Engaging Middle Yearsʼ Learners. An Australian Perspective, 1990-2018

Abstract

The authors review research and policy literature related to middle level student engagement in Australia, with a focus on work between 1990 and 2018. The review explores how engagement came to be considered both a problem and solution in Australian middle level education, illuminates its multiple and varied constructions, and examines the concomitant effects on ideas of good teaching and learning in scholarly, policy, and practitioner imaginaries.