{"title":"In What Story are We Living?","authors":"G. Beech","doi":"10.55254/1835-1492.1391","DOIUrl":"https://doi.org/10.55254/1835-1492.1391","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130192338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Character Reborn: A Philosophy of Christian Education","authors":"Wilf Rieger","doi":"10.55254/1835-1492.1401","DOIUrl":"https://doi.org/10.55254/1835-1492.1401","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124721063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Nicholas, Kayla M. Soptich, A. Tyson, S. Abraham, Graeme H. Perry, Deborah R. Gillum
Family influence affects the entire family, especially children, adolescents and even young adults once they leave home. The purpose of this study was to determine college students’ perception of family influence impacting their health and lifestyle. This was a cross-sectional, non-experimental study with a descriptive design that used social learning theory to inform and guide the process. The study included 120 college students in a faith-based institution. Each student completed a Likert-type survey (4-point agreement scale) that pertained to their perception of health, and the degree of influence peers and family have on their health. The data analysis showed that respondents are in most agreement (M = 3.34, SD = 0.615) that “family has influenced my idea of health”, 94.2% indicating their agreement. Three reliable factors and scales Family Influence (FI) (α = 0.764), Positive Family Impacts (PFI) (α = 0.679) and Negative Impacts (NI) α = 0.613) were established. Most students indicated agreement with perceiving FI (54.2%) and PFI (58%) with low frequencies of disagreement (19.2% and 14.1% respectively). Most disagreed with perceiving NI (61.7%), but 11.7% agreed they experienced negative health impacts. A weak to moderate positive association between FI and PFI (r = 0.334), a moderate but negative correlation between FI and NI (r = -0.429), and a very weak negative correlation between PFI and NI (-0.242) emerged on analysis. Some statistically significant differences in the mean scales for groups defined by four demographic variables age, gender, family type and religion, but not ethnicity, were confirmed. The general importance of family health education as a integrative public health potential and contributor to student wellbeing, is asserted. The importance of the contribution of this study to Christian education is the known dependence of effective learning experiences (including spirituality) on student wellbeing. TEACHR TEACH Journal 12-1.indd 45 30/7/18 7:54 pm 46 | TEACH | v12 n1 v12 n1 | TEACH | 47 Research & Scholarship ” “There is an association between overprotective parents and ... behaviours in the adult child. ... unhealthy eating, lack of exercise, unprotected sexual practices, and smoking. Healthy lifestyles are developed and modelled in the family. Level of health habit adoption is impacted in childhood, adolescence and young adulthood and potentially moderated by factors including family structure, parenting style and parental knowledge. urrent changes in families’ may be challenging this transmission of healthy practices, shifting this role into other domains such as the extended family; peers and wider social and community groups including schools, colleges, and university; sporting clubs and churches. Since a core mission of Christian education is effective learning, and this is significantly influenced by the students’ level of healthy wellbeing, achieving high levels of student wellbeing becomes an associated prior pu
本定量研究纳入433对;每个二人组由一个年轻人和一个有影响力的家庭成员组成
{"title":"Relationships Effecting College Students’ Perception of Family Influence Impacting their Health and Lifestyle","authors":"K. Nicholas, Kayla M. Soptich, A. Tyson, S. Abraham, Graeme H. Perry, Deborah R. Gillum","doi":"10.55254/1835-1492.1395","DOIUrl":"https://doi.org/10.55254/1835-1492.1395","url":null,"abstract":"Family influence affects the entire family, especially children, adolescents and even young adults once they leave home. The purpose of this study was to determine college students’ perception of family influence impacting their health and lifestyle. This was a cross-sectional, non-experimental study with a descriptive design that used social learning theory to inform and guide the process. The study included 120 college students in a faith-based institution. Each student completed a Likert-type survey (4-point agreement scale) that pertained to their perception of health, and the degree of influence peers and family have on their health. The data analysis showed that respondents are in most agreement (M = 3.34, SD = 0.615) that “family has influenced my idea of health”, 94.2% indicating their agreement. Three reliable factors and scales Family Influence (FI) (α = 0.764), Positive Family Impacts (PFI) (α = 0.679) and Negative Impacts (NI) α = 0.613) were established. Most students indicated agreement with perceiving FI (54.2%) and PFI (58%) with low frequencies of disagreement (19.2% and 14.1% respectively). Most disagreed with perceiving NI (61.7%), but 11.7% agreed they experienced negative health impacts. A weak to moderate positive association between FI and PFI (r = 0.334), a moderate but negative correlation between FI and NI (r = -0.429), and a very weak negative correlation between PFI and NI (-0.242) emerged on analysis. Some statistically significant differences in the mean scales for groups defined by four demographic variables age, gender, family type and religion, but not ethnicity, were confirmed. The general importance of family health education as a integrative public health potential and contributor to student wellbeing, is asserted. The importance of the contribution of this study to Christian education is the known dependence of effective learning experiences (including spirituality) on student wellbeing. TEACHR TEACH Journal 12-1.indd 45 30/7/18 7:54 pm 46 | TEACH | v12 n1 v12 n1 | TEACH | 47 Research & Scholarship ” “There is an association between overprotective parents and ... behaviours in the adult child. ... unhealthy eating, lack of exercise, unprotected sexual practices, and smoking. Healthy lifestyles are developed and modelled in the family. Level of health habit adoption is impacted in childhood, adolescence and young adulthood and potentially moderated by factors including family structure, parenting style and parental knowledge. urrent changes in families’ may be challenging this transmission of healthy practices, shifting this role into other domains such as the extended family; peers and wider social and community groups including schools, colleges, and university; sporting clubs and churches. Since a core mission of Christian education is effective learning, and this is significantly influenced by the students’ level of healthy wellbeing, achieving high levels of student wellbeing becomes an associated prior pu","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"5 8-9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132879630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Flexible Learning Environments","authors":"Alyssa Weslake","doi":"10.55254/1835-1492.1398","DOIUrl":"https://doi.org/10.55254/1835-1492.1398","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130376491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developing Tenacity: Teaching Learners How to Persevere in the Face of Difficulty","authors":"Deanna Pitchford","doi":"10.55254/1835-1492.1402","DOIUrl":"https://doi.org/10.55254/1835-1492.1402","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121090929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Wellbeing Notebook: New Idea or Old Wisdom?","authors":"Beverly J. Christian","doi":"10.55254/1835-1492.1392","DOIUrl":"https://doi.org/10.55254/1835-1492.1392","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117015182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creative vs. Copy","authors":"Kaye Judge","doi":"10.55254/1835-1492.1397","DOIUrl":"https://doi.org/10.55254/1835-1492.1397","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130689341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Hinze, M. Northcote, Peter Kilgour, Beverly J. Christian, D. Bolton
Avondale College of Higher Education has been offering tertiary courses for over 120 years. In the past two decades, this institution has extended its programs to include distance courses for students who opt to study online or are not able to attend on-campus courses at Avondale’s Lake Macquarie and Sydney campuses. While all of the institutions courses are evaluated on a regular basis, no formal evaluation had ever been undertaken of the distance education program as a whole. During 2017, a mixed methods research project was conducted to gather evaluative data from recent and current distance students using questionnaires and focus groups. The results of the study provide insight into the extent to which the distance education program at the College provides a space in which learning relationships can develop in online communities. Also, suggestions for future improvement and further research recommendations are provided. Findings of this study may be of interest to educators and administrators who incorporate online components in their curricula. Introduction Avondale was established in 1897 as a faith-based institution with a spiritually focused vision, mission, and motto. By the middle of the twentieth century the College had begun to diversify and offer degrees through external and affiliation programs, offering TEACHR ” “the study provide[s] insight into the extent to which the distance education program ... provides a space in which learning relationships can develop in online communities. TEACH Journal 12-2.indd 14 26/3/19 10:08 pm 14 | TEACH | v12 n2 v12 n2 | TEACH | 15 Educational Administration ” “the distance cohort of students had not yet been specifically targeted to elicit information about their unique experiences of studying via distance its own NSW government accredited degrees from 1974 (Avondale College of Higher Education, 2018). Distance education was introduced in the mid1990s with external affiliation, to upgrade education graduates from diploma to degree status. This was followed in 2000 by a blended Master’s program in three disciplines, and gradually, as the capacity for online learning was developed, more courses were offered in blended or totally distance mode. Since 2008, the number of courses offered online has steadily increased. While early versions of distance education courses at the College involved students enrolling either by on-campus or distance (online) mode, more recent years have seen a lessening of this divide; instead, distance and on-campus students are currently enrolled in the same units and often self-select which aspects of their studies they attend in on-campus or distance mode. This more flexible approach has enabled students to tailor their pattern of attendance to meet the demands of their complex lives. Currently the College offers five undergraduate courses, and eight post graduate courses by distance education using an online mode, and an increasing number of individual units are also offe
{"title":"A Health Check of Avondale's Distance Education Program: Where Have we Been? Where are we Going Next?","authors":"J. Hinze, M. Northcote, Peter Kilgour, Beverly J. Christian, D. Bolton","doi":"10.55254/1835-1492.1393","DOIUrl":"https://doi.org/10.55254/1835-1492.1393","url":null,"abstract":"Avondale College of Higher Education has been offering tertiary courses for over 120 years. In the past two decades, this institution has extended its programs to include distance courses for students who opt to study online or are not able to attend on-campus courses at Avondale’s Lake Macquarie and Sydney campuses. While all of the institutions courses are evaluated on a regular basis, no formal evaluation had ever been undertaken of the distance education program as a whole. During 2017, a mixed methods research project was conducted to gather evaluative data from recent and current distance students using questionnaires and focus groups. The results of the study provide insight into the extent to which the distance education program at the College provides a space in which learning relationships can develop in online communities. Also, suggestions for future improvement and further research recommendations are provided. Findings of this study may be of interest to educators and administrators who incorporate online components in their curricula. Introduction Avondale was established in 1897 as a faith-based institution with a spiritually focused vision, mission, and motto. By the middle of the twentieth century the College had begun to diversify and offer degrees through external and affiliation programs, offering TEACHR ” “the study provide[s] insight into the extent to which the distance education program ... provides a space in which learning relationships can develop in online communities. TEACH Journal 12-2.indd 14 26/3/19 10:08 pm 14 | TEACH | v12 n2 v12 n2 | TEACH | 15 Educational Administration ” “the distance cohort of students had not yet been specifically targeted to elicit information about their unique experiences of studying via distance its own NSW government accredited degrees from 1974 (Avondale College of Higher Education, 2018). Distance education was introduced in the mid1990s with external affiliation, to upgrade education graduates from diploma to degree status. This was followed in 2000 by a blended Master’s program in three disciplines, and gradually, as the capacity for online learning was developed, more courses were offered in blended or totally distance mode. Since 2008, the number of courses offered online has steadily increased. While early versions of distance education courses at the College involved students enrolling either by on-campus or distance (online) mode, more recent years have seen a lessening of this divide; instead, distance and on-campus students are currently enrolled in the same units and often self-select which aspects of their studies they attend in on-campus or distance mode. This more flexible approach has enabled students to tailor their pattern of attendance to meet the demands of their complex lives. Currently the College offers five undergraduate courses, and eight post graduate courses by distance education using an online mode, and an increasing number of individual units are also offe","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125384635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Final year pre-service teachers at a private provider of Christian higher education were surveyed to discover their perceptions of the special character of a wide spectrum of Australian Christian faith-based schools. They each completed an eight week placement, spread over two sessions, in a Christian school. Qualitative and quantitative data were collected through open-ended written responses and a questionnaire. The results indicated that a special Christian character was visible to the preservice teachers, with evidence that Christian worldview alignments in the areas of school culture, relationships, service and discipleship in Christian schools is easier to identify than in the learning and teaching aspects of schools’ operations. Introduction, aim and purpose Stephen Covey (1989, p. 28) reminds us that, ‘We see the world not as it is, but as we are...’ This study sought to investigate the visibility of the special Christian character of schools from the perspective of final year pre-service teachers who are about to enter the workforce. In particular, the study looked at the alignment of the practices of the school with a Christian worldview and uses the phrase ‘Christian worldview alignment’ to describe aspects of a school’s operation that reflect beliefs rising out of a Christian worldview and hence give it a special character that reflects Christian characteristics. The study aimed to identify those areas in the sampled schools where Christian Worldview was overtly visible, and those areas where it was less noticeable to pre-service teachers. In doing so, this investigation is relevant to key stakeholders in Christian education; firstly to Christian teachers and administrators as it identifies how special character through a Christian worldview alignment is perceived from the perspective of preservice teachers who may bring a fresh set of eyes and new perspective; secondly, to providers of Christian higher education as they develop frameworks to discuss and explain the concept of Christian worldview alignment and its implications for teachers, and thirdly; to pre-service teachers as they prepare for employment in Christian schools. Background and context The number of students in independent schools in Australia has grown from 4.1% of total enrolments in Australian schools in 1970 to a market share of 20.3% in 2016, with 85% of independent schools having religious affiliation (Independent Schools Council in Australia, 2017). This growth has been accompanied by robust discussion pertaining to the philosophy, purpose and practice of Christian education (Cairney, Cowling & Jensen, 2011; Edlin, 2014; Ellis & Ireland, 2006; Fennema, 2006; Goodlet and Collier, 2014; Knight, 2016; Murison, 2018; Roy, 2008). These conversations are crucial given the increasingly diverse belief systems from which students are attracted as more parents seek a valuesbased and academically strong education, rather than a specifically ‘Christian’ education for their
{"title":"Are Christian Schools Really Christian? Perceptions of Final Year Pre-service Teachers in Australia","authors":"Beverly J. Christian, P. Beamish","doi":"10.55254/1835-1492.1394","DOIUrl":"https://doi.org/10.55254/1835-1492.1394","url":null,"abstract":"Final year pre-service teachers at a private provider of Christian higher education were surveyed to discover their perceptions of the special character of a wide spectrum of Australian Christian faith-based schools. They each completed an eight week placement, spread over two sessions, in a Christian school. Qualitative and quantitative data were collected through open-ended written responses and a questionnaire. The results indicated that a special Christian character was visible to the preservice teachers, with evidence that Christian worldview alignments in the areas of school culture, relationships, service and discipleship in Christian schools is easier to identify than in the learning and teaching aspects of schools’ operations. Introduction, aim and purpose Stephen Covey (1989, p. 28) reminds us that, ‘We see the world not as it is, but as we are...’ This study sought to investigate the visibility of the special Christian character of schools from the perspective of final year pre-service teachers who are about to enter the workforce. In particular, the study looked at the alignment of the practices of the school with a Christian worldview and uses the phrase ‘Christian worldview alignment’ to describe aspects of a school’s operation that reflect beliefs rising out of a Christian worldview and hence give it a special character that reflects Christian characteristics. The study aimed to identify those areas in the sampled schools where Christian Worldview was overtly visible, and those areas where it was less noticeable to pre-service teachers. In doing so, this investigation is relevant to key stakeholders in Christian education; firstly to Christian teachers and administrators as it identifies how special character through a Christian worldview alignment is perceived from the perspective of preservice teachers who may bring a fresh set of eyes and new perspective; secondly, to providers of Christian higher education as they develop frameworks to discuss and explain the concept of Christian worldview alignment and its implications for teachers, and thirdly; to pre-service teachers as they prepare for employment in Christian schools. Background and context The number of students in independent schools in Australia has grown from 4.1% of total enrolments in Australian schools in 1970 to a market share of 20.3% in 2016, with 85% of independent schools having religious affiliation (Independent Schools Council in Australia, 2017). This growth has been accompanied by robust discussion pertaining to the philosophy, purpose and practice of Christian education (Cairney, Cowling & Jensen, 2011; Edlin, 2014; Ellis & Ireland, 2006; Fennema, 2006; Goodlet and Collier, 2014; Knight, 2016; Murison, 2018; Roy, 2008). These conversations are crucial given the increasingly diverse belief systems from which students are attracted as more parents seek a valuesbased and academically strong education, rather than a specifically ‘Christian’ education for their ","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"62 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120898768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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