Encourages California teachers to use "The Roberts English Series" as effectively as possible by implementing and modifying it to suit the needs of students; based on a speech given to California Reading Association (Fresno, California, November 2, 1968). (SW)

Suggests that, according to a study of children's responses to verbal and symbolic rewards, the nature of prior experience with rewards and reward contingency may affect the relative salience of information and controlling properties, thereby enhancing or undermining intrinsic motivation. (Author/MP)

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

This study attempts to define dropouts, focus on the reasons for dropping out, and suggest some ways to overcome perceived barriers to participation in adult literacy programs. (SK)

A list of truisms concerning adult learning are listed and explained. They cover the areas of (1) motivation to learn, (2) curriculum design, and (3) classroom experience. Also included is an annotated list of resources on adult learning. (CT)

Three basic types of motivational theories present in the literature are reviewed and combined to form a conceptual scheme useful to the adult educator. This consolidated theory allows learning experiences to be based on a more consistent set of assumptions about the nature of nontraditional adult students. (MSE)

A study of student attitudes toward independent project work indicates that grades may be a larger motivation than learning, and that students may exploit the assessment system in varying degrees to attain their end. However, "project game" players had no statistically significantly higher grades. (MSE)

The matching law for reinforced behavior solves a differential equation relating infinitesimal changes in behavior to infinitesimal changes in reinforcement. The equation expresses plausible conceptions of behavior and reinforcement, yields a simple nonlinear operator model for acquisition, and suggests a alternative to the economic law of…

Describes how letters from the author's son acted as a major motivational technique to involve students in a remedial reading class. (DD)

Songs aren't just for singing. Use them to develop writing, vocabulary, and creative thinking skills. Two teachers tell how. (Editor)

An action research project conducted by British adult students pursuing National Vocational Qualifications demonstrated that learning was inseparable from a sense of personal identity. Personal motivators,such as self-esteem and confidence were vital and external motivators. Such credentials were usually not sufficient to encourage studying.…

Outlines the author's research and interest in the life and sexuality of Clyde Fitch, a successful yet historically obscure American playwright and sometime lover of Oscar Wilde. Explains that Fitch whets the author's hunger for more knowledge because of what he revealed about the reigning feminine ideal that he helped codify and that the author…

Human resource development students in online courses (n=45) completed the Instructional Material Motivation Survey and Motivated Strategies for Learning Questionnaire. Course relevance was the strongest motivator, followed by material that arouses curiosity, encourages frequent instructor feedback, facilitates completion, and supports the belief…

On-campus and distance adult learners (n=20) related the experience of their enrollment decisions, uncovering six themes: fears, motivation, family support, academic preparedness, suitability of programs, and identity change. Motivation was the key to persistence. Preentry information, guidance, and preparation for prospective adult open and…

The Motivational Framework for Culturally Responsive Teaching includes four conditions collaboratively created by teachers and learners: establishing inclusion, developing attitudes, enhancing meaning, and engendering competence. Peer coaching, action research, and a balance of pressure and support are ways to enable successful transfer of…