Focusing on wellbeing at the whole school and individual level, articles in Volume 16, Issue 2 (2022) of TEACH Journal of Adventist Education include:
Editorial by Graeme Perry
“In this post-COVID-19 lockdown period, aspirational recovery has progressed beyond a return to past ‘normal’ practice. Sensing the potential for learning from adaptations introduced under the duress of the pandemic, the proven flexibility and creativity of incredibly responsive educators, the impact of greater freedoms to resource individuals and focused awareness of current learner needs, inspires and requires a review of curriculum and pedagogy.”
An Exploration of Using Examples and Non-Examples to Develop the Skill of Critical Thinking in Students by Clinton D. Jackson, Jarrod J. Cherry, Tamika S. Hansford, Justin K. Hunter and Talyse S. K. Stanton
“In the context of fast-paced and social media driven news and information consumption, the central importance of developing the ability of students to think critically is difficult to overstate. It is vital that students receive an education that includes the teaching of critical thinking that moves beyond the assumption that students will acquire these skills incidentally and instead explicitly teaches students how to think critically. This article explores some possible methods for teaching critical thinking skills.”
Wellbeing in Primary School – Focusing on Friendship by Bree Hills
“Schools are uniquely placed to play a significant role in a child’s wellbeing development and intervention. So, the next question for us was how we could implement wellbeing initiatives specific to our school and students?”
Lessons from COVID-19: The School Chaplains’ Perspective by Peter Williams, Kelly Williams and Jason Hay
“This article aims to contribute to the literature relating to school chaplaincy during the COVID-19 pandemic. It adopts an Australian faith-based education system case study to explore school chaplains’ insights of their roles, interactions with staff and students, as well as their perceptions of professional development and support available during the January 2020-December 2021 pandemic period. This research explored both quantitative and qualitative survey data. The role of school chaplains was found to be significantly impacted during COVID-19, affecting the nature of the support they provided to students, staff, and the school community during this time. A number of findings are presented for consideration that may help to improve school chaplaincy support, with learnings for both school chaplain leaders and the broader faith-based education system.”
The Impact of COVID-19 Lockdown on the Wellbeing of Staff and Students in our Schools by Joanne Medbury
“The COVID-19 pandemic and its associated lockdowns have had varying effects on school staff and students. Through a combination of an online survey and student focus groups, feedback was obtained about engagement with work during lockdown, what they valued most from their school leaders and teachers, suggestions for improving wellbeing and feedback about how they were managing their own personal wellbeing. After a whole school term of learning from home, the school company now has clear information regarding staff and students’ enthusiasm for their work, stress, work-life balance, online connections, strategies and processes. Strategies can now be put in place to continue to support these key stakeholders through the remainder of the current lockdown and prepare them for the return of teaching our students face-to-face. This research has enabled the school company to focus its support moving forward in this pandemic and provide feedback to schools regarding their staff, and students’ wellbeing at this time.”
Affective Response as a Catalyst for Reimagining Curriculum and Pedagogy for Teaching of the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority in Christian Education by Majon Williamson-Kefu, John Guenther, Robyn Ober and Sam Osborne
“In 2018, Australians Together commissioned research on a trial program designed to improve teachers’ confidence in relation to teaching the Australian Curriculum’s Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. The research, led by the Bachelor Institute of Indigenous Tertiary Education, was designed to engage staff at two peri-urban independent schools who had participated in the professional learning, several months after they had taken part in an Australians Together 2-day workshop. Teachers described a strong affective response to the professional learning, which prompted them to engage more deeply with the cross-curriculum priority and adapt new teaching resources and approaches to their classrooms. In this article we explore these outcomes but pose the question: Is affective response sufficient? Based on the research, we suggest additional steps that could be taken to further extend the impact beyond classroom actions.”
Author
CIRCLE Editor
The Curriculum and Instruction Resource Center Linking Educators (CIRCLE) helps Seventh-day Adventist educators locate the ever-expanding array of resources for the ministry of teaching. Visit CIRCLE.adventistlearningcommunity.com to find and share Adventist educational resources anytime, anywhere.