Sherman (2017) - Framing Unschooling Using Theories of Motivation

Sherman, W. (2017). FRAMING UNSCHOOLING USING THEORIES OF MOTIVATION. Journal of Unschooling & Alternative Learning, 10(22). Available at https://jual.nipissingu.ca/wp-content/uploads/sites/25/2017/12/v11224.pdf

Unschooling Background
using conventional schooling when and if necessary." (p. 78)
 * 10 million U.S. children not in traditional schools
 * 10% (~1 million) are in self-directed learning (unschooling)
 *  Definition : "Devoid of utilizing any pre-planned curriculum, unschooling adopts a learner centered education model where individuals pursue their own interests." (p. 77)
 * No required assignments
 * No assessment to measure progress
 * Definition 2: "unschooling as a way to allow children the freedom to learn in the world where the parent or learning facilitator is not required to play the role of a professional teacher, but to be oneself, living and learning together, pursuing questions and interests as they arise and
 * Types of unschooling
 * hackschooling
 * worldschooling
 * free-range learning
 * life learning
 * free schools
 * democratic schooling
 * radical unschooling
 * eclectic unschooling
 * Reggio Emilio approach

Motivation and Learning
both concrete action and reflection." (p. 81)
 * T heory of transformative experience  (Dewey 1938) - learn from engaging in experiences
 * Create " optimal learning environment where learners become intrinsically motivated and achieve mastery." (p. 80)
 *  Experiential Learning Theory  (Kolb 1984) - "a specific experience incites reflection and results in formulating a hypothesis about the meaning of the experience." (p. 81)
 * Foundational premise that "meaningful learning results from a dynamic process which is driven by
 * Unschooling learning from transformative experiences that spark interest/motivation. Parents provide kids with support, experiences, and materials to pursue learning
 *  Self-Efficacy  (Bandura 1977) - " individual’s perception of his or her ability to accomplish certain skills or tasks." (p. 83)
 *  Self-Regulation  (Allen 2013) - learners use "cognitive, behavioral, and motivational strategies to construct knowledge." (p. 87) and monitor learning
 * Homeschooled students Increased self-regulatory strategies than public school
 * goal-setting, planning, self-monitoring and evaluation, asking for help
 * Self-Regulation of motivation (Wolters 2003) deepens learning
 *  Expectancy-Value Theory  (Wigfield & Eccles 2000) - " individuals are motivated both by their reasons for engaging in tasks and their expectations for success." (p. 89)
 * Utility Value - use for future goal
 * Attainment Value - effect on confirming or refusing self-identity
 * Task Value of Cost - cost of the task
 * Intrinsic Value - pleasure of the task
 *  Intrinsic Motivation  - engage in task because it's enjoyable (not b/c of external reward)

Results of Lit Review

 * Autonomy of unschooling role in motivation
 * Unschooling can "enhance self-efficacy, self-regulation, and intrinsic motivation using expectancy-value theory as a foundation." (p. 95)

Look Up

 *  Allen (2013)  - Self-regulation
 *  Pitman & Smith (1987)  - large study of homeschooling process
 * Pitman, M. A. & Smith, M. L. (1991) Culture Acquisition in an intentional American community: A single case. In J. V. Galen and M. A. Pitman, (Eds). Home Schooling: Political, Historical, and Pedagogical Perspectives. Norwood, NJ: Ablex.
 *  Shernoff (2012)  - optimal learning environment of transformative experiences
 * Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning  environments (195-220). In K. R. Harris, S. Graham & T. Urdan (Eds.). APA Educational  Psychology Handbook, Vol. 2.
 *  Jackson (2016)  - differences between homeschooled and conventional schooled students
 * Wigfield & Eccles (2000) - expectancy value theory
 * Wigfield, A. & Eccles, J.S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 68-81.