Freedom to Learn: Dr. Peter Gray's blog
Peter Gray is a professor in psychology, renowned child development expert, self-directed learning advocate, and the father of an SVS alum and staff member, Scott Gray.
- Children Educate Themselves: Lessons from Sudbury Valley
- The Value of Play
- Minimally Invasive Education: Lessons from India
- The Cognitive Benefits of Video Games
- Children Teach Themselves to Read
This must-read by the Alliance for Self-Directed Education reads like a blueprint for our school.
by Jerry Mintz of AERO–The Alternative Education Resource Organization on cues from your child’s behavior and emotions that indicate a bad fit with the school environment.
This essay really makes self-directed learning real. "How did you learn to use a computer? Did a friend help you? Did you read the manual? Did you just sit down and start playing around with it? Did you do a little bit of all of those things? Do you even remember? You just learned it, right?"
Videos, articles, and email discussions by founders, staff, students about the school experience and philosophy.
Well-built and researched study of history of compulsory education, and a persuasive call to arms for a self-directed education revolution. Formative in Pathfinder School founders' thinking.
Legacy of Trust by Greenberg and Sadofsky
Comprehensive study with in-depth interviews of the first generations of Sudbury Valley alumni.
PLAY aND LEARNING
- Sugata Mitra. Minimally invasive education: A progress report on the ‘hole-in-the-wall’ experiments.
- P. Gray. The special value of age-mixed play.
- P. Gray. Playing in the Zone of Proximal Development: Qualities of Self-Directed Age Mixing Between Adolescents and Young Children at a Democratic School.
Student Interest and Learning
Ainley, Mary. 2012. “Students’ Interest and Engagement in Classroom Activities.” In Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 283–302. New York: Springer.
Harackiewicz, Judith M., and Chris S. Hulleman. 2010. “The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest.” Social and Personality Psychology Compass 4 (1). Blackwell Publishing Ltd: 42–52.
Autonomy and Learning
- Black, Aaron E., and Edward L. Deci. 2000. “The Effects of Instructors’ Autonomy Support and Students' Autonomous Motivation on Learning Organic Chemistry: A Self-Determination Theory Perspective.” Science Education 84 (6): 740.
- Dickinson, Leslie. 1995. “Autonomy and Motivation a Literature Review.” System 23 (2): 165–74.
- Evans, Miriam, and Alyssa R. Boucher. 2015. “Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning.” Mind, Brain and Education: The Official Journal of the International Mind, Brain, and Education Society 9 (2): 87–91.
- León, Jaime, Juan L. Núñez, and Jeffrey Liew. 2015. “Self-Determination and STEM Education: Effects of Autonomy, Motivation, and Self-Regulated Learning on High School Math Achievement.” Learning and Individual Differences 43 (October): 156–63.
- Passe, Jeff. 1996. When Students Choose Content: A Guide to Increasing Motivation, Autonomy, and Achievement.Thousand Oaks: CA: Corwin Press, Inc.
- P. Gray and D. Chanoff. Democratic schooling: What happens to young people who have charge of their own education?
- D. Greenberg, M. Sadofsky, and J. Lempka. The Pursuit of Happiness: The Lives of Sudbury Valley Alumni.
- P. Gray. A Survey of Grown Unschoolers I: Overview of Findings.
- Idzie Desmarais. Blogs, Interviews, & Other Writing by Grown Unschoolers.
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