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My Three Writing Periods


1. Academic Writing Period (1984 ...2002) Research and writing for personal interest, contract renewal, tenure, and promotions.
2. Supportive Writing Period (2002 ...2011) Student-supportive writing. Involvement in supervising dozens of graduate students, including eight, or so, doctoral students, teaching at three levels, functioning in an administrative role during this period involving "Coordinator of Graduate Studies" and the development of a Joint-PhD program with three other universities.
3. Dynamic Writing Period (2011 ...Present) Recursive Writing. Now recursivity is important (think, write, rethink, rewrite, rethink, rewrite). Writing is approached developmentally to foster thinking, to explore ideas, to consider tangents, to revise positions, to bypass gatekeepers, to table all ideas, to take multiple-perspectives, and to wear various paradigms simultaneously. Dynamic writing is iterative and reiterative. Updates are normal and periodic. These are last thoughts!

Dynamic Period--Last Thoughts and Thinklings

Essays (Regarding The Naturalistic Worldview vs. The Christian Worldview)

Morton, L. L. (Draft-August, 2013). Choosing Atheism or Theism? Entrenched Learnings (Vol. 1). -- (An essay concerning understanding misunderstanding).

Morton, L. L. (Draft-August, 2013). Choosing an Orientation? -- Entrenched Learnings (Vol. 2) (Orientation Acquisitions: Heterosexual, Homosexual, Smoking, Disordered Eating, Etc.).

Morton, L. L. (In Progress-August, 2013). Choosing "Loves" -- Entrenched Learnings (Vol. 3). --  (Love as Filter, Tool, Sign, Concept, Framing, Hypothesis and Theory: Research Foci for an Analytical Bridging Strategy from Affect to Cognition).

Book Reviews/Essays (Regarding The Islamic Worldview vs. The Christian Worldview)

Morton, L. L. (Draft-August, 2013). Scientific Tactics, Islam, and Science. (Critical Musings on Khaleel's Book: Science and Religion)

Morton, L. L. (Draft-August, 2013). Regarding "Some" Evidential Claims for Islam (Critical musings on Islamic recourses and Christian discourses).

Morton, L. L. (Draft-August 2013). Miller's Invitation To Test The Qur'an: Form, Content, Presentation and Crudulity! (Critical Musings on Gary Miller's "The Amazing Quran")

Empirical Studies

Morton, L. L. & Daly, Beth. (draft July iteration). Empathy profiles of vegetarians.

Morton, L. L. & Martin, D. (completed July iteration). Cross Cultural Border Crossing in Co-curricular and Extra-curricular Activity of First Nations Adolescent Students: Border-Fluidity, Border-Constriction and Border-Crashing.

Supportive Period

Daly, Beth & Morton L. L. & Serpell, J. (in preparation). Petuality: Personality Profiles of Dog and Cat People.

Daly, Beth & Morton L. L. (2011). The end of leisure: Are preferred leisure activities contraindicated for education-related stress/anxiety reduction? Education Research International. doi:10.1155/2011/471838.

Rideout, G. & Morton, L. L. (2010). Pre-service teachers' beliefs and pupil control ideology: The custodializing practicum. Journal of Educational Administration, 48, 64-88.

Daly, Beth & Morton L. L. (2009).  Empathic differences in adults as a function pf child pet ownership and pet type. Anthrozoos, 22 (4): 371-382.

Daly, Beth & Morton L. L. (2008).  Empathic Correlates of Witnessing the Inhumane Killing of an Animal: An Investigation of Single and Multiple Exposures. Society and Animals, 16, 243-255.

Daly, Beth & Morton, L. L.  (2007). Show & Tell Revisited: An Argument For Blending Traditional Course Delivery in Tertiary-Level Classrooms With On-line Components To Support Constructivist Practices, International Journal of Education.

Rideout, G. & Morton, L. L. (2006). Pre-service teachers' beliefs and other predictors of pupil control ideology. Journal of Educational Administration.

Daly, Beth & Morton, L. L. (2006) An investigation of human-animal interactions and empathy as related to pet preference, ownership, attachment, and attitudes in children. Anthrozoos, 19 (2), 113-127.

Daly, Beth; & Morton, L. L.(2006). Profiles of Teachers' Talk-Encouraging Practices at Primary, Secondary, and Tertiary Levels: Bad News and Good News for Oracy Education, International Journal of Learning, 13(2), 131-142.

Rideout, G., McKay, L., & Morton, L. L. (2004). The framework and measure of effective school visioning strategy. The Alberta Journal of Educational Research.

Daly, Beth & Morton, L. L. (2003). Children with pets do not show higher empathy: A challenge to current views, Anthrozoos, 16, 298-314.

Qureshi, E., Morton, L. L. & Antosz, E. (2002).An interesting profile--University students who take distance education courses show weaker motivation than on-campus students.  Journal of Distance Education Administration, 5(4). http://www.westga.edu/~distance/ojdla/winter54/Qureshi54.htm

Academic Period

Morton, L. L. and Clovis, C. (2002). Luddites or Sages? Why do Some Resist Technology/Technique In Classrooms? SIMILE Volume 2, Issue 3.



Diffey, N. Morton, L. L., Wolfe, A. and Tuson, J. (2001). Language learner motivation: Comparing French class attitudes of Scottish and Canadian secondary pupils. Scottish Educational Review, 33, 169-182.

Morton, L. L., Wilson, E., and Laing, D. A. (1999). Television Influences on Moral Concerns of Early Adolescents. Guidance & Counseling.

Morton, L. L., Lemieux, C. Diffey, N., & Awender, M. A. (1999). Determinants of withdrawal from the bilingual career track when entering high school. Guidance & Counseling.

Morton, L. L., Smith, A., Diffey, N., & Diubaldo, D. (1998). Adult dichotic processing differences relate to bilingual induction-age. International Journal of Neuroscience, 94, 259-274.

Morton, L. L., Kryk, V., Awender, M. A., & Diubaldo, D (1997). Career choice roots--A preadolescent career focus. Guidance and Counselling, 13(1), 10-15.

Morton, L. L. & McMillan, C. (1997). Determinants of sight-singing proficiency and progress in young children. Canadian Music Educator,38(3), 31-36.

Morton, L. L., Unger, C., & Laing, D. A. (1997). A brief report on the paradoxical effect of co-operative education on school attendance patterns--Program effect or student effect? Guidance and Counselling 12(3), 20-23.

Morton L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology 67, 69-89.

Morton L. L., Diubaldo D., & Awender, M. A. (1996). Vocation related characteristics of Ontario university students on the teaching career path. Guidance and Counselling, 12, 29-36.

Monforton, V. & Morton, L. L. (1995). Does the implementation of transition years philosophy really impact student attitude? Guidance and Counselling,11, 25-28.

Morton, L. L. & Diubaldo, D. (1995). Circadian differences in hemisphere-linked spelling proficiencies. International Journal of Neuroscience, 81, 101-110.

St. Pierre, L., Laing D. A., & Morton, L. L. (1995). The influence of French on the English spelling of children in early French Immersion. Canadian Modern Language Review, 51, 330-347.

Morton, L. L. (1994). Interhemispheric balance patterns detected by selective phonemic dichotic laterality measures in four clinical subtypes of reading-disabled children. Journal of Clinical and Experimental Neuropsychology, 16, 556-567.

Morton, L. L., Allen J. D. & Williams, N. H. (1994). Hemisphericity and information processing in North American Native (Ojibwa) and Non-Native adolescents. International Journal of Neuroscience, 75, 189-202.

Morton, L. L., Dawson, P. & Laing, D. A. (1993). Interpersonal skill development through co-operative education. Guidance and Counselling, 9, 26-31.

Morton, L. L. & Kershner J. R., McLean, M. A. & Wearne, T. D. (1993) Cognitive and neuropsychological response asymmetries for adults on the left-right seating axis. International Journal of Neuroscience, 72, 59-78.

Morton, L. L. & Kershner J. R. (1993). Time-of-day and attentional-order influences on dichotic processing of digits in learning disabled and normal achieving children. International Journal of Neuroscience, 71, 51-61.

Morton, L. L. & Diubaldo, D. (1993). Circadian differences in the dichotic processing of voicing. International Journal of Neuroscience, 68, 43-52.

Morton, L. L. Wojtowicz, M. J., Williams, N. A. & Kershner, J. R. (1992). Time-of-day-induced priming effects on verbal and nonverbal dichotic tasks in male and female adult subjects. International Journal of Neuroscience, 64, 83-96.

Morton, L. L. & N. M. Courneya (1991-92). Early school entry and subsequent academic problems. Early Childhood Education, 24 (2), 22-30.

Morton, L. L. & Kershner J. R. (1991). Effects of time-of-day on neuropsychological testing as measured by dichotic listening. International Journal of Neuroscience, 59, 241-251.

Morton, L. L. & B. D. Thibodeau (1991). Lab-based word processing for the learning disabled. Computers in the Schools, 8, 225-227.

Morton, L. L. & Siegel, L. S. (1991). Left ear dichotic listening performance on consonant-vowel combinations and digits in subtypes of reading disabled children. Brain and Language, 40, 162-180.

Morton, L. L., Kershner, J. R. & Siegel, L. S. (1990). The potential for therapeutic applications of music on problems related to memory and attention. The Journal of Music Therapy, 27, 195-208.

Morton, L. L. & N. M. Courneya (1990). Early school entry and subsequent academic problems. Alberta Journal of Educational Research, 36, 311-323.

Morton, L. L. & Kershner, J. R. (1990). Differential negative air ion effects on learning disabled and normal-achieving children. International Journal of Biometeorology 34, 35-41.

Kershner, J. R. & Morton, L. L. (1990). Directed attention dichotic listening in reading disabled children: A test of four models of maladaptive lateralization. Neuropsychologia, 28, 181-198.

Morton, L. L., Lindsay, P. H. & Roche, W. M. (1989). A report on learning disabled children's use of lab-based word processing versus pencil-and-paper for creative writing. Alberta Journal of Educational Research, 35, 283-291.

Morton, L. L., Lindsay, P. H. & Roche, W. M. (1989). Word processing effects on writing productivity and revision at elementary and junior high school levels. Alberta Journal of Educational Research, 35, 145-163.

Greenwood, L. K. & Morton, L. L. (1989). Using teacher ratings to determine if the learning disabled are ready for the regular classroom. British Columbia Journal of Special Education, 13, 67-73.

Morton, L. L. (1988). Word processing and the editing-revising process. Computers in the Schools, 5, 165-178.

Morton, L. L. (1988). Headaches prior to earthquakes. International Journal of Biometeorology, 32, 147-149.

Morton, L. L. & Siegel, L. S. (1988). Summer vacation effects on aspects of written language in the learning disabled. Canadian Journal of School Psychology, 3, 9-18.

Morton, L. L. & Kershner, J. R. (1987). Negative ion effects on hemispheric processing and selective attention in the mentally retarded. Journal of Mental Deficiency Research, 31, 169-180.

Morton, L. L. & Kershner, J. R. (1987). Hemisphere asymmetries, spelling ability and classroom seating in fourth graders. Brain and Cognition, 6, 101-111.

Morton, L. L., McLean, M. A. & Kershner, J. R. (1986). Instructional bias--Ignoring one side of the classroom. Perceptual and Motor Skills, 63, 639-643.

Morton, L. L. (1986). A single-subject study of the effects of time on task and time of day on productivity and achievement in a dysgraphic student. Canadian Journal for Exceptional Children, 3, 23-28.

Morton, L. L. (1985). Qualitative versus quantitative test performance for a learning disabled French Immersion student: A case study. Canadian Journal for Exceptional Children, 2, 43-47.

Morton, L. L. (1985). Educational and psychometric implications of preinstructional spelling proficiency at the grade four level. Canadian Journal for Exceptional Children, 2, 25-29.

Morton, L. L. (1985). Educational and psychometric implications of preinstructional spelling proficiency at the grade three level. Canadian Journal for Exceptional Children, 1, 92-97.

Morton, L. L. & Kershner, J. R. (1985). Time-of-day effects upon children's memory and analogical reasoning. The Alberta Journal of Educational Research, 31, 26-34.

Morton, L. L. & Kershner, J. R. (1984). Negative air ionization improves memory and attention in learning disabled and mentally retarded children. Journal of Abnormal Child Psychology, 12, 353-366.

Lum, T. & Morton, L. L. (1984). Direct instruction in spelling increases gain in spelling and reading skills. Special Education in Canada, 58, 41-45.