| Title | Author | Year | Add to Folder |
| Being transparent with curriculum design and senior students.
| Beamish, Shelly | 2019 |
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Title: Being transparent with curriculum design and senior students.
Author(s): Beamish, Shelly |
Journal Details: Christian Teachers Journal v.27 n.1 p.20-23
Published: February 2019
ISSN: 1443-735X
Abstract: I grapple with what it means to teach with a Christian worldview in a senior classroom; I have state outcomes and standards to meet that students must demonstrate. As head of teaching and learning, I have seen the junior levels effectively, and directly, taking what God says in the Bible and using it in the classroom. However, these students aren't sitting external exams that determine university pathways. So I turn to 'Transformation by Design' for support; a way to move forward. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=256078628818029;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224417 From EdResearch online
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| Cultivating a flourishing professional learning community.
| Stok, Jacqui | 2019 |
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Title: Cultivating a flourishing professional learning community.
Author(s): Stok, Jacqui |
Journal Details: Christian Teachers Journal v.27 n.1 p.28-31
Published: February 2019
ISSN: 1443-735X
Abstract: Almost five years ago, I began my role as director of teaching and learning at Mount Evelyn Christian School (MECS). While the responsibilities of the role have changed and adapted over time, the important challenge of cultivating a flourishing professional learning community amongst our teaching staff remains at the top of the list. As we have often heard from scholars such as John Hattie, the quality of our teachers is critical in improving student learning and outcomes. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=256115894760545;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224419 From EdResearch online
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| Formational learning.
| Hanscamp, Martin
Clarke, Daniel
Mustin, Alice
Parker, Chris | 2019 |
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Title: Formational learning.
Author(s): Hanscamp, Martin | Clarke, Daniel | Mustin, Alice | Parker, Chris |
Journal Details: Christian Teachers Journal v.27 n.3 p.4-8
Published: August 2019
ISSN: 1443-735X
Abstract: Formational learning is at the heart of the purpose of Christian schooling. Formational learning stands in contrast with other more limited statements of purpose such as academic success, skills acquisition, vocational preparation, socialisation, and citizenship. The purpose of Christian education is to seek a particular type of student formation. Students are invited to be people who not only understand the world God has made - through the lens of His big story - but are inspired to be engaged in His world as they live out what it is to be truly human as an image-bearer of the Creator. Formational learning is that which shapes and forms the whole person (character, head, heart, and hand) to reflect the image of God. [Author abstract]
URL (conditional access) : http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224414 From EdResearch online
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| Grandparents as grand partners : Engaging grandparents as a stakeholder group.
| Fahey, Jo | 2019 |
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Title: Grandparents as grand partners : Engaging grandparents as a stakeholder group.
Author(s): Fahey, Jo |
Journal Details: Christian Teachers Journal v.27 n.1 p.16-19
Published: February 2019
ISSN: 1443-735X
Abstract: The dynamics and functions of the modern family have changed. Where once mum or dad dropped off and picked up after school, now grandma or grandpa is at the school gate, or sitting in the school assembly, taking on a more participatory role in caring for their grandchildren. There has been a shift towards intergenerational care and its prevalence is sparking thought on how to support grandparents in this new, and sometimes involuntary, role. As Reynolds, Wright, and Beale (2003) remind us, "Children are growing up in blended families, families with both parents working, single parent families, multi-generational families, and families headed by grandparents. In this changing atmosphere, grandparents are assuming important roles in the rearing of their grandchildren" (p. 316). As more research is undertaken regarding grandparents in either participatory or caretaking roles, the following questions are raised: What type of stakeholder is a grandparent in the school community? and, 'How are schools involving them in the work of educating their grandchildren'? [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=256022729904254;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224418 From EdResearch online
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| The library in a Christian School.
| Cooney, Philip | 2019 |
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Title: The library in a Christian School.
Author(s): Cooney, Philip |
Journal Details: Christian Teachers Journal v.27 n.3 p.28-31
Published: August 2019
ISSN: 1443-735X
Abstract: In 2018, the Students 'Need School Libraries' campaign was launched. Supported by seven Australian school library associations and eminent Australians such as Australian Children's Laureate and best-selling author, Morris Gleitzman, it strove to raise awareness amongst parents and teachers about the importance of a well-resourced school library for supporting literacy and learning in our schools. Although not directly a part of this campaign, this article sets out the important role that the author believes libraries continue to play in Christian schools with a focus on the library at Wycliffe Christian School. [Author abstract]
URL (conditional access) : http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224416 From EdResearch online
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| Uniforms, toilets, and pronouns : What should be the focus of our discussions?
| Nunn, Cameron | 2019 |
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Title: Uniforms, toilets, and pronouns : What should be the focus of our discussions?
Author(s): Nunn, Cameron |
Journal Details: Christian Teachers Journal v.27 n.3 p.20-23
Published: August 2019
ISSN: 1443-735X
Abstract: Increasingly, schools will have to navigate issues around the enrolment of transgender students. Their understanding of the nature of transgenderism and their biblical worldview will prompt a broad spectrum of potential responses. All schools, but especially Christian schools, want to create safe, supportive, and nurturing communities for all students. At the same time, they want to ensure that their policies and practices are grounded in a biblical worldview. However, what happens when the requirement to actively support the needs of a transgender child appears to cut across the scriptural values of the school? Or, what happens when a school, in seeking to present a Christ-centred perspective, acts in a harmful way towards a transgender student? [Author abstract]
URL (conditional access) : http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224415 From EdResearch online
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| Culture in the classroom : Christian community and deeper learning.
| Parker, Chris | 2018 |
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Title: Culture in the classroom : Christian community and deeper learning.
Author(s): Parker, Chris |
Journal Details: Christian Teachers Journal v.26 n.4 p.17-21
Published: November 2018
ISSN: 1443-735X
Abstract: For authentic, deep, and gospel-shaped learning to occur, we create learning cultures in our classrooms that nurture community over comparison, cooperation over competition, and covenantal commitment to a shared learning vision over and above a mere learning contract. We need to question the assumptions, and consider the implications, for how we motivate learning as well as the narrative that we 'tell' through our pedagogies of how fixed our students' abilities are, and question how we deal with learners who are wilfully placing themselves at odds with the communal vision. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=033675483880154;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224400 From EdResearch online
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| Dangerous detours : when anecdotes and diversions become the primary pedagogical method for Christian curriculum.
| Parker, Chris
Street, Michael | 2018 |
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Title: Dangerous detours : when anecdotes and diversions become the primary pedagogical method for Christian curriculum.
Author(s): Parker, Chris | Street, Michael |
Journal Details: Christian Teachers Journal v.26 n.1 p.14-17
Published: February 2018
ISSN: 1443-735X
Abstract: We've all experienced the richness, community building, and opportunity to share the gospel that can come through a spontaneous personal anecdote from a student or from you as teacher. The curriculum content of the lesson you are unfolding might inspire a personal story from a student, 'Miss, that's like when my family were on holidays and a man came up to us and said...', or, 'Mr Street, studying the crazy exploits of this historical person has made me wonder if...'. Something from the lesson content may trigger a story from your life, or a thought you have been nurturing. You might think of a content link with a news report you heard on the radio in the car on the way to school that you can't help but take the opportunity to highlight. These can be rich teaching moments; powerful opportunities to share your faith and a biblical perspective on life. They can add beautiful layers of context and authenticity to the material you are unfolding, and in so doing, may bring a richness to the culture of your class that cultivates a relational community [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj070_feb18_no_crops_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=219980
Record No: 219980 From EdResearch online
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| Deeper learning in Christian education : Deeper learning into what?
| DeBoer, Darryl
Cook, Justin | 2018 |
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Title: Deeper learning in Christian education : Deeper learning into what?
Author(s): DeBoer, Darryl | Cook, Justin |
Journal Details: Christian Teachers Journal v.26 n.4 p.12-16
Published: November 2018
ISSN: 1443-735X
Abstract: As Christian schools explore and implement deeper learning practices within the classroom, it raises questions: What are the design principles of deeper learning in Christian schools specifically? Does the deeper learning conversation in Christian schools need to be a different type of conversation from those initiated by innovative educators at the Hewlett Foundation, EL Education, or the Buck Institute? We know that we are learning from these organisations, but should deeper learning in Christian schools also be distinctively different? If so, how? Deeper learning into what? It is with these questions in mind that we were invited to grapple with Australian learning leaders within Christian Education National at their first teaching and learning conference in Darwin 2017. With our experience in project-based learning and Teaching for Transformation, we were invited to help contribute to the Australian work of Transformation by Design: The Big Picture. In preparation for, and during our work there, we proposed a working definition of what deeper learning in Christian education actually means: People of God's story engaged in real work that forms self and shapes the world. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=033619584966379;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224398 From EdResearch online
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| Education as a channel for transformation.
| Clarke, Daniel | 2018 |
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Title: Education as a channel for transformation.
Author(s): Clarke, Daniel |
Journal Details: Christian Teachers Journal v.26 n.4 p.22-25
Published: November 2018
ISSN: 1443-735X
Abstract: What is your deep hope for the children in your class as a result of your time together? Is it 'to help them pass', or 'to give them a passion for learning', or 'to prepare them for a future occupation'? The Melbourne Declaration (2018) has an overarching goal that as a result of your teaching, the students would become successful learners, confident and creative individuals, and active and informed citizens. This is well and good, but why is it important there are successful learners, confident and creative individuals, and active and informed citizens? For educators in a school context where Jesus is Lord, surely the essential reason must be to facilitate students' preparedness as citizens of Jesus' Kingdom. This claim is based on the fact we are to seek first the Kingdom. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=033712749822670;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224399 From EdResearch online
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| Foundational principals for Christian teaching and learning.
| Dickens, Ken | 2018 |
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Title: Foundational principals for Christian teaching and learning.
Author(s): Dickens, Ken |
Journal Details: Christian Teachers Journal v.26 n.4 p.8-11
Published: November 2018
ISSN: 1443-735X
Abstract: Many times, when I have enquired why church schools do not hire only Christian teachers, I have been told that good Christian teachers are too hard to find. I refute this claim and suspect that it has more to say about commitment to Christian education than a lack of quality among Christian educators. My experience working with teachers in Christian schools for over thirty years, (and fifteen years before that in government schools) and from working with a range of teachers and leaders in independent schools, has shown that there is a similar range of abilities among teachers in these schools as there is in other schools and systems. As a parent, the main thing I wanted was a desire in the teachers to honour Christ in education. And this is what I generally saw and see in Christian schools. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=033600951995121;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224397 From EdResearch online
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| Inclusive education : What does it mean for Christian learning communities into the future?
| Rayner, Christopher | 2018 |
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Title: Inclusive education : What does it mean for Christian learning communities into the future?
Author(s): Rayner, Christopher |
Journal Details: Christian Teachers Journal v.26 n.1 p.18-23
Published: February 2018
ISSN: 1443-735X
Abstract: Pre-service and in-service teachers often ask me how to teach a student with a particular learning need. The conversation goes a little like this: 'What should I do when teaching a student who is...?'. 'Well, you have to get to know the individual; understand their interests; build from their strengths; create an environment where they are understood, accepted, and connected socially; ensure there is flexibility within the class curriculum in terms of challenge and learning processes. Make sure you communicate in ways that the student best understands and allow them to communicate in ways that best allow them to show what they understand. Work in partnership with their parents. Connect them and their peers with relevant services and opportunities within the local community.' Regardless of whether we are discussing a student identifiable by their giftedness, cultural and linguistic diversity, or a developmental disability, most of my answers will be the same. Over the course of a semester, after repeating this kind of answer in response to questions about students with all kinds of 'special needs', people generally get the point. There are no silver bullets in this thing called 'inclusion'. There will always be a need to build relationships with individuals and exercise professional expert judgement as educators. We will always have to rely on and trust God! And we are always going to need each other in this process. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj070_feb18_no_crops_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=219979
Record No: 219979 From EdResearch online
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| A redefinition of leadership : What on earth did we think we were doing?
| Beech, Beth
Beech, Geoff | 2018 |
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Title: A redefinition of leadership : What on earth did we think we were doing?
Author(s): Beech, Beth | Beech, Geoff |
Journal Details: Christian Teachers Journal v.26 n.1 p.8-11
Published: February 2018
ISSN: 1443-735X
Abstract: Having studied the concept of 'leadership' for a long time at an academic level as the focus of our doctorates, and having held so-called leadership positions, we have now come to the realisation that, perhaps we got it wrong. Recently, we have been exploring some perspectives on leadership for units in the National Institute's MEd(Leadership) course. Scholarly and popular literature on leadership is extensive as is the number of works concerned specifically with leadership in Christian schools or educational leadership. The highly revered Dutch reformational theologian, statesman, and philosopher—Abraham Kuyper—went to great lengths to point out that the gospel must be manifested in all spheres of life. We often forget that our work and position is actually not as much of our own choosing as it is a part of the great unfolding plan in God's big story. The same is true of leadership—so when we think specifically of school leadership we should do so through gospel lenses. As we pondered this perspective, the way to move ahead appeared straightforward enough, but we have found it is actually quite fraught with misconceptions. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj070_feb18_no_crops_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=219978
Record No: 219978 From EdResearch online
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| Schools are for learning.
| Fowler, Stuart | 2018 |
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Title: Schools are for learning.
Author(s): Fowler, Stuart |
Journal Details: Christian Teachers Journal v.26 n.2 p.12-15
Published: May 2018
ISSN: 1443-735X
Abstract: Through the lens of biblical themes such as creation, Word, humanity, and community the author paints a surprising and refreshing picture of what a learning community could and should look like. That we may find such an approach idealist simply confirms our unexamined acceptance of the competitive and individualistic paradigm that comes from the cultural air we breathe rather than the Word of God that we read. [Author introduction, ed]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=642140846506809;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224214 From EdResearch online
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| Teaching languages Christianly.
| Crump, Christine | 2018 |
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Title: Teaching languages Christianly.
Author(s): Crump, Christine |
Journal Details: Christian Teachers Journal v.26 n.2 p.21-24
Published: May 2018
ISSN: 1443-735X
Abstract: Swan's middle school has conceptualised learning as an adventure coupled with a focus on teaching more Christianly. This year, I (Christine Crump), have challenged languages staff to transform our teaching and learning to become more 'other person' centred. To love your neighbour as yourself, you need to know and understand their culture; to envisage everyone as made in the image of God, rather than as a utility to meet our own needs: 'the imago dei is a distinctively Christian offering that has the potential to transform the formal and informal cultures of a school' (Toh, 2017). This idea coalesces with Smith's own experiences of teaching languages. In his book, The Gift of the Stranger, Smith argues we can love our neighbour well by practising hospitality and becoming loving strangers in host countries. In both cases the languages speaker is to be a blessing to others (Smith, 2000). By critically examining the extensive consumerist ideology we can reshape teaching languages for social justice (Osborn, 2006). Inspired by the work of David Smith, Justine Toh, and Trevor Cooling, we are reimagining how to teach languages Christianly in multiple ways. [Author introduction, ed]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=642345809190649;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224215 From EdResearch online
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| Telling tales : The place of story in the classroom.
| Warren, Ezra | 2018 |
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Title: Telling tales : The place of story in the classroom.
Author(s): Warren, Ezra |
Journal Details: Christian Teachers Journal v.26 n.2 p.8-11
Published: May 2018
ISSN: 1443-735X
Abstract: The idea that teaching from a Christian worldview means shaping our teaching with the big story of the Bible is an idea that is familiar to many Christian teachers. However, the question of exactly how we do this-what it looks like in our actual day-to-day teaching practice-is a question that leaves some of us at loose ends. We know it is important that we understand our subject from a Christian worldview, and even more vital, that our lives are shaped by God's Word, but what pedagogical approaches and practices will help us communicate this to our students and teach Christianly? Storytelling is one pedagogical practice that can play an important role in a Christian approach to teaching. As part of research for a master's degree, the author interviewed five secondary teachers in a Christian school in regional Victoria to explore the ways they use stories in their teaching practice. [Author introduction, ed]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=642122213535551;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224213 From EdResearch online
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| Understanding self-harm in Christian schools.
| Stanford, Sarah | 2018 |
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Title: Understanding self-harm in Christian schools.
Author(s): Stanford, Sarah |
Journal Details: Christian Teachers Journal v.26 n.2 p.25-29
Published: May 2018
ISSN: 1443-735X
Abstract: Self-harm is all too common in our Christian schools. Australia-wide research suggests that around one in ten teens will self-harm at least once (Australian Institute of Family Studies, 2017), and Christian schools are not immune. Teachers know that it's happening, and often feel concerned about it. Yet there can be a lot of confusion about self-harm. With stories appearing regularly in the media, social media, and in entertainment, it can be hard to separate the truth from dramatised stories and stereotypes. This article includes three sections: the first aims to help you separate the facts from the fiction, next we consider what it means to be a Christian when working with youth who self-harm, and we finish with practical principles to guide teachers in supporting youth who self-harm. [Author abstract]
URL (conditional access) : https://search.informit.com.au/documentSummary;dn=642401708104424;res=IELHSS
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224216 From EdResearch online
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| What's special about special education in Christian schools?
| Chesson, Judy | 2018 |
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Title: What's special about special education in Christian schools?
Author(s): Chesson, Judy |
Journal Details: Christian Teachers Journal v.26 n.1 p.24-27
Published: February 2018
ISSN: 1443-735X
Abstract: It is widely acknowledged that there are more services and support available for 'special needs' children in government schools. Government schools generally have more access to education department advisory staff and students may be offered specialist assessments at government expense. When parents of a child with a diagnosed, or suspected, disability enquire about enrolling their child at a Christian school, it may seem logical to suggest that their child's needs would be more effectively met at the local government school. However, according to section 4.2 of the Disability Standards of Education, parents have the right to choose a school for their child, and the enrolment of a child with a disability must be considered 'on the same basis' as a child who has no special needs. To actively discourage enrolment of these children is no longer an option legally and in any case, is that what Jesus asks of us? Surely the Kingdom of God is a place where all are welcome, regardless of abilities or disabilities, convenience or inconvenience and our schools should reflect these Kingdom values. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj070_feb18_no_crops_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=219977
Record No: 219977 From EdResearch online
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| The distraction of winking lights : Sailing for Shalom in Christian education.
| Wong, Bronwyn | 2017 |
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Title: The distraction of winking lights : Sailing for Shalom in Christian education.
Author(s): Wong, Bronwyn |
Journal Details: Christian Teachers Journal v.25 n.2 p.4-7
Published: May 2017
ISSN: 1443-735X
Abstract: Christian teachers teach in a challenging time. A time where there is increasing pressure from a number of quarters. Parents want to know about the ranking of the school, others want to know how they are doing against international standards and enrolments often depend on getting high results. This article explores the pursuit of peace from these pressures in education through asking the question, how might an understanding of 'shalom' invigorate us, inspire us, and give us a transformed vision for our classrooms?
URL (open access) : https://issuu.com/onlinectj/docs/may_2017_ctj
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218084
Record No: 218084 From EdResearch online
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| Early learning centres : Being, belonging, and becoming in Christ.
| Galbraith, Shelley | 2017 |
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Title: Early learning centres : Being, belonging, and becoming in Christ.
Author(s): Galbraith, Shelley |
Journal Details: Christian Teachers Journal v.25 n.4 p.20-22
Published: November 2017
ISSN: 1443-735X
Abstract: Seven years ago I needed a break from teaching in the Indigenous unit at Marrara Christian College. The preschool position came up and I thought, 'How hard could that be? This should be a cruisy couple of years!' And so began the biggest learning curve of my then 25 year teaching career! I soon realised that my previous view of children and their capabilities was limited and controlling. I knew what topics to teach them and how best to engage them. As long as they followed my step by step instructions they will all reach their potential! Luckily for my students, my learning journey led me to the new and ground-breaking Early Years Learning Framework (EYLF) and the not-so-new, but equally ground-breaking, Walker Learning Approach (WLA). These two documents profoundly revealed to me the impact of play-based learning and brain development on children's success in life. As I delved further, I started to see correlations in the EYLF and the WLA with how God sees children; that because children are made in His image they are creative, responsible, competent, and relational. The rest of this article is an attempt to present the essence of the Early Years Learning Framework and the Walker Learning Approach from a Christian worldview. It comes from the combined wisdom and insight of the early years educators at NT Christian Schools, with whom I have the deep privilege of working with and learning from. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj069_nov17_no_crops_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=219375
Record No: 219375 From EdResearch online
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| 'I am unsure about Christianity because of science'.
| Ivory, Luke | 2017 |
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Title: 'I am unsure about Christianity because of science'.
Author(s): Ivory, Luke |
Journal Details: Christian Teachers Journal v.25 n.3 p.8-11
Published: August 2017
ISSN: 1443-735X
Abstract: After overhearing a student state that one of the reasons they were unsure about Christianity was because of science, it caused the author to consider that maybe teachers could be doing a better job of teaching science from a biblical perspective in Christian schools. This article explores ways in which students can be encouraged. It suggests the Teaching of science should not only equip students with answers about the content needing to be covered but enable them to answer their own doubts and help equip them with a respectful, logical, and educated way to argue against the prevailing view of the world of which they are a part and will interact with for the rest of their lives. [Author extract, ed]
URL (open access) : https://issuu.com/onlinectj/docs/ctj069_aug17_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218092
Record No: 218092 From EdResearch online
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| Rethinking the language of excellence.
| Dickens, Ken | 2017 |
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Title: Rethinking the language of excellence.
Author(s): Dickens, Ken |
Journal Details: Christian Teachers Journal v.25 n.2 p.8-11
Published: May 2017
ISSN: 1443-735X
Abstract: Most schools, including Christian schools, will mention somewhere in their literature the goal of 'excellence'. So ubiquitous is its use that the term has become almost meaningless. Do we mean that our school is better than others or that the teaching and learning is of a high quality? Might it be that we assume the wrong things about excellence and we start at the wrong place? We assume that excellence is about results and standards and we start with student performance. This article explores the language of excellence in Christian schools and raises questions to ponder. It suggests a need to critique the results and standards paradigm and seek to find more authentic ways to consider excellence with student performance being our last consideration. [Author extract, ed]
URL (open access) : https://issuu.com/onlinectj/docs/may_2017_ctj
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218085
Record No: 218085 From EdResearch online
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| Teacher and institutional self-censorship of English texts in NSW Protestant schools.
| Hastie, David | 2017 |
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Title: Teacher and institutional self-censorship of English texts in NSW Protestant schools.
Author(s): Hastie, David |
Journal Details: English in Australia v.52 n.1 p.36-45
Published: 2017
ISSN: 0155-2147
Abstract: Australian Protestant schools have often been depicted as sites that restrict knowledge. This paper presents the findings of a 2010-2013 field study of 137 teachers, exploring the nature and extent of Protestant School English teacher self-censorship when excluding and selecting texts to teach. In both survey and interview data, I find that the Protestant school English teacher sample was more active in text selection than exclusion, and found no clear evidence of institutional directives from schools or sector governance regarding English text exclusion and selection. The study also found that patterns of text exclusion were unlikely to be particularly different to those of state school teachers, but selection was more affected by religious concerns, despite the range of text titles appearing to be similar across both sectors. Additionally, selfcensorship as a part of an anticipated parent complaint is also examined. The study also found that the Protestant school English teachers appeared concerned about anticipated institutional interference than there was warrant for in the data, and more than their own personal faith perspectives required. This appeared to indicate that Protestant school teachers may be hyperengaged in questions about how their text selections and exclusions align with their own ideological beliefs and those of their employing institution. In the case of the English teachers in the sample, it would appear that the Protestant schools tended to be ideologically generative, rather restricted knowledge sites. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=215018
Record No: 215018 From EdResearch online
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| Transforming assessment.
| White, Tim | 2017 |
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Title: Transforming assessment.
Author(s): White, Tim |
Journal Details: Christian Teachers Journal v.25 n.2 p.14-17
Published: May 2017
ISSN: 1443-735X
Abstract: Summative assessment frequently consists of abstractions. This article explores the need for relevance, imagination, and passion in forming assessments such that they can move beyond simple measures of understanding, towards student transformation. [Journal abstract]
URL (open access) : https://issuu.com/onlinectj/docs/may_2017_ctj
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218087
Record No: 218087 From EdResearch online
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| What is the problem? : Curriculum as exclusion.
| Graieg, Lindsay | 2017 |
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Title: What is the problem? : Curriculum as exclusion.
Author(s): Graieg, Lindsay |
Journal Details: Christian Teachers Journal v.25 n.3 p.22-26
Published: August 2017
ISSN: 1443-735X
Abstract: In two previous articles, the idea was proposed that curriculum distils a view of life endorsed through a selective understanding of the world. This identity if reduced to a view through a materialist lens may create for Christian schooling a limiting space to exercise an alternative vision. If 'who we are' is merely human capital, and 'where we are' is simply the material world, and if these renderings are 'locked in' legislatively, then for Christian schooling a benign exclusion dominates schooling. It discusses the Melbourne Declaration which establishes in the Australian Curriculum materialist expectations to be reflected through the schooling process. [Author extracts, ed]]
URL (open access) : https://issuu.com/onlinectj/docs/ctj069_aug17_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218091
Record No: 218091 From EdResearch online
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| Where we are : Curriculum and context.
| Graieg, Lindsay | 2017 |
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Title: Where we are : Curriculum and context.
Author(s): Graieg, Lindsay |
Journal Details: Christian Teachers Journal v.25 n.2 p.26-30
Published: May 2017
ISSN: 1443-735X
Abstract: This is the second in a series of four articles that explore the tendency for mandated curriculum to be shaped by a materialism and economic understanding of the human person and human purpose. The implications for Christian school curriculum of this reductionist perspective is discussed. [Journal abstract]
URL (open access) : https://issuu.com/onlinectj/docs/may_2017_ctj
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218086
Record No: 218086 From EdResearch online
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| A Christian mind.
| Holland, Ruby | 2016 |
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Title: A Christian mind.
Author(s): Holland, Ruby |
Journal Details: Christian Teachers Journal v.24 n.1 p.22-25
Published: February 2016
ISSN: 1443-735X
Abstract: While highlighting the dualism in many adolescents who profess Christ, this article presents three major steps in developing a Christian mind in students (and teachers). The first step involves deepening their relationship with Christ himself so that they are motivated and empowered to know him in the fullest biblical sense and follow him as his disciple. The second step is to develop an intellectual structure based on biblical truths, with a pattern that satisfies the human desire for meaning centred on Jesus Christ. The third step is to be aware of our own limitations in the thinking process while being quietly confident about the truth of God's word. It concludes with suggesting three areas that require application by teachers over the rest of their professional life. These are pedagogy and vision; philosophy and rationale; and content. [Author extract, ed]
URL (open access) : https://issuu.com/onlinectj/docs/ctj063_feb16_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218090
Record No: 218090 From EdResearch online
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| Christian schools are good news for society at large.
| Edlin, Richard | 2016 |
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Title: Christian schools are good news for society at large.
Author(s): Edlin, Richard |
Journal Details: Christian Teachers Journal v.24 n.2 p.24-26
Published: May 2016
ISSN: 1443-735X
Abstract: In recent times, particularly in Australia, but also other places such as the United Kingdom, political commentators committed to secularism have claimed that 'faith-based' schools are causing the fracturing of society and the radicalisation of young people, and as such are a blight on the educational landscape. They point to radical Islamic schools to support their case. This is a serious charge that deserves sober consideration, argues the author. [Author abstract, ed]
URL (open access) : https://issuu.com/onlinectj/docs/ctj_may_2016_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212502
Record No: 212502 From EdResearch online
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| Peer-to-peer mentoring : Does research show that it works?
| Sampson, Karen | 2016 |
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Title: Peer-to-peer mentoring : Does research show that it works?
Author(s): Sampson, Karen |
Journal Details: Christian Teachers Journal v.24 n.2 p.28-31
Published: May 2016
ISSN: 1443-735X
Abstract: Mentoring is becoming increasingly popular, and new educational initiatives such as musical futures have peer-to-peer mentoring at their core. Throughout my teaching career, I have been impressed with the apparent effectiveness of peer-to-peer mentoring in transforming students' lives through initiatives such as Chickenshed (a theatre company in the UK that runs inclusive theatre programs for people with disabilities), as well as the 'bukatsu' or after-school club program that is central to the lives of students in Japan. For this reason, I have undertaken a research/evaluation of mentoring and peer-to-peer mentoring, to find out what is really needed for a mentoring program to be successful—and who really benefits from it. I will compare examples of successful mentoring along with 'mentoring gone wrong' — where it seems to exert a negative influence, and evaluate these according to a biblical worldview. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj_may_2016_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212504
Record No: 212504 From EdResearch online
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| Purposeful teaching.
| Beech, Geoff | 2016 |
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Title: Purposeful teaching.
Author(s): Beech, Geoff |
Journal Details: Christian Teachers Journal v.24 n.2 p.16-19
Published: May 2016
ISSN: 1443-735X
Abstract: The effectiveness of outcomes based education has been debated, as has the way it should be implemented, and considerations such as whether students should be told what the outcomes for each lesson are. In many ways, however, the emphasis on outcomes has been limited to short-term goals. There is also the need to think of the big picture. What are the outcomes, or what is the goal, of our education if it is to be undertaken Christianly? As Christians wanting to engage with education in a biblical or godly way, we should not be surprised that the stated purposes for education given by secular government bodies differ from what God sees as the purposes of education. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj_may_2016_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212503
Record No: 212503 From EdResearch online
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| Teaching indigenous kids, teaching kids 'indigenous' : indigenous content in curriculum.
| White, Tim | 2016 |
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Title: Teaching indigenous kids, teaching kids 'indigenous' : indigenous content in curriculum.
Author(s): White, Tim |
Journal Details: Christian Teachers Journal v.24 n.1 p.28-31
Published: February 2016
ISSN: 1443-735X
Abstract: The Australian Curriculum has identified the significance of developing understanding and reconciliation through pursuing 'Indigenous Perspectives' as a cross-curriculum priority. In both Indigenous and non-Indigenous learning communities around Australia, Christian schools can structure policy and practice to value and give expression to Indigenous voice, so as to reflect the reality of differing perspectives and lifestyles. This is part of their truth-telling about the the richness of God's world. It involves highlighting Indigenous heritage not only for the Indigenous young people in a particular geographical context; it means advancing understanding to the enrichment of all learners. [Author extract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj063_feb16_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218089
Record No: 218089 From EdResearch online
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| Treading carefully.
| Hanscamp, Martin | 2016 |
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Title: Treading carefully.
Author(s): Hanscamp, Martin |
Journal Details: Christian Teachers Journal v.24 n.3 p.22-25
Published: August 2016
ISSN: 1443-735X
Abstract: This article considers how Christian schools and teachers should respond to the present highly contentious and difficult debate on gender and sexuality, including what sort of attitude, manner, and advocacy they should adopt. [Author introduction, ed]
URL (open access) : https://issuu.com/onlinectj/docs/ctj065_aug16_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=213486
Record No: 213486 From EdResearch online
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| Why we so desperately need the Bible to speak into the political space.
| Hanscamp, Martin | 2016 |
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Title: Why we so desperately need the Bible to speak into the political space.
Author(s): Hanscamp, Martin |
Journal Details: Christian Teachers Journal v.24 n.1 p.14-18
Published: February 2016
ISSN: 1443-735X
Abstract: This article explores the notions of the relative authority of government, church, and parents in the context of education. It presents five biblical imperatives when considering our relationship with government. These are: recognise office; rule for justice; protect rights; serve with authority; and awareness of the dangers. In conclusion, a biblically informed framework for political engagement provides some helpful guidelines that point towards a just and healthy society. [Author extracts, ed]
URL (open access) : https://issuu.com/onlinectj/docs/ctj063_feb16_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218088
Record No: 218088 From EdResearch online
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| The Australian curriculum : how are Christian schools responding?
| Bennett, Nigel | 2015 |
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Title: The Australian curriculum : how are Christian schools responding?
Author(s): Bennett, Nigel |
Journal Details: Christian Teachers Journal v.23 n.1 p.16-19
Published: February 2015
ISSN: 1443-735X
Abstract: The author states that there is little discussion at present about the 'big-picture' of the Australian Curriculum by Christian educators. This new thing is generally accepted as something we should have; a national framework for teaching, learning, and assessment. The authors thoughts and critique relate to the nature of its structure, and its lack of spiritual roots. His understanding of the Australian Curriculum is that teams of experts from across Australia have worked on specific learning areas and produced the best possible statements. They are not necessarily connected and they have an unwritten worldview perspective that suggests God either does not exist or is a distant being who has no bearing on matters such as curriculum. [Author abstract, ed]
URL (open access) : https://issuu.com/onlinectj/docs/ctj059_feb15c_lr_nocrop
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205570
Record No: 205570 From EdResearch online
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| The bible in education.
| Cooling, Trevor | 2015 |
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Title: The bible in education.
Author(s): Cooling, Trevor |
Journal Details: Christian Teachers Journal v.23 n.3 p.20-23
Published: August 2015
ISSN: 1443-735X
Abstract: In 2010 I had the privilege of working with colleagues from the USA, UK, and Australia developing an approach to Christian education which focused on pedagogy rather than curriculum content. The result was an approach that we called What If Learning which comprises three basic steps for teachers to use in thinking about the learning experiences they create in their classrooms. The approach aims to develop Christian virtues and focuses on the question 'What type of person do we hope will emerge from the learning experiences provided in my classroom?' Our aspiration was that Christian teachers in any country, working with any age group and teaching any subject could use the approach to develop their own distinctively Christian learning experiences for their pupils. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj_august15_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212499
Record No: 212499 From EdResearch online
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| Chapter 1 : Transformative Christian education.
| Dickens, Ken | 2015 |
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Title: Chapter 1 : Transformative Christian education.
Author(s): Dickens, Ken |
Journal Details: Christian Teachers Journal v.23 n.2 p.4-7
Published: May 2015
ISSN: 1443-735X
Abstract: This article introduces and reflects on a book produced by the Mount Evelyn Christian School titled 'Transformational Education: A Framework for Christian Teaching'. The opening chapter 'Transformative Christian Education' describes the importance of a gospel-centred classroom and how both students and teachers can be part of the transformation through responsive discipleship.
URL (open access) : https://issuu.com/onlinectj/docs/ctj060_may15_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=213484
Record No: 213484 From EdResearch online
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| Criteria for an effective Christian school.
| Dickens, Ken | 2015 |
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Title: Criteria for an effective Christian school.
Author(s): Dickens, Ken |
Journal Details: Christian Teachers Journal v.23 n.3 p.4-7
Published: August 2015
ISSN: 1443-735X
Abstract: There has been a lot of literature devoted to the subject of school effectiveness but very little that takes into account the distinctiveness of Christian schooling. In an attempt to rectify this lack, two researchers have written an article entitled 'Philosophical-Pedagogical Criteria for Assessing the Effectiveness of a Christian School'. The researchers are Johannes Van der Walt from North-West University, South Africa and Gerhard Zecha from Salzburg University, Austria. Van der Walt and Zecha (2004) have derived ten criteria that describe an effective Christian school. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj_august15_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212498
Record No: 212498 From EdResearch online
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| The place of religion in a secular curriculum.
| Donnelly, Kevin | 2015 |
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Title: The place of religion in a secular curriculum.
Author(s): Donnelly, Kevin |
Journal Details: Quadrant v.59 n.4 (n.515) p.44-49
Published: April 2015
ISSN: 0033-5002
Abstract: The author argues that school education has become an instrument employed by secular critics to undermine the contribution of Christianity to the nation's history and the ability of faith-based schools to remain financially viable and true to their mission. Issues addressed in this article include enforcing a cultural left secular agenda, religion in the national curriculum, and Christianity and Islam in the textbooks. [Author abstract, ed]
URL (open access) : https://quadrant.org.au/magazine/2015/04/place-religion-secular-curriculum/
URL (conditional access) : http://library.acer.edu.au/document/?document_id=207853
Record No: 207853 From EdResearch online
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| Restoring dignity, realising hope.
| Miller, Linda | 2015 |
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Title: Restoring dignity, realising hope.
Author(s): Miller, Linda |
Journal Details: Christian Teachers Journal v.23 n.1 p.20-23
Published: February 2015
ISSN: 1443-735X
Abstract: Mapuru Christian School lies in a very remote area of North East Arnhem Land and is a healthy and vibrant example of a First Nations community. The school is an integral part of the community, and has been part of the NT Christian Schools family since July 2010. There, through community-negotiated, multilingual, bi-cultural education, the Mapuru community shapes a positive future for their young people. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj059_feb15c_lr_nocrop
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205571
Record No: 205571 From EdResearch online
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| Shaping hearts.
| Capill, Murray | 2015 |
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Title: Shaping hearts.
Author(s): Capill, Murray |
Journal Details: Christian Teachers Journal v.23 n.3 p.24-27
Published: August 2015
ISSN: 1443-735X
Abstract: Great teaching reaches not only the minds but also the hearts of students. Teaching, at its best, is never a purely intellectual activity but a pursuit of knowledge that has the potential to impact the very centre and soul of a person's being. Of course this is often not the case. [Author abstract]
URL (open access) : https://issuu.com/onlinectj/docs/ctj_august15_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212500
Record No: 212500 From EdResearch online
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| Beliefs, values, ethics and moral reasoning in socio-scientific education.
| Yap, Siew Fong | 2014 |
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Title: Beliefs, values, ethics and moral reasoning in socio-scientific education.
Author(s): Yap, Siew Fong |
Journal Details: Issues in Educational Research v.24 n.3 p.299-319
Published: 2014
ISSN: 1837-6290
Abstract: The realisation to integrate science, ethics and morality is recognised with growing impetus in recent years (as noted with introducing the Australian Curriculum Science as a Human Endeavour strand), to develop sophisticated epistemologies of science, which includes an appreciation of the social context including ethical thinking. To fulfil the aim where pedagogy and curriculum enable students to integrate ideas about scientific issues and their own values, beliefs and ethics, educators need to understand how an individual naturally construes these issues. This article is based on an investigation to address the need, in particular, how students construe genetic engineering issues as ethical issues and/or moral problems and how these values (faith/beliefs) influence their decision making regarding these issues, in a ten-week Year 10 biotechnology program in a faith-based Christian school in Perth, Western Australia. Using an interpretative case study approach, a mixed method data collection and action research, analyses of instructional strategies, students' beliefs/values/attitudes and achievement outcomes were evaluated. The investigation is unique as it presents one of the few studies that incorporate faith values in the ethical frameworks, to explore the connection between cognitive learning, moral reasoning and moral development, and in the wider sense, between scientific literacy and ethical reasoning. It suggests that allegiance to belief systems and ideologies can sometimes override the influence of one's own sense of fairness in making decisions of moral rightness, and this has implications in mapping out curriculum for moral education and socio-scientific education. [Author abstract, ed]
URL (open access) : http://www.iier.org.au/iier24/yap.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205772
Record No: 205772 From EdResearch online
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| Meeting the 'other' in school : on (inter)religious contacts of Dutch pupils in the Dutch dual school system.
| Bertram-Troost, Gerdien
Miedema, Siebren | 2014 |
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Title: Meeting the 'other' in school : on (inter)religious contacts of Dutch pupils in the Dutch dual school system.
Author(s): Bertram-Troost, Gerdien | Miedema, Siebren |
Journal Details: Religious Education Journal of Australia v.30 n.2 p.25-31
Published: 2014
ISSN: 0815-3094
Abstract: From a pedagogical point of view questions on how young people can learn to live together peacefully, and how schools can contribute to this, are high on the educational agenda. In this article the question of whether (the preference for) going around with youngsters of different religions (both at school and after school) is related to a) the school pupils attend, b) whether or not pupils assign themselves to a certain religion or worldview and c) the degree to which religion or worldview is important to them, are investigated. The Dutch sample involved 347 secondary school students from five schools - 2 Christian, 1 Catholic, and 1 public. Via cross tabulations the authors found that there are significant relations between practically all of the variables. However, as there is so much variety between Dutch schools, it is hardly possible to draw general conclusions on how the Dutch dual school system effects (inter) religious contacts of pupils. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203823
Record No: 203823 From EdResearch online
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| Satanic portals and sex-saturated books : parent complaints about English texts in NSW protestant schools.
| Hastie, David | 2014 |
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Title: Satanic portals and sex-saturated books : parent complaints about English texts in NSW protestant schools.
Author(s): Hastie, David |
Journal Details: English in Australia v.49 n.1 p.63-71
Published: 2014
ISSN: 0155-2147
Abstract: Exploring Australian school text censorship has a long pedigree in English in Australia (EIA). This article contributes by observing attempts by parents to censor English texts in religious schools. A brief summary of EIA's previous approaches is followed by an explanation of the research methodology with New South Wales Protestant and state school teachers. A review of the published history of Australian parental school text 'complaints' (also termed 'challenges') then precedes a quantification of the impacts of parental challenges. Challenge reasons are then collated for both sectors. The higher prevalence of complaints about sexual content and depictions of the supernatural in Protestant schools is examined, and some inferences made about the perceptions of parents: their views about text, reading mechanics, spirituality and educational power. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203265
Record No: 203265 From EdResearch online
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| Spirituality, values and the school's ethos : factors shaping leadership in a faith-based school.
| Striepe, Michelle
Clarke, Simon
O'Donoghue, Thomas | 2014 |
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Title: Spirituality, values and the school's ethos : factors shaping leadership in a faith-based school.
Author(s): Striepe, Michelle | Clarke, Simon | O'Donoghue, Thomas |
Journal Details: Issues in Educational Research v.24 n.1 p.85-97
Published: 2014
ISSN: 1837-6290
Abstract: Studies which examine how educational leadership in faith-based schools is understood and practised are few and far between in the research literature. This is surprising given the important role faith-based schools play within the Australian school system and the controversy that has often surrounded them. Taking into consideration the gap in the research and the debates surrounding these types of schools it seemed timely to examine faith-based school leaders' perspectives on educational leadership. This article describes an interpretive study which sought to uncover how members of faith-based schools' management teams understood and practised leadership. Three different faith-based schools in Western Australia were selected for the study; a Catholic, Islamic and Greek Orthodox school. The participants were drawn from the members of each school's management team. The selected participants included the principal, the deputy principal or assistant principal and the heads of respective sub-schools. In addition, other members of the management team such as the bursar, the director of mission, the dean of students and the dean of curriculum participated in the research. Four different qualitative data collection methods were used, comprising semi-structured interviews, concept mapping, document analysis and non-participant observation. Using a grounded theory approach for the data analysis it was found that the ways in which these faith-based school leaders understand educational leadership are underpinned by values which often had a faith dimension. In addition, it was found that the school leaders used this framework of faith-based values to guide their practice. It is further argued that the ways in which the school leaders' values and spirituality influenced their perspectives demonstrate the influence of context on leadership perspectives. [Author abstract, ed]
URL (open access) : http://www.iier.org.au/iier24/striepe.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=202452
Record No: 202452 From EdResearch online
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| Blended learning in postgraduate studies : a contextualised discussion.
| Twelves, Jim
Arasaratnam, Lily A. | 2013 |
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Title: Blended learning in postgraduate studies : a contextualised discussion.
Author(s): Twelves, Jim | Arasaratnam, Lily A. |
Journal Details: Journal of Christian Education v.55 n.1 p.59-69
Published: May 2012/2013
ISSN: 0021-9657
Abstract: This article reviews the place of blended learning in postgraduate studies within the context of Christian higher education. The authors argue that blended learning embraces the benefits of the new and emerging technologies while acknowledging the value of the traditional face-to-face pedagogies that have been the customary vehicle for discipleship training and spiritual formation. The adoption of blended learning by an institution maximises students' access to education by facilitating the change from the traditional full-time face-to-face study to an intensive format. The article discusses blended learning in postgraduate programs at Alphacrucis College, Sydney, Australia. Using a case study approach, the authors explore what they have learnt both in terms of content and modes of delivery, in the hope that these lessons would be beneficial to other postgraduate education providers. The authors conclude that blended learning has the capacity to build relationships and to integrate formal education with daily life and Christian calling. It assists students to become team players, leaders, and professionals who participate in knowledge building.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203811
Record No: 203811 From EdResearch online
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| Current developments in faith-based school education in England.
| Worsley, Howard J. | 2013 |
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Title: Current developments in faith-based school education in England.
Author(s): Worsley, Howard J. |
Journal Details: Journal of Christian Education v.55 n.2 p.23-28
Published: September 2012/2013
ISSN: 0021-9657
Abstract: There have been some recent changes in United Kingdom government policy with greater government intervention emphasising the delivery of public services that reflect efficiency, effectiveness and economic benefit. A second policy concern has been the safeguarding of children. Such policy concerns have impacts on church school education and reduce the appreciated benefits following the Dearing era. The article considers how church schools might face these challenges in such changing contexts. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205657
Record No: 205657 From EdResearch online
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| Discovering the perspectives used to resolve life difficulties by Year 10 students at a Christian school.
| Smith, Thomas | 2013 |
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Title: Discovering the perspectives used to resolve life difficulties by Year 10 students at a Christian school.
Author(s): Smith, Thomas |
Journal Details: Journal of Christian Education v.55 n.2 p.55-66
Published: September 2012/2013
ISSN: 0021-9657
Abstract: This article explores the nature and range of the perspectives used by adolescents in a Christian school in the north-west of Sydney, Australia to resolve life difficulties and evaluates the results of a survey used for this purpose by Year 10 students at that school. There appeared to be support for a theory that perspectives processes are used by the adolescents to understand and resolve life difficulties. There was also a suggestion, arising from the high number of students who provided a reason for their choice of action, to form a hypothesis that perspectives consist of at least a personal values viewpoint and a possible course of action. The small number of perspectives the students employed and the inverse relationship between the level of commitment to God or to atheism a student has and the number of perspectives those students choose may provide evidence that the perspectives adolescents use consist of culturally acquired values and mental models of action. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205660
Record No: 205660 From EdResearch online
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| 'Faithfully Christian education' : an exploration into what it is that inspires Christians to research and practice education in the twenty first century. (Theological reflection as a resource for Christians in the school).
| Worsley, Howard J. | 2013 |
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Title: 'Faithfully Christian education' : an exploration into what it is that inspires Christians to research and practice education in the twenty first century. (Theological reflection as a resource for Christians in the school).
Author(s): Worsley, Howard J. |
Journal Details: Journal of Christian Education v.55 n.2 p.5-21
Published: September 2012/2013
ISSN: 0021-9657
Abstract: This article begins from within the United Kingdom context of Church school education and then offers insights into wider cultures and other contexts which will include Australian church schools. It does this by initially outlining the historical context in the United Kingdom which is currently trying to maintain an understanding of what it is for a school to be both 'distinctively Christian and inclusive'. One way to do this is by opening the concept and to ask what it means for any school to be 'faithfully Christian'. To develop this, this article offers research that has been conducted into listening to what it is that motivates Christian practitioners in their current practice. In overview terms this theological reflection can be articulated into three areas which are 1) 'The Character of God', 2) 'The General Action of God' and 3) 'The Specific Mission of God'. These research findings are then given further reflection as to what it means for a school to be faithfully Christian by having staff who are faithfully Christian. This is applied into educational context considering how a Church school might be a worshipping community. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205656
Record No: 205656 From EdResearch online
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| How does teaching as a Christian practice impact the classroom?
| Linossier, Judy | 2013 |
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Title: How does teaching as a Christian practice impact the classroom?
Author(s): Linossier, Judy |
Journal Details: Christian Teachers Journal v.21 n.2 p.14-17
Published: May 2013
ISSN: 1443-735X
Abstract: This article outlines a plan to introduce, implement and sustain some of the key ideas presented at a professional development intensive course, which explored what it might mean to approach teaching as a Christian practice, at Maranatha Christian School in Melbourne. Ideas from the course have been shared with curriculum and faculty team leaders. A whole school professional learning focus will be on Christian practices. Professional Learning Teams will be formed and possible professional learning plans may include teams: reading and discussing appropriate texts, exploring website that focus on a Christian way of teaching; revising a documented unit of work focusing on practices; and focusing on spiritual readings. The author plans to explore the Christian practice of hospitality with her primary staff team and to a lesser extent with students and parents. At a campus level, the Christian practice of spiritual reading will be introduced. Staff will be challenged to adopt their own set of Christian practices, to examine their own learning practices and to consider if their current practices need adjusting.
URL (open access) : https://issuu.com/onlinectj/docs/ctj052_may13_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=199063
Record No: 199063 From EdResearch online
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| Seeing anew, choosing engagement, reshaping practice.
| Smith, David | 2013 |
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Title: Seeing anew, choosing engagement, reshaping practice.
Author(s): Smith, David |
Journal Details: Christian Teachers Journal v.21 n.2 p.4-8
Published: May 2013
ISSN: 1443-735X
Abstract: Christian teachers and Christian schools need to attend carefully to practices and what is Christian about them if they are to make better headway with developing Christian pedagogy, rather than just adding Christian information to the curriculum or talking about Christian beliefs. This article tries to explain what this might imply and points to some practical resources and ways of making headway. It explains there are three basis steps towards a Christian practice of teaching - seeing anew, choosing engagement and reshaping practice. However, building Christian practices are unlikely to happen individually. Shared practices grow in community. This means school communities need to find ways of enabling teachers to renew their practice together.
URL (open access) : https://issuu.com/onlinectj/docs/ctj052_may13_lr
URL (conditional access) : http://library.acer.edu.au/document/?document_id=199061
Record No: 199061 From EdResearch online
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