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This thesis was prompted by the issue of widespread student disengagement in history classrooms. I argue that a key factor in student disengagement with school history is disciplinary history’s pedagogic legacy as an ocular, text-focused intellectual pursuit. This is part of a broader disjunction between public and academic history. Ordinary people primarily make sense of the past through the materiality of things—through objects, artefacts, landscapes and their bodies—but this is not reflected in the way history is usually taught in schools. My research addresses this problem by developing a materialist model of history pedagogy— ‘haptic history’—that has been derived from a close analysis of two groups who employ materiality in their history praxis: school teachers, who self-identify as employing a materialist approach in their history teaching; and historical re-enactors/living historians. These groups are the focus of this study. They have an avowed educative goal and use the materiality of the past as both source and method, to construct historical knowledge, ‘do’ historical thinking and experience historical consciousness. I explore the materialist praxis of these groups using a qualitative methodology of surveys, in-depth interviews, auto-ethnography, focus groups and case studies. In analysis, I draw on Collingwood’s idea of history, together with interdisciplinary and theoretical insights from the fields of archaeology, social anthropology, museum, performance and material culture studies, to unpick and analyse the way materiality is used in these contexts as forms of historical consciousness and historical thinking. The analysis is then used to construct a model of haptic history pedagogy, with guideposts to support teacher classroom praxis. In the process of building a haptic history model of pedagogy, my research makes broader arguments around materiality and history. I argue that materiality is a significant part of ‘historical consciousness’ and our sense of self as historical beings. I further conclude that the (co)agency of ‘things’ weave webs of entanglement and connection between people in the present and the past that are deeply connective, engaging and serve to foster kinaesthetic empathy. This conclusion warrants an expansion of current models of historical empathy beyond the cognitive and affective, to include the kinaesthetic dimension. My research makes a significant contribution to history pedagogy by demonstrating the importance of touch and embodiment as performative and experiential modes for knowing the past. I demonstrate that when the materiality of history is experienced synergistically through ‘heads, hands and hearts’, the historical sensation of ekstasis is facilitated. This research further contributes to issues of access and equity in history education; haptic history’s materialist approach engages a wide range of learners, especially (but not exclusively) those who struggle to engage with traditional, text-heavy forms of history. Beyond history pedagogy, this study advances the case for disciplinary history to embrace the possibilities and opportunities inherent in interdisciplinary approaches to the study of the past. In venturing into the field of materiality, my research also raises significant questions around the co-agency of things in history, and in doing so joins others in prompting a reconsideration of an exclusively anthropocentric view of agency in the past.

Chinese language as a foreign language is challenging for both teachers and students. This challenge is increased in Australia where most of the monolingual English-speaking students have no contact with the Chinese language or culture outside their classroom. This research focuses on developing young learners’ early Chinese language skills through the use of Game-based learning (GBL) strategies. The study is aimed at refining GBL pedagogies in order to enhance motivation among Australian students in learning Chinese characters. The study used action research as a methodology and was conducted over six months in a primary public school in a Western Sydney suburb. During this time, the teacher-researcher collected data sets from school teachers’ interviews; students’ focus groups; motivation surveys and her own field observation notes. The findings indicate that involving peer competition and group work in GBL settings can have positive effects on motivating students in learning Chinese pictographic characters. Findings also demonstrate that Action Research is an important research method that allows flexibility and growth for students, researchers and teachers in a dialogical environment. In the final chapter, the implications of GBL for Chinese language studies are discussed and recommendations for future teaching and researching in this area are provided.

This study investigates educational resilience through the narratives of displaced African students from the Great Lakes region of Africa and surrounding countries, in Australian tertiary education. The study provides an insider’s understanding of events in order to capture the educational experiences of refugee students in general, and African refugee students in particular. The study uses life history narratives of participants to explore the factors that enable students with a refugee background to be educationally resilient in spite of challenging life circumstances. The Banyarwanda of Rwanda say ‘Ijoro ribara uwariraye’, meaning that ‘the events of the night can only be narrated by the one who stayed awake’. In other words, no one can tell the lived experience of refugees more accurately than refugees themselves. Unfortunately for a long time, narratives about lived experiences of refugees have been told in the third person because the majority of the studies that were carried out used methodologies that kept participants passive rather than active. Participants [students of refugee background] in this study are special humanitarian refugees who have been granted refugee status in Australia. The research process in this study, recorded the participants’ life experiences in great detail and covered three main life phases: 1) prior to displacement; 2) in transit countries; and 3) after resettlement in Australia. As a result of the data collected, the researcher employed several strategies to create meaning out of the narratives. The first strategy was reporting the contextual life story of the participant in their own words. The second strategy was ‘collaboration’ with the participants whereby each participant agreed with the researcher on the content in his/her narrative. Critical events were further developed by the researcher using information from the transcribed data. The third strategy was tracing the educational life journeys of participants from the transcribed data with a particular emphasis on motivational factors that enabled them to continue with their education through primary, secondary and tertiary stages.

The motivation and engagement of students in schools is a major area of educational research. There are a range of factors that have been identified as influencing this motivation and engagement, including academic, behavioural and social factors (Fredricks et al., 2004), socio-economic factors (Munns et al., 2006; Alloway et al., 2002) and an individual’s motivation (Martin et al., 2010). There have been many academic and ‘social’ researchers who have investigated these and other factors that potentially affect student engagement. This present investigation comprised three inter-related studies. Study 1 was designed to test the motivation, engagement, connection to school, school enjoyment, relationships with teachers, relationships with students, students’ perception of teachers’ teaching. Study 1 used survey-design and quasi-experimental design data analysis of current students through a 72 - question survey. A total of 8 schools and 228 students participated in the study over three separate occasions. The schools chosen were four schools with an intervention in place (identified in this thesis as ‘The SAMMY intervention’, or ‘SAMMY’), and four schools that matched the size and demographic of the intervention schools to act as the control (non-intervention) group. Study 2 was a qualitative study, in which students, their parents and the teachers involved in the intervention participated in focus groups. Through these focus groups, the study examined the perceived impact of an intervention on areas such as the motivation, engagement, connection to school, school enjoyment, relationships with teachers, relationships with students, students’ perception of teachers’ teaching and students’ perceived engagement with the intervention. The study also investigated any additional themes that emerged from data generated from SAMMY students, parents and teachers that identify areas of SAMMY that have had an impact, or conversely, no impact on their schooling. Study 3 was a qualitative study of two different groups of alumni who had been involved in an intervention over the past ten years. These alumni participated in focus groups for this study. Through these focus groups, the study examined the perceived impact of SAMMY on areas such as the motivation, engagement, connection to school, school enjoyment, relationships with teachers, relationships with students, students’ perception of teachers’ teaching and students’ perceived engagement with the intervention. The study also investigated any additional themes that emerged from data generated from alumni to identify areas of the intervention that have had an impact, or conversely, no impact on the alumni’s schooling. Confirmatory factor analysis (CFA) was undertaken with MPlus version 7 (Muthén & Muthén, 2012) to assess the factor structures. Exploratory Factor Analysis (EFA) was also used to identify the underlying relationships between measured variables (Norris and Lecavalier, 2009). Hierarchical Linear Modelling and ANOVA were then used to in analysing the survey data as part of Study 1. The findings showed that statistically, the intervention has a limited effect on the growth of the motivation, engagement, connection to school, school enjoyment, relationships with teachers, relationships with students, students’ perception of teachers’ teaching and students’ perceived engagement with the intervention over the three times tested. However, the baseline was higher on all constructs at Time 1, and the intervention group was higher at Time 2 and Time 3 than the non-intervention group. The qualitative findings showed a range of factors in the intervention that had a positive effect on the motivation, engagement, connection to school, school enjoyment, relationships with teachers, relationships with students, students’ perception of teachers’ teaching and students’ perceived engagement with the intervention.

“Lack of motivation is a real and pressing problem. Upwards of 40 percent of high school students are chronically disengaged from school” (Crotty, 2013, para. 3). This problem highlights the purpose of this research, which was twofold. First, the research was designed to develop an assessment to measure students’ level of needs satisfaction using Maslow’s Hierarchy of Needs. Secondly, the assessment instrument was used to investigate the relationship between the level of satisfaction of needs and the academic achievement of high school students. The theoretical basis for this research was Maslow’s Hierarchy of Needs, which was classified as an aspect of humanistic motivation theory (Schunk, 2011; Weiner, 1992). Humanistic motivation is based on the study of the whole person, including self-awareness and personal choices (Schunk, 2011). The Hierarchy of Needs is a pyramid with the most primal needs at the base, and the more complex toward the top. This hierarchy consists of five tiers of needs: physiological, safety, belonging, esteem, and self-actualization (Maslow, 1943; Schunk, 2011; Weiner, 1992). The Need Satisfaction Assessment for Students (NSAS) was developed based on the seminal work of Abraham Maslow (1943) and his Hierarchy of Needs. A pilot was conducted in one high school in 2013 to ensure reliability and validity. This assessment was used to identify which of the students’ need(s) were satisfied. These needs and items from the NSAS were then analyzed with the students’ academic achievement in an attempt to find relationships. The results from this research revealed statistically significant findings. Two items from the NSAS had a statistically significant relationship with academic achievement: “When I use the bathroom it is not because I feel sick (p = .003).” and “I do not eat enough to stay healthy (p = .008).” There was also a statistically significant relationship between the father’s education level and the student’s academic achievement (p = .016). Another statistically significant relationship was found between athletic participation and the following need domains: Safety and Relationship Needs (p = .001) and Esteem and Physiological Needs (p = .008).

In the contemporary world, every sphere of life has been revolutionised by science. As such, science understanding is an increasingly precious resource throughout the world (Aschbacher, Li, and Roth, 2010). Further, as science knowledge is contestable, continuously subject to revision, refinement, and extension (Ferrari, 2011), the dissemination and digestion of new scientific knowledge is very important. Despite the widely recognised need for better science education, the numbers of students pursuing science continue to decline internationally, and the percentage of school students studying science is particularly low (Hannover and Kessels, 2004; Birrell, Edwards, Dobson, and Smith, 2005). Alarmingly, in Australia, the number of Year 12 students studying any science subject has plummeted from 94 per cent to just over 50 per cent in the past 20 years, and according to the available data enrolments are still falling (McDougall, 2011). This has resulted in a lack of qualified people for employment in science-related jobs. This in turn threatens our ability to continue to build an innovative economy that is competitive internationally. Past research has shown that the decline in science enrolments is related to many interrelated factors, such as: students’ academic abilities, teaching methods, the absence of motivation to study science, and a lack of interest in science subjects (Hassan and Treagust, 2003). Students’ self-concepts, motivation, and aspirations could also be related to the decline in the number of students seeking to pursue science. However, there is a dearth of research investigating relations among students’ science self-concepts, motivation, aspirations, and achievement in different science domains. The present investigation aims to address this gap in the literature by investigating the relations among the multi-dimensional facets of secondary students’ science self-concepts, motivation, aspirations, and achievement. Given the advantages of a mixed-methods approach (Buber, Gadner, and Richards, 2004) this research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students’ science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students’ and teachers’ views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students’ science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students’ science self-concepts were domain specific, while science motivation and science aspirations were not. Students’ self-concepts in general science, chemistry, and physics were stronger for males than females. Students’ self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students’ science motivation did not vary across gender and year levels. Though students’ science aspirations did not vary across gender, they became stronger with age. In general, students’ science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students’ year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students’ achievement, and students’ general science self-concepts predicted their achievement according to students’ ratings. Students’ year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students’ achievement, according to student ratings. Based upon students’ and teachers’ perceptions, the identified barriers to promoting science in schools were: the difficulty of the subject matter, lack of student interest, the large amount of subject content, lack of perceived relevance of the subject matter to day-to-day life, ineffective teacher characteristics, lack of aspirations to pursue science as a career, inadequate teaching methods, lack of adequate teacher training, lack of proper policies to reward science teachers, and inadequate support for science from the media. Overall, the results from this study provide a greater understanding of the relations of secondary students’ science self-concepts and motivation with aspirations and achievement in different science domains across gender and age levels. Hence, this research makes a valuable contribution to the literature by providing new insight. The findings will be useful for science educators in planning and developing science curriculum and policies with regard to student self-concepts and motivation. Equally, science teachers may find implications for classroom practices, for the planning and conducting of science lessons, for conveying scientific concepts and principles to students more effectively, and in considering the need to generate enthusiasm about the subject in young science students. Thus, the findings may offer the necessary strategies to assist in reducing the decline of students’ enrolments in science through efficacious attention to student self-concepts and motivation. The newly developed instrument provides a new opportunity for future research to confidently interrogate the psychosocial issues central to science education and promotion.

Motivation has been an important research topic because of its significance in understanding the reasons that drive learners to make certain choices and to devote time and effort in pursuing them. Research targeting motivation in the foreign language learning field has been a significant part of the motivation research area and has indicated that the learner’s motivation is a key variable associated with being successful in language learning. The present research aims to address some of the challenges and limitations in the field of English learning motivation, focusing particularly on female students in Saudi Arabia. The focus of the present research has been primarily on who studies what language and where. Thus, this research is expected to add an understanding to the social dimension of research in motivation. This study will also contribute to the methodological form of researching motivation since it adapts a number of motivational theories in order to investigate the factors that influence the Saudi female students' motivational orientations. Targeting 3rd year Intermediate (9th grade) and 3rd year Secondary (12th grade) Saudi female students, this study examines fourteen scales (integrative motivation, instrumental motivation, task orientation, effort orientation, competition orientation, praise orientation, self-concept, value. of learning English language, interest in learning English language, family encouragement, English language teacher evaluation, language use anxiety, general educational aspiration, and career aspiration) and how they differ between grades. Survey data from female students from two schools in Riyadh (N=200) were analysed along with classroom observations and semi-structured interviews. Results indicated that 12th graders were higher than 9th graders in instrumental motivation, self-concept, value, task, effort, interest, praise, general educational aspiration and career aspiration but lower in integrative motivation and language use anxiety. These differential patterns imply that those fourteen scales are significantly related to learners' motivation in learning the English language but these relations can be quite different at various developmental stages when the students’ goals of learning change. The findings will lead to a better understanding of developmental issues which are important factors to consider for effective English language instruction. Since motivation has an important influence on foreign language learning, teachers and curriculum designers should consider new methods to develop and maintain these scales to optimise English language learning outcomes for learners such as the Saudi girls in this research.

This study explores Panhellenic Sorority Recruitment grounded in a learning-outcomes-based curriculum as a vehicle for student engagement and learning. This study explores the demographics of participants and the perception of learning that occurred within the context of engagement in experiential learning activities during the first week of the Fall 2009, 2010, and 2011 academic semesters at The University of Tennessee at Chattanooga (UTC). This study was conducted by utilizing quantitative and qualitative measures through the administering of pretests, post-tests, and withdrawal surveys. This study has determined that significant learning occurs through engagement in the Panhellenic Sorority recruitment process, including the perception of learning that was not anticipated through the development of outcomes and curriculum. The research in this area is incredibly limited as the institution studied is the only documented institution of higher learning investing in an outcomes-based curriculum experience for engagement in Panhellenic sorority recruitment.

Perceived faculty discrimination and its affect on Native American college undergraduate students' intrinsic motivation was explored. The following variables were studied, perceived faculty discrimination, family support, and intrinsic motivation in an attempt to gain insight on the changing Native American enrollment rates. An interest was taken in examining perceived faculty discrimination to see if possible negative interactions, such as negative approaches and feedback, occurred during class between instructors and students. Students' perception or lack of perceived faculty discrimination was studied to observe its impact on Native American students' intrinsic motivation to learn and to see how that would impact their academic success. Lastly, family support was examined in relation to students' experiences of perceived faculty discrimination to get a sense of how the presence or absence of support influenced students' academic success. The student sample consisted of 40 University of New Mexico Native American undergraduate students enrolled in one of five introductory NATV courses for the Fall 2008 semester. The students ranged in age from 19 years old to 55 years old (M = 27, SD = 9.68). viii There were 65% females (N = 26) and 32.5% males ( N = 13). Student classification was composed of four student groups: 5% sophomore (N = 2), 10% junior (N =4), 62.5% senior (N = 25), and 7.5% other (N =3). A Pearson Bivariate Correlation analysis was conducted and the study revealed that there was no significant relationship between perceived faculty discrimination and Native American students' intrinsic motivation to academically succeed.

Division I intercollegiate student-athletes represent a unique population of college students on college campuses today because they face competing demands between the student and athlete roles. Without the proper environment and motivation for academic performance, some Division I student-athletes are unable to obtain a college degree and leave the college environment unprepared for life after college athletics. The purpose of this study was to examine what motivates Division I student-athletes to perform academically as well as athletically. A better understanding of the influence of motivation on student-athletes upon academic performance will help improve instruction and advising, as well as the academic success of student-athletes. Analysis of variance (ANOVA) was used to examine significant means on each of the variables and to examine significant differences among subgroups of student-athletes. Multivariate analysis of variance (MANOVA) was used to look for any effects. Multiple correlation analysis was utilized to examine the relationships between the motivational variables with academic and athletic performance. Finally, multiple regression was utilized to determine whether academic self-efficacy and academic goal orientation predicted the academic performance of student-athletes. Findings indicate that significant differences exist in the motivational orientation of student-athletes when examining gender, recruited status, and starter status. Also, academic self-efficacy was the strongest single predictor of academic performance. It was concluded however, that academic self-efficacy and academic achievement motivation together, more so than independently, as well as overall college experiences could be used to predict the academic performance of Division I student-athletes.

The majority of language learning in post-secondary higher education is compulsory. Many students in compulsory L2 courses demonstrate lower than average levels of achievement and persistence. Because L2 learning is an important component of a post-secondary education in modern society, improving the motivation to learn languages can improve both achievement and retention.

This study focuses on how to use popular culture as teaching material to engage students in learning Mandarin in Australian schools. The aim of this research was to explore whether popular culture can engage students in learning with high intellectual quality, and provide a more contemporary picture of Chinese society by presenting popular culture to students. This study used action research as the main methodology to investigate the influence of popular culture on engagement. The action research comprised three cycles and employed three aspects of popular culture respectively: popular songs, movies and teen magazine. Each cycle lasted for four to seven lessons and formed a sequence from single-dimensional to multidimensional focuses. For the evaluation of student engagement, data were collected from the researcher’s self-reflections and field notes, including classroom observations, student self-assessment and other feedback, and interviews. The REAL Framework (Munns and Woodward, 2006) was used to design questions for student self-assessment, which provided student feedback to the teacher on student classroom engagement. The study shows that popular culture has the advantage of stimulating student engagement in an affective, operative and cognitive way. Young students enjoy the learning content and this increases their interest and motivation. Some forms of popular culture can facilitate specific language ability: for example, music is useful for developing students’ pronunciation and speaking. Cognitive engagement improves in a varied way, from simple recall to a deeper and more complex understanding of their learning and knowledge. Nevertheless, students will not be automatically engaged by this material without the application of good teaching strategies. The results demonstrate that student engagement largely depends on how well the teacher incorporate popular culture context in teaching and how well the teacher incorporates the popular culture context into the teaching and how well the teacher uses pedagogical knowledge to teach and manage the students. The researcher, as a early beginning teacher, developed her understanding of how to engage students and came to realise what a teacher can do to develop student engagement effectively. This study may contribute to our knowledge of how to use popular culture to effectively teach and learn second languages in general, and Chinese as a second language in particular. It also provides suggestions for the application of the MeE Framework (Munns and Martin, 2005) and the REAL Framework (Munns and Woodward, 2006) in different contexts of practice.

Using a qualitative approach, this study investigated the perceptions of motivating factors for persistence and completion of the doctorate among low income, first generation and students of color that participated in the federally funded Ronald E. McNair Postbaccaluareate Achievement Program. Purposive sampling was used to obtain a pool of nine research participants that were enrolled in a McNair program during undergraduate study and successfully completed a doctoral program. Research questions were designed to retrieve information regarding how the McNair program impacted the successful completion of the doctorate. The findings were developed through analysis of data collected from interviews, an online focus group, and document review. Utilizing various theories of socialization, the doctoral experiences of the nine participants were explored and the perceptions of the impact of the McNair program on successful completion were examined. The findings resulted in a model of intervention that demonstrates how the McNair program can accelerate the progression of McNair Scholars through the graduate school socialization process for increased opportunity for successful completion of the doctorate.

This study investigates the relationship between students’ achievement motivation, sustained engagement and sustained enrolment intentions, in relation to senior secondary physics. Specifically, this study sought to determine the motivational factors that predict students’ sustained engagement and sustained enrolment intentions in four physics modules, and tested whether there were gender differences. These issues were addressed through a multi-occasional exploration among senior secondary students in New South Wales during their first year of elective physics. This study pioneered an innovative approach to exploring sustained enrolment intentions in the enacted physics curriculum, since students were asked about their enrolment plans at a time when they were actually studying physics modules, rather than before they had studied the subject, which as has been the case for most research on science enrolment. An achievement motivation theoretical framework was employed to provide a more comprehensive explanation of students’ sustained physics engagement and enrolment plans. A significant feature of this exploration is the topic (module) specificity of motivation. This study, based on Expectancy-Value (EV) theoretical underpinnings, has implications for strengthening physics enrolment research, and makes a significant contribution to advancing research and practice. While the declining trend in physics enrolment and the widening gender imbalance in physics participation have been explored widely, the retention of students in physics courses remains largely unexplored. The existing research mainly focuses on the main exit point from physics education, which is the transition from a general science course to non-compulsory, more specialised science courses that takes place during the transition from junior high school to senior high school in Australia. Another major exit point from physics education is the transition from senior high school to tertiary level. However, the Australian senior high school structure, where students can opt out of physics after the first year of senior secondary physics if they do not want to continue it to the final year, provides a unique exit point from physics education. This investigation examines the sustained enrolment intentions of students during their senior high school, and this adds an innovative variation to the enrolment research tradition. It further makes an original contribution to educational theory by fine-grained analysis of the retention motivations of physics students while they are studying the subject. The purpose of the study is to contribute to theory, practice and research knowledge of students’ sustained engagement and enrolment plans in physics. The findings of the study inform educational practitioners and policy makers. A reliable, valid and gender invariant scale to measure the motivational and behavioural patterns of adolescent students across four physics modules was developed and tested specifically for this study. This provides researchers and educational practitioners with a sensitive measuring instrument of physics enrolment motivation. Furthermore, this study extends the current understanding of gender differences in major achievement motivational constructs and engagement constructs in relation to physics. Findings from this research hold important implications for understanding the motivational factors that affect student engagement, and also for educational practice and research relating to students’ enrolment in physics.

Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners’ working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.

The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.

Intrinsic motivation is one of the key factors in student's academic performance in the classroom. Thus, my research question becomes "how do intrinsic motivational strategies impact student's engagement in learning?" Researchers believe there are three common factors that are thought to promote intrinsic motivation: teacher enthusiasm, student choice and cooperative learning. These factors are three techniques believed to help foster intrinsic motivation in students and were implemented in the classroom. After five weeks of implementation, research found that students were making positive changes in the classroom by reading for pleasure, challenging themselves more, and participating more in class. More importantly, through the use of surveys, students saw a positive change in themselves. Through the research conducted, it is evident that the use of these learning strategies did impact students' engagement in learning.

While withdrawal from higher education may be the result of many reasons both within and beyond the control of the student or the institution, the intent of not returning to higher education indicates the acceptance of a permanent disassociation with the pursuit of the higher education endeavor. It is of paramount importance in understanding the relationship between our higher education institutions and our society that those engaged in institutional research develop the fullest understanding of this phenomenon and its implications for the future of those institutions and that society. In order to do this, however, we must look beyond the actual behavior of dropping out and examine the academic intentions underlying those behaviors. This study brought together two lines of research, one drawn from behavioral theory and one from college persistence theory, to develop a model of intentions relating specifically to college persistence intentions.

This study is about student and teacher engagement. It is about a teacher from China learning how to become a more engaging teacher while teaching Australian school students Mandarin. The study addresses the relationship between student engagement and teacher engagement. Specifically, how increased student engagement interacts with and influences teacher engagement and promotes teacher learning so that the teacher becomes a better teacher. The main research question addressed by this study is: How does a teacher of Mandarin engage with learning how to successfully interest and engage students to learn Mandarin? The subsidiary research questions are: How does a teacher engage students in learning Mandarin? How does a teacher improve his or her teaching proficiency as a language teacher? This study uses the MeE Framework (Munns and Martin, 2005) to position student engagement. The MeE Framework shows the interactive relationship between motivation and engagement from both psychological and sociological perspectives. There are two levels of engagement: small ‘e’ engagement which is classroom level engagement and big ‘E’ engagement which is school level engagement. This study is limited to the classroom component within this theoretical framework. The REAL Framework (Munns and Woodward, 2003) is used to provide student feedback to the teacher on student classroom engagement. This feedback provided a basis for the teacher to learn how to teach in a more engaging way. The research design used the teacher-as-researcher as a theoretical basis for the research methodology with an action research component. Field notes, including observations and informal discussions, and interviews were used to collect contributory data while the main data source was the volunteer teacher-researcher’s reflective journal which was analysed using content analysis. There were two timeframes employed for the data analysis of reflective journal. The first was lesson cycle by lesson cycle and the second was a timeframe over the entire period of data collection. Multiple data sources provided a way to continually improve the selection of teaching resources and teaching strategies and so enhance the volunteer teacher-researcher’s ability to engage students. The study showed that the teacher improved her ability to engage students using student-centred teaching strategies, such as hands-on activities, group work, a variety of Chinese and Australian cultural artefacts and so on. The engaging teaching resources developed used technology, music and audiovisual media. Student-centred teaching approaches were consistent with constructivism and the Quality Teaching Framework (NSW Department of Education and Training, 2003). The volunteer teacher-researcher increased in teaching confidence throughout the study and was shown to follow a beginning teacher model (Leask and Moorhouse, 2005; Allen and Toplis, 2009) of teacher development. Teacher engagement was shown to be promoted by the teacher learning how to teach well using student-centred teaching approaches. The overall study was shown to be consistent with an interactive, constructivist view of teaching and learning. The teacher learning component of the study also followed a constructivist process where teacher learning built on previous experiences. The study showed that it was impossible for the volunteer teacher-researcher to discount the way she had been taught and experienced teaching in China. The study showed that the volunteer teacher-researcher built on her life and educational experiences in China and linked them to her learning about how to engage students in Australia. The study concluded by presenting what became the main argument of the study which was that there is an interactive relationship between student engagement and the teacher. Student engagement promoted teacher engagement which, in turn, promoted further student engagement. Importantly, the study suggested that the relationship between student engagement and the teacher in the classroom was strong and indicated that the MeE Framework, as outlined by Munns and Martin (2005), may need to show this close and powerful connection more clearly.

The purpose of this study was to examine the relationship between student engagement and teaching techniques in English 101 courses at the University of Tennessee - Knoxville. Specifically, the main goals of this study were to determine which techniques are most related to engagement, and whether students and instructors consider the same techniques to be beneficial. Student and instructor surveys were collected from approximately 215 students and nine teachers. Student responses to multiple choice questions have revealed that student engagement is most closely associated with variables related to course organization, feedback and assessment, active learning techniques, and institutional involvement. Additionally, students and instructors mostly agree about the effectiveness of student engagement techniques, with the exception of detailed feedback, which students rate more highly, and use of computer communication, which instructors rate more highly. Furthermore, short answer responses show students and instructors concur that active learning methods and selection of interesting paper topics are techniques currently used to engage students. Students and instructors agree that use of active learning techniques will increase in the future, and instructors also report that they will incorporate more technology in the course. Significantly, the results also demonstrated that many students consider themselves engaged in English 101. Implications for composition pedagogy are provided as well as suggestions for future research.

Self Determination Theory (Ryan & Deci, 2000) and related subtheories provided a theoretical framework for identifying important motivational factors contributing to the academic engagement of academically at risk students in alternative schools. The Basic Needs subtheory was used to assess academically at risk students' perceptions of autonomy, competence, and relatedness in regard to academic engagement, self-regulatory styles, and achievement within alternative schools. Organismic Integration subtheory was used as a framework for analyzing the differing levels of motivation and degree of internalization among these students.

Self Determination Theory (Ryan & Deci, 2000) and related subtheories provided a theoretical framework for identifying important motivational factors contributing to the academic engagement of academically at risk students in alternative schools. The Basic Needs subtheory was used to assess academically at risk students' perceptions of autonomy, competence, and relatedness in regard to academic engagement, self-regulatory styles, and achievement within alternative schools. Organismic Integration subtheory was used as a framework for analyzing the differing levels of motivation and degree of internalization among these students.

The main focus of this study is to identify the influential factors that motivate educators in Christian schools to undertake postgraduate study. Initially a group of 230 primary/elementary and secondary teachers which included principals (head teachers) from five Christian schools were surveyed and the results were complemented by a more intensive qualitative study of a sub-sample of teachers, the latter enabling more idiosyncratic motivations to be detected, explanatory factors to be explored, and transfer into practice to be monitored. The study developed and explored a theoretical framework from which a model, titled, Model of Motivation for Postgraduate Study, was designed. The model was adapted from the Expectancy-Value Model of Achievement (Eccles and Wigfield, 2002) to explore the motivations of teachers for engagement in postgraduate study. An Explanatory Design, mixed method methodology, was employed. The first phase of the study used the Model of Motivation for Postgraduate Study to generate a new factor scale which was called Educators Motivations and Attitudes to Postgraduate Study (EMAPS). This factor scale was developed specifically to measure the motivations and attitudes of teachers towards postgraduate study and it was incorporated into the EMAPS Questionnaire used to survey the teachers from the five Christian schools. Two sets of Confirmatory Factor Analysis (CFA) models were tested as an ‘all in’ model but would not fit the data well. Exploratory Factor Analysis (EFA) was employed to develop an ‘all in’ model that would fit the data well. The EFA reduced the 18 factor EMAPS1 Scale to a ten factor scale called EMAPS2. A series of one way ANOVAs was conducted using a Bonferroni adjustment to the alpha level for determining statistical significance to determine whether one or more of the personal and professional factors, such as gender, age group, career stage and school, influenced the ratings participants had given to the items. The second phase of the study used semi-structured interviews, the questions of which drew from the results of the first phase of the study. Fifteen participants were interviewed. Data gathering methods and times were apposite for analysing the incentives and disincentives for teachers undertaking postgraduate study. The results were analysed using a Grounded Theory approach. Overall, the study indicated that factors within the Task Value component of the Model of Motivation for Postgraduate Study were more influential in motivating teachers to engage in postgraduate courses than the factors grouped within the Expectation of Success component. In addition, the study demonstrated that teachers at the middle stage of their teaching careers were more likely to engage in postgraduate study than those at the beginning or towards the end of their careers. Multiple contributory factors influenced these teachers in their pursuit of postgraduate study. Particular factors identified as 'motivators' included improving pedagogical skills and increasing subject knowledge, understanding the underlying philosophy behind educational trends and being equipped to teach from a Christian worldview. In addition, progression in career path through advancement or career change and the credibility of a postgraduate qualification were significant motivating factors. Important and influential 'demotivators' included time pressures, such as teachers’ workload, and responsibilities of family and church life, and the financial cost of undertaking such study. Additional influences of educators’ personal and professional backgrounds contributed to enhancing or hindering motivation and these influences included gender, age, school in which they taught and position in school. The study concludes with implications for schools and tertiary institutions suggesting that institutions ensure that postgraduate courses have relevant content, and are well structured and flexible to cater for the demands of teachers' workloads. It also recommends that schools rethink their professional development budgets to provide support for teachers undertaking postgraduate study. A major outcome of the study is the development of a robust factor scale, EMAPS3 which is suggested for future research into the motivations of teachers for postgraduate study.

African-American men face substantial barriers to their educational development. Yet, despite the associated barriers to doctorate completion at Majority White Institutions (MWIs), some African-American men achieve the degree. Whereas, motivation is deemed to be important for individuals to complete the doctorate, little knowledge exists concerning motivation's role for African-American men in completing the doctorate.

Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.

A growing number of demographic studies have highlighted the disadvantaged status of Aboriginal and Torres Strait Islander students across nearly all educational settings, ranging from the pre-school to university environments. Despite these studies relying heavily upon descriptive statistical techniques, there is a lack of strong quantitative research examining potential factors that may contribute to this disadvantaged status of Indigenous Australian students, especially within the discipline of educational psychology. With this in mind, this investigation attempted to quantitatively unravel the causal role of varying psychological determinants that may impact upon the academic status of Indigenous and non-Indigenous Australian students within the secondary education system. Of the potential psychological determinants examined, multiple dimensions of self-concept, motivation and perceptions of racial discrimination are scrutinized for their impact upon Indigenous and non-Indigenous students‟ subjective educational outcomes (i.e., students‟ aspirations to complete Year 12 of high school, school enjoyment and perceived usefulness of school for achieving future goals) and objective educational outcomes (standardised maths and spelling achievement). To more confidently draw valid and reliable conclusions, three separate statistical studies were conducted, whereby Study 1, using Confirmatory Factor Analysis (CFA) techniques, sought to ascertain the psychometric properties of the measures, in addition to determining the cross-cultural validity of the measurement instruments through CFA invariance testing between the Indigenous and non-Indigenous samples. Study 2, through Multiple Indicator Multiple Cause Modelling (MIMIC), closely examined differences in the response patterns for all the measurement instruments to identify significant differences between the two cultural groups. In addition, Study 2 also ran preliminary Structural Equation Modelling (SEM) path analyses on the first time-wave of data to ascertain the cross-sectional predictive power of the psychological indicators over the varying educational outcomes for the Indigenous and non-Indigenous students, independent of home Socio-Economic Recourses (SER). Finally, Study 3 utilized SEM causal modelling techniques across two time-waves of data to determine the extent to which each of the psychological indicators was able to causally influence educational outcomes independent of the impact of previous measures of the educational outcomes upon themselves, and SER.

High-ability students will provide future leadership in many fields of endeavour. However, the current practice of educating high-ability students in academically selective classes and schools may not provide the optimum environments for all such students. Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Low academic self-concepts are associated with negative educational outcomes. The present investigation aimed to extend current BFLPE theory and research by: (a) testing the BFLPE’s external validity across 41 countries to ascertain the theory’s universality; (b) testing whether the BFLPE is evident in developing countries and in collectivist countries to ascertain whether it transcends cultural and economic barriers; (c) investigating constructs that have the potential to moderate the adverse effects of the BFLPE; (d) elucidating whether upward social comparisons moderate or co-exist with the BFLPE to resolve a conflict in the literature; (e) critically analysing the relation between social comparison processes and the BFLPE to further inform theory; and (f) testing whether the BFLPE varies as a function of ability to clarify its impact on different ability levels. Three studies were conducted to achieve these aims. Study 1 assessed the BFLPE’s external validity and investigated potential BFLPE moderators. Participants were 265,180 15-year-old students who took part in the 2003 Program for International Student Assessment (PISA) (Organisation for Economic Cooperation and Development, 2005a, 2005b). The BFLPE was evident in the entire cross-national sample of 41 culturally and economically diverse countries, and individually in 38. Moderating effects emerged for socio-economic status (SES), individual differences in learning, and individual perceptions of the learning environment. However, in relation to the large sample these effects were considered small. A larger moderating effect emerged for anxiety, where the BFLPE was found to be greater for highly anxious students. Study 2 was designed to resolve an apparent contradiction between the social comparison and the BFLPE literatures. Previously published social comparison data (Blanton, Buunk, Gibbons, and Kuyper, 1999; Huguet, Dumas, Monteil, and Genestoux, 2001) were further analysed to ascertain whether the BFLPE was moderated by, or co-existed with, with the beneficial effects of upward comparisons on performance. Participants were 876 Dutch and 1,156 French students. The BFLPE was moderated for Dutch language, but for all other academic subjects it co-existed with selected upward comparisons. Study 3 assessed the effect of selected comparisons on the BFLPE. Participants were 2,015 French students. The BFLPE was found to co-exist with selected comparisons measured subjectively and when measured objectively for math. The BFLPE was moderated by comparison choice in French when measured objectively and by a performance avoidance goal orientation. The moderating effect of individual ability was tested in all three studies, but provided only small effects, inconsistent in direction. These results define the BFLPE as externally valid and universally applicable and suggest that it is not moderated by selected social comparisons. Results regarding BFLPE moderators offer practical information to inform intervention strategies that may assist high-ability students to reach their full academic potential.

The changing environment in higher education has lead to a choice of doctoral programs for lifelong learners. From the data derived from interviews with a cohort of students in a professional Doctorate in Education at a Victorian university, the current study identified the students’ perceptions of their own professional development. It found that the extrinsic and intrinsic factors which motivated these students were numerous and often complex, and were as much for personal development such as cognitive interest, enjoyment and love of learning, social stimulation at a professional level, and because of academic pathways as they were for professional development whether for gaining qualifications, skills, credibility benefitting the profession or because of the developments within information and communication technologies. It also found that the students were non-traditional, being close to the middle or end-phase of their careers. The study developed a profile of a typical student from the many similarities exhibited by them. The implications of these findings for the nature of the Doctorate in Education at this university and for the delivery to future groups of students undertaking post-graduate degree are discussed.

This purpose of this study was to examine the motivation of first-year female Japanese university students towards university study in general and towards the study of English as a Foreign Language (EFL) in particular. The study used Maehr’s multiple goal model of Personal Investment as its theoretical basis. Two forms of a bilingual Inventory of University Motivation (IUM) were created. One refers to university study in general, the IUM-Gen; the other refers specifically to the study of EFL, the IUM-Eng. The two forms of the IUM were adaptations of McInerney’s Inventory of School Motivation (ISM) and were also translated into Japanese and then back-translated. Data from these questionnaires were collected from 501 first year university students at a Japanese women’s university and analysed using four sets of exploratory Principal Components Analyses (PCA). These analyses produced clear scales with solid loadings, thus supporting the construct validity of the instrument. Each scale had strong reliability as measured by Cronbach’s alpha. Mean scales, based on the items loading on the derived factors, were used to develop an overall motivational profile of the students. Some features of this profile contradicted strongly held beliefs about Japanese university students’ lack of motivation, as well as about their supposed collectivist qualities. Other features provided support for the argument that the study of EFL is important to female Japanese university students, suggesting that English ability is perceived as a skill which can provide them with attractive personal and professional possibilities. Multiple regression analyses were performed using the resulting scales of the IUM-Gen and IUM-Eng separately against the above outcome measures. Significant relationships were found between some of the predictor variables, the scales of the two forms of the IUM, and some of the criterion variables, the outcome measures. The three IUM-Eng subscales of Sense of Competence in English, Competition in English, and Social Concern in English (negative), and the two IUM-Gen subscales of Affiliation at University and Self-esteem at University, were the predictor variables of most significance. The results of these analyses provide support for the applicability of the theoretical model and both forms of the measurement instrument in this socio-cultural context. They also show the instrument to be very useful at extracting important predictors of academic success at studying EFL at a Japanese university, and make some important contributions to the growing research agenda in motivation in EFL.

Critics of currently available school motivation research consistently identify shortcomings such as the lack of a theoretical basis for defining and interpreting the construct and the poor quality of instruments used to measure it. There is a dearth of reliable, valid, theoretically informed, and cross-culturally comparable standardised measures of motivation. Whilst a number of theorists have proposed that motivation may be a multidimensional construct and may also be hierarchical in nature, partly due to the lack of available multidimensional measurement instruments, there has been limited research testing such theoretical propositions. The present investigation comprised two inter-related study components. The purposes of Study 1 were to (1) develop a valid and reliable multidimensional measure of school motivation based on Maehr’s Personal Investment Theory that was robust in diverse cultural settings; and (2) test the multidimensional and hierarchical structure of school motivation to elucidate the nature and structure of student motivation cross-culturally and further extend motivational theory and research. The purpose of Study 2 was to (1) test the relation of multidimensional components of student motivation and academic achievement in cross-cultural contexts, to further elucidate the relations amongst these constructs; and (2) to identify similarities and differences in motivational profiles for different cultural groups in order to support the validity and usefulness of the multidimensional motivation instrument in educational settings. Confirmatory factor analysis was used to validate the psychometric properties of the measures, and reliability tests were conducted to establish the internal consistency for each scale. Factorial invariance analysis was conducted to examine the equivalence of the data structure across cultural groups, and structural equation modelling (SEM) was conducted to examine the structural relations between eight ISM motivation factors and four outcome measures (Math, English, GPA, School attendance). Multivariate analysis of variances was conducted to examine statistical difference among the seven cultural groups in relation to eight ISM scales.

The central aim of this thesis was to investigate relationships between students’ goals and self-concepts and to demonstrate how these two sets of motivational variables interact to influence academic achievement. Answers were, thus, sought for vexed questions concerning the causal ordering of students’ goal orientations, academic self-concepts and academic achievement by hypothesising three competing models of causality: a/ goal orientations affect academic self-concepts, which in turn affect subsequent academic achievement, b/ academic self-concept affect goal orientations, which in turn affect subsequent academic achievement, and c/ goal orientations, academic self-concepts, and academic achievement affect each other such as they are reciprocally related over time. Findings from this research hold important implications for our theoretical understanding of factors affecting student motivation, and also for educational practice and research relating to students’ goals and academic self-concepts. These implications, in turn, provide new perspectives for promoting optimal motivation and academic achievement amongst secondary school students.

The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groups

The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sides

The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken

The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.