Christian Education Research Centre
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Item A BaRKing Good Idea(2014-01-01) Fisher, Barbara J.The story is about a therapy dog and his use in an after-school reading improvement program called BaRK (Building Reading Confidence for Kids).
Item An Analysis of the Responses to Open-Ended Questions in the Australian Survey(2017-01-01) Hattingh, Sherry J.This chapter reports the qualitative results of two questions from a survey administered to educational workers in Seventh-day Adventist institutions in Australia. The two questions addressed the Australian workers’ perception of the mission of the church through their institution and how their educational institution is different from similar educational institutions.
Item An Analysis of the Responses to Open-ended Questions in the Solomon Islands' Survey(2017-01-01) Hattingh, Sherry J.This chapter reports the results of a survey conducted to determine how workers in Seventh-day Adventist educational institutions in the Solomon Islands perceive the mission of the church and how they believe their educational institution is different from other similar educational institutions.
Item An Introduction to the Incurving of Current Issues: Understanding New Perspectives of Spirituality(2015-01-01) Fitzsimmons, Phil; Wilczek, Agatha; Lanphar, EdieThis book deals with the rapidly developing field of spirituality. Written through an interdisciplinary framework of theories and practices, it reveals the richness of the human spiritual experience.
Item Applying Contemporary Early Childhood Theory & Pedagogies to the Process of Intentionally Scaffolding Children's Emergent Spiritual Awareness(2014-01-01) Ludlow, SandraThis chapter reviews literature on contemporary early childhood theory, and pedagogy, and uses it to suggest implications for best practise in nurturing children’s spiritual awareness and faith formation in faith -based early childhood settings. The paper suggests alternative pedagogies to traditional approaches overreliance on whole group Bible story pedagogy for three to five year olds. Reflections on lived experiences will be used to illustrate the findings of the literature review.
Item At the Core of Creativity: The Conditions of Learning and the Conditions of Connectivity(2014-01-01) Lanphar, Edie; Fitzsimmons, PhilThe aim of this chapter is to discuss the findings of a longitudinal international study that sought to understand the ‘habitus conditions’ that had the potential to give rise to creative experiences. The notion of habitus was used as a key axiomatic lens as it carries the sense that the patterns of thinking and predispositions to be creative arise out of deep familial patterns of ‘connectivity’. Through a series of qualitative-narrative projects adolescents and adults who were either immersed in creative experiences or who had demonstrated creative output were asked to reflect on the sources of these experiences.
Item At the Troublesome Edge of Recognising Threshold Concepts of Online Teaching: A Proposed Learning Threshold Identification Methodology(2020-01-01) Boddey, Kerrie; Boddey, Chris; McLoughlin, Catherine E.; Kilgour, Peter W.; Gosselin, Kevin P.; Northcote, Maria T.This chapter presents a proposed methodology for identifying threshold concepts within the context of professional development and online teaching. The chapter may be of particular interest to those responsible for designing professional development for online teachers in higher education contexts. Furthermore, scholars of the Threshold Concepts Framework may find the methodology outlined in this chapter to be useful when identifying threshold concepts in other disciplinary or professional contexts, especially for the purposes of curriculum design.
Item Australian Adventist Teachers' Perceptions of and Contributions to Mission: School, Self, Church(2020-12-27) Hattingh, Sherene J.; Currow, Stephen J.This chapter presents the results from nine questions posed in the Australian Teachers' Survey. The questions explore the teachers' understanding of the mission of their school and its relationship to the mission of the wider church; their contribution to that mission, both within the school and beyond the school, in their church and community; and their perceptions of the success of their school in fulfilling its mission.
Item Become What You Believe(2013-01-01) Morton, DarrenThousands of years ago, Aristotle came up with the idea that we humans are primarily motivated by pleasure and pain-we do things to achieve pleasure and we do things to avoid pain. It is all about the carrot and the stick! While there are many theories on why humans do what they do and how we can change it,' this simplistic view gives us a good place to start our exploration of what drives our behaviors.
Item Beginning of SDA Education in North America(2019-12-01) Kilgour, Peter W.The present may often be understood or explained by what has happened in the past. This chapter looks back at the establishment of Adventist schools in the early Seventh-day Adventist church with a view to understanding the unique character of Adventist Schools.
Item Between Sentimentality, Sentience and Sense Making: The Visual Markers of the Vampire in Online Caricatures(2022-10-10) Fitzsimmons, PhilFamous for being deathly serious, the vampire genre has a consistent yet often critically overlooked sub genre--the comedic spoof and satire. This is the first book dedicated entirely to documenting and analyzing the vampire comedy on film and television. Various types of comedy are discussed, outlining the important differences between spoofing, serious-spoofing, parody and satire. Seminal films such as Abbott and Costello Meet Frankenstein, Love at First Bite, Vampire in Brooklyn, Dracula: Dead and Loving It and What We Do In the Shadows are featured. More importantly, this book demonstrates how comedy is central to both the common perception of the vampire and the genre's ever-evolving character, making it an essential read for those interested in the laughing undead and creatures that guffaw in the night.
Item Celebrating 44 Years as a Christian School Teacher: Unchanged Mission in a Changing World(2022-12-29) Kilgour, Peter W.This chapter is a narrative of my experiences over 44 years of teaching in Christian schools. Through literature and my experiences, I trace changes over this time in pedagogy, philosophy, and the accountability of teachers. The changes I discuss include students’ life priorities and career choices, sustainability, social awareness, multiculturalism, discrimination, gender-related issues, teacher accountability, technology, teaching conditions, behaviour management, individualised instruction, problem-solving, parent input, community expectations, globalisation, legal issues, and child protection. I trace these changes from an academic as well as a personal perspective, with my overriding theme being that the aim has always been to introduce each student to Jesus in the process of educating the whole person.
Item Children and Learning(2010-01-01) Christian, BeverlyItem Comics/Graphic Novels/Bandes Dessinees and the Representation of the Great War(2014-01-01) Reynaud, Daniel; Fitzsimmons, PhilThis chapter explores the representation of the Great War in popular graphic novels, comparing and contrasting the representation of three texts: The Forgotten Five, a story in a popular British boys’ comic series, L’Ambulance 13, a four-volume French story of an Ambulance officer, and C’etait la guerre des tranchees, the work of noted cartoonist Jacques Tardi. The representations vary from heroic simplicity to complex characters to an immersion in the abject.
Item Conceptual Depth and Conceptual Usefulness in Chemistry: Issues and Challenges for Chemistry Educators(2008-01-01) de Berg, Kevin C.In the 1990’s two movements began to challenge the practice of science education from an historical and philosophical perspective. The International History and Philosophy of Science and Science Teaching Group (IHPST) maintains that not enough attention is being given to the intellectual heritage of many of our concepts in science with the result that, while students might be able to solve some quantitative problems in an algorithmic fashion, they have little understanding of the meaning or significance of the concepts they are using. The International Society for the Philosophy of Chemistry (ISPC) focuses its attention on the discipline of chemistry and has challenged practising chemists and chemistry educators to address, amongst other things, such fundamental questions as the meaning of the terms atom, element, law, and theory as they are used in chemistry. Is it possible to seek and accomplish conceptual depth, a desire of both international groups, without compromising conceptual usefulness, or must one be compromised in the pursuit of the other? In this paper this question is addressed in relation to the thermodynamic concepts of energy, heat, and work; the foundational concepts of element and the mole; and quantum mechanical concepts in chemistry. A textbook analysis of the definitions and use of these concepts in a tertiary level general chemistry course is given as is the implications of the study for chemistry education. [From publisher's website]
Item Connecting Children with God through Nature: Why We Should and How We Can(2018-10-15) Christian, BeverlyUnrelenting rural-urban migration across the globe is resulting in the withdrawal of children from interaction with the natural world. This paper builds a case for the intentional inclusion of nature experiences in the faith education of children in a school, church or home context. It explores the role of nature in connecting children with God, and offers practical suggestions for creating spiritual moments that can enhance a child’s relationship with God as they experience the wonder of His creation.
Item Connectivity and Text: Finding Self through the Use of Graphic Novels(2014-01-01) Fitzsimmons, PhilThis chapter discusses a project that sought to understand the meaning making processes involved in the reading of graphic novels, as utilized by one cohort of high schools students. While this group were highly articulate in regard to the reading processes they employed, what also emerged were elements of localised ‘habitus’ that were the actual engagement factors of meaning making for these students. At the core of this of this process of connectivity and sense making were the themes of ‘resonance, reflection and reimagining’.
Item Deconstructing Bible Storytelling With 3-5 Year-Olds(2018-01-01) Ludlow, SandraThis paper unpacks auto-ethnographically the lived experience of the teacher researcher's application of early childhood theoretical, and pedagogical constructs to the telling of Bible stories through the lenses of attention to detail, context, and experience, together with four metaphors for children's lives, theories of childhood development, and their associated pedagogical strategies. It reflects upon and teases out the storyteller's metacognition before, during, and after storytelling and pays attention to the reciprocity of the relationship between the storyteller and listener as a catalyst for scaffolding children's spiritual awareness, biblical knowledge, faith, and values formation.
Item Digging Deep to Reveal Jesus: Seeking Light in the Hidden Corners(2020-12-01) Cameron, KarynThe learning environment is a complex living milieu, with many stakeholders and cultural inputs that impact how a student experiences a curriculum. It includes a hidden curriculum that has the potential to impact a student’s learning and experiences in ways that may not correspond with desired outcomes. A teacher or school system wishing to reveal Jesus in the learning environment must face this reality and critically reflect, expose what is hidden and question current practice. Reflection with intentionality, purpose and a rigorous process leads to transformation and improved student outcomes.
Such critically reflective practice requires vulnerability and courage. There are many forces within the learning environment that hinder the change process, including conflicting pressures on time, increasing expectations of compliance, competing demands and a sense of isolation. In addition, each educator has experiences, beliefs and assumptions that can create blind spots in practice and impact their sense of self-efficacy.
In the face of such strong resistance to transformation, how might an educator or educational institution navigate the uncharted territory of critical reflective practice? In this chapter I will introduce a mode of reflective practice and consider the roles of purpose, perspective, process and partnership in digging deep into praxis, seeking solutions within complexity and bringing about change.
What might inspire such intentional and courageous practice? A strong sense of purpose is needed if one is to swim against the flow, and the aim of revealing Jesus in the learning environment is such a purpose. This is a goal that burns deeply in the heart of many Christian educators. We explore this purpose, suggesting both a ‘syllabus’ and a ‘pedagogy’ from Jesus’ own ministry, through which to be more specific about our goals and intentions.
Using literature, personal experience and data from teacher interviews, this chapter makes an explorative foray into critical reflection upon the revealing of Jesus in the learning environment. By questioning current practice, making visible the ‘hidden curriculum’, seeking five lenses of perspective, examining context, considering partnerships and contemplating aspects of process, I argue that educators and educational institutions can be more intentional and humbly authentic in their attempts to reveal Jesus to students.
Item Exploring Spiritual Intelligence: Are there Implications for Classroom Practice?(2021-12-22) Williams, Anthony; Pearce, JillChristian educators strive to provide classroom environments that tap into all recognised intelligences that have the added incentive of helping prepare their students for a relationship with Jesus Christ. This chapter provides information pertaining to the intelligence that is most important in the Christian School context. For the past half-century, scholars have been working to understand how the brain interprets, comprehends, and examines the world. The recognition of nine intelligences has provided teachers with the potential for engaging with students and enabling them to perform at their best. This chapter explores spiritual intelligence, ascertaining its origins and evolution. It introduces those scholars who have contributed to the concept's development, providing evidence of the acknowledgement and advancement of this intelligence within organisations and educational settings, with a focus on its practice and application.