Clarence Ng – författare

In the wake of the 1997 Asian financial crisis, various reform initiatives, policies and programmes have been carried out in different countries within the Asia-Pacific region. All these reform efforts aim to restructure different aspects of schooling in order to promote learning and to prepare students for future challenges in globalised economies. These measures to a certain extent challenge traditional practices, established arrangements and deep-seated assumptions related to different aspects of learning. The authors in this book discuss educational reforms in different countries in the Asia-Pacific region in light of student learning, clarify their concepts, evaluate implementation and impact on the learning processes, with a hope that we can learn better from each other and develop a better understanding of "contemporary" learning and teaching processes within the region. The central argument running through different chapters in this book highlights the importance of understanding reforms and learning within their historical, political and sociocultural contexts.

Reforming learning involves changes in established cultural practices in our schools, classrooms, and other learning sites, and therefore inevitably arouses tensions and negotiations. The discussion in this book puts to the fore the disputable nature of reforming learning and the significance of contextualising the complex relationship between reforms and learning.

​This book examines promoting engagement for children and adolescents from challenging contexts or who are dealing with challenging conditions.  The volume concentrates on three vulnerable groups: marginalized youths who have experienced repeated exclusion and sought their second chance in alternative education; children who are coming from economically, culturally, and linguistically disadvantaged backgrounds; and students with social or emotional issues. It defines engagement as evolving over the course of learning, an interpersonal as well as personal process involving students, learning environment, teachers, and peers. Chapters identify the complex personal, sociocultural, economic, and systemic barriers that keep these vulnerable students from fully engaging in school, and explore the enabling role of collaborative and supported learning activities in building academic success and a foundation for productive adult lives. In addition, chapters present instructional practices based on engagement enablers. Chapters also pinpoint specific learning skills and subject areas that can provide openings for promoting motivation and participation.

Empowering Engagement is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational policy and politics, social work, motivation and learning, schooling and pedagogies, and related disciplines.

This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies.

While students’ reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre.