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Journal articles on the topic 'Australian Catholic education'

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Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Rymarz, Richard, and John Graham. "Australian core Catholic youth, Catholic schools and religious education." British Journal of Religious Education 28, no. 1 (January 2006): 79–89. http://dx.doi.org/10.1080/01416200500273745.

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2

McLaughlin*, Denis. "The dialectic of Australian Catholic education." International Journal of Children's Spirituality 10, no. 2 (January 2005): 215–33. http://dx.doi.org/10.1080/13644360500154342.

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3

Malone, Patricia. "The Language of Religious Education Curriculum in Australian Catholic Schools." British Journal of Religious Education 9, no. 3 (June 1987): 138–47. http://dx.doi.org/10.1080/0141620870090305.

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4

Dempsey, Ian. "The Use of Individual Education Programs for Children in Australian Schools." Australasian Journal of Special Education 36, no. 1 (June 15, 2012): 21–31. http://dx.doi.org/10.1017/jse.2012.5.

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A cornerstone of special education practice is customising instruction to meet individual students’ needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children, this paper examines a range of student and school variables associated with Australian children aged 8 to 9 years who had an IEP at the time. There were significant differences across government, Catholic and independent schools, and significant differences across the states and territories in the use of IEPs. The Discussion section of the paper explores possible reasons for those differences and the desirability for more consistent use of IEPs with students with a disability in Australia.

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Furtado, Michael. "Historical construction and Australian Catholic education: accounting for school funding policy from the cultural politics of Australian education." Discourse: Studies in the Cultural Politics of Education 30, no. 2 (June 2009): 121–35. http://dx.doi.org/10.1080/01596300902808999.

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6

Sultmann, William, and Raymond Brown. "Modelling pillars of Catholic school identity: an Australian study." International Studies in Catholic Education 3, no. 1 (March 2011): 73–90. http://dx.doi.org/10.1080/19422539.2011.540141.

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7

DORMAN, JEFFREY P. "COMPARING THE UNIVERSITY-LEVEL ENVIRONMENT IN THE AUSTRALIAN CATHOLIC UNIVERSITY WITH OTHER AUSTRALIAN UNIVERSITIES." Christian Higher Education 1, no. 1 (January 2002): 39–53. http://dx.doi.org/10.1080/15363750213771.

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8

Howard, Peter, Jude Butcher, and Luke Egan. "Transformative education: Pathways to identity, independence and hope." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 88–103. http://dx.doi.org/10.5130/ijcre.v3i0.1637.

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In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence. Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs. For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage. key words: transformation; education; community; hope; homelessness; disadvantage

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9

Dorman, Jeffrey. "Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools." British Journal of Religious Education 19, no. 2 (March 1997): 104–13. http://dx.doi.org/10.1080/0141620970190207.

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10

Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Garaty, Janice, Lesley Hughes, and Megan Brock. "Seeking the voices of Catholic Teaching Sisters: challenges in the research process." History of Education Review 44, no. 1 (June 1, 2015): 71–84. http://dx.doi.org/10.1108/her-03-2014-0022.

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Purpose – The purpose of this paper is to encourage historical research on the educational work of Catholic Sisters in Australia which includes the Sisters’ perspectives. Design/methodology/approach – Reflecting on the experiences of research projects which sought Sisters’ perspectives on their lives and work – from archival, oral and narrative sources – the authors discuss challenges, limitations and ethical considerations. The projects on which the paper is based include: a contextual history of a girls’ school; a narrative history of Sisters in remote areas; an exploration of Sisters’ social welfare work in the nineteenth century, and a history of one section of a teaching order from Ireland. Findings – After discussing difficulties and constraints in accessing convent archives, issues in working with archival documents and undertaking a narrative history through interviews the authors suggest strategies for research which includes the Sisters’ voices. Originality/value – No one has written about the processes of researching the role of Catholic Sisters in Australian education. Whilst Sisters have been significant providers of schooling since the late nineteenth century there is a paucity of research on the topic. Even rarer is research which seeks the Sisters’ voices on their work. As membership of Catholic women’s religious orders is diminishing in Australia there is an urgent need to explore and analyse their endeavours. The paper will assist researchers to do so.

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12

Rymarz, Richard, and Anthony Cleary. "Some religious beliefs and behaviours of Australian Catholic school students." Journal of Beliefs & Values 37, no. 1 (January 2, 2016): 68–77. http://dx.doi.org/10.1080/13617672.2016.1141530.

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13

De Nobile, John, John McCormick, and Katherine Hoekman. "Organizational communication and occupational stress in Australian Catholic primary schools." Journal of Educational Administration 51, no. 6 (September 23, 2013): 744–67. http://dx.doi.org/10.1108/jea-09-2011-0081.

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14

MacLaren, Duncan. "Tertiary Education for Refugees: A Case Study from the Thai-Burma Border." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 103–10. http://dx.doi.org/10.25071/1920-7336.34727.

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The Australian Catholic University (ACU) has, since 2003, been involved in providing tertiary education for young refugees who have fled persecution in Burma to end up in refugee camps in Thailand. This paper examines the origins of the program, the changes made as lessons are learned, and the current Diploma program which is also supported by three US universities and York University in Toronto. It also examines how past graduates have used their qualifications for the common good, a term derived from Catholic social thought which informs ACU’s specific Catholic identity as a university. The paper further looks at what challenges lie ahead within the Thai-Burmese context and how this model can be replicated in other protracted refugee situations.

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15

Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.

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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.

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De Nobile, John J., and John McCormick. "Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools." Educational Management Administration & Leadership 36, no. 1 (January 2008): 101–22. http://dx.doi.org/10.1177/1741143207084063.

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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.

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Dorman, Jeffrey P., and Tony D'Arbon. "Assessing Impediments to Leadership Succession in Australian Catholic Schools." School Leadership & Management 23, no. 1 (February 2003): 25. http://dx.doi.org/10.1080/1363243032000080014.

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19

Dorman, Jeffrey P. "School Environment Questionnaire: An Instrument Developed for Australian Catholic Secondary Schools." Journal of Christian Education os-39, no. 1 (April 1996): 31–44. http://dx.doi.org/10.1177/002196579603900105.

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20

Duncan, Jill, Renée Punch, and Nic Croce. "Supporting Primary and Secondary Teachers to Deliver Inclusive Education Educatio." Australian Journal of Teacher Education 46, no. 4 (April 2021): 92–107. http://dx.doi.org/10.14221/ajte.2021v46n4.6.

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With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made

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21

McQuillan, Paul, and Eric Marx. "From Original Vision to World Vision. A comparison of the level of recognition and reporting of religious experience of two groups of catholic high schools students." Journal of Youth and Theology 6, no. 2 (February 17, 2007): 24–40. http://dx.doi.org/10.1163/24055093-90000237.

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The research reported in this paper began as a result of Dr Paul McQuillan's quest to verify his personal experience teaching senior high school students (age 16 and 17) in Australian Catholic Schools. Over a number of years of teaching Religious Education to groups of students he noted that they often witnessed to their deep experience of the transcendent, even though this was not always interpreted religiously by the students. His own teaching methodology was based on the experiential approach to Religious Education espoused by Hammond, Hay, Moxon, Netto, Raban, Straugheir and Williams and facilitated the recognition and recording of these experiences by the students. The statistical analysis in comparisons between survey groups was the work of Dr Eric Marx from the School of Psychology at the McAuley (Brisbane) Campus of Australian Catholic University. The authors suggest ways to address an apparently diminishing level of recognition and reporting of these experiences.

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22

Rymarz, Richard, and John Graham. "Going to church: attitudes to church attendance amongst Australian core Catholic youth." Journal of Beliefs & Values 26, no. 1 (April 2005): 55–64. http://dx.doi.org/10.1080/13617670500047657.

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23

Bruckmayr, Philipp. "From Dialogue to Collaboration." American Journal of Islam and Society 26, no. 3 (July 1, 2009): 153–55. http://dx.doi.org/10.35632/ajis.v26i3.1389.

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Conferences focusing on the thought of Fethullah Gülen, especially the activitiesof the faith-based movement inspired by it, can nowadays be consideredcommon events. Indeed, by now the organization of such academic conferencescan rightfully be regarded as yet another regular field of activity of themovement, besides its major and relentless endeavors in interreligious dialogue,secular education, welfare, and the media. Whereas the major eventsof the last two years took place in Europe and the United States (London andRotterdam, 2007; Washington DC, 2008; and Potsdam, 2009), the AustralianCatholic University, the Australian Intercultural Society, and Monash Universityput Australia back on the map with this conference. Convened during 15-16 July 2009 at the Australian Catholic University, Melbourne, it was alsomeant to celebrate last year’s establishment of the university’s FethullahGülen Chair for Islamic Studies, held by Prof. Ismail Albayrak ...

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Rymarz, Richard M., and John Graham. "Drifting from the mainstream: the religious identity of Australian core Catholic youth." International Journal of Children's Spirituality 11, no. 3 (December 2006): 371–83. http://dx.doi.org/10.1080/13644360601014114.

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Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers." International Journal of Christianity & Education 24, no. 1 (December 19, 2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.

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Carswell, Margaret. "Teaching Scripture: moving towards a hermeneutical model for religious education in Australian Catholic Schools." Journal of Religious Education 66, no. 3 (November 30, 2018): 213–23. http://dx.doi.org/10.1007/s40839-018-0070-z.

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27

Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.

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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.

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Rymarz, Richard. "Comparing religious education in Canadian and Australian Catholic high schools: identifying some key structural issues." British Journal of Religious Education 35, no. 2 (November 9, 2011): 175–87. http://dx.doi.org/10.1080/01416200.2011.628203.

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Champagne, Elaine. "Eighth International Conference on Children’s Spirituality, Australian Catholic University, Ballarat, 20–24 January 2008." International Journal of Children's Spirituality 13, no. 2 (April 16, 2008): 191–92. http://dx.doi.org/10.1080/13644360802005341.

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30

Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.

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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.

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31

Walker, Carole, and Jane L. Littlewood. "A Second Moses in Bonnet and Shawl: Caroline Chisholm, 1808–1877." Recusant History 22, no. 3 (May 1995): 409–23. http://dx.doi.org/10.1017/s0034193200001989.

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Caroline Chisholm was a Victorian philanthropist designated by the Australian Encyclopaedia as ‘the greatest of women pioneers in the history of Australia’. She was born in Northampton in 1808, the daughter of William Jones, hog-jobber of some substance. She married Archibald Chisholm in 1830, a lieutenant in the East India Company Army, ten years her senior, on the understanding that she be allowed to undertake philanthropic works. It is assumed she converted to her husband's Roman Catholic faith either just before or after the marriage. It was in Madras, where her husband was based, that her philanthropic endeavours began and she founded a ‘school of industry for the daughters of European soldiers’. The school educated the sadly-neglected girls in general education and domestic duties.

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32

Dorman, Jeffrey P. "The Development, Validation, and Use of Attitude to Christianity Scales in Australian Catholic High Schools." Journal of Research on Christian Education 8, no. 2 (September 1999): 291–311. http://dx.doi.org/10.1080/10656219909484893.

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33

Proctor, Helen. "The hidden historiography of migration and Australian schooling." History of Education Review 48, no. 2 (September 26, 2019): 142–55. http://dx.doi.org/10.1108/her-08-2019-0032.

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Purpose Despite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences. Design/methodology/approach Two foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling. Findings These texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”. Originality/value Instead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.

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SZADAY, CHRISTOPHER, DES PICKERING, and PAUL DUERDOTH. "ONE IN ELEVEN: PUPILS REQUIRING SPECIAL EDUCATIONAL ASSISTANCE IN CATHOLIC SCHOOLS IN THE AUSTRALIAN STATE OF VICTORIA." British Journal of Educational Psychology 59, no. 3 (November 1989): 361–65. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03110.x.

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35

Hyde, Brendan. "A category mistake: why contemporary Australian religious education in Catholic schools may be doomed to failure." Journal of Beliefs & Values 34, no. 1 (April 2013): 36–45. http://dx.doi.org/10.1080/13617672.2013.759344.

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36

Furtado, Michael. "Some proposals for change to the role of the catholic sector in the Australian school funding policy process." Australian Educational Researcher 33, no. 3 (December 2006): 55–90. http://dx.doi.org/10.1007/bf03216842.

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Rymarz, Richard, and Anthony Cleary. "Examining some aspects of the worldview of students in Australian Catholic schools: some implications for religious education." British Journal of Religious Education 40, no. 3 (July 17, 2017): 327–36. http://dx.doi.org/10.1080/01416200.2017.1352486.

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38

Elliott, Gregory, John McCormick, and Narottam Bhindi. "A social cognitive framework for examining the work of Catholic religious education teachers in Australian high schools." British Journal of Religious Education 41, no. 2 (June 17, 2018): 134–44. http://dx.doi.org/10.1080/01416200.2018.1484692.

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39

RYMARZ, RICHARD. "“They Like Things That Move”: Exploring Student Preferences for Presentation of Online Textbook Resources in Religious Education in Australian Catholic schools." Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 3, no. 1 (2020): 35–44. http://dx.doi.org/10.30457/031120203.

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This paper examines student perceptions on use and delivery of online resources in religious education. It examines student responses to one series of religious education resources widely used in Australian Catholic Schools. Data was collected using school based religious education leaders to ask students about their opinions and preferences on delivery of online material. Major findings include: the need to present text in small manageable sections that clearly identified key concepts; the desirability of interactive and engaging presentations of material; utilizing images and narratives as a way of presenting complex information; the need to make decisions about the amount of material to be presented as text. These results were discussed within a conceptual framework of seeing effective online resources as contributing to reducing cognitive load for students in religious education.

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Partington, Geoffrey. "Non-Indigenous Academic and Indigenous Autonomy." Australian Journal of Indigenous Education 28, no. 2 (2000): 15–18. http://dx.doi.org/10.1017/s1326011100001605.

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One of the many fascinating problems raised in recent issues of the Australian Journal of Indigenous Education (AJIE) is that of Indigenous autonomy in education. Although opinions differed about the extent to which Indigenous people currently exercise educational autonomy in various situations, there was wide agreement that there ought to be Indigenous control or ‘ownership’ of all knowledge relating to Indigenous life and culture, past and present. Sister Anne Gardner, then Principal of Murrupurtyanuwu Catholic School in NT, explained (1996: 20) how she decided to ‘let go, to move away from the dominant role as Principal’, in order that Indigenous persons could take control. She had been helped to this conclusion by reading Paulo Freire, Martin Buber and Hedley Beare, and, within the NT itself, ‘people of that educational calibre, such as Beth Graham, Sr Teresa Ward, Fran Murray, Stephen Harris, all pleading with us to allow education to be owned by Aboriginal people’. Sr Gardner held that ‘Aboriginal people never act as “leader”, a view shared by her designated Indigenous successor, Teresita Puruntayemeri, then Principal-in-Training of Murrupurtyanuwu Catholic School, who wrote (1996: 24-25) that ‘for a Tiwi peron it is too difficult to stand alone in leadership’. One way to share the burdens of leadership is, she suggests, to ‘perform different dances in the Milmaka ring, sometimes in pairs or in a group’.

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Rossiter, Graham. "A Case for a ‘Big Picture’ Re-Orientation of K-12 Australian Catholic School Religious Education in the Light of Contemporary Spirituality." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 5, no. 2 (December 1, 2015): 5. http://dx.doi.org/10.15633/pch.1502.

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Hooper, Carole. "The unsaintly behaviour of Mary Mackillop: her early teaching career at Portland." History of Education Review 47, no. 2 (October 1, 2018): 186–96. http://dx.doi.org/10.1108/her-10-2017-0019.

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Purpose Mary Mackillop, the only Australian to have been declared a “saint” by the Roman Catholic Church, co-founded the Institute of the Sisters of St Joseph, a religious congregation established primarily to educate the poor. Prior to this, she taught at a Common School in Portland. While she was there, the headmaster was dismissed. The purpose of this paper is to examine the extent to which the narrative accounts of the dismissal, as provided in the biographies of Mary, are supported by the documentary evidence. Contemporary records of the Board of Education indicate that Mary played a more active role in the dismissal than that suggested by her biographers. Design/methodology/approach Documentary evidence, particularly the records of the Board of Education, has been used to challenge the biographical accounts of Mary Mackillop’s involvement in an incident that occurred while she was a teacher at the Portland Common School. Findings It appears that the biographers, by omitting to consider the evidence available in the records of the Board of Education, have down-played Mary Mackillop’s involvement in the events that led to the dismissal of the head teacher at Portland. Originality/value This paper uses documentary evidence to challenge the account of the Portand incident, as provided in the biographies of Mary Mackillop.

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Carter, Mark, Mark Clayton, and Jennifer Stephenson. "Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 189–209. http://dx.doi.org/10.1375/ajgc.16.2.189.

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AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.

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O’Neill, Michael R., and Shane Glasson. "Revitalising professional learning for experienced principals: Energy versus ennui." Educational Management Administration & Leadership 47, no. 6 (May 10, 2018): 887–908. http://dx.doi.org/10.1177/1741143218764175.

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This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.

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Dixon, Sally, and Denise Angelo. "Dodgy data, language invisibility and the implications for social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 213–33. http://dx.doi.org/10.1075/aral.37.3.02dix.

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As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in school system data. A proliferation of inaccurate, illogical and incomplete data exists about students’ home languages and their status as English as an Additional Language/Dialect (EAL/D) learners in schools. This is strongly suggestive of the fact that ‘language’ is not perceived by school systems as a significant operative variable in student performance, not even in the current education climate of data-driven improvement. Moreover, the National Assessment Program – Literacy and Numeracy (NAPLAN), the annual standardised testing regime, does not collect relevant information on students’ language repertoires and levels of proficiency in Standard Australian English (SAE). Indigenous students who are over-represented in NAPLAN under-performance data are targeted through ‘Closing the Gap’ for interventions to raise their literacy and numeracy achievements (in SAE). However, Indigenous students who are EAL/D learners cannot be disaggregated by system data from their counterparts already fluent in SAE. Reasons behind such profound language invisibility are discussed, as well as the implications for social inclusion of Indigenous students in education.

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Dar, Showkat Ahmad. "Naser Ghobadzadeh, Religious Secularity: A Theological Challenge to the Islamic State." ICR Journal 7, no. 1 (January 15, 2016): 144–46. http://dx.doi.org/10.52282/icr.v7i1.294.

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This book is an important - though controversial - addition to the discourse surrounding Islamic political thought. It traces its lineage to the debate advocating a separation of religion and politics. By putting this politico-religious discourse into a new oxymoronic term, ‘religious secularity’, the author attempts to construct another theological challenge to the concept of an Islamic state. Hailing from Iran, Dr. Naser Ghobadzadeh (currently a Research Fellow at the Institute for Social Justice, the Australian Catholic University), examines Islamic politico-religious discourse in the context of his homeland. Briefly reviewing the political struggles Muslims have faced during the second half of the twentieth century while trying to fulfil their aspirations of establishing an Islamic state, he attempts to describe the parallel Iranian quest for a democratic secular state. Being aware of the varied definitions and understandings of the term ‘secularism’, he intentionally uses the term ‘secularity’ to clarify the distinction between the emerging discourse in Iran and the conventional understanding of secularism as a global paradigm. This discourse, according to the author, was first developed following a series of articles written by Abdulkarim Soroush in 1989, in which the latter emphasized a separation of religion from religious knowledge (p.25). The author ignores, however, the Sunni scholar, Shaykh Ali Abdul Raziq, who, in his book entitled al-Islam wa usul al-Hukm (1925), held the same view. This might be because of the author’s focus on Shi'ite political thought.

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Wyse, Rebecca, Tessa Delaney, Pennie Gibbins, Kylie Ball, Karen Campbell, Sze Lin Yoong, Kirsty Seward, et al. "Cluster randomised controlled trial of an online intervention to improve healthy food purchases from primary school canteens: a study protocol of the ‘click & crunch’ trial." BMJ Open 9, no. 9 (September 2019): e030538. http://dx.doi.org/10.1136/bmjopen-2019-030538.

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IntroductionSchool canteens are the most frequently accessed take-away food outlet by Australian children. The rapid development of online lunch ordering systems for school canteens presents new opportunities to deliver novel public health nutrition interventions to school-aged children. This study aims to assess the effectiveness and cost-effectiveness of a behavioural intervention in reducing the energy, saturated fat, sugar and sodium content of online canteen lunch orders for primary school children.Methods and analysisThe study will employ a cluster randomised controlled trial design. Twenty-six primary schools in New South Wales, Australia, that have an existing online canteen ordering system will be randomised to receive either a multi-strategy behavioural intervention or a control (the standard online canteen ordering system). The intervention will be integrated into the existing online canteen system and will seek to encourage the purchase of healthier food and drinks for school lunch orders (ie, items lower in energy, saturated fat, sugar and sodium). The behavioural intervention will use evidence-based choice architecture strategies to redesign the online menu and ordering system including: menu labelling, placement, prompting and provision of feedback and incentives. The primary trial outcomes will be the mean energy (kilojoules), saturated fat (grams), sugar (grams) and sodium (milligrams) content of lunch orders placed via the online system, and will be assessed 12 months after baseline data collection.Ethics and disseminationThe study was approved by the ethics committees of the University of Newcastle (H-2017–0402) and the New South Wales Department of Education and Communities (SERAP 2018065), and the Catholic Education Office Dioceses of Sydney, Parramatta, Lismore, Maitland-Newcastle, Bathurst, Canberra-Goulburn, Wollongong, Wagga Wagga and Wilcannia-Forbes. Study results will be disseminated through peer-reviewed publications, reports, presentations at relevant national and international conferences and via briefings to key stakeholders. Results will be used to inform future implementation of public health nutrition interventions through school canteens, and may be transferable to other food settings or online systems for ordering food.Trial registration numberACTRN12618000855224.

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Teesson, Maree, Katrina E. Champion, Nicola C. Newton, Frances Kay-Lambkin, Cath Chapman, Louise Thornton, Tim Slade, et al. "Study protocol of the Health4Life initiative: a cluster randomised controlled trial of an eHealth school-based program targeting multiple lifestyle risk behaviours among young Australians." BMJ Open 10, no. 7 (July 2020): e035662. http://dx.doi.org/10.1136/bmjopen-2019-035662.

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IntroductionLifestyle risk behaviours, including alcohol use, smoking, poor diet, physical inactivity, poor sleep (duration and/or quality) and sedentary recreational screen time (‘the Big 6’), are strong determinants of chronic disease. These behaviours often emerge during adolescence and co-occur. School-based interventions have the potential to address risk factors prior to the onset of disease, yet few eHealth school-based interventions target multiple behaviours concurrently. This paper describes the protocol of the Health4Life Initiative, an eHealth school-based intervention that concurrently addresses the Big 6 risk behaviours among secondary school students.Methods and analysisA multisite cluster randomised controlled trial will be conducted among year 7 students (11–13 years old) from 72 Australian schools. Stratified block randomisation will be used to assign schools to either the Health4Life intervention or an active control (health education as usual). Health4Life consists of (1) six web-based cartoon modules and accompanying activities delivered during health education (once per week for 6 weeks), and a smartphone application (universal prevention), and (2) additional app content, for students engaging in two or more risk behaviours when they are in years 8 and 9 (selective prevention). Students will complete online self-report questionnaires at baseline, post intervention, and 12, 24 and 36 months after baseline. Primary outcomes are consumption of sugar-sweetened beverages, moderate-to-vigorous physical activity, sleep duration, sedentary recreational screen time and uptake of alcohol and tobacco use.Ethics and disseminationThis study has been approved by the University of Sydney (2018/882), NSW Department of Education (SERAP no. 2019006), University of Queensland (2019000037), Curtin University (HRE2019-0083) and relevant Catholic school committees. Results will be presented to schools and findings disseminated via peer-reviewed journals and scientific conferences. This will be the first evaluation of an eHealth intervention, spanning both universal and selective prevention, to simultaneously target six key lifestyle risk factors among adolescents.Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12619000431123), 18 March 2019.

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Shields, Nora, Claire Willis, Christine Imms, Luke A. Prendergast, Jennifer J. Watts, Ben van Dorsselaer, Georgia McKenzie, Andrea M. Bruder, and Nicholas F. Taylor. "FitSkills: protocol for a stepped wedge cluster randomised trial of a community-based exercise programme to increase participation among young people with disability." BMJ Open 10, no. 7 (July 2020): e037153. http://dx.doi.org/10.1136/bmjopen-2020-037153.

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IntroductionThere is a need to develop relevant, acceptable initiatives that facilitate physical activity participation in young people with disability. FitSkills was developed to support young people with disability to exercise. The primary aims are to investigate if FitSkills can be scaled up from a small, university-led programme to run as a larger community-university partnership programme, and to determine its effectiveness in improving physical activity participation and health-related quality of life for young people with disability. The secondary aims are to evaluate cost-effectiveness, changes in attitudes towards disability and other health-related outcomes for young people with disability.Methods and analysisA stepped wedge cluster randomised trial using a cohort design and embedded health economic evaluation will compare the effect of FitSkills with a control phase. FitSkills matches a young person with disability with a student mentor and the pair exercise together at their local gymnasium for 1 hour, two times per week for 12 weeks (24 sessions in total). One hundred and sixty young people with disability aged 13 to 30 years will be recruited. Eight community gymnasia will be recruited and randomised into four cluster units to have FitSkills introduced at 3-month intervals. Primary (feasibility, participation and health-related quality of life) and secondary outcomes will be collected longitudinally every 3 months from trial commencement, with eight data collection time points in total. The Practical Robust Implementation and Sustainability Model will be used to support knowledge translation and implementation of project findings into policy and practice.Ethics and disseminationEthical approval was obtained from the La Trobe University Human Ethics Committee (HEC17-012), Australian Catholic University (2017–63R), Deakin University (2017–206) and the Victorian Department of Education and Training (2018_003616). Results will be disseminated through published manuscripts, conference presentations, public seminars and practical resources for stakeholder groups.Trial registration numberACTRN12617000766314.Trial sponsorLa Trobe University.

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Horner, Robyn, Didier Pollefeyt, Jan Bouwens, Teresa Brown, Christiaan Jacobs-Vandegeer, Maeve-Louise Heaney, and Michael Buchanan. "Openness to Faith as a Disposition for Teachers in Catholic Schools." International Journal of Practical Theology 24, no. 2 (December 1, 2020): 231–51. http://dx.doi.org/10.1515/ijpt-2019-0044.

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AbstractIn the Catholic Church, which includes in its mission the provision of school education, the significant rise of “no religion” in Western societies prompts serious new questions about how this mission can be lived out. An important response can be found in the Enhancing Catholic School Identity Project, which provides empirical evidence of the lived faith dispositions of members of Catholic school communities and recommends the enhancement of Catholic school identity through the recontextualisation of faith in dialogue. We argue that the dispositions of teachers are a vital factor in the development of a Catholic Dialogue School. Using aggregated data in Australia, we illustrate the importance of a teacher disposition that is intentionally and explicitly open to Catholic faith.

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