Your CIOS file request: Q-METHOD/06189184.119 hotline item

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Received:  by CIOS Mailer; Thursday 18 Jun 2009 18:41:19
Date:         Thu, 18 Jun 2009 18:40:45 -0400
From:         "BROWN, STEVEN" 
Subject: Re: Learning strategies
To:           Q-METHOD@LISTSERV.KENT.EDU
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I'm not sure whether the study referenced below belongs in the first or sec=
ond of Roland Arter's categories, but it does begin with Dewey's conception=
 of "collateral learning" and makes a pitch for a "collateral methodology,"=
 like Q, that could access such collateral learnings:

Brown, C.L., & Brown, S.R. (1981).  The subjective environment of learning.=
  Baylor Educator, 6(1), 2-5.

n their language arts program involving English, writing, spelling, and rea=
ding.  The factors that emerged at time-1 included a bipolar first factor, =
with the Enthusiasts at one end, who embraced the following statements:

I like writing, I think it's fun.
I like English, I learn something and it's fun.
Reading is very interesting and I learn a lot.
Etc.

The Enthusiasts liked everything about school.  At the opposite pole were t=
he Antagonists:

I don't like to have to learn to spell new words.
I hate English; it gets to me.
Reading is a waste of time.
I think spelling is boring.
Etc.

Students labeled the Detached comprised the second factor:

I like to read sometimes when I don't have anything else to do.
Sometimes I like handwriting and sometimes I don't; it depends on what mood=
 I'm in.
Writing is so-so; writing is dull.

Spelling was the one subject matter which was spared these students' apathy=
.  These children were experiencing difficulties at home, and so it was onl=
y when things were going well in their lives that they could find interest =
in their studies.  That is, it depended on "what mood I'm in."

The Manualists (as factor 3 was labeled) found interest in manual and rote =
skills (such as spelling and handwriting), but were disinterested in more i=
ntellectual and cognitive pursuits (such as English and reading):

I like writing; it is fun.
Handwriting is one of my favorite subjects.
I like spelling because it helps me learn new words; then it's like a puzzl=
e: it all fits in.
Reading is not very interesting to me.

These statements all came from the students themselves.  At time-2, followi=
ng changes to the language arts program, some of the students changed facto=
r type.  This was induced, in part, by the pairing of some students from on=
e factor with students from another factor, to see if the peer group might =
have an influence on the Antagonists in particular.  This turned out to be =
a two-edged sword:  Some of the Antagonists became more accepting in the se=
nse that they exchanged antagonism for detachment; however, the Enthusiasts=
 also lost some of their zest by virtue, apparently, of having been paired =
with Antagonists.  Knowledge of the Q factors also influenced the way in wh=
ich the teachers related to the students.
___________________________________________
*  _____  ______  ____  __ __  ____  ___ _  *  Steven R. Brown
| |  ___||_    _||  _ ||  |  ||  _ ||   | | |  Political Science
| |___  |  |  |  |  _| |  |  ||  _| |     | |  Kent State University
| |_____|  |__|  |____| \___/ |____||_|___| |  (sbrown@kent.edu)
*___________________________________________*_________________________
News break: Suicidal schizophrenic twin kills sister by mistake.







On 6/18/09 12:17 PM, "Roland Arter"  wrote:

Michael,

From what I've been able to gather most literature about learning processes=
 seems to fall into two major areas.  Dewey, Piaget and Vygotsky, to name a=
 famous few, address learning processes and how they develop, mostly during=
 childhood development.  The other area seems to address learner subjectivi=
ty - the way learners' perceptions, attitudes, beliefs, desires, culture, r=
eligion, etc., affect how they learn.  Schommer, Muis and Dweck are a few r=
esearchers that address these issues.

The second area lends itself to Q-methodology.  (Ramlo is currently working=
 in this area and actually uses Q-methodology to evaluate learning.)  So fa=
r I haven't found many Q studies that deal directly with learner subjectivi=
ty and how it impacts learning.  Not learning development.  Learning subjec=
tivity.  Not what learners can do.  What do learners want to do to, and why=
 do they want to do it from their standpoint of view.  Learning doesn't beg=
in until the learner decides it does, not the teacher.

First, I hope this sheds some light on your comments.  Second, if anyone ha=
s any information about Q studies, or any studies that focus on learner (st=
udent) subjectivity, please forward this information to me at arter@uakron.=
edu.  I am developing my dissertation.

Roland

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I’m not sure whether the study referenced below belongs in the first =
or second of Roland Arter’s categories, but it does begin with Dewey&=
#8217;s conception of “collateral learning” and makes a pitch f=
or a “collateral methodology,” like Q, that could access such c=
ollateral learnings:



Brown, C.L., & Brown, S.R. (1981). &nbs=
p;The subjective environment of learning.  Baylor Educator, 6(1=
), 2-5.

I like writing, I think it’s fun. &nb=
sp;

I like English, I learn something and it’s fun.  

Reading is very interesting and I learn a lot.  

Etc.

I don’t like to have to learn to spel=
l new words.

I hate English; it gets to me.

Reading is a waste of time.

I think spelling is boring.

Etc.

I like to read sometimes when I don’t=
 have anything else to do.

Sometimes I like handwriting and sometimes I don’t; it depends on wha=
t mood I’m in.

Writing is so-so; writing is dull.

I like writing; it is fun.

Handwriting is one of my favorite subjects.

I like spelling because it helps me learn new words; then it’s like a=
 puzzle: it all fits in.

Reading is not very interesting to me.

 ___________________________________________

*=A0 _____=A0 ______=A0 ____=A0 __ __=A0 ____=A0 ___ _=A0 *=A0 Steven R. Brown

| |=A0 ___||_=A0=A0=A0 _||=A0 _ ||=A0 |=
=A0 ||=A0 _ ||=A0=A0 | | |=A0 Political Science=


| |___=A0 |=A0 | =A0|=A0 | =A0_| |=A0 | =
=A0||=A0 _| |=A0=A0=A0=A0 | |=A0 Kent State Uni=
versity

| |_____|=A0 |__|=A0 |____| \___/ |____||=
_|___| |=A0=A0(sbro=
wn@kent.edu)

*________________________________________=
___*_________________________

News break: Suicidal schizophrenic tw=
in kills sister by mistake.















On 6/18/09 12:17 PM, "Roland Arter" <rarter@OH.RR.COM> wrote:



Michael,



From what I’ve been able to gather most literature about learning pro=
cesses seems to fall into two major areas.  Dewey, Piaget and Vygotsky=
, to name a famous few, address learning processes and how they develop, mo=
stly during childhood development.  The other area seems to address le=
arner subjectivity – the way learners’ perceptions, attitudes, =
beliefs, desires, culture, religion, etc., affect how they learn.  Sch=
ommer, Muis and Dweck are a few researchers that address these issues. &nbs=
p;



The second area lends itself to Q-methodology.  (Ramlo is currently wo=
rking in this area and actually uses Q-methodology to evaluate learning.) &=
nbsp;So far I haven’t found many Q studies that deal directly with le=
arner subjectivity and how it impacts learning.  Not learning developm=
ent.  Learning subjectivity.  Not what learners can do. &n=
bsp;What do learners want to do to, and why do they want to do it fr=
om their standpoint of view.  Learning doesn’t begin until the l=
earner decides it does, not the teacher.



First, I hope this sheds some light on your comments.  Second, if anyo=
ne has any information about Q studies, or any studies that focus on learne=
r (student) subjectivity, please forward this information to me at arter@uakron.edu.  I am developing my disser=
tation.



Roland




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