Taylor, Maurice. (1985). Locus of Control and Completion in an Adult Retraining Program. 4th Annual Conference of the Canadian Association for the Study of Adult Education, Montreal, Quebec. conference report. http://www.nald.ca/fulltext/report4/rep31-35/rep33-01.htm

In this study, Maurice hypotheses that, “Those adult learners who complete a BTSD (Basic Training for Skill Development) program are more internally controlled than those adults who do not complete the program”. In other words he attempts to prove that internal motivation has a more powerful influence on success and perseverance than external factors. If this is true adult education practitioners need to find ways to help students get in touch with their internal motivation for wanting to learn and partake in literacy courses.

Thomas, Audrey. (1990). The Reluctant Learner: A Research Report on Nonparticipation and Dropout in Literacy Programs in British Columbia. Adult Basic Education. http://www.nald.ca/fulltext/athomas/rellea/insidcov.htm

The aim of this project is to explore reasons for non-participation in ABE Literacy programs and reasons for dropout from such programs in British Columbia. The author describes 14 major findings in this in-depth and thorough study. The two findings that have a direct impact on classroom management issues are: 1) Adult learners stressed the importance of peer counselling and tutoring and requested more help with the transitions from one program to another. 2) People in this target population have often experienced chaotic lives. It is only when everything falls into place and the necessary supports are available that there is a reasonable chance of adults succeeding in their goals. If supports are not in place, the less motivated and curiosity-seekers soon drop out.

Wrigley, Sprunk, Heide. (1998) Knowledge in Action: The Promise of Project-Based Learning. Focus on Basics 2, D. http://www.gse.harvard.edu/~ncsall/fob/1998/wrigley.htm

This article discusses the benefits of project-based learning for adult literacy students. In interviews done with teachers involved in successful project-based learning, the author found that learner motivation, interest and enthusiasm are increased because they are involved with a project of their choosing that interests them. As learners get involved in the inquiry process, they become curious about answers, often digging deeper into a topic and spending more time on a task than they do when a teacher assigns group work. Project-based learning could be a way to motivate Ontario Works students and keep them coming to class.