Browsing by Author "Shields, Marion"
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Item Basic Literacy and Numeracy(2013-01-01) Bruce, Lorinda; Shields, MarionThis book has been specifically designed to provide a simple, no-frills, combined self-help textbook and workbook in basic literacy and numeracy.
Basic literacy and numeracy are integral to education and almost any career in our busy western world. However, some people find that when asked to write or compute they have gaps in their knowledge of which they were quite unaware. These ‘gaps’ might be due to absences from school at times, or even inadequate teaching on some topics!!
So, fear no longer!Grammar (those verbs!), punctuation (the dreaded apostrophes!), spelling (some of the most commonly used and frequently misspelled words), decimals, algebra, percentages, geometry, measurement and fractions (plenty of horrors there!) are all explained simply and clearly. Each has its own practice exercises with answers later on in the book.
Throughout, the text has been written in a deliberately informal style to attempt to overcome negative attitudes and demystify these topics, which for some students are unnecessarily worrying. Pre-service primary and secondary teachers have trialled the materials over three years, and many comment that it’s the first maths or grammar textbook that explains the facts simply and hasn’t frightened them!
A special section also addresses the wonderful range of applications available through the internet (games, practice sheets, quizzes, video clips, interactive resources, iPad and iPhone apps) from Australia and around the world. [from publisher's website].
Publication Boys and Behaviour: Alternative Strategies That Support Boys with ADHD(Avondale Academic Press, 2010-01-01) Shields, Marion; Reid, KathrynBoys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder (ADHD) and frequently medication has become the first option in addressing this condition. Many teachers find it difficult to cope with boys with ADHD due to a lack of understanding about ADHD symptoms and boys’ personalities. This research study examined current practices used for boys with behaviour problems as well as trialling a number of alternative approaches such as music therapy, aromatherapy, yoga, building and construction, gardening and computer generated learning. During the implementation phase, teachers were closely observed and then participated in an indepth interview with the researcher. The data revealed behavioural improvements when using the alternative strategies and demonstrated that these methods may be a better option than medication for some boys with behavioural problems, including ADHD.
Publication ‘Can I Last the Distance?’ Stress and School Leadership(Avondale Academic Press, 2007-01-01) Shields, MarionThis research study investigated how principals in a national, Christian independent school system cope with stress. Using a double-phased, mixed-methods approach combining questionnaires and in-depth interviews, school principals’ stressors and their reactions to these stressors were examined. Coping strategies used by principals to reduce or manage their stress were also explored. Forty-seven principals participated in the study and of these, 23 indicated a serious level of stress. The study highlighted a preference for using stress managers (a secondary approach), rather than stress reducers (a primary approach). Specific grouping of stressors into ten clusters suggested particular areas to be targeted for professional development and systemic reform.
Item Christian Early Childhood Leaders: Management Challenges and Responses(2022-03-01) Hattingh, Sherene; Shields, MarionThis study investigated the management challenges that Christian early childhood leaders, from four different Christian denominations, encountered in their responsibilities, and in particular, the approaches they used in resolving them. A research design of grounded theory using data collected from survey questionnaires, semi-structured interviews and document analysis enabled themes to emerge. A Christian worldview underpinned and framed the leaders’ thoughts, actions, communication and relationships with students, staff, parents and the community. For these leaders, their close, reciprocal connection with God sustained, guided and even at times impelled their approach to their daily practice and especially in managing challenges.
Item Christian Early Childhood Leadership: Relational Values and Practices(2022-04-01) Hattingh, Sherene; Shields, MarionUsing the tools of constructive grounded theory, this research investigated the relational values and practices implemented by Christian early childhood leaders. Data was collected through a survey-questionnaire from leaders in Christian early childhood centres in New South Wales, Australia as well as four in-depth case studies using semi-structured interviews, observations and document analysis. The findings showed that these leaders placed their relationship with God at the centre of everything they did. Based on this relationship they implemented six relational values of accepting, welcoming, loving, respecting, empathising and caring. These Christian values were then reflected in their daily relational practices, and were identified as empowering others, supporting others, modelling authenticity, providing social justice, ministering, helping and serving.
Publication Dyslexia: 10 Strategies(Avondale Academic Press, 2016-11-01) Shields, Marion; Sutton, JulieDyslexia once thought of as a hidden learning difficulty is now exposed, due to MRI technology, as a specific learning disability. Dyslexia has a neurological basis that transverses all languages and cultures. Early identification of possible at risk students ought to occur so that immediate intervention strategies can be implemented. Schools also need to ensure that reading instruction includes all elements of ‘The Big 6 of Reading’ and these elements are taught using an explicit direct multi sensory methodology. As dyslexia has an impact on all areas of the student’s education; early intervention including adjustment to student tasks and assessments needs to occur to ensure that the student develops an understanding of dyslexia; their personal strengths and weaknesses; and strategies for successful achievement, thus enabling the student to build a positive self-esteem.
Item Head, Hand and Heart: An Investigation of Attitude Change in Pre-service Teachers Towards Students with Disabilities(2019-02-01) Bolton, David; Shields, MarionThis paper reports on a research project conducted over a period of five years, with final-year pre-service students at a small Australian Christian tertiary education college. The study examined the students’ attitudes towards children with special needs, as measured before and after a mandatory special education course. This course focused on three aspects: the head, which constituted knowledge of characteristics of students with disabilities; the hand, which referred to knowledge of current research-based educational and supportive strategies matched to student needs; and the heart, which were attitudes of empathy, compassion, and support within a Christian framework. Strategies used by the lecturer to engender the attitude change revealed by the data are discussed.
Publication Irlen Syndrome: Why the Cool Coloured Shades?(Avondale Academic Press, 2016-07-25) Shields, Marion; Martin, Bradley; Heine, MelissaIn a world of inclusive education and assistive technologies, it is more important than ever to ensure every member of the class is given the opportunity of a sound education. This may present a challenge when almost every classroom includes students with additional and specific needs. MISViS (Meares-Irlen Syndrome Visual Stress) is one example of a learning disability that will require additional accommodations, but can be readily managed once a teacher is familiar with the individual’s needs.
Item Joy, Tensions and Issues: Special Needs Provisions in an Australian Christian Education System 2009/2010(2011-09-01) Shields, MarionInclusion in mainstream education for students with special needs has been accepted for the last 25 years in Australian government schools. However, Christian and non-government schools have been slower to include these students.
This research project investigated the current provisions for students with special needs (SWSN) in a national, Australian, Christian school system (49 schools) during 2009 and 2010. Most respondents were the designated special needs teachers in those schools; however, in some of the small schools the principal also carried this role. In addition to the quantitative date reported via questionnaires, respondents were able to comment on relevant issues and possible solutions as they perceived them.
Issues and tensions included managing limited funding for SWSN in non-government schools, a lack of appropriate qualifications for staff who worked with SWSN, issues in enrolment of SWSN and a changing school profile; lack of networking and sharing between the schools in the system; and issues of incorrect diagnosis for all students with special needs. Results indicated that 16% of the students had special needs, 28% of the schools did not have any designated special needs staff, while a further 36% did not have qualified staff in this role.
The paper includes discussion of the evidence-based issues facing these schools and the system, drawn from the data, together with a number of recommendations for improvement.
Publication Joys, Tensions and Issues: Special Needs Provisions in an Australian, Christian, Education System 2009 / 2010(Avondale Academic Press, 2011-01-01) Shields, MarionThis research project investigated the current provisions for students with special needs (SWSN) in a national, Australian, Christian school system (49 schools) during 2009–2010. Most respondents were the designated special needs teachers in those schools; however, in some of the small schools the principal also carried this role. In addition to the quantitative data reported via questionnaires, respondents were able to comment on relevant issues and possible solutions, as they perceived them. Issues and tensions included managing limited funding for SWSN in non-government schools; a lack of appropriate qualifications for staff who worked with SWSN; enrolment of SWSN and a changing school profile; lack of networking and sharing between the schools in the system; and diagnosis for students with special needs. Results indicated that 16% of the students had special needs, 28% of the schools did not have any designated special needs staff, while a further 36% did not have qualified staff in this role. The paper includes discussion of the evidence-based issues facing these schools and the system, together with a number of recommendations for improvement.
Item Leadership in Christian Early Childhood Education: A Grounded Theory(2019-10-01) Shields, MarionDespite the increasing proliferation of Christian early childhood education and care centres for pre-school aged children in Australia and internationally, it would appear that the Christian aspect of the leadership and management of these centres has not been thoroughly investigated. This research project explored the beliefs, values and practices of four leaders of Christian early childhood education and care centres in New South Wales, Australia from four different denominational groups. Using the tools of grounded theory in a three-round hermeneutic dialectic interview process, the leaders’ perceptions of the integration of Christian faith into their practice was examined. The results uncovered a deep individual commitment to a God-centred approach in all areas of their daily practice. The leaders’ faith relationship with God, led them to a dynamic worldview that compelled and empowered them to relate to children, staff, families and their communities in a loving, holistic, compassionate, respectful and supportive manner. The detailed results of the findings are presented as case studies, with the subsequent analysis leading to the development of a grounded theory of Christian early childhood education leadership.
Publication Level One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers(Avondale Academic Press, 2017-07-01) Shields, MarionA Contextualisation
Recently a Master of Teaching student shared with
me his practicum experience at a local primary
school. “If only I had done your assignment first” he
said, for a new student with high functioning autism
had been enrolled in the class but his supervising
teacher was at a loss to manage the perplexing
behaviour in the classroom.
Then a Master of Education student shared
the experience of a little boy with high functioning
autism who was frequently punished at his school
for his ‘different’ behaviour.
Can these scenarios be improved? I believe
they can. So this paper has been written to increase
understanding and to provide some practical and
easily implemented suggestions.
Publication Managing Oppositional Defiance Disorder (ODD) from a Christian School's Perspective(Avondale Academic Press, 2022-04-01) Shields, MarionOppositional Defiance Disorder (ODD) was at first, anecdotally, considered to be unacceptable behaviour by children who had been poorly managed. However, by 1980 a specific definition and description had been made. ODD is a serious juvenile mental health concern causing extreme distress to both parents and educators.
This paper has been written from a Christian perspective and describes the criteria for a diagnosis as well as its incidence. Research has been ongoing and a number of known links to the condition are detailed. The greater part of the paper focuses on effective, evidence-based strategies together with succinct summaries. These include teaming with parents, the school team, classroom structure and management, pedagogy and engagement, relating to the child and teacher well-being.
Publication Managing Unsatisfactory Teaching Performance in the Classroom: A Christian Approach(Avondale Academic Press, 2020-12-01) Shields, MarionAn area that is the cause of much angst and even heartache for educational leaders is the responsibility of managing unsatisfactory performance of staff members. This paper addresses the topic, and provides a step by step process that includes adherence to legislation, fairness for both leaders and employees, and more importantly, fairness for students who are the recipients of unsatisfactory teaching performance. The approach used within this paper is centred within a Christian worldview. Micah 6:8 (NIV) summarises this perspective: “He has showed you, O man, what is good. And what does the LORD require of you? To act justly and to love mercy and to walk humbly with your God.”
Publication Post-School Transition-Preparation for High School Students with Disabilities: A Vital Issue for Special Education(Avondale Academic Press, 2014-01-01) Shields, Marion; Lawson, JodyThis article discusses why the post-secondary transition of high school students with disabilities is so important and notes research which suggests that many schools struggle to achieve the desired outcomes when it comes to the successful transitioning of young disabled youth into post-schooling life.
Item Role-Playing as a Tool to Facilitate Learning, Self Reflection and Social Awareness in Teacher Education(2015-01-01) Shields, Marion; Northcote, Maria T.; Reynaud, Daniel; Kilgour, Peter W.Meaningful learning in the tertiary sector benefits from the inclusion of a variety of teaching and learning techniques including active learning. Role-plays are one type of active and participatory learning activity that creates interaction between students and a simulated scenario. This reality can serve to open the minds of participants to issues they need to be able to deal with in their chosen careers. This paper reports role-plays in four different learning applications: the first was in a multicultural education class and simulated a microcosm of society where students took on the roles of minority groups. The second reports on a history class that provided simulations of key battles of World Wars One and Two. The third was in mathematics for primary teachers’ class where the students simulated experiences as children in mathematics classrooms, parents and teachers speaking to each other and teachers teaching children. The fourth was in a leadership class for final year Early Childhood and Primary pre-service teachers, and involved role-play of an interview during the management of an unsatisfactory work performance by a staff member. The findings show that in each case the objectives of having students experience a simulation of reality were met.
Publication Strategies to Address Educational Needs of Students Who are Deaf or Hard of Hearing(Avondale Academic Press, 2017-11-01) Lennox, Madelyn; Shields, MarionThis paper addresses some of the educational needs of students with hearing impairments, for this group has unique learning needs especially in relation to language acquisition. Throughout the course of history there have been two dominant approaches to deaf education, oral (speech) and manual (sign language). Despite conflicting opinions between medical professionals and educators in the field of Deaf education, current research suggests that flexibility and an openness to utilise a combination according to the individual needs of the students is the best approach to forming language proficiency. This paper will use these findings to suggest a holistic range of effective management strategies for educators, which target the physical, academic, social, emotional and communicative wellbeing of deaf students.
Item Stress and Faith: An Inversely Proportional Relationship?(2010-12-01) Shields, MarionThis research study investigated stress and coping amongst the principals of a small, national, Christian, independent school system. Using an approach combining questionnaires and in-depth interviews, school principals' stressors and their reactions to these stressors were examined. The study also explored the coping strategies they used to reduce or manage their stress.
Forty seven principals participated in the study and 23 nominated for in-depth interviews. This paper focuses on a small group of eight (17%) who emerged from the data by indicating a very low stress level combined with a very high level of job-satisfaction. This group's practices, beliefs and values together with their perceptions about their low stress levels coupled with high satisfaction levels were examined initially through survey and then discussed in depth through extensive phone interviews with the individual participants. This small group attributed their low stress levels to their Christian faith and perspectives which they incorporated into their daily professional lives.