Motivation &Engagement of Boys Evidence-based Teaching Practices A Report submitted to the Australian Government Department of Education, Science and Training APPENDICES Motivation and engagement of boys: Evidence-based teaching practices A report submitted to the Australian Government Department of Education, Science and Training (Appendices) Dr Geoff Munns Dr Leonie Arthur Professor Toni Downes Dr Robyn Gregson Dr Anne Power Associate Professor Wayne Sawyer Professor Michael Singh Dr Judith Thistleton-Martin Frances Steele Dr Geoff Munns, UWS Dr Leonie Arthur, UWS Professor Toni Downes (Project Leader) Dr Robyn Gregson, UWS Dr Anne Power, UWS Associate Professor Wayne Sawyer, UWS Professor Michael Singh, UWS Dr Judith Thistleton-Martin, UWS Frances Steele (Project Manager), UWS With the support of: Janet Fellowes, ECU Margot Ford, CDU Dr Susanne Gannon, UWS Shirley Gilbert, UWS Dr Bobby Harreveld, CQU Dr Chris Hickey, DeakinU Bronwyn Hubbard, UWS Justine Lawson, UWS Dr Andrew Martin, UWS Dr Shalmalee Palekar, UWS Dr Helen Woodward, UWS The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training. The project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme. The UWS Research team wishes to acknowledge and thank the state and territory education systems, the school principals, their staff, students and communities. Without their support it would not have been possible to undertake the research and reporting of current work in the selected schools. In particular the research team was impressed by the dedication, hard work and critical insights into young peoples’ lives that underpin the successful programmes documented in this report. TABLE OF CONTENTS APPENDIX A: LITERATURE REVIEW ...........................................................................................5 A.1 INTRODUCTION.......................................................................................................................5 A.2 MOTIVATION AND ENGAGEMENT ...........................................................................................5 A.2.1 Defining motivation and engagement...............................................................................5 A.2.2 Motivation, ‘e’ngagement, ‘E’ngagement: The MeE framework...................................10 A.2.3 The MeE framework in action........................................................................................13 A.2.4 Motivation and engagement: Student outcomes and school factors ...............................14 A.3 BOYS’ EDUCATION ...............................................................................................................15 A.3.1 Issues and factors............................................................................................................15 A.3.2 Boys’ academic and social outcomes .............................................................................20 A.4 STRATEGIES FOR IMPROVING THE MOTIVATION, ENGAGEMENT, ACADEMIC SUCCESS AND SOCIAL OUTCOMES OF BOYS ...............................................................................................................25 A.4.1 Home, community and school connections ....................................................................25 A.4.2 Whole-school strategies..................................................................................................31 A.4.3 Classroom-based strategies.............................................................................................38 A.4.4 Language and literacy strategies.....................................................................................41 A.5 CODING AND INTERPRETATION MATRIX ..............................................................................52 APPENDIX B: CASE STUDY REPORTS.........................................................................................73 B.1 INTRODUCTION.....................................................................................................................73 B.2 VERMILION HIGH SCHOOL ...................................................................................................74 B.2.1 Background characteristics.............................................................................................74 B.2.2 Strategies for improved academic and social outcomes for boys ...................................75 B.2.3 Evidence that the strategies are improving academic and social outcomes for boys......78 B.2.4 Conclusion......................................................................................................................80 B.3 RUSSET HIGH SCHOOL .........................................................................................................84 B.3.1 Background characteristics.............................................................................................84 B.3.2 Strategies for improved social and academic outcomes for boys ...................................85 B.3.3 Evidence that the strategies are improving social and academic outcomes for boys......87 B.3.4 Conclusion......................................................................................................................92 B.4 OLIVE HIGH SCHOOL ...........................................................................................................93 B.4.1 Background characteristics.............................................................................................93 B.4.2 Strategies for improved academic and social outcomes for boys ...................................94 B.4.3 Evidence that the strategies are improving academic and social outcomes for boys......97 B.4.4 Conclusion....................................................................................................................102 B.5 CERISE HIGH SCHOOL ........................................................................................................107 B.5.1 Background characteristics...........................................................................................107 B.5.2 Strategies for improved academic and social outcomes for boys .................................109 B.5.3 Evidence that the strategies are improving academic and social outcomes for boys....116 B.5.4 Conclusion....................................................................................................................118 B.6 TEAL HIGH SCHOOL ...........................................................................................................119 B.6.1 Background characteristics...........................................................................................119 B.6.2 Strategies for improved academic and social outcomes for boys .................................119 B.6.3 Evidence that the strategies are improving academic and social outcomes for boys....123 B.6.4 Conclusion....................................................................................................................126 B.7 HELIOTROPE SCHOOL.........................................................................................................127 B.7.1 Background characteristics...........................................................................................127 B.7.2 Strategies for improved academic and social outcomes for boys .................................130 B.7.3 Evidence that the strategies are improving academic and social outcomes for boys....134 B.7.4 Conclusion....................................................................................................................135 B.8 AMBER HIGH SCHOOL........................................................................................................139 B.8.1 Background characteristics...........................................................................................139 B.8.2 Strategies for improved academic and social outcomes for boys .................................140 B.8.3 Evidence that the strategies are improving academic and social outcomes for boys....144 B.8.4 Conclusion....................................................................................................................146 B.9 INDIGO PRESCHOOL ...........................................................................................................147 3 B.9.1 Background characteristics...........................................................................................147 B.9.2 Strategies for improved academic and social outcomes for boys .................................148 B.9.3 Evidence that the strategies are improving academic and social outcomes for boys....153 B.9.4 Conclusion....................................................................................................................155 B.10 HAZEL HIGH SCHOOL.........................................................................................................157 B.10.1 Background characteristics ......................................................................................157 B.10.2 Strategies for improved academic and social outcomes for boys.............................158 B.10.3 Evidence that the strategies are improving academic and social outcomes for boys159 B.10.4 Conclusion ...............................................................................................................165 B.11 AZURE PRIMARY SCHOOL ..................................................................................................167