TEACH Journal Articles (Peer Reviewed)

Permanent URI for this collectionhttps://research.avondale.edu.au/handle/123456789/36055320

TEACH Journal articles that have been peer reviewed. The rest of the TEACH Journal articles are located here.

Browse

Filters

Settings

Search Results

  • Item
    Designing a Supervision Training Program with Research Supervisor's Voices
    (Avondale Academic Press, 2023) Kilgour, Peter; Northcote, Maria; Lounsbury, Lynnette; Browning, Carie
    The purpose of this study was to design a series of workshop events for new or novice supervisors of higher degree by research candidates using input from the novice supervisors, experienced supervisors and a panel of experts. A mixed methodology was adopted where the novice and experienced supervisors completed a Likert-style questionnaire and participated in semi-structured focus groups and interviews. Data from experts was collected from a hosted panel. The novice supervisors were most concerned about managing the supervision process and dealing with candidate issues, giving feedback, working with different methodologies they may not be familiar with, and supervising in areas outside their field of expertise. The experienced supervisors added that the workshops should include advice about relationships and the wellbeing of candidates. The outcomes of the study were pragmatic because they fed into the content of the workshops, thereby training novice supervisors with aspects of supervision they felt they needed, along with aspects recommended by experienced supervisors. This study suggests that, when institutions are designing training events for higher degree by research supervisors, key stakeholders, including the potential learners (novice supervisors), should be systematically consulted. This form of teaching in a Christian institution includes all the basics of recognised good supervision but adds the elements of Christian care and support.
  • Item
    Implementation Strategies to Pervade Lecture Capturing Technologies Using Panopto in Moodle: An Exploratory Case Study in Singapore Bible College
    (Avondale Academic Press, 2023) Chen, Jason
    Singapore Bible College (SBC) recognises that the mere purchasing of any education technology tools is not sufficient to pervade its use. Implementation strategies based on sound principles of barriers to technology integration were formulated, implemented, and measured to gauge its effectiveness. Its final goal is that the use of Panopto technology is fully leveraged to benefit the teaching and learning community within SBC.
  • Item
    Improving Financial Policy Compliance and Internal Control at Adventist Schools in Thailand: Recommendations from Stakeholders
    (Avondale Academic Press, 2023) Chulkasate, Catherine; Hamra, Wayne
    This research study examined concerns about financial policy compliance and internal control mentioned in General Conference Auditing Service audit reports at four Seventh-day Adventist schools in Thailand. It focused on how to resolve recurring violations of denominational financial policies and improve control of accounting and administrative functions. A total of 32 in-depth interviews of external and internal stakeholders were conducted to search for practical ways to deal with common compliance and internal control problems. A key finding was a need to share policy compliance and management letters with school boards and financial staff, respectively, to facilitate rapid resolution of problems. Local contexts should be considered when implementing policies and internal controls. Given significant variations in laws and customs, higher organizations should study how to thoughtfully apply good governance principles in local situations.
  • Item
    Is Positive Education an Appropriate Framework for Student Wellbeing in Anglican and Other Christian Schools: A Review of the Literature
    (Avondale Academic Press, 2023) Grant, Nigel
    This literature review investigated potential problems associated with the uncritical implementation of a Positive Education approach to student wellbeing in the context of Anglican (or other Christian) schools. Six themes were considered in turn, drawing on a wide range of literature from the fields of education, philosophy, psychology, sociology and theology. These themes are as follows: 1. Distinctives of Anglican education in Australia; 2. Holistic education and the good life; 3. Understanding student wellbeing and flourishing; 4. The need for student wellbeing programs in schools; 5. Student wellbeing, Positive Psychology and Positive Education; 6. Is Positive Education compatible with a Christian worldview. The paper concludes that Positive Education programs, including PERMA and the VIA Character Strengths, ought to be critically considered and carefully adapted before implementation in Anglican or other Christian schools.
  • Item
    Talk Less and Yarn More: Seeking Student Voice to Explore Effective Pedagogy in a Christian Environment
    (Avondale Academic Press, 2023) Brown, Daniela Rodica Ana-Maria
    This research explores how students within a Christian school experience pedagogy and how they perceive this experience to influence them, in terms of empowerment or disempowerment.
  • Publication
    New Thoughts on School Refusal
    (Avondale Academic Press, 2022) Costigan, Bianka; Wells, Eliza; Lounsbury, Lynnette
    School refusal is a psychosocial issue defined as persistently missing school, educational activities or avoiding activities within the school setting which manifests in children and adolescents from 5 to 17 years of age. It occurs in between 2% and 5% of children and is a growing problem. Case studies show the varied nature of the problem: no two children have the same experience or triggers for school refusal behaviour. This makes it difficult for parents and teachers to support them and can see their cases being placed in the 'too hard basket'. This paper discusses the current literature on school refusal as well as providing teachers with suggestions based on current research into the best ways to support and encourage students who exhibit school avoidant behaviours
  • Publication
    The Meaning of this Hour: Teaching Higher-Order Thinking as a Pathway to Better Learning Outcomes and Behaviour Modification
    (Avondale Academic Press, 2022) Lewis, John
    A rapidly changing society has created the need for a new kind of graduate. The workplace is looking for conversance in higher-order thinking and emotional intelligence. While the predisposition of the student has been seen to be a significant factor in a students' ability to engage in higher-order thinking, much can be taught and enhanced by teachers well versed in higher-order thinking pedagogy. There are a variety of teaching and learning approaches, including transfer, critical thinking and problem-based learning. However, common to them all is the need to develop students' metacognition. There is also a need for the teacher to set assignments that focus on essential questions that extend students beyond their acquired knowledge. To be sure, well thought through questioning is more likely to result in well-though through answers. Metacognition can also be a pathway to improved behaviour and can form the basis of a dialogue for self-awareness and behavioural improvement. Therefore, higher-order thinking development is a pathway for both intellectual and behavioural maturity. This work enhances the theoretical base for whole school and individual teacher engagement in teaching higher-order thinking to achieve better learning contexts and outcomes.
  • Publication
    Pathways to School Leadership: Perceptions of Australian Faith-based Education System Employees
    (Avondale Academic Press, 2022) Williams, Peter
    This article discusses school leadership pathways and recognises the important role that clearly communicated pathways can have on school leader development. It adopts an Australian faith-based education system case study to explore classroom teacher and school-based administrator perceptions of current pathways to school leadership positions. This research utilised a qualitative research design, adopting semi-structured interviews to collect employee perceptions. The paper concludes with a discussion about the need for pathways to provide multiple routes into school leadership roles, the importance of leadership opportunities for teachers at all stages of their career, the need for pathways to allow teachers to transition back into the classroom where desired, as well as context specific pathway elements for this faith-based education system to broadly consider
  • Publication
    Affective Response as a Catalyst for Reimagining Curriculum and Pedagogy for Teaching of the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority in Christian Education
    (Avondale Academic Press, 2022) Williamson-Kefu, Majon; Guenther, John; Ober, Robyn; Osborne, Sam
    In 2018, Australians Together commissioned research on a trial program designed to improve teachers' confidence in relation to teaching the Australian Curriculum's Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. The research, led by the Bachelor Institute of Indigenous Tertiary Education, was designed to engage staff at two peri-urban independent schools who had participated in the professional learning, several months after they had taken part in an Australians Together 2-day workshop. Teachers described a strong affective response to the professional learning, which prompted them to engage more deeply with the cross-curriculum priority and adapt new teaching resources and approaches to their classrooms. In this article we explore these outcomes but pose the question: Is affective response sufficient? Based on the research, we suggest additional steps that could be taken to further extend the impact beyond classroom actions.
  • Publication
    The Impact of COVID-19 Lockdown on the Wellbeing of Staff and Students in our Schools
    (Avondale Academic Press, 2022) Medbury, Joanne
    The COVID-19 pandemic and its associated lockdowns have had varying effects on school staff and students. Through a combination of an online survey and student focus groups, feedback was obtained about engagement with work during lockdown, what they valued most from their school leaders and teachers, suggestions for improving wellbeing and feedback about how they were managing their own personal wellbeing. After a whole school term of learning from home, the school company now has clear information regarding staff and students' enthusiasm for their work, stress, work-life balance, online connections, strategies and processes. Strategies can now be put in place to continue to support these key stakeholders through the remainder of the current lockdown and prepare them for the return of teaching our students face-to-face. This research has enabled the school company to focus its support moving forward in this pandemic and provide feedback to schools regarding their staff, and students' wellbeing at this time.