Teachers would prefer a classroom of students who are engaged-actively and thoughtfully participating in literacy instruction. But what is itabout instructional tasks that make them engaging or disengaging?

Differentiation shouldn't end with planning but should continue as teachers adapt their instruction during lessons.

The aim of the study was to examine the effect of group training based on Schnyder hope theory on level academic engagement and hardiness girl students in the first grade. Sup-experimental with pre-test-post-test and follow-up design with control group were used. This study population included all high school girl students in the first grade of Khorramabad city in 2015-2016. Sample size of 50 individuals (25individuals' experimentation and 25 individuals 'control group) using multi-stage random cluster sampling were selected. The only experimental group was group training based on Schnyder hope theory, after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. In this study measuring tool were questionnaire academic engagement Schafeli et al. and academic hardiness Khobasa et al. Analysis of the data was done using covariance analysis. The results study showed that training of group training based on Schnyder hope theory had a significant effect on academic engagement (P<0.001) and academic hardiness (P<0.01). Findings were also preserved in the follow up Phase.

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