ame from homeschooling had a heightened desire to learn instead of achieving only for external goals. With this obdurate desire to learn present in students who are homeschooled, they are more likely to do better and have more positive outcomes throughout their lives. The author, Gina Riley, does not say that intrinsic motivation and autonomy are completely missing in students who are traditionally educated, however she suggests they do not possess as much compared to students who are homeschooled. Riley uses multiple studies from other researchers in her field to present her ideas and as evidence to back up her claims. She presents her view points on intrinsic motivation and autonomy in a manner that is clear and precise and has sufficient evidence to back up her claims. She also shows the readers the critics of intrinsic motivation and tells them why they have this standpoint on the topic. She presents how some, for example, believe the concept simply doesn’t exist or hasn’t been properly defined. Her rebuttal for these debates are the studies and experiments conducted on students throughout the world to prove that the idea of intrinsic motivation does exist and that it is evidently lacking in students who are traditionally educated. Riley’s language throughout the article remains clear. She does not seem biased or emotionally charged when writing this and kept neutrality throughout her article.

In the article “Undoing the ‘Us vs. Them’ of Public and Home Schooling” by Michael H. Romanowski, Romanowski discusses the differences between public and homeschooling and tackles the divide between those who support either public or home schooling. Michael H. Romanowski, Ph.D, is a professor of Education who has taught all around the world. He was previously a professor of Education for Miami University and currently teaches at Qatar University. Romanowski begins the article by discussing the growing popularity of home schooling. He discusses how many different aspects, such as religion, socioeconomic, or political views, play a part in a parents decision to enrol their child in home schooling. Some parents may want to shield their children from the secular teachings of public schools and others might simply just dislike the curriculum as a whole. Romanowski goes on to discuss the viewpoints of teachers on homeschooling; these teachers take offense to home schooling and view it as a questioning of the teachers ability to educate their students. The author discusses that the ideology that public school and home school are on opposite ends of a spectrum is harmful for students. The stereotypes of both public and home schooling prove to be negative towards students enrolled both and does not encourage success of students. Romanowski continues on to suggest ways that both public schoolers and home schoolers can change their attitudes towards their counterparts. He begins by stating that homeschoolers can change their negative views of home schooling. He states that public school educators should also do the same and realize that their job is to help “maximize each child’s potential” instead of judging a parent’s decision on how to educate their child. The relationship that needs to be formed between the two methods of education is also another topic Romanowski discusses. He states that they must compliment each other instead of standing opposite each other. A relationship where they can exchange ideas and coexist peacefully. A relationship where the student is able to enrol both in home and public schooling. He suggests that there should also be a home school liaison available for the students. Romanowski concludes his article by restating that home schooling and public schooling should not be opposing methods of education; the ‘us vs them’ mentality should not exist. He suggests that when public schools work along with home schooling families to ensure the success of students, bo