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Item A Case Study of Pedagogical Responses to Internationalisation at a Faith-Based Secondary School in Australia(2013-01-01) Hattingh, Sherry J.This case study investigates the pedagogical responses of a faith-based Australian secondary school to internationalisation. Using a social constructivist theoretical framework that recognises teaching as a means of enhancing and scaffolding student participation and learning, the study examines teaching and learning for culturally and linguistically diverse students. In particular, the research investigates the views of teachers about the resources needed to meet the linguistic, academic and social needs of the diverse student group emerging as a response to internationalisation. Data generated through questionnaires, focus groups and individual interviews, and document archives were analysed and interpreted using thematic analysis and social constructivist principles. The study found teachers considered themselves ill-equipped to teach international students. The teachers believed they lacked the pedagogical, cultural and linguistic knowledge to help students acculturate and learn. The recommendations of this study relate to ways the school can address the teachers’ needs within its particular context and values.
Item A Case Study of Year 10 Student Interaction with School-based Design and Technology in Two New South Wales Secondary Schools(2006-12-01) Butcher, Lyndon MarkThis study has its genesis in the introduction of the Year 7-10 Design and Technology Syllabus in New South Wales' schools during the early 1990s. The change threw into sharp relief the question of how do school students engage with design? The new syllabus was influenced by an emerging literature on design methodology that was at that point unproven in school settings. This thesis explores how students conceived, organised and gave meaning to their design experiences at the time when the new syllabus was introduced. Such a focus required a research study design that evokes the richness of such experiences.
The approach drew on Stake's seven-tier model of case study. In this study the case is defied as a two site case of students' design activity in Year 10 Design and Technology elective classes, in the Australian State of New South Wales. The data were gathered concurrently from two school sites throughout a full school year, and comprised 75 separate observations, 30 exit interviews, teacher interviews and two focus group sessions two years on.
The new syllabus was focused on process (as opposed to being governed by a final product). This posed very specific challenges in relation teacher requirements and student needs. Hence a further question of importance is how do the students and teachers engage with the new curriculum and how do they 'make it work'?
The data are presented and organised in a number of forms to best portray the findings. The outcome is an impressionistic picture of a design classroom in which students and teachers take a pragmatic approach to competing demands and demonstrating how they make vital judgements about bringing a project to completion. One of the requirements in that completion in the new syllabus is an added documentation of design activity in the form of the design folio that creates tensions between process and 'making'.
A finding that emerges from the ways students worked on their projects and made sense of them is that student design activity can be modeled on a continuum, the axes of which structure and time and the regions represent their strategic approaches. Five components of design approach were identified. They were naive design, rushed design, adequate design, considered design and disciplined design. 'Considered' types of projects work well for students where both structure was high and there was sufficient time available.
The syllabus requirements seemed to impose a particular kind of structure on students' design activities that tended to formularise design approaches. This tended to invite students to engage in design in a distinctly 'considered' manner. A more common approach to design involved 'adequate' design where students did not feel so structured and were often limited by time and produced expedient results in response to design problems. A less preferred approach to design involved pressure induced by limited time. Designing within such conditions tended to bid down structural sophistication leading to a 'rushed' design approach. Students who engaged in design in this way were limited in time and felt that they had to produce something that would provide some evidence of design effort. Many described this approach as unsatisfactory and personally unsatisfying. A further approach to design was identified during the interview discussions with students and can be described as 'naive' design. Illustrations involved the childhood activities of playing with blocks, Lego and other imaginary play from their earliest recollections of designing.
Students drew on considerable freedoms within prescribed parameters of the design classroom and syllabus. While limited time and ability frequently emerged as mitigating satisfaction with their design experience, most students experienced a sense of 'flow' or engagement (working within the moment) at some stage throughout their design experience. For some this involved the anticipation of undertaking a project, for others reflection on a job well done and others still, described the making as being the point where they felt fully engaged with their design projects. The most positive experience of 'the flow' of design engagement is exemplified by one student's description of the best design experience being "just a good day in your life".
Item A Case Study on the Use of Music in a Christian Kindergarten Classroom to Facilitate Worship, Enhance Learning and Broaden Classroom Management Techniques(2007-10-01) Murray, Rachel ElisabethThis study examines the case in which music was effectively employed in the learning and management of 20 students in a Seventh-day Adventist kindergarten classroom. Data was gathered by direct observation of classroom interactions, interviews with the teacher and with a composer of children's music, and through the use of a questionnaire to parents. This study found that the use of music in the classroom stemmed from the teacher's philosophy. It also significantly contributed to the achievement of the goals of Seventh-day Adventist education. A variety of music was used in the classroom for enhancing religious education (through worship, chapel and Bible classes), and for the facilitation of learning (particularly in phonics and mathematics) and classroom management (directing students and setting class tone). In her interview, the teacher stated that she believed that music created an environment conducive to the learning and development of her kindergarten students. It was noted that the behaviour management in the classroom was conducted in a positive manner. The questionnaires revealed that parents believed the music employed in the classroom was beneficial and that songs learned at school were sung at home and taught to siblings and friends. The significance of this study lay particularly in the suggestions it created for further study.
Item A Christian Approach to the Management of Stress(1986-01-01) Price, KevinStress is part of our modern lifestyle. It is one of the great problems facing individuals today. Both Christians and non-Christians find difficulty in handling the increased rate of change and the need constantly to adapt. Christianity should be able to affect the quality of relationships and lifestyle. Christian principles need to be incorporated into stress management training programs. It is the purpose of this project to find ways to manage stress effectively from a Christian perspective.
Item A Cognitive Load-Centric Inquiry into Mathematical Problem-Solving in Moderate to High Ability Stage 4 Students: An Exploratory Study(2009-11-01) Zenteno, NicolasThis research project examines problem solving processes in moderate to high-ability grade 7 and 8 mathematics students using cognitive load theory as a theoretical basis. This was done using a qualitative method and thematic analysis to identify the theme of cognitive load as it arose during four audio-recorded interview sessions with the six participants. A model is presented that examines the problem solving process based on the data collected in this study. This model proposes that problem solving involves reading, internalisation and classification of a problem. The solver uses mental restructuring and solution strategies to reduce cognitive load. Metacognition is used as a cognitive load monitoring device. Prior knowledge largely determines the chosen solution path and strategies. Unresolved cognitive overload results in confusion which leads to non-solution; cognitive clarity results in a solution. The implications of this model are discussed for teachers and students.
Item A Gender Inclusive Model in Theological Education for the Seventh-day Adventist Church(2007-10-01) Somasundram, DreneClergywomen in the Seventh-day Adventist Church have spoken for the first time of their theological training at a private Christian tertiary institution in Australia. A phenomenological design was utilised where Clergywomen's collective lived experience of theological education was captured and analysed. The major themes of ambivalence in identity formation, the struggle to question dominant hegemony and existence in hostile environments depict the lifeworld of Clergywomen. The findings from this investigation, together with Clergywomen's recommendations for improvements to theological training, have guided the development of a contemporary model for theological education for the Seventh-day Adventist Church. This model is called the TRI-Space Model Design in Theological Education; it embodies both gender inclusive pedagogy and thirdspace thinking - a relatively new philosophy that is beginning to emerge within theology. This model offers new directional formation that opens up new and exciting possibilities in Seventh-day Adventist institutions and the wider field of theological education. This study is pivotal for Christian educators and administrators who seek to develop and employ a holistic approach to ministerial formation.
Item A Grounded Theory Analysis of the Knowledge and Skills of Wound Care Nurses(1997-12-01) Crawley, GeraldineMajor changes in wound care practices have occurred in recent years because of increased inquiry into the biology and physiology of wounds. Nurses are having difficulty keeping up with these changes which leads to knowledge being applied inconsistently in practice.
This study investigated what knowledge nurses use when practicing wound care, from a grounded theory perspective. By examining the social processes involved in nursing behaviour and the context from which these processes emerge, an explanation is given for the meaning of these experiences for nurses.
The substantive theory derived from this research informs nursing, its body of knowledge and future research.
Item A Literary, Exegetical and Theological Study of Revelation 15-16(1982-01-01) Bolst, Robert H.In studying Revelation two considerable problems emerge. Firtly, there is a decided lack of concensus among authors with regard to its meaning; and secondly, there is an apparent lack of objective controls applied in its interpretation. The purpose of this thesis is to understand the meaning which Rev 15-16 had to its initial readership, so as to lay a firm foundation for contemporary interpretation.[from Thesis]
Item A Metacognitive Program for Improving the Word Identification and Reading Comprehension Skills of Upper Primary Poor Readers(1998-02-01) Cozens, MerleThis project consisted of a pilot study to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, followed by two investigations of effective methods for implementing the metacognitive program in the regular classroom. To improve word identification skills, experimental subjects were trained to: Consider the context, Compare with known words, and Carve up the word parts. To help monitor and control the use of these strategies, subjects were taught to: Be flexible, Look for the cues, and Ask: Does it make sense. Reciprocal teaching procedures, incorporating the above word identification strategies, were used for comprehension training.
In Study One, (conducted by the experimenter) experimental subjects were given reciprocal instruction in metacognitive word identification strategies prior to reciprocal teaching of comprehension. Subjects in the control group received reciprocal teaching of comprehension combined with traditional methods of word identification. In Study Two, the experimenter set up the metacognitive word identification and reciprocal teaching program for the poor readers in the experimental classrooms, and then gradually ceded responsibility for its implementation to the class teachers. Subjects in control classrooms received their normal word study and comprehension activities (in some cases combined with phonics-based instruction). In Study Three, school-based personnel were responsible for conducting the program from the beginning. Subjects in the experimental condition received the combined metacognitive word identification and reciprocal teaching program. Subjects in two control conditions received either normal classroom word study and comprehension activities or reciprocal teaching of comprehension combined with traditional methods for identifying unfamiliar words. Measures of improvement in word identification and comprehension, metacognitive awareness and monitoring of reading strategies, and self-perceptions of academic ability, were taken on several occasions during each study.
Results from Study One indicated that a combination of metacognitive word identification strategies and reciprocal teaching of comprehension was clearly more effective than reciprocal teaching of comprehension with traditional methods of word identification. Results from Studies Two and Three indicated that a classroom-based model of implementation appears to be more successful when teachers have responsibility for its implementation from the beginning.
The implications of these findings for classroom practice are discussed, along with the limitations of the study and suggestions for further research.
Item A Model for Church Growth Groups(1981-11-01) Newman, Raymond BruceCell groups are a feature of the most rapidly growing churches in Australia. Cell groups will probably lead to church growth for the Seventh-day Adventist Church. For this reason it has been seen as significant to develop and evaluate a model for integrating Cell Groups, renamed as Church Growth Groups, into the Seventh-day Adventist Church.
Item A Multi-Level Investigation of Factors Predicting the Health of Adolescents Attending a Faith-Based School System in Australia(2019-12-01) Craig, BevanAdolescent health is a major worldwide concern and is central to a number of current global health challenges. There is growing awareness that the factors influencing adolescent health are multi-dimensional and encompass a broad network of interrelated determinants. Although studies have explored the influence of selected determinants on adolescent health, few have explored the relative importance of the various determinants and the relationships that exist between them. Using Structural Equation Modelling (SEM), this thesis empirically investigates the complex network of factors that concomitantly predict health behaviours and health outcomes in adolescents. The thesis centres on data collected from a comprehensive health and lifestyle survey administered to 1734 adolescents (mean age = 14.5 ± 1.6 years; 54% males) attending 21 Seventh-day Adventist (Adventist) schools in Australia. The research findings are presented as a coherent series of five studies for publication in peer reviewed journals.
Study 1 focused on the self-rated health (SRH) status of the adolescents and investigated the association of a multitude of determinants including personal demographics; background factors such as childhood family dynamics (CFD) and adverse childhood experiences (ACEs); and selected health behaviours and health measures. The findings of Study 1 confirmed the complex relationship between these determinants and highlighted their respective relationships. Particularly noteworthy in this study was the relative high degree of association of mental health, body mass index (BMI) and ACEs on SRH. The findings from Study 1 formed the basis for Studies 2 to 5 which more extensively explored particular aspects of the model developed in Study 1.
Extending upon the observation in Study 1 of the significant influence of mental health status on the SRH of the adolescents, Study 2 examined the predictors of mental health in greater detail. The model developed in Study 2 through SEM analyses revealed that CFD was the strongest predictor of the adolescents’ mental health status, followed by having a sense of meaning and purpose, perceived social rejection and school academic performance. Multi-group analysis for gender found significant differences. The mental health of males was more greatly affected by physical activity, whereas the mental health of females was more greatly affected by sleep duration.
Another significant finding of Study 1 was the influence of BMI, a measure of overweight and obesity, on SRH and this formed the focus of Study 3. Compared to national norms, lower rates of overweight and obesity but higher rates of underweight were observed in the study, which was explained by the unique characteristics of the school system the study cohort was drawn from. BMI was lower among the young members of the cohort, as well as those who more regularly ate breakfast, consumed less soft drink and had a regular exercise program.
In Study 1, alcohol consumption was not significantly associated with self-rated health; however, a low rate of alcohol consumption was observed among the study cohort. Study 4, therefore, aimed to better understand the factors influencing alcohol consumption among this unique cohort. The findings of Study 4 indicated that adolescents’ intentions to consume alcohol were the greatest predictor of alcohol consumption. Consistent with the Theory of Reasoned Action, intentions to consume alcohol was influenced by their attitudes towards alcohol consumption and subjective norms surrounding alcohol consumption.
Finally, Study 5 focused on the unique faith-based aspect of the cohort to ascertain the influence of religious affiliation on the various health behaviours and health outcomes examined in Studies 1–4. The study found that adolescents who identified themselves as Adventist (57% of the total cohort) reported significantly better health behaviours than the other Christian and non-religious adolescents. This was especially significant among older adolescents (16–18 years). However, these better health behaviours did not translate to improved health status.
The findings from this thesis provide for the first time, a comprehensive picture of the complex network of factors associated with the health outcomes of adolescents attending Adventist schools in Australia. The findings support the need for age and gender appropriate multi-component interventions and prevention initiatives to promote positive health outcomes in adolescents, with an emphasis on prioritising not only modifiable health behaviours but upstream factors such as CFD and ACEs.
Item A Narrative Ministry to a Teenage Bible Class(1984-11-01) House, MurrayProblem
The Church is failing to communicate its doctrines to teenagers in a familiar, relevant, interesting, and understandable medium. Ministers and teachers are often using abstract language which is inadequate to gain the understanding and interest of all teenagers. Adolescents are forming negative attitudes to these attempts which lead them to discontinue their affiliation with the Church.
Method
Common factors that became evident in a theological survey are established. Further input is sought from religious educators and teachers of literature on the way in which narrative functions. Adolescent needs and problems are surveyed and the fitting role of narrative to meet these concerns is outlined.
A ministry is designed to use the strengths of narrative in a way which is compatible with this theological foundation. The effectiveness of narrative is tested in relation to the regular Bible classes.
Item A Profile Comparison of Perceptions Regarding What Constitutes Effective Worship Team Leadership Held by Adventist Church Stakeholders: Similarities, Contrasts, and Suggestions for a Direction for More Effective Development of the Role(2008-10-01) Courtney, Lee-AnneAs church programs have become more complex and varied, the variety of roles and number of people involved in church management and leadership has also increased. The worship team leader is one of these emerging roles. As a result of these changes it has become essential that more attention be given to the design and implementation of educational programs aimed at raising the incumbent’s understanding of, and personal competence for, conducting these roles in an effective and co-ordinated fashion. As a first step in designing educational programs for worship team leaders it is expedient to develop a holistic view of the present situation.
This research project, then, is firstly aimed at generating a profile of the perspectives held by various stakeholders (Local Church and System Administration Pastors, Worship Team Members, Local Church Leaders and Congregational Members) within the North New South Wales (NNSW) Conference of Seventh-day Adventist (SDA) Churches, relating to the practice of and education programs for worship team leaders. Along with this the research explored the stakeholders’ understandings of the characteristics of an effective worship team leader. Finally, the respective stakeholders’ perspectives of effective worship team leadership were compared with that presented in the literature.
The results of this research investigation indicated that (i) across the various stakeholder groups there is an inconsistent and quite limited understanding of the theological foundations for such a function as a worship team leader; (ii) there are very few commonly held beliefs by the various stakeholder groups regarding what qualities and characteristics are considered to be important to the effective 4 functioning of a worship team leader; and, (iii) significant differences exist between ‘highly valued characteristics’ espoused by prominent and reputable authors and those advocated by the respective stakeholders. Indeed, what emerged from the literature was that an effective worship team leader is, firstly, a person that grows, both spiritually and professionally, and encourages others to grow. In contrast, the stakeholder groups highlighted the need for containing and managing problematic aspects of worship ministry.
Finally, it is recommended that education programs that facilitate a process where stakeholders become reflective and self-directed life-long learners in both spiritual and practical matters pertaining to the worship life of the local church. This program of education should be designed and implemented in response to the varying needs of the different stakeholder groups.
Item A Qualitative Investigation into Student and Teacher Perceptions of Motivation and Engagement in the Secondary Mathematics Classroom(2013-10-01) Findlay, Lauren Ann ElisabethThis qualitative case study aimed to investigate what teachers and students perceive as the key factors that drive student motivation and student engagement in the mathematics classroom. A year ten mathematics class was selected within a school in the Lake Macquarie region of NSW. Observations were made of the class and interviews were conducted with the teacher and four students. From the data it emerged that the key factor driving student motivation and student engagement in the mathematics classroom is the learning environment and particularly the notion of relationships, specifically the student-teacher relationship. This relationship, when based on the qualities of authenticity, belief, empowerment and life-long learning, enhances student motivation and engagement.
Item A Qualitative Investigation into the Significant Achievement of Pasifika Students in One New Zealand School(2012-10-01) Pedersen, Claire ElizabethThis qualitative case study aimed to investigate why Pasifika students at one school in New Zealand were exhibiting higher levels of achievement than students in schools nationally were on average. The research was conducted through a variety of data collection methods – interviews, questionnaires, documents, observations and journals. The interviews were conducted with three staff members and three students – two current students and one past student and formed the base for the data collection process. The questionnaire was distributed to the general population of Pasifika students while the observations and journaling formed part of the ‘teacheras- researcher’ aspects of the research. The underlying reason found for the academic achievement of the Pasifika students appeared to be the authentic relationships formed in the school. These relationships extended throughout the school and included the student-teacher, student-student, student-school, student-family and student-self relationships. The small size of the school, the boarding department and the Christian ethos of the school drove these relationships to thrive within the school context. In turn, these relationships based on qualities such as acceptance, belief in each other, care and understanding enable students to belong, be who they are and become more.
Item A Qualitative Investigation into Three Upper Primary Teachers’ Responses Towards the Puberty-Focused Content in the Australian Curriculum: HPE (F-10), in One Faith-Based School in Queensland(2014-12-01) Hobson, Tia-NicoleThis qualitative inquiry aimed to investigate how three upper primary teachers are responding to the proposed implementation of the puberty-focused content from the Australian Curriculum: Health and Physical Education (F-10), in one faith-based school in Queensland. This research used semi-structured interviews with three participants and a reflective journal kept by the researcher. The semi-structured interviews were conducted with three upper primary teachers from one faith-based school in Queensland, and these formed the base of the data collection processes. The teachers’ underlying responses towards the puberty education from the Australian Curriculum: Health and Physical Education (F-10) appeared to reflect reluctance towards using a curriculum document, resistance to change and reliance on tacit knowledge. In turn the factors behind the responses indicated three teachers who will self-censor parts of the puberty-focused content from the Australian Curriculum: Health and Physical Education (F-10) to suit their own philosophical and pedagogical assumptions.
Item A Qualitative Investigation of Engagement in One Mathematics Classroom(2013-10-01) Goossens, Paul JosephThis qualitative investigation was designed to explore the concept of ‘engagement’ in learning as it appeared in one middle school mathematics class. This involved using Cambourne’s (1995) Conditions of Learning as a theoretical lens to gather evidence from the teacher and students of this class using the methods of interviews, observations and a reflective journal. Although this particular case revealed a somewhat hindered form of engagement, the result of this investigation was to elaborate on the existing model of the Conditions of Learning and reveal important factors for promoting engagement in classrooms. In particular, this involved re-defining the role and description that each of the existing conditions in this model (immersion, demonstration, expectation, response, employment, approximation and responsibility) have in authentic learning; and also resulted in offering two new conditions (fascination and social-emotional learning) as key aspects in providing students with engaging and authentic learning.
Item A Reflective and Quantitative Investigation of Relationships Between Aural Dictation, Sight Singing, Performance and Composition Skills(2012-01-01) Rogers, Melissa JoThis study combined two independent investigations into the relationships between aural dictation, sight singing, performance and composition skills. The first investigation involved the composition of a suite of piano pieces as a means of reflecting on the functional relationships between these skills. These reflections found evidence for strong relationships between skills. The second investigation involved results obtained from the NSW Board of Studies Music 2 2010 and 2011 HSC Examinations. Data was taken from the mandatory aural dictation, sight singing, performance and composition examination tasks. The statistical correlation between each task was examined with the highest correlations being between aural dictation and sight singing. Further analysis of top achieving students found that top results in multipart aural dictations were the best predictor of high achievement in other skill areas including sight singing, performance and composition.
Item A Socio-Rhetorical Interpretation of Joshua 6(2012-10-01) Iorgulescu, Abel CristianThe ḥērem war in Joshua 6, which demands total destruction of the city and its inhabitants, presents a God who at first glance appears to be merciless and cruel.
This thesis employs socio-rhetorical interpretation as described by Vernon Robbins to explore Joshua 6. It aims to better understand God's involvement in the ḥērem war, and to determine what this involvement says about God’s character.
The comprehensive picture that emerges from the five textures of sociorhetorical interpretation reveals that Yahweh's anger is not against people or other nations, but against sin that destroys His creation. Rather than being merciless and cruel, a careful study of Joshua 6 shows that Yahweh is in fact merciful and full of love towards His creation. This love is demonstrated in the fact that God accommodates Himself to His sinful people. While violence is used in the process of vi the conquest, it is violence against sin and is redemptive in its nature, bringing salvation a step closer to its final fulfilment. This salvation is intended not only for the Israelites, but also for all the other nations. Joshua 6 also highlights God's love by presenting Him as a covenant keeper, thereby strengthening the faith of the Israelites in Yahweh who keeps His promises.Item A Student-centred Mathematics Booklet System: Its Influence on Student's Mathematical Performance and Attitude to Mathematics(2006-11-01) Minns, Raymond L.There are many approaches to teaching mathematics. This paper examines one student-centred approach called the Booklet System used by a number of secondary schools in Brisbane from the mid-1990's for about a decade. Claims made by those advocating this system include improved achievement in mathematics and a better attitude to mathematics in general.
Year 9 students in three schools were given a Pre Test at the beginning of the school year and a Post Test in the second last week of the school year. Two of these schools operated a traditional teacher-centred textbook system and one school used the student-centred Booklet System. All students participating in the study in the three schools also completed Attitude Questionnaires at the same time as the Pre Test and Post Test.
Statistical analysis revealed that the Booklet System is successful in improving a student's attitude about their own progress in Mathematics, but does not improve their attitude to homework or Mathematics in general. It is not surprising then that this study shows that the Booklet students do not achieve any better academically than the NonBooklet students.