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

* 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

using conventional schooling when and if necessary." (p. 78)

* Types of unschooling
	+ hackschooling
	+ worldschooling
	+ free-range learning
	+ life learning
	+ free schools
	+ democratic schooling
	+ radical unschooling
	+ eclectic unschooling
	+ Reggio Emilio approach

## Motivation and Learning

* 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

both concrete action and reflection." (p. 81)

* 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.