Learning Sciences Institute Australia

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Associate Professor Clarence Ng is the Research Director for the Learning, Learning Diversity and Reforming Classroom Practices concentration at LSIA. His current research focuses on the learning and engagement of diverse student groups with a particular interest in promoting reading engagement for disadvantaged students. Clarence currently leads two ARC Discovery Projects looking into engagement issues in learning to read and sustaining interest in challenging mathematics for students from disadvantaged backgrounds. He also leads an international research team investigating motivational issues for learning English in Asia-Pacific countries.

Research interests

  • Motivation
  • Learning and pedagogy
  • Academic self-schemas
  • Achievement goals
  • Reading motivation and engagement
  • Assessment and motivation
  • Learning and professional development

Competitive grants and projects

2018-2020 Australian Research Council, Discovery Grant (DP180102982): Ng, C., Renshaw, P., Cheung, A.C., Raising the literacy bar for economically-disadvantaged students
2014-2016 Australian Research Council, Discovery Grant (DP140101431): Ng, C., Goos, M., & Bahr, N., Is Maths for me? Understanding and promoting disadvantaged students’ academic aspirations for Mathematics.
2014-2015 Department of Education and Training: Bartlett, B., Ng, C., Wyatt-Smith, C., & McArthur, M., A Study into the current operations of Queensland’s Non-State Special Assistance Schools, State Positive Learning Centres and State Flexi-Schools (DETE Contract No.: 62435).
2011-2015 Australian Research Council, Discovery Grant (DP110104289): Ng, C., Wyatt-Smith, C., & Bartlett, B., Improving disadvantaged students’ reading outcomes through overcoming reading avoidance and promoting reading engagement.

Publications

Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes Education’s new timespace: Visions from the present

Books

Ng, G., & Bartlett, B. (under contract). (Eds.) Improving reading in the 21st century: International research and innovations. Dordrecht, The Netherlands: Springer.
Ng, C., & Nakano, M. (contract signed, March 2015). Enhancing learning engagement in English as an International Lingua Franca in Asia. Dordrecht, the Netherlands: Springer.
Ng, C. (contract signed, Feb 2015). (Eds., )Handbook of educational psychology: East meets west. Dordrecht, the Netherlands: Springer.
Ng, C., Fox., B., & Nakano, M. (Forthcoming 2015). Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes. Dordrecht, the Netherlands: Springer.
Ng, C. H., & Renshaw, P.D. (2009). Reforming learning: Issues, concepts and practices in the Asia-pacific Region. Dordrecht, the Netherlands: Springer.
Baker, B., Tucker, M., & Ng, C.H. (1998). Education’s new timespace: Visions from the present. Flaxton, QLD: Post Pressed.

Book chapters

Ng, C., Wyatt-Smith, C., Bartlett, B. (in press). Disadvantaged students’ voices on national testing: The submersion of NAPLAN’s formative potential. In R. Lingard, G. Thomson & S. Sellar (Eds.), National Testing in Schools: An Australian Assessment. London: Routledge.
Ng, C., Nakano, M., & R. Fox (forthcoming, 2015). Globalisation and learning reforms in Asia-Pacific universities. In C. Ng, B. Fox & M. Nakano (Eds.), Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes. Dordrecht, the Netherlands: Springer.
Ng, C. (forthcoming, 2015). Sustaining participation and engagement in distance learning: A motivational perspective. In C. Ng, B. Fox & M. Nakano (Eds)., Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes. Dordrecht, the Netherlands: Springer.
Ng, C. (forthcoming, 2015). Crafting an intrinsically motivating course environment for learning English as an international language: A self-determination perspective. In C. Ng, B. Fox & M. Nakano (Eds.), Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes. Dordrecht, the Netherlands: Springer.
Nakano, M., Ng. C., & Ueda, N. (forthcoming, 2015). The development of quality assurance practices in Japanese universities. In C. Ng, B. Fox & M. Nakano (Eds.), Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes. Dordrecht, the Netherlands: Springer.
Ng, C., Bartlett, B., & Wyatt-Smith, C. (2014). Developing engaging reading pedagogies for disadvantaged students in low SES Australian schools: Lessons learnt from students’ voices. In J. O’Meara (Ed.), 57th Yearbook on Teacher Education(pp.563-569). Bangkok: ICET Council.
Ng, C., & Bartlett, B. (2013). Case studies of disadvantaged students’ reading motivation: Avoiding a deficit perspective. In P. Jalinek (Ed.), Education in Australia: Cultural influences, global perspectives and social challenges (pp. 79-106). Hauppauge, NY: Nova Publisher.
Ng, C. H. (2012). The role of self-efficacy, control beliefs and achievement goals on learning and achievement among distance learners . In J. L. Moore & A.D. Benson (Eds.), International perspectives of distance learning in higher education (pp. 233-252). Rijeka, Croatia: InTech Publisher.
Ng, C. H. (2009). Exploring the linkage between reforms and learning in the Asia-pacific region: An Activity Theory perspective. In C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region (pp. 23-42). The Netherlands: Springer.
Ng, C. H. (2009). Reforming learning in the Asia-pacific region: An introduction. In C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region (pp. 3-22). The Netherlands: Springer.
Ng, C. H. (2009). “Learning for achievement” as a collective motive in re-culturing learning and teaching in Hong Kong classrooms. In C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region (pp. 255-276). The Netherlands: Springer.
Yuen A., Pan, N. & Ng, C. H. (2009). Reforming learning and teaching using online knowledge platform. In C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region (pp. 67-87). The Netherlands: Sprin

Articles (since 2009)

Ng, C. (in press). Australian primary students’ motivation and learning intentions for extra-curricular music programs. Music Education Research.
Ng, C. (2015). Learners’ goal profiles for learning over an academic year. International Review of Research in Open and Distance Learning, 16(3),86-109.
Ng, C. (2014). Examining the self-congruent engagement hypothesis: The link between academic self-schemas, motivation, learning and achievement within an academic year. Educational Psychology, 34(6), 730-762.
Ng, C., Bartlett, B., Chester, I., Kersland, S. (2013). Improving reading performance for economically disadvantaged students: Combining both strategy instruction and motivational support. Reading Psychology: An International Journal,34 (1), 1-43.
Ng, C., Bartlett, B., Wyatt-Smith, C. (2012). Are disadvantaged students unmotivated to read? An interview study of Australian engaged and disengaged readers in low SES schools. International Journal for Cross-Disciplinary Subjects in Education, Special Issue, 2(2), 1005-1013.
Ng, C. (2012). Comparing students with extreme schematic beliefs in learning mathematics across two cultures. International Journal of Learning, 18(6), 143-160.
Ng, C.H. (2012). Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to current educational reform. Teaching Education, 23(4), 387-410.
Ng, C. H. & Hartwig, K. (2011). Teachers’ perceptions of declining participation in school music education. Research Studies in Music Education, 33(2), 123-142.
Ng, C. H. (2010). Do career goals promote continuous learning among practising teachers? Teachers and Teaching: Theory and Practice, 16(4), 397-422.
Ng, C. H. (2009). Profiling learners’ achievement goals in completing academic essays. Educational Psychology, 29(3), 279-296.

Refereed conference proceedings

Ng, C. (2014). Understanding students’ declining reading motivation in upper primary school: A longitudinal case study. In C-k. Li & T-W. Hung (Eds.), Refereed proceedings of International Symposium on Education and Psychology (pp. 180-192), Tokyo.
Blackberry, G., Ng, C., & Bartlett, B. (2014, December). Disengaged teachers: A cause of disengaged students in reading? Refereed paper presented at the AARE-NZARE Joint Conference, Queensland University of Technology.
Ng, C., Bartlett, B., & Wyatt-Smith, C. (2013). Developing engaging reading pedagogies for disadvantaged students in low SES Australian schools: Lessons Learnt from students’ voices. In J. O’Meara (Ed) refereed proceedings of 57th World Assembly of International Council for Education on Teaching, pp.543-549. Bangkok: ICET Council.
Ng, C., Bartlett, B., Wyatt-smith, C., & Wyvill, J. (2012). Engaged and disengaged Year 5 readers in low SES Australian schools: Differences in personal cognitions, perceived classroom and family reading practices. In C.A. Shoniregun & G.A. Akmayeva (Eds.), Refereed conference proceedings of Canadian International Education Conference, Toronto.
Ng, C.H., & Lai, E. (2004, February). Mentoring as a model for promoting professional lifelong learning for teachers through distance education. In the Conference Proceedings, the 21st ICDE World Conference on Open and Learning and Distance Education, Hong Kong.
Ng, C. H. (2004). Adolescent students’ multiple goals in learning mathematics. ERIC Document. ED482730

Associate Professor Clarence Ng Curriculum Vitae

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