The motivational implications of an educational reform in the Australian state of New South Wales are explored. The quality teaching model has been designed to improve teachers' pedagogical skills. The model is examined from the perspective of achievement-goal theory. I argue that the intention of the authors of the model is that its implementation will encourage students' adoption of a mastery achievement goal. However, there is a danger that the model may be less successful with those students who have been specifically targeted by the authors of the model, namely, under-achieving students from traditionally disadvantaged groups. I suggest that the model does not take into sufficient account the way in which students' social goals, or even a less conscious need to feel related to others, can work simultaneously with academic goals.
Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region p. 277-291
Education in the Asia-Pacific Region: Issues, Concerns and Prospects 5