Honours

Uncle Arthur's Bedtime Stories stands as the principal and archetypal Seventh-day Adventist children's literature text. It is heavily inscribed with distinct ideologies, which are specifically referential to Seventh-day Adventist dogma and faith. As children read these texts they are exposed to and affected by these ideologies. This thesis seeks to expose the overt and covert ideologies of the text so that their power can be negated and their value evaluated. This is accomplished through a brief investigation of the author and the publishing institution that conceived the text, then through an explanation of the development and aims of critical literacy reading processes. These reading processes are then applied to the text in order to render the explicit the belief structures that sustain the stories' proposed 'truths' and 'meanings', and which were constructed into the text by the author and institution.

This investigation has revealed that Uncle Arthur's Bedtime Stories assumes levels of authority over truth, interpretation and the reader, which it does not intrinsically command. The recognition of this assumption of authority allows the text to propose and defend questionable 'truths' and spurious arguments, and also to justify unethical behavior. The thesis shows that critical literacy argues that both the author and the institution are complicit in the generation and transmission of these messages.

The thesis also presents and explains a body of evidence it has discovered that points to the negative effects of Uncle Arthur's Bedtime Stories on some readers.

The Australian Curriculum sets national standards aimed to improve learning outcomes for all young Australians. The implementation of the Australian Curriculum, to be applied to all learning areas, commenced in January 2013. Chosen for their significance in meeting the learning outcomes of the Australian Curriculum, three content areas are listed as cross-curriculum priorities, and must be integrated into all learning areas. The planned integration of the cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures, from the perspective of final year secondary pre-service teachers at Avondale College of Higher Education, was the focus of this study. The perception of relevance, the role of the school and students, and the influence of knowledge and skills learned during undergraduate studies in regard to planning was also explored. The findings of the study show that the instruction on the content, and how to integrate it into their learning areas were perceived by pre-service teachers to have been largely overlooked in their undergraduate studies. Further the Aboriginal and Torres Strait Islander student population, at the school, was perceived by pre-service teachers to be the key influence when planning to integrate the content. An emphasis on Indigenous education and not Indigenous studies during their teacher education may provide a credible reason for this perception.

This 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.

This 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.

This 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.

This study set out with the focus of exploring the leadership development experiences of six past youth leaders from three of the Samoan Seventh-day Adventist churches in the Greater Sydney Conference of Seventh-day Adventists in NSW. The study was carried out using a mixed method design of a brief quantitative questionnaire and qualitative individual interviews with the six youth leaders. Using descriptive and thematic analysis, four key themes emerged from the data. The leadership development experiences of the six youth leaders revolved around positive involvement in the youth committee and church in general, that assisted their transition into the role of youth leader; the forging of key informal mentoring relationships with former or older youth leaders; the impact of training that was difficult to adapt to a Samoan local church setting; and the impact this had on the culturally bound relationships of youth leaders and their faufautua or church appointed mentors. The study found that although youth leaders generally reflected positive experiences of youth leadership development in their local Samoan Seventh-day Adventist churches; there are also areas of concern that are likely to need consideration, by the three churches and the Greater Sydney Conference of Seventh-day Adventists, to improve the experience of youth leaders in the future.

Over the last few decades there has been a growing interest regarding the use of the Hebrew Scriptures in the New Testament. One of the most frequently referenced books in the New Testament is the book of Daniel. However, the significance of Daniel as an influential source for the New Testament writers in general, and the apostle Paul in particular, has yet to be fully explored. Recognising this, the aims of the present study were to: 1) offer a methodological approach for identifying if and where Paul alludes to or echoes Daniel in 1 and 2 Thessalonians; 2) examine the effect these references have in their new context; and 3) explore how they inform us about Paul’s understanding of Daniel. vi Six potential references to Daniel were evaluated: four in 1 Thessalonians and two in 2 Thessalonians. Three of these were classified as probable (Dan 12:2 in 1 Thess 4:13-15; 5:10; Dan 7:13 in 1 Thess 4:17; Dan 11:31, 36 in 2 Thess 2:3-4) and three were classified as possible (Dan 8:23 in 1 Thess 2:16; Dan 2:21 in 1 Thess 5:1; Dan 7:9-10, 27 in 2 Thess 1:5-10). An examination of each of these references led us to conclude that: first, similarities with sayings of Jesus indicate that Paul had most likely re-read Daniel through the lens of the gospel tradition; second, Paul was not drawing on themes and passages that were disconnected from each other, but were part of the same apocalyptic narrative that had proved a source of comfort to many generations of believers in the midst of persecution; and third, as part of that, he understood himself and the believers to be living within that narrative, as indicated by his interpretation of the enemy of God’s people in Daniel 11:40-45 as still being future.

Chaplaincy is increasingly becoming an important service and ministry in public and private schools in Australia. Given the current growth of, but perceived lack of direction for chaplaincy in Seventh-day Adventist schools, this study sought to explore and ascertain the views of groups of stakeholders regarding the nature and future development of chaplaincy.

A search of relevant literature revealed a diversity and complexity of roles and settings in chaplaincy. Conceptual material from the literature was subsequently used in the initial stage of the research.

A modified application of the Delphi technique consisting of two rounds with a 73% participation rate, involving 60 participants, was utilised as a suitable methodology for data collection to answer a cluster of research questions.

An analysis of data showed wide-spread "concurrence" and considerable "intensity" regarding the structure, goals, significance, roles and functions, employment practices and procedures, and the planning and implementation of chaplaincy and pastoral care. Similar levels of' "concurrence" and "intensity" were shown for requisite personal qualities and qualifications of, and assessment criteria and professional development for chaplains. The findings fo the study combined to construct what was considered to be a realistic and workable model for effective chaplaincy and pastoral care in SDA secondary schools in Australia.

The general conclusion of the study was to accept the outcomes of the Delphi procedure with the hope that these might be of interest and use to Christian educators in particular in prodiving directions for future models of chaplaincy and pastoral care.

Problem

A number of Christian churches practise baptism as the believer’s baptism by immersion. Within these denominations, church leaders have a variety of philosophies and practices regarding baptism. Subsequently, individuals who experience baptism are assimilated through a diversity of strategies.

Method

A study of baptism strategies in Australia and New Zealand will investigate a sample of Baptist Churches and Seventh-day Adventist Churches through a mixed methods approach. Their philosophies and strategies of baptism will be compared with each other, and also compared with the findings of the literature review and theology of this study.

Six churches from Australia and New Zealand participated in this study. Altogether, 145 church members and 6 church pastors were included in the group of respondents.

Results

The qualitative results reveal progressive levels of the four components of a baptism strategy. These four components are bible learning, mentorship, church involvement, and faith development. The quantitative results reveal the use of these components, as faith development and church involvement are prominent in the practice of the sample, but the components of mentorship and bible learning are less practised. Baptism usually occurs during the second level of faith development (relationship with God) and church involvement (participation), while it occurs in the first level of mentorship (friendship) and bible learning (gospel).

Conclusions

Baptist Churches have a stronger emphasis on church involvement, and Seventh-day Adventist Churches have a stronger emphasis on biblical learning in their baptism strategy. Both denominations have a stronger emphasis on faith development, and have a weaker emphasis upon mentorship. With the support of the earlier chapters of this study, it is recommended for baptism to occur at the second level of each component of a baptism strategy.

The Christian tertiary institutions‟ ethos, mission and values impacts on students not of the particular faith of the Christian educational institution. This study investigated six fourth year education students‟ experiences at Avondale College during their time of study. A review of the literature reveals a strong focus on the role of education in a Christian university, the ethos, mission and values that govern the university, as well as the faculty that maintain the Christian ethos of the university. The literature also highlights the danger of Christian universities and colleges moving progressively towards secularization, and suggests corrective measures to reacquaint with the founding vision and mission of the Christian university. The process of emergent design within the use of the case study as a research method was used to gather data through the use of face-to-face interviews. The data revealed that the students were impacted by Avondale College‟s ethos, mission and values during their time of study, especially through the authentic relationships formed with lecturers. Furthermore, the results indicated that the authentic relationships with lecturers impacted students beyond their academic achievements. It also impacted them in their social, professional, spiritual and intra-personal connections with Avondale College. The study concluded that the ethos, mission and values of a Christian institution are most likely to have an impact on students‟ lives through the authentic relationships they form with their lecturers.

This 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.

The 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.

Students and teachers have a range of perceptions of Physical Education and how it affects students and their learning. Past research has indicated that Physical Education can influence students‟ academic results as well as their physical development. This study identified and investigated the perceptions of students and teachers towards Physical Education and its effect on the students and their learning at one school. Through the use of semi-structured interviews, questionnaires, observations and member-checking surveys, students and teachers shared their perceptions of Physical Education. These perceptions show that teachers and students believe that Physical Education has not only physical benefits for students, but that Physical Education can also positively influence students mentally, emotionally and socially. The social aspect of Physical Education is perceived to be either positive or negative for students depending on how the teacher manages the class. Many students and teachers perceived Physical Education to be enjoyable for students and beneficial to their development. Physical Education has the potential to impact students on a spiritual level although the degree to which this occurs is difficult to determine. This study also showed that the way Physical Education is timetabled and taught can have an impact on the way students and teachers perceive this curriculum area.

This study examined the effectiveness of the Reciprocal Teaching (RT) reading comprehension activity applied to prepared readings in the subject Human Society and Its Environment (HSIE). Reciprocal teaching involves the four strategies of ‘questioning’, ‘clarifying’, ‘summarising’ and ‘predicting’, employed in a process that uses students in the role of tutors and cycles this role among all students of the group. RT is a social teaching strategy designed to produce metacognitive readers who are able to interrogate text for its meaning. This study was completed in two phases: the first of which was a triangulated mixed method approach involving Year 4 students and the second phase was a case study of the use of a modified RT approach with a Year 2 class. The Year 4 class was internally divided into two equivalent groups; the control group was taught by the class teacher in her traditional manner, and the experimental group was subjected to the RT process by the researcher. The quantitative data were analysed using both descriptive and inferential methods and the qualitative data studied for emerging themes related to possible internalisation of the skills involved in the use of RT. A pre-test/post-test method revealed that the experimental group suffered no disadvantage after exposure to the reciprocal teaching process. Further, there was evidence of internalisation of the RT strategies among the students of the experimental group. Later, a simplified version of the RT process (limited to use of the ‘questioning’ strategy) was applied to a Year 2 class as a case study. Again, there was evidence of internalisation of the strategy involved indicating that RT strategies may be taught early in the primary program. The study indicates that the strategies of RT can be applied in subjects other than English and in so doing students may develop generalised skills that will lead to critical thinking.

Uncle Arthur’s bedtime stories stands as the principal and archetypal Seventh-day Adventist children’s literature text. It is heavily inscribed with distinct ideologies, which are specifically referential to Seventh-day Adventist dogma and faith. As children read these texts, they are exposed to, and affected by, these ideologies. This thesis seeks to expose the overt and covert ideologies of the text so that their power can be recognised and their value evaluated. This is accomplished through a brief investigation of the author and the publishing institution that conceived the texts, then through an explanation of the development and aims of critical literacy reading processes. These reading processes are then applied to the text in order to render explicit the belief structures constructed into the text which sustain the stories’ proposed ‘truths’ and ‘meanings’.
This investigation has revealed that Uncle Arthur’s bedtime stories assumes levels of authority over truth, interpretation and the reader, which it does not intrinsically command. This assumption of authority allows the text to propose and defend one-sided ‘truths’, spurious arguments and potentially unethical behaviour.

This thesis constitutes a case study of a single Grammar School in the State of New South Wales, Australia during the year 2008. This particular study takes on a qualitative approach to research, adopting a case study methodology taking data from lesson observations, student and staff interviews and individual student testing. The case study seeks to investigate the long term effect (positive, neutral or negative) that individual laptop computer use has on the spelling and grammar skills of students in a Year 6 classroom. The results from the data gathered have identified several areas of concern regarding the effective development and maintenance of students’ spelling and grammar skills in paperless computer-based classroom. Consequently, a list of recommendations has been formulated to ensure the effective development and maintenance of students’ spelling and grammar skills in a paperless computer-based classroom.

Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed childhood behavioral disorder said to affect approximately 3-5% of the primary school-aged population. There has been much controversy about ADHD diagnosis and treatment in recent years. Research has identified teachers as one of the major parties which contribute to the diagnostic process, and there has been literature to suggest that teachers may play a part in the over- and under-diagnosis of ADHD. In light of this, and other research, teachers’ sources of information about ADHD are questionable. A search of the Adventist Education website revealed that no policies existed in the Adventist schools in Australia for ADHD management.

Therefore the purpose of the research is to find out what teachers in the Seventh-day Adventist school system perceive their role and responsibilities to be. This research also compares teacher perceptions with what research outlines as the roles and responsibilities of the classroom teacher in the diagnostic and treatment processes of ADHD.

The research used a quantitative research design by way of a survey to examine teacher knowledge, opinions and perceived roles. The survey contained four sections including a demographic section and sections for each of the topics listed above, and used a five-point likert-type scale to attain responses from teachers.

Various forms were used in data analysis including t-tests, correlation analyses and descriptive statistics. Major findings revealed: that there were some differences in factual knowledge of ADHD between those who had experience with ADHD and those who had not, and those who were special needs teachers as opposed to classroom teachers; teachers were likely to be unsure about causes and prevalence of ADHD and treatment with stimulant medication; teachers performed poorly in relation to questions about diagnostic criteria and correct diagnosis regarding observation of the improvement of ADHD symptoms when on stimulant medication; teachers were generally aware of co-morbid disorders.

Other findings of the study pertaining to the opinions of teachers found that: teachers agree that stimulant medication improves symptoms associated with ADHD; teachers believe that ADHD is over-diagnosed, there are too many students on stimulant medication and stimulant medication should not be the only form of treatment for ADHD; teachers are of the opinion that they need more information about ADHD; and teachers are not overly confident in their abilities to identify ADHD in children.

Major issues presented in relation to teachers’ perception of their roles and responsibilities established that: A good portion of teachers were unsure if they would refer a child displaying symptoms of ADHD; teachers were likely to say they would be actively involved but did not follow through on questions which indicated that they would be involved; teachers are generally willing to be involved in most aspects of the diagnosis and treatment process however, they are apprehensive about administering medication; teachers, in general, did not attend valuable in-service or pre-service courses and were more inclined to receive their information from ‘second-hand’ sources (such as parents or other professionals); and a large percentage of teachers were unsure where they received their information from.

A need for teachers to become critical consumers of information was identified and teacher responses indicated that the training available was not sufficient in preparing them for their significant role in diagnosing and treating ADHD.

Therefore it is recommended: That in-service education about ADHD for teachers be targeted in Seventh-day Adventist schools; policies be developed in Seventh-day Adventist schools to address the role of the teacher in diagnosing and treating ADHD; pre-service training address some issues in ADHD; and teacher collaboration and support groups be formed especially between special needs teachers, those who have experience with ADHD and other teachers.

Research into the wellbeing of young Australians has found that many students are struggling with their mental health. This can have a negative impact on their quality of life. This year the Australian government has acknowledged this issue and is providing funding to Beyondblue and Mindmatters so that they can develop wellbeing resources that can be used in schools.

The wellbeing programs that utilize these resources can be are both proactive and reactive in nature. As students spend a significant amount of their school time within their various classes, attention has turned to how various school subjects can impact student wellbeing. One such subject is Visual Arts and this study explored the impact that studying Visual Arts has on students’ wellbeing.

Based in the qualitative paradigm, the study explored the relationship between Visual Art and student wellbeing using a combination of case study and micro-ethnography methodologies. It found that involvement in Visual Art had a positive impact on the students’ mental health and overall wellbeing. Through the semi-structured interviews, the students discussed multiple ways artmaking has helped them to counteract negative aspects of their lives. The study’s findings aligned with past wellbeing research in finding that Art was able to provide students with positive emotions, engagement, positive relationships, accomplishments, meaning, grit, management strategies and a connection to nature. At a time when students are struggling with low levels of wellbeing, it would seem that Visual Arts is one subject that could play a role in improving the wellbeing of students in schools.

This study investigated the experience of four senior high school students at one faith based school during and after the February 22, 2011, Christchurch New Zealand earthquake. The literature revealed that children and adolescents are impacted socially, psychologically and academically by natural disasters, and also that supportive social networks can lead to increased resilience and post-traumatic growth. Using a qualitative case study and narrative inquiry approach, participants were interviewed. Responses were analysed, coded and an earthquake impact profile (EIP) created for each participant. These profiles revealed that larger support networks mitigated severe psychological and academic impacts. Two areas barely evident in the literature that impacted the participants were participation in service activities, and comparing themselves to others. The study concludes that adolescents in their senior years of schools require a large support network, which includes service to others to help alleviate adverse psychological reactions and thus lessen academic impacts in the months and years after an earthquake.

The intention of this study is to compare two texts separated by thousands of years, in the context of female agency. The modern male-authored text Hadassah: One Night with the King will be compared in the light of 3 models of feminist critique of the biblical Esther regarding female empowerment. This study aims to determine if the discourses within the modern text, Hadassah: One Night with the King positions its protagonists as conforming to one or more of three models established by this study’s reading of the biblical Esther. The three models are Model 1) Esther as a ‘Traditional Female Stereotype’, Model 2) Esther as Subversives, or Model 3) Esther as a ‘Type for the Jewish people’. It also seeks to establish when the representation of Hadassah/Kesselman and/or Vashti in Hadassah: One Night with the King falls outside the three models

This study follows a qualitative methodology and literary analysis that identifies and analyses the literary constructs, imagery, structure, settings and relationships in its exploration of female agency through the frame of limitations and enablers, and three analytical models of the Book of Esther. The analysis and conclusions form part of this study. The analysis finds that female agency in Hadassah: One Night with the King is complex, complicated, and, because of its contextual nature, not easily or strictly aligned within a particular model. The analysis indicates that although the primary protagonist does exercise agency in parts of the Scroll narrative of Hadassah One Night with the King, she appears, by the close of the text, to surrender to the stereotype of femininity depicted in representations of the biblical Esther as set out in Model 1 of this thesis. This finding indicates that the stereotypical representations of Esther’s agency have not come very far since biblical times.