Volume 1 Issue 1

Different people want different things out of life but one of the things that most people want is to be happy. This, however, can be an elusive thing. In his recent book, Authentic happiness, Martin Seligman explores what it takes to really make us happy.

In this study, 337 pre-service teachers enrolled in Technology Teacher Education Programs (TTEP), in eight tertiary institutions across Australia, responded to a questionnaire seeking information about those factors that influenced their decision to become teachers of Technical and Applied Studies (TAS). The study found: a majority of the respondents were male (71%); most came from urban areas (61%); just over half (51%) entered the course from the workforce and just over a third of the respondents entered the course direct from school. Of the 172 respondents who came from the work force, a total of 93 (86 male) had prior trade experience. Factor analysis of attitudinal items set against a four-point Likert scale produced three factors related to their decision to become TAS teachers. These included encouragement from members of the community, the influence of experiences in technology at school, and a desire to teach. A three stage regression model was created with the scale ‘Desire to Teach’ as the ultimate dependent variable. Factors most strongly influencing ‘Desire to Teach’ included hobbies and interests prior to enrolment, encouragement from members of the community and the influence of experiences in technology at school. The authors propose a number of strategies for promoting technology teaching and increasing the TTEP student intake, based on their findings.

STORM Company is a short-term mission adventure. It is based on five foundations which present a radical example of Christianity in action. STORM Co teams are trained for service. They enter a community and ask for a place to stay and a job to do. Team members volunteer their own time and finance; they commit to strict discipline and hard work. Their goal is to live out the legacy of service modelled by Jesus Christ.

The image is striking. A business man dressed

in his suit is sitting on a wooden chair that

has been placed on the pebbles very close

to the water’s edge. He has his legs crossed,

hands in his lap, shoulders back and with

an air of authority he is staring out across

the lake. In the background one can see the

mountains on the other side of the lake, giving

way to the expansive sky overhead. Words

have been overprinted in the sky which simply

read, ‘Now I invent instead of Predict. I am a

Visionary’. Underneath the image the rest of

the advertisement begins by proclaiming, ‘The

Advanced Management Program—Creating

Innovators.’

The article responds to a challenge to focus the values of Christianity toward making 21st century Australia a ‘good society’. The author charts the directions for a projected three-part series, framed by the typology of theologian H. Richard Niebuhr that examines the historic nature and current potential of Christianity in Australia.

Children’s personal experience, confidence and

success (or otherwise) with books and reading,

particularly at the initial stages, is directly

related to their attitude towards reading (Wang,

2000).

Many of these attitudes are developed prior to

school commencement and often are closely linked

to early literacy experiences in the home. Economic

conditions of the household may determine

children’s exposure and access to quality reading

materials in the home. Some low-income families

find it extremely difficult to resource their children’s

early literacy needs. While it appears that most

families are aware of the importance of the home

literacy environment and the need for reading

resources, too many are without books or lack an

adult who is willing to read to children.

With the realisation that family members can

contribute positively to early literacy development,

there has been a plethora of programs and initiatives

in recent years designed to support and encourage

family participation in children’s literacy education.

Surprisingly, most current programs assume (often

incorrectly) that parents/carers have sufficient

available finances to resource the literacy needs of

their children.

This 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.

This study sought to address perceived student study skills needs, as part of a secondary school’s pastoral care program. Utilising a teacher action research approach, the inquiry focused on three main areas: investigating students’ prior study habits; the nature of existing, ineffective study habits that impaired performance; and ascertaining the impact of a study skills intervention program. Findings indicated that many students either were unaware of, or not employing, study skills. Ineffective time and self management impaired students’ study performance, possibly linked to a ‘cultural trace’. Perceived improvements in students’ study habits were reported, both by students and teachers. Three likely reasons were identified: The imminence of exams acting as a catalyst, the newly learned study skills, and encouragement by the teacher.