TEACH Journal of Christian Education最新文献

{"title":"Anzac Spirituality","authors":"Brenton Stacey","doi":"10.55254/1835-1492.1419","DOIUrl":"https://doi.org/10.55254/1835-1492.1419","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132429092","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":"Teaching YA Cancer Narratives: The Fault in Our Stars and Issues with Voicing Illness","authors":"Lynnette Lounsbury, Carolyn Rickett, P. Race, Paul Bogacs","doi":"10.55254/1835-1492.1404","DOIUrl":"https://doi.org/10.55254/1835-1492.1404","url":null,"abstract":"Increasingly publishers are promoting illness as a commodifiable literary product. There is now a wide range of autobiographical and fictional texts that explore life-threatening illnesses from the embodied perspective of protagonists. This trend is also evidenced in the content of young adult literature where concepts of the diseased self, agency and mortality are explored. The aim of this paper is to provide some background context on illness narratives and offer a close reading of the young adult text, The Fault in our Stars by John Green, in order to highlight important issues such as the accurate and realistic portrayal of cancer, particularly in the lived experience of adolescent readers. It is anticipated that this discussion will allow classroom teachers to engage more fully in conversations about text selection and content, and the ways in which literature can advance realistic representation of illness that previously Teaching YA cancer narratives: The Fault in Our Stars and issues with voicing illness Lynnette Lounsbury lynnette.lounsbury@avondale.edu.au","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"20 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120814576","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":"Frog Ponds and Baby Beanies: How One School Fosters Student and Teacher Wellbeing Through Connecting with their Community","authors":"Beverly J. Christian, P. Charleson","doi":"10.55254/1835-1492.1413","DOIUrl":"https://doi.org/10.55254/1835-1492.1413","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116067978","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: Time-in or Time-out? Dealing with Stress-related Reactions of Indigenous Students","authors":"Joyanne Walsh, Beverly J. Christian","doi":"10.55254/1835-1492.1412","DOIUrl":"https://doi.org/10.55254/1835-1492.1412","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114041422","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":"The Writer's Labyrinth: A Reflection on the Principles of Academic Writing - I","authors":"S. Judge","doi":"10.55254/1835-1492.1415","DOIUrl":"https://doi.org/10.55254/1835-1492.1415","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125403429","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":"Does Mindfulness Have a Place in a Christian School? One School's Experience and Reflections","authors":"Bree Hills","doi":"10.55254/1835-1492.1409","DOIUrl":"https://doi.org/10.55254/1835-1492.1409","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121558291","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":"Engagement and Habit Formation in the Classroom","authors":"J. Kingston","doi":"10.55254/1835-1492.1411","DOIUrl":"https://doi.org/10.55254/1835-1492.1411","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129792724","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":"Reading in Minecraft: A Generation Alpha Case Study","authors":"Lauren Taylor, S. Hattingh","doi":"10.55254/1835-1492.1388","DOIUrl":"https://doi.org/10.55254/1835-1492.1388","url":null,"abstract":"This qualitative case study reports the Four Resource Model (FRM) reading practices used by a Generation Alpha while playing the game Minecraft. The FRM skills of code breaker, text participant, text user and text analyst were investigated through data generated by observation, field notes, semi-structured interviews and a researcher reflective journal. The data was analysed using interpretative phenomenological analysis. Four key themes emerged: language and articulation; social and mentor integration; real-world connection; and, parent and child viewpoints. Across these themes the FRM reading practices are being used by this child to make meaning while playing Minecraft. This game presents a multimodal text which this child is able to successfully navigate while designing and creating a digital story in virtual spaces. Introduction We live in an age where there are rapid developments in technology that force us to adapt. Reading and verbal communication appear to be constrained as communication and language needs are expressed in and through devices instantaneously and in an abbreviated form, often using only a touch-screen device (McDonald’s Australia, 2017; Watt, 2010). Children are growing up in a digital world that is “infused with technology from the prenatal stage” (Merchant, 2015, p. 3). Access and use of technology devices at home has increased (Clark, Twining & Chambers, 2014). Another interesting point is the increase in use of downloaded applications available through online stores, App Store or Google Play etc., at both home and school (Clark, Twining & Chambers, 2014). Across society, age groups are classified by their generation. Of particular interest for this case study is Generation Alpha. This age group represents those children born since 2010, which is also the year of the first Apple iPad (Apple, 2017). Generation Alpha have lived surrounded by technology and gaming. Generation Alpha are the first generation that have lived exposed to an advanced technological environment. Bliton (2013, p. 1) reports that parents provide their children with a tablet device so that the children are “occupied for an hour so [they – the parent] can eat in peace.” A paradigm shift is taking place focusing on what children do with technology and not the reverse (Kervin, Verenikina, & Rivera, 2015). There are technology and multimedia skills within the twentyfirst century which contemporary society encounters (Seely-Flint, Kitson, Lowe & Shaw, 2014). As part of these changes learning within the classroom needs to be relevant and connected to the student’s interests and experiences outside of the classroom (Acosta, 2016; Bearne & Reedy, 2018). This means then that pedagogy should be evolving and changing to societal and cultural needs (Acosta, 2016; Bearne & Reedy, 2018). Education implemented in the classroom a hundred years ago focused solely on rote learning and memorisation which is no longer the only approach needed to meet the needs of today","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133269981","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":"Watch Out for 'Jack', he's a Real Challenge","authors":"B. Maggs, Marion Shields","doi":"10.55254/1835-1492.1390","DOIUrl":"https://doi.org/10.55254/1835-1492.1390","url":null,"abstract":"Foetal Alcohol Syndrome Disorder (FASD) is a cluster of conditions that are the result of prenatal exposure to alcohol. Children with FASD may have noticeable facial features as well as intellectual, social, emotional and behavioural difficulties. Providing a loving, structured and supervised learning environment has significant positive impacts on the development of a child with FASD. A teacher can assist a student with special needs in reaching their full potential, through establishing an effective individualized learning plan and building strong relationships with the child and guardian.","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"20 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":"132043037","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":"Mindset, Perseverance, and Learning","authors":"A. Ryan, P. Beamish","doi":"10.55254/1835-1492.1396","DOIUrl":"https://doi.org/10.55254/1835-1492.1396","url":null,"abstract":"209 junior school students, ranging from year four to year six, and their nine teachers participated in this study that explored how the psychological factors of growth mindset: the belief in one’s ability to learn and succeed, self-control: the ability to resist temptation and remain focused on a goal, and grit: applying passion and perseverance for long term goals, impact junior school students’ academic achievement. This study found that growth mindset, self-control and grit can all play a part in helping students to achieve academically in primary schools. The two factors, grit and growth mindset were found to have a direct, significant influence on academic achievement. Grittier students were more likely to outperform their peers in academic achievement. Students with a higher growth mindset were also more likely to outperform their peers. Growth mindset had a significant positive relationship with grit. Although the present study did not find a significant difference in grit based on gender, the structured equation model indicated that boys had a significant direct link to grit, but girls compensated through the significant indirect link to grit via self-control. The present study found a highly positive correlation between self-control and grit. Students with higher levels of self-control were more likely to exhibit higher levels of grit.","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"89 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":"133634120","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}