I’ve recently made several posts regarding the importance of conative (i.e., motivation; self-regulated learning strategies; etc.) learner characteristics and how they should be integrated with cognitive abilities (as per the CHC theory of cognitive abilities) to better understand the interplay between learner characteristics and school learning. These posts have mentioned (and I provided a link) to my recent 2022 article where I articulate a Cognitive-Affective-Motivation Model of Learning; CAMML; click here to access).
In the article I mention that the 2022 CAMML model had its roots in early work I completed as one of the first set of Principal Investigators during the first five years of the University of Minnesota’s National Center on Educational Outcomes (NCEO). As a result of those posts I’ve had several requests for the original working paper which is best characterized as being “fugitive” or “grey” literature.
The brief back story is that the original 2004 document was a “working paper” (6-15-04; Increasing the Chance of No Child Being Left Behind: Beyond Cognitive and Achievement Abilities, by Kevin McGrew, David Johnson, Anna Casio, Jeffrey Evans) that was written with the aid of discretionary funds from the then Department of Education’s Office of Special Education (OSEP) during the influence of NCLB. The working draft was submitted but curiously never saw the light of day.
With this post I’m now making the complete 2004 “working paper” (with writing, spelling, and grammar blemish’s in their full glory) available as a PDF. Click here to access. Although dated 20 years, IMHO the lengthy paper provides a good accounting of the relevant literature up to 2004, much of which is still relevant. Below are images of the TOC pages which should give you an hint of the treasure trove of information and literature reviewed. Enjoy. Hopefully this MIA paper may help others pursue research and theoretical study in this important area.
Click on images to enlarge for easy reading
