ACU (Australian Catholic University)

Associate Professor Clarence Ng is the Director for a research concentration on &ldquoLearning, Learner Diversity and Reforming Classroom Practices&rdquo at the Learning Sciences Institute Australia of Australian Catholic University. Clarence&rsquos current research is in 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.

Publications

Books (since 2014)

Ng, C., Bartlett, B., Elliott, S. (in press authored). Empowering engagement: Creating learning opportunities for students from disadvantaged backgrounds. New York: Springer

Ng, C., Fox., B., & Nakano, M. (2016 edited). Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes. Dordrecht, the Netherlands: Springer. 

Journal Articles (since 2014)

Ng, C. (2018). &ldquoI learn for a job promotion!&rdquo: The role of outcome-focused career goals in motivating distance learners to learn.  Distance Education. 39(3).  (SCImago Q1 2016 IF: 1.592)

Graham, S., Liu, K., Bartlett, B., Ng, C., Harris, K., Aitken, A., Barkel, A., Talukda, J. (2018). Reading and writing: A meta-analysis of the impact of reading and reading instruction on writing. Review of Educational Research, 88(2), 243-284. (SCImago Q1 IF: 5.235).

Graham, S., Liu, K., Atken, A., Ng, C. Bartlett, B., Harris, K. (2017). Effectiveness of literacy programs balancing reading and writing Instruction: A Meta-Analysis. Reading Research Quarterly.  (SCImago Q1 IF: 2.087)

Ng, C. (2017). Distance learners&rsquo multiple goals, learning and achievement in different contexts. Distance Education, 38(1), 37-58.  (SCImago Q1 2015 IF: 2.021)

Ng, C. (2017). Australian primary students&rsquo motivation and learning intentions for extra-curricular music programs. Music Education Research 19(3), 276-29. Doi: 10.1080/14613808.2015.1095721. Published online: 15 October 2015. (Scimago Q1 IF 2015: 0.482)

Ng, C. (2016). High school students&rsquo motivation to learn Mathematics: The role of multiple goals. International Journal of Science and Mathematics Education. doi:10.1007/s10763-016-9780-4. Published online: 19 November 2016. (SCImago Q1 2016 IF:1.474)

Ng, C. (2015). Learners&rsquo goal profiles for learning over an academic year. International Review of Research in Open and Distance Learning, 16(3), 86-109. (SCImago Q1 2016 IF:1.734)

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.(SCImago Q1 IF:1.31)

 Book chapters (since 2014)

 Ng, C. & Graham, S. (2017). Engaging readers in the 21^st Century: What we know and what we need to know more. In Ng, C. & Bartlett, B. (Eds.), Improving Reading in the 21st Century: International Research and Innovation (pp.17-48). Dordrecht, the Netherlands: Springer.

Ng, C. & Bartlett, B. (2017). Improving reading and reading engagement: An international focus. In Ng, C. & Bartlett, B. (Eds.), Improving Reading in the 21st Century: International Research and Innovation (pp.3-16). Dordrecht, the Netherlands: Springer.

Blackberry, G. & Ng, C. (2017) &ldquoReading was like my nightmare but now it&rsquos my thing&rdquo: A Narrative of Growth and Change of an Australian Indigenous student. In Ng, C. & Bartlett, B. (Eds.), Improving Reading in the 21st Century: International Research and Innovation (pp.187-204). Dordrecht, the Netherlands: Springer.

Ng, C., Wyatt-Smith, C., Bartlett, B. (2016). Disadvantaged students&rsquo voices on national testing: The submersion of NAPLAN&rsquos formative potential. In R. Lingard, G. Thomson, & S. Sellar (Eds.). National Testing in Schools: An Australian Assessment (pp.152-163). London: Routledge.

Ng, C., Nakano, M., & R. Fox (2016). Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region. In C. Ng, B. Fox, & M. Nakano (Eds)., Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes in Japan, Hong Kong and Australia (pp.3-25). Dordrecht, the Netherlands: Springer.

Ng, C. (2016). 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 in Japan, Hong Kong and Australia (pp.115-134). Dordrecht, the Netherlands: Springer.

Ng, C. (2016). 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 in Japan, Hong Kong and Australia (pp.275-296). Dordrecht, the Netherlands: Springer.

Nakano, M., Ng, C., & N. Ueda (2016). 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 in Japan, Hong Kong and Australia (pp.365-380). 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&rsquo voices. In J. O&rsquoMeara (Ed.) 57^th Yearbook on Teacher Education (pp.563-569).  Bangkok: ICET Council.

Current Research Grants

Ng, C., Renshaw, P., Cheung, A., Mak, B. & Graham, S. (2018-2020) (DP180102982). Raising the bar: Promoting higher-order literacy skills for economically-disadvantaged students in the 21st Century. ARC Discovery Grant Program, Australian Research Council. $535,418. 

Ng, C., Graham, S. & Harris, K. (2016-2017). Improving disadvantaged students&rsquo reading engagement and reading outcomes using student-voice driven and mastery-focused reading models. Education Horizon Research Grant Scheme. Department of Education, Queensland State Government. $108,536.

Ng, C., Goos, M., Bahr, N. (DP140101431, 2014-16). Is Maths for me? Understanding and promoting disadvantaged students&rsquo academic aspirations for Mathematics. ARC Discovery Grant Program, Australian Research Council. $349,000.

Ng, C., Wyatt-Smith, C. & Bartlett, B. (DP110104289, 2011-2015) Improving disadvantaged students&rsquo reading outcomes through overcoming reading avoidance and promoting reading engagement. ARC Discovery Grant Program, Australian Research Council. $530,898

Bartlett, B., Ng, C., Wyatt-Smith, C. & McArthur, M. (2014-15). A Study into the current operations of Queensland&rsquos Non-State Special Assistance Schools, State Positive Learning Centres and State Flexi-Schools. Department of Education, Training and Employment, Queensland. (DETE Contract No.: 62435). $219,604.