Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369–386. doi: 10.1002/pits.20303 Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement motivation and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 315-342). New York, NY: Springer. doi:10.1007/978-1-4614-2018-7_15 Blackwell, L., Trzesniewski, K. ,& Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. doi:10.1037/0003-066x.32.7.513 Broussard, S. C., & Garrison, M. E. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and Consumer Sciences Research Journal, 33, 106-120. doi:10.1177/1077727x04269573 Casillas, A., Robbins, S., Allen, J., Kuo, Y. L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104, 407-420. doi:10.1037/a0027180 Center for Applied Special Technology (1998). What is universal design for learning? Wakefield, MA: Author. Clark (1999) The autodriven interview: A photographic viewfinder into children's experience. Visual Studies, 14, 39-50, doi: 10.1080/14725869908583801 Clark-Ibáñez, M. (2004). Framing the social world with photo-elicitation interviews. American Behavioral Scientist, 47, 1507-1527. doi:10.1177/0002764204266236 Collier, J. (1957). Photography in anthropology: A report on two experiments. American Anthropologist, 59, 843-859. doi:10.1525/aa.1957.59.5.02a00100 Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: HarperPerennial. Deci, E., Koestner, R., & Ryan, R. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668. doi:10.1037/0033-2909.125.6.627 Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41, 1040-1048. doi:10.1037/0003-066x.41.10.1040 Dweck, C. S. (2010). Mind-sets and equitable education. Principal Leadership, 10, 26-29. Edyburn, D. L. (2005). Universal Design for Learning. Special Education Technology Practice, 7, 16-22. Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 81-96. doi:10.1177/003172171009200326 Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools (2nd edition), Philadelphia, PA: Westview Press. Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30, 53-74. doi:10.1080/01443410903353302 Farrell, A. (2005). Ethics and Research with Children. In Farrell, A. (Ed) Ethical Research with Children. New York, NY: Open University Press. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. doi:10.3102/00346543074001059 Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763-782). New York, NY: Springer. Furlong, M. J., Whipple, A. D., Jean, G. S., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8, 99-113. doi:10.1007/bf03340899 Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538. doi:10.1037/0022-0663.82.3.525 Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113. doi:10.1037//0022-0663.86.1.104 Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13. doi:10.1037/0022-0663.93.1.3 Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual studies, 17, 13-26. doi:10.1080/14725860220137345 Hays, D. G. & Singh, A. A. (2012). Qualitative inquiry in clinical and educational settings. New York, NY: The Guilford Press. Heisley, D. D., & Levy, S. J. (1991). Autodriving: A photoelicitation technique. Journal of Consumer Research, 18, 257-272. doi:10.1086/209258 Katz, J. (2012a) Teaching to diversity: The Three-Block Model of Universal Design for Learning. Winnipeg, MB: Portage & Main Press. Katz, J. (2012b). Reimagining inclusion. Canadian Association of Principals Journal, Summer, 22-26. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273. doi:10.1111/j.1746-1561.2004.tb08283.x Lancaster, P. (2008). Universal design for learning. Colleagues, 3. Article 5. Retrieved from http://scholarworks.gvsu.edu/colleagues/vol3/iss1/5 Martin, A.J. (2003). How to motivate your child for school and beyond. Sydney: Bantam. Martin, A.J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794-824. doi: 10.1177/0013164409332214. Martin, A.J. (2016a). The Motivation and Engagement Scale (16th Edition). Sydney, Australia: Lifelong Achievement Group (www.lifelongachievement.com). Martin, A. J. (2016b). The Motivation and Engagement Workbook (16th Edition). Sydney, Australia: Lifelong Achievement Group (www.lifelongachievement.com). Mo, Y., & Singh, K. (2008). Parents’ relationships and involvement: Effects on students’ school engagement and performance. RMLE online, 31, 1-11. doi:10.1080/19404476.2008.11462053 Mueller, C., & Dweck, C. (1998). Praise for intelligence can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. doi:10.1037//0022-3514.75.1.33 Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student Engagement and Achievement in American Secondary Schools. (pp. 11-39). New York, NY: Teachers College Press. Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22, 197-203. doi:10.1177/074193250102200402 Pyle, A. (2013). Engaging young children in research through photo elicitation. Early Child Development and Care, 183, 1544-1558. doi:10.1080/03004430.2012.733944 Reschly, A., & Christenson, S. L. (2006). Promoting school completion. In G. Bear & K. Minke (Eds.), Children’s needs III: Understanding and Addressing the Developmental Needs of Children. (pp.103-113). Bethesda, MD: National Association of School Psychologists. Russell, J., Ainley, M., & Frydenberg, E. (2005). School issues digest: Motivation and engagement. Canberra, Australia: Australian Government: Department of Education, Science and Training. Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi:10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55, 68. doi:10.1037/0003-066x.55.1.68 Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1, 252-267. doi:10.5539/jel.v1n2p252 Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles: SAGE Publications. Schänzel, H. & Smith, K. (2011). Photography and Children: Auto-driven Photo-elicitation. Tourism Recreation Research, 36, 81-85. doi:10.1080/02508281.2011.11081664. Schlechty, P. C. (2002). Working on the work an action plan for teachers, principals and superintendents (1st ed.). San Francisco, CA: Jossey Bass. Sensoy, Ö. (2011). Picturing oppression: Seventh graders’ photo essays on racism, classism, and sexism. International Journal of Qualitative Studies in Education, 24, 323-342. doi:10.1080/09518398.2011.561817 Shaw, D. (2013). A New Look at an Old Research Method: Photo‐Elicitation. TESOL Journal, 4, 785-799. doi:10.1002/tesj.108 Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158–176. doi:10.1521/scpq.18.2.158.21860 Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41, 3-25. doi:10.1177/0044118x09334861 Skinner, E., & Belmont, M. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 85, 571 -581. doi:10.1037/0022-0663.85.4.571 Sokal, L., & Katz, J. (2015). Effects of the three-block model of universal design for learning on early and late middle school students' engagement. Middle Grades Research Journal, 10, 65-82. Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28, 108-116. doi:10.1177/07419325070280020101 Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266-1281. doi:10.2307/113153 Thomson, P., & Gunter, H. (2008). Researching bullying with students: a lens on everyday life in an ‘innovative school’. International Journal of Inclusive Education, 12, 185-200. doi:10.1080/13603110600855713 Torre, D., & Murphy, J. (2015) A different lens: Changing perspectives using photo-elicitation interviews. Education Policy Analysis Archives, 23, doi:10.14507/epaa.v23.2051 Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. doi:10.1016/j.learninstruc.2013.04.002 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing how to ask first: Photo elicitation motivates English language learners to write: Photos prompt middle grades English language learners to reflect upon and write about their lives. Middle School Journal, 44, 6-13. doi:10.1080/00940771.2012.11461842 Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11, 167-177. doi:10.1177/1469787410379680 Zyngier, D. (2011). (Re)conceptualising risk: left numb and unengaged and lost in a no-man’s-land or what (seems to) work for at-risk students. International Journal of Inclusive Education, 15, 211-231. doi:10.1080/13603110902781427