Associate Professor Clarence Ng - Institute for Learning Sciences & Teacher Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Associate Professor Clarence Ng has internationally recognised expertise in the field of motivation and learning. Drawing from both cognitive and sociocultural theories, his research work on motivation and learning has taken an integrated perspective to investigate complex contextual and interactive influences on learning and teaching in different curriculum areas using student participants drawn from a variety of disadvantaged backgrounds. The notion of contextualizing motivation and learning is the focus of his book, "Reforming Learning"(Ng & Renshaw, 2009, by Springer), a major international publication for understanding learning reforms within the Asia-pacific region. Building on this successful publication, Clarence is currently leading a group of international educational researchers to develop a new publication, entitled as "Reforming learning and teaching in Asia-Pacific universities"(Ng, Fox & Nakano, forthcoming 2014, by Springer), to explore important issues on improving learning and teaching at the university level, explicating significant influences of globalised processes at work in the Asia-Pacific region.
Using longitudinal mixed-method designs, Clarence currently leads two ongoing ARC-funded discovery projects to investigate complex engagement issues in learning to read (DP110104289, Ng, Wyatt-Smith & Bartlett, 2011-2015) and sustaining aspirations for advanced Mathematics (DP140101431, Ng, Goos & Bahr, 2014-2016) among students from disadvantaged backgrounds in Australia.
At the Learning Sciences Institute Australia (LSIA), Clarence is a program director for a priority research program on "Enhancing Literacy and Engagement for Overcoming Disadvantage". A major focus of this priority research program is the development of empirically verified interventions and innovative pedagogical models for re-engaging disadvantaged students to read and write with confidence and interest. National and international researchers including Professors Brendan Bartlett, Claire Wyatt-Smith, Steve Graham and Karen Harris are part of the research team working collaboratively to achieve this significant research goal.
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- ARC Discovery Project (2014-2016; $349,000): Is Maths for me? Understanding and promoting disadvantaged students' academic aspirations for Mathematics (Clarence Ng, Merriyln Goos & Nan Bahr) (PhD) (Principal Supervisor)
- ARC Discovery Project (2011-2015; $492725): Improving disadvantaged students? Reading outcomes through overcoming reading avoidance and building reading engagement (Clarence Ng, Claire Wyatt-Smith & Brendan Barlett) (PhD) (Principal Supervisor)
Ng, C. (2014). Examining the self-congruent engagement hypothesis: The link between academic self-schemas, motivation, learning and achievement within an academic year, in Educational Psychology
Ng, C. , Bartlett, B., Chester, I., Kersland, S. (2013). Improving reading performance for economically disadvantaged students: Combining both strategy instruction and motivational support. , in Reading Psychology: An International Journal, 34(1), 1-43
Ng, C. (2012). Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to current educational reform, in Teaching Education, 23(4), 387-410.
Ng, C. & Hartwig, K. (2011). Teachers' perceptions of declining participation in school music education, in Research Studies in Music Education, 33(2), 123-142
Ng, C. (2010). Do career goals promote continuous learning among practising teachers? , in Teachers and Teaching: Theory and Practice. 16(4), 397-422