TEACH Journal
Permanent URI for this communityhttps://research.avondale.edu.au/handle/123456789/587
TEACH Journal of Christian Education is hosted by the Christian education Research Centre at Avondale University and is published by Avondale Academic Press. It is part of The Ministry of Teaching, a collaborative initiative of Adventist Schools Australia and shared stakeholders. Publication began in 2007 to fulfil shared purposes including affirming and informing established educators, attracting and supporting young adults in choosing and committing to a teaching career and empowering Christian education communities.
Journal content demonstrates exemplary practice, reports current research, reviews philosophical and theoretical positions and recounts the potential for satisfaction and fulfilment in the change agent role of effective teaching.
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Publication The Call to Follow: Hearing Jesus in a Culture Obsessed with Leadership(Avondale Academic Press, 2022) Mauk, JasonRichard Langer and Joanne J. Jung have written a compelling book sure to garner attention in a leadership saturated world. Richard is professor of biblical and theological studies and director of the Office for the Integration of Faith and Learning at Biola University. He is an ordained minister with over twenty years of pastoral experience. Joanne is professor of biblical and theological studies and the associate dean of online education and faculty development at the Talbot School of Theology, Biola University.Publication New Thoughts on School Refusal(Avondale Academic Press, 2022) Costigan, Bianka; Wells, Eliza; Lounsbury, LynnetteSchool 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 behavioursPublication Urijah's on a Mission: Lifestyle Medicine Graduand Responds to Health Crisis at Home(Avondale Academic Press, 2022) Stacey, BrentonThe influence of his father and an advertisement for a scholarship encouraged Urijah Lilligeto to begin his journey as a healthcare professional who is now helping his country make choices to improve its quality of life.Publication The Story of the Church's 'Wise' Response to the Great War(Avondale Academic Press, 2022) Stacey, BrentonResearch shows a Seventh-day Adventist response to World War 1 that differed from most churches in Australia preserved church and state loyalty. How the church 'tiptoed' between the opposing demands of faithfulness to a theology of church-state separation and loyalty to a government with which it negotiated favourable policies, is the focus of an academic article published by Anzac expert Daniel Reynaud.Publication Nursing at Avondale #1 again: National Student Survey Rates Course Top(Avondale Academic Press, 2022) Stacey, BrentonA government-endorsed national survey of undergraduate students has again ranked the nursing course at Avondale as number one in Australia.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, JohnA 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, PeterThis 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 considerPublication 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, SamIn 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, JoanneThe 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.Publication Lessons from COVID-19: The School Chaplains' Perspective(Avondale Academic Press, 2022) Williams, Peter; Williams, Kelly; Hay, JasonThis article aims to contribute to the literature relating to school chaplaincy during the COVID-19 pandemic. It adopts an Australian faith-based education system case study to explore school chaplains' insights of their roles, interactions with staff and students, as well as their perceptions of professional development and support available during the January 2020-December 2021 pandemic period. This research explored both quantitative and qualitative survey data. The role of school chaplains was found to be significantly impacted during COVID-19, affecting the nature of the support they provided to students, staff, and the school community during this time. A number of findings are presented for consideration that may help to improve school chaplaincy support, with learnings for both school chaplain leaders and the broader faith-based education system.