rushed to my desk, and - thus endeth the little tale. You are just about reaching Washington now, and I bet you are tired after that dreadfully monotonous trip. Take good care of yourself my "___"(?) Good luck, and lots of other wishes. Lovingly "Me". P.S. Write real, real soon and thank Chaunce for playing postman. L.

Letter - E.C. Schmon to Arthur A. Schmon, 21 August 1918

Eleanore Celeste is writing to Arthur from Whippang, New Jersey. She describes the beautiful woods, fields and mountains. The letter is labelled number 148.

Letter - Mayor Armour L.McCrae to The Ninety-Nines, Inc.,

A letter written by Mayor of Welland, Armour L. McCrae, to The Ninety-Nines (International Organization of Women Pilots), recommending Mrs. Dorothy Rungeling for the Amelia Earhart Scholarship. The letter reads: "Dear Madam: I am taking this opportunity of writing to you to support the name of Mrs. D. Rungeling for the Amelia Earhart Scholarship. Mrs. Rungeling has brought considerable fame to our city through her activities in the air and has placed second and fifth in recent All Womens Air Races. Perhaps, however, her most outstanding feats have been performed through her support of flying through the medium of our Flying Club. Towards this end, she regularly contributes through her column in the newspaper and was rewarded last year by receiving a National Trophy for her efforts. It would not be out of the way to say that Mrs. Rungeling has meant the difference between our City giving up this Airport or continuing. Her splendid personal triumph and her daily advocacy of flying has made our people flying conscious and we feel that we owe her a debt of gratitude for this fine work. Trusting this communication is in order, I am Yours very truly, Armour L. McCrae, Mayor.

Letter to A.K. Boomer of the Niagara District Agricultural Society, 1845

Mr. Graham of the Bertie Agricultural Society is writing to obtain information from A.K. Boomer of the Niagara District Agricultural Society. The Niagara District Agricultural Society was established in 1793. Regular meetings and annual fairs were held by the society.

Exploring the experiences of youth in a development program with integrated physical activity in Costa Rica

National governments, the United Nations, and other organizations have deemed sport and other means of physical activity such as recreation, games and play for development a useful means for addressing a wide range of problems in communities and more specifically, providing youth with an opportunity to experience the benefits of physical activity. There is a need for research that furthers our understanding of how participants experience these programs. Specifically, the purpose of this study, was to better understand the lived experiences of the participants in a YMCA camp program that integrated physical activity and play for the specific development of poor youth street workers. A phenomenological approach infonned by a critical perspective (Creswell, 2003; Rossman & Rallis, 2003) was used. The study took place through the Asociaci6n Cristiana de J6venes de Costa Rica (ACJ) in Central America. The focus was on a camp program and the lived experiences of six purposefully chosen, youth street workers between the ages of 13-17. Their experiences were explored through semi-structured interviews. Other data that fonn the study include: field notes, observations, a reflexive journal and document analysis. The findings that emerged from the data include main themes of relationships, poverty, personal change and empowennent. For many youth, the ACJ is a relatively safe place to play, to "detach," their minds, to "distract" and "disorient" themselves from their dysfunctional families, violent neighbourhood, the poverty they live in, and from the necessity of having to work in the street to supplement the family income. Although many studies have shown that programs that include physical activity, play and/or sport have a positive impact on youth with regard to healthy development and improvements in well-being, there has been little work done to address the voices and experiences of the youth that participate in these programs. Using an interpretive-critical approach, this study focused on the participants' personal backgrounds, their experiences within the program and their critical reflections on the program. This study draws from a phenomenological philosophy and method to report findings from participants in an ACJ program in Costa Rica. This research shows how these youth were given the opportunity to use the program and the ACJ property as a relatively safe place to play, to behave like the youth they are, to establish and maintain their friendship networks, and develop empathy and conflict resolution skills. The fmdings from this study reveal how by participating in the ACJ program they each described a personal change, wherein they felt empowered to learn they could positivel y control themselves and as a result positively affect their own futures. These fmdings contribute knowledge surrounding the lived experiences of youth in developmental programs that use physical activity.