Following a brief introduction, five reports, books, and articles that examine the issues of engendering, maintaining, or regaining student motivation are summarized. While some offer specific strategies that can be used at the classroom level, others address issues beyond the classroom, recognizing that schoolwide policies and practices can also stimulate or fill students' hunger for learning. James P. Raffini challenges educators to examine the "win/lose" mentality present in many schools. He offers suggestions for structural change and class strategies designed to boost student motivation. Noting that "the classroom is not an island" Martin L. Maehr and Carol Midgley focus on schoolwide policies, practices, and procedures that have an impact on student motivation. They suggest a process through which school leaders can begin to move the school away from an emphasis on relative ability and toward an emphasis on "learning, task mastery, and effort." Carole A. Ames focuses on how motivational concepts and processes can be applied to everyday problems and decisions facing teachers. Jere Brophy gives examples of four categories of motivational strategies teachers can use to stimulate interests in learning. They are: (1) maintain students' expectations of success; (2) supply extrinsic motivation; (3) capitalize on existing intrinsic motivation; and (4) stimulate student motivation to learn. Hermine H. Marshall examines the distinctly different motivational orientations of three fifth-grade teachers. (KDP)