The ‘Not-Quite Profession’ Foundations of American Education.
OF CHRISTIAN EDUCATION - Andrews University · is a journal of Christian education that publishes...
35
i1 | TEACH | TEACH | vol 1 | no 1 | 2007 TEACHJOURNAL FUEL spiritual growth LITERACY reading adventure packs EDUCATIONAL ADMINISTRATION leaders or managers? TEACHER EDUCATION factors that influence students to become technology teachers OF CHRISTIAN EDUCATION
Transcript of OF CHRISTIAN EDUCATION - Andrews University · is a journal of Christian education that publishes...
i1 | TEACH |
TEACH | vol 1 | no 1 | 2007
TEACHJOURNAL
FUELspiritual growth
LITERACYreading adventure packs
EDUCATIONAL ADMINISTRATIONleaders or managers?
TEACHER EDUCATIONfactors that influence students to become technology teachers
O F C H R I S T I A N E D U C AT I O N
0B |
TE
AC
H |
i1i1
| T
EA
CH
|
TE
AC
HJO
UR
NA
Lo
f C
hri
sti
an
Ed
uc
ati
on
AB
N 5
3 10
8 18
6 4
01
ED
ITIO
N:
ISS
N 1
83
5-1
49
2
VO
L 1,
No
1, 2
007
TE
AC
H is
a jo
urn
al o
f Ch
rist
ian
ed
uca
tion
tha
t p
ub
lish
es
art
icle
s o
n te
ach
ing
& p
rofe
ssio
na
l p
ract
ice
, ed
uca
tion
al a
dm
inis
tra
tion
, re
sea
rch
& s
cho
lars
hip
; an
d co
nta
ins
the
refle
ctio
ns,
im
pre
ssio
ns
an
d ex
pe
rie
nce
s o
f Ch
rist
ian
ed
uca
tors
.
Th
e jo
urn
al i
nvite
s a
nd
we
lco
me
s a
rtic
les,
p
ap
ers
, an
d m
ate
ria
ls t
ha
t re
late
to
its m
issi
on
an
d vi
sio
n st
ate
me
nts
. Fo
r fu
rth
er
info
rma
tion
, a
nd
no
tes
for
con
trib
uto
rs, v
isit
TE
AC
H a
t ww
w.
min
istr
yo
fte
ac
hin
g.e
du
.au
/jo
urn
al
PU
BL
ISH
ER
AV
ON
DA
LE
AC
AD
EM
IC P
RE
SS
PO
Box
19
Co
ora
nb
on
g
NS
W
22
65
ED
ITO
RW
ilfre
d R
ieg
er
em
ail:
TE
AC
H.e
dito
r@av
on
da
le.e
du
.au
ED
ITO
RIA
L B
OA
RD
Pe
ter
Be
am
ish
Jea
n C
art
er
Bev
erl
ey C
hri
stia
nS
an
dra
Lu
dlo
w
CO
NS
ULT
ING
ED
ITO
RS
K. d
e B
erg
, Ph
D (
Qld
)J.
Ha
mm
on
d, P
hD
(M
ass
ey)
B. H
ill P
hD
(U
NE
)K
. Kra
use
, Ph
D (
Ma
cqu
ari
e)R
. McI
ver,
Ph
D (
An
dre
ws)
E. M
ag
nu
sso
n, P
hD
(L
on
do
n)R
. Pe
arc
e, P
hD
(N
ew
cast
le)
R. P
rie
stle
y, P
hD
(S
ydn
ey)
A. W
illia
ms,
Ph
D (
Ne
wca
slte
)
PR
OJE
CT
CO
OR
DIN
AT
OR
Pe
ter
Be
am
ish
MA
RK
ET
ING
CO
OR
DIN
AT
OR
Ch
rist
ina
Ha
wki
ns
em
ail:
TE
AC
H.m
ark
etin
g@
avo
nd
ale
.ed
u.a
u
DE
SIG
N &
PR
OD
UC
TIO
NB
rad
Cox
em
ail:
TE
AC
H.d
esi
gn
@av
on
da
le.e
du
.au
Dis
cla
ime
rV
iew
s ex
pre
sse
d in
TE
AC
H a
re n
ot
ne
cess
ari
ly t
ho
se o
f th
e p
ub
lish
er.
A
lso,
th
e p
ub
lish
er
is n
ot
resp
on
sib
le f
or
the
qu
alit
y o
f g
oo
ds
or
serv
ice
s a
dve
rtis
ed
.
CO
NT
EN
TS
3 E
dito
ria
l
TE
AC
HIN
G &
P
RO
FE
SS
ION
AL
PR
AC
TIC
E
4 C
an
rea
din
g a
dve
ntu
re p
ack
s (R
AP
s)
com
ple
me
nt a
nd
en
rich
th
e lit
era
cy
pro
gra
m in
yo
ur
cla
ssro
om
?
BA
RB
AR
A F
ISH
ER
6 Im
ple
me
ntin
g in
tera
ctiv
e w
hite
bo
ard
s:
Wh
at c
an
we
lea
rn?
A
RT
HU
R W
INZ
EN
RIE
D &
MA
L L
EE
10
A ‘b
en
evo
len
t Tro
jan
Ho
rse’
: Sa
cre
d va
lue
s in
a s
ecu
lar
sett
ing
D
AV
ID S
TA
FF
OR
D
15
Gro
win
g w
ith e
arl
y ch
ildh
oo
d e
du
catio
n
BA
RB
AR
A J
AM
ES
16
Th
e g
ate
way
to
lea
rnin
g
JE
NN
Y G
IBB
ON
S
ED
UC
AT
ION
AL
AD
MIN
IST
RA
TIO
N
18
Ed
uca
tion
al a
dm
inis
tra
tors
: Le
ad
ers
or
ma
na
ge
rs?
T
RA
VIS
MA
NN
ER
S &
PE
TE
R M
OR
EY
RE
SE
AR
CH
&
SC
HO
LA
RS
HIP
22
‘Ca
n I l
ast
th
e d
ista
nce
?’ S
tre
ss a
nd
sch
oo
l le
ad
ers
hip
M
AR
ION
SH
IEL
DS
27
Pre
pa
rin
g st
ud
en
ts f
rom
a d
iffe
ren
t cu
lture
fo
r ex
am
ina
tion
s: A
pa
sto
ral c
are
in
vest
me
nt w
ith c
ost
s a
nd
be
nefit
s
PA
UL
INE
PO
TT
ER
33
Fa
cto
rs t
ha
t influ
en
ce t
he
de
sire
to
be
com
e te
ach
ers
of t
ech
no
log
y: A
n A
ust
ralia
n st
ud
y
RO
NA
LD
GR
EE
N &
CE
DR
IC G
RE
IVE
45
Ch
rist
ian
ity a
nd
a ‘g
oo
d so
cie
ty’ i
n A
ust
ralia
: A fi
rst r
esp
on
se t
o S
tua
rt
Pig
gin
’s M
urd
och
Le
ctu
re
AR
TH
UR
PA
TR
ICK
RE
FLE
CT
ION
S,
IMP
RE
SS
ION
S &
E
XP
ER
IEN
CE
S
50
ST
OR
M C
o : A
n in
tro
du
ctio
n to
ad
ven
ture
in
serv
ice
J
ER
RY
UN
SE
R
55
ST
OR
M C
o p
rog
ram
s ch
an
ge
live
s
BR
UC
E M
AN
NE
RS
57
Tee
ns
tan
k u
p w
ith s
pir
itua
l fu
el
E
LIA
KR
EV
AR
58
‘Yo
u w
alk
aw
ay e
ach
day
fe
elin
g co
nte
nt’
M
EL
ISS
A P
ET
ER
SE
N
60
Th
aila
nd
dia
ry
JAN
ITA
BO
ND
& M
ICH
EL
LE
LO
NG
62
Bo
ok
revi
ew
s:
Te
ach
ers
be
hav
ing
ba
dly
? D
ilem
ma
s fo
r sc
ho
ol l
ea
de
rs
MA
RIL
YN
HA
NS
EN
S
up
po
rtin
g m
ath
em
atic
al t
hin
kin
g
JO
HN
WA
TT
S
Te
ach
er
we
ll-b
ein
g
LYN
DA
FF
i1 |
TE
AC
H |
TE
AC
H |
vol 1
| no
1 |
2007
TE
AC
HJO
UR
NA
L
FUEL
spiri
tual
gro
wth
LITE
RA
CY
read
ing
adve
ntur
e pa
cks
ED A
DM
INle
ader
s or
man
ager
s
TEA
CH
ER
EDU
CAT
ION
fact
ors
that
influ
ence
stu
dent
s to
bec
ome
tech
nolo
gy te
ache
rs
OF
C
HR
IST
IAN
E
DU
CA
TIO
N
Co
ve
r Jo
Da
rby
Ph
oto
gra
ph
y D
en
e H
aw
ken
Jo D
arb
y te
ach
es
Ye
ars
7-1
2 a
t C
en
tra
l Co
ast
Ad
ven
tist S
cho
ol,
Eri
na
, NS
W.
full
pag
e ad
(MO
T w
ebsi
te)
inne
r fr
ont
co
ver
To s
hare
the
expe
rienc
es o
f te
ache
rs a
nd h
ear
why
they
fe
el c
alle
d to
teac
hing
, go
to
ww
w.m
inis
tryo
ftea
chin
g.
edu
.au
.
The
web
site
con
tain
s refle
ctio
ns o
n th
e m
inis
try
of
teac
hing
and
pat
hway
s to
en
ter
it.
i1 |
TE
AC
H |
TE
AC
H |
vol 1
| no
1 |
2007
TE
AC
HJO
UR
NA
L
FUEL
spiri
tual
gro
wth
LITE
RA
CY
read
ing
adve
ntur
e pa
cks
ED A
DM
INle
ader
s or
man
ager
s
TEA
CH
ER
EDU
CAT
ION
fact
ors
that
influ
ence
stu
dent
s to
bec
ome
tech
nolo
gy te
ache
rs
OF
C
HR
IST
IAN
E
DU
CA
TIO
N
‘Tea
chin
g is
mor
e th
an a
job
or
a ca
reer
, it’
s a
calli
ng
. Te
ach
ers
see
the
pro
fess
ion
of
teac
hin
g a
s a
min
istr
y as
it c
han
ges
th
e liv
es o
f th
eir
stu
den
ts, s
hap
es t
hei
r w
orld
view
, an
d d
evel
ops
thei
r in
telle
ctu
al e
ner
gy.
’
ww
w.m
inis
tryo
ftea
chin
g.e
du.
au
Enq
uiry
Cen
tre:
180
0 80
4 32
4
The
web
site
als
o fe
atur
es th
e ne
w T
EA
CH
JOU
RN
AL.
Bro
wse
th
e cu
rren
t iss
ue, w
ith th
e ne
xt
issu
e pu
blis
hed
in A
pril
2008
.
02 |
TE
AC
H |
i1i1
| T
EA
CH
|
Photography: Dene Hawken
ED
ITO
RIA
LW
ilf R
ieg
er
Wh
at
do
es
it m
ea
n t
o b
e a
Ch
ris
tia
n t
ea
ch
er
in
the
mo
de
rn w
orl
d?
1 T
his
qu
es
tio
n r
em
ain
s a
s re
leva
nt
for
tod
ay’s
ed
uc
ato
rs, a
s w
he
n fi
rst
fra
me
d s
ix d
ec
ad
es
ag
o b
y fa
mo
us
the
olo
gia
n
Die
tric
h B
on
ho
eff
er.
Teac
he
rs a
re s
ignific
ant p
eo
ple
in t
he
ir s
tud
ent
s’
live
s; a
s in
th
e ca
se o
f He
len
Ke
ller’s
teac
he
r, A
nne
Sul
livan
. Sim
ilarl
y, D
avid
Will
iam
son’
s te
ache
r ha
d a
far-
reac
hin
g influ
enc
e o
n hi
s lif
e. T
he
cele
bra
ted
Aus
tra
lian
pla
ywri
ght
re
calls
:
Th
e fir
st s
em
ina
l mo
me
nt I
can
rem
em
be
r w
as
way
b
ack
in in
fant
s’ s
cho
ol,
wh
en
I wro
te m
y fir
st e
ssay
a
nd
wa
s p
rais
ed
for
it by
my
tea
che
r, M
rs N
ettie
…T
he
sto
ry w
as
a ve
ry s
imp
le a
ffa
ir, ju
st a
co
up
le
of s
ent
en
ces
ab
ou
t a s
ea
gu
ll… E
vent
ua
lly, t
he
sea
gu
ll in
my
ori
gin
al s
tory
re
ap
pe
are
d in
on
e o
f m
y p
lays
, Th
e C
lub.
2
In a
pri
vate
me
etin
g w
ith J
esu
s, N
ico
de
mus
pai
d hi
m o
ne
of t
he fin
est
tri
but
es,
wh
en
he
calle
d Je
sus,
‘R
abb
i … a
teac
he
r w
ho
has
com
e fr
om
Go
d’.3
Th
e e
sse
nce
of w
hat
mak
es
Chr
istia
n te
ach
ers
diff
ere
nt
is e
xpre
sse
d h
ere
. Th
e ‘g
roun
d of
th
eir
be
ing’
is
in G
od.
Th
ey h
ave
a vi
sio
n of
ho
pe,
man
ifest
ed
in
the
gra
ce a
nd
pow
er
of t
he
Go
spe
l th
at t
rans
form
s co
nte
mp
ora
ry li
fest
yle
s a
nd
en
rich
es
pe
rso
na
l an
d co
mm
unity
rel
atio
nshi
ps. J
esu
s ch
alle
nge
s th
em to
b
e th
e ‘s
alt
of e
duca
tion’
; not
to li
ve o
ff e
duca
tion
but
for
it. T
eac
hers
wh
o ha
ve t
his
pass
ion
will
wa
lk t
he
talk
, nar
row
ing
“the
gap
be
twe
en
‘wh
at [
they
] be
lieve
in
’ an
d ‘h
ow [t
hey
] liv
e…”4
. Vac
lav
Hav
el,
po
et a
nd
form
er
pre
sid
ent
of t
he
Cze
ch R
ep
ublic
ref
err
ed
to
this
kin
d of
aut
he
ntic
ity a
s, ‘l
ivin
g in
tru
th r
ath
er
than
liv
ing
a lie
’.5 F
or
him
, cha
ngin
g an
d tr
ansf
orm
ing
the
soci
al o
rde
r b
egi
ns w
ith t
he
mo
ral r
eviv
al o
f th
e in
div
idu
al.
Chr
istia
n te
ach
ers
can
hav
e a
part
in t
his
tra
nsfo
rmat
ion,
in t
he
ir p
rivi
leg
ed
po
sitio
n of
m
ento
ring
. In
sett
ings
and
cir
cum
stan
ces
that
p
erm
it6, t
hey
can
op
en
win
dow
s of
op
po
rtun
ity fo
r th
eir
stu
de
nts
to c
atch
a g
limp
se o
f Go
d’s
pu
rpo
ses;
aw
are
tha
t stu
de
nts
are
mo
st o
pe
n to
th
e G
osp
el
wh
en
it to
uch
es
the
m a
t po
ints
of r
ele
vanc
e o
r n
ee
d in
th
eir
live
s, w
hich
th
en
be
com
e ‘li
ght
nin
g ro
ds’ f
or
the
Ho
ly S
pir
it.A
t eve
ry le
vel,
ran
gin
g fr
om
ea
rly
child
ho
od
edu
catio
n to
uni
vers
ity, t
eac
he
rs a
re c
ons
tant
ly
exh
ort
ed
in e
duca
tion
lite
ratu
re to
be
‘pro
fess
iona
ls’.
A d
istin
gui
shin
g m
ark
of C
hris
tian
teac
he
rs is
tha
t th
ey p
erc
eiv
e te
achi
ng
as m
ore
th
an a
pro
fess
ion;
th
ey s
ee
it as
a v
oca
tion,
a c
alli
ng,
a s
erv
ant-
ho
od
min
istr
y.
Acc
ept
ing
the
not
ion
of m
inis
try
do
es
not
imp
ly
a d
eva
luat
ion
of t
he
cont
ribu
tion
that
kn
owle
dg
e,
skill
s, e
xpe
rtis
e, e
thic
al p
ract
ice
etc.
mak
e to
th
e qu
alit
y of
pro
fess
iona
l wo
rk. I
nd
ee
d, t
he
se h
ave
the
ir
pro
pe
r p
lace
. Mo
reov
er,
min
istr
y ac
know
ledg
es
the
imp
ort
ance
of t
he
mot
ive
s, a
ttitu
de
s, a
nd
valu
es
syst
em
tha
t in
divi
dua
ls b
rin
g to
th
eir
wo
rk. H
owev
er,
stat
us,
lucr
ativ
e re
mun
era
tion
an
d e
spe
cia
lly
pow
er—
cha
ract
eri
stic
s th
at s
ee
m in
teg
ral t
o th
e cu
lture
of p
rofe
ssio
ns, s
tan
d in
sta
rk c
ont
rast
to t
he
kin
gd
om
va
lue
s of
th
e N
ew T
est
ame
nt. T
he
re is
th
e ev
er-
pre
sent
tem
ptat
ion
for
Ch
rist
ian
tea
che
rs
to b
orr
ow u
ncri
tica
lly f
rom
, an
d co
nfo
rm to
th
e id
ea
lisat
ion
of s
ucce
ssfu
l an
d fin
anci
ally
profit
able
m
od
els
of a
pro
fess
ion.
A m
inis
try
para
dig
m o
f te
achi
ng
is s
ignific
antly
di
ffe
rent
fro
m a
se
cula
r p
rofe
ssio
nal p
ara
dig
m.
Th
is in
aug
ura
l iss
ue
of T
EA
CH
hig
hlig
hts
teac
hing
as
min
istr
y an
d pr
esen
ts t
he
wri
ters
’ dis
tinct
p
ers
pe
ctiv
es.
It i
s m
y si
nce
re h
op
e a
nd
pra
yer
that
fo
rth
com
ing
issu
es
of t
he
jour
nal (
pub
lish
ed
onl
ine
at
ww
w.m
inis
tryo
fte
achi
ng.
edu
.au)
will
exp
lore
a w
ide
ran
ge
of r
ele
vant
top
ics
and
issu
es
in r
esp
ons
e to
th
e p
rob
ing
que
stio
n p
ose
d by
Bo
nho
effe
r. T
EA
CH
End
note
s1
Fo
r th
e q
ue
stio
n, i
n its
ge
ne
ric
form
, se
e B
on
ho
eff
er,
D. (
194
8).
Th
e co
st o
f dis
cip
lesh
ip. T
ran
sla
ted
by R
.Fu
ller.
Lo
nd
on:
SC
M
Pre
ss, p
.49
.
2 D
on
ag
hy, B
. (19
95)
. Tu
rnin
g P
oin
ts. G
oo
d W
ee
ken
d; S
ydn
ey
Mo
rnin
g H
era
ld, N
ove
mb
er
4, p
.42
.
3 Jo
hn
3:2
, NIV
.
4 H
ug
h M
ack
ay q
uo
ted
by R
ich
ard
Eck
ers
ley,
in D
on’
t pa
nic
—it’
s o
nly
th
e a
po
caly
pse
. Syd
ney
Mo
rnin
g H
era
ld, 2
007
, Ju
ly 2
1-2
2,
pp.
28
-29
.
5 H
ave
l, V
. (19
86)
. Th
e p
ow
er
of t
he
po
we
rle
ss, i
n L
ivin
g tr
uth
. L
on
do
n: F
ab
er
& F
ab
er.
6 C
hri
stia
n te
ach
ers
in s
ecu
lar
sch
oo
ls o
r in
stitu
tion
s, a
s d
esc
rib
ed
by D
avid
Sta
ffo
rd in
his
art
icle
, fa
ce a
ch
alle
ng
e q
uite
dif
fere
nt t
o th
ose
in C
hri
stia
n sc
ho
ols
.
[Ph
oto
gra
phy
:
Jan
et R
ieg
er]
“
”
Ch
rist
ian
teac
her
s ha
ve a
vis
ion
of
hop
e th
at
tran
sfo
rms
cont
emp
-o
rary
life
-st
yles
an
d
enri
ches
re
lati
on
ship
s
04 |
TE
AC
H |
i1i1
| T
EA
CH
|
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Intr
od
uctio
nC
hil
dre
n’s
pe
rso
na
l ex
pe
rie
nc
e, c
on
fid
en
ce
an
d
suc
ce
ss
(or
oth
erw
ise)
wit
h b
oo
ks a
nd
re
ad
ing
, p
art
icu
larl
y a
t th
e in
itia
l sta
ge
s, i
s d
ire
ctl
y re
late
d t
o t
he
ir a
ttit
ud
e to
wa
rds
rea
din
g (
Wa
ng
, 2
00
0).
Man
y of
th
ese
att
itud
es
are
dev
elo
pe
d p
rio
r to
sc
ho
ol c
om
me
nce
me
nt a
nd
ofte
n a
re c
lose
ly li
nke
d to
ea
rly
lite
racy
exp
eri
enc
es
in t
he
ho
me.
Eco
no
mic
co
nditi
ons
of t
he
hous
ehol
d m
ay d
ete
rmin
e ch
ildre
n’s
exp
osu
re a
nd
acce
ss to
qua
lity
read
ing
mat
eri
als
in t
he
ho
me.
So
me
low
-in
com
e fa
mili
es
find
it ex
tre
me
ly d
ifficu
lt to
re
sour
ce t
hei
r ch
ildre
n’s
ea
rly
lite
racy
ne
ed
s. W
hile
it a
pp
ea
rs t
hat m
ost
fa
mili
es
are
aw
are
of t
he
imp
ort
ance
of t
he
ho
me
lite
racy
env
iro
nm
ent
an
d th
e ne
ed fo
r re
adin
g re
sour
ces,
too
man
y ar
e w
itho
ut b
oo
ks o
r la
ck a
n ad
ult w
ho
is w
illin
g to
rea
d to
chi
ldre
n.W
ith t
he
rea
lisat
ion
that
fam
ily m
em
be
rs c
an
cont
rib
ute
po
sitiv
ely
to e
arl
y lit
era
cy d
eve
lop
me
nt,
the
re h
as b
ee
n a
ple
tho
ra o
f pr
og
ram
s an
d in
itiat
ive
s in
re
cent
ye
ars
de
sig
ne
d to
sup
po
rt a
nd
enc
our
ag
e fa
mily
par
ticip
atio
n in
chi
ldre
n’s
liter
acy
edu
catio
n.
Su
rpri
sin
gly
, mo
st c
urre
nt p
rog
ram
s a
ssu
me
(oft
en
inco
rre
ctly
) th
at p
are
nts/
care
rs h
ave
suffi
cie
nt
ava
ilab
le fi
nanc
es to
res
ourc
e th
e lit
era
cy n
eeds
of
the
ir c
hild
ren.
RA
Ps’
ori
gin
sM
arg
are
t Gill
is a
n ex
pe
rie
nce
d ‘e
arl
y ye
ars
teac
he
r’
in V
icto
ria.
Sh
e h
as lo
ng
be
en
awa
re o
f th
e di
fficu
lt e
con
om
ic c
on
ditio
ns
an
d fin
anci
al c
ons
trai
nts
that
im
pact
man
y of
th
e fa
mili
es
in h
er
sch
oo
l dis
tric
t.
He
nce
she
cons
tant
ly t
rie
s to
na
rrow
th
e g
ap
bet
we
en
the
ho
me
lite
racy
leve
ls a
nd
ea
rly
lite
racy
n
ee
ds o
f th
e ch
ildre
n in
he
r cl
assr
oo
m. W
hile
vis
itin
g th
ree
New
Yo
rk s
cho
ols
in t
he
US
A, s
he
saw
an
inno
vativ
e ea
rly
lite
racy
rea
ding
pro
gra
m in
act
ion.
It
was
a c
o-o
pe
rativ
e h
om
e-s
cho
ol v
ent
ure.
Th
e ex
cite
me
nt a
nd
ent
husi
asm
exh
ibite
d by
th
e ch
ildre
n us
ing
this
lite
racy
pro
gra
m im
pres
sed
her,
and
she
was
eag
er to
ada
pt a
nd t
rial
a s
imila
r pr
og
ram
in h
er
own
clas
sro
om
. On
retu
rnin
g to
Aus
tra
lia, M
arg
are
t,
with
ass
ista
nce
fro
m t
he
wri
ter,
dev
elo
pe
d an
d tr
ialle
d R
ead
ing
Adv
ent
ure
Pac
ks (
RA
Ps)
, a li
tera
cy
pro
gra
m t
hat
util
ise
d pa
cks
of s
timul
us m
ate
ria
l (F
ish
er,
Gill
, & G
reiv
e, 2
00
5). T
he
pro
gra
m w
as a
n at
tem
pt to
sup
po
rt a
nd
imp
rove
chi
ldre
n’s
attit
ud
es
to r
eadi
ng a
nd in
volv
e m
emb
ers
of t
he
fam
ily in
th
e ch
ildre
n’s
read
ing
by s
upp
lyin
g re
adin
g re
sour
ce
mat
eri
als.
Th
e R
AP
pro
gra
m in
volv
es t
he
colle
ctio
n an
d o
rga
nisa
tion
of li
tera
cy r
eso
urce
s by
th
e te
ach
er
into
sev
era
l th
eme
d ba
ckpa
cks.
Stu
dent
s b
orr
ow
the
reso
urce
s an
d ta
ke t
he
m h
om
e o
n a
rota
tiona
l ba
sis.
Th
e re
sour
ces
in t
he
pack
s (li
ste
d b
elo
w)
are
inte
nded
to p
rovi
de a
n en
rich
ing
lite
racy
exp
erie
nce
for
the
child
ren
an
d co
ntri
bu
te to
th
eir
dev
elo
pm
ent
of
po
sitiv
e at
titu
de
s to
wa
rd r
ead
ing.
In
addi
tion
to
focu
sin
g o
n re
sou
rce
s fa
cilit
atio
n, fa
mily
pa
rtic
ipat
ion
and
lite
racy
enr
ichm
ent
, th
e p
rog
ram
’s o
the
r m
ain
pu
rpo
se is
to c
om
ple
me
nt a
teac
he
r’s e
xist
ing
lite
racy
pro
gra
m in
th
e cl
assr
oo
m, r
ath
er
tha
n co
mp
ete
with
it.
Typ
ical
wee
kly
seq
uenc
eO
n M
ond
ay m
orn
ing
the
nam
es
of a
ll th
e ch
ildre
n in
th
e cl
ass
are
plac
ed in
a h
at a
nd fi
ve n
ames
are
dr
awn
out
. A r
eco
rd o
f th
ese
is k
ept
tog
eth
er
with
th
e co
rre
spo
ndi
ng
nam
e of
th
e R
AP
tak
en
ho
me
by
eac
h ch
ild. T
he
ran
do
mly
se
lect
ed
child
ren
are
th
e fir
st g
roup
to e
njoy
th
e lit
era
cy a
ctiv
itie
s at
ho
me
for
four
sch
oo
l day
s, t
hus
givi
ng
the
ent
ire
fam
ily a
cce
ss
to a
ll th
e ac
tiviti
es a
vaila
ble
in e
ach
back
pack
.A
t ho
me
the
child
ren
may
ch
oo
se to
re
ad a
nd
com
ple
te a
ll, o
r as
man
y of
th
e ac
tiviti
es
as t
hey
d
esi
re. T
he
fam
ily/c
hild
ren
sele
ct t
he
act
iviti
es
an
d th
e tim
e fr
ame
for
the
ir c
om
ple
tion.
Te
ach
ers
are
n
ot r
equ
ire
d to
ch
eck
on
how
muc
h o
r h
ow li
ttle
has
b
ee
n co
mp
lete
d. A
n ex
erc
ise
bo
ok
is p
rovi
de
d to
e
nco
ura
ge
the
child
ren
to r
eco
rd s
om
eth
ing
they
le
arn
t, d
isco
vere
d o
r e
njoy
ed
duri
ng
the
we
ek
fro
m
the
ir pa
rtic
ula
r lit
era
cy R
AP.
Chi
ldre
n ar
e ab
le to
re
ad e
ach
oth
er’s
sto
rie
s o
r co
mm
ent
s w
he
n it
is
the
ir tu
rn to
hav
e th
e R
AP.
Pri
or
to r
etur
nin
g th
e R
AP
to
sch
oo
l on
Fri
day
mo
rnin
g, p
are
nts/
care
rs
are
exp
ect
ed
to c
he
ck t
he
inve
nto
ry to
ens
ure
that
all
the
cont
ent
s ar
e re
turn
ed
in t
he
back
pack
. At
sch
oo
l, e
ach
Fri
day,
sp
eci
al r
eco
gni
tion
is g
ive
n to
th
e ch
ildre
n fo
r th
eir
we
ek’
s pa
rtic
ipat
ion
in R
AP.
T
hey
may
pla
ce t
he
soft
toy
fro
m t
he
RA
P b
ackp
ack
on
the
ir d
esk
s, fo
r th
e da
y.
The
tea
cher
’s r
ole
in t
he w
eekl
y p
rog
ram
Onc
e th
e p
rog
ram
is s
et u
p, t
he
teac
he
r’s
invo
lve
me
nt in
th
e p
rog
ram
onl
y re
quir
es
the
dist
rib
utio
n of
th
e ba
ckpa
cks
on
Mo
nda
ys a
nd
the
ir
colle
ctio
n a
nd
che
ckin
g o
n F
rid
ays.
Aft
er
the
RA
P
pro
gra
m h
as c
om
ple
ted
on
e ro
tatio
n, t
he
cycl
e co
mm
enc
es
agai
n.
RA
P c
ont
ents
Eac
h R
AP
is b
ase
d o
n a
spe
cific
th
em
e. E
xam
ple
s a
re: N
oah
’s a
rk, d
ucks
, sh
ee
p, d
og
s, d
ino
saur
s,
cook
ing,
and
mus
ic. T
he
follo
win
g m
ake
up e
ach
RA
P: a
soft
toy
indi
catin
g th
e th
em
e•
a ‘N
ote
of E
xpla
natio
n to
Pa
rent
s/C
are
rs’
• an
inve
ntor
y lis
ting
the
lite
racy
act
iviti
es•
an ‘I
nstr
uctio
n S
heet
’ for
par
ents
/ca
rers
on
• h
ow to
use
th
e R
AP
an
d its
man
y ac
tiviti
es
an e
xerc
ise
bo
ok
for
wri
ting
sto
rie
s, c
om
me
nts,
•
etc.
a va
riet
y of
lite
racy
act
iviti
es
linke
d to
th
e •
the
me,
cat
eri
ng
for
K-3
chi
ldre
n. A
ctiv
itie
s in
clu
de
four
or
mo
re s
tory
bo
oks
an
d se
lect
ed
craf
t act
iviti
es,
jig
saw
puz
zle
s, c
olo
urin
g sh
eet
s, d
ot-t
o-d
ot p
ictu
res,
gam
es,
vid
eo
s,
wor
kshe
ets,
pup
pets
, CD
s an
d w
ritin
g b
ook
sa
ll as
soci
ate
d m
ate
ria
ls n
ee
de
d fo
r th
e •
com
ple
tion
of t
he
activ
itie
s in
th
e R
AP
(e.
g.
a le
ad p
enci
l for
wri
ting
in t
he
exe
rcis
e b
oo
k,
scis
sors
—b
oth
left
an
d ri
ght
han
de
d fo
r th
e cr
aft a
ctiv
itie
s, c
olo
ure
d p
enc
ils, p
enc
il sh
arp
en
er,
era
ser,
etc.
).
Eva
luat
ing
and
lear
ning
fro
m t
he p
rog
ram
Aft
er
tria
llin
g R
AP
for
two
cons
ecu
tive
sch
oo
l te
rms,
pa
rent
s/ca
rers
an
d ch
ildre
n w
ere
giv
en
an o
ppo
rtun
ity to
eva
lua
te t
he
pro
gra
m u
sin
g a
ques
tionn
aire
.* T
he
follo
win
g is
a r
ep
rese
ntat
ive
sele
ctio
n of
re
spo
nse
s:O
ne
pare
nt/c
arer
wro
te: ‘
I thi
nk t
hat t
hey
are
fa
ntas
tic.’
An
oth
er
not
ed:
‘We
enj
oye
d h
avin
g th
e p
ack
s.’
Yet
an
oth
er
resp
on
de
d: ‘M
y ch
ild t
ho
rou
gh
ly
enj
oye
d th
e re
adin
g pa
ck.’
Acc
ord
ing
to d
ata
fro
m t
he
que
stio
nnai
res,
p
are
nts/
care
rs r
ep
ort
ed
that
gir
ls, m
ore
oft
en
than
boy
s, d
em
ons
trat
ed
a p
osi
tive
chan
ge
in
attit
ud
e to
wa
rd r
ead
ing
as a
re
sult
of u
sin
g th
e R
AP.
Gir
ls w
ere
mo
re li
kely
to
initi
ate
read
ing,
rea
d in
depe
nden
tly, a
nd r
ead
mo
re o
fte
n th
an b
oys.
M
oth
ers
we
re t
he
pare
nt/c
arer
mo
st in
volv
ed in
th
e lit
era
cy d
eve
lop
me
nt o
f th
e ch
ildre
n in
th
e h
om
e. T
he
data
als
o in
dica
ted
that
tim
e w
as a
sig
nific
ant f
acto
r in
pa
rent
s’/c
are
rs’ c
om
me
nts
ab
ou
t ass
istin
g th
eir
child
ren
with
rea
ding
. F
or
exam
ple
one
pare
nt/c
arer
w
rote
: ‘I
be
lieve
it is
imp
ort
ant.
How
eve
r it
do
esn
’t g
et d
on
e ev
ery
nig
ht.’
An
oth
er
said
: ‘I t
ry w
he
n I
can.
’ Ide
as
for
imp
rove
me
nt w
ere
su
gg
est
ed.
It w
as
ad
voca
ted
de
sig
nin
g e
ach
RA
P w
ith m
ore
se
lf-co
rre
ctin
g ac
tiviti
es
and
gam
es,
thu
s le
sse
nin
g p
are
nt/c
are
r su
pe
rvis
ion
an
d in
terv
ent
ion.
It w
as
als
o n
ote
d th
at s
om
e of
th
e R
AP
co
mp
on
ent
s co
uld
be
aug
me
nte
d to
allo
w t
he
m to
ap
pe
al m
ore
str
on
gly
to
boy
s’ u
niq
ue
lite
rary
pre
fere
nce
s a
nd
ne
ed
s.
With
th
e in
corp
ora
tion
of t
he
se c
han
ge
s in
to t
he
RA
P p
rog
ram
, its
dev
elo
pe
rs b
elie
ve it
will
ass
ist
pa
rent
s/ca
rers
in p
rovi
din
g th
eir
child
ren
with
a
rich
er
ho
me
lite
racy
env
iro
nm
ent
. Ho
pef
ully
th
e pr
og
ram
will
be
anot
her
forw
ard
step
in t
he
lite
racy
jo
urn
ey o
f chi
ldre
n, in
be
com
ing
com
pet
ent
, in
depe
nden
t re
ader
s. T
EA
CH
End
note
* T
he
qu
est
ion
na
ire
may
be
ob
tain
ed
fro
m t
he
au
tho
r.
Ref
eren
ces
Fis
he
r, B
., G
ill, M
., &
Gre
ive,
C. (
20
05)
. Re
ad
ing
Ad
ven
ture
P
ack
s: A
pilo
t pro
gra
m p
rom
otin
g fa
mily
invo
lve
me
nt i
n ch
ildre
n’s
lite
racy
att
itud
ina
l dev
elo
pm
en
t, in
D. H
an
sfo
rd
(Ed
.). M
ulti
lite
raci
es &
En
glis
h te
ach
ing
K-1
2 in
th
e a
ge
of
info
rma
tion
an
d co
mm
un
ica
tion
tech
no
log
ies,
20
04
, (p
p.1-
19).
A
rmid
ale
: Au
stra
lian
Lite
racy
Ed
uca
tors
’ Ass
oci
atio
n &
th
e U
niv
ers
ity o
f Ne
w E
ng
lan
d.
Wa
ng
, Y. (
20
00)
. Ch
ildre
n’s
att
itud
e to
wa
rds
rea
din
g a
nd
the
ir
lite
racy
dev
elo
pm
en
t. J
ou
rna
l of
Inst
ruct
ion
al P
sych
olo
gy,
Ju
ne.
Re
trie
ved
Fe
bru
ary
12
, 20
03
, fro
m h
ttp:
//w
ww
.fin
da
rtic
les.
com
/cf_
0/m
oF
CG
/2_
27/
63
36
516
6/p
1/a
rtic
le.
jhtm
l?te
rm=
rea
d
Can
rea
din
g a
dve
ntur
e p
acks
(R
AP
s)
com
ple
men
t an
d e
nric
h th
e lit
erac
y p
rog
ram
in y
our
clas
sro
om
?B
arb
ara
Fish
erS
enio
r le
ctur
er, F
acul
ty o
f E
duc
atio
n, A
vond
ale
Co
lleg
e N
SW
“”
Th
e p
acks
ar
e in
tend
ed
to p
rovi
de
an e
nri
chin
g
liter
acy
exp
erie
nce
fo
r th
e ch
ildre
n
“
”
So
me
of
the
RA
P
com
po
nen
ts
cou
ld b
e au
gm
ente
d
to a
llow
th
em t
o
app
eal m
ore
st
rong
ly t
o
bo
ys
1 R
AP
exa
mp
le:
coo
kin
g
[Ph
oto
gra
phy
:
Ba
rba
ra F
ish
er] 1
06 |
TE
AC
H |
i1i1
| T
EA
CH
|
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Wha
t is
it a
bo
ut?
Th
ere
is
co
ns
ide
rab
le p
reo
cc
up
ati
on
re
ga
rdin
g
the
invo
lve
me
nt
of
tec
hn
olo
gy
in t
he
lea
rnin
g
pro
ce
ss
, at
all
lev
els
of
ed
uc
ati
on
. Vie
ws
ran
ge
fro
m e
xcit
em
en
t a
bo
ut
the
rea
lity
of
the
‘co
nn
ec
ted
cla
ss
roo
m’ t
o a
fe
ar
of
co
mp
ute
r tu
tors
to
tall
y re
pla
cin
g t
he
cla
ss
roo
m t
ea
ch
er.
O
f c
on
ce
rn i
s th
e sh
ee
r c
os
t o
f te
ch
no
log
y th
at
is o
fte
n s
ee
n a
s a
fin
an
cia
l dra
in o
n s
ch
oo
ls.
Talk
of
the
‘bla
ck
ho
le’ a
sp
ec
t o
f c
om
pu
tin
g
co
sts
is
co
mm
on
.
Bet
we
en
the
hyp
e o
n o
ne
han
d an
d th
e lim
its o
f ap
ply
ing
tech
no
log
y to
lea
rnin
g o
n th
e ot
he
r, th
e re
al
po
int i
n qu
est
ion,
mo
re c
om
mo
nly
is ‘T
o w
hat d
o I
allo
cate
my
few
re
sou
rce
s?’
On
e of
th
e m
ore
re
cent
dev
elo
pm
ent
s h
as
been
tha
t of t
he
fully
inte
ract
ive
digi
tal w
hite
boa
rd.
Co
mm
on
ly r
efe
rre
d to
as
Inte
ract
ive
Whi
teb
oa
rds
(IW
Bs)
, th
ese
pie
ces
of e
quip
me
nt a
re b
ein
g in
crea
sing
ly a
ppre
ciat
ed
for
the
ir v
ers
atili
ty a
nd
lea
rnin
g e
nh
an
cem
ent
pot
ent
ial.
A t
ypic
al I
nte
ract
ive
Whi
teb
oard
inst
alla
tion
cons
ists
of a
larg
e fo
rmat
, to
uch
-se
nsiti
ve b
oa
rd
(ge
ne
rally
aro
und
1 x
1.5
met
res)
co
nne
cte
d to
a
vid
eo
pro
ject
or
an
d a
com
pu
ter.
A c
om
ple
te,
inst
alle
d sy
stem
co
sts
app
roxi
mat
ely
$A
5,0
00
- $
A8
,00
0 p
er
clas
sro
om
. Suc
h a
syst
em
allo
ws
the
disp
lay
and
man
ipul
atio
n of
a v
ari
ety
of in
tera
ctiv
e m
ultim
edia
on
a la
rge
-sca
le d
ispl
ay, u
sing
fam
iliar
d
esk
top
layo
ut c
ont
rols
. De
spite
th
e co
st, w
hat
use
rs
have
foun
d is
th
at a
ddi
ng
an I
WB
to t
he
clas
sro
om
e
nvir
on
me
nt g
en
era
tes
exci
tem
ent
, in
cre
ase
s th
e e
ng
ag
em
ent
of b
oth
lea
rne
r a
nd
tea
che
r, a
nd
en
ge
nd
ers
ch
an
ge.
Th
e p
roce
ss is
alm
ost
org
an
ic.
Thi
s ar
ticle
de
scri
be
s an
d co
mm
ent
s o
n th
e IW
B
imp
lem
ent
atio
n p
roce
ss in
so
me
‘ca
se s
tud
y’
sch
oo
ls.
How
did
it s
tart
?In
itial
inve
stig
atio
n id
entifi
ed
seve
ral s
ites,
in
Aus
tral
ia a
nd o
vers
eas,
as
alre
ady
havi
ng in
tera
ctiv
e
whi
teb
oa
rd p
olic
ies.
In
the
pre
sent
cas
e st
udi
es,
co
ordi
natio
n an
d di
rect
ion
of in
tegr
atin
g th
e IW
Bs
into
th
e le
arn
ing
env
iro
nme
nt o
f th
e se
lect
ed
sch
oo
ls
was
pro
vid
ed
by a
n IW
BN
et r
ep
rese
ntat
ive
with
as
sist
ance
fro
m a
n ac
adem
ic a
dvis
or/
anal
yst.
Bot
h in
div
idu
als
cha
ire
d si
te m
eet
ings
hel
d in
sch
ool
s.
Muc
h of
th
e ex
pe
rie
nce
refle
cte
d in
th
e cu
rre
nt
stu
dy
is b
ase
d a
rou
nd
bo
ard
s d
eve
lop
ed
by
Act
ivB
oard
, SM
AR
T T
ech
nolo
gie
s an
d P
rom
ethe
an.
Whi
le t
he
inve
stig
atio
n co
nce
ntra
ted
on
the
effe
ct
of I
WB
tak
e-u
p in
th
e w
ide
r te
achi
ng
and
lea
rnin
g co
ntex
t, it
is o
fte
n di
fficu
lt to
iso
late
indi
vidu
al f
acto
rs
cont
ribu
ting
to a
ltere
d le
arni
ng p
atte
rns.
To
assi
st
with
thi
s a
spe
ct, r
esp
on
din
g sc
ho
ols
we
re s
ele
cte
d fo
r a
wh
ole
-sch
oo
l tak
e-u
p of
th
e n
ew te
chn
olo
gy.
R
ath
er
tha
n lo
ok
at im
ple
me
ntat
ion
s w
he
re o
nly
a
min
ori
ty o
f te
achi
ng
are
as w
ere
to r
ece
ive
IWB
s,
we
cho
se to
fo
cus
on
sch
oo
ls w
ho
se in
tent
ion
was
to
hav
e th
e e
quip
me
nt in
eve
ry te
achi
ng
spac
e, b
ut
on
es
wh
ich
did
not
ne
cess
ari
ly c
om
me
nce
th
eir
im
ple
me
ntat
ions
with
a s
pe
cific
aim
to ‘r
e-e
quip
’ th
e sc
ho
ol.
A t
radi
tiona
l ‘b
efo
re a
nd
afte
r’ c
om
pari
son
pro
vid
ed
a fr
am
ewo
rk f
or
eva
luat
ion.
T
hus
the
focu
s of
th
e p
roje
ct w
as o
n sc
ho
ols
tha
t w
ere
will
ing
to c
ons
ider
th
e p
ote
ntia
l te
achi
ng a
nd
lea
rnin
g va
lue
of I
WB
s an
d p
repa
red
to im
ple
me
nt a
w
ide
-sca
le a
pp
licat
ion
of t
he
tech
no
log
y.
Wha
t ha
pp
ened
? W
hat
did
we
dis
cove
r?Le
ader
ship
All
scho
ols
invo
lved
, thu
s fa
r, ty
pica
lly in
clud
ed
sch
oo
l ad
min
istr
atio
ns
that
we
re c
om
mitt
ed
to ‘t
ry
ou
t’ IW
B im
ple
me
ntat
ion
an
d d
evot
e th
e n
ece
ssa
ry
reso
urce
s to
it.
We
cont
en
d th
at s
tro
ng
lea
de
rsh
ip is
cri
tica
l fo
r a
succ
ess
ful I
WB
‘ta
keof
f’. I
t ne
eds
to b
e sc
ho
ol-
wid
e a
nd
defin
itive
. Els
ewh
ere
we
cont
en
d:
Un
less
it is
pat
ent
ly o
bvio
us
the
sch
oo
l le
ad
ers
hip
is
wh
ole
-he
art
ed
ly b
eh
ind
the
wis
e u
se o
f IC
T in
all
face
ts o
f te
ach
ing
an
d le
arn
ing
, an
d h
as
very
hig
h ex
pe
ctat
ion
s of
th
e te
chn
olo
gy,
th
e st
rate
gy
ha
s lit
tle c
ha
nce
of s
ucc
ess
.1
Imp
lem
entin
g in
tera
ctiv
e w
hite
bo
ard
s: W
hat
can
we
lear
n?A
rthu
r W
inze
nrie
dA
sso
ciat
e D
irect
or—
Cur
ricu
lum
, Ad
vent
ist
Sch
oo
ls A
ustr
alia
, Mel
bo
urne
, Vic
.M
al L
eeD
irec
tor,
IWB
net,
Can
ber
ra, A
CT
In a
ll th
e ca
se s
tudy
sch
oo
ls, t
he
pri
ncip
al p
laye
d a
key
role
in f
acili
tatin
g th
e w
ho
le-s
cho
ol a
cce
pta
nce
of
IW
Bs.
Th
e na
ture
of t
he
role
pla
yed,
an
d th
e le
ader
ship
sty
le a
dopt
ed
diff
ered
, but
in a
ll in
stan
ces
the
prin
cipa
l pla
yed
a le
adin
g ro
le in
se
ein
g th
rou
gh
the
imp
lem
ent
atio
n p
rog
ram
.
Pro
ject
man
agem
ent
A le
ad
ers
hip
sty
le o
f dev
olv
ed
resp
on
sib
ility
id
ent
ified
an
activ
e an
d re
spec
ted
teac
her
wh
o ha
d st
aff s
upp
ort
, acq
uire
d so
me
exp
eri
enc
e w
ith I
WB
s,
and
disp
laye
d vi
sio
nary
cap
aciti
es.
Th
ese
‘pro
ject
m
anag
ers’
we
re t
hen
pro
vide
d w
ith b
ack-
up, a
nd in
so
me
case
s th
e tim
e to
lead
th
e p
roje
ct, e
nthu
se
teac
he
rs, d
em
ons
trat
e p
oss
ibili
ties
and
dev
elo
p re
sou
rce
s.E
very
sch
oo
l se
lect
ed
a p
roje
ct m
an
ag
er
wh
o w
as a
‘do
er’,
a d
rivi
ng
forc
e, w
ho
coo
rdin
ate
d th
e ev
ery
day
imp
lem
ent
atio
n of
th
e IW
B t
ake
-up;
at t
he
sam
e tim
e e
ng
en
de
rin
g e
nth
usi
asm
an
d p
oin
ting
out
re
sour
ces
(pe
op
le o
r m
ate
ria
ls)
that
wo
uld
be
he
lpfu
l. T
he
ir b
rief
oft
en
incl
ud
ed
an a
spe
ct
of ‘r
ese
arc
h’ r
eg
ard
ing
IWB
use
an
d im
pro
ved
pe
dag
og
y. S
om
e pa
rtic
ipat
ing
sch
oo
ls s
plit
th
eir
co
-or
dina
tion
role
tw
o w
ays,
app
oin
ting
an e
-lea
rnin
g le
ad
er
fro
m a
mo
ng
the
ir s
taff
and
th
en fo
llow
ing
with
th
e ap
po
intm
ent o
f an
e-t
eac
hing
lead
er.
In e
very
sch
ool
, ind
ivid
uals
gui
ding
the
inno
vatio
n w
ork
ed c
lose
ly w
ith t
he
prin
cipa
l and
, in
mo
st c
ases
, w
ere
giv
en
enc
our
ag
em
ent
an
d su
pp
ort
in t
akin
g ch
arg
e of
th
e ch
ang
e p
roce
ss. A
ll of
th
e p
rog
ram
co
ord
inat
ors
he
ld a
po
sitio
n of
re
spo
nsi
bili
ty w
ithin
th
e sc
ho
ol (
mo
stly
at t
he
de
put
y p
rinc
ipa
l lev
el).
T
ho
se s
ele
cte
d di
spla
yed
chan
ge m
anag
emen
t ski
lls
and
all w
ere
inte
rest
ed in
usi
ng t
he
IWB
s to
enh
ance
te
achi
ng a
nd le
arni
ng. A
pp
oin
ting
effe
ctiv
e co
-co
ord
inat
ors
led
to t
he
rap
id im
ple
me
ntat
ion
of t
he
IWB
s, w
hile
ach
ievi
ng s
ucce
ssfu
l im
plem
enta
tion,
in
part
, was
exp
lain
ed
by te
am b
uild
ing
effo
rts;
uni
ty o
f p
urp
ose
thu
s b
eca
me
an im
po
rtan
t fac
tor.
Max
imum
tak
e-up
With
fun
ds to
acq
uire
a c
ritic
al m
ass
of I
WB
s, a
nd
exp
ert
ise
an
d sc
ho
ol l
ea
de
rsh
ip to
mo
unt
a w
ho
le-
sch
oo
l im
ple
me
ntat
ion,
it w
as p
oss
ible
to a
do
pt a
st
ruct
ure
d im
ple
me
ntat
ion
pro
gra
m a
nd
ach
ieve
hig
h te
ach
er
invo
lve
me
nt.
Sch
oo
ls s
tart
ing
with
out
th
e fu
nds
or
IWB
ex
pe
rtis
e w
ere
stil
l ab
le to
ach
ieve
ful
l te
ach
er
ICT
us
age
with
in a
rel
ativ
ely
qui
ck t
ime.
But
, inv
ari
ably
, th
ey c
om
me
nce
d w
ith le
ss c
lari
ty o
f pur
po
se
and
ne
ed
ed
to a
cqui
re f
unds
an
d sh
ape
the
ir
imp
lem
ent
atio
n p
rog
ram
‘on
the
run’
. In
sch
oo
ls
wh
ere
th
ere
was
an
atte
mpt
to m
ove
fro
m p
ape
r-ba
sed
op
era
tions
to a
dig
ital o
pe
ratin
g e
nvir
onm
ent
, IW
Bs
we
re a
ssum
ed
or
exp
ect
ed
to a
ssis
t in
this
tr
ansi
tion.
An
ecdo
tal d
ata
colle
cte
d su
gges
t th
at
IWB
s m
ay p
lay
a pa
rt in
red
ucin
g ph
oto
copy
ing
cost
s. Mo
st s
cho
ols
th
at s
hift
ed
to f
ull I
WB
im
plem
enta
tion
succ
eede
d in
co
nvin
cing
sta
ff to
tak
e th
e te
chn
olo
gy
inn
ovat
ion
‘on
bo
ard
’ in
a re
lativ
ely
sh
ort
tim
e. B
y th
e cl
ose
of t
he
thir
d ye
ar,
all s
taff
w
ere
usi
ng
the
bo
ard
s. O
ne
pub
lic p
rim
ary
sch
oo
l w
ith a
pp
roxi
mat
ely
40
0 st
ud
ent
s, a
nd
the
initi
al f
unds
an
d ex
pe
rtis
e, a
chie
ved
full
staf
f tak
e-u
p in
onl
y fo
ur
mo
nth
s, w
hile
a s
eco
nd
ary
sch
oo
l of 7
00
stu
de
nts
achi
eved
it in
eig
hte
en m
ont
hs.
At y
et a
not
he
r sc
ho
ol,
IWB
s w
ere
in n
orm
al
use
in e
very
cla
ssro
om
with
in 1
0 m
ont
hs o
f co
mm
enc
em
ent
of i
mp
lem
ent
atio
n; a
fac
t not
ed
and
com
me
nte
d o
n in
an
insp
ect
ion
rep
ort
. In
on
e sc
ho
ol w
he
re t
he
imp
lem
ent
atio
n w
as s
till ‘
a w
ork
in
pro
gre
ss’,
mo
re te
ach
ers
we
re u
sin
g th
e te
chn
olo
gy
an
d p
are
nts
we
re r
eq
ue
stin
g th
at t
he
ir ch
ildre
n be
incl
uded
in c
lass
es
usin
g IW
Bs;
an
inte
rest
ing
ou
tco
me.
Cla
ssro
om
ben
efits
Th
e te
chn
olo
gy’
s e
duca
tiona
l be
nefit
s ar
e en
hanc
ed
wh
en
cle
ar
exp
ect
atio
ns a
re o
utlin
ed r
egar
ding
its
usa
ge
on
a da
ily b
asis
, in
an in
teg
rate
d w
ay. B
oa
rds,
in
all
of t
he
sch
oo
ls s
am
ple
d, w
ere
use
d a
s a
pa
rt
of e
very
day
teac
hin
g an
d n
ot a
s le
sso
n o
r ta
sk
spe
cific
ite
ms.
Thi
s w
as in
lin
e w
ith r
ele
vant
re
sea
rch
findi
ng
s.2
Thu
s IW
Bs
are
exp
ect
ed
to b
e an
inte
gra
l pa
rt o
f cur
ricu
lum
de
live
ry a
t all
time
s. F
urth
er,
the
tech
no
log
y is
se
en
as b
ein
g ut
ilise
d by
sta
ff a
nd
stu
de
nts,
with
ne
ithe
r g
rou
p do
min
atin
g th
e us
age.
Tw
o sc
hool
s in
volv
ed p
aren
ts a
s w
ell
as t
he
staf
f and
st
ud
ent
s in
th
eir
wh
iteb
oa
rd r
ollo
ut;
th
e te
chn
olo
gy
was
cle
arly
re
gard
ed a
s an
imp
ort
ant a
spec
t of
the
wh
ole
lea
rnin
g p
roce
ss a
nd n
ot a
s an
end
in
itse
lf. T
he
se o
bse
rvat
ion
s ‘e
cho’
fin
din
gs
by a
stu
dy
in K
ent
(U
K)
sch
oo
ls. T
he
re, I
WB
s w
ere
use
d to
su
pp
ort
less
on
s ac
ross
th
e cu
rric
ulu
m a
nd
de
live
red
a va
riet
y o
f le
arn
ing
be
nefit
s in
th
e cl
assr
oo
m. I
t was
sh
own: T
hey
pro
vid
e, e
lect
roni
cally
, all
the
fam
ilia
r •
feat
ure
s of
a t
radi
tiona
l cla
ssro
om
cha
lkb
oa
rd
or r
olle
r w
hite
boar
d.
Wh
erea
s th
e nu
mbe
r of
pup
ils t
hat
can
•
pra
ctic
ably
be
acco
mm
oda
ted
aro
und
a st
anda
rd c
om
put
er
set-
up is
lim
ited,
wh
ole
cl
asse
s m
ay c
om
fort
ably
pa
rtic
ipat
e in
w
hite
bo
ard
pre
sent
atio
ns.
Le
sso
ns c
an b
e e
nhan
ced
by e
asily
inte
gra
ting
• vi
deo,
ani
mat
ion,
gra
phic
s, te
xt a
nd
audi
o w
ith
the
tea
che
r’s s
po
ken
pre
sent
atio
n.
It is
po
ssib
le to
hig
hlig
ht a
nd
ann
otat
e ke
y •
po
ints
, usi
ng
the
ma
rke
r p
ens
. Any
thin
g o
n th
e sc
ree
n ca
n b
e sa
ved
as a
‘sna
psh
ot’,
mak
ing
it e
asy
to r
evie
w a
nd
sum
ma
rise
key
teac
hin
g p
oin
ts.
““
””
A t
ypic
al
inte
ract
ive
wh
iteb
oar
d
allo
ws
the
dis
pla
y an
d
man
ipu
lati
on
of
inte
ract
ive
mu
ltim
edia
Th
e sc
reen
ca
n b
e sa
ved
as
a ‘s
nap
sho
t’,
mak
ing
it
eas
y to
re
view
an
d
sum
mar
ise
key
po
ints
08 |
TE
AC
H |
i1i1
| T
EA
CH
|
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Mat
eri
al c
an b
e di
spla
yed
fro
m a
num
be
r of
•
sour
ces,
incl
udin
g C
D-R
OM
s, w
ebs
ites,
DV
Ds,
V
HS
tap
es
or
tele
visi
on.
N
ote
s, d
iag
ram
s an
d e
ntir
e le
sso
ns c
an b
e •
save
d, a
rchi
ved
and
adde
d to
th
e sc
hool
in
tran
et o
r si
mila
r ce
ntra
lised
teac
hing
re
sou
rce.
3
Usi
ng IW
Bs
and
reco
gnis
ing
the
ir f
acili
tatio
n of
le
arn
ing
ha
s b
ee
n a
n ex
pe
rie
nce
co
mm
on
to s
cho
ols
st
udi
ed
to d
ate.
In
a b
rief
rev
iew
of o
ne
of t
he
ea
rly
Au
stra
lian
wh
ole
-sch
oo
l ap
plic
atio
ns
of w
hite
bo
ard
te
chn
olo
gy,
re
sea
rch
ers
su
mm
ari
sed
the fin
din
gs
at
on
e sc
ho
ol a
s fo
llow
s:
...w
ithin
tw
o ye
ars
it h
as
ach
ieve
d so
met
hin
g th
at
few
oth
er
sch
oo
ls h
ave
do
ne.
[T
he
AC
T s
cho
ol]
ha
s su
cce
ssfu
lly in
teg
rate
d a
pe
da
go
gic
ally
d
iffe
rent
use
of I
CT
in e
very
fa
cet o
f ed
uca
tion
fro
m
Kin
de
rga
rte
n to
Ye
ar
6. I
t ha
s ev
ery
sta
ff m
em
be
r w
ant
ing
to u
se t
he
stra
teg
y a
nd
als
o ca
use
d th
e p
are
nts
to e
mb
race
an
d a
ctiv
ely
su
pp
ort
th
e st
rate
gy.
Th
e ke
y h
as
be
en
inte
gra
tion,
in p
art
icu
lar
inte
gra
ting
into
th
e ‘w
hite
bo
ard
’ de
plo
yme
nt a
h
ost
of e
du
catio
na
l an
d a
dm
inis
tra
tive
act
iviti
es,
w
hile
lin
kin
g th
e w
hite
bo
ard
initi
ativ
e w
ith a
ra
ng
e o
f oth
er
wh
ole
-sch
oo
l stu
de
nt d
eve
lop
me
nt a
nd
tea
chin
g p
rog
ram
s. I
t ha
s a
chie
ved
all
this
with
no
exte
rna
l ass
ista
nce
, an
d w
ith n
o ch
art
s to
sh
ow
th
e w
ay.
Th
e p
ote
ntia
l im
plic
atio
ns
of t
his
dev
elo
pm
ent
fo
r A
CT
sch
oo
ling
are
pro
fou
nd.
[T
he
sch
oo
l] w
ou
ld
be
the fir
st to
say
th
e im
pa
ct o
f th
e st
rate
gy
ne
ed
s to
be
bet
ter
eva
luat
ed,
bu
t wh
en
the
resp
on
se f
rom
th
e ch
ildre
n, t
he
pa
rent
s a
nd
the
sta
ff is
so
po
sitiv
e a
nd
wh
en
the
sma
ll st
aff
is s
o p
reo
ccu
pie
d w
ith
acq
uir
ing
an
d m
aki
ng
the
mo
st o
f th
e te
chn
olo
gy,
th
e sc
ho
ol h
as
little
tim
e its
elf
to d
evot
e to
re
sea
rch.
4
At o
ne
sch
oo
l in
NS
W, t
eac
he
rs r
ep
ort
ed
defin
ite
chan
ges
in te
achi
ng a
ppro
ach
es,
with
less
tim
e pr
epar
ing
spec
tacu
lar fil
es
and
mo
re t
ime
wo
rkin
g w
ith s
tud
ent
s. S
om
e sa
id t
hey
felt
the
ir te
achi
ng
was
‘r
evita
lise
d’.
Wha
t d
id w
e co
nclu
de?
Two
cle
ar
an
d co
mp
elli
ng
con
clu
sio
ns
may
be
draw
n fr
om
our
fin
din
gs.
In
the fir
st in
stan
ce,
stro
ng
adm
inis
trat
ive
sup
po
rt t
hat
inco
rpo
rate
s a
de
leg
ate
d re
spo
nsib
ility
will
ens
ure
rap
id a
nd
effe
ctiv
e te
chno
logi
cal c
hang
e, p
artic
ular
ly r
elat
ive
to in
tera
ctiv
e w
hite
boa
rd t
ake
-off
. S
eco
ndly
, IW
Bs
as a
tech
nolo
gy a
re h
ighl
y su
ited
to c
lass
roo
m p
ract
ice.
Th
ey h
ave
the
pot
ent
ial t
o e
nco
ura
ge
ad
opt
ion
of, a
nd
confi
denc
e in
, way
s th
at o
the
r ex
istin
g te
chn
olo
gie
s d
on’
t ea
sily
mat
ch.
Bey
on
d th
at, t
hey
off
er
som
e re
al a
dvan
tag
es
to
cla
ssro
om
tea
chin
g p
ract
ice,
dev
elo
pin
g a
hig
he
r le
vel o
f le
arn
ing
ge
ne
rally
, in
cre
ase
d e
ng
ag
em
ent
, an
d gr
eate
r co
llab
orat
ion.
In s
umm
ary
, it i
s o
ur o
pin
ion
that
IW
Bs
app
lied
purp
ose
fully
and
str
ate
gica
lly, m
ake
a si
gnifi
cant
co
ntri
bu
tion
to u
tilis
ing
tech
nolo
gy fo
r st
imul
atin
g,
effe
ctiv
e te
ach
ing
an
d le
arn
ing
in s
cho
ols
. T
EA
CH
End
note
s1
Le
e, M
. (2
00
4). I
s it
time
to r
eth
ink
you
r IC
T a
nd
ed
uca
tion
stra
teg
y? T
he
Pra
ctic
ing
Ad
min
istr
ato
r, 2
6(2
), 1
4-1
6.
2 G
reif
fen
ha
ge
n, C
. (2
00
0). A
re
po
rt in
to w
hite
bo
ard
te
chn
olo
gie
s.
Un
pu
blis
he
d re
po
rt, O
xfo
rd U
niv
ers
ity C
om
pu
ting
La
bo
rato
ry,
Oxf
ord
Un
ive
rsity
, UK
.
3 S
mith
, H. (
20
03)
. In
tera
ctiv
e w
hite
bo
ard
eva
lua
tion
. Re
trie
ved
Jan
ua
ry 2
4, 2
00
6 fr
om
: htt
p://
ww
w.k
en
ted
.org
.uk/
ngfl/
ict/
IWB
/in
dex
.htm
4 L
ee,
M. &
Boy
le, M
. (2
00
3). T
he
ed
uca
tion
al e
ffe
cts
an
d im
plic
atio
ns
of t
he
inte
ract
ive
wh
iteb
oa
rd s
tra
teg
y o
f Ric
ha
rdso
n P
rim
ary
Sch
oo
l – a
bri
ef r
evie
w. R
etr
ieve
d Ja
nu
ary
23
, 20
06
fro
m:
htt
p://
ww
w.r
ich
ard
son
ps.
act
.ed
u.a
u
Foo
d C
halle
nges
New
tea
cher
s’ r
eso
urce
Th
e S
anita
rium
Nut
ritio
n S
erv
ice
has
team
ed
up
with
th
e V
icto
rian
Ho
me
Eco
no
mic
s an
d Te
xtile
s Te
ach
ers
’ Ass
oci
atio
n (V
HE
TTA
) to
pro
duce
a
new
teac
he
rs’ r
eso
urce
. Fo
od
Ch
all
en
ge
s e
nco
ura
ge
s st
ud
ent
s to
ap
pre
ciat
e g
reat
foo
d,
have
a g
o at
mak
ing
it th
em
selv
es,
an
d—
abov
e a
ll—ta
ke li
fetim
e ow
ners
hip
of t
he
ir o
wn
he
alth
.
De
sig
ne
d fo
r up
pe
r p
rim
ary
an
d lo
we
r se
con
dary
st
uden
ts, i
t is
an in
valu
ab
le r
eso
urc
e fo
r th
e te
achi
ng
of H
om
e E
con
om
ics,
Fo
od
Tech
no
log
y,
an
d H
ea
lth.
Eac
h ch
apte
r lo
oks
at a
diff
ere
nt s
ituat
ion
or
occ
asio
n an
d fe
atur
es
han
ds-o
n fo
od
pro
duct
ion,
d
esi
gn
cha
llen
ge
s, n
utr
itio
n in
vest
igat
ions
an
d ca
se s
tudi
es.
Fro
m e
atin
g b
reak
fast
, to
snac
kin
g af
ter
sch
oo
l, to
att
en
din
g a
cele
bra
tion,
th
is r
eso
urce
ch
alle
ng
es
youn
g p
eo
ple
to b
e in
form
ed, a
war
e an
d co
nfid
ent
de
cisi
on
-ma
kers
an
d co
nsum
ers.
To fi
nd
out
mo
re a
bo
ut F
oo
d C
ha
lle
ng
es,
vie
w
a ch
apte
r of
th
e re
sour
ce a
nd
dow
nlo
ad a
n o
rde
r fo
rm, j
ust v
isit
our
we
bsi
te
ww
w.s
anit
ariu
m.c
om
.au
/nu
trit
ion
/res
ou
rces
.htm
l
“”
At
on
e sc
ho
ol i
n N
SW
, so
me
teac
her
s fe
lt t
hei
r te
ach
ing
was
re
vita
lised
full
pag
e ad
(san
itar
ium
nut
riti
on
serv
ice
Aus
t.)
We
are
a te
am o
f nu
triti
onis
ts a
nd
diet
itian
s pa
ssio
nate
abo
ut h
elpi
ng
peop
le e
njoy
hea
lthy
food
s an
d
the
bene
fi ts
of a
hea
lthie
r lif
esty
le.
Reso
urce
s th
at m
ay in
tere
st y
ou…
Food
Cha
lleng
es:
A te
ache
rs’ r
esou
rce
deve
lope
d in
conj
unct
ion
with
VH
ETTA
for
upp
er
prim
ary
and
low
er s
econ
dary
stud
ents
. For
a c
opy
cont
act
VHET
TA o
n 03
988
8 22
40 o
r at
ww
w.v
hett
a.co
m.a
u
Ask
a N
utrit
ioni
st:
We
are
able
to
answ
er a
ny
ques
tions
on
food
or
nutr
ition
-
call
us o
n 18
00 H
EALT
H
(180
0 43
2 58
4).
Goo
d Fo
od N
ews:
O
ur F
REE
quar
terly
new
slet
ter
feat
ures
art
icle
s on
foo
d an
d
heal
th a
s w
ell a
s re
cipe
s an
d th
e
late
st n
ews
from
San
itariu
m.
Leafl
ets
and
Res
ourc
es:
We
have
a r
ange
of
cons
umer
leafl
ets
- f
rom
Hea
lthy
Eatin
g fo
r Ki
ds t
o sp
ecifi
c is
sues
like
Hea
lthy
Eatin
g fo
r Coe
liac
Dise
ase.
Reci
pe o
f th
e W
eek:
Re
ceiv
e a
FREE
del
icio
us r
ecip
e vi
a
emai
l eac
h w
eek
– co
mpl
ete
with
a
deta
iled
nutr
ition
al b
reak
dow
n.
Cont
act
us o
n 18
00 H
EALT
H
(180
0 43
2 58
4) o
r at
w
ww
.sani
tariu
m.c
om.a
u.
We’d
love
to h
ear f
rom
you
.
the
Sani
tariu
m N
utrit
ion
Serv
ice
010
| TE
AC
H |
i1i1
| T
EA
CH
|
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Intr
od
uctio
nC
rea
tive
pro
fes
sio
na
ls, w
ork
ing
in
se
cu
lar
se
ttin
gs
, ca
n c
on
trib
ute
in
un
iqu
e w
ays
to
the
mis
sio
n o
f th
e C
hri
sti
an
Ch
urc
h. T
his
in
clu
de
s th
e tr
an
sm
iss
ion
of
valu
es
an
d a
n
un
de
rsta
nd
ing
of
the
be
lie
fs t
ha
t u
nd
erp
in
the
m, t
o t
ho
se
wh
o w
ou
ld n
ot
no
rma
lly
be
rec
ep
tive
. Th
es
e c
rea
tive
pro
fes
sio
na
ls c
an
ta
ke o
n a
ro
le s
imil
ar
to a
Tro
jan
ho
rse
tha
t g
ets
th
e C
hu
rch
’s m
es
sa
ge
to p
lac
es
oth
erw
ise
no
t a
cc
es
sib
le t
o i
t. T
his
is
no
t a
Tro
jan
ho
rse
tha
t c
arr
ies
de
str
uc
tio
n i
n i
ts b
ell
y, b
ut
on
e w
ith
b
en
evo
len
t in
ten
t th
at
is u
nw
itti
ng
ly g
ran
ted
a
cc
es
s. N
ot
wit
ho
ut
som
e ju
sti
fic
ati
on
, th
e C
hu
rch
is
som
eti
me
s ve
ry r
es
tra
ine
d i
n i
ts
rec
og
nit
ion
of
tho
se
wh
o a
re h
igh
ly c
rea
tive
, a
nd
ca
uti
ou
s in
en
tru
sti
ng
th
em
wit
h c
arr
yin
g
ou
t it
s m
iss
ion
. Ho
wev
er,
so
me
exa
mp
les
wil
l sh
ow
th
e p
ote
nti
al o
f p
rofe
ss
ion
als
wh
o a
re
co
mm
itte
d t
o t
he
Ch
urc
h a
nd
wo
rkin
g i
n s
ec
ula
r s
ett
ing
s, t
o t
ran
sm
it i
ts v
alu
es
. A c
as
e s
tud
y w
ill
de
mo
ns
tra
te t
ha
t th
e ‘b
en
evo
len
t Tr
oja
n h
ors
e’
mo
de
l ca
n b
e h
elp
ful i
n a
tte
mp
tin
g t
o i
nte
gra
te
the
sa
cre
d a
nd
se
cu
lar
in d
ail
y p
rac
tic
e.
The
Chu
rch
and
cre
ativ
e p
rofe
ssio
nals
Th
e S
eve
nth
-day
Adv
ent
ist C
hurc
h h
as a
lon
g h
isto
ry o
f pri
vile
gin
g ce
rta
in p
rofe
ssio
ns.
Th
e w
ork
of
pas
tors
, mis
sio
nari
es,
eva
ng
elis
ts, t
eac
he
rs,
adm
inis
trat
ors
, do
cto
rs, n
urse
s, e
ven
me
dia
pro
du
cers
, pu
blis
he
rs a
nd
mu
sici
an
s is
ro
utin
ely
ce
leb
rate
d in
Adv
ent
ist l
itera
ture
. Th
ese
pro
fess
ions
te
nd
to d
efin
e th
e sh
ape
of t
he
Chu
rch.
Th
e C
hurc
h, h
owev
er,
do
es
not
fin
d it
eas
y to
ac
clai
m o
r pa
tro
nise
th
e w
ork
of o
the
r cr
eat
ive
pro
fess
ion
als
. Wh
ere
are
th
e g
reat
sym
ph
on
ies
com
mis
sio
ne
d by
th
e C
hurc
h to
ce
leb
rate
sig
nific
ant
eve
nts?
How
man
y ac
clai
me
d w
ork
s of
Adv
ent
ist a
rt
or
scul
ptur
e a
re to
be
foun
d in
th
e g
reat
ga
lleri
es
of
the
wo
rld?
Th
e nu
mb
er
of s
eri
ous
aw
ard
-win
nin
g,
lead
ing
-edg
e w
orks
of A
dve
ntis
t arc
hite
ctur
e is
m
inis
cule
; no
ne
are
in t
he
text
s o
n a
rchi
tect
ure
. It
app
ea
rs t
hat
th
e C
hurc
h vi
ews
the
se a
ctiv
itie
s as
m
ere
ly s
ecu
lar
at b
est
, but
mo
re o
fte
n, g
ive
n th
e im
min
en
ce o
f th
e S
eco
nd
Ad
vent
, as
irre
spo
nsi
ble
di
vers
ions
of t
ime,
mo
ney
an
d ta
lent
s fr
om
its
core
b
usi
ne
ss.
Stu
de
nts
of A
dve
ntis
t his
tory
will
kn
ow o
f J. N
. Lo
ug
hb
oro
ug
h, a
pio
ne
eri
ng
Ad
vent
ist p
rea
che
r an
d ad
min
istr
ator
, but
few
will
hav
e st
udie
d th
e co
ntri
but
ion
to t
he
ea
rly
Chu
rch
of h
is b
roth
er
W. K
. Lo
ug
hbo
rou
gh,
an
Adv
ent
ist a
rchi
tect
wh
o p
ract
ise
d in
Bat
tle C
reek
and
late
r bu
ilt a
nd m
anag
ed P
acifi
c P
ress
in C
alif
orn
ia. L
ittle
is k
now
n of
Will
iam
Sis
ley,
pl
anne
r an
d ar
chite
ct o
f sev
era
l Adv
ent
ist c
olle
ge
s (U
nion
, Wa
lla W
alla
and
Ke
ene,
now
So
uthe
rn
Ad
vent
ist U
niv
ers
ity, i
n th
e U
SA
an
d A
von
da
le
Co
lleg
e in
Aus
tral
ia)
as w
ell
as
som
e si
gn
ifica
nt
build
ing
s in
Bat
tle C
ree
k, M
ichi
gan
. Sis
ley
was
a
clo
se c
onfid
ant o
f Elle
n G
. Whi
te; t
he
on
e to
wh
om
sh
e tu
rne
d to
ma
na
ge
he
r p
ub
lish
ing
bu
sin
ess
co
nce
rns
duri
ng
part
of h
er
seve
n-y
ea
r st
ay in
A
ustr
alia
.S
ea
rchi
ng
for
‘arc
hite
ctur
e’ in
th
e liv
e ve
rsio
n of
th
e A
dve
ntis
t ye
arb
oo
k p
rodu
ces
zero
re
sults
; th
e sa
me
sea
rch
in t
he
Adv
ent
ist D
ire
cto
ry a
chie
ves
ide
ntic
al r
esu
lts. A
se
arc
h fo
r ‘b
uild
ing’
is a
lso
rew
ard
ed
with
lim
ited
ent
rie
s. M
ost
of t
he
links
are
to
do
with
nam
es
of b
uild
ing
s o
r bu
ildin
g up
th
e C
hurc
h. O
nly
a fe
w a
re c
onc
ern
ed
with
th
e m
inis
try
of c
on
stru
ctin
g b
uild
ing
s, n
on
e w
ith d
esi
gn
ing
the
m
arch
itect
ural
ly. A
rchi
tect
s an
d ar
chite
ctur
e ar
e cl
ea
rly
not
in t
he
fore
gro
und
of A
dve
ntis
t thi
nkin
g;
they
ap
pe
ar
to h
ave
little
to c
ont
ribu
te to
th
e C
hu
rch’
s p
erc
eiv
ed
mis
sio
n. T
he
sam
e is
pro
ba
bly
tr
ue
of v
ari
ou
s ot
he
r cr
eat
ive
pro
fess
ion
als
. Mus
t th
is
be
so?
The
‘ben
evo
lent
Tro
jan
hors
e’T
he
follo
win
g ex
ampl
es il
lust
rate
th
e ab
ility
of
cre
ativ
e p
rofe
ssio
na
ls, l
ike
a b
en
evo
lent
Tro
jan
ho
rse,
to p
en
etra
te a
reas
tha
t wo
uld
oth
erw
ise
be im
pene
trab
le to
th
e C
hurc
h’s
me
ssa
ge
and
mes
seng
ers.
In e
ach
case
th
ose
conc
erne
d ha
d
A ‘b
enev
ole
nt T
roja
n ho
rse’
: Sac
red
va
lues
in a
sec
ular
set
ting
Dav
id S
taff
ord
Fel
low
, Ro
yal A
ustr
alia
n In
stitu
te o
f A
rchi
tect
s; H
ead
, Dis
cip
line
of
Arc
hite
ctur
e an
d D
eput
y H
ead
, Sch
oo
l of
Arc
hite
ctur
e an
d t
he B
uilt
Env
ironm
ent,
The
U
nive
rsity
of
New
cast
le, N
SW
nev
er
he
ard
of S
eve
nth
-day
Adv
ent
ists
an
d w
oul
d n
ot b
e ki
ndl
y di
spo
sed
to t
he
Chu
rch’
s n
orm
al
app
roac
he
s. H
owev
er,
they
we
re o
pe
n to
de
ep
dis
cuss
ion
on
relig
iou
s m
atte
rs w
ith a
pro
fess
ion
al
colle
ag
ue;
on
e w
ho
sha
red
with
th
em
th
e sa
me
cultu
ral a
nd c
reat
ive
conc
erns
.In
Lo
nd
on,
a s
eni
or
arch
itect
in o
ne
of t
he
wo
rld
’s
larg
est
pra
ctic
es
conf
ront
s a
youn
g, A
ustr
alia
n,
Sev
ent
h-d
ay A
dve
ntis
t arc
hite
ct. I
n th
e m
iddl
e of
an
op
en
-pla
n offic
e h
e d
em
ands
to k
now
if a
nd
why
th
e n
ew r
ecr
uit r
ea
lly b
elie
ves
in t
he
Bib
le, a
pe
rso
nal
Go
d, t
he
Sab
bath
an
d m
ore
. Th
e qu
est
ions
an
d a
nsw
ers
co
ntin
ue
for
som
e tim
e to
th
e a
mu
sem
ent
of
man
y, b
ut s
om
e refle
ct s
eri
ou
sly
on
wh
at t
hey
ha
ve h
ea
rd a
nd
cont
inu
e th
e co
nve
rsat
ion
pri
vate
ly.
As
win
ter
ap
pro
ach
es,
th
e yo
ung
arc
hite
ct, u
po
n re
que
stin
g p
erm
issi
on
to le
ave
wo
rk p
rio
r to
sun
set,
e
njoy
s a
n ex
ten
de
d di
scu
ssio
n o
n hi
s b
elie
fs a
nd
valu
es
with
th
e fo
und
er
of t
he fir
m.
In a
not
he
r in
stan
ce, t
he
seni
or
part
ne
r of
th
e in
tern
atio
nal fi
rm o
f arc
hite
cts
that
wo
n th
e d
esi
gn
com
pet
itio
n fo
r A
ustr
alia
’s N
ew P
arl
iam
ent
Ho
use,
w
ith s
om
e in
tere
st, c
on
sid
ers
th
e S
eve
nth
-day
A
dve
ntis
t arc
hite
ct’s
rea
son
s fo
r d
ecl
inin
g to
de
sig
n th
e M
em
be
rs’ B
ar.
A ‘b
enev
ole
nt T
roja
n ho
rse’
cas
e st
udy
Th
e p
oss
ibili
ties,
illu
stra
ted
by t
hes
e ex
ampl
es,
of e
xte
ndi
ng
the
Chu
rch’
s m
issi
on
in t
he
secu
lar
sett
ing
are
re
adily
ob
serv
ed
and
occ
asio
nally
ac
know
led
ge
d. H
owev
er,
they
ten
d to
be
inst
ance
s in
whi
ch t
he
pro
clam
atio
n or
def
ence
of b
elie
fs a
nd
valu
es
is c
arr
ied
out
in a
n ov
ert
fas
hio
n in
re
spo
nse
to a
d h
oc,
infr
eque
nt o
ppo
rtun
ities
. Pe
rhap
s th
e tr
ansm
issi
on
of v
alu
es
can
be
bet
ter
achi
eve
d th
rou
gh
a le
ss s
elf-
con
scio
us,
ge
ntle
r w
ay in
wh
ich
a re
ligio
us f
ram
ewor
k, in
clu
din
g p
ract
ice,
co
nce
pts
and
even
vo
cabu
lary
, is
seam
less
ly a
nd c
ont
inuo
usly
in
teg
rate
d w
ith e
very
day
secu
lar
activ
itie
s. W
hy
lock
up
the
pot
ent
ial r
ich
es
of s
pir
itua
l exp
eri
enc
e in
a s
acre
d-o
nly
box
? W
hy p
ige
onh
ole
th
e g
reat
est
id
eas
an
d th
em
es
in t
he
univ
ers
e fo
r o
ne
-day
pe
r w
ee
k us
e? W
hy n
ot r
out
ine
ly a
pp
ly in
telle
ctua
l an
d ex
pe
rie
ntia
l sp
iritu
al-
relig
ious
kn
owle
dge
to a
ll e
nd
eav
ou
rs, s
acre
d o
r se
cula
r?A
man
ifest
o p
roje
ct fo
r fin
al y
ear
arc
hite
ctur
e st
ud
ent
s w
ill s
erv
e to
illu
stra
te h
ow t
he
fram
es
that
defin
e se
cula
r a
nd
sacr
ed
can
be
me
rge
d o
r ov
erla
pped
to fa
cilit
ate
valu
es t
rans
mis
sion
and
di
scus
sio
n of
th
e b
elie
f sys
tem
tha
t sus
tain
s th
em
.In
the fir
st t
wo
yea
rs, s
tud
ent
s a
re g
ive
n th
e ba
sic
too
ls o
f de
sig
n. B
ut o
n re
achi
ng
thir
d ye
ar,
asp
ect
s of
th
e ro
les
of a
rchi
tect
s an
d th
eir
va
lue
s sy
ste
ms
or e
thic
al s
tanc
es
are
intr
odu
ced
in t
he
cont
ext o
f d
esi
gni
ng.
Stu
de
nts
are
co
nfro
nte
d w
ith q
ue
stio
ns
such
as
‘wo
uld
you
be
pre
pare
d to
acc
ept
a lu
crat
ive
com
mis
sio
n to
de
sig
n a
bro
the
l, m
ayb
e a
casi
no
or
an e
xpe
nsiv
e h
ous
e fo
r a
know
n dr
ug
lord
?’ T
his
‘ha
rde
ns
up’
th
e d
iscu
ssio
ns
that
lin
k va
lue
s a
nd
arc
hite
ctu
ral d
esi
gn.
In
the
fou
rth
yea
r st
ud
ent
s n
ee
d to
re
sea
rch
the
po
sitio
ns
of le
adin
g ar
chite
cts
and
final
ly in
th
eir fif
th y
ea
r th
ey a
re r
eq
uir
ed
to w
rite
th
eir
ow
n m
an
ifest
o. I
n th
is p
roje
ct s
tud
ent
s m
ust
a
rtic
ulat
e a
com
pre
he
nsi
ve p
ers
on
al p
osi
tion
with
re
ga
rd to
th
e th
eo
ry a
nd
pra
ctic
e of
arc
hite
ctur
e;
it m
ust b
e su
pp
ort
ed
by a
va
lue
s sy
ste
m o
r et
hica
l st
ance
. It i
s tit
led
‘man
ifest
o’ b
eca
use
it is
ab
out
m
aki
ng
know
n o
r m
an
ifest
whi
le s
imul
tane
ous
ly
be
ing
det
aile
d a
nd
com
ple
te li
ke a
shi
p’s
man
ifest
. To
fost
er
a g
enu
ine
and
inte
nse
disc
ussi
on
of
valu
es,
th
e m
anife
sto
pro
ject
is n
ot a
sse
sse
d. T
he
valu
es
exp
ress
ed
in e
ach
man
ifest
o b
elo
ng
to t
he
ir
auth
ors
an
d ca
nnot
be
gai
nsai
d. H
owev
er,
a nu
mb
er
of s
ess
ions
are
sch
edu
led
in w
hich
th
e g
roup
is
en
cour
ag
ed
to v
igo
rou
sly
test
indi
vidu
al p
osi
tions
.A
t th
e b
egi
nnin
g of
th
e p
roje
ct, t
he
cour
se
coo
rdin
ato
r m
ake
s a
pre
sent
atio
n of
a p
ers
ona
l m
anife
sto.
As
a w
ork
ing
mo
de
l fo
r st
ud
ent
s to
o
bse
rve,
it p
rovi
de
s a
n id
ea
l ve
hicl
e to
exp
lore
, w
ith a
cap
tive
audi
enc
e, t
he
inte
gra
tion
of s
acre
d va
lue
s w
ith t
he
secu
lar
pra
ctic
e of
arc
hite
ctur
e.
Stu
de
nts
are
can
didl
y in
form
ed
that
th
e m
anife
sto
is b
ase
d o
n a
po
sitio
n th
at h
as c
han
ge
d. I
nitia
lly it
w
as d
og
mat
ic, c
ha
ract
eri
sed
by c
ert
aint
y an
d an
in
telle
ctua
l app
roac
h to
a li
mite
d ra
ng
e of
co
nce
rns
and
by a
mas
ter/
serv
ant a
ttitu
de
to te
achi
ng
stu
de
nts
how
to d
o a
rchi
tect
ure.
How
eve
r th
e p
osi
tion
has
evo
lve
d a
nd
be
com
e n
on
-det
erm
inis
tic, n
on
-lin
ea
r, n
on
-re
du
ctiv
ist,
cha
ract
eri
sed
by in
clu
sivi
ty a
nd
lack
of c
ert
aint
y, m
ore
idio
sync
ratic
tha
n no
rmat
ive;
a
po
sitio
n th
at a
ckn
owle
dg
es
the
mut
ual b
en
efit
s in
th
e te
ach
er/
stu
de
nt r
ela
tions
hip.
It is
a p
osi
tion
that
no
lon
ge
r d
efin
es
intu
itio
n p
ejo
rativ
ely
as
the
kne
e-j
erk
act
ion
s of
fee
ble
inte
llect
s b
ut a
ffirm
s th
at
arc
hite
ctur
e b
eco
me
s tr
ansc
en
de
nt w
he
n a
ll G
od
-gi
ven
facu
lties
, par
ticul
arly
intu
itive
and
inte
llect
ual
pro
cess
es,
are
evi
de
nt. T
his
alig
ns w
ith Y
ehu
di
Me
nuhi
n’s
view
tha
t mus
ic c
an b
e cr
eat
ed
and
appr
ecia
ted
intu
itive
ly o
r in
telle
ctua
lly b
ut c
an o
nly
be s
ublim
e w
hen
cre
ate
d an
d ap
prec
iate
d in
tuiti
vely
an
d in
telle
ctua
lly.
Ref
ere
nce
is m
ade
to L
eo
n B
attis
ta A
lbe
rti,
a fa
mo
us 1
5th
cent
ury
Re
nais
sanc
e m
an w
ell
know
n to
mo
st s
tud
ent
s of
arc
hite
ctur
e, w
ho
inst
ruct
ed
arc
hite
cts
to a
bso
rb w
hate
ver
mig
ht s
upp
ly a
use
ful
mo
del t
o fa
cilit
ate
the
pro
cess
of c
onc
eptu
alis
ing.
S
tude
nts
are
then
invi
ted
to c
ons
ider
re
ligio
us b
elie
fs
as p
rovi
din
g su
ch m
od
els
. It i
s su
gg
est
ed
that
tw
o us
eful
mo
de
ls a
re r
ela
ted
to t
he
Ge
ne
sis
acco
unt o
f o
rigi
ns a
nd
an a
tte
mpt
is m
ade
to a
pp
ly a
spe
cts
of
the
sacr
ed to
co
ntem
po
rary
arc
hite
ctur
al t
heo
ry a
nd
pra
ctic
e.
“
“
”
”
Th
e ch
urc
h d
oes
no
t fin
d
it e
asy
to
accl
aim
or
pat
ron
ise
the
wo
rk o
f oth
er
crea
tive
p
rofe
ss-
ion
als
A s
enio
r ar
chit
ect
in o
ne
of
the
wo
rld
’s
larg
est
pra
ctic
es
conf
ront
s a
you
ng S
DA
ar
chit
ect,
d
eman
din
g
to k
no
w if
an
d w
hy t
he
new
rec
ruit
b
elie
ves
in
the
Bib
le,
a p
erso
nal
G
od
, th
e S
abb
ath,
an
d m
ore
012
| TE
AC
H |
i1i1
| T
EA
CH
|
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Teac
hing
& P
rofe
ssio
nal P
ract
ice
resp
on
sib
ility
fo
r a
ctio
ns.
Co
nclu
sio
nIn
tw
o d
eca
de
s of
inte
gra
ting
sacr
ed
be
liefs
, va
lue
s an
d vo
cabu
lary
into
teac
hing
at s
ecul
ar in
stitu
tions
, at
ten
de
d by
stu
de
nts
of m
any
be
liefs
, th
ere
hav
e b
ee
n n
o n
eg
ativ
e re
pe
rcu
ssio
ns.
On
the
cont
rary
A
dve
ntis
t va
lue
s an
d b
elie
fs, a
litt
le li
ke t
he
Troj
an
ho
rse,
hav
e b
ee
n w
elc
om
ed
be
hin
d so
me
oth
erw
ise
impe
netr
able
wa
lls. B
y th
is m
eans
, stu
dent
s ha
ve
had
the
ir va
lue
s, a
nd
the
be
liefs
tha
t giv
e ri
se to
th
em
, ch
alle
ng
ed.
Th
ey h
ave
als
o b
ee
n e
nco
ura
ge
d to
ca
refu
lly c
ons
ide
r th
at, c
ont
rary
to p
op
ula
r op
inio
n, C
hris
tiani
ty p
rovi
des
an e
xce
llent
foun
datio
n fo
r p
ers
on
al v
alu
es
dev
elo
pm
ent
. TE
AC
H
Th
e D
are
to M
ake
a D
iffer
ence
: Act
ivity
&
Fu
ndra
isin
g K
it, p
repa
red
by A
DR
A A
ustr
alia
, is
for
yout
h w
ho
wan
t to
do
som
ethi
ng
for
oth
ers
w
hile
hav
ing
fun
an
d le
arn
ing
ab
ou
t th
e w
orl
d.
Dar
e to
Mak
e a
Diff
eren
ce: A
ctiv
ity &
Fu
ndra
isin
g K
it dr
aws
atte
ntio
n to
ne
eds
aro
und
the
wo
rld
and
show
s w
hy y
oun
g p
eo
ple
’s h
elp
is e
sse
ntia
l. T
he
kit p
rovi
de
s id
eas
of e
vent
s yo
uth
can
join
, vo
lunt
eer
ing
opp
ort
uniti
es a
nd a
ctiv
ities
th
at
yout
h ca
n o
rgan
ise
to h
elp
mak
e a
diff
ere
nce
in
the
ir lo
cal c
om
mun
ity a
s w
ell
as c
om
mun
itie
s a
roun
d th
e w
orl
d.
Fo
r a
copy
of t
he
Dar
e to
Mak
e a
Diff
eren
ce:
Act
ivity
& F
und
rais
ing
Kit
visi
t ww
w.a
dra
.org
.a
u/g
eti
nvo
lve
d/E
ven
ts_
to_
Jo
in o
r ca
ll A
DR
A
Aus
tra
lia o
n 18
00
242
372
.
Dar
e to
mak
e a
diff
eren
ceA
lexa
ndra
Mar
ekM
ark
etin
g an
d P
ublic
Re
latio
ns A
ssis
tant
,A
DR
A A
ustr
alia
It is
pro
po
sed
to s
tud
ent
s th
at c
reat
ion
and
cre
ativ
ity
are
link
ed
be
caus
e th
e cr
eat
ion
sto
ry, i
n th
e fir
st
chap
ters
of t
he
text
, int
rodu
ces,
am
ong
othe
r th
ings
, tw
o is
sue
s of
dir
ect
re
leva
nce
to t
he
pro
duct
ion
of a
rchi
tect
ure.
Fir
st, a
pic
ture
is p
aint
ed
of t
he
om
nip
ote
nt, o
mn
isci
ent
, om
nip
rese
nt a
nd
infin
ite
On
e w
ho
bri
ng
s o
rde
r o
r co
smo
s o
ut o
f cha
os.
Thi
s is
pa
rtic
ula
rly
rele
vant
giv
en
that
th
e o
rde
r ve
rsu
s ch
aos
deba
te in
arc
hite
ctur
al t
he
ory
, be
gun
alm
ost
fiv
e m
ille
nnia
ag
o, r
em
ains
cur
rent
an
d is
link
ed
to
Co
lem
an’s
pre
requ
isite
s of
tru
e ae
sth
etic
exp
eri
enc
e na
mel
y, t
rans
prac
tical
app
reci
atio
n, t
rans
mun
dane
si
gn
ifica
nce
and
tran
scha
otic
str
uctu
re. S
eco
nd,
th
e su
prem
e pr
odu
ct, h
uman
kind
, is
inve
sted
with
a d
uty
of r
esp
on
sib
le s
tew
ard
ship
in t
he
care
an
d n
urt
ure
of
cre
atio
n.T
he
cons
equ
enc
es
of b
ein
g a
part
of t
he
cre
atio
n of
th
e infin
ite C
reat
or
are
then
dis
cuss
ed. C
haos
th
eo
ry, l
oo
sely
ap
pro
pri
ate
d in
th
e se
rvic
e of
a
visu
al a
rt, i
s in
tro
duce
d in
thi
s co
ntex
t be
caus
e it
em
ph
asi
ses
the
com
ple
xitie
s of
nat
ure
an
d th
e lim
itatio
ns o
f our
ob
serv
atio
ns. A
t clo
se q
uart
ers
na
ture
ap
pe
ars
tota
lly c
hao
tic. N
o tw
o le
ave
s of
th
e b
illio
ns t
hat e
xist
are
th
e sa
me
eve
n w
ithin
th
e sa
me
spe
cie
s; s
imila
rly
no
two
tre
es
are
the
sam
e. B
ut a
t a d
ista
nce
a di
ffe
rent
kin
d of
ord
er
be
com
es
ap
pa
rent
. Th
e o
rde
r of
leav
es
be
com
es
an
ord
er
of t
ree
s th
at b
eco
me
s a
n o
rde
r of
fo
rest
s,
only
bec
omin
g cl
ear
with
incr
easi
ng d
ista
nce.
Th
e w
ho
le w
orl
d di
sso
lve
s in
to a
sin
gle
ord
er
fro
m a
di
stan
ce. T
he
clas
sica
l Pla
toni
c fe
ar
of c
hao
s,
und
ers
too
d as
lack
of o
rde
r, ha
s b
ee
n ta
me
d by
re
vea
ling
a n
ew h
om
og
en
eity
or
unity
evi
de
nce
d by
a ‘p
erf
ect
’ ra
nd
om
ne
ss t
hat
pro
du
ces
reg
ula
r sa
mp
les.
Be
auty
is n
ow m
ore
cle
arl
y di
sce
rne
d in
th
e ch
aos
of n
atur
e an
d na
tura
l ph
en
om
ena
; an
d th
e si
mu
ltan
eo
us
de
sire
fo
r re
gu
lari
ty a
nd
irre
gu
lari
ty,
at d
iffe
rent
sca
les,
is m
ore
re
adily
un
de
rsto
od.
Th
e u
ltim
ate
ord
er
of t
he
un
ive
rse
is o
nly
ob
serv
ab
le a
t th
e ap
pro
pri
ate
dist
ance
by
the
infin
ite, o
mni
pre
sent
C
reat
or,
but h
uman
kin
d is
una
ble
to b
e in
cre
atio
n an
d si
mul
tane
ousl
y su
ffici
ent
ly d
ista
nt f
rom
it to
ful
ly
com
pre
he
nd
its o
rde
r. T
he
ess
ent
ial q
ua
lity
the
n of
hu
man
inte
rven
tions
may
invo
lve
insp
irat
ion
from
na
ture
but
not
a v
ain
atte
mpt
to im
itate
it, a
s to
do
so
wo
uld
be
bot
h fu
tile
and
may
be
eve
n b
lasp
he
mo
us
in it
s pr
esum
ptuo
us c
halle
nge
to t
he
infin
ite C
reat
or.
Stu
de
nts
are
aske
d to
co
nsid
er
the
ide
a th
at
hum
anity
, inv
est
ed w
ith a
n ap
pare
ntly
cha
otic
in
divi
dual
ity b
y th
e infin
ite C
reat
or,
will
pro
duce
w
ork
whi
ch is
als
o ri
ch, b
eau
tiful
an
d na
tura
l in
its
appa
rent
ran
do
mn
ess
but
whi
ch, f
rom
th
e co
rre
ct
dist
ance
, may
rev
ea
l a s
pe
cia
l kin
d of
ord
er.
Thi
s p
reve
nts
any
th
eo
retic
al p
osi
tion
fro
m b
eco
min
g d
og
ma.
It is
als
o p
rop
ose
d th
at a
fur
the
r co
nse
que
nce
of b
ein
g a
cre
atu
re, m
ad
e by
and
in t
he
imag
e of
th
e infin
ite C
reat
or,
is t
he
rea
lisat
ion
of a
re
sulta
nt
mo
ral o
blig
atio
n, fi
rstly
to t
he
Cre
ato
r an
d th
en,
by
exte
nsio
n, to
all
cre
atio
n. I
n th
is m
od
el,
hum
ans
are
the
acco
unta
ble
ste
wa
rds
of c
reat
ion
as o
pp
ose
d to
bei
ng it
s m
aste
rs. T
he
diff
ere
nce
is f
und
am
ent
al
to t
he
way
arc
hite
ctur
e is
app
roac
hed
and
in t
he
est
ablis
hme
nt o
f re
latio
nshi
ps
with
oth
ers
. At a
bas
ic
leve
l, th
is m
eans
th
at a
rchi
tect
s w
ill t
ake
seri
ousl
y no
t onl
y is
sues
of e
nvir
onm
enta
l sus
tain
abili
ty,
but
am
on
g ot
he
r th
ing
s, t
he
ne
ed
to w
ork
with
in
the
limits
of c
lient
s’ b
ud
get
s an
d, in
sofa
r as
it is
co
mpa
tible
with
oth
er
asp
ect
s of
th
eir
arc
hite
ctur
al
an
d p
ers
on
al v
alu
es,
re
spe
ct c
lient
s’ p
refe
ren
ces
and
wis
hes.
Two
sub
sid
iary
issu
es flo
win
g fr
om
th
e G
en
esi
s ac
coun
t are
can
vass
ed.
Fir
st, i
t is
in t
he
are
a of
ima
gina
tion
that
th
e im
ag
e of
th
e infin
ite
Cre
ato
r is
dis
cern
ed.
Hu
ma
nity
is fi
nite
in a
ll as
pect
s of
exi
ste
nce
exce
pt fo
r im
agin
atio
n; it
is
the
refo
re p
rob
ab
le t
hat
in t
he
acts
of c
reat
ivity
, im
agin
atio
n o
ccup
ies
the
high
est o
ffice
. Se
con
d,
read
ing
of a
nd a
tte
mpt
s to
un
ders
tan
d th
e te
xt
lea
d to
exe
get
ica
l ap
pro
ach
es
rath
er
than
th
ose
th
at a
re m
ore
sp
ecu
lativ
e o
r ta
cit.
Fur
the
r, th
e influ
enc
e of
th
eo
log
y is
ce
ntri
pet
al;
cent
re-s
ee
kin
g.
How
eve
r, m
uch
cont
em
po
rary
arc
hite
ctur
al t
he
ory
ap
pe
ars
ce
ntri
fug
al,
cent
re-fl
eein
g, a
lthou
gh it
is
ackn
owle
dg
ed
that
th
e m
arg
ins
mig
ht p
rovi
de
a re
alm
in w
hich
cre
ativ
ity fl
ou
rish
es.
Fai
th is
als
o di
scus
sed
by r
efer
ence
to
Kie
rke
gaa
rd w
ho
dev
elo
pe
d th
e n
otio
n of
fai
th a
s a
leap
acr
oss
th
e ch
asm
at t
he
limits
of k
now
led
ge,
or
ratio
na
lity
resi
de
nt s
om
ewh
ere
in t
he
sub
ject
ive
and
absu
rd. H
owev
er,
it is
pro
po
sed
that
alm
ost
20
00
year
s ag
o, fa
ith w
as b
ette
r defin
ed
as t
he
sub
stan
ce
of t
hin
gs
not
se
en,
bas
ed
on
tho
se t
hin
gs
and
ide
as
wh
ich
are
kn
owa
ble
th
rou
gh
ratio
na
l, in
telle
ctu
al,
expe
rien
tial a
nd in
tuiti
ve p
roce
sse
s. T
his
pro
vid
es
a us
eful
mo
de
l be
caus
e a
rchi
tect
ure
is a
n ac
t of
faith
in t
he
abili
ty to
so
lve
see
min
gly
un
solv
ab
le
pro
ble
ms;
a fo
rwa
rd p
roje
ctio
n of
th
e se
en
to t
hat
w
hich
mig
ht b
e, a
t onc
e o
bje
ctiv
e an
d su
bje
ctiv
e.
Fai
th in
arc
hite
ctur
e th
en le
ads
to a
rej
ectio
n of
so
me
rece
nt n
ihili
stic
arc
hite
ctur
al p
osi
tions
.T
he
man
ifest
o m
od
el p
rese
nte
d to
th
e st
ud
ent
s a
lso
incl
ud
es
a ra
ng
e of
tech
nica
l an
d p
roce
ss
conc
erns
and
is c
onc
lude
d by
ref
eren
ce to
S
eb
astia
no
Se
rlio
, a 1
6th
ce
ntur
y It
alia
n a
rchi
tect
. In
his
tre
atis
e, p
atte
rns
and
rule
s ar
e ex
tens
ivel
y an
d pr
escr
iptiv
ely
pro
pou
nded
whi
le p
arad
oxic
ally
h
e co
nsta
ntly
ret
urns
to t
he
not
ions
of t
he
arc
hite
ct’s
di
scre
tion
and
lice
nce
and
the
nece
ssity
of r
egi
onal
va
riat
ion.
Th
ese
co
nce
pts
are
linke
d to
a s
umm
ary
of
th
e m
anife
sto,
a p
osi
tion
that
se
eks
ve
ritie
s w
hile
si
mul
tane
ous
ly a
sser
ting
ind
ivid
ua
l dis
cret
ion
an
d
“”
In t
his
mo
del
h
um
ans
are
acco
unt
able
st
ewar
ds
of
crea
tio
n as
o
pp
ose
d t
o
its
mas
ters
014
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ntis
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ools
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x: 0
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ox 4
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wo
gwoo
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iVict
oct
oriaria
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4
Tel:
03
9871
751
8Fa
x: 0
3 98
70 7
715
Emai
l: s
choo
ls@
adve
ntis
t.edu
.au
Are
YO
U b
eing
cal
led
to jo
in th
eed
with
Adv
entis
t Sch
ools
Aus
tral
ia?
vent
ist S
col
s A
Pho
togr
aphy
: Den
e H
awke
n
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Intr
od
uctio
n‘W
he
re i
s e
arl
y c
hil
dh
oo
d e
du
ca
tio
n h
ea
din
g?
’ I a
ske
d m
yse
lf—
the
ma
ny
ch
an
ge
s it
ha
s u
nd
erg
on
e o
ver
the
yea
rs e
vid
en
t fr
om
th
e b
oo
ks o
n m
y sh
elv
es
.
I de
cid
ed
—w
ith s
om
e re
gre
t I m
ight
ad
d—
that
it w
as
time
to c
lean
out
my
pro
fess
iona
l bo
oks
he
lve
s at
h
om
e, to
mak
e ro
om
for
new
bo
oks
an
d re
sour
ces.
T
his
task
wo
uld
take
tim
e. B
efo
re d
ona
ting
my
pre
cio
us a
nd
we
ll-lo
ved
bo
oks
to a
wo
rthy
cau
se,
clo
se f
rie
nds
wh
o m
ight
be
inte
rest
ed
in t
he
m, o
r co
nsig
nin
g th
em
to t
he
ga
rba
ge
bin
, I n
ee
de
d to
sc
an t
he
bo
oks
’ co
nte
nts.
Th
ere
was
alw
ays
the
po
ssib
ility
of c
om
ing
acro
ss o
ld ‘h
idd
en
tre
asur
e’.
But
aft
er
havi
ng
sift
ed
thro
ug
h m
y o
ld ‘t
reas
ure
s’
I re
alis
ed
I’ve
chan
ge
d. M
y te
achi
ng
pra
ctic
es,
so
me
of m
y va
lue
s, a
nd
mo
st im
po
rtan
tly m
y vi
ew o
f our
‘li
ttle
pe
op
le’—
wh
o a
re y
et to
hav
e a
voic
e lo
ud
en
ou
gh
to b
e h
ea
rd b
y th
e p
eo
ple
th
at m
atte
r—h
ave
chan
ged.
I ha
d m
ove
d to
a n
ew p
arad
igm
.T
he
ed
uca
tion
of c
hild
ren
in t
he
ir e
arl
y ch
ildh
oo
d ye
ars
has
alw
ays
be
en
my
ultim
ate
mis
sio
n in
life
, b
eca
use
the
ea
rly
yea
rs o
f a c
hild
are
so
imp
ort
ant.
E
arl
y ex
pe
rie
nce
s m
oul
d an
d sh
ape
the
child
m
ent
ally
, phy
sica
lly, s
oci
ally
an
d sp
iritu
ally
. I b
elie
ve
a ch
ild’s
pro
cess
ing
of t
he
ir ex
pe
rie
nce
s d
oe
s n
ot
ne
cess
ari
ly e
nd
with
th
e e
arl
y ch
ildh
oo
d ye
ars
, bu
t co
ntin
ue
s m
uch
lon
ge
r, an
d h
enc
e, influ
en
ces
pre
sent
an
d fu
ture
re
latio
nsh
ips.
At A
von
dale
Ea
rly
Lea
rnin
g C
ent
re, t
he
staf
f an
d I h
elp
th
e ch
ildre
n to
form
he
alth
y re
latio
nshi
ps
in a
wa
rm a
nd
frie
ndl
y e
nvir
onm
ent
. In
this
co
ntex
t w
e e
nco
ura
ge
the
child
ren
to c
om
mun
icat
e an
d ex
pre
ss t
he
ir f
ee
ling
s in
app
ropr
iate
way
s an
d th
us
curt
ail
fee
ling
s th
at s
om
etim
es
giv
e ri
se to
‘dis
tort
ed
’ b
eh
avio
ur. S
uch
fee
ling
s—in
clu
din
g fr
ustr
atio
n, h
urt,
in
just
ice,
fear
, or
isol
atio
n—
ofte
n tr
igg
er
ang
er
and
he
nce
are
dis
pla
yed
thro
ug
h ce
rtai
n b
eh
avio
urs.
As
a C
hris
tian
earl
y ch
ildho
od
educ
ator
, I h
ave
the
pri
vile
ge
of f
acili
tatin
g a
ge
app
rop
riat
e p
lay
that
ass
ists
with
dev
elo
pin
g p
osi
tive
out
com
es
for
child
ren.
Th
e ke
y fe
atur
es a
re t
he
expa
nsio
n o
f chi
ldre
n’s
cog
niti
ve p
roce
sse
s an
d la
ngua
ge
dev
elo
pm
ent
. As
child
ren
acq
uir
e co
mm
un
icat
ion
skill
s th
ey a
lso
lea
rn t
o us
e la
ngua
ge to
adj
ust t
hei
r so
cia
l be
hav
iou
r; d
eve
lop
ing
gre
ate
r co
nfid
en
ce
and
a se
nse
of s
ecu
rity
. Chi
ldre
n g
row
an
d d
eve
lop
to t
he
ir fu
ll p
ote
ntia
l wh
en
they
fee
l saf
e w
ithin
th
eir
env
iro
nme
nt a
nd,
mo
re s
o, w
he
n th
ey t
rust
th
e p
eo
ple
with
in it
. Fur
the
rmo
re, w
he
n yo
ung
child
ren
are
pro
vid
ed
with
th
e o
pp
ort
unity
of d
eve
lop
ing
a nu
mb
er
of s
urvi
val s
kills
an
d st
rate
gie
s th
at w
ork
in
the
ir in
tera
ctio
ns w
ith p
ee
rs, t
he
se s
kills
be
com
e au
tom
atic
. Gra
dua
lly, w
ith e
nco
ura
ge
me
nt f
rom
p
are
nts
an
d te
ach
ers
, chi
ldre
n id
ent
ify a
nd
own
the
m a
s th
eir
str
en
gth
s, a
nd
mo
re s
o, t
hey
be
com
e pa
rt o
f th
eir
‘se
lf’. I
de
ntify
ing
on
e’s
‘se
lf’ a
llow
s ch
ildre
n to
de
rive
me
anin
g fr
om
th
eir
situ
atio
n. T
his
furt
he
r e
nab
les
the
m to
mak
e an
d ex
plo
re o
the
r co
nne
ctio
ns a
nd
rela
tions
hip
s.C
hild
ren
in t
he
ir e
arl
y ch
ildh
oo
d ye
ars
lea
rn
with
out
text
bo
oks
; th
ey le
arn
thr
ou
gh
ob
serv
ing
and
pra
ctis
ing.
Our
cha
llen
ge
as
ed
uca
tors
is to
pro
vid
e th
e b
est
op
po
rtun
itie
s w
e ca
n fo
r th
e ch
ildre
n. O
n o
ccas
ions
, wh
en
in d
oub
t, w
e sh
are
our
th
ou
ght
s w
ith t
he
pare
nt/c
are
r an
d fe
llow
sta
ff m
em
be
rs. A
s w
e d
o th
is, w
e g
row
an
d g
ain
a b
ette
r un
de
rsta
ndi
ng
of o
urse
lve
s an
d th
e ch
ildre
n. C
ons
equ
ent
ly, w
e a
lso
mus
t be
ge
nuin
e an
d o
pe
n to
lea
rn. I
nd
ee
d,
lea
rnin
g n
ew u
nd
ers
tan
din
gs,
ski
lls a
nd
stra
teg
ies
is
a co
ntin
uous
, life
-lon
g pr
oce
ss.
Ea
rly
child
ho
od
pra
ctic
es,
no
do
ubt w
ill c
ont
inu
e to
adv
ance
, gro
w a
nd
chan
ge,
just
as
I hav
e! Y
es,
I’v
e m
ade
roo
m fo
r m
ore
new
bo
oks
an
d jo
urna
ls o
n m
y b
oo
ksh
elv
es.
TE
AC
H
Gro
win
g w
ith e
arly
chi
ldho
od
ed
ucat
ion
Bar
bar
a Ja
mes
Dir
ecto
r, A
vond
ale
Ear
ly L
earn
ing
Cen
tre,
Co
ora
nbo
ng, N
SW
1 S
tud
en
t at
Avo
nd
ale
Ea
rly
Le
arn
ing
Ce
ntr
e
[Ph
oto
gra
phy
:
Jam
es
Be
nn
ett
1
“
”
Ear
ly
exp
erie
nce
s m
ou
ld
and
sh
ape
the
child
m
enta
lly,
phy
sica
lly,
soci
ally
an
d
spir
itu
ally
016
| TE
AC
H |
i1i1
| T
EA
CH
|
Teac
hing
& P
rofe
ssio
nal P
ract
ice
Teac
hing
& P
rofe
ssio
nal P
ract
ice
The
gat
eway
to
lear
ning
Jen
ny G
ibb
on
sP
rinc
ipal
, Mo
unta
in V
iew
Ad
vent
ist
Co
lleg
e, D
oo
nsid
e, N
SW
Intr
od
uctio
nIn
20
06
, Mo
un
tain
Vie
w A
dve
nti
st
Co
lle
ge
(MV
AC
) m
ad
e a
bo
ld d
ec
isio
n. I
t c
om
me
nc
ed
a
cla
ss
for
wh
ich
stu
de
nts
we
re n
ot
ch
os
en
by
ag
e o
r c
las
s ye
ar,
bu
t b
y th
eir
ab
ilit
y to
wo
rk
ind
ep
en
de
ntl
y. T
he
se
stu
de
nts
we
re c
all
ed
th
e G
ate
way
cla
ss
.
Th
e C
olle
ge
Co
unci
l fe
lt th
at s
om
e st
ud
ent
s co
uld
b
en
efit
fro
m a
mo
re fl
exib
le a
pp
roac
h to
lea
rnin
g by
cha
ngin
g th
e ‘le
arni
ng c
ultu
re’ o
f co
nven
tiona
l cl
ass
roo
ms.
Th
ere
is n
o a
ge,
ge
nd
er
or
eco
no
mic
ba
rrie
r, bu
t eac
h st
ud
ent
mus
t be
able
to w
ork
in
de
pe
nd
ent
ly, a
t th
eir
ow
n in
divi
dual
pac
e.T
he
Gat
eway
cla
ss h
as b
ee
n d
esi
gn
ed
to
sup
po
rt s
tud
ent
s by
re
cog
nis
ing
the
ir p
ote
ntia
l, e
nco
ura
gin
g th
em
to t
hin
k cr
eat
ive
ly, d
eve
lop
the
ir
imag
inat
ion,
and
str
engt
hen
th
eir
deci
sio
n-m
akin
g sk
ills.
Th
e cu
rric
ulum
util
ise
s a
mul
ti-se
nso
ry,
inte
gra
ted
ap
pro
ach
de
sig
ne
d to
em
ph
asi
se
aca
de
mic
suc
cess
, org
ani
satio
na
l an
d so
cia
l ski
lls,
an
d d
eve
lop
ing
resp
on
sib
ility
.M
VA
C s
taff
be
lieve
th
at G
atew
ay ‘a
pp
lican
ts’
shou
ld p
artic
ipat
e in
dec
idin
g w
het
her
they
go
into
th
e cl
ass
or
not
. Th
e se
lect
ion,
th
ere
fore
, is
mad
e n
ot o
nly
by t
he
teac
he
rs b
ut b
y th
e st
ud
ent
s th
em
selv
es,
incl
udi
ng
the
ir p
ee
rs. E
ach
yea
r, du
rin
g
the
four
th te
rm, s
tud
ent
s of
ye
ars
tw
o, t
hre
e an
d fo
ur
are
ask
ed
to w
rite
to t
he
MV
AC
adm
inis
trat
ion
(in a
ve
ry in
form
al m
ann
er)
an
d ex
pla
in w
hy t
hey
wan
t to
be
lon
g to
th
e G
atew
ay c
lass
an
d w
hat t
hey
ho
pe
to c
ont
ribu
te to
it. T
hei
r pe
ers
also
hav
e a
part
in
sup
po
rtin
g th
e ‘a
pp
licat
ion’
; pa
rent
al c
ons
ent
is a
n ad
ditio
nal r
equi
site
.A
s a
prin
cipa
l, I’m
‘tot
ally
sol
d’ o
n ru
nnin
g th
is
kin
d of
cla
ssro
om
. It’s
a h
ug
e co
mm
itme
nt fo
r an
y te
ach
er
to t
ake
on,
whi
ch m
ean
s th
at, t
o b
egi
n w
ith,
on
e n
ee
ds to
fin
d th
e ri
ght
teac
he
r to
fac
ilita
te t
he
dis
tinct
ive
lea
rnin
g e
nvir
on
me
nt.
Wh
en
I wa
lk in
to t
he
Gat
eway
cla
ssro
om
, th
ere
is
bus
ynes
s ev
eryw
here
; som
e st
uden
ts a
re w
orki
ng
on t
he
com
pute
r, ot
hers
are
wri
ting
crea
tive
stor
ies,
w
hile
an
oth
er
gro
up is
mak
ing
a m
ate
ria
l co
llag
e of
th
eir
ow
n d
esi
gn,
on
the
sto
ry o
f cre
atio
n.T
he
teac
he
r se
ts t
he
task
s fo
r th
e st
ud
ent
s, a
nd
enc
our
ag
es
the
m to
wo
rk o
n th
e p
roje
ct a
t th
eir
ow
n pa
ce. T
hey
are
pro
vid
ed
with
re
sour
ces
to e
mba
rk
on
the
se p
roje
cts:
Int
ern
et w
eb
site
s, li
bra
ry t
ime,
b
oo
ks in
cla
ss, o
r ev
en
a sp
eci
al v
isito
r, w
ith t
he
exp
ect
atio
n th
at t
he
stu
den
ts, a
fte
r be
ing
give
n th
e ta
sk, w
ill m
ana
ge
it, u
nd
er
the
dire
ctio
n of
th
e te
ach
er.
All
the
curr
icul
um a
reas
and
out
com
es a
re
taug
ht, e
mpl
oyin
g an
inno
vativ
e an
d le
ss s
truc
ture
d
app
roac
h. T
he
teac
he
r cr
eat
es
rub
rics
for
eve
ry
out
com
e, s
o th
at s
tud
ent
s ar
e fa
mili
ar
with
th
e fr
am
ewo
rk in
wh
ich
to c
om
ple
te t
he
ir w
ork
. If t
hey
w
ant t
o ac
hiev
e an
A, t
he
stud
ents
kn
ow, a
t a g
lanc
e,
wha
t th
e as
sess
me
nt c
rite
ria
are
. If,
‘at t
he
en
d of
th
e da
y’, t
hey
onl
y re
ceiv
e a
D, t
he
teac
he
r ca
n ea
sily
indi
cate
whi
ch c
rite
ria
we
re m
et, a
nd w
hich
w
ere
not
. Thi
s, in
itse
lf, is
a h
ug
e in
cent
ive
for
the
stu
de
nts
to d
o w
ell.
Th
ey k
now
wh
at q
ualit
y co
ntro
ls
the
ir w
ork
mus
t pas
s to
re
ceiv
e th
e to
p m
ark
. In
this
le
arn
ing
env
iro
nm
ent
, stu
de
nts
hav
e co
nsi
de
rab
le
cont
rol o
ver
the
ass
ess
me
nt o
f le
arn
ing.
It i
s le
ss
de
pe
nd
ent
on
the
teac
he
r. T
his
teac
he
s st
ud
ent
s n
ot
onl
y to
ach
ieve
go
als
th
ey s
et fo
r th
em
selv
es,
but
a
lso
to t
ake
resp
ons
ibili
ty fo
r th
eir
lea
rnin
g. A
fur
the
r st
ep
in a
sse
ssm
ent
may
invo
lve
self
an
d/o
r p
ee
r a
sse
ssm
ent
.T
he
re a
re d
ays
wh
en
Gat
eway
stu
de
nts
are
so
imm
ers
ed
in t
he
ir le
arn
ing,
th
ey d
on’
t wan
t to
go
out
to
re
cess
. Th
e st
ud
ent
s ju
st w
ant t
o co
ntin
ue
with
th
eir
wo
rk. T
hey
’ll te
ll yo
u: ‘L
ea
rnin
g is
fun
.’S
tud
ent
s a
re a
lso
en
cour
ag
ed
to b
eco
me
invo
lve
d in
as
man
y co
mm
unity
pro
ject
s as
p
ract
icab
le to
nur
ture
not
onl
y th
eir
aca
de
mic
sid
e,
bu
t als
o to
dev
elo
p a
com
mu
nity
sp
irit.
It is
be
com
ing
com
mo
npla
ce n
ow to
se
e a
bus
load
of G
atew
ay
stu
de
nts
he
adin
g of
f to
the
loca
l re
serv
e to
sup
po
rt
the
coun
cil i
n tr
ee p
lant
ing
or p
ottin
g tu
be p
lant
s to
he
lp t
he
nurs
ery
. Th
ey a
lso
spe
nd
a lo
t of t
ime
thin
kin
g of
way
s to
be
autif
y o
ur s
cho
ol g
roun
ds
and
will
eve
n d
on
the
ir w
ork
clo
the
s an
d g
ard
eni
ng
glo
ves
for
a da
y, to
he
lp m
ove
chip
ba
rk in
th
e lo
cal
‘sch
oo
l fo
rest
.’A
t th
e e
nd
of t
he
ir G
atew
ay jo
urn
ey –
aft
er
the
stu
de
nts
have
sp
ent
up
to t
hre
e ye
ars
in t
he
clas
s,
I wo
uld
like
to s
ee
our
stu
de
nts
havi
ng
gro
wn
and
mat
ured
in t
hei
r ab
ility
to r
eas
on,
so
lve
pro
ble
ms,
an
d in
th
eir
inte
rest
in t
he
loca
l co
mm
unity
. F
urth
erm
ore
, I w
oul
d h
op
e th
at t
hey
had
lea
rne
d h
ow to
ach
ieve
th
eir
go
als
, an
d th
e va
lue
not
onl
y of
in
depe
nden
ce, b
ut a
lso
inte
r-de
pend
ence
.I e
nco
ura
ge
all
sch
oo
ls to
tri
al t
he
ir ow
n G
atew
ay
clas
s; fo
r te
ache
rs o
r pr
inci
pals
to g
o in
to t
he
clas
sro
om
eve
ry n
ow-a
nd
-th
en
to m
oni
tor
pro
gre
ss
and
ob
serv
e h
ow s
om
e st
ud
ent
s ca
n b
en
efit
fro
m a
di
ffe
rent
, bu
t ric
h le
arn
ing
env
iro
nm
ent
. TE
AC
H1
Co
mm
un
ion
2 M
cDo
na
lds
trip
3 W
ilde
rne
ss
ad
ven
ture
4 C
oo
kin
g
[Ph
oto
gra
phy
:
Ga
tew
ay]
12
3 4
“
”
Th
e G
atew
ay
clas
s h
as b
een
des
ign
ed
to s
up
po
rt
stu
den
ts b
y re
cog
nis
ing
th
eir
po
tent
ial
018
| TE
AC
H |
i1i1
| T
EA
CH
|
Ed
ucat
iona
l Ad
min
istr
atio
nE
duc
atio
nal A
dm
inis
trat
ion
Intr
od
uctio
nT
he
ima
ge
is s
trik
ing
. A b
us
ine
ss
ma
n d
res
se
d
in h
is s
uit
is
sit
tin
g o
n a
wo
od
en
ch
air
th
at
ha
s b
ee
n p
lac
ed
on
th
e p
eb
ble
s ve
ry c
los
e to
th
e w
ate
r’s
ed
ge
. He
ha
s h
is l
eg
s c
ros
se
d,
ha
nd
s in
his
la
p, s
ho
uld
ers
ba
ck
an
d w
ith
a
n a
ir o
f a
uth
ori
ty h
e is
sta
rin
g o
ut
ac
ros
s th
e la
ke. I
n t
he
ba
ckg
rou
nd
on
e c
an
se
e th
e m
ou
nta
ins
on
th
e o
the
r s
ide
of
the
lake
, giv
ing
w
ay t
o t
he
exp
an
siv
e s
ky
ove
rhe
ad
. Wo
rds
hav
e b
ee
n o
verp
rin
ted
in
th
e s
ky
wh
ich
sim
ply
re
ad
, ‘N
ow
I in
ven
t in
ste
ad
of
Pre
dic
t. I
am
a
Vis
ion
ary
’. U
nd
ern
ea
th t
he
ima
ge
the
res
t o
f th
e a
dve
rtis
em
en
t b
eg
ins
by
pro
cla
imin
g, ‘
Th
e A
dva
nc
ed
Ma
na
ge
me
nt
Pro
gra
m—
Cre
ati
ng
In
no
vato
rs.’
If w
e w
ere
to o
bse
rve
the
activ
ity w
he
re o
ne
had
to s
ay t
he fir
st t
hin
g th
at c
om
es
to m
ind
wh
en
on
e h
ea
rs t
he
wo
rds
‘Inve
nt, V
isio
nary
an
d In
nov
ato
rs,’
we
coul
d al
mo
st g
uara
nte
e th
at t
he fir
st w
ord
wo
uld
not
be
‘man
ag
er;
’ ‘Le
ade
r’, p
oss
ibly
; but
‘Man
ag
er’,
ex
trem
ely
unl
ike
ly. L
eade
rsh
ip li
tera
ture
oft
en
go
es
to g
reat
len
gth
s to
att
em
pt to
diff
ere
ntia
te t
he
role
s an
d fu
nctio
ns o
f a le
ader
and
a m
anag
er. T
his
is
exac
tly w
hy t
he
adve
rtis
em
ent
de
scri
be
d ab
ove
(fro
m t
he
Ha
rva
rd B
usin
ess
Rev
iew
, Jan
uary
20
07,
p.11
) is
so
intr
igui
ng.
Thi
s ra
ise
s th
e qu
est
ion:
Wha
t exa
ctly
is t
he
dist
inct
ion
betw
een
lead
ersh
ip a
nd m
anag
emen
t?
Is it
imp
ort
ant t
o di
ffe
rent
iate
bet
we
en
the
two?
If
th
ere
is a
diff
ere
nce
, do
es
that
diff
ere
nce
tru
ly
affe
ct t
he
day-
to-d
ay w
ork
pla
ce (
Kot
term
an, 2
00
6)?
Or
is t
his
mu
ch li
ke t
he
‘is a
lea
de
r b
orn
or
ma
de
de
bate
’ whi
ch W
arr
en
Be
nnis
(19
96
, p.1
56)
lab
els
as
an
‘indu
lge
nt d
ive
rsio
n fr
om
th
e ur
ge
nt m
atte
r of
how
to b
est
dev
elo
p le
ade
rshi
p (a
nd
on
e co
uld
add,
man
agem
ent)
abi
lity’
? In
oth
er
wo
rds,
do
es
this
de
bate
sim
ply
dist
ract
lead
ers
and
man
ager
s fr
om
do
ing
wha
t th
ey n
ee
d to
do
mo
st?
Man
agin
g an
d le
adin
g!T
he
aim
of t
his
artic
le, fi
rst,
is to
bri
efly
out
line
the
diff
ere
nce
s, o
fte
n ci
ted
in li
tera
ture
, bet
we
en
lead
ersh
ip a
nd m
anag
emen
t, b
ecau
se a
s K
otte
rman
(20
06
, p.1
3) n
ote
s, ‘V
irtu
ally
all
org
anis
atio
ns .
. .
are
co
nce
rne
d ab
out
th
e di
ffer
ence
and
bel
ieve
it is
im
po
rtan
t’. W
e th
en lo
ok a
t th
e ro
les
of le
ader
ship
an
d m
anag
emen
t in
the
prac
tice
of a
dmin
istr
atio
n.Le
t us
retu
rn to
th
e di
stin
ctio
n b
etw
ee
n le
ader
ship
and
man
agem
ent.
How
eve
r, be
fore
one
g
ets
very
fa
r o
n th
is ‘j
our
ney
’, at
tem
ptin
g to
se
para
te
the
diff
ere
nce
s b
etw
ee
n le
ad
ers
an
d m
an
ag
ers
, o
ne
enc
oun
ters
a ‘s
pe
ed
hum
p’, a
nd
it is
pot
ent
ially
a
larg
e o
ne.
Thi
s hu
mp
has
to d
o w
ith t
he
very
d
efin
itio
n of
th
e tw
o te
rms.
Le
ade
rshi
p th
eo
rist
s ha
ve
po
inte
d o
ut o
n m
any
occ
asio
ns t
hat t
he
re a
re n
ea
rly
as m
any
defin
itio
ns fo
r le
ade
rshi
p as
att
em
pts
to
cha
ract
eri
se it
(K
otte
rman
, 20
06)
. Thi
s gi
ves
rise
to
pe
op
le li
ke W
arr
en
Be
nnis
sta
ting
that
‘le
ade
rshi
p is
b
oth
the
mo
st s
tudi
ed
and
leas
t un
de
rsto
od
top
ic in
a
ll of
so
cia
l sci
enc
e’ (
Be
nnis
, 19
89,
cite
d in
Kra
ntz,
19
90,
p.5
0).
Th
e di
lem
ma
the
n is
imm
edi
ate
ly a
ppa
rent
, if
the
re is
dis
ag
ree
me
nt in
the
defin
itio
ns,
how
the
n is
it
po
ssib
le to
fin
d a
gre
em
ent
on
wh
at d
istin
gu
ish
es
the
two?
Ad
de
d to
thi
s is
th
e fa
ct t
hat
th
e tw
o te
rms
are
so o
fte
n us
ed
inte
rch
ang
eab
ly in
th
e w
ork
pla
ce t
hat
an
y di
ffe
renc
es
that
may
exi
st h
ave
be
com
e b
lurr
ed.
It
is n
ot s
urp
risi
ng
the
n th
at G
ord
on
and
Yuk
l (2
00
4,
cite
d in
Kot
term
an, 2
00
6, p
.13)
de
cla
re, ‘
Th
e o
ng
oin
g d
eba
te a
s to
wh
eth
er
or
not
a c
lea
r di
stin
ctio
n ex
ists
be
twee
n le
ader
ship
and
man
agem
ent g
ener
ally
re
ma
ins
un
reso
lve
d.’
Yet
it is
pe
rhap
s in
att
em
ptin
g to
diff
ere
ntia
te
betw
een
lead
ers
and
man
ager
s th
at ir
onic
ally
we
can
als
o co
me
clo
ser
to u
nd
ers
tan
din
g th
e ro
le o
f th
ose
in le
ader
ship
po
sitio
ns. T
he
fram
ewor
k us
ed
in t
his
artic
le to
fur
ther
inve
stig
ate
this
diff
eren
ce is
to
exa
min
e th
e lit
era
ture
in te
rms
of le
ader
ship
and
m
anag
emen
t with
in t
he
dom
ains
of v
isio
n, c
han
ge
an
d p
eo
ple
.In
term
s of
vis
ion,
Be
nnis
an
d N
anus
in t
he
ir
bo
ok
Lead
ers
: Th
e st
rate
gie
s fo
r ta
kin
g ch
arg
e,
stat
e: ‘To
ma
na
ge’
me
an
s ‘to
bri
ng
ab
ou
t, to
acc
om
plis
h,
to h
ave
cha
rge
of o
r re
spo
nsi
bili
ty f
or,
to c
on
du
ct.’
‘Le
ad
ing’
is ‘i
nflu
en
cin
g, g
uid
ing
in d
ire
ctio
n,
cou
rse,
act
ion,
op
inio
n.’ T
he
dis
tinct
ion
is c
ritic
al.
Ma
na
ge
rs a
re p
eo
ple
wh
o d
o th
ing
s ri
ght
an
d le
ad
ers
are
pe
op
le w
ho
do
the
rig
ht t
hin
g. T
he
diff
ere
nce
may
be
sum
ma
rise
d a
s a
ctiv
itie
s of
vi
sio
n a
nd
jud
ge
me
nt—
effe
ctiv
en
ess
ve
rsu
s a
ctiv
itie
s o
f ma
ste
rin
g ro
utin
es—
effic
ien
cy (
Be
nn
is
an
d N
an
us,
19
85
, p.2
1).
Ma
xwe
ll (1
99
3, p
.iv),
say
s ‘M
ana
ge
me
nt is
th
e p
roce
ss o
f ass
uri
ng
that
th
e p
rog
ram
an
d o
bje
ctiv
es
of t
he
org
an
isat
ion
are
imp
lem
ent
ed.
Le
ad
ers
hip
, o
n th
e ot
he
r ha
nd,
has
to d
o w
ith c
astin
g vi
sio
n an
d m
otiv
atin
g p
eo
ple
.’ K
otte
r (1
99
0, p
.10
4) e
xpan
ds
on t
his
by a
rgui
ng t
hat
‘man
ager
s en
sure
pla
n ac
com
plis
hme
nt b
y co
ntro
lling
and
pro
ble
m s
olv
ing,
b
ut f
or
lea
de
rsh
ip a
chie
vin
g a
visi
on
requ
ire
s m
otiv
atin
g an
d in
spir
ing
peop
le’.
It is
cla
ime
d th
at
lead
ers
‘cha
se v
isio
n’, w
hile
man
ager
s ‘c
hase
goa
ls’
(Bo
om
er,
20
07).
Or
in t
he
wo
rds
of B
enn
is, ‘
Th
e m
ana
ge
r ha
s hi
s ey
e a
lway
s o
n th
e b
otto
m li
ne;
w
hile
th
e le
ade
r ha
s hi
s ey
e o
n th
e h
ori
zon’
(ci
ted
in
Hig
gins
on, 1
99
6,
p.26
).C
hri
stia
ns
wh
o a
re c
alle
d to
lea
d sh
ou
ld a
lway
s re
me
mb
er
the
bib
lica
l ad
vice
, ‘w
he
re t
he
re is
no
visi
on,
th
e p
eo
ple
pe
rish
’ (P
rove
rbs
29:
18, K
JV).
F
urth
er,
visi
on
is s
ee
n as
‘th
e co
mm
odi
ty o
f le
ade
rs’
(Be
nnis
& N
anus
, 19
85,
p.1
8) a
nd
‘it is
wh
at p
rovi
de
s a
stea
dyin
g, s
tabi
lizin
g co
re fo
r le
ade
rshi
p’ (
Da
le,
199
2, p
.8).
Fin
ally
, Kra
ntz
(19
90,
p.5
9) c
onc
lude
s, ‘I
f th
e e
me
rgin
g lit
era
ture
is a
ny g
uid
e, t
he
n th
e is
sue
s of
vis
ion,
pur
po
se, a
nd
me
anin
g a
re p
ivot
al
for
deve
lopi
ng le
ader
ship
cap
acity
in m
ode
rn
ent
erp
rise
s.’
Th
is le
ad
s to
the
seco
nd
do
ma
in fo
r in
vest
igat
ion:
C
han
ge.
Kot
ter
(19
90)
arg
ue
s th
at le
ade
rshi
p co
pe
s w
ith c
hang
e, w
hile
man
agem
ent b
ring
s or
der
and
cons
iste
ncy.
He
be
lieve
s th
at p
art o
f th
e le
ader
ship
fu
nctio
n is
to p
rodu
ce c
hang
e, h
owev
er
in d
oing
th
is t
he
lead
er
ne
eds
to b
e aw
are
tha
t th
e m
ore
ch
ang
e is
initi
ate
d, t
he
gre
ate
r th
e d
em
ands
on
lead
ersh
ip w
ill b
e. T
her
efor
e, in
cre
atin
g ch
an
ge
‘the
lea
de
r m
ust
be
ab
le to
ge
ne
rate
hig
hly
en
erg
ise
d b
eh
avio
ur
to o
verc
om
e in
evita
ble
ba
rrie
rs t
hat
will
b
e as
soci
ate
d w
ith it
’ (K
otte
r, 19
90,
p.1
07).
Whi
le
lead
ers
can
crea
te t
his
chan
ge, i
t oft
en
falls
to t
he
task
of m
ana
ge
me
nt to
se
e th
rou
gh
and
imp
lem
ent
th
ese
ch
ang
es.
In s
um
ma
risi
ng
som
e of
th
e re
cent
fin
din
gs
in t
he
lead
ersh
ip a
nd m
anag
emen
t lite
ratu
re w
ithin
th
e ch
an
ge
do
ma
in K
otte
rma
n (2
00
6, p
.14)
sta
tes:
Ma
na
ge
rs h
ave
a n
arr
ow
pu
rpo
se a
nd
try
to
ma
inta
in o
rde
r, s
tab
ilize
wo
rk, a
nd
org
an
ize
reso
urc
es.
Le
ad
ers
se
ek
to d
eve
lop
new
go
als
an
d a
lign
org
an
izat
ion
s (K
otte
r, 1
99
0; Z
ale
znik
, 19
98)
. M
an
ag
ers
co
ntro
l an
d p
rob
lem
so
lve
wh
ile le
ad
ers
m
otiv
ate
an
d in
spir
e. F
ina
lly, m
an
ag
ers
pro
du
ce
sta
nd
ard
s, c
on
sist
en
cy, p
red
icta
bili
ty, a
nd
ord
er.
L
ea
de
rs p
rod
uce
th
e p
ote
ntia
l fo
r d
ram
atic
ch
an
ge,
ch
ao
s, a
nd
eve
n fa
ilure
(K
ott
er,
19
90)
.
Att
ent
ion
now
focu
ses
on
the
thir
d an
d fin
al d
omai
n,
that
of p
eo
ple
. Acc
ord
ing
to W
ald
ron
(19
90,
p.6
),
‘Ma
na
ge
me
nt te
nd
s to
fo
cus
on
thin
gs,
wh
en
pe
rhap
s, t
hro
ug
h le
ade
rshi
p, w
e n
ee
d to
focu
s o
n pe
op
le’.
On
the
othe
r ha
nd, B
ucki
ngha
m (
20
05,
p.
72),
co
uldn
’t di
sag
ree
mo
re. ‘
Gre
at m
ana
ge
rs,’
he
says
, ‘di
scov
er
wh
at is
uni
que
abo
ut e
ach
pe
rso
n an
d th
en
cap
italiz
e o
n it.
’ He
go
es
so f
ar
as to
d
efin
e m
ana
ge
me
nt a
s ‘th
e g
eni
us o
f un
de
rsta
ndi
ng
indi
vid
ua
l diff
ere
nce
s’ (
Inte
rvie
w w
ith M
oo
rcro
ft,
20
05,
p.1
1).
Buc
kin
gh
am (
20
05)
like
ns t
he
role
of a
man
ag
er
to t
hat o
f an
exp
ert
in t
he
gam
e of
ch
ess
. In
che
ss,
eac
h ch
ess
pie
ce m
ove
s in
a d
iffe
rent
way
, an
d yo
u ca
n’t p
lay
if yo
u d
on’
t kn
ow h
ow e
ach
pie
ce m
ove
s.
He
be
lieve
s th
at t
he
abili
ty to
ke
ep
twe
akin
g ro
les
to c
apita
lise
on
the
un
iqu
en
ess
of e
ach
pe
rso
n is
th
e e
sse
nce
of g
reat
man
ag
em
ent
. He
go
es
on
to
exp
lain
:
Gre
at m
an
ag
ers
kn
ow
an
d va
lue
the
un
iqu
e a
bili
ties
an
d ev
en
the
ecc
ent
rici
ties
of t
he
ir
em
plo
yee
s, a
nd
they
lea
rn h
ow
be
st to
inte
gra
te
the
m in
to a
co
ord
ina
ted
pla
n o
f att
ack
. Th
is is
th
e ex
act
op
po
site
of w
hat
gre
at le
ad
ers
do.
Gre
at
lea
de
rs d
isco
ver
wh
at is
un
ive
rsa
l an
d ca
pita
lise
on
it. T
he
ir jo
b is
to r
ally
pe
op
le to
wa
rd a
bet
ter
futu
re (
Bu
ckin
gh
am
, 20
05
, p.7
2).
Buc
king
ham
, in
an in
terv
iew
with
Mo
orc
roft
(2
00
5,
p.11
) co
nclu
de
s by
sta
ting,
‘If y
ou
wan
t to
man
ag
e,
sta
rt w
ith t
he
indi
vidu
al,
if yo
u w
ant t
o le
ad, s
tart
with
th
e fu
ture
.’In
thi
s b
rief
sur
vey
of t
he
lead
ers
hip
and
man
ag
em
ent
lite
ratu
re, t
hre
e ke
y ar
eas
of d
iffe
renc
e h
ave
em
erg
ed:
A le
ade
r ca
sts
a vi
sio
n, w
hile
a m
ana
ge
r •
impl
emen
ts it
.A
lead
er c
reat
es
chan
ge, w
hile
man
agem
ent
• se
e th
ese
cha
ng
es
thro
ug
h.A
lea
de
r m
otiv
ate
s a
nd
insp
ire
s p
eo
ple
to
• ac
tion,
whi
le a
man
ag
er
disc
ove
rs t
he
gift
s an
d ta
lent
s of
a p
ers
on
and
put
s th
em
to g
oo
d us
e.In
co
mpa
rin
g th
e di
ffe
rent
ro
les
of t
he
lead
er
and
man
ag
er,
it is
eas
y to
fa
ll in
to t
he
trap
of t
hink
ing
that
on
e ro
le is
mo
re im
po
rtan
t tha
n th
e ot
he
r. Z
ale
znik
(19
92
, p.1
27)
isn’
t exa
ctly
co
mp
lem
ent
ary
w
he
n h
e sa
ys, ‘
A m
an
ag
er
is a
pro
ble
m s
olv
er.
. . it
tak
es
ne
ithe
r g
eni
us n
or
he
rois
m to
be
a m
anag
er.’
An
othe
r fa
mo
us e
xam
ple
com
es
from
th
e ad
vert
ise
me
nt in
th
e N
ew Y
ork
Tim
es
whi
ch b
eg
an
with
th
e w
ord
s, ‘P
eo
ple
do
n’t w
ant t
o b
e m
ana
ge
d.
Th
ey w
ant t
o b
e le
ad. .
. ‘ (
cite
d in
Ma
xwe
ll, 1
99
3,
p.iv
). H
arr
is L
ee
wis
ely
wa
rns
of t
he
dan
ge
rs o
f th
inki
ng o
ne
role
is m
ore
imp
ort
ant t
han
the
othe
r w
he
n h
e sa
id:
To a
pp
reci
ate
the
role
s of
lea
de
rsh
ip o
ne
ne
ed
not
, ho
wev
er,
em
bra
ce a
ne
gat
ive
attit
ud
e to
wa
rds
ma
na
ge
me
nt. W
hile
it is
he
lpfu
l to
dis
ting
uis
h
Ed
ucat
iona
l ad
min
istr
ato
rs: L
ead
ers
or
man
ager
s?Tr
avis
Man
ner
sA
sso
ciat
e P
asto
r, S
pri
ngw
oo
d S
even
th-d
ay A
dve
ntis
t C
hurc
h, B
risb
ane,
Qld
.
Pet
er M
ore
yS
enio
r Le
ctur
er, P
ost
-gra
dua
te S
tud
ies
Pro
gra
m, A
vond
ale
Co
lleg
e, N
SW
“
“
”
”Le
ader
ship
is
bo
th t
he
mo
st s
tud
ied
an
d le
ast
un
der
sto
od
to
pic
in
all s
oci
al
scie
nce
A m
anag
er is
lik
e a
ches
s ex
per
t: e
ach
pie
ce m
ove
s in
a d
iffe
rent
w
ay a
nd
yo
u ca
n’t
pla
y if
you
do
n’t
kno
w h
ow
th
ey m
ove
020
| TE
AC
H |
i1i1
| T
EA
CH
|
020
| TE
AC
H |
i1i1
| T
EA
CH
|
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oyee
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he S
even
th-d
ay A
dven
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hurc
h an
d th
eir f
amili
es.
We h
ave a
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it yo
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udge
t - w
ith a
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ers h
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ng y
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oid
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edic
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ifetim
e Hea
lth C
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efor
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ore i
nfor
mat
ion,
why
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visi
t our
web
site w
ww.acahealth.com
.au
or si
mpl
y gi
ve u
s a ca
ll 13
00 3
68 3
90
Ed
ucat
iona
l Ad
min
istr
atio
n
lea
de
rsh
ip f
rom
ma
na
ge
me
nt, i
n a
ctu
al p
ract
ice
the
two
act
iviti
es
are
oft
en
inte
gra
ted
(Le
e 2
00
3,
p.3
2).
Ind
ee
d, W
ald
ron
(19
96
, p.3
) su
gg
est
s ‘L
ea
de
rsh
ip
and
man
agem
ent,
as
a pr
actic
e, a
re n
ot d
iscr
ete
—th
ey a
re in
extr
icab
ly in
terw
oven
’. H
e g
oes
on
to s
ay
‘One
can
per
suas
ive
ly a
rgu
e th
at in
th
e ex
erc
ise
of m
anag
emen
t one
dis
play
s le
ad
ers
hip
an
d, o
n th
e ot
her
hand
, in
the
exer
cise
of l
ea
de
rsh
ip o
ne
disp
lays
man
agem
ent.’
Sup
po
rtin
g th
is c
onc
lusi
on
Ve
rco
e (1
99
4, p
.65)
ass
ert
s, ‘T
he
ess
enc
e of
m
ana
ge
me
nt is
, fro
m m
y p
oin
t of v
iew
, so
met
hin
g e
lse
that
can
not
be
lea
rne
d in
a s
tric
t se
nse;
it
is le
ader
ship
.’ It
was
Ga
rdne
r (1
99
0, c
ited
in
Kot
term
an,
20
06
, p.1
5) w
ho
not
ed
that
eve
ry t
ime
he
ha
d e
nco
unt
ere
d a fir
st-c
lass
man
ager
, th
e m
ana
ge
r tu
rne
d o
ut to
po
sse
ss a
lot o
f le
ade
rshi
p ab
ility
. Fin
ally
, Bas
s (1
99
0, c
ited
in K
otte
rman
, 20
06
, p.
15)
wo
uld
ag
ree,
co
nclu
din
g th
at ‘t
he
vast
am
oun
t of
re
sea
rch
into
lea
de
rshi
p ve
rsus
man
agem
ent
indi
cate
s th
at s
om
etim
es
lead
ers
man
age
and
som
etim
es
ma
na
ge
rs le
ad.
’B
eca
use
of t
his,
Hyb
els
(2
00
2, p
.14
5) in
wh
at h
e re
cog
nise
s so
me
will
say
is a
n ox
ymo
ron,
be
lieve
s th
at o
ne
valid
lead
ers
hip
styl
e is
wh
at h
e h
as te
rme
d th
e ‘m
anag
ing
lead
er’.
Talk
ing
abou
t thi
s st
yle
he
stat
es, ‘
I’m d
escr
ibin
g a
lead
er w
ho
has
the
abili
ty
to o
rgan
ise
pe
op
le, p
roce
sse
s, a
nd
reso
urce
s to
ac
hiev
e a
mis
sio
n.’ H
e ci
tes
the
bib
lica
l ch
ara
cte
rs
of b
oth
Jose
ph
an
d N
eh
em
iah
as
pe
op
le w
ho
we
re
exce
llent
man
agin
g le
ader
s.S
o ho
w d
oes
a ‘m
anag
ing
lead
er’ p
roce
ss t
hes
e se
em
ly c
onfli
ctin
g o
rien
tatio
ns?
Pa
rtic
ular
ly, w
hen
an
em
ph
asis
on
‘Le
ade
rshi
p’ w
ith it
s fo
cus
on
visi
on,
ch
ange
and
mot
ivat
ion,
fro
m t
he
man
agem
ent
pe
rsp
ect
ive,
co
uld
be
cha
ract
eri
sed
as
un
gu
ide
d o
pp
ort
un
ism
wh
ere
eve
ry n
ew
op
po
rtu
nity
is p
urs
ue
d, u
ng
rou
nd
ed
visi
on
tha
t la
cks
sub
sta
nce
an
d is
mo
re a
kin
to d
rea
min
g a
nd
wild
fa
nta
sy, i
ntro
du
cin
g th
e p
rog
ram
of t
he
we
ek
wh
ere
so
met
hin
g n
ew is
co
nst
ant
ly b
ein
g la
un
che
d o
r tr
ied,
an
d p
rem
atu
re r
esp
on
ses
to o
pp
ort
un
itie
s o
r id
ea
s ra
the
r th
an
pe
rfo
rmin
g a
pp
rop
riat
e d
ue
-d
ilig
en
ce (
Ca
me
ron,
Qu
inn,
De
Gra
ff &
Th
ako
r,
20
06
, p.1
57
).
An
d a
n e
mp
ha
sis
on
‘Ma
na
ge
me
nt’ w
ith it
s fo
cus
on
org
an
isin
g, m
atch
ing
an
d im
ple
me
ntin
g, f
rom
th
e le
ad
ers
hip
pe
rsp
ect
ive,
co
uld
be
cha
ract
eri
sed
as
mic
rom
an
ag
ing
the
wo
rk f
orc
e so
th
at t
hey
hav
e lit
tle d
iscr
etio
n, p
roce
du
ral r
igid
ity t
hat
dri
ves
ou
t in
de
pe
nd
ent
th
inki
ng,
ove
r-re
gu
latio
n w
he
re
ou
tsid
e co
ntro
ls m
ake
it im
po
ssib
le t
o d
o a
ny t
hin
g b
ut r
esp
on
d to
ru
les,
sta
nd
ard
s o
r p
roce
du
res,
an
d ir
on
-bo
un
d tr
ad
itio
n a
nd
the
‘no
t-in
vent
ed
-he
re
syn
dro
me’
wh
ere
ba
rrie
rs e
xist
to a
ny s
ug
ge
stio
n fo
r ch
an
ge
or
imp
rove
me
nt (
Ca
me
ron,
Qu
inn,
D
eG
raff
& T
ha
kor,
20
06
, p.1
58)
.
Ind
ee
d, c
an s
uch
dive
rge
nt p
ers
pe
ctiv
es
eve
r b
e un
ited?
Fur
ther
, and
per
hap
s m
ore
imp
ort
antly
, muc
h of
edu
catio
nal a
dmin
istr
ato
rs’ t
rain
ing,
bot
h fo
rmal
an
d in
form
al, h
as p
rog
ram
med
the
m to
firs
t d
ete
rmin
e w
hich
of t
he
se o
rie
ntat
ions
is ‘r
ight
’ an
d by
elim
inat
ion
whi
ch is
‘wro
ng’.
An
d in
pra
ctic
e it
is
so m
uch
eas
ier
just
to e
mp
has
ise
on
e ro
le o
ver
the
oth
er. So
how
can
adm
inis
trat
ors
de
al w
ith d
ive
rge
nt,
eve
n co
nfli
ctin
g p
ers
pe
ctiv
es?
How
can
on
e p
oss
ibly
be
a ‘m
anag
ing
lead
er’?
Pe
rhap
s th
e an
swer
lies
in
wha
t Ro
ge
r M
art
in (
20
07)
has
term
ed
‘inte
gra
tive
thin
king
’. In
tegr
ativ
e th
inke
rs, a
cco
rdin
g to
him
hav
e
the
pre
dis
po
sitio
n a
nd
cap
aci
ty t
o h
old
in t
he
ir
he
ad
s tw
o o
pp
osi
ng
ide
as
at o
nce
. An
d th
en,
w
itho
ut p
an
icki
ng
or
sim
ply
set
tlin
g fo
r o
ne
alte
rnat
ive
or
the
oth
er,
th
ey a
re a
ble
to c
reat
ive
ly
reso
lve
the
ten
sio
n b
etw
ee
n th
ose
tw
o id
ea
s by
g
en
era
ting
a n
ew o
ne
that
co
nta
ins
ele
me
nts
of t
he
oth
ers
, bu
t is
sup
eri
or
to b
oth
(Ma
rtin
, 20
07, p
.62)
.
Why
not
try
inte
gra
tive
thin
kin
g. I
t may
be
the
solu
tion
to s
om
e of
yo
ur m
ore
diffi
cult
chal
leng
es.
T
EA
CH
RE
FE
RE
NC
ES
Be
nn
is, W
. (19
96)
. Th
e le
ad
er
as
sto
ryte
ller.
Ha
rva
rd B
usi
nes
s R
evie
w, J
an
ua
ry-F
eb
rua
ry, 1
54
-16
0.
Be
nn
is, W
. & N
an
us,
B. (
198
5). L
ea
de
rs: T
he
stra
teg
ies
for
taki
ng
cha
rge.
Syd
ney
: Ha
rpe
r &
Ro
w.
Bo
om
er,
L. G
. (2
007
). L
ea
de
rsh
ip a
nd
ma
na
ge
me
nt:
Yo
ur fir
m
ne
ed
s b
oth
. Acc
ou
ntin
g To
day
; Ja
n 2
9-F
eb
11, 2
2.
Bu
ckin
gh
am
, M. (
20
05)
. Wh
at d
o g
rea
t ma
na
ge
rs d
o? H
arv
ard
B
usi
nes
s R
evie
w, M
arc
h, 7
0-7
9.
Ca
me
ron
, K.,
Qu
inn
, R.,
De
Gra
ff, J
. & T
ha
kor,
A. (
20
06)
. C
om
pe
ting
valu
es le
ad
ers
hip
: Cre
atin
g va
lue
in o
rga
niz
atio
ns.
C
he
lten
ha
m, U
K: E
dw
ard
Elg
ar.
Da
le, R
. (19
92)
. Go
od
new
s fr
om
gre
at l
ea
de
rs. N
ew
Yo
rk: A
lba
n In
stitu
te.
Hig
gin
son
, R. (
199
6). T
ran
sfo
rmin
g le
ad
ers
hip
: A C
hri
stia
n a
pp
roa
ch. L
on
do
n: S
PC
K.
Hyb
els
, B. (
20
02)
. Co
ura
ge
ou
s le
ad
ers
hip
. Gra
nd
Ra
pid
s:
Zo
nd
erv
an
.K
ott
er,
J (
199
0). W
ha
t le
ad
ers
re
ally
do.
Ha
rva
rd B
usi
nes
s R
evie
w,
May
-Ju
ne,
pp.
103
- 11
1.K
ott
erm
an
, J. (
20
06)
. Le
ad
ers
hip
ve
rsu
s m
an
ag
em
en
t: W
ha
t’s t
he
dif
fere
nce
? T
he
Jou
rna
l fo
r Q
ua
lity
an
d P
art
icip
atio
n, 2
9(2
),
13-1
7.K
ran
tz, J
. (19
90)
. Le
sso
ns
fro
m t
he fie
ld: A
n e
ssay
on
the
cris
is
of l
ea
de
rsh
ip in
co
nte
mp
ora
ry o
rga
nis
atio
ns.
Th
e Jo
urn
al o
f A
pp
lied
Be
hav
iou
ral S
cie
nce
, 26
,(1),
49
-64
.L
ee,
H.W
. (2
00
3). E
ffe
ctiv
e ch
urc
h le
ad
ers
hip
. Silv
er
Sp
rin
gs:
M
inis
teri
al A
sso
cia
tion
, Ge
ne
ral C
on
fere
nce
of S
eve
nth
-day
A
dve
ntis
ts.
Ma
rtin
, R. (
20
07).
Ho
w s
ucc
ess
ful l
ea
de
rs t
hin
k. H
arv
ard
Bu
sin
ess
Rev
iew
, Ju
ne,
pp.
60
-67.
Ma
xwe
ll, J
. (19
93)
. Dev
elo
pin
g th
e le
ad
er
with
in y
ou.
Na
shvi
lle:
Th
om
as
Ne
lso
n.
Mo
orc
roft
, R. (
20
05)
. Th
e o
ne
thin
g yo
u n
ee
d to
kn
ow
ab
ou
t gre
at
ma
na
gin
g, g
rea
t le
ad
ers
hip
an
d su
sta
ine
d in
div
idu
al s
ucc
ess
. R
ay M
oo
rcro
ft in
co
nve
rsa
tion
with
Ma
rcu
s B
uck
ing
ha
m. T
he
Bri
tish
Jou
rna
l of A
dm
inis
tra
tive
Ma
na
ge
me
nt,
Oct
/Nov
20
05
, p
p.10
-12
.V
erc
oe,
P. (
199
4). L
ea
de
rs w
an
ted
inst
ea
d o
f ma
na
ge
rs. T
he
Au
stra
lian,
p.6
5W
ald
ron
, P. (
199
6). L
ea
de
rsh
ip a
nd
ma
na
ge
me
nt:
Co
ntr
ast
ing
dis
po
sitio
ns.
Th
e C
an
ad
ian
Sch
oo
l Exe
cutiv
e, 1
6(3
), 3
-9.
Za
lezn
ik, A
. (19
92)
. Ma
na
ge
rs a
nd
lea
de
rs: A
re t
hey
dif
fere
nt?
H
arv
ard
Bu
sin
ess
Rev
iew
, Ma
rch
-Ap
ril,
pp.
126
-13
5.
“”
Inte
gra
tive
th
inke
rs
crea
tive
ly
reso
lve
the
ten
sio
n b
etw
een
two
o
pp
osi
ng
idea
s
022
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
Ab
stra
ctT
his
re
se
arc
h s
tud
y in
ves
tig
ate
d h
ow
pri
nc
ipa
ls
in a
na
tio
na
l, C
hri
sti
an
in
de
pe
nd
en
t sc
ho
ol
sys
tem
co
pe
wit
h s
tre
ss
. Us
ing
a d
ou
ble
-p
ha
se
d, m
ixe
d-m
eth
od
s a
pp
roa
ch
co
mb
inin
g
qu
es
tio
nn
air
es
an
d i
n-d
ep
th i
nte
rvie
ws
, sc
ho
ol
pri
nc
ipa
ls’ s
tre
sso
rs a
nd
th
eir
re
ac
tio
ns
to t
he
se
str
es
sors
we
re e
xam
ine
d. C
op
ing
s
tra
teg
ies
us
ed
by
pri
nc
ipa
ls t
o r
ed
uc
e o
r m
an
ag
e th
eir
str
es
s w
ere
als
o e
xp
lore
d. F
ort
y-s
eve
n p
rin
cip
als
pa
rtic
ipa
ted
in
th
e s
tud
y a
nd
o
f th
es
e, 2
3 in
dic
ate
d a
se
rio
us
leve
l of
str
es
s.
Th
e s
tud
y h
igh
lig
hte
d a
pre
fere
nc
e fo
r u
sin
g
str
es
s m
an
ag
ers
(a
se
co
nd
ary
ap
pro
ac
h),
ra
the
r th
an
str
es
s re
du
ce
rs (
a p
rim
ary
ap
pro
ac
h).
S
pe
cifi
c g
rou
pin
g o
f s
tre
sso
rs i
nto
te
n c
lus
ters
su
gg
es
ted
pa
rtic
ula
r a
rea
s to
be
targ
ete
d f
or
pro
fes
sio
na
l dev
elo
pm
en
t a
nd
sys
tem
ic r
efo
rm.
Intr
od
uctio
nS
tre
ss is
pa
rt o
f pe
op
le’s
dai
ly li
ves
in o
ur f
ast-
pace
d an
d ev
er-
chan
gin
g e
nvir
onm
ent
in t
he
We
ste
rn
wo
rld.
With
in t
he
edu
catio
n sc
en
e, s
tre
ss h
as
be
com
e a
seri
ous
issu
e in
re
cent
ye
ars
as
sch
oo
l p
rinc
ipa
ls a
tte
mpt
to c
op
e w
ith f
requ
ent
cha
ng
e,
incr
eas
ed
de
ma
nds
fro
m p
aren
ts a
nd e
mpl
oyin
g au
thor
ities
, and
stu
dent
s fr
om
dys
func
tiona
l ho
me
s.
Str
ess
in t
he
teac
hin
g p
rofe
ssio
n is
als
o a
focu
s fo
r te
ach
er
unio
ns a
s th
ey s
ee
k to
sup
po
rt e
duca
tors
in
th
eir
atte
mpt
s to
co
pe
with
wo
rk-r
ela
ted
stre
ss. I
n th
is c
ont
ext,
a r
ese
arc
h st
udy
was
co
ndu
cte
d du
rin
g 2
00
5 an
d 2
00
6 w
ithin
Adv
ent
ist S
cho
ols
Aus
tra
lia
(AS
A)
to d
ete
rmin
e st
ress
an
d sa
tisfa
ctio
n le
vels
of
pri
ncip
als,
cau
ses
of t
he
ir s
tre
ss, a
nd
pre
ferr
ed
cop
ing
stra
teg
ies.
Rat
iona
le f
or
the
stud
y in
the
co
ntex
t o
f th
e lit
erat
ure
Go
ld a
nd
Rot
h d
esc
rib
e st
ress
as
a co
nd
itio
n o
f dis
eq
uili
bri
um
with
in t
he
inte
llect
ua
l, e
mot
ion
al a
nd
phy
sica
l sta
te o
f th
e in
div
idu
al;
it is
ge
ne
rate
d by
on
e’s
pe
rce
ptio
ns
of a
situ
atio
n,
wh
ich
resu
lt in
phy
sica
l an
d e
mo
tion
al r
ea
ctio
ns.
It
ca
n b
e e
ithe
r p
osi
tive
or
ne
gat
ive,
de
pe
nd
ing
on
on
e’s
inte
rpre
tatio
ns
(19
93
, p. 1
7).
Str
ess
in t
he
prin
cipa
lshi
p is
a s
erio
us is
sue
in
we
ste
rn e
duca
tion
syst
em
s (G
ree
n et
al.,
20
01).
Im
po
rtan
t are
as a
ffe
cte
d by
th
e ex
tent
to w
hich
th
e p
rinc
ipa
l of a
sch
oo
l exp
eri
enc
es
wo
rk-r
ela
ted
stre
ss
incl
ude
heal
th, w
elfa
re, fin
anci
al a
nd e
duca
tiona
l is
sue
s.B
oth
the
he
alth
of t
he
pri
ncip
al a
nd
the
he
alth
of
sta
ff m
em
be
rs m
ay b
e n
eg
ativ
ely
aff
ect
ed
by a
p
rinc
ipa
l exp
eri
enc
ing
seri
ous
wo
rk-r
ela
ted
stre
ss.
We
stm
an a
nd
Etz
ion,
(19
99)
in t
he
ir s
tudy
of 8
3 pr
imar
y sc
hool
pri
ncip
als
and
34
0 of
th
eir
teac
hing
st
aff i
n Is
rae
l, fo
und
that
wo
rk-r
ela
ted
stre
ss c
ross
ed
ove
r to
teac
he
rs, f
rom
pri
ncip
als
with
wh
om
th
ey
wo
rke
d. T
he
stu
dy a
lso
foun
d th
at a
‘pin
g p
on
g’
effe
ct e
xist
ed
wh
ere
th
e te
ach
ers
’ str
ess
th
en
rebo
unde
d on
to t
he
prin
cipa
l, ca
usin
g fu
rthe
r st
ress
. L
ane
(20
00)
not
ed
that
for
stre
ssed
pri
ncip
als
ther
e w
as a
ne
gat
ive
corr
ela
tion
bet
we
en
stre
ss a
nd
pro
duct
ivity
, an
d th
at s
ubje
cts
exp
eri
enc
ed
diffi
culty
in
usi
ng in
telle
ctua
l ski
lls in
man
agem
ent a
nd in
de
alin
g w
ith s
ubo
rdin
ate
s.P
rinc
ipal
s’ s
tres
s is
co
ntri
butin
g to
an
enor
mo
us
rise
in in
dire
ct fi
nanc
ial c
ost
s as
soci
ate
d w
ith
edu
catio
n (B
row
n et
al.,
20
02)
. Thi
s o
ccur
s o
n ac
coun
t of h
igh
leve
ls o
f str
ess
-re
late
d si
ck le
ave
for
the
prin
cipa
l as
we
ll as
aff
ect
ed
staf
f me
mb
ers
, p
rem
atu
re r
esi
gn
atio
n, a
nd
sub
seq
ue
nt t
rain
ing
of
new
sta
ff. F
urth
er,
the
core
bu
sin
ess
of s
cho
ols
is
to f
acili
tate
go
od
qua
lity
educ
atio
nal o
utco
me
s fo
r st
ud
ent
s in
a s
afe
, se
cure
lea
rnin
g e
nvir
on
me
nt
(Vic
tori
an D
ept
of E
duca
tion,
20
05)
; unf
ort
unat
ely
sc
hool
s w
ith s
erio
usly
str
esse
d pr
inci
pals
and
af
fect
ed
staf
f are
less
like
ly to
mai
ntai
n hi
gh
educ
atio
nal s
tand
ards
and
ach
ieve
qua
lity
outc
om
es
(Alis
on,
19
97, L
ane,
20
00)
.T
he
re is
a la
ck o
f dat
a o
n st
ress
an
d co
pin
g w
ithin
th
e pr
inci
pals
hip
of A
SA
, and
it is
unk
now
n w
het
he
r th
e fin
din
gs
of e
xist
ing
stu
die
s a
pp
ly to
th
em
. Ne
ithe
r is
it k
now
n w
het
he
r si
mila
r co
pin
g m
ech
an
ism
s to
th
ose
de
scri
be
d by
Alli
son
in h
is
1997
Can
adia
n-b
ased
stu
dy o
f sch
ool
pri
ncip
als
are
used
. Fur
ther
, th
e A
SA
pri
ncip
als’
ow
n pe
rcep
tions
of
cau
ses
and
po
ssib
ilitie
s of
red
ucin
g st
ress
hav
e n
ot b
ee
n ex
plo
red
pre
vio
usly
in a
ny e
mp
iric
al
rese
arc
h.
It is
als
o im
po
rtan
t th
at e
mp
loye
rs in
th
e e
duca
tion
sect
or,
such
as
AS
A, h
ave
know
led
ge
reg
ard
ing
the
inci
de
nce,
leve
ls a
nd
caus
es
of w
ork
-re
late
d st
ress
exp
eri
en
ced
by p
rinc
ipal
s, in
ord
er to
p
rovi
de
me
ani
ng
ful s
upp
ort
fo
r th
em
.S
tre
ss li
tera
ture
ma
kes
a di
stin
ctio
n b
etw
ee
n st
ress
red
uce
rs a
nd s
tres
s m
anag
ers.
Sad
ri (1
997
) an
d A
lliso
n (1
997
) hi
gh
light
ed
the
use
of s
tre
ss
redu
cers
(a
pri
ma
ry a
pp
roac
h), a
nd s
tres
s m
anag
ers
(a s
eco
nda
ry a
pp
roac
h) in
th
eir
stu
die
s. A
str
ess
re
duce
r is
a c
op
ing
stra
teg
y th
at s
ee
ks to
re
duce
th
e st
ress
bef
ore
it h
as a
ne
gat
ive
effe
ct o
n th
e su
bje
ct.
Sa
dri p
oin
ts o
ut
Str
ess
or
red
uct
ion
met
ho
ds
wo
uld
incl
ud
e ch
an
ge
s in
org
an
isa
tion
de
sig
n, s
tru
ctu
re, e
nh
an
ced
com
mu
nic
atio
n le
vels
, in
cre
ase
d e
mp
loye
e p
art
icip
atio
n a
nd
em
plo
yee
em
po
we
rme
nt (
Sa
dri
, 19
97, p
. 33)
.
By
cont
rast
, str
ess
man
age
me
nt m
eth
ods
‘inc
lude
m
edi
tatio
n, d
ee
p re
laxa
tion,
exe
rcis
e, b
ette
r nu
triti
on,
and
oth
er p
reve
nta
tive
stre
ss m
ana
ge
me
nt
tech
niqu
es’
(Sad
ri, 1
997
, 33)
. In
thei
r st
udy
on
ad
min
istr
ato
r st
ress
an
d b
urn
ou
t, G
me
lch
& T
ore
lli
(19
94)
foun
d th
at p
rinc
ipa
ls te
nd
ed
to c
ho
ose
se
con
dary
(st
ress
man
ag
ers
) ra
the
r th
an p
rim
ary
st
rate
gie
s to
co
pe
with
th
eir
str
ess
.
Res
earc
h q
uest
ions
& m
etho
do
log
yP
hase
one
—su
rvey
A c
om
bin
atio
n of
qu
est
ionn
aire
inst
rum
ents
and
in-
de
pth
inte
rvie
ws
was
use
d to
co
llect
dat
a in
rel
atio
n to
:w
het
her
the
AS
A p
rinc
ipal
s fe
lt th
ey
• ex
pe
rie
nce
d w
ork
-re
late
d st
ress
(an
d if
so);
the
natu
re a
nd
exte
nt o
f th
e st
ress
;•
how
sat
isfie
d p
rin
cip
als
felt
with
th
eir
ro
les.
• Th
e A
dm
inis
trat
ive
Str
ess
In
dex
Qu
est
ion
na
ire
(Gm
elc
h &
Sw
ent
, 19
82)
was
use
d to
asc
ert
ain
prin
cipa
ls’ r
esp
onse
s to
a li
st o
f co
mm
on
stre
sso
rs;
resp
on
de
nts
we
re in
vite
d to
su
gg
est
any
ad
ditio
na
l p
erc
eiv
ed
stre
sso
rs. P
art
icip
ant
s w
ere
als
o a
ske
d to
rat
e a
list o
f co
mm
on
cop
ing
stra
tegi
es
acco
rdin
g to
th
eir
pe
rce
ive
d u
sefu
lnes
s (A
lliso
n, 1
997
) an
d th
en
de
scri
be
any
addi
tiona
l co
pin
g st
rate
gie
s th
ey
may
hav
e us
ed.
Lin
ks b
etw
ee
n th
e d
em
og
rap
hic
vari
able
s (e
.g. a
ge,
ge
nd
er,
exp
eri
enc
e, s
ize
of
scho
ol e
tc)
and
part
icul
ar s
tres
sors
and
co
ping
st
rate
gies
we
re e
xam
ine
d. P
art
icip
ants
we
re t
hen
as
ked
to s
ug
ge
st a
ny s
yste
mic
sup
po
rt w
hich
wo
uld
be
he
lpfu
l in
cop
ing
with
wo
rk-r
ela
ted
stre
ss.
Pha
se t
wo
—in
terv
iew
Pha
se t
wo
cons
iste
d of
indi
vidu
al i
n-d
ept
h in
terv
iew
s, b
egi
nnin
g w
ith a
n in
vita
tion
for
the
inte
rvie
we
e to
ta
lk a
bo
ut t
he
ir p
ers
ona
l p
ers
pe
ctiv
es
and
to c
om
me
nt o
n th
eir
str
ess
leve
ls. T
he
inte
rvie
we
e’s
qu
est
ion
na
ire
resp
on
ses
we
re t
hen
disc
usse
d, in
par
ticul
ar t
hos
e th
at
we
re p
redo
min
antly
‘hig
h’ o
r ‘lo
w’;
and
also
th
e p
erc
eiv
ed
caus
es.
Fin
ally
, int
erv
iew
ee
s w
ere
ask
ed
to c
om
me
nt o
n th
eir
pe
rce
ptio
ns
of w
ork
-re
late
d st
ress
in A
SA
pri
ncip
als
an
d m
ake
sug
ge
stio
ns fo
r o
rga
nisa
tiona
l cha
ng
e an
d p
rofe
ssio
nal d
eve
lop
me
nt
to a
ddr
ess
th
is n
ee
d.
Fin
din
gs
Dem
og
rap
hic
Res
ults
Fo
rty-
seve
n fr
om a
po
ssib
le 5
3 pr
inci
pals
pa
rtic
ipat
ed,
cov
eri
ng
a b
road
ran
ge
of a
ge
s,
exp
eri
enc
e, q
ualifi
catio
ns a
nd
typ
es
of s
cho
ols
as
show
n in
Fig
ure
1 an
d Ta
ble
1 &
2, a
s d
esc
rib
ed
be
low
. Re
ga
rdin
g ‘s
cho
ol t
ype’
, 29
(62%
) w
ere
pr
inci
pals
of p
rim
ary
scho
ols,
2 (
4%)
we
re p
rinc
ipal
s of
‘sta
nd
-alo
ne’
se
con
dary
sch
oo
ls, w
hile
16 (
34%
) w
ere
pri
ncip
als
of K
-10,
or
K-1
2; c
om
bine
d pr
imar
y a
nd
seco
nd
ary
sch
oo
ls. E
nro
lme
nts
ran
ge
d fr
om
20
sch
oo
ls (
43%
) w
ith le
ss t
han
10
0 e
nro
lled
stu
de
nts,
to
15
sch
oo
ls (
32%
) w
ith a
n e
nro
lme
nt b
etw
ee
n 10
0 an
d 19
9, to
7 s
cho
ols
(15%
) w
ith a
n e
nro
lme
nt o
f b
etw
ee
n 2
00
and
34
9, w
hile
5 (1
0%)
sch
oo
ls h
ad a
n e
nro
lme
nt o
f ove
r 3
50
stu
de
nts.
Str
ess
and
sat
isfa
ctio
n re
sults
Sev
ent
ee
n p
erc
ent
of t
he
pri
ncip
als
co
nsid
ere
d th
at t
hey
had
a lo
w le
vel o
f str
ess
by
sco
rin
g 1
or
2 o
n a
5-p
oin
t Lik
ert
Sca
le. B
y co
ntra
st 4
9%
of t
he
prin
cipa
ls c
ons
ider
ed t
hey
ha
d a
hig
h le
vel o
f str
ess
by
sco
rin
g 4,
4.5
, or
5 o
n th
e sc
ale
. An
‘inte
rme
diat
e gr
oup’
(3
4%)
of p
rinc
ipal
s sc
ore
d 2.
5, 3
or
3.5
for
the
ir p
erc
eiv
ed
stre
ss le
vels
. Th
e re
sults
sh
ow t
hat
a
maj
ority
(8
3%)
of p
rinc
ipal
s re
po
rted
exp
erie
ncin
g m
od
era
te to
hig
h le
vels
of s
tre
ss (
see
Fig
ure
2), y
et
33
of t
he
47 p
rinc
ipal
s (7
0%)
rep
ort
ed t
hat t
hey
had
a
hig
h le
vel o
f sat
isfa
ctio
n an
d ra
ted
the
ir s
atis
fact
ion
leve
l at 4
or
5 (s
ee
Fig
ure
5).
S
tres
sors
res
ults
Th
e su
m o
f all
pri
ncip
als
’ rat
ing
sco
res
(0-5
) fo
r e
ach
str
ess
or
in t
he
Ad
min
istr
ativ
e S
tre
ss I
nd
ex w
as
calc
ulat
ed
an
d th
en
use
d to
ord
er
the
stre
sso
rs b
y se
veri
ty a
s sh
own
in T
able
3. ‘
Fe
elin
g th
at I
have
too
he
avy
a w
ork
load
, on
e th
at I
cann
ot p
oss
ibly
fini
sh
duri
ng
the
no
rma
l wo
rkin
g da
y’ w
as c
ons
ide
red
to
be t
he
mo
st s
eve
re s
tres
sor
by t
he
prin
cipa
ls in
th
e st
ud
y. T
his
re
sult
refle
cte
d th
e fin
din
gs
of r
ela
ted
stu
die
s in
th
e U
K (
Co
op
er
& K
elly
), U
SA
(B
row
n,
199
6) a
nd in
Vic
tori
a, A
ustr
alia
(O
’Rei
lley,
20
04)
. It
sh
ou
ld b
e n
ote
d h
owev
er,
that
th
ere
is v
ery
litt
le
diff
ere
nce
bet
we
en
the
ratin
g to
tals
for
som
e of
th
e ot
he
r st
ress
ors
, an
d th
ere
fore
un
due
em
pha
sis
sho
uld
not
be
pla
ced
on
the
exac
t ord
er
of m
any
of
the
clo
sely
ran
ked
indi
vidu
al s
tre
sso
rs.
Th
e in
div
idu
al s
tre
sso
rs w
ere
th
en
gro
up
ed
‘Can
I la
st t
he d
ista
nce?
’S
tres
s an
d s
cho
ol l
ead
ersh
ipM
ario
n S
hie
lds
Dir
ecto
r o
f E
duc
atio
n, S
even
th-d
ay A
dve
ntis
t S
cho
ols
, SA
““
””
Pri
nci
pal
s’
stre
ss is
co
ntri
bu
ting
to
an
eno
rmo
us
rise
in t
he
finan
cial
co
st o
f ed
uca
tio
n
Pri
nci
pal
s te
nd
ed t
o
cho
ose
se
con
dar
y ra
ther
tha
n p
rim
ary
stra
teg
ies
to c
op
e w
ith
thei
r st
ress
024
| TE
AC
H |
i1i1
| T
EA
CH
|
Fig
ure
1:
Pri
ncip
als’
gen
der
and
ye
ars
of
exp
erie
nce
Yea
rs o
f E
xper
ien
ce
5 or
less
6-10
11-1
516
+
Number of Principals
061014 4812 2
Mal
es
Fem
ales
12
8
7
65
2
7
0
Tab
le 2
: P
rinc
ipal
s’ q
ualifi
cati
ons
Ad
min
istr
ati
ve Q
ua
lifi
ca
tio
ns
M 13 (
28
%)F
103
Tota
l
Ge
nd
er
Nu
mb
er
Dip
lom
a o
f Te
ac
hin
g
M
9 (1
9%
)F
36
Ba
ch
elo
r D
eg
ree
M 24
(51%
)F
168
Ma
ste
rs D
eg
ree
M 10 (
21%
)F
82
Do
cto
rate
M
4 (8
%)
F
40
Tab
le 1
: A
ge
of
pri
ncip
als
Ag
e o
f p
art
icip
an
ts, n
= 4
7
Ag
e
20
-30
31-4
0
41-5
0
51-6
0
61+
Nu
mb
er
3 13 21 10 0
% 6.4
27.
7
44
.7
21.3 0
Fig
ure
2:
His
tog
ram
of
stre
ss
resp
on
ses
Str
ess
Lev
els
12
34
5
Number of Principals
01525 1020 5
n =
47
low
hig
h
Fig
ure
3:
His
tog
ram
of
sati
s-fa
ctio
n re
spo
nses
Sat
isfa
ctio
n L
evel
s
12
34
5
Number of Principals
01525 1020 5
low
hig
h
n =
47
Tab
le 3
: T
he t
wel
ve h
ighe
st r
anki
ng s
tres
sors
Fa
cto
r L
oa
din
gs
Su
m o
f a
ll
Sc
ore
s
40
%
22
%
27
%
13%
20
%
15%
23%
22
%
20
%
8% 16%
16%
29
%
44% 31%
58%
33% 41%
25%
29
%
27
%
40
%
29
%
24%
186
(79
%)
164
(70
%)
152
(65%
)
172
(73%
)
163
(69
%)
151
(64%
)
170
(72
%)
157
(67
%)
149
(63%
)
167
(71%
)
154
(66
%)
145
(62
%)
Pri
nc
ipa
ls
Sc
ori
ng
5P
rin
cip
als
S
co
rin
g 4
Str
es
s F
ac
tor
(ab
bre
via
ted
)
3.
De
ad
lin
es
for
rep
ort
s a
nd
oth
er
pa
pe
rwo
rk
1.
Wo
rklo
ad
to
o h
ea
vy
2.
Exc
es
siv
ely
hig
h s
elf
-ex
pe
cta
tio
ns
4.
Inte
rru
pte
d f
req
ue
ntl
y b
y te
lep
ho
ne
ca
lls
7.
Sc
ho
ol a
cti
vit
ies
ou
tsid
e o
f th
e n
orm
al w
ork
ing
ho
urs
5.
Co
mp
lyin
g w
ith
sta
te /
fed
era
l ru
les
an
d p
oli
cie
s
6.
Re
so
lvin
g p
are
nt
/ sc
ho
ol c
on
flic
ts
10.
De
cis
ion
s a
ffe
cti
ng
th
e li
ves
of
sta
ff /
stu
de
nts
etc
8.
Fe
eli
ng
pro
gre
ss
on
my
job
is
no
t w
ha
t is
sh
ou
ld b
e
9.
Me
eti
ng
s ta
ke
up
to
o m
uc
h t
ime
11.
Pre
ss
ure
fo
r b
ett
er
job
pe
rfo
rma
nc
e
12.
Pre
pa
rin
g a
nd
all
oc
ati
ng
bu
dg
et
res
ou
rce
s
(Po
ten
tial o
f 23
5 if
eve
ry p
rin
cip
al s
core
d th
e m
axi
mu
m r
atin
g)
Tab
le 5
: T
he t
en p
refe
rred
co
pin
g s
trat
egie
s
Ra
nk
31 2 4 75 6 108 9
Pre
ferr
ed
Co
pin
g S
tra
teg
y
Ap
pro
ach
pro
ble
ms
op
timis
tica
lly
Ma
inta
in a
se
nse
of h
um
ou
r
Pra
ctic
e g
oo
d h
um
an
rela
tion
s sk
ills
*
Wo
rk h
ard
er
(in
clu
din
g ev
en
ing
s a
nd
we
eke
nd
s
Se
t re
alis
tic g
oa
ls (
reco
gn
ise
job
limita
tion
s) *
Talk
with
fa
mily
me
mb
ers
or
clo
se f
rie
nd
s
Ma
inta
in r
eg
ula
r sl
ee
p h
ab
its
En
ga
ge
in le
ss a
ctiv
e n
on
-wo
rk o
r p
lay
act
iviti
es
En
ga
ge
in a
ctiv
itie
s th
at s
up
po
rt s
pir
itua
l gro
wth
Ma
inta
in g
oo
d h
ea
lth h
ab
its
Tab
le 4
: G
roup
ed s
tres
sors
od
ered
by
seve
rity
Ra
nk
31 2 4 75 6 108 9
Str
es
s G
rou
pin
g
Fin
an
cia
l
Tim
e (i
ncl
ud
es
wo
rklo
ad)
Org
an
isa
tion
Pe
rso
na
l In
ad
eq
ua
cy
Po
licy
Ma
rke
ting
an
d C
om
mu
nity
Su
pe
rvis
ion
Re
spo
nsi
bili
ty
Po
we
r, A
uto
no
my,
In
de
pe
nd
en
ce
Co
mm
un
ica
tion
an
d C
onfli
ct
AS
I Fa
cto
r N
um
be
r
27,
33
15, 1
8, 3
7, 3
8
21 24, 2
5, 2
8, 3
0, 3
2
3, 7
, 13
, 14
, 20
, 23
, 35
1,9,
12,3
4
2, 2
6
4, 1
0, 1
6, 2
9
5, 6
, 11,
22
, 36
8, 1
7, 1
9, 3
1
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
resp
ons
ibili
ties
such
as
con
duct
ing
Bib
le s
tudi
es,
p
rea
chin
g a
nd
org
an
isin
g st
ud
ent
s to
pre
sent
p
rog
ram
s a
nd
mu
sica
l ite
ms
at s
erv
ice
s w
as r
ais
ed.
Cop
ing
stra
tegi
es r
esul
tsT
he
Co
pin
g P
refe
ren
ce S
cale
(A
lliso
n, 1
997
) w
as
used
to e
xam
ine
this
asp
ect o
f th
e pr
inci
pals
’ re
actio
n to
str
ess
. Tab
le 5
dis
pla
ys t
he
ten
mo
st
pre
ferr
ed
cop
ing
stra
tegi
es
in t
he
curr
ent
stu
dy.
Pri
ncip
als
we
re a
lso
give
n th
e o
ptio
n of
indi
catin
g th
e ex
tent
to w
hic
h a
spe
cts
of t
he
ir C
hri
stia
n b
elie
fs
assi
sted
the
m in
man
agin
g st
ress
. Fiv
e as
pe
cts
we
re p
rovi
ded:
Chr
istia
n be
liefs
and
wo
rld
view
(1
92),
Pra
yer
(19
2), B
ible
rea
ding
(16
9), C
hris
tian
bo
oks
or
mus
ic (1
67)
and
Chu
rch
Life
(141
). T
he
bra
cket
ed
nu
me
rals
indi
cate
th
e su
m o
f sco
res
for
eac
h ‘a
spe
ct’ o
n th
e 1-
5 Li
kert
Sca
le. T
he
ma
xim
um
po
ssib
le s
core
(if
eve
ry p
rin
cipa
l had
sco
red
it at
th
e m
axi
mum
of 5
) w
as 2
20.
Th
ese
re
sults
indi
cate
th
at
for
the
ma
jori
ty o
f re
spo
nde
nts
thei
r C
hris
tian
faith
an
d p
ers
pe
ctiv
e, a
s w
ell
as t
he
ir p
raye
r lif
e w
ere
p
erc
eiv
ed
as v
ery
va
luab
le in
he
lpin
g th
em
co
pe
with
st
ress
. How
eve
r th
eir
chu
rch
life
was
pe
rce
ive
d as
no
t bei
ng o
f co
mpa
rabl
e be
nefit
an
d th
is m
ay b
e du
e to
exp
ect
atio
ns b
y th
eir
loca
l chu
rch
com
mun
ity.
Eig
ht o
f th
e pr
inci
pals
reg
iste
red
low
str
ess
sco
res.
Pri
nci
pa
ls te
nd
ed
to e
xpla
in t
he
se s
core
s in
term
s of
a c
ons
cio
us d
eci
sio
n n
ot to
let t
he
ir a
dm
itte
dly
str
ess
ful r
ole
ove
rwh
elm
th
eir
live
s; a
nd
was
link
ed
to t
he
ir C
hris
tian
faith
an
d w
orl
d vi
ew.
Dur
ing
the
inte
rvie
ws,
not
one
of t
he
prin
cipa
ls
(un
de
r p
rob
ing
by t
he
rese
arc
he
r) in
th
is g
rou
p
acco
rdin
g to
co
ncep
tual
sim
ilari
ty. T
hes
e, a
t a
late
r p
oin
t, m
ight
pro
vide
gui
danc
e fo
r pr
ofe
ssio
nal
deve
lopm
ent a
nd in
dica
te p
oss
ible
dir
ect
ions
for
syst
em
ic c
han
ge.
Th
e st
ress
or
gro
up
ing
s a
re
disp
laye
d in
ord
er o
f sev
eri
ty in
Tab
le 4
, an
d a
gai
n,
‘wo
rklo
ad
’ was
th
e m
ost
se
rio
us
issu
e.
Ad
diti
onal
str
esso
rs r
esul
tsA
nu
mb
er
of a
dd
itio
na
l str
ess
ors
we
re m
ent
ion
ed
an
d tw
o sc
ore
d h
igh
ly. F
irst
, re
spo
nsi
bili
ties
conn
ect
ed
with
th
e h
om
e, p
are
ntin
g (a
n ad
ditio
n to
th
e pr
inci
pal’s
rol
e, m
ainl
y re
po
rted
by
wo
me
n) w
ere
me
ntio
ne
d, a
nd
als
o tr
an
sfe
rs f
or
pro
mot
ion.
Se
con
d, t
he
issu
e of
ad
ditio
na
l chu
rch
pe
rce
ive
d th
at t
hey
we
re ‘p
laci
d by
nat
ure
’. In
ste
ad,
th
ey s
pok
e ab
out t
hei
r re
latio
nshi
p w
ith G
od
and
of
the
ir c
om
mitm
ent
in t
he
ir li
ves
to t
he
ir s
cho
ols
an
d th
eir
Lo
rd.
Sug
ge
stio
ns fo
r ad
ditio
nal s
upp
ort
incl
ude
d th
e fa
cilit
atio
n of
net
wor
ks b
etw
een
the
prin
cipa
ls fo
r in
form
atio
n sh
arin
g an
d su
ppor
t, a
nd a
Pri
ncip
als’
H
andb
oo
k to
pro
vid
e in
form
atio
n an
d g
uida
nce.
Str
ess
red
ucer
s an
d s
tres
s m
anag
ers
In t
he
lite
ratu
re a
dis
tinct
ion
was
mad
e b
etw
ee
n st
ress
re
du
cers
an
d st
ress
ma
na
ge
rs. T
he
dat
a in
th
e pr
esen
t stu
dy in
dica
ted
that
AS
A p
rinc
ipal
s p
rim
ari
ly u
tilis
ed
stre
ss m
an
ag
ers
rat
he
r th
an
stre
ss
redu
cers
(m
ark
ed
by a
n as
teri
sk in
Tab
le 5
). T
he
form
er
are
less
eff
ect
ive
an
d re
ly o
n a
dd
ress
ing
the
stre
ss r
ea
ctio
n ra
the
r th
an
ad
dre
ssin
g th
e st
ress
-ca
usin
g m
echa
nism
firs
t.
Link
s b
etw
een
dem
og
rap
hics
and
str
ess
cate
go
ries
Th
e w
ork
load
issu
e w
as g
ive
n th
e hi
gh
est
tota
l st
ress
rat
ing
by t
he
prin
cipa
ls in
thi
s st
udy,
and
a
hig
he
r p
erc
ent
ag
e of
wo
me
n sc
ore
d it
at t
he
hig
he
st le
vel (
56%
of w
om
en
as a
gai
nst 3
2% o
f m
en)
. Fur
the
r, n
on
e of
th
e w
om
en
sco
red
it at
le
vel 1
or
2, a
s di
d 6%
of t
he
me
n. I
n a
lmo
st e
very
ca
teg
ory
, wo
me
n fe
lt m
ore
str
ess
ed
tha
n th
eir
m
ale
co
unte
rpa
rts.
Fur
the
r, yo
ung,
inex
pe
rie
nce
d pr
inci
pals
of s
mal
ler
scho
ols
indi
cate
d a
hig
he
r d
eg
ree
of s
tre
ss t
han
thei
r co
lleag
ues
in a
lmo
st
eve
ry c
ate
go
ry.
Co
nclu
sio
ns a
nd r
eco
mm
end
atio
nsT
he
re a
re s
om
e cl
ea
r g
en
era
l co
nclu
sio
ns t
hat c
an
be
draw
n fr
om
th
e fin
din
gs
of t
his
stu
dy.
Fir
st, w
hile
on
the
one
hand
pri
ncip
als
exp
eri
enc
ed
a hi
gh
leve
l of j
ob
satis
fact
ion,
an
eve
n
“
”
Th
eir
Ch
rist
ian
fait
h an
d
per
spec
tive
, as
wel
l as
thei
r p
raye
r lif
e w
ere
per
ceiv
ed a
s ve
ry v
alua
ble
in
hel
pin
g
them
co
pe
wit
h st
ress
026
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
larg
er
ma
jori
ty e
xpe
rie
nce
d m
od
era
te o
r hi
gh
leve
ls
of s
tre
ss.
Se
con
d, ‘t
oo
he
avy
a w
ork
loa
d’ w
as id
ent
ifie
d as
th
e m
ost
sig
nific
ant w
ork
-re
late
d st
ress
fac
tor.
Add
ition
al s
tres
sors
incl
ude
d ho
me
and
pare
ntin
g re
spon
sibi
litie
s, p
artic
ular
ly fo
r w
omen
pri
ncip
als,
an
d a
lso
chur
ch d
utie
s.T
hird
, pri
ncip
als
liste
d ‘m
aint
aini
ng a
sen
se o
f hu
mo
ur’ a
nd
the
ir C
hris
tian
be
liefs
an
d p
ract
ice
s,
amo
ng
oth
ers
, as
effe
ctiv
e st
rate
gies
in m
anag
ing
stre
ss. I
t is
of in
tere
st t
hat
pri
ncip
als
prim
arily
ut
ilise
d st
ress
man
ag
ers
rat
he
r th
an s
tre
ss r
edu
cers
, an
asp
ect t
hat h
as im
plic
atio
ns fo
r pr
inci
pals
’ p
rofe
ssio
na
l dev
elo
pm
ent
.F
inal
ly, i
t is
imp
ort
ant t
o no
te t
hat
tw
o gr
oups
of
pri
nci
pa
ls w
ere
mo
st v
uln
era
ble
to w
ork
-re
late
d st
ress
: wo
men
pri
ncip
als
and
youn
g pr
inci
pals
.Tw
ent
y-e
ight
se
pa
rate
re
com
me
nd
atio
ns
we
re
mad
e as
a r
esu
lt of
th
e st
udy.
Th
ey in
clud
ed t
he
follo
win
g:
For
prin
cip
als
1.
Dev
elop
and
mai
ntai
n go
od
habi
ts o
f nut
ritio
n,
and
a ba
lanc
ed li
fest
yle,
incl
udin
g ex
erci
se.
2.
Dev
elo
p g
oo
d h
ab
its o
f act
ive
an
d n
on
-act
ive
leis
ure
activ
itie
s an
d re
cog
nise
th
at t
he
se a
re
legi
timat
e an
d ap
pro
pri
ate
activ
itie
s in
th
e m
anag
emen
t of s
tres
s.3
. B
eco
me
fam
ilia
r w
ith, u
se, a
nd
cont
rib
ute
to
rele
vant
edu
catio
n w
eb
site
s.
For
conf
eren
ce e
duc
atio
n d
irect
ors
4.
Mak
e re
gu
lar
visi
ts t
o sc
ho
ols
, sh
ow a
n in
tere
st a
nd g
ive
supp
ort.
Mak
e ph
one
calls
an
d pr
ay w
ith p
rinc
ipal
s re
gula
rly;
pro
vide
pa
stor
al c
are
for
all p
rinc
ipal
s an
d m
ento
rs fo
r be
ginn
ing
prin
cipa
ls.
5.
Sup
por
t new
pri
ncip
als
in b
uild
ing
up lo
cal
net
wo
rks,
to p
rovi
de
the
soci
al s
upp
ort
whi
ch
acts
as
a vi
tally
imp
ort
ant b
uffe
r ag
ains
t th
e n
eg
ativ
e ef
fect
s of
str
ess
in t
ime
s of
diffi
culty
.
For
the
natio
nal s
yste
m6.
R
edu
ce t
he
load
for
begi
nnin
g pr
inci
pals
by
10%
in t
he
ir fir
st y
ea
r.7.
Im
pro
ve p
repa
ratio
n of
adm
inis
trat
ors
(u
nder
stan
ding
of t
he
prin
cipa
l’s r
ole,
like
ly
confli
cts,
an
d sk
ills
in c
om
mun
icat
ion,
co
nfli
ct
reso
lutio
n, m
edi
atio
n an
d co
nfro
ntat
ion)
.8
. P
rovi
de t
rain
ing
for
prin
cipa
ls in
un
ders
tand
ing
stre
ss,
stre
ss r
ed
uce
rs a
nd
stre
ss m
anag
ers.
9.
Pro
vid
e w
ork
sho
ps
on
asse
ssm
ent
p
roce
dure
s, C
hurc
h e
duca
tion
po
licie
s,
regu
latio
ns a
nd o
rgan
isat
iona
l cha
nge
and
colla
bo
rativ
e de
cisi
on
mak
ing.
For
Pac
ific
Sch
ools
Aus
tral
ia—
syst
ems
leve
l10
. Fac
ilita
te t
he
dev
elo
pm
ent
of a
pa
rtn
ers
hip
bet
we
en
edu
cato
rs a
nd
the
past
ora
l min
istr
y to
pro
mot
e th
e va
lue
of t
he
Chu
rch’
s C
hris
tian
educ
atio
n sy
stem
; inc
ludi
ng:
a.
A s
tre
ng
the
nin
g of
re
latio
nsh
ips
bet
we
en
prin
cipa
ls a
nd p
asto
rs w
ith a
n in
crea
sed
und
ers
tan
din
g of
, an
d su
pp
ort
for,
eac
h ot
he
r’s r
ole
s.b.
M
ark
etin
g th
e lo
cal c
hurc
h sc
ho
ol.
c.
‘Ski
lling
’ and
sup
po
rtin
g ru
ral p
asto
rs in
th
eir
occ
asio
na
l ro
le o
f me
diat
or
bet
we
en
the
sch
oo
l an
d p
are
nts/
chu
rch
me
mb
ers
.d.
R
egu
lar,
publ
ic, a
rtic
ulat
ion
of t
he
valu
e of
th
e C
hurc
h’s
edu
catio
n sy
ste
m a
nd
affir
mat
ion
of it
s le
ade
rs.
It is
be
lieve
d th
at im
ple
me
ntin
g th
ese
re
com
me
nd
atio
ns
sho
uld
incr
ea
se t
he
like
liho
od
of p
rinc
ipa
ls ‘l
astin
g th
e di
stan
ce’,
redu
ce t
he
ir
wo
rk-r
ela
ted
stre
ss, a
nd
mak
e fo
r m
ore
eff
ect
ive
lead
ersh
ip in
AS
A s
cho
ols
part
icul
arly
and
per
hap
s in
th
e br
oade
r C
hris
tian
scho
ols
com
mun
ity
ge
ne
rally
. TE
AC
H
Ref
eren
ces
Alli
son
, D. (
1997
). C
op
ing
with
str
ess
in t
he
pri
nci
pa
lsh
ip. J
ou
rna
l o
f Ed
uca
tion
al A
dm
inis
tra
tion
, 35
(1),
39
–5
5.
Bro
wn
, M.,
Ra
lph
, S.,
& B
rem
be
r, I
. (2
00
2). C
ha
ng
e-l
inke
d w
ork
-re
late
d st
ress
in B
ritis
h te
ach
ers
. Res
ea
rch
in E
du
catio
n, 6
7,
May
, 1-1
2.
Bro
wn
, P. (
199
6). A
dm
inis
tra
tive
stre
ss a
nd
bu
rno
ut a
mo
ng
Sev
en
th-d
ay A
dve
ntis
t sch
oo
l ad
min
istr
ato
rs in
th
e U
nite
d S
tate
s. U
np
ub
lish
ed
Ed
D D
isse
rta
tion,
La
Sie
rra
Un
ive
rsity
. U
SA
.C
ha
pla
in, R
. (2
001
). S
tre
ss a
nd
job
satis
fact
ion
am
on
g p
rim
ary
h
ea
d te
ach
ers
. Ed
uca
tion
al M
an
ag
em
en
t an
d A
dm
inis
tra
tion
, 2
9(2
), 1
97-2
15.
Co
op
er,
C. &
Ke
lly, M
. (19
93)
. Occ
up
atio
na
l str
ess
in h
ea
d te
ach
ers
: A n
atio
na
l UK
stu
dy.
Bri
tish
Jou
rna
l of E
du
catio
na
l P
sych
olo
gy,
63
, 13
0-1
43
.G
me
lch
, W. &
To
relli
, J. (
199
4). T
he
ass
oci
atio
n o
f ro
le c
onfli
ct a
nd
am
big
uity
with
ad
min
istr
ato
r st
ress
an
d b
urn
ou
t. J
ou
rna
l of
Sch
oo
l Le
ad
ers
hip
, 4(1
), 3
41-3
56
.G
me
lch
, W. &
Sw
en
t, B
., (1
98
2). M
an
ag
em
en
t te
am
str
ess
ors
an
d th
eir
imp
act
on
ad
min
istr
ato
rs’ h
ea
lth. P
ap
er
pre
sen
ted
at t
he
Am
eri
can
Ed
uca
tion
al R
ese
arc
h A
sso
cia
tion.
ER
IC E
D 2
18
761.
Go
ld, Y
. & R
oth
, R. A
. (19
93)
. Te
ach
ers
ma
na
gin
g st
ress
an
d p
reve
ntin
g b
urn
ou
t: T
he
pro
fess
ion
al h
ea
lth s
olu
tion
. W
ash
ing
ton
, DC
: Fa
lme
r P
ress
.G
ree
n, R
., M
alc
olm
, S.,
Gre
en
wo
od
, K.,
Sm
all,
M. &
Mu
rphy
, G
., (2
001
). A
su
rvey
of t
he
he
alth
of V
icto
ria
n p
rim
ary
sc
ho
ol p
rin
cip
als
. Th
e In
tern
atio
na
l Jo
urn
al o
f Ed
uca
tion
al
Ma
na
ge
me
nt,
15
(1),
23
-30
.L
an
e, S
. (2
001
). S
tre
ss t
ype
an
d le
ad
ers
hip
sty
le in
th
e p
rin
cip
als
hip
. Un
pu
blis
he
d P
hD
Dis
sert
atio
n. U
niv
ers
ity o
f O
reg
on
.O
’Re
illy,
P. (
20
04)
. Le
t’s le
arn
to
sto
p a
t re
d lig
hts
. Pri
me
Fo
cus,
Ja
nu
ary
, 36
, 6-7
.S
ad
ri, G
. (19
97).
An
exa
min
atio
n o
f aca
de
mic
an
d o
ccu
pa
tion
al
stre
ss in
th
e U
SA
. Th
e In
tern
atio
na
l Jo
urn
al o
f Ed
uca
tion
al
Ma
na
ge
me
nt,
11(
1), 3
2-4
6.
Vic
tori
an
De
pa
rtm
en
t of E
du
catio
n. B
lue
pri
nt f
or
Gov
ern
me
nt
Sch
oo
ls. R
etr
ieve
d D
ece
mb
er
11, 2
00
5 fr
om
: htt
p://
ww
w.
sofw
eb.
vic.
ed
u.a
u/b
lue
pri
nt/
es/
env
iro
nm
en
t.a
spW
est
ma
n, M
., &
Etz
ion
, D. (
199
9). T
he
cro
ssov
er
of s
tra
in f
rom
sc
ho
ol p
rin
cip
als
to
tea
che
rs a
nd
vice
ve
rsa
. Jo
urn
al o
f O
ccu
pa
tion
al H
ea
lth P
sych
olo
gy,
4(3
), 2
69
-278
.
Ab
stra
ctT
his
stu
dy s
ou
ght
to a
ddr
ess
pe
rce
ive
d st
ud
ent
st
ud
y sk
ills
ne
ed
s, a
s p
art
of a
se
con
da
ry s
cho
ol’s
pa
sto
ral c
are
pro
gra
m. U
tilis
ing
a te
ach
er
actio
n re
sea
rch
app
roac
h, t
he
inqu
iry
focu
sed
on
thre
e m
ain
area
s: in
vest
igat
ing
stud
ents
’ pri
or
stud
y ha
bits
; th
e n
atu
re o
f exi
stin
g, in
effe
ctiv
e st
ud
y h
ab
its t
hat
im
pair
ed p
erfo
rman
ce; a
nd a
sce
rtai
ning
th
e im
pact
of
a s
tud
y sk
ills
inte
rve
ntio
n p
rog
ram
. Fin
din
gs
indi
cate
d th
at m
any
stu
de
nts
eith
er
we
re u
naw
are
of
, or
not
em
plo
yin
g, s
tudy
ski
lls. I
nef
fect
ive
time
an
d se
lf m
an
ag
em
ent
imp
air
ed
stu
de
nts’
stu
dy
pe
rfo
rman
ce, p
oss
ibly
link
ed
to a
‘cul
tura
l tra
ce’.
Pe
rce
ive
d im
pro
vem
ent
s in
stu
de
nts’
stu
dy
ha
bits
w
ere
re
po
rte
d, b
oth
by s
tud
ent
s an
d te
ach
ers
. Thr
ee
like
ly r
easo
ns w
ere
iden
tifie
d: T
he
imm
ine
nce
of
exam
s ac
ting
as a
cat
aly
st, t
he
new
ly le
arn
ed
stu
dy
skill
s, a
nd
en
cou
rag
em
ent
by
the
tea
che
r.
Intr
od
uctio
nS
tud
y sk
ills
pro
gra
ms
hav
e b
eco
me
a si
gn
ifica
nt
tool
in im
prov
ing
stud
ent
stu
dy h
abits
. Re
sea
rch
ers
ac
cept
th
at a
cad
em
ic a
chie
vem
ent
be
com
es
mo
re
diffi
cult
if ef
fect
ive
stu
dy
skill
s a
re n
ot le
arn
t an
d p
ract
ise
d (H
ulic
k, 1
98
9) a
nd
that
so
me
stu
de
nts,
if
left
to t
he
mse
lve
s, te
nd
to e
mp
loy
inef
fect
ive
stu
dy
hab
its (
Traw
ick,
19
95)
. Ins
trum
ent
ally
, eff
ect
ive
stu
dy
skill
s a
re n
ee
de
d a
s im
po
rta
nt le
arn
ing
too
ls
in p
repa
ring
stu
dent
s fo
r ex
amin
atio
ns –
esp
ecia
lly
tho
se t
hat h
ave
care
er
imp
licat
ions
for
the
indi
vidu
al.
Thi
s ha
s pa
rtic
ular
rel
evan
ce fo
r st
uden
ts in
d
eve
lop
ing
cou
ntri
es
of t
he
So
uth
Pac
ific,
wh
ere
th
e co
st o
f ‘sq
uand
erin
g’ o
nce
-onl
y ed
ucat
iona
l o
pp
ort
uniti
es
can
be
far-
reac
hin
g.S
tudy
ski
lls p
rog
ram
s (S
SP
) ar
e of
ten
‘sta
nd
alo
ne’
eff
ort
s. H
owev
er,
they
may
als
o b
e p
erc
eiv
ed
as p
art
of,
or
foun
datio
nal t
o, a
sch
oo
l’s p
roac
tive
past
ora
l ca
re p
rog
ram
tha
t is
com
mitt
ed
to m
eet
ing
the
pe
rso
na
l, so
cia
l an
d le
arn
ing
ne
ed
s of
stu
de
nts
(cf.
Be
st, e
t al.
199
6), a
nd
to d
eve
lop
me
nta
l an
d e
duca
tiona
l go
als
suc
h as
th
ose
pro
po
sed
by
UN
ES
CO
: Lea
rnin
g to
kn
ow, t
o d
o, to
live
tog
ethe
r a
nd
to b
e (D
elo
rs, 2
00
0). M
ore
ove
r, th
ere
is a
gr
owin
g re
cogn
itio
n by
edu
catio
n au
thor
ities
(cf
. L
NC
T G
lasg
ow. 2
007
), s
cho
ols
an
d co
lleg
es
(cf.
Dan
eba
nk, 2
007
; C.H
.A. C
olle
ge,
20
07; K
oo
nun
g S
eco
nd
ary
Co
lleg
e, 2
007
), m
ent
al h
ea
lth in
stitu
tes
(Vin
cent
and
Ha
zel,
200
5) a
nd a
cade
mic
s (H
orn
by, e
t al.
20
03)
tha
t pas
tora
l ca
re in
sch
oo
ls
inco
rpo
rate
s th
e in
telle
ctua
l ne
eds
of s
tud
ent
s;
wh
ich
incl
ud
es
the
lea
rnin
g of
eff
ect
ive
stu
dy
skill
s.
Thi
s vi
ewp
oin
t mai
ntai
ns:
Pa
sto
ral c
are
an
d a
cad
em
ic p
rog
ress
are
in
extr
ica
bly
lin
ked.
Aca
de
mic
ca
re in
volv
es
pro
mot
ing
we
ll-b
ein
g th
rou
gh
aca
de
mic
str
uct
ure
s a
nd
pro
cess
es
wh
ich
are
sym
pat
het
ic to
a
do
lesc
ent
ne
ed
s. I
t is
linke
d to
pa
sto
ral c
are
in it
s a
tte
ntio
n to
po
sitiv
e le
arn
ing
an
d d
eve
lop
me
nta
l o
utc
om
es
incl
ud
ing
kno
wle
dg
e o
f se
lf, s
elf
effic
acy
, h
ea
lthy
risk
ta
kin
g, g
oa
l set
ting
, ne
got
iatio
n,
refle
ctio
n a
nd
em
po
we
rme
nt (
McL
au
gh
lin, 2
001
, p1
).
Co
ntex
tB
etik
ama
Adv
ent
ist C
olle
ge
(BA
C)
is lo
cate
d on
th
e is
land
of G
uada
lcan
al o
n th
e o
utsk
irts
of H
oni
ara
, th
e ca
pita
l of t
he
So
lom
on
Isla
nds
. It i
s a
mul
ti-cu
ltura
l, b
oa
rdin
g se
con
da
ry s
cho
ol o
pe
rate
d by
th
e S
eve
nth
-day
Adv
ent
ist (
SD
A)
Chu
rch,
with
25
teac
hing
sta
ff, w
ho
se q
ualifi
catio
ns r
an
ge
fro
m
cert
ifica
te to
mas
ter’s
leve
l. T
he
re is
als
o 2
6 an
cilla
ry
staf
f. Whi
le n
umb
ers
may
va
ry s
om
ewh
at f
rom
ye
ar
to y
ea
r, st
ud
ent
enr
olm
ent
at t
he
time
of t
he
stu
dy
was
ove
r 4
00,
with
boy
s sl
ight
ly o
utnu
mb
eri
ng
gir
ls.
On
e ha
lf of
th
e st
ud
ent
bo
dy c
ame
fro
m a
vill
ag
e ba
ckg
roun
d, a
nd
abo
ut 2
0% b
elo
ng
ed
to a
ran
ge
of C
hris
tian
deno
min
atio
ns o
ther
th
an t
he
SD
A
faith
tra
ditio
n. A
bou
t 20%
of s
tude
nts
cam
e fr
om
Pre
par
ing
stu
den
ts f
rom
a d
iffer
ent
cultu
re fo
r ex
amin
atio
ns: A
pas
tora
l ca
re in
vest
men
t w
ith c
ost
s an
d
ben
efits
Pau
line
Po
tter
Sec
ond
ary
teac
her,
Kar
alun
di A
bo
rig
inal
Ed
ucat
ion
Cen
tre,
via
Mee
kath
arra
, Wes
tern
A
ustr
alia
*
“”
Stu
dy
skill
s p
rog
ram
s ar
e a
sig
nifi
cant
to
ol i
n im
pro
ving
st
ud
ent
stu
dy
hab
its
“”
Too
hea
vy
a w
ork
load
w
as
iden
tifie
d
as t
he m
ost
si
gn
ifica
nt
wo
rk-r
elat
ed
stre
ss f
acto
r
028
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
Gua
dalc
anal
, 30%
fro
m t
he
larg
e ne
ighb
ouri
ng
isla
nd o
f Ma
laita
, and
th
e re
mai
nd
er
fro
m t
he
len
gth
an
d b
read
th o
f th
e is
lan
d na
tion.
Th
e st
ud
ent
gr
oups
inco
rpo
rate
th
e th
ree
dom
inan
t cul
ture
s –
Me
lane
sian
, Po
lyne
sian
and
Mic
rone
sian
.S
tud
ent
s’ a
ge
s ra
ng
ed
fro
m 1
2 to
21.
Fo
rm 6
(F
6) is
th
e fin
al y
ea
r o
f se
con
da
ry s
cho
olin
g; (
F7
has
sinc
e be
en a
dded
) cu
lmin
atin
g in
a P
acifi
c-w
ide
exam
inat
ion
whi
ch is
org
anis
ed
by t
he
So
uth
Pac
ific
Bo
ard
of E
duca
tiona
l Ass
ess
me
nt b
ase
d in
Su
va,
Fiji
. Eac
h ye
ar
the
re a
re s
om
e di
sap
po
intm
ent
s a
nd
unfu
lfille
d p
ote
ntia
l, w
ith e
asily
ob
serv
ed
po
or
stu
dy
habi
ts a
like
ly c
ause
. F6
stu
de
nts
are
tau
ght
so
me
ge
ne
ral s
tud
y sk
ills
in E
ng
lish,
bu
t th
is is
lim
ited;
th
ere
is n
o m
on
itori
ng,
an
d it
see
ms
that
th
e ex
erc
ise
has
min
imal
impa
ct o
n st
uden
t per
form
ance
. Thi
s sh
ou
ld b
e a
con
cern
fo
r m
any
teac
he
rs.
BA
C is
diff
ere
nt f
rom
oth
er
loca
l sch
oo
ls. I
t run
s a
farm
to g
row
foo
d fo
r th
e ki
tch
en
and
a ca
rvin
g sh
op
and
cop
pe
r w
ork
s to
se
ll a
rtef
acts
to to
uris
ts.
As
pa
rt o
f th
e sc
ho
ol’s
ph
iloso
phy
of s
elf-
suffi
cie
ncy
and
edu
catin
g th
e w
ho
le p
ers
on,
stu
den
ts (
bo
ard
ing)
a
re e
xpe
cte
d to
he
lp r
un t
he
sch
oo
l pro
gra
m b
y w
ork
ing
12 h
our
s p
er
we
ek
duri
ng
afte
rno
ons
. Thi
s is
th
e ‘w
ork
line’
pro
gra
m.
Pur
po
se a
nd s
igni
fican
ce o
f th
e st
udy
Th
e p
urp
ose
of t
he
stu
dy w
as to
teac
h F
6 st
ud
ent
s st
udy
ski
lls t
hat
wo
uld
he
lp t
he
m to
ove
rco
me
‘bad
’ (i
neff
ectiv
e) s
tudy
hab
its,
and
to e
nco
ura
ge
the
m to
ap
ply
new
ski
lls e
ffe
ctiv
ely
in t
he
ir s
tudy
. Th
e st
udy
a
lso
sou
ght
to e
xplo
re t
he
impa
ct o
f th
e S
SP
on
stu
den
t stu
dy h
abits
.T
he
act
ion
rese
arc
h w
as s
ign
ifica
nt b
eca
use
the
stu
dy s
kills
pro
gra
m w
as n
ot ju
st a
ime
d at
he
lpin
g cu
rre
nt s
tud
ent
s to
dev
elo
p ef
fect
ive
stu
dy h
ab
its
(incl
udi
ng
the
effic
ient
use
of t
ime
reso
urce
s); i
t co
uld
als
o le
ad
to t
he
stu
dy
skill
s p
rog
ram
be
ing
incl
uded
, in
the
futu
re, a
s pa
rt o
f th
e re
gula
r cu
rric
ulum
to a
ssis
t oth
er
stu
de
nts.
Th
e p
ote
ntia
l im
pact
of s
uch
a m
ove
sho
uld
not
be
und
er-
rate
d,
give
n th
e ve
ry li
mite
d av
aila
bilit
y of
loca
l ca
reer
op
enin
gs a
s w
ell
as h
ighe
r ed
ucat
ion,
and
ove
rsea
s te
rtia
ry s
cho
lars
hip
s. T
he
stu
dy t
hus
met
bas
ic
crite
ria
for
sig
nifi
canc
e ‘in
term
s of
its
pot
ent
ial
for
pers
onal
pra
ctic
e, in
stitu
tiona
l influ
en
ce a
nd
(to
som
e ex
tent
) th
e w
ide
r b
ody
of e
duca
tiona
l kn
owle
dg
e’ (
McD
erm
ott,
20
02
, p 1
41).
Res
earc
h q
uest
ions
Th
e va
lue
of t
he
stu
dy s
kills
pro
gra
m w
as t
he
cent
ral f
ocu
s of
th
e te
ach
er
actio
n re
sea
rch.
Thr
ee
que
stio
ns w
ere
inve
stig
ate
d:W
hat
stu
dy s
kills
do
F6
stu
de
nts
alre
ady
1.
know
an
d p
ract
ise?
Wh
at ‘b
ad’ (
inef
fect
ive)
hab
its a
re im
pair
ing
2.
stu
de
nts’
pre
sent
stu
dy
pe
rfo
rma
nce
?
Wh
at im
pact
will
th
e im
plem
enta
tion
of a
3
. st
ud
y sk
ills
pro
gra
m h
ave
on
stu
de
nts’
stu
dy
habi
ts a
nd p
ract
ice
s?
Defi
niti
ons
and
de
/lim
itat
ions
Fo
r th
e p
urp
ose
of t
his
stu
dy s
pe
cific
me
an
ing
s w
ere
giv
en
to s
ele
cte
d te
rms.
Stu
dy s
kills
we
re
defin
ed
as a
va
riet
y of
inte
rve
ntio
n st
rate
gie
s th
at
en
ab
le s
tud
ent
s to
util
ise
stu
dy t
ime
effe
ctiv
ely
; wh
ile
stu
dy h
abits
was
a lo
ose
ly u
sed
term
to in
clu
de
pre
-exi
stin
g b
eh
avio
ur
pat
tern
s th
at B
AC
stu
de
nts
exh
ibite
d d
uri
ng
the
ir st
ud
y tim
e. A
ctio
n re
sea
rch
was
re
ga
rde
d as
sys
tem
atic
inqu
iry
by te
ach
ers
in
th
e te
achi
ng
/lea
rnin
g e
nvir
onm
ent
to g
ath
er
info
rmat
ion
with
th
e g
oa
l of g
aini
ng u
nder
stan
ding
(t
hro
ug
h refle
ctiv
e p
ract
ice)
an
d b
rin
gin
g ab
out
p
osi
tive
chan
ges
in e
duc
atio
nal p
ract
ice
s an
d in
divi
dual
s’ li
ves
(se
e M
ills,
20
00,
p 6
).It
was
felt
that
th
e la
rge
num
be
r of
stu
de
nts
(53)
in t
he
two
F6
clas
ses
pla
ced
limita
tions
on
the
avai
lab
le t
ime
reso
urce
s. A
lso,
it w
as d
eci
de
d to
d
elim
it th
e le
ngth
of t
he s
tudy
ski
lls p
rog
ram
to
allo
w
for
ma
xim
um p
ract
ice
time
bef
ore
th
e sc
he
dule
d ex
amin
atio
ns. T
he
pro
gra
m w
as r
un w
ith o
nly
the
F6
‘art
s’ (
hum
aniti
es
sub
ject
s) c
lass
an
d m
oni
tori
ng
con
cent
rate
d o
n b
oa
rdin
g st
ud
ent
s b
eca
use
of e
ase
of
acc
ess
. Alth
ou
gh
mot
ivat
ion
was
re
ga
rde
d as
a
key
fact
or
in t
he
lite
ratu
re fo
r th
e su
cce
ss o
f stu
dy
skill
s p
rog
ram
s, it
was
co
nsid
ere
d to
be
too
bro
ad a
n a
rea
for
inve
stig
atio
n an
d b
eyo
nd
the
sco
pe
of t
his
stu
dy.
Rev
iew
of
the
rele
vant
lite
ratu
reC
urre
nt g
en
era
l lite
ratu
re (
cf. D
ane
bank
, 20
07;
Vin
cent
& H
aze
l, 2
00
5; C
arr
-Gre
gg,
20
04)
eff
ect
ive
ly
arg
ue
s th
at p
ast
ora
l ca
re/s
tud
ent
we
lfare
incl
ud
es
cari
ng fo
r st
uden
ts’ i
nte
llect
ual a
nd a
cade
mic
nee
ds.
Mo
re s
pe
cific
ally
, ea
rlie
r re
sea
rch
has
show
n th
at
stu
de
nts
may
not
dev
elo
p g
oo
d st
ud
y sk
ills
un
less
th
ey a
re h
elp
ed
(Tra
wic
k, 1
99
5), p
art
icul
arl
y e
rrat
ic
stu
de
nts
(Lev
ine,
19
88)
. If s
tudy
ski
lls a
re n
ot t
aug
ht,
sig
nifi
cant
diff
ere
nce
s d
eve
lop
bet
we
en
stu
de
nts
(Hay
ne
s, 1
99
0) a
nd
by te
rtia
ry le
vel i
t te
nds
to b
e o
nly
hig
h ac
hiev
ers
wh
o ha
ve le
arn
t how
to s
tudy
(O
ost
erh
uis-
Ge
ers
, 19
93)
. It i
s ev
ide
nt t
hat
tea
chin
g st
udy
skill
s ca
n im
prov
e st
uden
ts’ s
tudy
hab
its
(Mus
san
o, n
.d.).
Be
nefit
s of
go
od
stu
dy h
abits
m
ay in
clu
de:
Bet
ter
gra
de
s (T
ho
mas
, 19
93)
; few
er
aca
de
mic
pro
ble
ms
(Od
ell,
19
96)
; inc
reas
ed a
bilit
y to
han
dle
stre
ss (
Mus
san
o, n
.d.);
re
duce
d an
xiet
y an
d in
crea
sed
perc
eptio
n of
pe
rso
na
l ski
lls (
Hu
lick,
19
89)
; and
enh
ance
d se
lf-re
gul
atio
n (T
alb
ot, n
.d.).
Wh
en
sho
uld
stu
dy
skill
s b
e ta
ug
ht?
So
me
pro
po
ne
nts
(Th
om
as,
19
93)
ad
voca
te d
eve
lop
ing
the
m a
t eve
ry a
cad
em
ic le
vel.
How
eve
r, ot
he
rs
(Tab
be
rer,
198
4) s
ay s
eni
or
hig
h sc
ho
ol (
e.g.
F6)
is
a p
art
icu
larl
y a
pp
rop
riat
e tim
e b
eca
use
th
is is
wh
en
stu
de
nts
face
new
de
man
ds a
nd
have
to w
ork
with
gre
ate
r in
de
pe
nd
enc
e, b
ut te
nd
not
to u
se s
tudy
tim
e w
ell
unle
ss t
hey
are
tau
ght t
he
skill
s.It
was
ant
icip
ate
d th
at if
th
e lit
era
ture
pro
ved
to
be
a re
liab
le g
uid
e, F
6 st
udy
hab
its w
ere
like
ly to
b
e g
en
era
lly w
ea
k b
efo
re t
he
stu
dy s
kills
pro
gra
m
com
me
nce
d. C
on
seq
ue
ntly
th
e p
rog
ram
wo
uld
te
ach
stu
de
nts
skill
s w
hich
, if p
ract
ise
d, s
ho
uld
bri
ng
be
nefit
s. H
owev
er,
it ha
s b
ee
n p
oin
ted
out
tha
t go
od
stu
dy h
abits
do
not
gua
rant
ee
succ
ess
(B
igg
s, 1
978)
, an
d th
at g
ettin
g st
ud
ent
s to
pra
ctis
e th
em
can
be
chal
leng
ing
(Rau
ch a
nd F
illen
wor
th, 1
99
5). F
inal
ly,
mot
ivat
ion
was
ide
ntifi
ed
in t
he
lite
ratu
re a
s a
fact
or
in s
ucce
ssfu
l stu
dy s
kills
pro
gra
ms
(Tuc
kman
, 19
96)
. O
vera
ll th
e lit
era
ture
pro
vid
ed
info
rmat
ion
that
‘sh
ed
light
’ on
the
pro
ble
m, h
elp
ed
enl
arg
e th
e fr
ame
of
refe
renc
e fo
r th
e p
rese
nt s
tudy
, an
d as
sist
ed
in
colle
ctin
g ap
prop
riat
e da
ta.
Rat
iona
le f
or
the
met
hod
olo
gy
An
actio
n re
sea
rch
app
roac
h w
as t
ake
n in
thi
s st
udy
be
caus
e of
th
e p
erc
eiv
ed
‘fit’
bet
we
en
this
m
eth
od
olo
gy
and
past
oral
ca
re. S
om
e sc
ho
lars
se
e ac
tion
rese
arc
h as
a d
istin
ctly
ca
rin
g p
ract
ice:
Wh
ile a
ctio
n re
sea
rch
mig
ht b
eg
in w
ith t
he
com
mitm
ent
of t
he
ind
ivid
ua
l ‘I’,
th
is is
an
‘I’ w
ho
reco
gn
ise
s h
er
or
him
self
in r
ela
tion
to o
the
rs;
an
d th
is is
a r
eci
pro
cal c
om
mitm
ent
en
act
ed
colle
ctiv
ely
…. A
nd
we
care
en
ou
gh
to t
ake
th
e tr
ou
ble
to
do
som
eth
ing
ab
ou
t ou
r o
wn
pe
rso
na
l p
ract
ice
for
the
be
nefit
of e
ach
oth
er.
Su
ch
reco
gn
itio
n o
f pe
rso
na
l acc
ou
nta
bili
ty is
an
act
of
dev
otio
n, a
pra
yerf
ul a
ct o
f ca
re (
McN
iff, 1
99
9:51
).
Thi
s ‘p
art
ne
rshi
p’ b
etw
ee
n ac
tion
rese
arc
h an
d pa
sto
ral c
are
has
be
en
illus
trat
ed,
in t
he
U.K
., by
th
e ‘A
RT
E I
nte
rnat
iona
l Pro
ject
,’ su
pp
ort
ed
by t
he
Un
ive
rsity
of C
am
bri
dg
e a
nd
thre
e p
art
icip
atin
g se
con
dary
sch
oo
ls in
Eas
t An
glia
. Th
e o
ng
oin
g p
roje
ct h
as d
em
ons
trat
ed
how
act
ion
rese
arc
h in
te
ach
er
edu
catio
n (A
RT
E)
is u
tilis
ed
to e
xplo
re
pe
rso
nal a
nd
soci
al d
ime
nsio
ns o
f te
achi
ng
and
lea
rnin
g –
a di
rect
ion
follo
we
d in
th
e p
rese
nt S
SP
st
udy
in w
hich
par
ticip
ants
we
re c
om
mitt
ed to
st
ud
ent
s d
eve
lop
ing
ap
pro
pri
ate
stu
dy
skill
s.T
he
pre
sent
stu
dy w
as t
ypic
al i
n th
at it
follo
wed
ac
cept
ed
po
sitio
ns o
f act
ion
rese
arc
h by
(am
on
g ot
he
rs): fo
cusi
ng
on
pro
fess
ion
al a
nd
wo
rkp
lace
•
situ
atio
ns;
invo
lvin
g refle
ctio
n a
nd
actio
n;•
requ
irin
g (s
elf)
eva
luat
ion;
• in
corp
ora
ting
colla
bo
ratio
n w
ith c
olle
ague
s;•
en
de
avo
uri
ng
to b
rin
g a
bo
ut i
mp
rove
me
nt;
• a
dd
ress
ing
a re
al,
rele
vant
pro
ble
m;
• ha
ving
par
ticip
ants
gat
her
dat
a th
emse
lves
.• O
n th
e ot
he
r ha
nd,
th
e st
udy
was
aty
pic
al,
in
not
pre
scri
ptiv
ely
fol
low
ing
any
spec
ific
mo
de
l(s)
of
actio
n re
sea
rch
(an
d a
lso
in n
ot u
sin
g a
cust
om
ary
fr
ee
-flow
ing,
na
rrat
ive
ge
nre
in r
ep
ort
ing
the
rese
arc
h, in
pre
fere
nce
to a
mo
re s
truc
ture
d, s
tylis
ed
form
at).
Co
llect
ion
and
ana
lysi
s o
f d
ata
Mu
ltip
le c
om
ple
me
nta
ry d
ata
colle
ctio
n p
roce
dure
s w
ere
em
plo
yed
to o
btai
n va
rio
us
pe
rsp
ect
ive
s o
n th
e p
rob
lem
, an
d to
incr
eas
e th
e re
liab
ility
of t
he
findi
ng
s. T
able
1 o
utli
ne
s th
e se
qu
en
ce o
f dat
a co
llect
ion
pro
cedu
res.
In
man
y ca
ses
the
se w
ere
Tab
le 1
: S
equ
ence
of
dat
a co
llect
ion
pro
ced
ure
s
1.
Ge
ne
ral p
relim
ina
ry o
bse
rva
tion
s a
nd
refle
ctio
n o
n F
6 st
ud
y h
ab
its.
2.
Co
lleg
ial d
ialo
gu
e w
ith f
ello
w F
6 te
ach
ers
ab
ou
t F6
stu
dy
ha
bits
. (W
ha
t are
th
e p
erc
ep
tion
s a
nd
vie
ws
of c
olle
ag
ue
s?)
3.
Initi
al s
tud
en
t su
rvey
of p
rio
r kn
ow
led
ge
ab
ou
t stu
dy
skill
s. (
Stu
de
nts
we
re
req
uir
ed
to m
ake
a li
st o
f stu
dy
skill
s th
ey k
ne
w o
r u
sed
.)
4.
Stu
de
nt q
ue
stio
nn
air
e/s
elf-
eva
lua
tion:
40
item
s, s
tru
ctu
red
an
d o
pe
n-e
nd
ed
, u
sin
g a fiv
e-p
oin
t Lik
ert
sca
le a
nd
cove
rin
g fo
ur
ma
in a
rea
s:
ide
ntifi
catio
n o
f pe
rso
na
l eff
ect
ive
stu
dy
stra
teg
ies
•
‘ba
d’ (
ine
ffe
ctiv
e) h
ab
its t
ha
t sp
oil
on
e’s
stu
dy
•
pro
cra
stin
atio
n a
nd
faili
ng
to t
ry•
pe
rce
ive
d n
ee
ds
in s
tud
yin
g m
ore
eff
ect
ive
ly.
•
5.
Stu
de
nt b
rain
sto
rmin
g se
ssio
n re
ga
rdin
g si
x is
sue
s:
ba
rrie
rs t
o a
skin
g fo
r te
ach
er
he
lp•
affi
rma
tion
of s
tud
en
ts•
the
fun
ctio
n o
f sa
nct
ion
s•
‘wo
rklin
e’•
tea
che
rs m
on
itori
ng
stu
dy
•
pe
er
sup
po
rt g
rou
ps.
•
6.
Re
po
rt t
o th
e st
aff
(d
uri
ng
a re
gu
lar
sta
ff m
ee
ting)
on
stu
de
nt n
ee
ds
ari
sin
g fr
om
th
e q
ue
stio
nn
air
e a
nd
the
bra
inst
orm
ing
sess
ion
.
7.
Stu
de
nt S
tud
y S
kills
Pro
gra
m: C
on
stru
ctio
n, i
mp
lem
en
tatio
n a
nd
ap
plic
atio
n b
ase
d o
n re
vea
led
ne
ed
.
Th
is w
as
con
du
cte
d ov
er
seve
ral s
ess
ion
s a
nd
incl
ud
ed
a te
n-p
ag
e b
oo
kle
t.
Em
ph
ase
s w
ere
pla
ced
on:
time
– w
he
n?•
pla
ce –
wh
ere
?•
sub
ject
ma
tte
r –
wh
at?
/ p
rio
ritie
s•
stra
teg
ies
– h
ow
? h
ow
we
ll?•
go
al s
ett
ing
– w
hy?
•
Stu
de
nts
we
re e
nco
ura
ge
d to
ap
ply
th
e st
rate
gie
s in
th
eir
da
ily s
tud
y.
8.
Inte
rim
su
rvey
of s
tud
en
t pro
gre
ss. S
tud
en
ts w
ere
re
qu
ire
d to
re
spo
nd
to t
wo
mu
ltip
le c
ho
ice
qu
est
ion
s re
ga
rdin
g:
(a)
ob
serv
an
ce o
f tim
eta
ble
sch
ed
ule
s fo
r st
ud
y
(b)
self
eva
lua
tion
of c
urr
en
t stu
dy
pra
ctic
es.
9.
Mo
nito
rin
g o
f stu
de
nt s
tud
y p
ract
ice
s o
n a
n in
form
al b
asi
s by
te
ach
ers
.
10.
Fo
llow
-up
stu
de
nt q
ue
stio
nn
air
e S
tud
en
ts w
ere
ask
ed
to r
esp
on
d to
q
ue
stio
ns
ab
ou
t th
eir
stu
dy
ha
bits
in r
ela
tion
to:
be
fore
th
e p
rog
ram
•
at t
he
com
me
nce
me
nt o
f th
e p
rog
ram
•
aft
er
the
pro
gra
m a
nd
con
tinu
ing
•
nev
er
hav
ing
ad
op
ted
stu
dy
skill
s st
rate
gie
s.•
11.
Po
st-s
urv
ey o
f te
ach
ers
: A o
ne
-pa
ge
form
re
qu
est
ing
fee
db
ack
acc
ord
ing
to s
eve
n cr
iteri
a o
n a
4-p
oin
t Lik
ert
sca
le, a
nd
als
o in
vitin
g co
mm
en
ts in
an
op
en
-en
de
d se
ctio
n.
“
”
BA
C r
un
s a
farm
to
gro
w
foo
d f
or
the
kitc
hen
an
d
a ca
rvin
g
sho
p a
nd
co
pp
er
wo
rks
to s
ell
arte
fact
s to
to
uri
sts
030
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
not
pre
-det
erm
ine
d bu
t ‘g
rew
’ fro
m o
bse
rvat
ions
, d
iscu
ssio
n, e
arl
ier fin
ding
s, b
rain
stor
min
g, a
nd
refle
ctio
n. T
he
initi
al o
bse
rvat
ions
an
d refle
ctio
ns (
in
ph
ase
1)
occ
urre
d ov
er
a fiv
e-m
ont
h p
eri
od,
whi
le
the
rem
ain
ing
ph
ase
s (2
-11,
se
e Ta
ble
1)
too
k u
p th
ree
mo
nths
of i
nte
nsiv
e in
vest
igat
ion.
Twen
ty-n
ine
stud
ents
par
ticip
ate
d in
th
e st
udy
(N=
29)
; tw
ent
y gi
rls
and
nin
e b
oys,
with
sev
en
girl
s be
ing
non
-bo
ardi
ng s
tud
ent
s. C
olla
bo
rativ
e st
rate
gie
s in
volv
ed
the
teac
hin
g st
aff a
s a
wh
ole
, as
we
ll as
sp
ecific
gro
up
s of
teac
he
rs.
Th
e re
spo
nse
s fr
om
sur
veys
an
d qu
est
ionn
aire
s w
ere
ta
llied
and
tota
ls w
ere
co
nver
ted
to
pe
rce
nta
ge
s fo
r an
aly
sis
to r
eve
al p
atte
rns
or
tre
nds
. C
om
me
nts,
ob
serv
atio
ns
an
d su
gg
est
ion
s re
ceiv
ed
fro
m s
tud
ent
s an
d st
aff i
n re
spo
nse
to o
pe
n-e
nd
ed
qu
est
ion
s w
ere
re
ad,
cat
eg
ori
sed
acc
ord
ing
to
com
mo
n th
em
es,
su
mm
ari
sed
an
d refle
cte
d o
n.
Eth
ical
co
nsid
erat
ions
BA
C s
cho
ol a
dmin
istr
atio
n an
d st
aff w
ere
co
nsul
ted
abo
ut t
he
pur
po
se o
f th
e ac
tion
rese
arc
h, in
clu
din
g th
e re
aso
n th
e p
rog
ram
co
uld
not
be
exte
nd
ed
to t
he
Sci
enc
e cl
ass.
Thi
s w
as e
xpla
ine
d to
all
F6
stu
de
nts.
W
ith a
no
nym
ity fo
r al
l stu
de
nt r
esp
ons
es
assu
red,
an
d w
ith n
o ap
pare
nt s
ensi
tive
issu
es in
volv
ed,
ethi
cal c
rite
ria
for
the
stu
dy w
ere
met
.
Fin
din
gs
Pe
rso
nal o
bse
rvat
ion
and
refle
ctio
n ov
er
two
sch
oo
l te
rms
ide
ntifi
ed
a p
ote
ntia
l stu
de
nt n
ee
d, w
hile
te
ach
ing
colle
ag
ue
s sh
ow
ed
a g
en
era
l int
ere
st in
th
e ar
ea o
f stu
dy s
kills
follo
win
g a
staf
f mee
ting.
Th
e in
itia
l stu
den
t su
rvey
was
ve
ry r
eve
alin
g. It
sh
owe
d th
at 3
6% o
f stu
de
nts
we
re u
nab
le to
nam
e an
y st
udy
ski
lls, a
nd
a fu
rth
er
32%
co
uld
nam
e o
nly
on
e. T
hus
two
-thi
rds
of t
he
clas
s kn
ew a
lmo
st n
o st
ud
y sk
ills
wh
ile t
he
rem
ain
de
r n
am
ed
very
few
. T
his
hig
hlig
hte
d a
con
sid
era
ble
ne
ed
an
d co
nce
rne
d te
ach
ers
. At t
he
sam
e tim
e it
rais
ed
the
pot
ent
ially
se
nsiti
ve q
ue
stio
n of
wh
at s
tudy
ski
lls (
if an
y) t
he
se
stu
de
nts
ha
d le
arn
ed
du
rin
g ju
nio
r o
r m
idd
le h
igh
sch
oo
l cla
sse
s!T
he
stu
den
t qu
estio
nna
ire
/se
lf ev
alu
atio
n fin
din
gs
disc
lose
d m
uch
abou
t stu
dent
stu
dy h
abits
. Stu
dent
s fo
llow
ed r
elat
ive
ly fe
w ‘g
oo
d’ (
effe
ctiv
e) s
tudy
hab
its
on
a re
gu
lar
ba
sis.
On
the
po
sitiv
e si
de,
‘ta
kin
g n
ote
s a
nd fil
ing
the
m’ a
pp
ea
red
as o
ne
of t
he
stro
ng
er
habi
ts (
55%
). S
om
e ‘g
oo
d’ h
abits
th
e st
uden
ts d
id
follo
w (
e.g.
‘tak
ing
sho
rt b
reak
s’)
we
re o
pe
n to
ab
use,
suc
h as
tim
e w
astin
g. It
was
sur
pri
sin
g to
di
scov
er
that
stu
de
nts
‘usu
ally
’ or
‘alw
ays’
pra
yed
abou
t the
ir s
tudy
(5
9%);
per
hap
s a
‘pio
us h
ope’
in
light
of t
he
ir ot
he
r ac
tions
(o
r la
ck o
f). H
elp
ful h
abits
lik
e as
kin
g te
ach
ers
for
he
lp w
ere
follo
we
d by
ve
ry
few
stu
de
nts
(4%
). S
tud
ent
s w
ere
muc
h m
ore
like
ly
to s
ee
k h
elp
fro
m t
he
ir p
ee
rs (
44%
), w
hich
po
inte
d to
po
ssib
le a
ltern
ativ
e b
ase
s fo
r o
rga
nis
ing
exis
ting
stu
dy g
roup
s. F
urth
erm
ore
, re
spo
nse
s w
hy s
tud
ent
s m
ight
no
t ask
teac
he
rs fo
r h
elp
with
th
eir
stu
die
s in
dica
ted
that
gir
ls w
ere
tw
o o
r th
ree
time
s le
ss li
kely
to
ap
pro
ach
teac
he
rs fo
r h
elp
tha
n b
oys.
Th
e m
ain
reas
ons
give
n by
gir
ls w
ere
shy
ne
ss, f
ea
r, o
r la
ckin
g co
urag
e o
r sk
ills
to a
sk ‘p
rop
erl
y.’ I
t is
reas
ona
ble
to c
onc
lud
e th
at t
he
se r
esp
ons
es
see
m to
po
int t
o d
ee
ply
em
be
dd
ed
cultu
ral i
ssu
es
reg
ard
ing
the
role
of
wo
me
n in
So
lom
on
Isla
nds
so
ciet
y.S
eve
ral ‘
go
od
’ ha
bits
we
re c
ons
pic
uo
us
by t
he
ir
abse
nce.
Th
e F
6 cl
ass
was
alm
ost
una
war
e of
sel
f-m
otiv
atio
nal s
trat
egi
es (
81%
), a
nd t
he
maj
ority
had
n
eith
er
a lis
t of s
tudy
pri
ori
ties
(61%
), n
or
an e
ffe
ctiv
e st
ud
y tim
etab
le (
70%
).T
he
data
indi
cate
d th
at ‘w
astin
g tim
e in
stu
dy
peri
ods
’ (4
5%)
and
stay
ing
up la
te (
44%
) ra
nke
d hi
gh
on
the
‘bad
’ hab
its li
st.
Pro
cras
tinat
ion
was
als
o a
sig
nifi
cant
pro
ble
m (
79%
), w
ith p
erc
eiv
ed
cau
ses
com
mon
ly c
ent
erin
g on
inef
fect
ive
self-
man
agem
ent
and
lack
of s
elf-
confid
enc
e, t
wo
are
as t
hat
stu
dy
skill
s ar
e cl
aim
ed
to a
ddr
ess
.O
f th
e va
rio
us o
ptio
ns o
f ass
ista
nce
offe
red,
m
any
stu
de
nts
wan
ted
all
of t
he
m, w
ith ‘t
eac
he
rs
giv
ing
extr
a st
ud
y h
elp
’ (9
3%),
‘te
ach
ers
mo
nito
rin
g st
ud
ent s
tudy
’ (78
%),
an
d ‘a
stu
dy s
kills
pro
gra
m’
(74%
) b
ein
g th
e m
ost
po
pul
ar
cho
ice
s. T
he
term
‘p
ee
r su
pp
ort
gro
up’ (
on
e of
th
e o
ptio
ns)
was
not
u
nd
ers
too
d. T
his
is ir
on
ic, g
ive
n th
e S
olo
mo
n Is
land
s’ s
tro
ng c
om
mun
al c
ultu
re. T
his
aven
ue o
f as
sist
ance
was
not
pur
sue
d fu
rth
er.
Th
e st
ud
ent b
rain
sto
rmin
g se
ssio
n yi
eld
ed
som
e us
eful
idea
s ab
out s
tude
nt-t
eac
her
rela
tions
in t
he
cont
ext o
f ext
ra h
elp
, with
em
pha
sis
on
teac
he
rs
mak
ing
the
mse
lve
s m
ore
ava
ilab
le fo
r h
elp
an
d st
ud
ent
s ta
kin
g g
reat
er
resp
on
sib
ility
fo
r th
eir
actio
ns.
A r
epo
rt to
the
staf
f on
the fin
din
gs
of t
he
stu
de
nt
surv
ey, q
uest
ionn
aire
, and
bra
inst
orm
ing
mad
e st
aff
awa
re o
f how
th
ey c
oul
d h
elp
, but
th
ey d
id n
ot a
gre
e to
stu
de
nts
havi
ng
extr
a st
udy
tim
e. T
hey
insi
ste
d th
at s
tud
ent
s ef
fect
ive
ly u
tilis
e ex
istin
g, a
vaila
ble
tim
e re
sour
ces;
teac
he
rs fi
rst w
ante
d to
se
e so
me
imp
rove
me
nt in
stu
dy h
abits
. A r
equ
est
to r
e-i
nsta
te
‘cla
ss d
evot
ion
al p
eri
ods
’ int
o th
e tim
etab
le w
as
gra
nte
d a
nd
this
he
lpe
d st
ren
gth
en
stu
de
nt-t
eac
he
r b
on
ds a
nd
als
o a
pp
ea
red
to in
cre
ase
stu
de
nt
mot
ivat
ion.
Th
e st
udy
ski
lls p
rog
ram
was
we
ll re
ceiv
ed
and
very
we
ll at
tend
ed. I
t was
co
nduc
ted
over
se
vera
l ses
sio
ns in
out
-of-
clas
s tim
e. P
art
icip
ants
ap
pre
ciat
ed
the
ten
-pa
ge
bo
okl
et w
hich
de
alt
with
th
e ef
fect
ive
pla
nnin
g an
d m
ana
ge
me
nt/u
tilis
atio
n of
:tim
e;•
the
stu
dy e
nvir
onm
ent
(p
hysi
cal a
nd
•
em
otio
na
l);g
oa
ls a
nd
task
s;•
stra
tegi
es
to le
arn
sub
ject
co
nte
nt
• (u
nd
ers
tan
din
g, r
eco
rdin
g, r
evie
win
g a
nd
me
mo
risi
ng)
.A
n in
teri
m s
urv
ey o
f stu
de
nts’
pro
gre
ss, h
owev
er,
show
ed o
nly
limite
d im
prov
emen
t, in
itial
ly. A
maj
ority
(6
8%)
of t
he
clas
s di
d n
ot p
ers
ist i
n m
oni
tori
ng
the
ir
stu
dy t
ime
and
28%
had
not
eve
n st
art
ed,
whi
le
the
de
sire
to e
ng
ag
e in
pe
rso
nal m
oni
tori
ng
was
m
aint
ain
ed
by o
nly
on
e st
ud
ent
. How
eve
r 6
0%
clai
me
d th
at t
he
ir s
tudy
hab
its h
ad im
pro
ved,
but
o
nly
‘a li
ttle
’. T
he
rem
aini
ng
stu
de
nts
adm
itte
d to
no
imp
rove
me
nt. H
owev
er,
this
ad
mis
sio
n st
irre
d th
em
in
to a
ctio
n.A
s tim
e pa
sse
d, m
on
itori
ng o
f stu
den
t stu
dy
prac
tices
sh
owe
d th
at s
tud
ent
s’ s
tudy
hab
its
imp
rove
d n
otic
eab
ly; s
tud
ent
s w
ere
qui
ete
r, th
ey
incr
ea
sin
gly
so
ug
ht s
olit
ud
e fo
r th
eir
stu
dy,
an
d w
aste
d fa
r le
ss t
ime,
pre
sent
ing
quite
a c
ont
rast
to
the
Sci
enc
e cl
ass
(wh
o w
ere
not
pa
rt o
f th
e st
udy
).
It w
as in
tere
stin
g to
not
e th
at w
hile
th
e S
cien
ce
clas
s m
em
be
rs w
ere
giv
en
a co
py o
f th
e st
udy
ski
lls
pro
gra
m fo
r th
eir
not
ice
bo
ard
an
d w
ere
off
ere
d th
eir
own
pe
rso
nal c
op
ies
if th
ey a
ske
d fo
r th
em
, th
ey
de
clin
ed
the
cha
llen
ge.
Ins
tead
, th
ey w
ere
ob
serv
ed
fre
que
ntly
was
ting
time
and
mak
ing
a lo
t of n
ois
e.O
n refle
ctio
n, t
he
re w
ere
thr
ee
like
ly r
ea
son
s fo
r th
e o
bse
rve
d im
pro
vem
ent
s: T
he
ne
arn
ess
of t
he
appr
oach
ing
exam
s, t
he
new
ly le
arn
ed
stu
dy s
kills
, a
nd
en
cou
rag
em
ent
fro
m t
he
teac
he
r.T
he
follo
w-u
p qu
estio
nna
ire
was
adm
inis
tere
d ju
st b
efo
re t
he
exam
s. S
tud
ent
re
spo
nse
s, s
upp
ort
ed
by te
ach
er
ob
serv
atio
ns, s
how
ed
that
whi
lst s
om
e ‘b
ad’ h
abits
pe
rsis
ted
(e.g
. pro
cras
tinat
ion,
an
d la
te n
ight
s), m
any
of t
he
m d
ecr
eas
ed
or
ceas
ed.
A
lso,
man
y n
ew id
eas
/te
chni
que
s w
ere
tri
ed
and
adop
ted,
not
ably
: Fo
llow
ing
prio
ritie
s, s
ettin
g g
oa
ls, a
nd
divi
din
g up
big
tas
ks. T
he
onl
y p
rog
ram
su
gg
est
ion
shu
nn
ed
was
ask
ing
teac
he
rs f
or
he
lp
(a c
ultu
ral p
rob
lem
), w
he
reas
dev
otio
nal p
eri
ods
a
nd
pra
yer,
not
e-t
aki
ng,
rea
ding
and
mem
ori
sing
sk
ills
we
re d
ee
me
d p
art
icu
larl
y h
elp
ful.
On
a 10
-p
oin
t sca
le, m
ost
stu
de
nts
felt
the
ir s
tudy
hab
its
had
imp
rove
d 3
-5 p
oin
ts, w
ith s
ix s
tud
ent
s fe
elin
g th
ey h
ad im
pro
ved
10 p
oin
ts! T
his
was
pro
bab
ly
an o
vers
tate
men
t, b
ut it
ce
rtai
nly
indi
cate
d a
con
sid
era
ble
imp
rove
me
nt in
co
nfid
ence
and
co
ping
sk
ills.
Re
aso
ns
giv
en
by s
tud
ent
s fo
r im
pro
vem
ent
s ce
ntre
d o
n in
sig
hts
gai
ne
d fr
om
th
e st
udy
ski
lls
pro
gra
m. T
he
tiny
min
ori
ty, w
ho
imp
rove
d lit
tle,
adm
itted
a la
ck o
f int
ere
st in
ach
ieve
men
t.A
s pa
rt o
f th
e p
ost
-su
rvey
of t
each
ers,
five
te
ach
ers
(w
ho
we
re r
esp
on
sib
le f
or
tea
chin
g si
x H
uman
itie
s su
bje
cts)
we
re s
urve
yed
abo
ut F
6 st
udy
hab
its. A
ll of
th
e te
ach
ers
not
ice
d so
me
imp
rove
me
nt, t
he
on
ly e
xce
ptio
n be
ing
in M
aths
, a
reg
ula
r ‘b
ane’
of m
any
Hum
aniti
es
stu
de
nts.
Th
ere
m
ay b
e a
logi
cal e
xpla
natio
n fo
r th
is, h
owev
er.
Fo
r e
ntry
to te
rtia
ry e
duca
tion,
th
e re
sult
in o
ne
sub
ject
(th
e lo
we
st)
is n
ot c
oun
ted.
With
Hum
aniti
es
stu
de
nts
ofte
n st
rug
glin
g w
ith M
aths
, it i
s us
ually
th
e su
bje
ct in
whi
ch t
hey
‘eco
no
mis
e’ o
n ef
fort
.In
co
mp
ari
ng
tea
che
r a
nd
stu
de
nt p
erc
ept
ion
s it
was
not
ewo
rthy
tha
t te
ach
ers
’ pe
rce
ptio
ns
of im
pro
vem
ent
we
re lo
we
r th
an
stu
de
nts’
ow
n e
stim
ate
s.
Co
nclu
sio
n an
d r
eco
mm
end
atio
nsT
he
stu
dy d
ea
lt w
ith t
hre
e qu
est
ions
. Th
ese
focu
sed
on in
vest
igat
ing
stud
ents
’ pri
or
stud
y ha
bits
, th
e na
ture
of e
xist
ing
inef
fect
ive
stud
y ha
bits
th
at
impa
ired
per
form
ance
, and
asc
ert
aini
ng t
he
impa
ct
of a
stu
dy
skill
s in
terv
ent
ion
pro
gra
m.
Th
e va
rio
us d
ata
whi
ch w
ere
co
llect
ed
cle
arl
y sh
owe
d th
at t
he
maj
ori
ty o
f stu
de
nts
(alth
ou
gh
in
the
ir fi
na
l ye
ar
of s
eco
nd
ary
sch
oo
ling)
se
em
ed
unaw
are
of, a
nd p
ract
ised
few
, stu
dy s
kills
. Thi
s h
igh
light
ed
a m
an
ifest
defic
ienc
y an
d th
e n
ee
d fo
r st
ud
ent
s to
acq
uir
e ef
fect
ive
lea
rnin
g to
ols
ea
rlie
r o
n in
th
eir
se
con
dary
sch
oo
ling
vis
a vi
s th
eir
fina
l ye
ar.
It al
so r
aise
d th
e qu
est
ion
of a
wh
ole
-sc
ho
ol a
pp
roac
h to
lea
rnin
g, t
he
ne
ed
for
cle
ar
com
mun
icat
ion
bet
we
en
teac
he
rs o
f jun
ior
clas
ses
and
seni
or
clas
ses,
an
d th
e se
ttin
g of
co
mm
on
go
als
.In
effe
ctiv
e tim
e a
nd
self-
ma
na
ge
me
nt b
y st
uden
ts w
ere
rev
eal
ed a
s be
ing
impa
irm
ents
to
stu
dy p
erf
orm
ance
. A c
ase
coul
d b
e a
rgu
ed
that
th
ese
tw
o im
pair
me
nts
have
a c
ultu
ral t
race
. Thi
s sh
oul
d n
ot b
e su
rpri
sin
g as
edu
catio
n a
lway
s ta
kes
plac
e in
a c
ultu
ral c
ont
ext (
the
fam
ily, c
lass
roo
m,
scho
ol,
and
the
wid
er c
om
mun
ity)
and
teac
hers
with
a
We
ste
rn b
ackg
roun
d sh
oul
d n
ot u
nd
ere
stim
ate
the
stre
ng
th o
f tra
ditio
nal S
olo
mo
n Is
lan
ds c
ultu
re,
in w
hich
usi
ng a
vaila
ble
time
reso
urce
s fo
r so
cia
l-co
mm
unity
pur
po
ses
com
pet
es
with
, or
in m
any
in
stan
ces
has
prio
rity
ove
r in
divi
dual
aca
dem
ic
(stu
dy)
cons
ider
atio
ns.
Fur
the
rmo
re, s
om
e d
ata
indi
cate
d th
at c
ultu
ral
fact
ors
ap
pe
are
d to
wo
rk a
gai
nst f
em
ale
stu
de
nts.
In
a pa
tria
rcha
l so
ciet
y, c
ultu
ral c
orr
ect
ne
ss d
oe
s n
ot
enco
urag
e a
youn
ger
pe
rso
n as
king
an
old
er p
erso
n a
que
stio
n, p
artic
ular
ly in
a le
arni
ng/s
cho
ol c
ont
ext,
w
he
re t
he flo
w o
f que
stio
ns is
usu
ally
exp
ecte
d to
b
e in
th
e o
pp
osi
te d
ire
ctio
n. T
he
situ
atio
n in
cre
ase
s in
cul
tura
l sen
sitiv
ity w
he
n th
e qu
est
ion
er
is a
n ad
ole
sce
nt fe
ma
le s
tud
ent
an
d th
e qu
est
ion
ed
an
adul
t ma
le te
ach
er.
It co
uld
be
a m
ista
ke, h
owev
er,
to a
ttri
but
e to
o m
uch
imp
ort
ance
to g
en
de
r. A
gai
nst
a b
road
er
back
gro
und
of o
bse
rvat
ion
and
teac
he
r ex
pe
rie
nce
(bey
on
d th
e im
me
diat
e b
oun
dari
es
of
“
“
””
Stu
den
ts
follo
wed
few
ef
fect
ive
stu
dy
hab
its
on
a re
gu
lar
bas
is
Th
ere
wer
e th
ree
likel
y re
aso
ns
for
imp
rove
-m
ents
: ap
pro
ach
ing
ex
ams,
n
ewly
le
arne
d
stu
dy
skill
s, a
nd
en
cou
rag
e-m
ent
fro
m
the
teac
her
032
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
this
stu
dy),
th
ere
wo
uld
be
ge
ne
ral a
gre
em
ent
tha
t S
olo
mo
n Is
land
s vi
llage
gir
ls w
ill n
ot a
sk q
ue
stio
ns
in s
cho
ol, b
ut n
eith
er w
ill v
illag
e bo
ys. O
n th
e ot
her
hand
, som
e ur
ban
girl
s w
ill a
sk q
ue
stio
ns o
f fe
ma
le
and
ma
le te
ach
ers
. It m
ay b
e th
at r
eas
ons
suc
h as
fea
r (s
ee
min
g ‘s
tup
id’,
and
ridi
cule
fro
m p
ee
rs),
la
ck o
f rea
soni
ng p
owe
r (b
eca
use
the
cultu
re d
oe
s n
ot e
nco
ura
ge
a p
ers
on
to t
hink
cri
tical
ly),
and
la
ck o
f int
ere
st (
man
y st
ud
ent
s ap
pe
ar
not
to c
are
ab
out
th
e qu
alit
y of
th
eir
wo
rk –
‘ro
ug
h e
no
ug
h is
go
od
enou
gh’),
are
equ
ally
str
on
g, o
r p
erh
ap
s ev
en
stro
ng
er
dis
ince
ntiv
es
to a
sk q
ue
stio
ns,
th
an
ge
nd
er.
Th
ese
co
nsid
era
tions
co
uld
we
ll gi
ve r
ise
to a
new
cy
cle
of te
ach
er
actio
n re
sea
rch
to e
xplo
re a
nd
un
de
rsta
nd
the
com
ple
xitie
s of
stu
de
nts’
lea
rnin
g,
in t
he
cont
ext o
f tw
o p
owe
rful
cul
ture
s co
llidi
ng a
nd
com
petin
g in
sch
oo
ls.
In a
sce
rtai
ning
th
e im
pact
of t
he
stud
y sk
ills
pro
gra
m, i
t sh
oul
d b
e co
nce
de
d th
at, i
nitia
lly, i
t w
as li
mite
d, b
ut in
crea
sed
with
th
e im
min
ence
of
fina
l exa
min
atio
ns, a
nd
as t
he
valu
e of
th
e p
rog
ram
be
cam
e m
ore
obv
ious
. Als
o, s
tud
ent
s w
ere
not
ave
rse
to d
raw
ing
on
spir
itua
l re
sour
ces
to
com
ple
me
nt t
he
ir h
um
an
effo
rts.
On
e sp
ecific
re
com
me
nd
atio
n re
sulti
ng
fro
m
the
stu
dy w
as t
hat
th
e st
udy
ski
lls p
rog
ram
sh
oul
d be
com
e an
inte
gral
par
t of
BA
C’s
pas
tora
l ca
re
pro
gra
m a
nd
that
a S
SP
sh
oul
d b
e p
rese
nte
d at
th
e b
eg
inn
ing
of t
he
F6
acad
em
ic y
ea
r. It
was
fur
the
r re
com
me
nd
ed
that
a s
imila
r p
rog
ram
be
dev
elo
pe
d fo
r F
4 (a
n e
ntry
leve
l fo
r m
any
stu
de
nts
wh
o co
me
to
BA
C)
wh
en
app
rop
riat
e sk
ills
and
self-
disc
iplin
e a
re
req
uir
ed.
Fin
ally
, in
retr
ospe
ct, t
he
pro
gra
m id
entifi
ed
and
sup
plie
d a
ne
ed
and
de
live
red
som
e of
th
e b
en
efit
s o
utlin
ed
in t
he
lite
ratu
re. H
owev
er,
the
re
we
re a
lso
cost
s. T
he
ada
ge:
No
pain
; no
ga
in,
ap
pro
pri
ate
ly s
umm
ed
up t
he
SS
P (
for
bot
h st
ud
ent
s an
d te
ache
rs)
in te
rms
of t
he
con
sid
era
ble
eff
ort
an
d tim
e re
sour
ces
spe
nt. T
o re
ap t
he
be
nefit
s of
th
e S
SP
ca
lled
for
pat
ien
ce, p
ers
iste
nce
, se
lf-di
scip
line,
an
d a
will
ingn
ess
to c
hang
e pr
iori
ties.
It w
as e
vide
nt
that
th
e p
rog
ram
had
a s
ignific
ant i
mpa
ct o
n so
me
indi
vidu
als
, as
evid
enc
ed
by t
he
enc
our
agi
ng
com
me
nt o
f on
e m
ale
bo
ard
ing
stu
de
nt w
ho
had
a ch
eq
ue
red
sch
oo
l ca
ree
r: ‘T
he
pro
gra
m w
as a
ch
ance
of a
life
time
for
me,
be
caus
e it
has
cre
ate
d a
corn
ers
ton
e fo
r m
y fu
ture
lea
rnin
g’.
End
note
* A
t th
e tim
e o
f co
nd
uct
ing
this
act
ion
rese
arc
h, t
he
wri
ter
tau
gh
t G
eo
gra
phy
an
d S
oci
al S
cie
nce
at B
etik
am
a C
olle
ge,
Ho
nia
ra, i
n th
e S
olo
mo
n Is
lan
ds.
Ref
eren
ces
Be
st, R
., L
an
g, P
., L
od
ge,
C.,
& W
atk
ins,
C. (
199
6). P
ast
ora
l ca
re
an
d P
SE
: Pri
nci
ple
s a
nd
po
ssib
ilitie
s. I
n R
. Be
st e
t al.
(Ed
s.),
P
ast
ora
l ca
re a
nd
pe
rso
na
l-so
cia
l ed
uca
tion.
Lo
nd
on:
Ca
sse
ll.B
igg
s, J
. (19
78).
In
div
idu
al a
nd
gro
up
dif
fere
nce
s in
stu
dy
pro
cess
es.
Bri
tish
Jou
rna
l of E
du
catio
na
l Psy
cho
log
y, 4
8,
26
6-2
79
.C
an
on
Hill
An
glic
an
Co
lleg
e. R
etr
ieve
d Ju
ly 1
7, 2
007
, fro
m h
ttp:
//w
ww
.ch
ac.
qld
.ed
u.a
u/ i
nfo
/ab
ou
t/p
ast
ora
lCa
re.h
tml
Ca
rr-G
reg
g, M
. (2
00
4). S
urv
ivin
g ye
ar
12: A
sa
nity
kit
for
stu
de
nts
a
nd
the
ir p
are
nts
. Syd
ney
: Fin
ch P
ub
lish
ing
.D
an
eb
an
k S
cho
ol f
or
Gir
ls. R
etr
ieve
d Ju
ly 1
7, 2
007
, fro
m h
ttp:
//w
ww
.da
ne
ba
nk.
nsw
.ed
u .a
u/d
aily
_lif
e/p
ast
ora
l_ca
re.s
htm
lD
elo
rs, J
. (2
00
0). T
he
fou
r p
illa
rs o
f ed
uca
tion
. E
du
catio
n H
ori
zon
s, 6
(3),
14
-18
.H
ayn
es,
N. (
199
0). A
co
mp
ari
son
of l
ea
rnin
g a
nd
mo
tiva
tion
am
on
g h
igh
sch
oo
l stu
de
nts
. Psy
cho
log
y in
th
e S
cho
ols
, 27
(2),
16
3-7
1.H
orn
by, G
. et a
l. (2
00
3). C
ou
nse
llin
g p
up
ils in
sch
oo
ls: S
kills
an
d st
rate
gie
s fo
r te
ach
ers
. Lo
nd
on:
Ro
utle
dg
e.H
ulic
k, C
. (19
89)
. Th
e u
se o
f le
arn
ing
an
d st
ud
y st
rate
gie
s by
C
olle
ge
fres
hm
en.
Pa
pe
r p
rese
nte
d a
t th
e A
nn
ua
l Me
etin
g o
f th
e M
id-S
ou
th E
du
catio
na
l Re
sea
rch
Ass
oci
atio
n, E
DR
S.
Ko
on
un
g C
olle
ge.
Re
trie
ved
July
17,
20
07, f
rom
htt
p://
ww
w.
koo
nu
ng
.vic
.ed
u.a
u/ P
rog
ram
s/P
ast
ora
l/Pa
sto
ral.h
tml
Lev
ine,
L. (
198
8). R
ea
chin
g th
e e
rra
tic s
tud
en
t. I
nst
ruct
or,
Ap
ril,
pp.
66
-68
.L
NC
T G
lasg
ow
. Re
trie
ved
July
17,
20
07, f
rom
htt
p://:
ww
w.s
nct
.org
.u
k/lib
rary
/12
7/G
lM
cDe
rmo
tt, K
. (2
00
2). M
y in
volv
em
en
t in
act
ion
rese
arc
h. I
n J.
McN
iff &
J. W
hite
he
ad
. Act
ion
rese
arc
h: P
rin
cip
les
an
d p
ract
ice.
Lo
nd
on:
Ro
utle
dg
e F
alm
er.
McL
au
gh
lin, C
. (2
001
). D
ialo
gu
es f
or
dev
elo
pm
en
t: T
he
En
glis
h ca
se s
tud
y o
f an
act
ion
rese
arc
h p
art
ne
rsh
ip b
etw
ee
n th
ree
sch
oo
ls a
nd
a U
niv
ers
ity. P
ap
er
pre
sen
ted
to E
uro
pe
an
Co
nfe
ren
ce o
n E
du
catio
na
l Re
sea
rch
.M
cNif
f, J.
(19
99)
. Act
ion
rese
arc
h, a
me
tho
do
log
y o
f ca
re. I
n U
. Co
llin
s &
J. M
cNif
f. R
eth
inki
ng
pa
sto
ral c
are
. Lo
nd
on:
R
ou
tled
ge.
Mill
s, G
. (2
00
0). A
ctio
n re
sea
rch:
A g
uid
e fo
r th
e te
ach
er
rese
arc
he
r. U
pp
er
Sa
dd
le R
ive
r, N
J: M
err
il.M
uss
an
o, F
. (n
.d.)
. Th
e e
ffe
cts
of a
stu
dy
skill
s w
ork
sho
p u
po
n st
ud
y te
chn
iqu
es.
Stu
dy
Org
an
isa
tion
, an
d S
tud
y M
otiv
atio
n.
Mo
no
gra
ph
, ED
RS
.O
’De
ll, P
. (19
96)
. Ave
nu
es
to s
ucc
ess
in c
olle
ge:
A n
on
-cre
dit
eig
ht-
we
ek
fre
shm
an
sem
ina
r. J
ou
rna
l of t
he
Fre
shm
an
Ye
ar
Exp
eri
en
ce a
nd
Stu
de
nts
in T
ran
sitio
n, 8
(2),
72-
79
.O
ost
erh
uis
-Ge
ers
, J. (
199
3). P
roce
du
re t
o p
rom
ote
eff
ect
ive
an
d e
ffici
en
t stu
dy
skill
s (P
RO
PE
S)
with
PA
-stu
de
nts
. Pa
pe
r p
rese
nte
d a
t th
e A
nn
ua
l Me
etin
g o
f th
e A
me
rica
n R
ese
arc
h A
sso
cia
tion
. Atla
nta
, GA
: ED
RS
.R
au
ch, M
., &
Fill
en
wo
rth
, C. (
199
5). M
otiv
atin
g st
ud
en
ts t
o u
se
ne
wly
lea
rne
d st
ud
y st
rate
gie
s. J
ou
rna
l of A
do
lesc
en
t an
d A
du
lt L
itera
cy, 3
8(7
), 5
67-
68
.Ta
bb
ere
r, R
. (19
84)
. In
tro
du
cin
g st
ud
y sk
ills
at 1
6 to
19
. E
du
catio
na
l Res
ea
rch
, 26
(1),
1-6
.Ta
lbo
t, G
. (n
.d.)
. Se
lf-re
gu
late
d A
chie
vem
en
t in
the
CE
GE
P
Stu
de
nt:
Mo
tiva
ted
Str
ate
gie
s fo
r L
ea
rnin
g. M
on
og
rap
h,
ED
RS
.T
ho
ma
s, A
. (19
93)
. Stu
dy
skill
s. O
SS
C B
ulle
tin, 3
6(5
).Tr
aw
ick,
L. (
199
5). E
xpa
nd
ing
the
volit
ion
al r
eso
urc
es
of u
rba
n co
mm
un
ity s
tud
en
ts. N
ew D
ire
ctio
ns
for
Tea
chin
g a
nd
Le
arn
ing,
63
, pp.
57-
70.
Tuck
ma
n, B
. (19
96)
. Th
e re
lativ
e e
ffe
ctiv
en
ess
of i
nce
ntiv
e m
otiv
atio
n a
nd
pre
scri
be
d le
arn
ing
stra
teg
y in
imp
rovi
ng
colle
ge
stu
de
nts
’ co
urs
e p
erf
orm
an
ce. J
ou
rna
l of
Exp
eri
me
nta
l Ed
uca
tion
, 64
(3),
197
-210
.V
ince
nt,
K. &
Ha
zel,
G. (
20
05)
. Wh
ere
to
fro
m h
ere
? E
du
catio
n C
on
ne
ct. 1
(1),
15
.
Ab
stra
ctIn
th
is s
tud
y, 3
37 p
re-s
erv
ice
tea
ch
ers
en
roll
ed
in
Te
ch
no
log
y Te
ac
he
r E
du
ca
tio
n P
rog
ram
s (T
TE
P),
in
eig
ht
tert
iary
in
sti
tuti
on
s a
cro
ss
Au
str
ali
a, r
es
po
nd
ed
to
a q
ue
sti
on
na
ire
se
ek
ing
in
form
ati
on
ab
ou
t th
os
e fa
cto
rs t
ha
t in
flu
en
ce
d
the
ir d
ec
isio
n t
o b
ec
om
e te
ac
he
rs o
f Te
ch
nic
al
an
d A
pp
lie
d S
tud
ies
(TA
S).
Th
e s
tud
y fo
un
d:
a m
ajo
rity
of
the
res
po
nd
en
ts w
ere
ma
le (
71%
);
mo
st
ca
me
fro
m u
rba
n a
rea
s (6
1%);
ju
st
ove
r h
alf
(51
%)
en
tere
d t
he
co
urs
e fr
om
th
e w
ork
forc
e a
nd
ju
st
ove
r a
thir
d o
f th
e re
sp
on
de
nts
e
nte
red
th
e c
ou
rse
dir
ec
t fr
om
sc
ho
ol.
Of
the
172
res
po
nd
en
ts w
ho
ca
me
fro
m t
he
wo
rk
forc
e, a
to
tal o
f 9
3 (8
6 m
ale
) h
ad
pri
or
tra
de
exp
eri
en
ce
. Fa
cto
r a
na
lys
is o
f a
ttit
ud
ina
l ite
ms
se
t a
ga
ins
t a
fou
r-p
oin
t L
ike
rt s
ca
le p
rod
uc
ed
th
ree
fac
tors
re
late
d t
o t
he
ir d
ec
isio
n t
o b
ec
om
e TA
S t
ea
ch
ers
. Th
es
e in
clu
de
d e
nc
ou
rag
em
en
t fr
om
me
mb
ers
of
the
co
mm
un
ity,
th
e in
flu
en
ce
of
exp
eri
en
ce
s in
te
ch
no
log
y a
t sc
ho
ol,
an
d a
d
es
ire
to t
ea
ch
. A t
hre
e s
tag
e re
gre
ss
ion
mo
de
l w
as
cre
ate
d w
ith
th
e sc
ale
‘D
es
ire
to T
ea
ch
’ as
the
ult
ima
te d
ep
en
de
nt
vari
ab
le. F
ac
tors
mo
st
str
on
gly
in
flu
en
cin
g ‘
De
sir
e to
Te
ac
h’ i
nc
lud
ed
h
ob
bie
s a
nd
in
tere
sts
pri
or
to e
nro
lme
nt,
e
nc
ou
rag
em
en
t fr
om
me
mb
ers
of
the
co
mm
un
ity
an
d t
he
infl
ue
nc
e o
f ex
pe
rie
nc
es
in t
ec
hn
olo
gy
at
sch
oo
l. T
he
au
tho
rs p
rop
os
e a
nu
mb
er
of
str
ate
gie
s fo
r p
rom
oti
ng
te
ch
no
log
y te
ac
hin
g
an
d i
nc
rea
sin
g t
he
TT
EP
stu
de
nt
inta
ke, b
as
ed
o
n t
he
ir fi
nd
ing
s.
RE
VIE
W O
F T
HE
LIT
ER
AT
UR
ET
he n
atur
e o
f th
e p
rob
lem
Th
ere
has
be
en
a g
loba
l sh
ort
ag
e of
teac
he
rs in
th
e fie
ld o
f te
chn
olo
gy
edu
catio
n in
re
cent
ye
ars
(R
itz,
199
9). I
n th
e U
nite
d S
tate
s of
Am
eri
ca (
US
A),
fo
r ex
ampl
e, t
her
e ha
ve b
een
diffi
culti
es
in m
aint
aini
ng
the
sup
ply
of t
ech
no
log
y te
ach
ers
to s
cho
ols
thro
ug
ho
ut t
he
past
de
cad
e an
d a
half
(Nda
hi &
Ritz
, 2
00
3; W
est
on,
19
97).
Acc
ord
ing
to W
ickl
ein
(2
00
4),
teac
he
rs r
anke
d ‘in
suffi
cien
t num
ber
s of
ade
quat
ely
qual
ifie
d te
chn
olo
gy
edu
catio
n te
ach
ers
’ as
the
mo
st
criti
cal p
rob
lem
fac
ed
by te
chn
olo
gy
ed
uca
tion
in
the
Uni
ted
Sta
tes.
Fur
the
rmo
re, t
hey
co
nsid
ere
d th
e di
fficu
ltie
s in
re
crui
ting
stu
de
nt te
ach
ers
into
Te
chn
olo
gy
Teac
he
r E
duca
tion
Pro
gra
ms
(TT
EP
) as
th
e m
ost
cri
tica
l cur
rent
issu
e in
tech
no
log
y e
duca
tion.
In
a re
view
of t
eac
he
r la
bo
ur m
ark
et
cond
itio
ns in
Can
ada,
Pre
ss, G
alw
ay a
nd B
arn
es
(20
02)
not
ed
that
th
e su
pp
ly o
f te
chn
olo
gy
teac
he
rs
fell
sho
rt o
f th
e d
em
and.
Te
chn
olo
gy
edu
catio
n fa
ced
sim
ilar
pro
ble
ms
in t
he
Un
ited
Kin
gd
om
, wh
ere
re
po
rte
d re
cru
itme
nt fi
gur
es
for
initi
al t
ech
no
log
y te
ach
er
edu
catio
n sh
owe
d a
sho
rtfa
ll of
41%
in
teac
he
r nu
mb
ers
ove
r th
e 19
99
/20
00
pe
rio
d (B
anks
, 2
00
0).
In A
ustr
alia
, diffi
culti
es
with
th
e su
pply
of
suffi
cie
nt n
um
be
rs o
f te
ach
ers
qu
alifi
ed
to te
ach
in
the
Tech
nica
l an
d A
pp
lied
Stu
die
s (T
AS
) su
bje
ct
are
as h
ave
be
en
exp
eri
enc
ed
by a
ll st
ate
s ov
er
the
past
de
cad
e an
d a
ha
lf (A
ustr
alia
n E
duca
tion
Uni
on,
20
01; B
aird
20
01; C
orn
ius-
Ran
dall,
20
04;
N
atio
nal T
eac
he
r S
upp
ly a
nd
De
man
d W
ork
ing
Pa
rty,
19
98;
Nat
iona
l Te
ach
er
Sup
ply
an
d D
em
and
Wo
rkin
g P
art
y, 2
00
3; T
eac
he
r S
up
ply
an
d D
em
an
d R
efe
ren
ce G
rou
p, 2
00
6; T
ea
che
r S
up
ply
an
d D
em
and
Wo
rkin
g P
art
y, 2
00
6) a
nd
the
requ
est
for
Gov
ern
me
nt a
ctio
n ha
s b
eco
me
incr
easi
ngly
urg
ent
(Aus
tra
lian
Edu
catio
n U
nio
n –
Vic
tori
a, 2
007
). B
oth
the
Aus
tra
lian
Edu
catio
n U
nio
n (2
001
) an
d N
atio
nal
Teac
he
r S
upp
ly a
nd
De
man
d W
ork
ing
Pa
rty
(20
03)
ag
ree
that
sta
ffin
g d
ifficu
lties
invo
lvin
g te
chno
logy
te
ach
ers
exi
st in
bot
h ru
ral a
nd
met
rop
olit
an s
cho
ols
ac
ross
Aus
tra
lia.
Th
e ca
use
s of
th
e p
rob
lem
ap
pe
ar
to b
e th
ree
-fo
ld. F
irst
ly, t
he
num
be
rs o
f pre
-se
rvic
e te
ach
ers
ch
oo
sin
g to
ent
er
TT
EP
(N
atio
nal T
eac
he
r S
upp
ly
and
De
man
d W
ork
ing
Pa
rty,
19
98)
be
gan
to d
ecl
ine
Fact
ors
tha
t in
fluen
ce t
he d
esire
to
b
eco
me
teac
hers
of
Tech
nolo
gy:
An
Aus
tral
ian
stud
yR
on
ald
Gre
enD
esig
n an
d T
echn
olo
gy
teac
her,
St.
Jo
sep
h’s
Co
lleg
e, K
athe
rine
, NT
Ced
ric
Gre
ive
Sen
ior
lect
urer
, Fac
ulty
of
Ed
ucat
ion,
Avo
ndal
e C
olle
ge,
NS
W
”
“Dif
ficu
ltie
s w
ith
the
sup
ply
of
suffi
cien
t n
um
ber
s o
f te
ach
ers
in
TAS
su
bje
ct
area
s h
ave
bee
n ex
per
ien
ced
b
y al
l sta
tes
ove
r th
e p
ast
dec
ade
and
a
hal
f
“
”
To r
eap
th
e b
enefi
ts
calle
d f
or
pat
ienc
e,
per
sist
ence
, se
lf-d
isci
plin
e,
and
a
will
ing
nes
ss
to c
han
ge
pri
ori
ties
034
| TE
AC
H |
i1i1
| T
EA
CH
|
Fig
ure
1:
The
fo
ur-s
tag
e m
od
el o
f in
fluen
ce li
nkin
g b
ackg
roun
d f
acto
rs t
o b
ehav
iour
Ba
ckg
rou
nd
F
ac
tors
Be
lie
fs +
F
ee
lin
gs
Inte
nti
on
sB
eh
av
iou
r
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
som
e tw
o d
eca
de
s ag
o. S
eco
ndl
y, in
a r
eac
tion
to
the fin
anci
al s
ituat
ion
crea
ted
by fa
lling
num
bers
, te
rtia
ry in
stitu
tions
eith
er
cut T
TE
P, o
r re
stru
ctur
ed
in o
rde
r to
mo
dify
th
e T
TE
P a
ltern
ativ
es
they
off
ere
d (F
ritz
, 19
98;
Gib
son
& B
arl
ow, 2
00
0; W
illia
ms,
19
96)
. Co
mp
ou
nd
ing
this
se
con
d si
tuat
ion
is t
hat
ed
ucat
iona
l ins
titut
ions
off
eri
ng
TAS
co
urse
s ar
e n
ot e
ven
ly d
istr
ibu
ted
aro
un
d A
ust
ralia
(M
cGe
e,
199
9). T
he
maj
ori
ty o
f th
ese
inst
itutio
ns a
re lo
cate
d in
New
So
uth
Wa
les
and,
as
of y
ea
r e
nd
20
00,
th
e N
ort
he
rn T
err
itory
did
not
hav
e a
TT
EP
of i
ts o
wn
(Pa
rlia
me
nt o
f Aus
tra
lia: S
ena
te C
om
mitt
ee,
19
98)
. T
he
thir
d re
aso
n fo
r cr
itica
l sh
ort
ag
es
of te
chn
olo
gy
teac
he
rs a
cro
ss t
he
Aus
tra
lian
stat
es
rela
tes
to t
he
ag
es
of s
erv
ing
teac
he
rs. F
or
exam
ple,
alm
ost
a h
alf
of V
icto
ria’
s te
chn
olo
gy
tea
che
rs a
re a
ge
d 5
0 ye
ars
o
r o
lde
r (T
eac
he
r S
up
ply
an
d D
em
an
d R
efe
ren
ce
Gro
up,
20
06)
an
d th
ese
tea
che
rs a
re b
eg
inn
ing
to
retir
e in
ap
pre
cia
ble
nu
mb
ers
. Whi
le t
he
re a
pp
ea
r to
be
mo
de
st in
cre
ase
s in
th
e n
um
be
rs e
nte
rin
g p
re-s
erv
ice
TT
EP
ove
r th
e p
ast
five
ye
ars
(N
atio
nal
Teac
he
r S
up
ply
an
d D
em
an
d W
ork
ing
Pa
rty,
20
03;
Te
ach
er
Su
pp
ly a
nd
De
ma
nd
Ref
ere
nce
Gro
up,
2
00
6), t
he
se m
ay o
nly
be
suffi
cie
nt to
ho
ld t
he
exis
ting
situ
atio
n.G
ove
rnm
ent
re
spo
nse
s to
thi
s n
ee
d h
ave
been
dir
ecte
d at
incr
easi
ng t
he
inflo
w o
f te
ach
ers
an
d m
aint
aini
ng t
he
num
bers
of e
xist
ing
teac
hers
(C
om
mitt
ee
for
the
Rev
iew
of T
eac
hin
g an
d Te
ach
er
Edu
catio
n, 2
00
3a)
. Th
e F
ed
era
l Gov
ern
me
nt
has
mov
ed
to m
inim
ize
the
Hig
he
r E
duca
tion
Co
ntri
butio
n S
chem
e (H
EC
S)
burd
en o
n pr
e-s
ervi
ce
tech
no
log
y te
ach
ers
an
d m
oni
tore
d th
e e
ntry
-lev
el
rem
une
ratio
n a
nd
on
go
ing
pay
sca
les
for
teac
he
rs
(Co
mm
itte
e fo
r th
e R
evie
w o
f Te
achi
ng
and
Teac
he
r E
duca
tion,
20
03
b). I
n ad
ditio
n, t
he
mai
n re
po
rt
of t
he
Co
mm
itte
e fo
r th
e R
evie
w o
f Te
achi
ng
and
Teac
he
r E
duca
tion
(20
03
b) d
iscu
sse
d w
ays
to
pro
lon
g th
e te
ach
ing
life
of e
xist
ing
tech
no
log
y te
ach
ers
by
mak
ing
the
ir w
ork
ing
env
iro
nme
nt
prof
essi
onal
ly r
ewa
rdin
g. F
inal
ly, a
tte
mpt
s ha
ve
be
en
ma
de
to d
eve
lop
tert
iary
pro
gra
ms
that
en
ab
le
tech
nica
lly s
kille
d p
ers
ons
to r
etra
in fo
r ca
ree
rs in
te
achi
ng (
Han
cock
, 20
01).
A n
umbe
r of
inst
itutio
ns
have
intr
odu
ced
deliv
ery
met
ho
ds m
ore
sui
ted
to
mat
ure
clie
nts
with
exi
stin
g te
chni
cal s
kills
. Cha
rle
s S
turt
Un
ive
rsity
, fo
r ex
am
ple
, ha
s d
eve
lop
ed
an
Acc
ele
rate
d Te
ach
er
Edu
catio
n P
rog
ram
in o
rde
r to
sup
ply
TA
S te
ach
ers
for
rura
l are
as (
Co
rniu
s-R
an
da
ll, 2
00
4) a
nd
Avo
nd
ale
Co
lleg
e h
as
sig
ne
d a
me
mo
ran
dum
of a
gre
em
ent
with
New
cast
le
Un
ive
rsity
to e
na
ble
stu
de
nts
to e
arn
aca
de
mic
cr
edi
t by
taki
ng
sub
ject
s o
n th
e N
ewca
stle
cam
pus
. H
owev
er,
the
gra
duat
es
of t
he
se n
ew p
athw
ays
have
ye
t to
mak
e a
rea
l im
pact
in t
he
clas
sro
om
.T
he
re is
on
e as
pe
ct, h
owev
er,
that
all
of t
he
rep
ort
s ci
ted
abov
e ap
pe
ar
to h
ave
ove
rlo
oke
d, i.
e.
they
hav
e n
ot s
eri
ous
ly e
xam
ine
d th
ose
fac
tors
tha
t,
with
in t
he
Aus
tral
ian
sett
ing,
influ
en
ce a
n in
divi
du
al
de
sire
to b
eco
me
a te
ach
er
in t
he
TAS
are
a. I
f mo
re
pe
op
le a
re to
be
en
cou
rag
ed
to b
eco
me
teac
he
rs o
f te
chn
olo
gy,
th
en
the
se f
acto
rs n
ee
d to
be
ide
ntifi
ed.
Fact
ors
tha
t in
fluen
ce a
des
ire
to b
eco
me
a te
chno
log
y te
ache
rIn
th
e U
SA
, Wri
ght a
nd C
uste
r (1
99
8) a
dapt
ed
an
inst
rum
ent fi
rst u
sed
by D
evie
r (1
98
6) to
exa
min
e th
ose
fac
tors
tha
t infl
ue
nce
d p
re-s
erv
ice
tea
che
rs
to c
ho
ose
tech
no
log
y te
achi
ng
as t
he
ir ca
ree
r. T
he
stu
dy d
istin
gui
she
d b
etw
ee
n th
ose
fac
tors
tha
t re
spo
nd
ent
s in
dica
ted
we
re m
ost
influ
ent
ial i
n th
eir
ch
oic
e, a
nd
tho
se f
acto
rs m
ost
co
mm
onl
y re
po
rte
d in
th
e st
udy.
Th
e th
ree
fact
ors
re
po
rte
d by
th
e re
spo
nd
ent
s in
th
e U
SA
stu
dy a
s be
ing
mo
st influ
ent
ial i
n th
eir
d
eci
sio
n w
ere
en
cou
rag
em
ent
fro
m:
seco
nd
ary
sch
oo
l in
du
stri
al a
rts/
tech
no
log
y •
edu
catio
n (I
A/T
E)
teac
he
rs;
oth
er
com
mun
ity p
ers
onn
el;
• a
colle
ge
/un
ive
rsity
pro
fess
or.
• In o
rde
r of
ra
nk, t
ho
se f
acto
rs m
ost
co
mm
on
ly
not
ed
by t
he
resp
on
de
nts
in t
he
stud
y in
clud
ed:
pe
rso
na
l int
ere
sts
or
ho
bb
ies;
• ta
kin
g a
hig
h sc
ho
ol I
A/T
E c
our
se;
• a
dm
irat
ion
of a
hig
h sc
ho
ol I
A/T
E te
ach
er;
• ex
tra
-cur
ricu
lar
IA/T
E a
ctiv
itie
s;•
en
cou
rag
em
ent
by
a h
igh
sch
oo
l IA
/TE
•
teac
he
r.
Dev
elo
pin
g a
mo
del
of
influ
ence
Fac
tors
tha
t influ
en
ce c
are
er
de
cisi
on
s (s
uch
as
the
de
cisi
on
to b
eco
me
a te
chn
olo
gy
teac
he
r)
revo
lve
arou
nd m
otiv
atio
n, p
lann
ing
and
cons
iste
nt
be
hav
iour
. ‘A
ttitu
de’
is a
co
nstr
uct t
hat
has
be
en
dev
elo
pe
d to
exp
lain
co
nsi
ste
ncy
in h
uma
n b
eh
avio
ur (
Mye
rs, 2
007
). A
ttitu
de
is b
elie
ved
to
invo
lve
two
com
po
ne
nts:
be
liefs
ab
out
th
e o
bje
ct o
f th
e at
titu
de,
an
d fe
elin
gs
tow
ard
th
e o
bje
ct o
f th
e at
titu
de
(We
ste
n, B
urto
n &
Kow
als
ki, 2
00
6). I
t has
b
ee
n ar
gu
ed
that
indi
vidu
als
can
ho
ld a
ttitu
de
s lo
ng
befo
re t
hey
hav
e th
e op
po
rtun
ity to
indu
lge
in t
he
rela
ted
beha
viou
r (F
ishb
ein
and
Ajz
en,
197
5 an
d la
ter
Ajz
en,
19
88;
20
00)
. Th
ese
aut
ho
rs p
rop
ose
th
at a
n ‘in
tent
ion’
to b
eha
ve c
an b
e a
me
diat
ing
vari
able
bet
we
en
the
attit
ud
e an
d th
e b
eh
avio
ur.
Th
ey a
lso
arg
ue
that
att
itud
e d
oe
s n
ot a
rise
in a
va
cuum
. Th
e b
elie
fs a
nd
fee
ling
s th
at c
ryst
alli
ze in
to
the
attit
ud
e a
re s
hap
ed
by b
ackg
roun
d fa
cto
rs t
hat
in
clud
e so
cial
inte
ract
ions
, age
and
mat
urat
ion
and
prio
r ex
peri
ence
. Thi
s le
ads
to a
cau
sal r
elat
ions
hip
in w
hich
th
e ba
ckg
roun
d fa
cto
rs s
hap
e a
coh
esi
ve
set o
f be
liefs
an
d fe
elin
gs
whi
ch in
turn
cre
ate
s an
in
tent
ion
to a
ct t
hat s
ets
in m
otio
n b
eha
vio
urs
that
le
ad to
th
e ul
timat
e g
oa
l (se
e F
igur
e 1)
. Thi
s m
od
el
”
“Att
itu
de
do
es n
ot
aris
e in
a
vacu
um
; th
e b
elie
fs a
nd
fe
elin
gs
that
cr
ysta
llize
in
to t
he
atti
tud
e ar
e sh
aped
by
bac
kgro
un
d
fact
ors
will
pro
vid
e a
stru
ctur
e th
at c
an b
e e
mp
loye
d in
an
exa
min
atio
n of
ca
ree
r ch
oic
es.
RE
SE
AR
CH
Que
stio
ns a
nd s
igni
fican
ce o
f th
e st
udy
Th
e p
rese
nt s
tud
y e
mp
loye
d th
e a
bov
e co
nce
pts
to
exam
ine
tho
se f
acto
rs t
hat i
nflu
en
ced
pre
-se
rvic
e te
ach
ers
to c
ho
ose
to b
eco
me
TAS
teac
he
rs in
A
ustr
alia
n sc
ho
ols
. Th
e st
udy
dev
elo
pe
d an
d te
ste
d a
caus
al m
ode
l of i
nflu
en
ce t
hat
ide
ntifi
ed
an
d w
eig
hte
d th
ose
fac
tors
re
late
d to
a ‘d
esi
re to
be
com
e a
teac
he
r of
tech
no
log
y’. S
pe
cific
ally
, th
e fo
llow
ing
rese
arc
h qu
est
ions
gui
de
d th
e co
llect
ion
of d
ata
in
this
stu
dy:
Wh
at a
re t
he
basi
c d
em
og
rap
hic
1.
char
acte
rist
ics
of t
he
Aus
tra
lian
po
pula
tion
of
pre
-se
rvic
e te
chn
olo
gy
teac
he
rs?
Wh
at f
acto
rs influ
enc
e in
divi
dua
ls to
se
lect
, 2
. an
d e
nro
l in
tech
no
log
y te
ach
er
edu
catio
n p
rog
ram
s?T
he
se q
ue
stio
ns a
re s
ignific
ant,
sin
ce t
he
data
ga
ther
ed c
ont
ribu
te to
an
educ
atio
nal k
now
ledg
e ba
se c
onc
ern
ing
the
clie
nts
serv
ed
by T
AS
teac
he
r e
duca
tion.
Fur
the
r, by
pro
vidi
ng
such
a k
now
led
ge
base
, th
e st
udy
aim
ed
to d
eve
lop
insi
ght
s ab
out
th
e b
ackg
rou
nd
of p
ote
ntia
l un
de
rgra
du
ate
s a
nd
he
nce
su
gg
est
dir
ect
ion
s fo
r th
e m
ark
etin
g of
tech
no
log
y te
ach
er
edu
catio
n. A
t a t
ime
of te
chn
olo
gy
teac
he
r sh
ort
ag
e, t
he
stu
dy a
pp
ea
rs b
oth
time
ly a
nd
rele
vant
.
Met
hod
olo
gy
Dat
a w
ere
co
llect
ed
by a
qu
est
ionn
aire
tha
t was
fo
rwa
rde
d to
eig
ht te
rtia
ry in
stitu
tions
for
dist
rib
utio
n to
tech
no
log
y e
duca
tion
stu
de
nts.
All
data
we
re
retu
rne
d by
mai
l. T
he
que
stio
nnai
re w
as b
ase
d on
an
inst
rum
ent e
mpl
oye
d by
Wri
ght a
nd C
uste
r (1
99
8) in
th
e U
SA
. How
eve
r, ite
ms
we
re r
ewo
rde
d to
mak
e th
em
sui
tab
le to
th
e A
ustr
alia
n se
ttin
g an
d so
me
addi
tiona
l ite
ms
we
re in
clu
de
d. S
ect
ion
1 of
th
e qu
est
ionn
aire
co
nsis
ted
of 2
8 at
titu
dina
l ite
ms
set a
gai
nst a
four
-po
int L
ike
rt s
cale
. Th
ese
ite
ms
pro
be
d th
e so
cia
l influ
enc
es
that
co
ntri
but
ed
to
an in
divi
dua
l’s d
eci
sio
n to
be
com
e a
tech
no
log
y te
ach
er.
Se
ctio
n 2
of t
he
que
stio
nnai
re s
ou
ght
d
em
og
rap
hic
info
rmat
ion
fro
m t
he
resp
on
de
nts.
Th
e S
PS
S s
tatis
tica
l pac
kag
e w
as u
sed;
em
plo
yin
g cr
oss
-tab
ulat
ions
with
chi
-squ
are
(us
ing
a o
ne
-tai
led
test
of s
ignific
ance
), fa
ctor
ana
lysi
s, c
orr
elat
ion,
an
alys
is o
f va
rian
ce a
nd fi
nally
mul
tiple
line
ar
reg
ress
ion
ana
lysi
s to
test
th
e m
od
el o
f influ
en
ce
(Co
ake
s &
Ste
ed,
20
01).
It w
as a
ssum
ed
that
th
e ca
usa
l mo
de
l to
be
em
plo
yed
in t
his
stu
dy (
see
Fig
ure
1)
was
un
idir
ect
ion
al,
an
d th
e va
ria
ble
s in
clu
de
d w
ere
cum
ulat
ive.
As
such
, th
e m
od
el
com
plie
d w
ith P
edh
azu
r’s (1
98
2) c
rite
ria
for
the
use
of m
ultip
le li
ne
ar
reg
ress
ion
ana
lysi
s to
we
ight
th
e va
rio
us
de
pe
nd
en
cie
s of
th
e p
ost
ula
ted
mo
de
l.T
he
stu
dy w
as a
pp
rove
d by
th
e A
von
dale
Co
lleg
e H
uman
Re
sea
rch
Eth
ics
Co
mm
itte
e. E
ight
tert
iary
in
stitu
tions
(st
retc
hing
fro
m P
ert
h to
Bri
sban
e)
offe
rin
g u
nd
erg
rad
uat
e d
eg
ree
pro
gra
ms
in
tech
no
log
y te
ach
er
edu
catio
n a
gre
ed
to p
art
icip
ate
in t
he
stu
dy. T
he
ir T
TE
P e
nro
lme
nts,
at t
he
time
of
the
stu
dy,
num
be
red
83
3 st
ud
ent
s.
FIN
DIN
GS
Res
po
nse
rate
In to
tal,
824
qu
est
ionn
aire
s w
ere
dis
trib
ute
d an
d of
th
ese
36
5 w
ere
co
mp
lete
d a
nd
retu
rne
d, g
ivin
g a
44%
ret
urn
rate
. A s
ma
ll nu
mb
er,
28 r
esp
ons
es,
w
as e
xclu
de
d b
eca
use
cri
tica
l de
mo
gra
ph
ic d
ata
we
re m
issi
ng.
Th
e re
ma
inin
g 3
37 r
esp
on
de
nts
rep
rese
nte
d ju
st o
ver
on
e th
ird
of t
he
83
3 p
re-
serv
ice
teac
hers
enr
olle
d in
th
e pa
rtic
ipat
ing
un
ive
rsiti
es.
Th
e sa
mp
le c
on
stitu
ted
an
ap
pre
cia
ble
p
rop
ort
ion
of t
he
tota
l po
pul
atio
n of
pre
-se
rvic
e te
chn
olo
gy
teac
he
rs a
cro
ss A
ustr
alia
an
d th
us
coul
d b
e re
ga
rde
d as
be
ing
a re
pre
sent
ativ
e sa
mp
le
of t
ho
se p
repa
rin
g to
be
seco
nda
ry s
cho
ol T
AS
te
ach
ers
.
The
res
po
nden
tsO
f th
e 3
37 r
esp
on
de
nts,
24
0 w
ere
ma
le a
nd
97
we
re fe
ma
le. T
he
ir ag
es
ran
ge
d fr
om
17
to 5
3 ye
ars
(s
ee
Tab
le 1
). M
ore
th
an h
alf
we
re a
ge
d 25
ye
ars
o
r yo
ung
er
and
old
er
resp
on
de
nts
ten
de
d to
be
ma
le r
ath
er
tha
n fe
ma
le. R
esp
on
de
nts
in t
he fir
st
yea
r of
th
eir
cour
se to
tale
d 12
9; 1
00
we
re in
th
e se
con
d ye
ar,
61 in
th
e th
ird
yea
r an
d 4
6 w
ere
in
the
ir fi
nal y
ea
r of
stu
dy. I
n ad
ditio
n, 1
33
resp
on
de
nts
”
“Res
po
nd-
ents
re
pre
sent
ed
just
ove
r o
ne
thir
d
of
the
833
pre
-ser
vice
te
ach
ers
enro
lled
in
th
e p
arti
cip
atin
g
un
iver
siti
es
036
| TE
AC
H |
i1i1
| T
EA
CH
|
Tab
le 2
: A
ge,
gen
der
, and
rur
al/u
rban
ori
gin
of
resp
ond
ents
Ru
ral
Urb
an
Ag
e
Tota
l
20
yea
rs o
r le
ss
21-2
5
26
-30
31-3
5
36
-40
ove
r 4
5
41-4
5
105
28
135
69
MF
FM
3718
374
3
146
20
39
100
312
182
421
100
14
22
18
141
3
Ru
ral T
ota
lsU
rba
n T
ota
ls
133
20
4
55
80
20
59
1015
20
25
105
39
1511
8
Tab
le 1
: R
esp
ond
ents
gro
uped
acc
ord
ing
to
ag
e, g
end
er a
nd y
ear
of
cour
se
Ye
ar
1G
en
de
r To
tals
Ag
e
Ge
nd
er
Tota
ls
Ye
ar
Tota
ls
20
yea
rs o
r le
ss
21-2
5
26
-30
31-3
5
36
-40
ove
r 4
5
41-4
5
98
30
39
313
47
96
702
72
40
129
Ye
ar
4
46
Ye
ar
3
61
Ye
ar
2
100
33
6*
MF
FF
FF
MM
MM
412
319
121
192
512
22
5
164
510
65
1514
915
111
11
01
61
46
101
13
01
154
1015
70
10
01
41
24
41
01
00
02
40
91
30
03
Ag
e To
tals
33
6*
135
79
25
44
*
15 1226
50
85
* O
ne
fem
ale
re
spo
nd
en
t in
the
31-3
5 a
ge
gro
up
did
no
t in
dic
ate
a y
ea
r o
f co
urs
e.
Fig
ure
2b
: R
ural
/ u
rban
ori
gin
of
resp
on
den
tsFig
ure
2a:
Ag
e-g
end
er f
req
uenc
ies
of
resp
on
den
ts
80
Count
Ag
e G
rou
ps
60 40 20
<20
21-2
526
-30
31-3
536
-40
41-4
5>
450
80
Count
Ag
e G
rou
ps
60 40 20
<20
21-2
526
-30
31-3
536
-40
41-4
5>
450
Mal
es
Fem
ales
Ru
ral
Urb
an
Tab
le 3
: S
eco
ndar
y sc
hoo
l exi
t fr
eque
ncie
s o
f re
spo
nden
ts
Sc
ho
ol E
xit
Ag
e
Tota
l
20
yea
rs o
r le
ss
21-2
5
26
-30
31-3
5
36
-40
ove
r 4
5
41-4
5
48
Yr
10 o
r E
arl
ier
0 3 8 9 9 811
27
3
Co
mp
lete
d Y
r 12
134
71 13 32 5 414
Tota
l
33
7
135
79
25
45 15 1226
16
Ye
ar
11
1 5 4 4 1 01
Tab
le 4
: E
xper
ienc
e o
f re
spo
nden
ts p
rio
r to
enr
olli
ng in
Tec
hno
log
y te
ache
r ed
ucat
ion
pro
gra
ms
Dir
ec
t fr
om
S
ec
on
da
ry
Sc
ho
ol
Oth
er
Sc
ho
ol E
xit
Ge
nd
er
Tota
ls
Ye
ar
Tota
ls
Ex
ite
d a
t o
r B
efo
re Y
ea
r 10
Exc
ite
d a
tY
ea
r 11
Co
mp
lete
dY
ea
r 12
66
514
45
914
28
114
42
125
Fro
m t
he
Wo
rkfo
rce
172
Oth
er
Un
ive
rsit
y C
ou
rse
s
18
Th
rou
gh
TA
FE
193
MF
FF
FF
MM
MM
Tota
l
33
7
0 0 66
0 0 59
0 1 4
0 0 4
2 2 24
0 0 1
2 1 11
0 0 14
44
12 88
0 0 2
48
16 27
3
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
indi
cate
d th
at t
hey
cam
e fr
om
rur
al b
ackg
roun
ds
and
204
cam
e fr
om u
rban
set
tings
(Ta
ble
2).
Ma
les
we
re m
ore
like
ly to
co
me
fro
m r
ura
l are
as
than
we
re fe
ma
les
(c2
= 6
·6; p
≤ 0
·05)
an
d o
lde
r m
ale
re
spo
nd
ent
s w
ere
mo
re li
kely
to
com
e fr
om
ru
ral a
reas
th
an w
ere
th
eir
youn
ge
r co
unte
rpa
rts
(c2
= 1
7·0;
p ≤
0·0
5). G
ive
n th
at 7
0% o
f Aus
tra
lia’s
p
opu
latio
n liv
es
in u
rban
re
gion
s (A
ustr
alia
n B
urea
u of
Sta
tistic
s, 2
00
0), m
ale
s co
min
g fr
om
rur
al r
eg
ion
s w
ere
ove
r-re
pre
sent
ed
in t
he
stu
dy.
A c
lose
r ex
amin
atio
n of
Tab
le 2
rev
ea
ls a
pat
tern
in
fre
quen
cies
and
age
s th
at in
dica
tes
two
‘wav
es’
of
ent
ry in
to te
chn
olo
gy
teac
he
r e
duca
tion
(se
e F
igu
res
2a
and
2b).
Th
e fir
st w
ave
com
pri
sed
tho
se w
ho
ent
ere
d te
chn
olo
gy
teac
hin
g co
urse
s di
rect
ly f
rom
, o
r so
on
afte
r, th
eir
hig
h sc
ho
ol y
ea
rs a
nd
wh
o co
uld
be
reg
ard
ed
as
com
me
nci
ng
the
ir fi
rst c
are
er.
Th
e in
cre
ase
in t
he
nu
mb
er
of s
tud
ent
s at
aro
un
d a
ge
30
indi
cate
s th
e o
nset
of t
he
seco
nd
and
sma
ller
wav
e.
Thi
s w
ave
mig
ht r
ep
rese
nt t
ho
se w
ho
we
re m
akin
g a
care
er
chan
ge.
In to
tal,
four
in e
very
five
re
spo
nd
ent
s co
mp
lete
d
the
ir fin
al y
ea
r o
f se
con
da
ry s
cho
ol b
efo
re e
nte
rin
g a
tech
no
log
y te
ach
er
ed
uca
tion
pro
gra
m (
Tab
le
3). H
owev
er,
the
pe
rce
nta
ge
s of
th
ose
wh
o di
d n
ot c
om
ple
te t
he
ir fi
na
l ye
ar
of s
eco
nd
ary
sch
oo
l ro
se w
ithin
eac
h su
cce
ssiv
e a
ge
gro
up, u
ntil
by 4
5 ye
ars
or
ove
r, ap
pro
xim
ate
ly t
wo
thir
ds o
f th
ose
un
de
rtak
ing
the
TT
EP
did
not
co
mp
lete
Ye
ar
12.
A to
tal o
f 125
re
spo
nd
ent
s (6
6 m
ale
s an
d 5
9 fe
ma
les)
ent
ere
d th
eir
stu
dy
pro
gra
ms
dir
ect
ly
fro
m s
eco
nd
ary
sch
oo
l (Ta
ble
4).
Tab
les
5 a
nd
6 in
dica
te t
hat
wo
me
n w
ere
mo
re li
kely
tha
n m
en:
to
be
youn
ge
r (c
2 =
26·
6; p
≤ 0
·05)
; to
hav
e co
mp
lete
d ye
ar
twe
lve
(c2
= 3
8·2;
p ≤
0·0
5); t
o h
ave
ent
ere
d th
e co
urse
dir
ectly
fro
m s
cho
ol (
c2 =
32·
7; p
≤ 0
·05)
an
d to
hav
e b
eco
me
inte
rest
ed
in te
chn
olo
gy
teac
hin
g w
hile
at s
cho
ol (
c2 =
22·
4; p
≤ 0
·05)
. On
the
oth
er
han
d, m
en
we
re m
ore
like
ly to
hav
e b
ee
n in
th
e w
ork
forc
e (c
2 =
26·
77;
p ≤
0·0
5) a
nd
to h
ave
had
ex
pe
rie
nce
in a
tech
nica
l tra
de
(c2
= 2
8·3
9; p
≤ 0
·05)
.
Dev
elo
pm
ent
of
atti
tud
inal
sca
les
Dat
a el
icite
d by
th
e tw
enty
-eig
ht a
ttitu
dina
l ite
ms
”“A
t a
time
of
tech
no
log
y te
ach
er
sho
rtag
e,
the
stu
dy
app
ears
b
oth
tim
ely
and
rel
evan
t
038
| TE
AC
H |
i1i1
| T
EA
CH
|
Tab
le 5
: R
esp
ond
ents
’ sch
oo
l exi
t ag
ains
t tr
ade
bac
kgro
und
/exp
erie
nce
Tra
de
Ba
ckg
rou
nd
No
Pri
or
Tra
de
Ex
pe
rie
nc
e
24
4
M 154
93
M 86
F 90
F 7
Tota
l
33
7
Pri
or
Tra
de
Ex
pe
rie
nc
e
Sc
ho
ol E
xit
Tota
l
Ge
nd
er
Tota
l
132
478
95
27
3
78
01
16
1531
11
48
Ex
it a
t o
r B
efo
re Y
ea
r 10
Ex
it a
t Y
ea
r 11
Co
mp
lete
d Y
ea
r 12
Tab
le 6
: R
esp
ond
ents
’ rep
ort
ed p
lace
of
init
ial i
nter
est
in T
echn
olo
gy
teac
her
educ
atio
n
Lo
ca
tio
n /
En
vir
on
me
nt
Tota
l
Sc
ho
ol
TA
FE
Un
ive
rsit
yW
ork
forc
e
126
23
27
161
95
22
1810
5
Ge
nd
er
Tota
l
Ma
les
Fe
ma
les
66
55
21
33
7
24
0
97
Tab
le 7
: It
em lo
adin
gs
on
each
fac
tor
as a
res
ult
of
fact
or
anal
ysis
wit
h va
rim
ax
rota
tio
n
Fa
cto
r L
oa
din
gs
Sc
ale
s +
Ite
ms
“Co
mm
un
ity
Infl
ue
nc
e”
(A
lph
a =
0.7
7)
“Sc
ho
ol I
nfl
ue
nc
e”
(A
lph
a =
0.7
6)
“De
sir
e to
Te
ac
h”
(A
lph
a =
0.7
4)
13
En
cou
rag
ed
by o
the
r u
niv
ers
ity p
ers
on
ne
l
17
En
cou
rag
ed
by o
the
r co
mm
un
ity p
ers
on
ne
l
16
En
cou
rag
ed
by a
co
mm
un
ity p
rofe
ssio
na
l
12
En
cou
rag
ed
by a
un
ive
rsity
Te
chn
olo
gy
ed
uca
tion
lect
ure
r
18
En
cou
rag
ed
by a
ch
urc
h le
ad
er
15
En
cou
rag
ed
by u
niv
ers
ity s
tud
en
ts
19
En
cou
rag
ed
by a
yo
uth
lea
de
r
17
En
cou
rag
ed
by p
are
nts
17
En
cou
rag
ed
by a
hig
h sc
ho
ol T
ech
no
log
y te
ach
er
17
Ad
mir
ed
a h
igh
sch
oo
l Te
chn
olo
gy
tea
che
r a
s a
role
mo
de
l
17
En
joye
d se
con
da
ry s
cho
ol T
ech
no
log
y co
urs
es
17
Lik
e w
ork
ing
with
hig
h sc
ho
ol s
tud
en
ts
17
En
cou
rag
ed
by h
igh
sch
oo
l cla
ssm
ate
s
17
Lik
e te
ach
ing
oth
ers
sp
eci
al s
kills
17
En
joy
cre
atin
g / a
ssis
ting
oth
ers
to
cre
ate
17
Wa
nte
d to
be
a te
ach
er
32
1
0.7
0
0.6
6
0.6
6
0.6
4
0.5
9
0.5
9
0.2
00
.54
0.8
0
0.7
7
0.6
7
0.6
7
0.2
3
0.6
10
.26
0.7
9
0.7
6
0.7
0
0.6
8
0.2
1
Fa
cto
r L
oa
din
gs
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
we
re s
ubje
cte
d to
exp
lora
tory
fac
tor
an
aly
sis.
An
eig
env
alu
e-f
act
or
plo
t (sc
ree
gra
ph)
ind
icat
ed
the
pre
sen
ce o
f th
ree
fact
ors
. In
ord
er
to o
btai
n in
de
pe
nd
ent
sca
les,
pri
nci
pa
l co
mp
on
ent
fac
tor
ana
lysi
s w
ith v
ari
ma
x ro
tatio
n w
as e
mp
loye
d (K
line,
19
94;
Lo
eh
lim, 1
99
8). I
tem
s w
ith n
eg
ativ
e lo
ad
ing
s w
ere
re
cod
ed
and
the
inte
nt o
f eac
h as
soci
ate
d st
ate
me
nt w
as r
eve
rse
d. T
he
ind
ep
en
de
nce
of t
he
sca
les
was
str
en
gth
en
ed
by r
em
ovin
g ite
ms
with
lo
adin
g va
lue
s of
less
tha
n 0
·35
(Ew
ert
& S
ibth
orp
, 2
00
0), a
nd
als
o by
re
mov
ing
item
s th
at lo
ade
d o
nto
two
or
mo
re f
acto
rs w
ith lo
adi
ng
diff
ere
nce
s of
less
th
at 0
·20
(se
e K
erl
ing
er,
1973
). I
tem
re
mov
al w
as
carr
ied
out
indi
vidu
ally
an
d th
e va
lue
s of
co
effic
ient
a
lph
a fo
r e
ach
sca
le w
ere
mo
nito
red
to e
nsu
re t
hat
the
rem
ova
l pro
cess
did
not
und
uly
redu
ce f
acto
r re
liab
ilitie
s.In
itia
lly, t
he
thre
e fa
cto
rs a
cco
unte
d fo
r 37
% o
f th
e va
rian
ce t
hat
wo
uld
hav
e b
ee
n o
btai
ne
d if
all
28 it
em
s w
ere
tre
ate
d as
indi
vidu
al f
acto
rs. A
fte
r p
runi
ng,
th
e va
rian
ce a
sso
ciat
ed
with
th
e th
ree
fact
ors
ro
se to
50%
of t
he
tota
l va
rian
ce. T
he fin
al
item
loa
din
gs
on
ea
ch o
f th
e th
ree
fact
ors
can
be
see
n in
Tab
le 7
. Th
e fir
st f
acto
r in
clu
de
d e
ight
ite
ms
that
co
llect
ive
ly c
onv
eye
d co
mm
unity
sup
po
rt fo
r a
resp
on
de
nt’s
de
cisi
on
to e
nro
l in
tech
no
log
y te
ach
er
educ
atio
n. T
his
fact
or w
as la
bele
d ‘C
omm
unity
Influ
ence
’ and
had
a c
oeffic
ient
alp
ha o
f 0·7
7. T
he
seco
nd
fact
or
incl
ud
ed fiv
e ite
ms
that
co
llect
ive
ly
conv
eye
d th
e influ
enc
e up
on
a re
spo
nd
ent
’s d
eci
sio
n to
enr
ol i
n te
chn
olo
gy
teac
he
r e
duca
tion
em
anat
ing
fro
m t
he
ir ex
pe
rie
nce
at s
cho
ol.
Thi
s fa
cto
r w
as
lab
ele
d ‘S
cho
ol I
nflu
ence
’ and
had
a c
oeffic
ient
a
lpha
of 0
·76
. Th
e th
ird
and fin
al f
acto
r co
mp
rise
d fo
ur it
em
s th
at d
esc
rib
ed
the
resp
on
de
nt’s
inte
rest
in
be
com
ing
a te
ach
er.
Thi
s fa
cto
r w
as la
be
led
‘De
sire
to
Te
ach’
an
d h
ad a
re
liab
ility
of 0
·74.
Sin
ce e
ach
of
the
coeffic
ient
alp
has
exc
ee
de
d 0
·7 t
hey
co
uld
be
de
em
ed
suffi
cie
ntly
re
liab
le f
or
the
pu
rpo
ses
of t
his
st
udy
(se
e N
unna
lly, 1
978;
p24
5).
Th
e sc
ore
s of
th
e re
spo
nd
ent
s o
n e
ach
of t
he
thre
e sc
ale
s w
ere
obt
ain
ed
by a
vera
gin
g th
eir
d
ecl
are
d L
ike
rt w
eig
htin
gs
acr
oss
th
e ite
ms
with
in
eac
h sc
ale
. Thi
s m
ean
t tha
t th
e sc
ale
sco
re fo
r e
ach
resp
on
de
nt la
y w
ithin
th
e b
oun
ds o
f th
e Li
kert
w
eig
htin
gs a
nd t
hus
the
desc
ript
ors
of t
he
Like
rt
sca
le w
ere
em
plo
yed
to in
terp
ret t
he
sca
le s
core
s fo
r th
e re
spo
nd
ent
s (s
ee
Fig
ure
s 3
a to
3c)
. In
ge
ne
ral,
the
resp
on
de
nts
pe
rce
ive
d ‘C
om
mun
ity I
nflu
en
ce’
as h
avin
g m
inim
al im
pact
up
on
the
ir d
eci
sio
n to
b
eco
me
a te
chn
olo
gy
teac
he
r. H
owev
er,
the
sca
le
sco
res
we
re s
tro
ng
ly s
kew
ed,
me
anin
g th
at a
sm
all
nu
mb
er
of r
esp
on
de
nts
pe
rce
ive
d ‘C
om
mu
nity
Influ
ence
’ as
play
ing
an im
po
rtan
t par
t in
thei
r d
eci
sio
ns.
Thi
s si
tuat
ion
was
ve
ry d
iffe
rent
for
the
me
asur
es
obt
ain
ed
by t
he
‘Sch
oo
l Influ
en
ce’ s
cale
. He
re t
he
me
dian
(2·
4) la
y ve
ry c
lose
to t
he
cent
er
of t
he
Like
rt
ran
ge
with
so
me
sco
res
reac
hin
g to
on
e o
r th
e ot
he
r ex
tre
mity
. Thi
s m
ean
s th
at r
esp
on
de
nts
pe
rce
ive
d th
e ef
fect
s of
‘Sch
oo
l Influ
ence
’ in
vary
ing
way
s.
Fo
r so
me
it w
as influ
ent
ial,
but a
n ap
pro
xim
ate
ly
equ
al n
umb
er
view
ed
the
influ
en
ce o
f sch
oo
l as
of li
ttle
eff
ect
on
the
ir d
eci
sio
n to
be
com
e a
TAS
te
ach
er.
Th
e na
ture
of t
he
sco
res
on
this
sca
le a
re
bet
ter
und
ers
too
d w
he
n th
e re
latio
nshi
p be
twee
n th
e va
riab
les
‘Ag
e G
roup
’ an
d ‘S
cho
ol I
nflu
en
ce’
is e
xam
ine
d. F
igur
e 4
pre
sent
s th
e re
sults
of a
n an
alys
is o
f va
rian
ce in
volv
ing
the
se t
wo
vari
able
s an
d in
dica
tes
that
me
asur
es
of ‘S
cho
ol I
nflu
en
ce’
stea
dily
dec
line
with
incr
easi
ng
ag
e. T
his
is to
be
exp
ect
ed
as t
he
me
mo
rie
s an
d th
e im
pact
of s
cho
ol
fad
e an
d n
ew e
xpe
rie
nce
s b
eco
me
mo
re p
rom
ine
nt.
Th
e fin
al s
cale
, ‘D
esir
e to
Te
ach’
ret
urn
ed
a m
edi
an o
f 3·3
indi
catin
g th
at a
maj
ori
ty o
f re
spo
nd
ent
s w
ere
un
de
rta
kin
g Te
chn
olo
gy
Tea
che
r E
duca
tion
be
caus
e th
ey w
ante
d to
be
com
e a
teac
he
r of
tech
no
log
y. H
owev
er
the
me
asur
es
elic
ited
by t
he
sca
le w
ere
ne
gat
ive
ly s
kew
ed
indi
catin
g th
at s
om
e re
spo
nd
ent
s (li
kely
to b
e o
nly
a fe
w)
may
hav
e b
ee
n un
de
rtak
ing
the
cour
se fo
r re
ason
s ot
her
than
th
e de
sire
to
teac
h.
Rel
atio
nshi
ps
ind
icat
ed b
y co
rrel
atio
ns:
Co
nsis
tenc
y w
ithin
the
dat
aT
he
corr
ela
tion
tab
le (
Tab
le 8
) in
clu
de
s a
sele
ctio
n of
co
rre
latio
ns w
ho
se m
ag
nitu
de
exce
eds
0·2
0. T
his
repr
esen
ts o
nly
4% c
om
mon
va
rian
ce a
nd h
ence
, a
ltho
ug
h co
rre
latio
ns
with
sm
alle
r m
ag
nitu
de
exce
ed
the
0·0
5 le
vel o
f sig
nific
ance
, th
ey d
o n
ot im
ply
any
m
eani
ngfu
l rel
atio
nshi
ps.
Th
e co
rre
latio
ns s
how
n in
th
e ta
ble
pro
vid
e ev
ide
nce
of a
ce
rtai
n le
vel o
f co
he
sio
n w
ithin
th
e da
ta, i
.e. t
he
data
‘han
g to
get
he
r’
and
are
cons
iste
nt w
ith in
form
ed e
xpec
tatio
ns.
Fo
r ex
amp
le, o
lde
r re
spo
nd
ent
s te
nd
ed:
to b
e m
ale
(r
= -
0·2
5); t
o ha
ve g
row
n up
in w
ork
ing
clas
s h
om
es
(co
rre
latio
ns b
etw
ee
n a
ge
-gro
up a
nd
pare
nts’
ra
nke
d em
plo
ymen
t are
re
spec
tive
ly r
= -
0·3
4 an
d r
= -
0·2
1); t
o ha
ve le
ft s
cho
ol b
efo
re y
ea
r 12
(r =
-0
·54)
; to
have
be
en
in t
he
wo
rk fo
rce
imm
edi
ate
ly p
rio
r to
enr
olm
ent
(r
= 0
·63)
; to
have
ha
d tr
ade
exp
eri
enc
e (r
= 0
·49)
; to
be
retr
aini
ng
for
pur
po
ses
of jo
b se
curi
ty (
r =
0·5
3); t
o h
ave
be
com
e in
tere
ste
d in
tech
no
log
y te
achi
ng
in t
he
wo
rk p
lace
(r
= 0
·54)
; and
to h
ave
been
min
imal
ly influ
en
ced
in t
he
ir d
eci
sio
n to
tak
e up
tech
no
log
y te
ach
er
edu
catio
n by
th
eir
exp
eri
enc
e at
sch
oo
l (r
= -
0·4
9).
On
the
oth
er
han
d, w
om
en
enro
lled
in te
chno
logy
te
ach
er
edu
catio
n te
nd
ed:
to b
e yo
ung
er
(r =
-0
·25)
; to
hav
e b
eco
me
inte
rest
ed
in te
chn
olo
gy
teac
he
r ed
ucat
ion
in s
cho
ol o
r in
ano
ther
pla
ce o
f edu
catio
n (r
= -
0·2
1); t
o ha
ve b
ee
n st
udy
ing
imm
edi
ate
ly p
rio
r to
enr
olm
ent
(r
= -
0·3
2); t
o ha
ve n
o ex
pe
rie
nce
in
a tr
ade
(r =
0·3
0) a
nd
to h
ave
indi
cate
d th
at t
he
ir
exp
eri
enc
e at
sch
oo
l influ
en
ced
the
ir d
eci
sio
n to
e
nte
r te
chn
olo
gy
teac
he
r e
duca
tion
(r =
0·2
4).
Th
ose
cla
imin
g to
be
retr
ain
ing
for
job
secu
rity
ten
de
d: to
be
ma
le (
r =
-0
·20)
; to
be
old
er
(r =
0·5
3); t
o h
ave
left
sch
oo
l bef
ore
co
mp
letin
g ye
ar
12 (
r =
-0
·40)
; to
be
retr
aini
ng
for
an in
cre
ase
“”
Res
po
nd-
ents
p
erce
ived
th
e ef
fect
s o
f ‘S
cho
ol
influ
ence
’ in
vary
ing
way
s
040
| TE
AC
H |
i1i1
| T
EA
CH
|
Fig
ure
4:
Eff
ect
of
age
upo
n “S
cho
ol
Influ
ence
”
F =
19.
54;
p <
0.0
5
Ag
e G
rou
ps
2.6
2.8
2.2
2.4
1.8
2.0
<20
21-2
526
-30
31-3
536
-40
41-4
5>
451.
4
1.6
x =
2.6
8¯
x =
2.6
2¯
x =
2.0
6¯
x =
1.9
2¯
x =
1.8
5¯
x =
1.7
5¯
x =
1.5
6¯
Fig
ure
3a:
Box
plo
t fo
r m
easu
res
on
the
‘Co
mm
unit
y In
fluen
ce’ s
cale
Min
ima
l In
flu
en
ce
23
41
Ma
xim
al I
nfl
ue
nc
eM
axi
mu
m 3
.8M
inim
um
1.0
Me
dia
n 1.
4
Fig
ure
3b
: B
ox p
lot
for
mea
sure
s o
n th
e ‘S
cho
ol I
nflue
nce’
sc
ale
Min
ima
l In
flu
en
ce
23
41
Ma
xim
al I
nfl
ue
nc
eM
axi
mu
m 4
.0M
inim
um
1.0
Me
dia
n 2
.4
Fig
ure
3c:
Box
plo
t fo
r m
easu
res
on
the
‘Des
ire
to T
each
’ sc
ale
Min
ima
l In
flu
en
ce
23
41
Ma
xim
al I
nfl
ue
nc
eM
axi
mu
m 4
.0M
inim
um
1.3
Me
dia
n 3
.3
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
in t
he
like
liho
od
of e
mp
loym
ent
(r
= 0
·35)
; to
have
b
ee
n e
nco
ura
ge
d by
pe
rso
nn
el i
n in
dust
ry (
0.37
);
to h
ave
be
com
e in
tere
ste
d in
tech
no
log
y te
ach
er
edu
catio
n in
th
e w
ork
pla
ce (
r =
0·3
4); t
o h
ave
com
e di
rect
ly f
rom
th
e w
ork
forc
e in
to te
chn
olo
gy
teac
he
r e
duca
tion
(r =
0·5
0); t
o ha
ve t
rad
e ex
pe
rie
nce
(r =
0·5
2); t
o ha
ve b
ee
n m
inim
ally
influ
en
ced
in t
he
ir
de
cisi
on
to e
nte
r te
chn
olo
gy
teac
he
r e
duca
tion
by t
he
ir ex
pe
rie
nce
at s
cho
ol (
r =
-0
·27)
an
d to
ha
ve b
een
influ
enc
ed
in t
he
ir d
eci
sio
n to
enr
ol i
n te
chn
olo
gy
teac
he
r e
duca
tion
cour
ses
by m
em
be
rs
of t
he
ir co
mm
unity
(r
= 0
·20)
.F
ina
lly, t
he
de
sire
to b
eco
me
a te
chn
olo
gy
teac
he
r w
as influ
en
ced:
by
inte
rest
s a
nd
ho
bb
ies
bef
ore
enr
olm
ent
(r
= 0
·27)
; by
exp
eri
enc
es
at s
cho
ol
(r =
0·2
0) a
nd
by p
ers
ons
with
in t
he
resp
on
de
nt’s
co
mm
unity
(0
·24)
.
Det
erm
inin
g t
he d
epen
den
cies
of
the
mo
del
o
f in
fluen
ceT
he
path
mo
de
l to
be
test
ed
is s
how
n in
Fig
ure
5.
It in
clu
de
s a
listin
g of
th
e va
riab
les
ent
ere
d in
to t
he
resp
ect
ive
reg
ress
ion
pro
cess
es.
Th
e va
ria
ble
s lis
ted
in t
his
mo
de
l inc
lud
e a
sin
gle
ulti
mat
e d
ep
en
de
nt v
ari
able
, ‘D
esi
re to
Te
ach’
, fo
ur m
edi
atin
g va
ria
ble
s, ‘I
ncr
ea
sed
Lik
elih
oo
d of
Em
plo
yme
nt’,
‘Inte
rest
s a
nd
Ho
bb
ies’
, ‘S
cho
ol I
nflu
en
ce’ a
nd
‘Co
mm
unity
Influ
en
ce’ a
nd fiv
e ba
ckg
roun
d va
riab
les,
incl
udin
g ‘R
ural
/Urb
an B
ackg
roun
d’,
‘Ge
nd
er’,
‘Ag
e-G
roup
’ an
d ‘P
are
nta
l Em
plo
yme
nt’.
All
vari
ab
les
we
re e
nte
red
into
th
e re
gre
ssio
n p
roce
ss a
s z-
sco
res.
Thi
s e
nsur
ed
that
th
e re
gre
ssio
n e
qu
atio
ns
ha
d ze
ro c
on
stan
ts, t
hu
s a
llow
ing
the
bet
a co
effic
ient
s to
dire
ctly
indi
cate
th
e p
rop
ort
ions
of v
ari
an
ce w
ithin
th
e d
ep
en
de
nt
vari
able
th
at w
ere
co
ntri
but
ed
by t
he
resp
ect
ive
inde
pend
ent v
ari
able
s (s
ee K
erl
ing
er,
1979
; Lo
eh
lin,
199
8; P
edh
azu
r, 19
82)
. Sin
ce ‘D
esi
re to
Te
ach’
was
th
e ul
timat
e d
ep
en
de
nt v
ari
able
in t
he
path
mo
del,
it w
as m
ade
the fir
st d
ep
en
de
nt v
ari
ab
le in
th
e m
ulti
ple
lin
ea
r re
gre
ssio
n p
roce
ss. A
ll ot
he
r va
ria
ble
s w
ere
e
nte
red
as
ind
ep
en
de
nt v
ari
able
s an
d th
e ba
ckw
ard
st
epw
ise
met
ho
d e
mp
loye
d. T
his
met
ho
d re
mov
ed
tho
se v
ari
able
s w
hich
did
not
me
et t
he
0·0
5 le
vel o
f si
gn
ifica
nce
and
whi
ch t
he
refo
re c
ont
ribu
ted
leas
t to
th
e va
rian
ce o
f th
e d
ep
en
de
nt v
ari
able
(Lo
eh
lin,
199
8; C
oak
es
& S
tee
d, 2
001
). E
ach
on
e of
th
e fo
ur
me
diat
ing
vari
able
s w
as t
he
n su
cce
ssiv
ely
mad
e th
e in
depe
nden
t va
riab
le fo
r th
e ba
ckw
ard
ste
pwis
e p
roce
ss in
wh
ich
the
bac
kgro
un
d va
ria
ble
s w
ere
th
e in
de
pe
nd
ent
va
ria
ble
s.T
he
resu
lts o
f th
ese
re
gre
ssio
n p
roce
sse
s ar
e fo
und
in T
able
9 a
nd
hav
e b
ee
n se
t out
in t
he
path
dia
gra
m
in F
igur
e 5
. Onl
y 15
% o
f th
e va
rian
ce o
f ‘D
esi
re to
Te
ach’
is e
xpla
ine
d by
va
ria
ble
s w
ithin
th
e m
od
el,
leav
ing
85%
of i
ts v
ari
ance
to b
e re
late
d to
fact
ors
exte
rna
l to
the
mo
de
l.
Th
ese
re
sults
su
gg
est
tha
t th
e un
de
rgra
duat
e st
uden
ts e
nrol
led
in te
chn
olo
gy
teac
he
r e
duca
tion
in A
ustr
alia
are
a d
ive
rse
gro
up. F
ort
y p
erc
ent
of
th
em
co
me
fro
m r
ura
l are
as a
nd
this
gro
up is
di
spro
po
rtio
nate
ly m
ale
. Alm
ost
a t
hird
are
ove
r th
e a
ge
of 3
0 ye
ars
an
d th
ere
fore
can
be
cons
ide
red
to b
e m
akin
g ca
ree
r ch
ang
es.
Mo
re t
han
a q
uart
er
have
tra
de b
ackg
roun
ds, w
hile
just
ove
r a
third
a
re e
nte
rin
g te
chn
olo
gy
teac
he
r e
duca
tion
dire
ctly
fr
om
sch
oo
l. T
his
of c
our
se is
a g
en
era
l pic
ture
an
d di
ffe
ring
bo
die
s of
pre
-se
rvic
e te
chn
olo
gy te
ache
rs
will
exh
ibit
diff
eri
ng
de
mo
gra
ph
ic c
hara
cte
rist
ics
fro
m u
niv
ers
ity to
un
ive
rsity
. Th
is d
ive
rsity
am
on
g p
re-s
erv
ice
tech
no
log
y te
ach
ers
su
gg
est
s a
vari
ety
of s
tud
ent
ne
eds
an
d th
us im
plie
s a
ne
ed
for
spe
cia
l p
lann
ing
be
hin
d, a
nd
vari
ety
with
in, c
urri
culu
m
offe
rin
gs.
It s
ug
ge
sts
that
th
ere
sh
oul
d b
e a
vari
ety
of a
pp
rop
riat
e te
ach
ing
an
d le
arn
ing
stra
teg
ies
as
we
ll as
flex
ible
del
ive
ry a
nd a
sse
ssm
ent p
roce
dure
s.Tw
o fa
cto
rs r
ela
ted
to a
de
sire
to
be
com
e a
tech
no
log
y te
ach
er
are:
ho
bb
ies
and
pur
suits
of
spe
cial
inte
rest
, and
th
e influ
enc
es
of s
cho
ol.
Thi
s la
tter
fact
or
incl
uded
item
s re
pre
sent
ing
the
pre
sen
ce o
f ‘ad
mir
ed
teac
he
rs’,
an
d th
e ‘e
nco
ura
ge
me
nt b
y te
ach
ers
’ fo
r st
ud
ent
s ev
en
to
da
re e
nte
rta
in t
he
ide
a of
be
com
ing
a TA
S te
ach
er.
Thi
s ha
s re
al i
mp
licat
ions
for
the
way
inn
ovat
ive
and
cari
ng
teac
he
rs c
an u
se t
he
curr
icul
um a
nd
the
clas
sro
om
env
iro
nme
nt to
sh
ape
the
care
er
pro
spe
cts
of t
he
ir s
tud
ent
s. A
dis
cip
line
d, s
afe,
an
d p
lea
sant
env
iro
nm
ent
in w
hic
h a
tea
che
r fo
rge
s a
rela
tions
hip
of t
rust
an
d re
spe
ct, a
nd
wh
ere
a
stu
de
nt c
an p
ursu
e p
roje
cts
of s
pe
cia
l int
ere
st t
hat
en
ga
ge
the
min
d an
d d
eve
lop
app
rop
riat
e sk
ills,
ca
n b
oth
fue
l an
d p
rolo
ng
the
de
sire
on
the
part
of a
st
ud
ent
to e
mul
ate
the
teac
he
r’s r
ole
.T
he
data
su
gg
est
th
ere
are
thr
ee
dist
inct
gro
ups
with
in t
he
po
pul
atio
n of
pre
-se
rvic
e te
chn
olo
gy
teac
he
rs. T
he fir
st g
roup
is r
etra
inin
g fo
r a
care
er
chan
ge
into
tech
no
log
y te
achi
ng.
Thi
s g
roup
is
com
pri
sed,
pre
do
min
antly
, of o
lde
r m
ale
s w
ith t
rad
e ex
pe
rie
nce
and
wh
o a
lso
hav
e a
ten
de
ncy
to b
e fr
om
a
rura
l ba
ckg
rou
nd.
Th
ey h
ave
cho
sen
to e
nte
r T
TE
P
for
rea
son
s re
late
d to
incr
ea
sed
job
secu
rity
an
d b
eca
use
th
ey h
ave
a d
esi
re to
be
com
e te
chn
olo
gy
teac
he
rs. T
he
seco
nd
gro
up is
co
mp
ose
d of
yo
ung
fem
ale
s fr
om
urb
an
bac
kgro
un
ds
wh
o te
nd
to e
njo
y in
tere
sts
and
ho
bb
ies
that
are
link
ed
to te
chn
olo
gy.
T
hey
hav
e e
nte
red
TT
EP
dir
ect
fro
m s
cho
ol a
nd
have
bee
n influ
en
ced
by t
he
ir s
cho
ol e
xpe
rie
nce
s to
be
com
e te
chn
olo
gy
teac
he
rs. T
he
thir
d an
d fin
al
gro
up a
re m
ale
s ag
ed
in t
he
ir tw
ent
ies
wh
o w
ere
lik
ely
to h
ave
be
en
influ
enc
ed
(ge
ne
rally
, but
not
sp
ecific
ally
) to
be
com
e te
chn
olo
gy
teac
he
rs b
y in
tere
sts
in h
obb
ies
and
by t
he
influ
en
ce o
f th
eir
ex
pe
rie
nce
s w
ith T
AS
at s
cho
ol.
Th
ese
find
ings
hav
e im
plic
atio
ns fo
r m
arke
ting
Imp
licat
ions
of
the
mo
del
Th
e fin
al p
ath
dia
gra
m is
sh
own
in F
igur
e 6
. ‘In
tere
st
and
Ho
bb
ies
bef
ore
Enr
olm
ent
’ is
the
stro
ng
est
influ
enc
e o
n a
‘De
sire
to T
eac
h’ te
chn
olo
gy
sub
ject
s (b
= 0
·27)
. ‘S
cho
ol I
nflu
enc
e’ a
nd
‘Co
mm
unity
Influ
en
ce’ c
ont
rib
ute
to
a le
sse
r d
eg
ree
(b =
0·1
7 an
d b
= 0
·17
resp
ectiv
ely
). T
he
vari
able
‘Co
mm
unity
Influ
ence
’ is
unsu
ppor
ted
by a
ny o
f th
e ba
ckgr
ound
va
riab
les.
In
oth
er
wo
rds,
sup
po
rt fo
r th
e d
eci
sio
n by
me
mb
ers
of t
he
com
mun
ity is
ind
ep
en
de
nt o
f th
e ur
ban
/rur
al b
ackg
roun
d, s
ex, a
ge
or
soci
o-e
con
om
ic
stat
us o
f th
e re
spo
nd
ent
. Th
e m
od
el s
ug
ge
sts
that
‘S
cho
ol I
nflu
en
ce’ i
s st
ron
ge
r if
the
resp
on
de
nt is
yo
ung
er
(b =
-0
·47)
, ge
ne
rally
fem
ale
(b
= 0
·13)
an
d ge
nera
lly f
rom
an
urba
n se
ttin
g (b
= -
0·1
0).
To a
less
er
exte
nt, ‘
Inte
rest
an
d H
ob
bie
s b
efo
re
Enr
olm
ent
’ was
re
late
d to
be
ing
fem
ale
(b
= 0
·11)
a
nd
hav
ing
fath
ers
with
hig
he
r so
cio
-eco
no
mic
st
atus
(b
= 0
·18)
. Thi
s la
tte
r fa
cto
r m
ay w
ell
be
linke
d to
dis
po
sab
le in
com
e th
at c
an a
llow
chi
ldre
n, a
nd
part
icul
arly
dau
ghte
rs, t
o in
dulg
e in
mea
ning
ful
ho
bb
ies
of a
tech
nica
l nat
ure.
Whi
le t
he
influ
en
ce
of s
cho
ol e
xpe
rie
nce
s (b
= 0
·27)
is c
ons
ide
rab
ly
stro
ng
er
in y
oun
ge
r re
spo
nd
ent
s, o
lde
r re
spo
nd
ent
s g
en
era
lly s
how
a g
reat
er
de
sire
to b
eco
me
a te
chn
olo
gy
teac
he
r (b
= 0
·18)
.T
he
re is
a m
ino
r in
terp
lay
bet
we
en
‘Ge
nd
er’,
‘U
rban
/Rur
al O
rigi
n’ a
nd ‘A
ge-G
roup
’. F
irst
ly, t
her
e w
ere
tw
o an
d a
half
time
s as
man
y m
ale
s in
th
e sa
mp
le a
s fe
ma
les,
an
d w
hile
th
e m
ale
s sp
an
ne
d th
e ag
e-r
ang
e, fe
ma
les
ten
de
d to
be
youn
ge
r, an
d in
co
mpa
riso
n to
th
eir
ma
le c
oun
terp
art
s, a
pp
ea
red
to b
e fr
om
urb
an s
ettin
gs.
Sin
ce t
he
youn
ge
r re
spo
nd
ent
s w
ere
mo
re s
tro
ng
ly influ
en
ced
by t
he
ir
sch
oo
l exp
eri
en
ce, f
em
ale
re
spo
nd
ent
s fr
om
urb
an
sett
ing
s a
pp
ea
red
to p
red
om
inat
e a
mo
ng
tho
se w
ho
rela
ted
the
ir ch
oic
e of
tech
no
log
y te
achi
ng
to t
he
ir sc
ho
ol e
xpe
rie
nce
.C
ons
picu
ous
by it
s ab
senc
e fr
om t
he
mo
del,
is t
he
vari
ab
le, ‘
Ret
rain
ing
for
Job
Se
curi
ty’.
Th
is
vari
ab
le s
how
s m
od
era
tely
str
on
g co
rre
latio
ns w
ith
an a
rray
of o
the
r va
riab
les
and
yet i
t is
not
link
ed
to ‘D
esi
re to
Te
ach’
. Th
e im
plic
atio
n is
tha
t whi
le
the
ne
ed
to r
etra
in is
imp
ort
ant,
it is
not
a d
istin
ct
mot
ivat
ing
fact
or
rela
ted
to e
ntry
into
th
e p
rofe
ssio
n of
tech
no
log
y te
achi
ng.
Dis
cuss
ion,
Co
nclu
sio
ns a
nd
Rec
om
men
dat
ions
Th
e 3
37 r
esp
on
de
nts
cam
e fr
om
eig
ht d
iffe
rent
te
rtia
ry in
stitu
tions
acr
oss
Aus
tral
ia. B
eca
use
they
co
mp
rise
d a
n a
pp
reci
ab
le p
rop
ort
ion
of t
he
tota
l nu
mb
er
of p
re-s
erv
ice
teac
he
rs e
nro
lled
in T
TE
P,
it ca
n b
e as
sum
ed
that
th
ey r
ep
rese
nte
d th
e la
rge
r p
opu
latio
n. F
urth
er, t
he
patt
ern
of c
orr
elat
ions
with
in
the
resu
lts is
co
he
sive
and
logi
cal,
sugg
estin
g ce
rtai
n va
lidity
with
in t
he
resu
lts t
hem
selv
es.
“
”
Inno
vati
ve
and
car
ing
te
ach
ers
can
use
th
e cu
rric
ulu
m
and
th
e cl
assr
oo
m
envi
ron
men
t to
sh
ape
the
care
er
pro
spec
ts
of
thei
r st
ud
ents
042
| TE
AC
H |
i1i1
| T
EA
CH
|
Tab
le 8
: B
ivar
iate
co
rrel
atio
ns o
f a
sele
ctio
n o
f va
riab
les
emp
loye
d in
the
stu
dy
i In
tere
sts
/ hob
bies
bef
ore
enro
lmen
t
ii E
ncou
rage
men
t by
indu
stry
per
sonn
el
v E
mpl
oym
ent o
f mot
her
viii
Age
xi
Pla
ce p
rior t
o en
rolm
ent (
scho
ol =
1)
xiii
Des
ire to
bec
ome
a Te
chno
logy
teac
her
iii
Ret
rain
ing
for j
ob s
ecur
ity
vi
Em
ploy
men
t of f
athe
r
ix
Poi
nt o
f exi
t fro
m s
choo
l
xii
Exp
erie
nce
in th
e tr
ade
xiv
Sch
ool in
fluen
ce
xv
Com
mun
ity in
fluen
ce
iv
Incr
ease
d lik
elih
ood
of e
mpl
oym
ent
vii
Gen
der (
mal
e=1)
x P
lace
bec
ame
inte
rest
ed (s
choo
l=1)
i i
ii ii
iii
iii
iv iv
v v
vi
vi
vii
vii
vii
i
vii
i
ix ix
x x
xi
xi
xii
xii
xii
i
xii
i
xiv
xiv
1.0
0
0.2
4
0.2
7
1.0
0
1.0
0
1.0
0
-0.2
1
0.3
3
-0.3
4
-0.2
3
1.0
0
-0.5
4
0.5
4
0.6
3
0.4
9
-0.4
9
1.0
0
0.6
2
0.3
7
-0.5
0
1.0
0
1.0
0
1.0
0
-0.2
5
-0.2
1
-0.3
2
0.3
0
0.2
4
1.0
0
-0.3
0
-0.3
8
-0.4
2
0.2
5
1.0
0
0.5
5
-0.4
3
1.0
0
0.2
0
0.2
40
.25
-0.3
2
1.0
0
-0.2
0
-0.4
0
0.5
3
0.3
4
0.5
0
0.5
2
-0.2
7
0.2
0
1.0
00
.37
0.2
4
0.2
2
0.3
1
0.3
5
Fig
ure
5:
Vari
able
s as
ent
ered
into
the
reg
ress
ion
anal
ysis
Urb
an
/ ru
ral o
rig
in
Ge
nd
er
Ag
e-g
rou
p
Em
plo
ym
en
t o
f fa
the
r
Em
plo
ym
en
t o
f m
oth
er
Inc
rea
se
d l
ike
lih
oo
d
of
em
plo
ym
en
t
Co
mm
un
ity
infl
ue
nc
e
Sc
ho
ol i
nfl
ue
nc
e
Inte
res
ts /
ho
bb
ies
be
fore
en
rolm
en
t
De
sir
e to
te
ac
h
Co
ntr
ibu
tin
g v
ari
an
ce
du
e to
fa
cto
rs e
xte
rna
l to
th
e m
od
el
Tab
le 9
: D
epen
den
cies
of
the
mo
del
of
influ
ence
as
they
res
ulte
d f
rom
reg
ress
ion
anal
ysis
De
pe
nd
en
t v
ari
ab
le
‘De
sir
e to
te
ac
h’
‘Sc
ho
ol i
nfl
ue
nc
e’
‘Co
mm
un
ity
infl
ue
nc
e’
Inte
res
ts /
ho
bb
ies
be
fore
en
rolm
en
t
1.6
45
X s
tan
da
rd
Be
ta
0.1
7
0.1
70
.10
0.1
80
.12
0.2
70
.10
-0.1
0
-0.3
70
.09
0.1
30
.08
0.0
8
0.1
10
.09
0.1
80
.09
Err
or
0.1
1
R2
0.1
5
0.2
5
0.0
4
Ind
ep
en
de
nt
va
ria
ble
Sch
oo
l influ
en
ce
Co
mm
un
ity influ
en
ce
Ag
e
Inte
rest
s / h
ob
bie
s b
efo
re e
nro
lme
nt
Ru
ral /
urb
an
Ag
e-g
rou
p
Ge
nd
er
Ge
nd
er
Em
plo
yme
nt o
f fa
the
r
Fig
ure
6:
Dep
end
enci
es o
f th
e p
ath
mo
del
rel
ated
to
‘Des
ire
to t
each
’
Em
plo
ym
en
t o
f fa
the
r
Ge
nd
er
Urb
an
/ ru
ral
ori
gin
Ag
e-g
rou
p
Inte
res
ts /
ho
bb
ies
be
fore
e
nro
lme
nt
Sc
ho
ol
infl
ue
nc
eD
es
ire
to t
ea
ch
Co
mm
un
ity
infl
ue
nc
e
+0.
18
+0.
11
+0.
13
-0.1
0
-0.4
7+
0.18
+0.
17
+0.
17
+0.
27
R2
= 0
.04
R2
= 0
.25
R2
= 0
.00
R2
= 0
.15
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
cam
paig
ns g
eare
d to
incr
ease
th
e nu
mbe
r of
TT
EP
e
ntra
nts.
Cam
paig
n st
rate
gie
s sh
oul
d ta
rget
th
e th
ree
dist
inct
gro
ups
of p
ote
ntia
l te
chn
olo
gy
teac
he
rs
and
tho
ug
ht n
ee
ds to
be
give
n to
th
e d
eliv
ery
of
focu
sed
me
ssa
ge
s. It
mig
ht b
e ex
trap
ola
ted
that
th
e la
tte
r sh
oul
d b
e sh
ort
, th
ou
ght
ful a
nd
cont
em
po
rary
, an
d m
ake
use
of a
ll cu
rren
t mea
ns o
f co
mm
unic
atio
n to
mak
e an
impa
ct.
To t
he
old
er,
exp
eri
enc
ed
and
skill
ed
ma
les,
TA
S
teac
hin
g sh
oul
d b
e re
pre
sent
ed
as:
a m
ean
s of
co
ntin
uin
g th
e in
volv
em
ent
with
old
•
and
love
d sk
ills;
a m
ean
s by
whi
ch t
he
se e
xist
ing
skill
s ca
n b
e •
sha
red
with
yo
ung
pe
op
le, w
hile
co
ntri
but
ing
to
the
ir d
eve
lop
me
nt;
a se
cure
, en
joya
ble
, sat
isfy
ing
an
d re
spe
cte
d •
occ
upat
ion;
a m
eans
of o
btai
ning
a c
om
fort
able
livi
ng in
a
• ru
ral s
ettin
g.To
rea
ch y
oun
g, u
rban
fe
ma
les,
ma
rket
ing
stra
tegi
es s
houl
d sh
ow-c
ase
TAS
teac
hing
as:
app
ea
ling
to t
he
youn
g, in
de
pe
nd
ent
fem
ale
;•
a w
ell-
paid
pro
fess
ion;
• a
gre
at, e
njo
yab
le a
nd
resp
ect
ed
care
er
opt
ion;
• an
exc
itin
g fe
atur
e of
city
livi
ng;
• a
me
ans
of e
mul
atin
g an
adm
ired
teac
her;
• co
ntin
uin
g e
njo
yme
nt o
f th
e te
chn
ica
l su
bje
cts
• to
whi
ch t
hey
we
re in
tro
duce
d at
sch
oo
l;co
ntin
uin
g th
e d
eve
lop
me
nt o
f th
e sk
ills
of
• lo
ved
ho
bb
ies
an
d p
ast
-tim
es.
To h
ave
an im
pact
on
youn
g m
ale
s, m
ess
ag
es
sho
uld
: de
libe
rate
ly t
arg
et t
he
youn
g, b
ut m
atur
e an
d •
fre
e m
ale
ima
ge;
rep
rese
nt te
chn
olo
gy
teac
hin
g as
a w
ell-
paid
•
pro
fess
ion;
rep
rese
nt te
chn
olo
gy
teac
hin
g a
s a
gre
at,
• e
njoy
able
an
d re
spe
cte
d ca
ree
r o
ptio
n;fe
atur
e b
oth
city
teac
hin
g an
d th
e ad
vent
ure
of
• ru
ral t
eac
hin
g;fe
atur
e th
e co
ntin
ue
d e
njoy
me
nt o
f te
chni
cal
• su
bje
cts,
to w
hich
th
ey w
ere
intr
odu
ced
at
sch
oo
l;p
lace
em
ph
asi
s o
n co
ntin
uin
g th
e d
eve
lop
me
nt
• of
th
e sk
ills
of lo
ved
ho
bb
ies
and
past
-tim
es.
Th
e au
tho
rs, h
avin
g p
ut fo
rth
som
e p
ract
ica
l re
com
me
nda
tions
, pro
po
se a
n ad
ditio
nal s
trat
eg
y:
Mo
re s
eco
nd
ary
stu
de
nts
wo
uld
be
attr
acte
d to
te
chn
olo
gy
teac
hin
g if
the
po
ol o
f stu
de
nts
taki
ng
tech
no
log
y su
bje
cts
in s
eni
or
seco
nda
ry s
cho
ol w
as
to b
e in
cre
ase
d. F
or
this
to o
ccur
, stu
de
nts
mus
t se
e a
linka
ge
bet
we
en
sch
oo
l sub
ject
off
eri
ng
s a
nd
ge
ne
ral a
nd
viab
le c
are
er
opt
ions
thr
ou
gh
eith
er
TAF
E o
r U
niv
ers
ity. T
he
stre
ng
the
nin
g of
th
e TA
FE
-sc
hoo
l lin
k co
uld
be o
ne
mea
ns o
f inc
reas
ing
the
nu
mb
er
of s
eco
nd
ary
sch
oo
l stu
de
nts
con
sid
eri
ng
the
TAS
are
a as
a s
eri
ous
ca
ree
r o
ptio
n.To
am
plify
th
e ap
peal
of t
ech
nolo
gy te
achi
ng
as a
ca
ree
r o
ptio
n, c
are
er
advi
sers
an
d te
ach
ers
of
tech
no
log
y in
se
con
dary
sch
oo
ls n
ee
d to
uni
te t
he
ir
effo
rts
to p
rom
ote
tech
no
log
y te
achi
ng
as a
se
cure
, re
wa
rdin
g an
d ap
pro
pri
ate
care
er
opt
ion.
Pe
rha
ps
safe
ty s
ho
uld
not
be
the
onl
y co
nce
pt fe
atur
ed
on
po
ste
rs in
tech
no
log
y cl
assr
oo
ms.
Stu
de
nts,
op
enl
y,
sho
uld
be
mad
e aw
are
of t
he
po
ssib
ility
th
at t
hey
, to
o, c
ou
ld b
eco
me
teac
he
rs o
f te
chn
olo
gy
in a
se
con
da
ry s
cho
ol.
With
in t
he
mo
de
l of i
nflu
enc
e, o
nly
15%
of t
he
vari
ance
of t
he
de
pe
nd
ent
va
riab
le ‘D
esi
re to
Te
ach’
re
late
d to
end
oge
nous
fact
ors.
Th
e re
mai
ning
85%
of
va
rian
ce c
ame
fro
m f
acto
rs e
xte
rna
l to
the
mo
de
l. F
urth
er,
tech
no
log
y te
achi
ng
cove
rs a
‘wid
e’ fi
eld
in
“
”
Car
eer
advi
sers
an
d
Tech
no
log
y te
ach
ers
nee
d t
o
pro
mo
te
tech
no
log
y te
ach
ing
as
a se
cure
, re
war
din
g
and
ap
pro
pri
ate
care
er
op
tio
n.
044
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
whi
ch te
chn
olo
gy
sub
ject
s di
ffe
r fr
om
sta
te to
sta
te.
No
atte
mpt
was
mad
e by
th
e st
udy
to e
xam
ine
the
influ
en
ce t
hat
ind
ivid
ua
l te
chn
olo
gy
sub
ject
s m
ay
pla
y in
det
erm
inin
g a
de
sire
to b
eco
me
a te
chn
olo
gy
teac
he
r. H
enc
e th
ere
is r
oo
m fo
r ad
ditio
nal r
ese
arc
h,
em
plo
yin
g a
gre
ate
r nu
mb
er
of r
esp
on
de
nts
and
a b
roa
de
r sc
op
e of
qu
est
ionn
aire
ite
ms.
In c
onc
lusi
on,
it is
th
e au
tho
rs’ h
op
e th
at t
he
spe
cific
insi
ghts
and
und
erst
an
din
gs
resu
ltin
g fr
om
th
is s
tud
y h
ave
ad
de
d to
th
e kn
owle
dg
e b
ase
ab
ou
t te
chn
olo
gy
edu
catio
n, s
ug
ge
ste
d di
rect
ion
s fo
r ef
fect
ive
ma
rket
ing
and
pro
mot
ion
and,
pe
rhap
s, in
a
sma
ll w
ay c
ont
ribu
ted
to r
eve
rsin
g th
e te
chn
olo
gy
teac
he
r sh
ort
ag
e in
Aus
tra
lia.
TE
AC
H
Ref
eren
ces
Au
stra
lian
Bu
rea
u o
f Sta
tistic
s. (
20
00)
. Tra
nsi
tion
fro
m e
du
catio
n to
wo
rk, A
ust
ralia
. Re
trie
ved
July
23
, 20
03
fro
m h
ttp:
//w
ww
.a
uss
tats
/ab
s%4
0.n
sf/e
4f01
188
f331
ea
27c
a2
56
8b
60
00
3b
55
d/1
b 2
89
4b
09
c97e
1d1c
a2
56
88
90
00
d3
c3f!
Op
en
Do
cum
en
tA
ust
ralia
n E
du
catio
n U
nio
n. (
20
01).
Te
ach
er
sup
ply
an
d d
em
an
d in
th
e st
ate
s a
nd
terr
itori
es.
Re
trie
ved
Jun
e 1,
20
07 f
rom
htt
p://
ww
w.a
eu
fed
era
l.org
.au
/Pu
blic
atio
ns/
Tea
che
rSu
pp
lyD
em
an
d.
pd
fA
ust
ralia
n E
du
catio
n U
nio
n—
Vic
tori
a. (
20
07).
Te
ach
er
sup
ply
a
nd
de
ma
nd
rep
ort
: ‘W
ake
up
call’
fo
r st
ate
gov
ern
me
nt.
R
etr
ieve
d Ju
ly 2
7, 2
007
fro
m h
ttp:
//w
ww
.ae
uvi
c.a
sn.a
u/
ne
ws1
173
04
501
9_1
38
68
.htm
lA
jze
n, I
. (19
88)
. Att
itud
es, p
ers
on
alit
y a
nd
be
hav
iou
r. M
ilto
n K
eyn
es:
Op
en
Un
ive
rsity
Pre
ss.
Ajz
en
, I. (
20
00)
. Na
ture
an
d o
pe
ratio
n o
f att
itud
es.
An
nu
al R
evie
w
of P
sych
olo
gy,
27,
27-
58
.B
air
d, J
. (2
001
). C
ath
olic
sch
oo
l clo
sed
by t
ea
che
r sh
ort
ag
e.
Syd
ney
Mo
rnin
g H
era
ld, J
un
e 16
, p6
.B
an
ks, F
. (2
00
0). D
esi
gn
an
d te
chn
olo
gy
tea
che
r tr
ain
ing
– E
ng
lan
d. U
np
ub
lish
ed
pa
pe
r p
rese
nte
d a
t th
e A
ust
ralia
n C
ou
nci
l fo
r E
du
catio
n th
rou
gh
Tech
no
log
y. A
CE
T B
ien
nia
l N
atio
na
l Co
nfe
ren
ce, C
an
be
rra
, AC
T.C
oa
kes,
S. &
Ste
ed
, L. (
20
01).
SP
SS
: an
aly
sis
with
ou
t an
gu
ish.
B
risb
an
e: J
oh
n W
iley
& S
on
s, A
ust
ralia
.C
om
mitt
ee
for
the
Rev
iew
of T
ea
chin
g a
nd
Tea
che
r E
du
catio
n.
(20
03
a). R
evie
w o
f te
ach
ing
an
d te
ach
er
ed
uca
tion
. In
teri
m r
ep
ort
: Att
ract
ing
an
d re
tain
ing
tea
che
rs o
f sci
en
ce,
tech
no
log
y a
nd
ma
the
ma
tics.
Re
po
rt t
o th
e F
ed
era
l Min
iste
r o
f E
du
catio
n, S
cie
nce
an
d Tr
ain
ing
. Re
trie
ved
July
25
, 20
07 f
rom
h
ttp:
//w
ww
.de
st.g
ov.a
u/N
r/rd
on
lyre
s/8
A2
7571
1-0
28
4-4
5E
5-
A5
B9
-3A
DD
D8
621
DA
6/1
79
9/I
nte
rim
Re
po
rt.p
df
Co
mm
itte
e fo
r th
e R
evie
w o
f Te
ach
ing
an
d Te
ach
er
Ed
uca
tion
. (2
00
3b)
. Au
stra
lia’s
te
ach
ers
: Au
stra
lia’s
fu
ture
. Ad
van
cin
g in
nov
atio
n, s
cie
nce
, te
chn
olo
gy
an
d m
ath
em
atic
s. M
ain
re
po
rt. R
ep
ort
to
the
Fe
de
ral M
inis
ter
of E
du
catio
n, S
cie
nce
a
nd
Tra
inin
g. R
etr
ieve
d Ju
ly 2
5, 2
007
fro
m h
ttp:
//w
ww
.d
est
.gov
.au
/Nr/
rdo
nly
res/
14C
1A4
EA
-F4
05
-44
43
-B6
BB
-3
95
B%
AC
ED
IEA
/16
62
/Ma
in_
Re
po
rt.p
df
Co
rniu
s-R
an
da
ll, R
. (2
00
4). T
ech
no
log
y te
ach
er
ed
uca
tion:
A
ltern
ativ
e p
ath
way
s e
sta
blis
he
d in
re
spo
nse
to
issu
es
of
sup
ply
an
d d
em
an
d in
NS
W. I
ssu
es in
Ed
uca
tion
al R
ese
arc
h,
14, 1
-8. R
etr
ieve
d Ju
ly 2
5, 2
007
fro
m h
ttp:
//w
ww
.iie
r.o
rg.a
u/
iier1
4/c
orn
ius-
ran
da
ll.h
tml
Dev
ier,
D. (
198
6). T
he
be
st a
nd
the
bri
gh
test
to
tea
ch t
ech
no
log
y.
Jou
rna
l of E
psi
lon
Pi T
au
, 13
(2),
28
-31.
Ew
ert
, A. &
Sib
tho
rp, J
. (2
00
0). M
ulti
vari
ate
an
aly
sis
in e
xpe
rie
ntia
l e
du
catio
n: e
xplo
rin
g th
e p
oss
ibili
ties.
Th
e Jo
urn
al o
f E
xpe
rie
ntia
l Ed
uca
tion
, 23
(2),
10
8 –
117.
Fis
hb
ein
, D. &
Ajz
en
, I. (
1975
). B
elie
f, a
ttitu
de
, in
ten
tion
an
d b
eh
avio
ur:
An
intr
od
uct
ion
to t
he
ory
an
d re
sea
rch.
Re
ad
ing:
A
dd
iso
n-W
esl
ey P
ub
lish
ing
Co
mp
any
.F
ritz
, A. (
199
8). S
cho
olin
g in
sci
en
ce a
nd
tech
no
log
y: I
s it
a ca
se o
f n
eg
lect
? F
ello
ws
Se
min
ar.
Re
trie
ved
Ap
ril 2
4, 2
00
3 fr
om
htt
p://
ww
w.a
tse.
org
.au
/pu
blic
atio
ns/
sem
ina
r/co
nte
nt-
199
8p2
.htm
l
Gib
son
, J. &
Ba
rlo
w, J
. (2
00
0). N
SW
te
chn
olo
gy
tea
che
r e
du
catio
n:
Y2
K a
tim
e fo
r o
ptim
ism
? R
etr
ieve
d A
ug
ust
14
, 20
03
fro
m
htt
p://
ww
w.p
a.a
sh.o
rg.a
u/a
cete
ch/p
ap
ers
/occ
iss1
/Gib
son%
20
Ba
rlo
w.p
df
Ha
nco
ck, R
. (2
001
). C
risi
s h
its t
ea
chin
g o
f te
ch s
tud
ies.
Su
nd
ay
Ma
il, M
arc
h 11
, p15
.K
line,
P. (
199
4). A
n e
asy
gu
ide
to f
act
or
an
aly
sis.
Lo
nd
on:
R
ou
tled
ge.
Ke
rlin
ge
r, F
. (19
79)
. Be
hav
iou
ral r
ese
arc
h: A
co
nce
ptu
al a
pp
roa
ch.
Se
con
d E
diti
on
. Ne
w Y
ork
: Ho
lt R
ine
ha
rt a
nd
Win
sto
n.
Lo
eh
lin, J
. (19
98)
. La
ten
t va
ria
ble
mo
de
ls: A
n in
tro
du
ctio
n to
fa
cto
r,
pa
th a
nd
stru
ctu
ral a
na
lysi
s. N
ew
Je
rsey
: La
wre
nce
Erl
ba
um
A
sso
cia
tes,
Pu
blis
he
rs.
McG
ee,
K. (
199
9). H
ot c
are
er
op
po
rtu
niti
es:
Ed
uca
tion
. S
ydn
ey
Mo
rnin
g H
era
ld, A
ug
ust
18
. Re
trie
ved
Au
gu
st 2
3, 2
00
3 fr
om
h
ttp:
//w
ww
.sm
h.c
om
.au
/ne
ws/
con
ten
t/jo
bs5
8.h
tml
Mye
rs, D
. (2
007
). P
sych
olo
gy.
Ne
w Y
ork
: Wo
rth
Pu
blis
he
rs.
Na
tion
al T
ea
che
r S
up
ply
an
d D
em
an
d W
ork
ing
Pa
rty.
(19
98)
. S
cho
ol t
ea
che
r d
em
an
d a
nd
sup
ply
: Pri
ma
ry a
nd
seco
nd
ary
. A
re
po
rt p
rep
are
d fo
r th
e M
inis
teri
al C
ou
nci
l on
Ed
uca
tion
, E
mp
loym
en
t, T
rain
ing
an
d Y
ou
th A
ffa
irs
(MC
EE
TY
A).
R
etr
ieve
d Ju
ly 2
7, 2
007
fro
m h
ttp:
//w
ww
.cu
rric
ulu
m.e
du
.au
/m
ctya
pd
f/te
ach
er.
pd
fN
atio
na
l Te
ach
er
Su
pp
ly a
nd
De
ma
nd
Wo
rkin
g P
art
y. (
20
03)
. D
em
an
d a
nd
sup
ply
of p
rim
ary
an
d se
con
da
ry s
cho
ol
tea
che
rs in
Au
stra
lia. A
re
po
rt p
rep
are
d fo
r th
e M
inis
teri
al
Co
un
cil o
n E
du
catio
n, E
mp
loym
en
t, T
rain
ing
an
d Y
ou
th
Aff
air
s (M
CE
ET
YA
). R
etr
ieve
d Ju
ly 2
7, 2
007
fro
m h
ttp:
//w
ww
.m
cee
tya
.ed
u.a
u/m
cee
ty/d
efa
ult.
asp
?id
=11
94
0#
Nd
ah
i, H
., &
Ritz
, J. (
20
03)
. Te
chn
olo
gy
ed
uca
tion
tea
che
r d
em
an
d, 2
00
3-2
00
5. T
he
Tech
no
log
y Te
ach
er,
62
(7),
27
– 31
.N
un
na
lly, J
. (19
78).
Psy
cho
me
tric
th
eo
ry. N
ew
Yo
rk: M
cGra
w-H
ill
Bo
ok
Co
mp
any
.P
arl
iam
en
t of A
ust
ralia
: Se
na
te C
om
mitt
ee.
(19
98)
. A c
lass
act
: In
qu
iry
into
th
e st
atu
s o
f te
ach
ing
. Ch
ap
ter
7A. R
etr
ieve
d A
ug
ust
3, 2
00
3 fr
om
: htt
p://
ww
w.a
ph
.gov
.au
/se
na
te/
com
mitt
ee
/EE
T.C
TT
E/C
lass
Act
./C
ha
pte
r7A
.htm
)P
ed
ha
zur,
E. (
198
2). M
ulti
ple
re
gre
ssio
ns
in b
eh
avio
ura
l res
ea
rch:
E
xpla
na
tion
an
d p
red
ictio
n. N
ew
Yo
rk: H
olt,
Rin
eh
art
an
d W
inst
on
.P
ress
, H.,
Ga
lway
, G.,
& B
arn
es,
E. (
20
02)
. Te
ach
er
lab
or
ma
rke
t co
nd
itio
ns
in C
an
ad
a: B
ala
nci
ng
de
ma
nd
an
d su
pp
ly.
Sch
oo
l B
usi
nes
s A
ffa
irs,
68
(10)
, 28
-32
.R
itz, J
. (19
99)
. Ad
dre
ssin
g th
e sh
ort
ag
e o
f te
chn
olo
gy
ed
uca
tion
tea
chin
g p
rofe
ssio
na
ls is
eve
ryb
od
y’s
bu
sin
ess
. Th
e Te
chn
olo
gy
Tea
che
r, 5
9(1
), 8
-12
.Te
ach
er
Su
pp
ly a
nd
De
ma
nd
Re
fere
nce
Gro
up.
(2
00
6). T
ea
che
r su
pp
ly a
nd
de
ma
nd
rep
ort
. A r
ep
ort
pre
pa
red
for
the
Vic
tori
an
Ed
uca
tion
De
pa
rtm
en
t. R
etr
ieve
d Ju
ly 2
9, 2
007
fro
m: h
ttp:
//w
ww
.ed
uw
eb.
vic.
gov
.au
/ed
ulib
rary
/pu
blic
/hr/
recr
uit
/ad
vert
/Te
ach
er_
Su
pp
ly_
an
d_
De
ma
nd
_in
_Vic
tori
ac2
00
6.p
df.
Tea
che
r S
up
ply
an
d D
em
an
d W
ork
ing
Pa
rty.
(2
00
6). T
ea
che
r su
pp
ly a
nd
de
ma
nd
an
d st
ud
en
t pla
cem
en
ts in
We
ste
rn
Au
stra
lia –
Str
ate
gic
issu
es.
Re
po
rt p
rep
are
d fo
r th
e M
inis
ter
for
Ed
uca
tion
an
d Tr
ain
ing
, We
ste
rn A
ust
ralia
n G
ove
rnm
en
t.
Re
trie
ved
July
27,
20
07 f
rom
htt
p://
ww
w.d
es.
wa
.au
/file
s/p
df/
sup
ply
_d
ea
nd
_st
rate
gic
_p
lan
.pd
f.W
est
en
, D.,
Bu
rto
n, L
., &
Ko
wa
lski
, R. (
20
06)
. Psy
cho
log
y.
Au
stra
lian
an
d N
ew
Ze
ala
nd
ed
itio
n. S
ydn
ey: J
oh
n W
iley
&
So
ns
Au
stra
lia L
td.
We
sto
n, S
. (19
97).
Te
ach
er
sho
rta
ge:
Su
pp
ly a
nd
de
ma
nd
. Th
e Te
chn
olo
gy
Tea
che
r, 5
7(1
), 6
-9.
Wic
kle
in, R
. (2
00
4). C
ritic
al i
ssu
es
an
d p
rob
lem
s in
te
chn
olo
gy
ed
uca
tion
. Th
e Te
chn
olo
gy
Tea
che
r, 6
4(4
), 6
-9.
Will
iam
s, P
. (19
96)
. Su
rvey
of u
nd
erg
rad
ua
te s
eco
nd
ary
te
chn
olo
gy
tea
che
r e
du
catio
n p
rog
ram
s in
Au
stra
lia.
Au
stra
lian
Jou
rna
l fo
r R
ese
arc
h a
nd
Dev
elo
pm
en
t in
Tech
no
log
y a
nd
Des
ign
Ed
uca
tion
, 4(1
), 1
1-15
.W
rig
ht,
M. (
199
2). F
act
ors
ass
oci
ate
d w
ith s
tud
en
ts’ s
ele
ctio
n o
f te
chn
olo
gy
tea
che
r e
du
catio
n a
s a
ma
jor.
Un
pu
blis
he
d p
ap
er
pre
sen
ted
at t
he
me
etin
g o
f th
e 7
9th
Mis
siss
ipp
i Va
lley
Ind
ust
ria
l Te
ach
er
Ed
uca
tion
Co
nfe
ren
ce, C
hic
ag
o, U
SA
.W
rig
ht,
M. &
Cu
ste
r, R
. (19
98)
. Why
th
ey w
an
t to
tea
ch: F
act
ors
influ
en
cin
g st
ud
en
ts t
o b
eco
me
tech
no
log
y e
du
catio
n te
ach
ers
. Jo
urn
al o
f Te
chn
olo
gy
Ed
uca
tion
10(1
), 5
8-7
0.
Ab
stra
ctT
he
art
icle
re
spo
nds
to a
cha
llen
ge
to fo
cus
the
valu
es
of C
hris
tiani
ty to
wa
rd m
akin
g 21
st c
ent
ury
Aus
tra
lia a
‘go
od
soci
ety’
. Th
e au
tho
r ch
art
s th
e di
rect
ions
for
a pr
oje
cte
d th
ree
-par
t ser
ies,
fra
med
by
th
e ty
po
log
y of
th
eo
log
ian
H. R
icha
rd N
ieb
uhr
that
exa
min
es t
he
hist
oric
nat
ure
and
curr
ent
pot
ent
ial o
f Chr
istia
nity
in A
ustr
alia
.
Co
ntex
tT
he
effic
ient
cam
paig
ns b
y S
eve
nth
-day
Adv
ent
ists
(h
ere
inaf
ter
ab
bre
viat
ed
to A
dve
ntis
ts)
to influ
en
ce
Aus
tra
lia’s
co
nstit
utio
n an
d th
e re
ligio
us s
tanc
es
of
the
emer
ging
Co
mm
onw
eal
th a
re b
ette
r kn
own
sinc
e hi
sto
rian
Ric
hard
Ely
wro
te U
nto
Go
d an
d C
aesa
r. E
ly c
laim
ed:
‘Fo
r a
chur
ch t
hat
so
rig
oro
usl
y a
nd
with
suc
h d
ete
rmin
atio
n b
elie
ved
in t
he
sepa
ratio
n of
C
hurc
h an
d S
tate
, th
e A
dve
ntis
ts p
laye
d p
olit
ics
very
w
ell’
.1 On
10 J
uly
20
07, i
n th
e e
leve
nth
annu
al
Mur
do
ch L
ect
ure
at A
von
dale
Co
lleg
e, D
r S
tua
rt
Pig
gin
cha
llen
ge
d co
nte
mp
ora
ry A
dve
ntis
ts to
in
vest
th
ou
ght
an
d ef
fort
co
mpa
rab
le to
th
at o
f th
eir
fo
rebe
ars
into
sha
ping
Aus
tra
lia a
s a
‘go
od
soci
ety’
2.
Th
e le
ctu
re (
de
live
red
at t
he
Ad
vent
ists
’ pri
nci
pa
l te
rtia
ry in
stitu
tion
that
, am
on
g ot
he
r vo
catio
ns a
nd
pro
fess
ion
s, e
qu
ips
tea
che
rs f
or
sch
oo
ls in
Au
stra
lia
and
New
Zea
land
) sh
ould
ale
rt C
hris
tian
educ
ato
rs
and
oth
ers
to b
oth
pe
rce
ive
d n
ee
ds a
nd
pro
mis
ing
op
po
rtun
itie
s.P
igg
in is
a c
are
ful o
bse
rve
r of
Ad
vent
ism
, e
spe
cia
lly s
ince
19
85
wh
en
he
atte
nd
ed
an
imp
ort
ant
Adv
ent
ist H
isto
ry S
ymp
osi
um a
t Mo
nas
h U
niv
ers
ity.3
He
is n
ow, i
n e
sse
nce,
ask
ing
Adv
ent
ists
to c
ons
ide
r w
het
he
r th
eir
his
tori
c e
mp
has
is o
n th
e se
para
tion
of c
hurc
h an
d st
ate
cau
ses
the
m t
o u
nd
erv
alu
e th
e ro
les
of m
od
ern
Jo
sep
hs
an
d D
an
iels
in g
ove
rnm
ent
an
d to
mis
s o
pp
ort
uniti
es
to le
ave
n so
ciet
y.A
dve
ntis
ts a
re fo
r C
hris
tian
valu
es.
Th
ey a
re
ag
ains
t co
erc
ion
in t
he
po
litic
al a
rena
in r
efe
renc
e to
mat
ters
of f
aith
. So
hig
h a
re t
he
stak
es
in t
he
cont
est
bet
we
en
go
od
and
evil
that
eve
ry in
itiat
ive
for
goo
d m
ust b
e in
telli
gent
ly e
mbr
aced
. Chr
istia
ns
are
ent
rust
ed
with
th
e re
spo
nsib
ility
to b
ea
r G
oo
d N
ews
‘to e
very
nat
ion,
tri
be,
lan
gu
ag
e a
nd
pe
op
le’
(cf.
the
Gre
at C
om
mis
sio
n of
Mat
thew
28:
18-2
0 w
ith R
eve
latio
n 14
:6, N
IV),
incl
udi
ng
eve
ry h
uman
b
ein
g th
at d
we
lls in
Aus
tra
lia. T
he
refo
re, t
he
chur
ch
mus
t ask
itse
lf, a
new
, if a
t pre
sent
it is
eff
ect
ive
ly
dem
ons
trat
ing
just
how
muc
h it
care
s ab
out
Chr
istia
n va
lue
s, s
oci
al j
ustic
e an
d hu
man
we
llbe
ing.
Thi
s ar
ticle
off
ers
me
rely
th
e fir
st e
xch
ang
e of
a p
roje
cte
d th
ree
-pha
se r
esp
ons
e to
Pig
gin’
s su
bsta
ntiv
e ap
peal
. Pig
gin’
s in
itiat
ive
invi
tes
a fr
esh
dia
log
ue,
am
on
gst
Au
stra
lian
s in
ge
ne
ral
and
Adv
ent
ists
in p
art
icul
ar,
abo
ut t
he
pot
ent
ial o
f C
hris
tiani
ty in
our
cul
ture
an
d h
ow b
ette
r to
em
plo
y th
e fa
ith n
urtu
red
by s
ixty
-six
anc
ient
wri
tings
in t
he
task
of m
akin
g m
od
ern
Aus
tra
lia a
‘go
od
soci
ety’
.W
hile
th
ere
are
man
y fa
iths
in A
ustr
alia
4,
Pig
gin
is c
onv
ince
d th
at p
rese
ntly
th
ere
is a
‘kin
g tid
e’
of C
hris
tian
opp
ort
unity
in t
his
natio
n. T
he fir
st
Nat
iona
l Fo
rum
on
Aus
tral
ia’s
Chr
istia
n H
eri
tage
(2
00
6) is
a c
on
cret
e o
utg
row
th o
f th
is c
onv
ictio
n th
at is
ch
eris
hed
by it
s pa
rtic
ipan
ts a
nd m
otiv
ate
s P
iggi
n’s
urg
ent
ap
pe
al t
hat w
e d
o n
ot m
iss
the
op
po
rtun
ity to
tak
e th
e p
rese
nt t
ide
‘at t
he flo
od
’. H
is
Mur
do
ch L
ect
ure
is, t
he
refo
re, a
he
alth
y ch
alle
ng
e to
exa
min
e a
gai
n th
e hi
sto
ric
rela
tions
bet
we
en
the
relig
ion
of J
esu
s C
hris
t an
d hu
man
cul
ture
, to
unde
rsta
nd t
he
spe
cific
exp
eri
en
ce o
f re
ligio
n in
A
ustr
alia
, an
d to
re
ad a
s th
ou
gh
for
the fir
st t
ime
all
that
th
e S
crip
ture
s sa
y ab
out
th
e re
spo
nsib
ilitie
s of
th
ose
wh
o g
ove
rn a
nd
tho
se w
ho
are
gov
ern
ed.
T
his
th
reef
old
en
de
avo
r w
ill e
xhau
st n
eith
er
ou
r o
pp
ort
uniti
es
no
r o
ur r
esp
ons
ibili
ties;
we
can,
h
owev
er,
exp
ect
it to
ori
ent
ate
us b
ette
r fo
r o
ur t
ask
of ‘b
ein
g C
hris
tian,
be
ing
Aus
tra
lian’
5.
Thi
s ar
ticle
add
ress
es
onl
y th
e fir
st o
f th
e th
ree
cons
ide
ratio
ns s
ug
ge
ste
d in
th
e p
rece
din
g p
ara
gra
ph;
sp
ecific
ally
, it o
ffe
rs a
bri
ef o
verv
iew
of
the
rela
tions
bet
wee
n C
hris
tiani
ty a
nd c
ultu
re a
s a
pre
curs
or
to f
urth
er
exp
lora
tion
of t
he
pot
ent
ial o
f
Chr
istia
nity
and
a ‘g
oo
d s
oci
ety’
in
Aus
tral
ia: A
fir
st r
esp
ons
e to
Stu
art
Pig
gin
’s M
urd
och
Lec
ture
Art
hu
r P
atri
ckH
ono
rary
Sen
ior
Res
earc
h Fe
llow
, Avo
ndal
e C
olle
ge,
NS
W
“”
Pre
sent
ly
ther
e is
a
‘kin
g t
ide’
o
f C
hri
stia
n o
pp
ort
un
ity
in t
his
nat
ion
046
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
relig
ion
in A
ustr
alia
.
Chr
isti
anit
y in
co
loni
al A
ustr
alia
Au
stra
lia’s
no
n-i
ndi
ge
no
us
sett
lem
ent
, in
the
earl
y st
ages
, was
a r
esp
onse
to t
he
inca
paci
ty o
f E
ng
lan
d’s
gao
ls to
acc
om
mo
date
th
e co
untr
y’s
rapi
dly
incr
easi
ng p
riso
n p
opu
latio
n. O
n a
wid
er
sca
le, i
t was
a s
ma
ll pa
rt o
f a m
uch
larg
er
mov
em
ent
of
pe
op
le; a
re
sult
of t
he
unp
rece
de
nte
d ex
pans
ion
of t
he
‘Old
Wo
rld
’ po
pu
latio
n th
at to
ok
pla
ce b
etw
ee
n th
e e
ight
ee
nth
cent
ury
and
193
0. D
urin
g th
e fir
st
seve
n d
eca
de
s o
f wh
ite s
ettle
me
nt in
Au
stra
lia, o
n av
era
ge,
th
e p
op
ula
tion
do
ub
led
eve
ry e
ight
ye
ars
, m
ainl
y du
e to
th
e hi
gh
leve
l of i
mm
igra
tion.
6 S
ince
A
ustr
alia
was
set
tled
duri
ng
era
s of
Eur
op
ean
ex
pans
ion
and
impe
rial
ism
, it w
as in
evita
ble
that
A
ustr
alia
n C
hris
tiani
ty w
ould
refle
ct t
he
relig
ion
of t
he
No
rth
ern
He
mis
ph
ere
pe
op
les
wh
o w
ere
tr
ansp
lant
ed
into
thi
s an
tipo
dean
land
.H
owev
er,
the
colo
ny’s
ge
og
rap
hic
al l
oca
tion
an
d ch
ara
cte
rist
ics
influ
ence
d its
rel
igio
us e
thos
. Th
e al
ien
natu
re o
f th
e A
ustr
alia
n en
viro
nmen
t, f
rom
th
e vi
ewp
oin
t of t
he
ea
rlie
st E
urop
ean
inha
bita
nts,
in
clu
de
d fa
r m
ore
th
an
the
stra
ng
en
ess
of i
ts e
xist
ing
Ab
orig
inal
cul
ture
. Th
e un
fam
iliar
asp
ect o
f its
flo
ra, f
auna
, clim
ate
and
seas
ons
was
str
ikin
g. It
w
as p
ron
e to
exc
ess
ive
sum
me
r h
eat
, dro
ug
ht a
nd
bush
-fire
. Th
e qu
alit
y of
its
soil
was
oft
en
po
or
and,
co
mb
ine
d w
ith c
limat
ic f
acto
rs, u
nsui
ted
to s
om
e of
th
e b
est
-lov
ed
pla
nts
of t
he
Bri
tish
Isle
s. T
he
imp
act o
f th
ese
ge
og
rap
hic
al c
hara
cte
rist
ics
was
ex
ace
rbat
ed
by t
he
en
orm
ou
s p
rob
lem
of d
ista
nce
fr
om
oth
er
cent
res
of W
est
ern
civ
ilisa
tion,
th
e se
para
ten
ess
of i
ts v
ari
ous
co
loni
es,
th
e is
ola
tion
of
inla
nd
sett
lem
ent
s, a
nd
the
lon
elin
ess
of m
any
of i
ts
indi
vidu
al f
amili
es.
Cov
ere
d by
rad
ica
lly u
nfam
iliar
ve
get
atio
n ba
the
d in
a m
yste
rio
us li
ght
, th
e n
ew
coun
try
too
k a
cent
ury
to d
eve
lop
its ‘fi
rst t
ruly
A
ustr
alia
n sc
hool
of p
aint
ing’
7 . M
any
oth
er
asp
ect
s of
co
loni
al l
ife w
oul
d re
quir
e a
sim
ilar
time
pe
rio
d fo
r th
e um
bili
cal c
ord
s of
de
pe
nd
enc
e to
be
cut a
nd
for
nat
ion
al i
nd
ep
en
de
nce
to b
eco
me
evid
ent
. Du
rin
g its
fir
st c
ent
ury,
Aus
tral
ia’s
whi
te in
habi
tant
s vi
ewed
it
as a
fat
al s
ho
re o
r a
pro
mis
ed
lan
d, a
nd
som
etim
es,
am
biv
ale
ntly
, as
bot
h, s
imul
tane
ous
ly. T
her
efo
re, t
he
colo
nia
l pe
rio
d w
itne
sse
d at
be
st a
str
ug
gle
bet
we
en
com
pet
ing
loya
ltie
s. T
he
nurt
ure
of t
he
Chr
istia
n re
ligio
n w
as s
eld
om
a p
ara
mo
unt c
on
sid
era
tion
am
on
gst
th
e g
en
era
l po
pu
latio
n.T
he
last
de
cad
e of
th
e co
loni
al p
eri
od
and
the
foun
din
g ye
ars
of t
he
Co
mm
onw
ea
lth o
f Aus
tra
lia
are
imp
ort
ant a
s a
refe
renc
e e
ra fo
r P
iggi
n’s
Mur
do
ch L
ect
ure.
Els
ewh
ere
I e
num
era
te t
he
maj
or
char
acte
rist
ics
of A
ustr
alia
n co
lon
ial C
hri
stia
nity
, ci
ting
evid
enc
e th
at t
his
part
icul
ar
tran
spla
ntin
g of
re
ligio
n m
ay b
e re
ga
rde
d a
s a
rem
ark
ab
le s
ucc
ess
.8 W
e sh
all n
ow fo
cus
on t
he
conc
epts
of C
hris
tiani
ty
and
cultu
re t
hat
Eur
op
ean
Au
stra
lians
we
re li
kely
to
bri
ng
with
th
em
as
inci
de
nta
l or
cho
sen
‘ba
gg
ag
e’ a
s th
ey c
ame
to t
he
lan
d of
th
e S
out
he
rn C
ross
.
The
‘do
uble
wre
stle
’ of
Chr
istia
nity
Chr
istia
nity
in c
olo
nial
Aus
tra
lia m
irro
red
the
relig
iou
s et
ho
s of
th
e N
ort
he
rn H
em
isp
he
re;
spe
cific
ally
it w
as f
rag
me
nte
d by
a m
ajo
r cl
eav
ag
e b
etw
ee
n R
om
an
Cat
ho
lics
an
d P
rote
stan
ts, w
ho
com
mon
ly e
vinc
ed a
co
mpe
titiv
e ra
ther
tha
n a
coo
pe
rativ
e at
titu
de
tow
ard
eac
h ot
he
r. In
ad
ditio
n,
ther
e w
ere
imp
ort
ant d
ivis
ions
with
in s
uch
maj
or
deno
min
atio
ns a
s th
e A
nglic
ans,
Pre
sbyt
eri
ans,
M
eth
odi
sts
an
d B
apt
ists
. Cat
he
rin
e L
. Alb
an
ese
id
ent
ifie
s in
Chr
istia
nity
a ‘c
oun
terp
oin
t bet
we
en
ma
nyn
ess
an
d o
ne
ne
ss’.
In n
inet
ee
nth
-ce
ntu
ry
Au
stra
lia t
he
em
ph
asi
s fa
vou
red
de
no
min
atio
na
lism
ra
ther
tha
n co
mm
onal
ity. T
hus
the
chur
ches
sp
ent m
uch
time
est
ablis
hing
and
mai
ntai
ning
th
e b
oun
da
rie
s of
re
ligio
us
acce
ptab
ility
, saf
egua
rdin
g th
eir
ide
ntity
, sp
eci
fyin
g th
e n
atu
re o
f th
eir
mis
sio
n,
reca
lling
th
e m
eani
ng o
f th
eir
he
rita
ge
an
d cl
ari
fyin
g th
eir
de
no
min
atio
nal r
ela
tions
with
so
ciet
y an
d g
ove
rnm
ent
. How
eve
r, th
e ad
he
rent
s of
a g
ive
n d
en
om
inat
ion
fre
qu
ent
ly s
ha
red
a cl
ust
er
of id
ea
s th
at m
otiv
ate
d o
r co
nstr
ain
ed
the
ir re
latio
ns w
ith
soci
ety
and
all
de
no
min
atio
ns r
ela
ted
in id
ent
ifia
ble
w
ays
with
his
tori
c C
hris
tiani
ty.
It is
of d
eci
de
d va
lue,
th
ere
fore
, to
ob
serv
e an
alys
es o
f typ
ica
l way
s in
whi
ch, s
ince
th
e fo
undi
ng
of t
he
ir re
ligio
n, C
hri
stia
ns
have
rel
ate
d to
so
ciet
y.
Thi
s ta
sk h
as e
ng
ag
ed
ma
ny m
inds
fro
m a
wid
e va
riet
y of
dis
cipl
ine
s. F
or
inst
ance
, H. R
icha
rd
Nie
buhr
dev
ote
d m
uch
of h
is c
are
er
to w
hat
he
calle
d th
e ‘c
onf
use
d’,
‘ma
ny-s
ide
d d
eb
ate
ab
ou
t th
e re
latio
ns o
f Chr
istia
nity
and
civ
ilisa
tion’
. He
cam
e to
be
lieve
th
at t
he
eve
r-re
curr
ing
que
stio
n of
how
to
live
the
Chr
istia
n lif
e w
ithin
a g
ive
n cu
lture
ca
lls fo
r ‘a
n infin
ite d
ialo
gu
e …
in t
he
Ch
rist
ian
con
scie
nce
an
d th
e C
hris
tian
com
mun
ity’.
Nie
buhr
’s le
ctur
es
pu
blis
he
d a
s C
hri
st a
nd C
ultu
re h
ave
evo
ked
do
cto
ral d
isse
rtat
ions
, bo
oks
an
d a
rtic
les
duri
ng
the
past
six
dec
ades
, ind
icat
ing
the
subs
tant
ial n
atur
e of
hi
s cl
aim
ab
out
‘typ
ica
l pa
rtia
l ans
we
rs t
hat r
ecu
r so
of
ten
in d
iffe
rent
era
s an
d so
ciet
ies
that
th
ey s
ee
m
to b
e le
ss t
he
pro
duct
of h
isto
rica
l co
ndi
tioni
ng
than
of
th
e n
atu
re o
f th
e p
rob
lem
itse
lf an
d th
e m
eani
ng o
f its
term
s’.9
‘Chr
ist
and
cul
ture
’: F
ive
typ
ical
op
tions
Th
e re
latio
nshi
p b
etw
ee
n C
hris
tiani
ty a
nd
cultu
re
is, i
n N
ieb
uh
r’s te
rms,
‘th
e e
nd
uri
ng
pro
ble
m’
that
may
be
bet
ter
und
ers
too
d in
term
s of
five
co
nst
ruct
s. T
hre
e of
th
e ty
pic
al a
nsw
ers
be
lon
g to
‘th
at m
edi
an t
ype
in w
hich
bot
h C
hris
t an
d cu
lture
are
dis
tingu
ishe
d an
d affir
me
d’,
wh
ere
as
the
oth
er
two
are
po
lar
op
po
site
s, e
mp
has
isin
g
eith
er ‘t
he o
ppo
sitio
n b
etw
ee
n C
hris
t and
cul
ture
’ o
r ‘a
fun
dam
ent
al a
gre
em
ent
bet
we
en
Chr
ist a
nd
cultu
re’.
We
sha
ll, a
t thi
s p
oin
t, s
umm
ari
se N
ieb
uhr’s
ty
po
logi
es a
nd li
st s
ome
of t
he
mai
n ex
amp
les
that
h
e ci
tes,
ack
now
led
gin
g th
at it
is im
po
ssib
le to
do
so
with
out
em
plo
yin
g m
uch
of h
is la
ngua
ge in
th
e ne
xt
five
para
grap
hs.
The
firs
t o
pti
on
Nie
buh
r cl
aim
s th
at h
isto
ry is
we
ll su
pp
lied
with
ex
amp
les
of a
nti-
cultu
ral,
no
n-c
onf
orm
ing,
rad
ica
l, ex
clus
ive
Chr
istia
nity
. Cle
me
nt o
f Ro
me
and
Tert
ullia
n a
re fi
rst c
ent
ury
exam
ple
s. L
ate
r o
ne
s in
clud
e so
me
earl
y m
ona
stic
s, P
rote
stan
t se
cts,
Le
o To
lsto
y an
d m
any
oth
ers
. Me
nno
nite
s an
d Je
hov
ah’s
Witn
ess
es
are
two
of t
he
mo
re v
isib
le
exa
mp
les
of t
he
twe
ntie
th c
ent
ury
. Su
ch g
rou
ps
em
ph
asi
se p
ort
ion
s of
th
e G
osp
el o
f Mat
thew
, th
e F
irst
Ep
istle
of J
ohn
an
d th
e R
eve
latio
n of
St
John
. Th
ey s
tre
ss a
lon
g se
rie
s of
co
ntra
sts:
Chr
ist
and
Cae
sar,
chur
ch a
nd
stat
e, d
ivin
e re
vela
tion
and
hum
an r
eas
on,
lig
ht a
nd
dark
ne
ss, G
od
’s w
ill
vers
us m
an’s
will
, th
e ch
ildre
n of
Go
d an
d o
utsi
de
soci
ety,
spi
ritu
al a
nd m
ate
rial
, ete
rnal
and
tem
por
al,
Chr
istia
n an
d se
cula
r, G
od
’s w
ork
in C
hris
t ve
rsus
hu
man
wo
rk in
cul
ture
, an
d so
ul-r
eg
en
era
tion
ove
r a
gai
nst s
oci
al r
efo
rm. F
or
such
be
lieve
rs, h
isto
ry is
th
e st
ory
of a
ris
ing
chur
ch o
r C
hris
tian
cultu
re a
nd
a dy
ing
pag
an c
ivili
satio
n. T
he
ir r
elig
ion
pre
sent
s an
in
sepa
rabl
e re
latio
n be
twe
en
the
thre
e th
em
es
of
love
: Go
d’s
love
fo
r hu
ma
n b
ein
gs,
th
eir
love
fo
r G
od
and
the
ir lo
ve fo
r e
ach
oth
er.
He
nce,
th
e b
elie
ver’s
lo
yalty
is d
ire
cte
d e
ntir
ely
to t
he
new
ord
er,
the
new
so
ciet
y an
d its
Lor
d, w
ithou
t co
ncer
n fo
r tr
ansi
tory
cu
lture
. Nie
buhr
de
scri
be
s an
d ill
ustr
ate
s th
is s
tanc
e co
ge
ntly
in h
is c
hapt
er e
ntitl
ed
‘Chr
ist a
gain
st
cultu
re’.
The
sec
ond
op
tio
nA
n o
pp
osi
te a
nsw
er
is g
ive
n by
th
e ‘o
ne
-bo
rn’
an
d ‘h
ea
lthy-
min
de
d’ h
arm
on
ise
rs o
f Ch
rist
an
d cu
lture
. Cul
tura
l Pro
test
antis
m a
cco
mm
oda
tes
Chr
ist t
o cu
lture
whi
le s
ele
ctin
g fr
om
cul
ture
wh
at
conf
orm
s m
ost r
eadi
ly to
Chr
ist.
Suc
h C
hris
tians
in
terp
ret t
he
New
Te
stam
ent
as
rele
vant
to t
he
the
re-a
nd
-th
en
and
to t
he
he
re-a
nd
-now
, in
that
it
ag
ree
s w
ith t
he
inte
rest
s a
nd
ne
eds
of t
he
time.
Ju
dais
ers
, Na
zare
ne
s an
d E
bio
nite
s so
ug
ht to
m
aint
ain
loya
lty to
Je
sus
Chr
ist w
ithou
t aba
ndon
ing
any
imp
ort
ant p
art o
f cur
rent
Jew
ish
trad
itio
n, o
r gi
vin
g up
th
e sp
eci
al m
ess
iani
c h
op
es
of I
srae
l. T
he
Chr
istia
n G
no
stic
s al
so e
xem
plifi
ed
this
st
ance
, as
did
Lac
tant
ius
and
oth
ers
wh
o so
ug
ht
to a
ma
lga
mat
e H
elle
nis
tic c
ultu
re a
nd
Ch
rist
ian
ity
in t
he
time
of C
ons
tant
ine.
Pet
er
Abe
lard
red
uce
d th
e fa
ith to
wh
at c
onf
orm
ed
to t
he
be
st in
his
cu
lture
; Jo
hn L
ock
e st
ress
ed
the
reas
ona
blen
ess
of C
hris
tiani
ty. G
ottf
rie
d Le
ibni
tz a
nd
Imm
anu
el
Kan
t opt
ed
for
relig
ion
with
in t
he
limits
of r
eas
on;
T
ho
ma
s Je
ffe
rso
n, F
rie
dri
ch S
chle
ierm
ach
er,
Alb
rech
t Rits
chl a
nd
Wa
lter
Rau
sch
enb
usch
als
o st
oo
d w
ithin
th
is s
tre
am
. Th
e h
arm
on
ise
rs s
ee
k to
re
conc
ile t
he
go
spe
l with
th
e sc
ienc
e an
d p
hilo
sop
hy
of t
he
ir t
ime;
th
ey m
ake
Chr
istia
nity
a r
elig
ious
an
d p
hilo
sop
hic
sys
tem
, em
ph
asi
sing
Je
sus
as s
piri
tual
sa
vio
ur r
ath
er
than
Lo
rd o
f life
, an
d th
e ch
urch
as
an
asso
ciat
ion
of t
he
enl
ight
en
ed.
Th
ey o
ffe
r, ra
the
r th
an t
he
exac
ting
de
man
ds o
f ce
rtai
n b
iblic
al
pass
ages
, kin
dly
and
libe
ral g
uid
an
ce f
or
go
od
pe
op
le w
ho
wan
t to
do
rig
ht. T
his
answ
er
assu
me
s th
at t
he
tens
ion
that
exi
sts
bet
we
en
chur
ch a
nd
wo
rld
is d
ue
to t
he
chur
ch’s
mis
und
ers
tan
din
g of
C
hri
st. T
he
rad
ica
l Ch
rist
ian
cha
rge
s th
is g
rou
p w
ith
redu
cin
g th
e ki
ng
do
m o
f Chr
ist t
o a
fello
wsh
ip o
f hu
man
be
ings
. Yet
th
e ‘C
hris
t of C
ultu
re’ p
osi
tion,
to
use
Nie
buh
r’s t
hird
cha
pte
r tit
le, c
laim
s th
at it
is
reco
mm
en
din
g C
hri
stia
nity
to a
n u
nb
elie
vin
g so
ciet
y an
d p
rese
ntin
g re
aso
n as
th
e ‘h
ighw
ay’ t
o G
od
and
salv
atio
n.
The
thi
rd o
ptio
nA
cco
rdin
g to
Nie
buhr
, th
e gr
eat m
ajor
ity o
f Chr
istia
ns
have
‘ref
use
d to
tak
e e
ithe
r th
e p
osi
tion
of t
he
anti-
cultu
ral r
adic
als
or
that
of t
he
acco
mm
oda
tors
of
Chr
ist a
nd
cultu
re’.
Th
e m
ajo
rity
mov
em
ent
in
Chr
istia
nity
incl
udes
thr
ee p
rinc
ipal
str
ands
: sy
nth
esi
sts,
du
alis
ts a
nd
conv
ers
ion
ists
. Th
e sy
nth
esi
sts
ado
pt a
‘bot
h-a
nd
’ rat
he
r th
an a
n ‘e
ithe
r-o
r’ s
tanc
e, a
tte
mpt
ing
to c
om
bin
e ap
pre
ciat
ion
of
cultu
re w
ith lo
yalty
to C
hris
t, w
hile
at t
he
sam
e tim
e p
laci
ng
Chr
ist a
bov
e cu
lture
. Pas
sag
es
in t
he
Go
spe
l of
Mat
thew
an
d th
e E
pis
tle o
f Pau
l th
e A
po
stle
to
the
Ro
ma
ns
are
cru
cia
l to
this
an
swe
r w
hic
h w
as
art
icul
ate
d by
th
e ap
olo
gist
s of
th
e se
con
d ce
ntur
y an
d m
any
oth
ers
, suc
h as
Jus
tin M
art
yr, C
lem
ent
of
Ale
xan
dria
, Th
om
as A
quin
as, J
ose
ph
But
ler,
and
Po
pe L
eo
XII
I. T
he
synt
hesi
st’s
und
erst
andi
ng
of C
hris
t se
para
tes
him
fro
m t
he
cultu
ral b
elie
ver,
wh
ere
as h
is a
pp
reci
atio
n of
cul
ture
s di
stan
ces
him
fro
m t
he
radi
cal C
hri
stia
n. H
e b
elie
ves
that
C
hri
st is
fa
r a
bov
e cu
lture
; in
de
ed,
th
ere
is a
gu
lf b
etw
ee
n th
em
, eve
n th
ou
gh
cultu
re m
ay b
e a
pre
limin
ary
tra
inin
g fo
r th
e w
ork
of t
he
Lord
. Suc
h a
be
lieve
r co
mb
ine
s, w
itho
ut c
onf
usin
g, p
hilo
sop
hy
and
the
olo
gy,
sta
te a
nd
chur
ch, c
ivic
an
d C
hris
tian
virt
ue
s, n
atur
al a
nd
divi
ne
law
s. T
his
‘Chr
ist
abov
e cu
lture
’ syn
the
sis
is n
ot e
asily
att
aine
d o
r m
aint
ain
ed,
be
ing
sub
ject
to o
bvio
us te
nsio
ns.
The
fo
urth
op
tio
nA
not
he
r ‘C
hris
tian
of t
he
cent
re’,
the
dua
list,
live
s in
co
nfli
ct o
r te
nsi
on
bet
we
en
two
ma
gn
etic
po
les,
an
d in
th
e p
rese
nce
of o
ne
gre
at is
sue:
th
e co
nfli
ct
bet
we
en
Go
d an
d m
an d
ue
to t
he
rig
hte
ous
ne
ss o
f
“
”
Th
e ev
er-
recu
rrin
g
qu
esti
on
of
ho
w t
o li
ve
the
Ch
rist
ian
life
wit
hin
a
giv
en c
ult
ure
ca
lls f
or
an in
finit
e d
ialo
gu
e in
th
e C
hri
stia
n co
nsc
ien
ce
and
th
e C
hri
stia
n co
mm
uni
ty
048
| TE
AC
H |
i1i1
| T
EA
CH
|
Res
earc
h &
Sch
ola
rshi
pR
esea
rch
& S
cho
lars
hip
Ch
rist
ian
, Be
ing
Au
stra
lian;
Co
nte
mp
ora
ry C
hri
stia
nity
Do
wn
Un
de
r (H
om
eb
ush
We
st, S
ydn
ey: L
an
cer,
19
88)
.
6 It
sh
ou
ld b
e n
ote
d th
at p
op
ula
tion
gro
wth
wa
s n
ot n
ece
ssa
rily
st
ea
dy
or
un
iform
. Du
rin
g th
e g
old
ru
she
s th
ere
we
re s
ud
de
n a
nd
ma
ssiv
e influ
xes
of n
ew
com
ers
th
at s
kew
ed
the
‘ave
rag
e’.
7 P
atr
ick
McC
au
gh
ey, A
ust
ralia
n P
ain
ters
of t
he
He
ide
lbe
rg S
cho
ol:
Th
e Ja
ck M
an
ton
Co
llect
ion
(Me
lbo
urn
e, 1
979)
, 16
.
8 S
ee
Art
hu
r N
els
on
Pa
tric
k, ‘C
hri
stia
nity
an
d C
ultu
re in
Co
lon
ial
Au
stra
lia: S
ele
cte
d C
ath
olic
, An
glic
an
, We
sley
an
an
d A
dve
ntis
t p
ers
pe
ctiv
es,
18
91-1
90
0’ (
Un
ive
rsity
of N
ew
cast
le: P
hD
th
esi
s,
199
2) p
ub
lish
ed
un
de
r th
e sa
me
title
(S
ydn
ey: F
ast
bo
oks
, 19
93)
fo
r so
urc
es
an
d d
iscu
ssio
n o
f iss
ue
s to
uch
ed
up
on
in t
his
art
icle
.
9 H
. Ric
ha
rd N
ieh
bu
hr,
Ch
rist
an
d C
ultu
re (
Ne
w Y
ork
: Ha
rpe
r R
ow
, 19
51).
Fo
r d
eta
iled
pa
ge
s re
fere
nce
s, s
ee
Ch
rist
ian
ity a
nd
Cu
lture
, e
nd
no
te a
bov
e.
Go
d an
d th
e un
righ
teou
snes
s of
falle
n hu
man
ity.
Th
e du
alis
t be
lieve
s th
at in
th
e cr
oss
of C
hris
t m
an’s
wo
rk h
as b
ee
n ju
dged
, and
by
Chr
ist’s
re
surr
ect
ion
the
new
life
ha
s b
ee
n in
tro
duce
d in
to
hist
ory
. He
nce,
man
now
live
s b
etw
ee
n tim
e an
d et
ern
ity, b
etw
ee
n w
rath
an
d m
erc
y, b
etw
ee
n cu
lture
an
d C
hris
t, w
ith n
o so
lutio
n to
thi
s di
lem
ma
bef
ore
d
eat
h. N
ieb
uh
r fin
ds
ma
ny e
xam
ple
s of
th
is s
tan
ce:
Pau
l th
e A
po
stle
in t
he fir
st c
ent
ury,
Ma
rcio
n in
th
e se
con
d ce
ntur
y, A
ug
ustin
e of
Hip
po,
Ma
rtin
Lut
he
r, R
og
er
Will
iam
s, S
ore
n K
ierk
eg
aa
rd, E
rnst
Tro
elts
ch,
Re
inh
old
Nie
buhr
an
d ot
he
rs. Y
et t
he
com
ple
xity
of
‘th
e e
ndu
rin
g p
rob
lem
’ is
such
th
at s
om
e of
th
ese
indi
vidu
als
co
mb
ine
mo
re t
han
on
e o
ptio
n.
He
nce
, fo
r A
ug
ust
ine
the
conv
ers
ion
ist n
ote
is m
ore
ch
arac
teri
stic
tha
n th
e du
alis
t sta
nce;
Tro
elts
ch
do
es
not
alw
ays
ho
ld a
ten
sio
n b
etw
ee
n C
hri
st a
nd
cultu
re. T
he
dual
ist fix
es
his
ga
ze o
n th
e d
ept
hs a
nd
he
ight
s of
wic
ked
ne
ss a
nd
go
od
ne
ss a
s re
vea
led
in t
he
cros
s of
Chr
ist.
His
th
eori
sing
be
gins
with
th
e m
irac
le o
f Go
d’s
gra
ce, w
hic
h fo
rgiv
es
me
n w
itho
ut
me
rit o
n th
eir
part
. He
be
lieve
s g
race
is in
Go
d, s
in is
in
man
, an
d m
an is
in s
in. H
e affir
ms
that
bef
ore
th
e h
olin
ess
of G
od
the
re a
re n
o si
gn
ifica
nt d
iffe
renc
es,
ra
the
r, ev
ery
thin
g th
at is
cre
atur
ely
is d
ep
rave
d. F
or
the
dua
list,
th
ere
fore
, all
cultu
re is
inje
cte
d w
ith t
hat
go
dle
ssn
ess
whi
ch is
th
e e
sse
nce
of s
in. H
e kn
ows
he
be
lon
gs
to a
cu
lture
an
d ca
nn
ot e
scap
e fr
om
it,
yet
he
be
lieve
s G
od
sust
ains
him
in it
an
d by
it.
He
nce,
ado
ptin
g th
e ‘C
hris
t and
cul
ture
in p
arad
ox’
stan
ce, t
he
tru
e du
alis
t liv
es
in t
he
tens
ion
bet
we
en
wra
th a
nd
me
rcy.
The
fift
h o
pti
on
Nie
buhr
’s la
st a
nsw
er is
th
at g
ive
n by
th
e co
nve
rsio
nis
ts w
ho fin
d th
eir
chi
ef b
iblic
al f
ou
nd
atio
n in
th
e G
osp
el o
f Jo
hn. T
his
stan
ce m
ay b
e ill
ustr
ate
d by
th
e Le
tte
r of
Dio
gn
etus
wri
tte
n la
te in
th
e se
con
d ce
ntur
y; A
ug
ustin
e’s
City
of G
od
; Jo
hn C
alvi
n’s
de
sire
for
the
pe
rme
atio
n of
all
life
by t
he
Go
spe
l, w
ith t
he
stat
e as
Go
d’s
min
iste
r. T
he
re is
als
o Jo
hn
We
sley
’s e
mp
has
is u
po
n C
hris
t as
the
tran
sfo
rme
r of
life
an
d F.
D. M
auri
ce’s
not
ion
that
Chr
ist i
s Lo
rd o
f ma
nki
nd
wh
eth
er
me
n b
elie
ve t
his
or
not
. O
f th
ese
and
othe
rs, J
ona
than
Ed
wa
rds
is ‘t
he
mo
st c
on
sist
ent
co
nve
rsio
nis
t’. T
he
conv
ers
ion
ist
ap
pro
ach
em
ph
asi
ses
Ch
rist
as
red
ee
me
r an
d ta
kes
a p
osi
tive
and
ho
pef
ul a
ttitu
de
tow
ard
cul
ture
. It
mak
es
cre
atio
n a
maj
or
the
me,
de
cla
rin
g th
at m
an
live
s in
a c
reat
ed
ord
er.
It fu
rth
er
de
cla
res
that
th
e fa
ll h
as w
arp
ed,
tw
iste
d, a
nd
mis
dire
cte
d m
an’s
go
od
nat
ure
. He
nce
it s
tre
sse
s th
e re
de
mpt
ive
wo
rk o
f G
od
in t
he
inca
rnat
ion
of t
he
So
n; a
ffirm
s th
at G
od
in C
hris
t has
ent
ere
d a
hum
an c
ultu
re t
hat
has
nev
er
be
en
with
out
his
ord
eri
ng
actio
n a
nd
be
lieve
s th
at
hist
ory
is a
dra
mat
ic in
tera
ctio
n b
etw
ee
n G
od
and
ma
n. T
he
refo
re, t
he
conv
ers
ion
ist u
nd
ers
tan
din
g as
sert
s th
at a
ll th
ing
s ar
e p
oss
ible
to G
od.
It s
ee
s hi
sto
ry a
s th
e st
ory
of G
od
’s m
ight
y d
ee
ds a
nd
man
’s
resp
ons
e to
th
em
, an
d it
pre
sent
s to
th
e w
orl
d ‘C
hris
t th
e tr
ansf
orm
er o
f cul
ture
’.N
iebu
hr’s
de
scri
ptio
n of
th
e ‘m
any-
sid
ed
de
bate
’ th
at e
ng
ag
es
‘his
tori
an
s a
nd
the
olo
gian
s, s
tate
sme
n an
d ch
urch
me
n, C
ath
olic
s an
d P
rote
stan
ts,
Chr
istia
ns a
nd a
nti-
Chr
istia
ns’ p
rovi
des
a us
eful
fr
am
ewo
rk w
ithin
wh
ich
to c
on
sid
er
the
his
tori
c ro
le
an
d p
ote
ntia
l influ
ence
of C
hris
tiani
ty in
Aus
tral
ia.
Co
nclu
sio
nTw
ent
y-fir
st-c
ent
ury
Aus
tra
lian
Chr
istia
ns e
xem
plif
y th
e va
riet
y ap
tly d
escr
ibed
by
Nie
buhr
, and
we
ll ex
plo
red
by P
hilip
Hu
gh
es
an
d ot
he
rs. S
tua
rt
Pig
gin
and
his
colle
ag
ue
s a
lso
reco
gn
ise
this
di
vers
ity w
ithin
th
e pa
pers
re
ad a
t Aus
tra
lia’s
firs
t C
hri
stia
n H
eri
tag
e N
atio
na
l Fo
rum
. Whi
le t
he
ab
ove
exp
lora
tion
of t
he
‘co
nfus
ed
’ an
d ‘m
any-
sid
ed
de
bate
ab
out t
he
rela
tions
of C
hris
tiani
ty a
nd c
ivili
zatio
n’
ide
ntifi
es
pro
ble
ms
that
are
like
ly to
ari
se a
s P
igg
in’s
id
ea
l is
imp
lem
ent
ed,
it is
als
o in
tend
ed
as a
mir
ror
for
tho
se C
hris
tians
wh
o w
ant t
o se
e th
em
selv
es
in
term
s of
his
tori
c C
hri
stia
nity
. It m
ust
be
em
ph
asi
sed,
a
gai
n, t
hat t
his
artic
le is
me
rely
th
e fir
st o
f thr
ee
that
a
re d
ire
cte
d to
wa
rd w
hat i
t is
ho
pe
d m
ay b
eco
me
a liv
ely
, on
go
ing
conv
ers
atio
n. It
is a
lso
exp
ect
ed
that
, in
add
ition
, edu
cato
rs w
ill g
rasp
th
e op
po
rtun
ity to
di
scus
s th
e dy
nam
ic im
pact
th
at C
hris
tian
educ
atio
n ha
s ex
erte
d an
d ca
n co
ntin
ue to
exe
rt u
po
n A
ustr
alia
n so
ciet
y. F
or
this
wri
ter,
the
ne
ed
rem
ains
to
mo
re a
de
quat
ely
defin
e th
e na
ture
of A
ustr
alia
n C
hris
tiani
ty b
efo
re a
skin
g h
ow a
bib
lica
l inv
est
igat
ion
may
info
rm t
he
ong
oin
g di
alo
gue
. T
EA
CH
End
note
s1
Ric
ha
rd E
ly, U
nto
Go
d a
nd
Ca
esa
r: R
elig
iou
s Is
sues
in t
he
Em
erg
ing
Co
mm
on
we
alth
18
91-1
90
6 (
Me
lbo
urn
e: M
elb
ou
rne
Un
ive
rsity
Pre
ss, 1
976)
, 44
-5.
2 C
f. S
tua
rt P
igg
in, e
dito
r, S
ha
pin
g th
e G
oo
d S
oci
ety
in A
ust
ralia
: A
ust
ralia
’s C
hri
stia
n H
eri
tag
e: I
ts I
mp
ort
an
ce in
ou
r P
ast
an
d its
R
ele
van
ce f
or
ou
r F
utu
re (
Ma
cqu
ari
e C
en
tre:
Au
stra
lia’s
Ch
rist
ian
He
rita
ge
Fo
rum
, 20
06)
. Ass
oci
ate
Pro
fess
or
Stu
art
Pig
gin
is
Dir
ect
or
of t
he
Ce
ntr
e fo
r th
e H
isto
ry o
f Ch
rist
ian
Th
ou
gh
t an
d E
xpe
rie
nce
at M
acq
ua
rie
Un
ive
rsity
.
3 T
he
sym
po
siu
m w
as
linke
d to
th
e C
hu
rch’
s co
mm
em
ora
tion
of i
ts
first
hu
nd
red
yea
rs in
th
e S
ou
th P
acific
re
gio
n a
nd
illu
stra
tes
the
visi
on
of W
alte
r R
.L. S
cra
gg
as
a p
resi
de
nt ‘
for
wh
om
his
tory
is
mo
re t
ha
n a
dis
cip
line’
. Th
e si
xte
en
lect
ure
s w
ere
ed
ited
by A
rth
ur
J. F
erc
h a
nd
pu
blis
he
d a
s S
ymp
osi
um
on
Ad
ven
tist H
isto
ry in
th
e S
ou
th P
aci
fic, 1
88
5-1
918
(Wa
hro
on
ga:
So
uth
Pa
cific
Div
isio
n o
f S
eve
nth
-day
Ad
ven
tists
, 19
86)
. Su
bse
qu
en
tly, F
erc
h a
nd
No
el P
. C
lap
ha
m e
dite
d tw
o re
late
d vo
lum
es.
4 N
ote
th
e w
ay in
wh
ich
this
co
nce
pt i
nfo
rme
d th
e p
ub
lica
tion
s th
at w
ere
stim
ula
ted
by A
ust
ralia
’s b
ice
nte
nn
ial,
such
as
Ian
Gilm
an
, Ma
ny F
aith
s O
ne
Na
tion:
A G
uid
e to
th
e M
ajo
r F
aith
s a
nd
De
no
min
atio
ns
in A
ust
ralia
(S
ydn
ey: C
olli
ns,
19
88)
.
5 T
his
ha
s o
fte
n b
ee
n th
e e
nd
eav
ou
r o
f pa
rtic
ula
r C
hri
stia
ns
an
d d
en
om
ina
tion
s; s
ee,
as
an
exa
mp
le, W
illia
m L
aw
ton
, Be
ing
“
”
Ed
uca
tors
w
ill
gra
sp t
he
op
po
rtu
nit
y to
dis
cuss
th
e d
ynam
ic
imp
act
that
C
hri
stia
n ed
uca
tion
has
exe
rted
an
d c
an
exer
t u
po
n A
ust
ralia
n so
ciet
y
050
| TE
AC
H |
i1i1
| T
EA
CH
|
1
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
esR
eflec
tions
, Im
pre
ssio
ns &
Exp
erie
nces
toge
ther
in a
chu
rch
hall,
and
th
e gr
oup
bo
nded
cl
ose
ly. I
t was
an
adve
ntur
e an
d it
was
fun
.B
ut M
ore
e w
as o
utsi
de
of t
he
chur
ch c
onf
ere
nce
bo
unda
rie
s an
d th
e te
am c
oul
dn’t
get
fun
din
g to
g
o ba
ck t
he
re. L
awre
ns A
dair,
a v
ete
ran
‘out
back
m
issi
on
ary
’ an
d p
resi
de
nt o
f th
e A
dve
ntis
t Avi
atio
n A
sso
ciat
ion
(AA
A),
re
cog
nise
d th
e sp
irit
of s
erv
ice
and
adve
ntur
e in
th
ese
you
ng
pe
op
le. H
e co
nvin
ced
the
m to
go
to a
pla
ce w
he
re t
he
re w
as n
o S
DA
ch
urch
, but
wh
ere
th
ere
was
wo
rk to
do.
Th
e to
wn
was
Cha
rlev
ille,
Qld
, and
thi
s tim
e th
e te
am w
ante
d a
new
nam
e. T
hey
like
d th
e im
ag
e of
a s
torm
re
fre
shin
g th
e d
rou
ght
-str
icke
n o
utb
ack
. So
they
ca
lled
the
mse
lve
s ‘S
TO
RM
Co
mpa
ny’ a
nd
tho
ug
ht
of a
n ac
rony
m—
Se
rvic
e To
Oth
ers
Re
ally
Mat
ters
. T
he
yea
r w
as 1
99
3.
Th
ose
firs
t tri
ps
to C
ha
rlev
ille
be
ga
n w
ith
com
mu
nity
se
rvic
e p
roje
cts
do
ne
in c
oo
pe
ratio
n w
ith t
he
city
co
unci
l. T
he
loca
l so
cia
l se
rvic
es
org
anis
atio
n n
ee
de
d h
elp
with
vac
atio
n ca
re, s
o th
e te
am p
ut to
get
he
r a
child
ren’
s p
rog
ram
for
the
mo
rnin
gs.
Th
e S
alv
atio
n A
rmy
ne
ed
ed
he
lp w
ith
Sun
day
sch
oo
l, so
th
e te
am w
as t
he
re to
o. F
rom
th
e lo
cal S
cout
gro
up to
th
e nu
rsin
g h
om
e, to
th
e p
riso
n ca
mp,
to t
he
Uni
ting
Chu
rch,
th
e S
TO
RM
Co
team
ke
pt a
skin
g w
hat w
as n
ee
de
d an
d ke
pt fi
ndin
g th
ings
to
do. Th
e co
mm
unity
love
d S
TO
RM
Co.
Th
e te
ams
we
nt h
om
e ch
ang
ed
and
coul
dn’t
wai
t to
go
out
a
gai
n. C
onf
ere
nce
Yo
uth
Dir
ect
or
Me
l Le
mke
cau
ght
th
e vi
sio
n of
wh
at w
as h
app
eni
ng,
an
d o
rgan
ise
d a
trip
to a
n ab
orig
inal
co
mm
unity
. Oth
er o
utba
ck to
wns
w
ere
ad
de
d as
yo
ung
pe
op
le to
ld t
he
ir s
tori
es,
an
d te
ams
mul
tiplie
d. D
avid
Jac
k ca
ug
ht t
he
visi
on
and
pro
vid
ed
gro
und
wo
rk fo
r S
TO
RM
Co
to w
ork
un
de
r th
e A
dca
re b
anne
r in
Qu
eens
land
.O
ver
the
yea
rs, m
any
of t
ho
se e
arl
y S
TO
RM
Co
team
me
mb
ers
mov
ed
to o
the
r p
lace
s, a
nd
som
e of
th
e le
ad
ers
hav
e b
ee
n tr
an
sfe
rre
d to
diff
ere
nt
po
sitio
ns. T
hey
too
k w
ith t
he
m t
he
adve
ntur
e co
nce
pt a
nd
the
nam
e. A
nd
ST
OR
M C
o te
ams
sta
rte
d w
ork
ing
all
ove
r A
ustr
alia
an
d N
ew Z
ea
lan
d.In
19
99,
th
e S
out
h P
acifi
c D
ivis
ion
(SP
D)
resp
on
de
d to
th
e g
rass
ro
ots
gro
wth
of S
TO
RM
C
om
pany
. Th
e S
PD
vot
ed
to fo
rm a
sta
nd
-alo
ne
com
mitt
ee
mad
e up
of i
nte
rest
ho
lde
rs f
rom
va
rio
us
de
part
me
nts
to s
upp
ort
th
e S
TO
RM
Co
mov
em
ent
in
Aus
tra
lia, N
ew Z
ea
lan
d an
d th
e S
out
h P
acifi
c.
Th
anks
to t
he
me
n an
d w
om
en
wh
o se
rve
on
that
co
mm
ittee
and
to influ
ent
ial l
ea
de
rs in
min
istr
y a
reas
, ST
OR
M C
o te
ams
are
be
ing
reco
gni
sed
and
supp
ort
ed.
Th
e ad
vent
ure
cont
inu
es.
Rat
iona
leT
he fi
rst
ange
l’s m
essa
geT
he
scri
ptur
al b
asis
for
the
Adv
ent
ist m
ess
ag
e is
foun
d in
Rev
ela
tion
14:6
-12
(Th
e m
ess
ag
es
of t
he
thre
e an
ge
ls).
Th
e m
ess
ag
e of
th
e fir
st a
ng
el (
14:6
) is
to t
ake
the
Go
spe
l to
the
wo
rld.
Thi
s is
th
e fir
st
wo
rk o
f Chr
iste
nd
om
, to
pro
clai
m t
he
me
ssa
ge
of
Jesu
s by
livi
ng
it. J
esu
s hi
mse
lf g
ave
the
illus
trat
ion
of s
erv
ice
to o
the
rs a
s th
e id
ent
ifyin
g fe
atur
e of
his
K
ing
do
m. (
Se
e M
atth
ew 2
5:31
-45)
Chr
istia
ns a
re c
alle
d to
eva
ngel
ism
, but
th
ere
mus
t be
a p
lant
ing
bef
ore
th
ere
is a
ha
rve
st. S
TO
RM
C
o is
th
e in
itiat
ive
of a
chu
rch
pre
pare
d to
re
ach
bey
on
d th
e ‘c
astle
wa
lls’ i
n o
rde
r to
bui
ld b
rid
ge
s to
th
ose
aro
und.
It is
a ‘s
ee
d p
lant
ing’
min
istr
y. It
is t
he
build
ing
of r
elat
ions
hips
th
rou
gh
whi
ch t
he
very
life
of
Je
sus
can
be
see
n in
act
ion.
ST
OR
M C
o w
ill b
uild
bri
dges
and
pla
nt s
eeds
. T
he
harv
est
can
follo
w, b
ut it
will
be
the
wo
rk o
f an
oth
er.
ST
OR
M C
o m
ust r
etai
n an
att
itud
e of
se
rvic
e w
itho
ut a
ge
nda
, exp
ect
atio
n, o
r lim
its. I
t is
the
unco
nditi
ona
l dis
play
of
the
go
spe
l of J
esu
s in
ac
tion.
Rai
n in
the
sto
rmT
he
nam
e ‘S
torm
’ was
ch
ose
n as
a s
ymb
ol o
f tha
t w
hich
bri
ng
s re
lief t
o a
parc
hed
land
. Sto
rm c
loud
s ca
rry
rain
th
at r
efre
she
s co
mm
uniti
es a
nd p
rodu
ces
new
life
. Eve
ryo
ne
know
s w
he
n a
sto
rm a
rriv
es.
It is
th
e in
tent
ion
of t
he
ST
OR
M C
o te
am to
be
like
a re
fre
shin
g st
orm
.S
crip
tura
lly, r
ain
rep
rese
nts
the
Ho
ly S
pir
it, w
hich
is
Go
d’s
pre
sen
ce in
pe
op
le. G
od
has
rai
ne
d d
own
his
love
to a
ll p
eo
ple
an
d th
e ac
t of t
he
Chr
istia
n is
to
be
that
rai
n to
oth
ers
(S
ee
De
ut. 3
2:1-
2, I
sa. 4
5:8)
. G
od
will
use
wha
teve
r it
take
s to
co
mm
unic
ate
his
wo
rd to
thi
s e
art
h. S
TO
RM
Co
is to
be
use
d to
pla
nt
the
see
d, a
nd
to b
rin
g re
fre
shin
g ra
in t
hat
will
allo
w it
to
gro
w (
Se
e Is
a. 5
5:10
-11)
.W
he
n a
trip
fulfil
ls t
he
sym
bo
lism
re
pre
sent
ed
in
the
nam
e ‘S
TO
RM
’, th
e re
sult
is a
tru
e ‘A
dve
ntur
e in
S
erv
ice’
.
Mis
sio
n st
atem
ent
ST
OR
M C
o’s
mis
sio
n is
to s
en
d te
ams
of t
rain
ed
youn
g p
eo
ple
to w
ork
fo
r, le
arn
fro
m, a
nd
en
cour
ag
e in
divi
dual
co
mm
uniti
es, s
hari
ng G
od’
s lo
ve b
y b
uild
ing
bri
dg
es
to a
ll p
eo
ple
s th
rou
gh
an
ad
vent
ure
, in
se
rvic
e to
oth
ers
.T
he
fulfi
llme
nt o
f th
e m
issi
on
stat
em
ent
is
de
pe
nd
ent
up
on fiv
e fo
un
dat
ion
s. E
ach
fo
un
dat
ion
stat
em
ent
exp
ress
es
a ch
ara
cte
rist
ic o
f a S
TO
RM
C
o te
am, w
hich
is e
sse
ntia
l to
a S
TO
RM
Co
mis
sio
n tr
ip. In
iso
latio
n, e
ach
foun
datio
n is
not
hin
g n
ew o
r su
rpri
sin
g. T
he
se p
rin
cip
les
are
foun
d in
man
y ar
eas
of s
erv
ice.
How
eve
r, co
mb
ine
d to
get
he
r, th
ey fo
rm
a ra
dica
l ap
pro
ach
to m
issi
on
whi
ch c
ha
llen
ge
s tr
aditi
ona
l rel
igio
us a
ctiv
ity. F
urth
erm
ore,
th
ese
p
rinc
iple
s fo
rm t
he
basi
s fo
r a
‘se
rvan
t’ m
od
el o
f
“
”
Th
ey li
ked
th
e im
age
of
a st
orm
re
fres
hin
g
the
dro
ught
-st
rick
en
ou
tbac
k. S
o
they
cal
led
th
emse
lves
‘S
TO
RM
C
om
pan
y’
and
th
oug
ht
of
an
acro
nym
—S
ervi
ce
To O
ther
s R
eally
M
atte
rs
Ab
stra
ctS
TO
RM
Co
mp
an
y is
a s
ho
rt-t
erm
mis
sio
n
ad
ven
ture
. It
is b
as
ed
on
five
fo
un
da
tio
ns
wh
ich
p
res
en
t a
rad
ica
l exa
mp
le o
f C
hri
sti
an
ity
in
ac
tio
n. S
TO
RM
Co
te
am
s a
re t
rain
ed
fo
r s
erv
ice
. T
hey
en
ter
a c
om
mu
nit
y a
nd
as
k fo
r a
pla
ce
to
sta
y a
nd
a j
ob
to
do
. Te
am
me
mb
ers
vo
lun
tee
r th
eir
ow
n t
ime
an
d fi
na
nc
e; t
hey
co
mm
it t
o s
tric
t d
isc
ipli
ne
an
d h
ard
wo
rk. T
he
ir g
oa
l is
to l
ive
ou
t th
e le
ga
cy
of
se
rvic
e m
od
ell
ed
by
Je
sus
Ch
ris
t.
The
sto
ryIn
19
92,
a g
roup
of s
eni
or
hig
h sc
ho
ol s
tud
ent
s fr
om
Bri
sba
ne,
Aus
tra
lia, s
po
ke o
f ‘d
oin
g so
met
hin
g’
with
th
eir
fa
ith. T
hey
did
n’t h
ave
en
ou
gh
mo
ney
or
time
to p
repa
re fo
r an
ove
rse
as m
issi
on
trip
, but
th
ey w
ante
d to
do
som
ethi
ng
adve
ntur
ous
for
Go
d.
Th
ey w
ere
de
dica
ted
to s
erv
ing
Jesu
s an
d in
spir
ed
by t
he
Ho
ly S
pir
it, b
ut w
he
n th
ey lo
oke
d a
roun
d th
ey n
otic
ed
that
th
ey w
ere
do
ing
not
hin
g p
ract
ica
l to
exp
ress
th
eir
faith
. Th
eir
chap
lain
felt
the
sam
e.
He
calle
d th
em ‘f
at C
hris
tians
; fed
to t
he
po
int o
f bu
rstin
g w
ith C
hris
tiani
ty, b
ut n
ot ‘d
oin
g’ a
nyth
ing
to
ma
ke it
re
al.
So
tog
eth
er
they
cam
e up
with
a s
imp
le
conc
ept
—to
go
to a
sm
all t
own
som
ewh
ere
in
the
out
back
an
d se
e w
hat
th
ey c
oul
d d
o to
he
lp
out,
pra
ctic
ally
and
spi
ritu
ally
. Ove
r th
e p
ho
ne
the
past
or,
in M
ore
e (N
SW
), o
ffe
red
a p
lace
to s
tay.
S
o th
ey s
ave
d up
so
me
mo
ney
, pre
pare
d so
me
gam
es, d
ram
a an
d m
usic
, lo
ade
d up
th
e ca
rs a
nd
drov
e w
est
, ca
lling
th
emse
lves
th
e ‘S
WA
MP
team
’ (S
tud
ent
s w
ith a
Mis
sio
n an
d P
urp
ose
). T
he
Sw
amp
team
sp
ent
ten
busy
day
s m
eetin
g ad
ults
and
ch
ildre
n, c
oo
kin
g, p
erf
orm
ing
an
d h
elp
ing
pe
op
le
in w
hat
eve
r th
ey c
oul
d fin
d to
do.
Th
ey c
amp
ed
STO
RM
Co
: An
intr
od
uctio
n to
ad
vent
ure
in s
ervi
ceJe
rry
Un
ser
Pro
ject
Dir
ecto
r, A
dve
ntis
t D
evel
op
men
t an
d R
elie
f A
gen
cy; C
oun
sello
r, E
mm
anue
l C
olle
ge,
Go
ld C
oas
t, Q
ld.
1 S
TO
RM
Co
b
uild
ing
ren
o-
vatio
n p
roje
ct
[Ph
oto
: Ma
rk C
raig
]
052
| TE
AC
H |
i1i1
| T
EA
CH
|
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
esR
eflec
tions
, Im
pre
ssio
ns &
Exp
erie
nces
by p
oin
ting
pe
op
le to
Ch
rist
ian
reso
urce
s a
lre
ady
av
aila
ble
in t
hei
r co
mm
unity
.In
ST
OR
M C
o, a
ll ev
an
ge
lism
is o
n a
pe
rso
na
l le
vel.
Tea
m m
em
be
rs a
re e
nco
ura
ge
d to
sh
are
th
eir
te
stim
ony
, an
d p
eo
ple
wh
o ex
pe
rie
nce
a c
onv
ers
ion
are
gui
de
d to
wa
rd a
co
mm
unity
chu
rch
fam
ily o
f th
eir
ch
oic
e—
not
th
e S
TO
RM
Co
team
, or
on
e sp
ecific
d
en
om
inat
ion
ove
r a
not
he
r.
3. N
o w
alls
—en
cour
age
Jesu
s ca
utio
ned
us a
bou
t cre
atin
g ‘w
alls
’ by
jud
gin
g th
e ex
per
ienc
e o
f an
oth
er fo
llow
er o
f Ch
rist
. We
mus
t rem
ain
tru
e to
the
mes
sag
e g
iven
to u
s, a
nd
at t
he
sam
e tim
e su
pp
ort
ou
r b
roth
ers
an
d si
ster
s in
fa
ith.
‘Eve
ry k
ing
do
m d
ivid
ed
ag
ain
st it
self
will
be
ruin
ed
, an
d ev
ery
city
or
hou
seh
old
div
ide
d a
ga
inst
itse
lf w
ill
no
t sta
nd
’ (M
atth
ew 1
2:25
).S
TO
RM
Co
team
s ar
e co
mm
itte
d to
sup
po
rt
Ch
rist
ian
ity a
bov
e d
en
om
inat
iona
l bar
rier
s. T
hey
ha
ve a
man
date
to e
nco
ura
ge
oth
ers
in t
he
ir w
alk
w
ith G
od.
Als
o, b
eca
use
ST
OR
M C
o is
a b
rid
ge
build
ing
min
istr
y, a
vita
l go
al o
f th
e te
am is
to s
upp
ort
th
e w
ork
of a
ll C
hris
tian
gro
ups
with
in t
he
com
mun
ity.
It is
th
e re
spo
nsib
ility
of t
he
ST
OR
M C
o te
am to
vi
sit t
he
se g
roup
s in
ord
er
to e
nco
ura
ge
the
m in
th
eir
min
istr
y. S
TO
RM
Co
will
se
ek
to fi
nd
com
mo
n g
roun
d w
ith a
ll th
ose
wh
o ac
know
led
ge
the
Lord
ship
of
Je
sus
Chr
ist.
Th
ere
mus
t be
no ‘d
ivid
ing
wa
lls’
for
a S
TO
RM
Co
team
th
at in
ten
ds to
be
spir
itua
l re
fre
shm
ent
to t
he
com
mun
ity it
vis
its.
Enc
our
agem
ent
to lo
cal C
hris
tians
Th
is is
pe
rha
ps
on
e of
th
e m
ore
‘ra
dica
l’ a
spe
cts
of
ST
OR
M C
o. T
he
re w
ill a
lmo
st a
lway
s b
e a
gro
up
of C
hris
tians
with
in a
co
mm
unity
, and
oft
en
ther
e a
re m
any
de
no
min
atio
ns. T
he
com
mitm
ent
to
enc
our
ag
e lo
cal C
hris
tians
has
mo
re v
alu
e to
th
e S
TO
RM
Co
trip
th
an s
imp
ly a
‘pat
on
the
back
’ fo
r th
e lo
cal c
hurc
he
s. T
he fir
st q
ue
stio
n m
any
in t
he
com
mun
ity w
ill a
sk (
eve
n if
it is
onl
y in
the
ir m
inds
) is
: ‘W
hat
do
they
wan
t?’ I
f ST
OR
M C
o is
ide
ntifi
ed
with
a p
art
icul
ar
loca
l chu
rch,
th
en
reg
ard
less
of
the
tru
e in
tent
of t
he
team
, th
e qu
est
ion
will
alr
ead
y b
e an
swe
red
in m
any
min
ds. I
t is
imp
ort
ant t
hat a
S
TO
RM
Co
team
be
com
mitt
ed
to b
uild
ing
bri
dg
es
to t
he
who
le c
om
mun
ity. W
he
n th
e ‘u
nchu
rch
ed
’ m
em
be
rs o
f th
e co
mm
unity
se
e th
at t
he
team
ca
n ri
se a
bove
th
e pa
ssio
nate
bou
ndar
ies
of
de
no
min
atio
n, t
he
n re
spe
ct is
gai
ne
d in
th
e w
ide
r co
mm
unity
.W
he
n a
ST
OR
M C
o te
am e
nte
rs a
co
mm
unity
, o
ne
of t
he
sig
nifi
cant
impa
cts
is t
hat t
eam
mem
bers
b
eco
me
‘ro
le m
od
els
’ fo
r th
e ch
ildre
n an
d yo
uth
of t
he
com
mun
ity. W
he
n te
am m
em
be
rs a
re s
ee
n
sup
po
rtin
g an
d pa
rtic
ipat
ing
in t
he
activ
itie
s of
loca
l ch
urch
gro
ups,
th
en
the
ima
ge
of t
hat c
hurc
h g
roup
te
nds
to b
e ra
ise
d in
th
e m
inds
of t
he
child
ren,
an
d th
ere
is p
ote
ntia
l fo
r m
ore
pa
rtic
ipat
ion.
Just
a n
ote
of c
autio
n a
bo
ut
‘imp
osi
ng
’ up
on
a ch
urc
h g
rou
p: R
emem
ber
tha
t den
om
ina
tiona
l b
arr
iers
ca
n b
e ve
ry s
ensi
tive
issu
es. A
sk p
erm
issi
on
bef
ore
you
vis
it a
me
etin
g, a
nd tr
eat a
ny in
vita
tion
to
part
icip
ate
as
a p
rivi
leg
e. T
he w
ors
hip
of C
hri
stia
n g
rou
ps m
ust b
e tr
eate
d w
ith th
e u
tmo
st r
esp
ect.
4. N
o lm
its—
retu
rnS
TO
RM
Co
team
s m
aint
ain
a re
latio
nshi
p w
ith
the
com
mu
nity
. Th
eir
go
al i
s to
ret
urn
and
be
an
ou
tgo
ing,
po
sitiv
e influ
ence
in t
he
com
mun
ity. A
S
TO
RM
Co
trip
is n
ot a
‘onc
e o
nly’
mis
sio
n. T
he
lon
g-t
erm
suc
cess
of S
TO
RM
Co
com
es
wh
en
a co
mm
unity
rec
ogn
ises
th
at a
team
is in
tere
sted
in,
and
com
mitt
ed
to s
erv
ice
by r
etur
nin
g fo
r an
oth
er
pro
gra
m t
he
follo
win
g ye
ar. A
ST
OR
M C
o te
am w
ill
not
put
a ‘l
imit’
on
the
frie
nds
hip
they
bui
ld w
ith t
hat
tow
n, o
r o
n th
e p
ote
ntia
l of t
he
Ho
ly S
pir
it to
bri
ng
abou
t cha
nge
in t
hat
pla
ce.
No
on
e ca
n g
ua
rant
ee
wh
at w
ill h
ap
pe
n in
th
e fu
ture
, an
d it
wo
uld
be
wro
ng
to b
uild
exp
ect
atio
ns
that
a te
am m
ay n
ot b
e ab
le to
fulfil
l. B
ut, i
t is
imp
ort
ant f
or
eac
h te
am to
‘bui
ld b
rid
ge
s’ to
as
man
y a
reas
of t
he
com
mun
ity a
s p
oss
ible
, an
d to
se
ek
to
mai
ntai
n th
ose
brid
ges
in t
he
futu
re.
Ret
urn
trip
s to
the
co
mm
unity
Th
e go
al o
f bui
ldin
g a
rela
tions
hip
will
beg
in o
n th
e ve
ry fi
rst e
xplo
rato
ry v
isit
to t
he
com
mun
ity,
but i
t wo
n’t e
nd
with
th
e fir
st t
rip.
Oft
en
tow
ns a
re
‘ove
rwh
elm
ed
’ by
the fir
st S
TO
RM
Co
team
vis
it, b
ut
it is
on
the
retu
rn t
rip
s an
d th
e co
nsis
tent
, on
-go
ing
serv
ice
attit
ud
e to
wa
rd t
he
tow
n, t
hat r
ea
l fri
en
dshi
ps
be
gin
to fo
rm. T
his
is t
he
rea
l va
lue
of S
TO
RM
Co.
To
‘win
’ an
entir
e co
mm
unity
thr
ough
unc
ond
itio
nal
serv
ice
and
‘love
’ in
the
mo
st p
ract
ica
l se
nse
—th
is
is a
no
ble
am
biti
on,
an
d o
ne,
wh
ich
can
be
ach
ieve
d o
nly
with
pe
rsis
tent
det
erm
inat
ion.
Onc
e re
latio
nshi
ps a
re b
uilt,
th
e co
mm
unity
will
re
me
mb
er
the
team
an
d th
e im
pre
ssio
n th
at t
hey
m
ade.
Eac
h tr
ip w
ill b
uild
up
on
the
pre
vio
us o
ne,
an
d te
am m
embe
rs w
ho
retu
rn w
ill b
e am
aze
d at
th
e di
ffe
renc
e th
at t
ho
se s
ho
rt p
eri
ods
of t
ime
spe
nt in
a
com
mun
ity w
ill m
ake.
I hav
e b
een
am
aze
d a
t the
res
po
nse
of c
hild
ren
whe
n w
e re
turn
to a
co
mm
un
ity! T
he m
ost
viv
id
exa
mp
le f
or
me
was
in a
n a
bo
rig
ina
l co
mm
un
ity in
w
este
rn Q
uee
nsla
nd. A
fter
lead
ing
initi
al tr
ips
to
this
tow
n, I
had
be
en a
way
fro
m th
e to
wn
for
mo
re
than
tw
o ye
ars;
a f
rien
d an
d I d
rop
pe
d in
on
the
com
mu
nity
for
a b
rief
vis
it. I
t was
nig
ht-t
ime,
and
I h
ad
a d
iffer
ent c
ar th
an b
efo
re. W
e d
rove
onc
e
“
”
We
beg
in
to s
ho
w
real
love
w
hen
we
can
resp
ect
ano
ther
en
oug
h to
lis
ten
to
wh
o t
hey
ar
e. T
hen
, p
erh
aps,
we
can
off
er
som
eth
ing
th
at t
hey
nee
d
lea
de
rsh
ip, w
hic
h is
inh
ere
nt in
th
e d
eve
lop
me
nt o
f S
TO
RM
Co
team
s.
Foun
dat
ions
1. N
o ag
end
a—lis
ten
To li
sten
, rea
lly li
sten
to a
no
ther
per
son,
is th
e fo
un
datio
n o
f a r
ela
tions
hip.
We
be
gin
to s
how
re
al l
ove
whe
n w
e ca
n re
spec
t an
oth
er e
nou
gh
to
liste
n to
wh
o th
ey a
re. T
hen,
per
haps
, we
can
off
er
som
ethi
ng th
at th
ey n
eed.
ST
OR
M C
o te
ams
ent
er
a co
mm
unity
with
th
e ex
pre
ss p
urp
ose
of b
uild
ing
a re
latio
nshi
p w
ith t
hat
com
mun
ity. A
team
will
go fir
st to
list
en,
an
d th
en
to
serv
e. ‘Pre
-tri
p’ c
ont
act a
nd
ne
got
iatio
n w
ith t
he
com
mun
ity to
det
erm
ine
wha
t th
ey w
ant a
nd
ne
ed
is
an e
ssen
tial p
art o
f a S
TO
RM
Co
trip
. Th
e co
ncep
t of
an
adve
ntur
e in
dis
cove
ring
and
mee
ting
the
ne
eds
of o
the
rs e
mb
odi
es
the
ess
en
ce o
f ST
OR
M
Co
mpa
ny. T
his
me
ans
that
th
ere
can
be
no
‘hid
de
n a
ge
nda
’. W
e ca
nnot
pre
scri
be
a p
rog
ram
or
a se
rvic
e p
roje
ct t
hat
will
me
et t
he
ne
eds
of a
ll p
eo
ple
. E
ach
com
mun
ity is
diff
ere
nt, a
s is
eac
h in
divi
dua
l. A
ST
OR
M C
o te
am is
co
mm
itte
d to
se
ek
and
unde
rsta
nd t
he
uniq
ue h
isto
ry, c
ultu
re, a
nd n
eed
s of
a c
om
mun
ity. T
hey
th
en
mat
ch t
he
skill
s an
d re
sour
ces
of t
he
team
to t
he
ide
ntifi
ed
ne
eds
, in
ord
er
to s
erv
e.T
his
attit
ud
e is
mo
de
lled
afte
r th
e m
inis
try
of
Jesu
s w
ho
follo
we
d th
e g
uida
nce
of H
is H
eav
enl
y F
ath
er.
As
he
trav
elle
d, J
esu
s w
oul
d a
rriv
e at
a p
lace
a
nd fir
st m
eet
th
e n
ee
ds o
f th
e p
eo
ple
, wha
teve
r th
ey w
ere
.T
he
Ap
ost
le J
ohn
tells
of t
wo
enc
oun
ters
—o
ne
with
Nic
od
em
us a
nd
on
e w
ith t
he
Wo
man
at t
he
We
ll (J
ohn
3; 4
). H
e tr
eat
ed
eac
h p
ers
on
diff
ere
ntly
,
be
caus
e h
e kn
ew e
ach
part
icul
ar
ne
ed.
Be
caus
e a
team
ent
ers
a c
om
mun
ity w
ith t
his
attit
ud
e of
‘no
ag
en
da’,
and
en
de
avo
urs
to r
eac
h a
ll ar
eas
of t
he
com
mun
ity, t
he
ST
OR
M C
o tr
ip
beco
mes
an
adve
ntur
e. B
y its
ve
ry n
atur
e, t
he
trip
can
not
be
pre
dict
able
. Thi
s at
titu
de
of b
ein
g re
cept
ive
to t
he
ne
eds
of t
he
com
mun
ity a
nd
to
the
dire
ctio
n of
Go
d se
ts t
his
adve
ntur
e ap
art
as
a ra
dica
l mis
sio
n co
nce
pt.
2. N
o ex
pec
tatio
ns—
serv
eS
TO
RM
Co
team
s co
mm
it to
se
rvic
e. T
hey
will
wo
rk
for
a co
mm
unity
an
d le
arn
fro
m t
he
m. T
he
ir g
oa
l is
to s
erve
with
out
co
mp
ens
atio
n. W
he
n a
team
se
rve
s th
e co
mm
unity
, th
ey s
how
th
at t
hey
are
se
rio
us
abo
ut t
he
ir m
issi
on.
A S
TO
RM
Co
team
will
wo
rk
for
a co
mm
unity
usi
ng
wh
atev
er
gift
s an
d re
sour
ces
they
hav
e av
aila
ble.
A S
TO
RM
Co
team
will
als
o se
ek
to le
arn
fro
m
the
com
mun
ity. T
he
cultu
ral e
xcha
nge
and
life
exp
eri
en
ce t
hat
tea
m m
em
be
rs g
ain
fo
r th
em
selv
es
is a
va
luab
le p
art
of t
he
ST
OR
M C
o tr
ip. B
y le
arn
ing
to li
ste
n a
nd
serv
e, te
am
me
mb
ers
lea
rn s
om
e of
th
e m
ost
va
luab
le s
ecr
ets
of li
fe. J
esu
s tu
rne
d th
e w
orl
d up
sid
e d
own
with
His
rad
ica
l co
nce
pt o
f se
rvan
t le
ader
ship
. Th
e se
rvic
e of
a S
TO
RM
Co
team
in t
he
com
mun
ity is
an
atte
mpt
to fo
llow
in H
is fo
otst
ep
s.‘N
o ex
pe
ctat
ions
’ als
o m
ean
s th
at te
ams
do
not
se
ek
to ‘c
onv
ert
’ or
to g
ain
repa
yme
nt fo
r an
y S
TO
RM
Co
activ
ity. T
his
radi
cal c
onc
ept
set
s S
TO
RM
Co
apa
rt f
rom
man
y ch
urch
or
relig
ious
e
nd
eav
ou
rs. T
he
con
cept
of ‘
no
exp
ect
atio
ns’
may
se
em
diffi
cult
for
us a
s C
hris
tians
wh
o ha
ve b
een
gi
ven
a co
mm
issi
on
to ‘g
o an
d m
ake
dis
cip
les
of
all
natio
ns, b
ap
tisin
g th
em ..
.’ (M
att.
28:
19-2
0).
How
eve
r, S
TO
RM
Co
team
s liv
e th
at c
om
mis
sio
n
“”
Eve
ryo
ne
kno
ws
wh
en
a st
orm
ar
rive
s
[Ph
oto
gra
phy
: Ma
rk C
raig
]
054
| TE
AC
H |
i1i1
| T
EA
CH
|
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
esR
eflec
tions
, Im
pre
ssio
ns &
Exp
erie
nces
arou
nd th
e to
wn
first
, and
then
par
ked
near
the
tow
n ce
ntre
. Bef
ore
we
cou
ld g
et o
ut o
f the
car
, the
re w
ere
half
a d
ozen
chi
ldre
n w
aiti
ng to
ask
us
whe
re th
e re
st
of t
he te
am w
as! T
hey
knew
my
nam
e an
d w
ante
d a
ST
OR
M C
o te
am b
ack
in to
wn.
I w
as a
stou
nde
d by
thei
r af
fect
ion
and
the
fond
mem
ori
es th
ey h
ad o
f pr
evio
us te
ams’
vis
its.
5. N
o fe
ar—
wo
rshi
pS
TO
RM
Co
team
s ar
e bu
ilt t
hrou
gh w
ors
hip.
Th
ey
will
not
be
afra
id to
sta
nd
for
the
ir G
od
as t
hey
se
rve
in t
he
Co
mm
unity
. ‘T
here
fore
, I u
rge
you,
bro
ther
s,
in v
iew
of G
od
’s m
ercy
, to
off
er y
our
bo
die
s as
livi
ng
sacr
ifice
s, h
oly
and
ple
asin
g to
Go
d—
this
is y
our
spir
itual
act
of w
orsh
ip’ (
Ro
man
s 12
:1).
A S
TO
RM
Co
team
is n
ot a
frai
d to
de
cla
re it
s st
and
for
the
caus
e of
Je
sus
Chr
ist.
Th
e te
am w
ill
reta
in it
s fo
cus
thro
ug
h da
ily w
ors
hip
tog
eth
er—
a tim
e of
de
dica
tion,
co
mm
itme
nt, t
eam
bui
ldin
g an
d e
nco
ura
ge
me
nt t
hat p
rovi
de
s th
e ba
se fo
r al
l th
at
hap
pe
ns o
n a
trip
. Wh
en
the
foun
datio
n of
a te
am
is ‘e
stab
lish
ed
’ in
wo
rshi
p, t
he
actio
n of
th
e te
am
be
com
es
an
exte
nsio
n of
th
at r
elat
ions
hip
with
Go
d.O
n ev
ery
ST
OR
M C
o tr
ip, t
he
Evi
l On
e w
ill
atta
ck. H
ard
ship
s, d
ang
er
and
confli
ct a
re to
be
exp
ect
ed.
By
its n
atur
e, t
he
ST
OR
M C
o tr
ip w
ill
mak
e co
ntac
t with
bot
h th
e ‘b
est
’ an
d th
e ‘w
ors
t’ a
reas
of a
co
mm
unity
. Thi
s as
soci
atio
n ex
po
ses
the
team
to e
very
forc
e fo
und
the
re. W
he
n th
ose
tr
oub
leso
me
time
s co
me,
th
e b
attle
mu
st b
e w
on
by
a te
am jo
ine
d to
get
he
r in
th
e w
ors
hip
of t
he
ir G
od.
T
he
re is
no
ne
ed
to fe
ar
the
tro
ub
le t
hat
Sat
an m
ay
caus
e. I
f Go
d is
for
us, t
he
n w
ho
can
be
ag
ains
t us?
Team
wo
rshi
pS
TO
RM
Co
team
s ha
ve t
heir
foun
datio
n an
d su
rviv
al
in g
roup
wo
rshi
p. It
is o
fte
n a
pow
erf
ul t
ime
wh
en
chan
ge
take
s p
lace
with
in t
he
team
. Thi
s tim
e m
ust
not
be
com
pro
mis
ed
or
rush
ed
for
any
reas
on.
Th
e p
rep
ara
tion
of te
am
wo
rsh
ips
sho
uld
be
tho
rou
gh
and
take
n as
a p
rivi
leg
e an
d se
rio
us r
esp
ons
ibili
ty.
Eve
nin
g w
ors
hip
is t
he
op
po
rtun
ity f
or
the
team
to
be
conf
ront
ed
with
th
e re
alit
y of
Go
d’s
pow
er
and
pre
sen
ce f
or
that
pa
rtic
ula
r tim
e a
nd
pla
ce. I
t is
cruc
ial t
o te
am s
ucce
ss.
In c
onc
luin
g th
is in
tro
duct
ion
to s
ervi
ce
adve
ntur
e, h
ere
is s
ome
valu
able
par
ting
advi
ce:
the
succ
ess
of S
TO
RM
Co
is n
ot t
he
‘pro
gra
m’,
or
the
tech
no
log
y, o
r th
e sk
ills
of t
he
team
. Suc
cess
is
em
be
dd
ed
in a
n at
titu
de;
tha
t rad
ica
l att
itud
e of
Je
sus
that
firs
t se
eks
to u
nd
ers
tan
d a
ne
ed,
an
d th
en u
nselfis
hly
giv
es
in o
rde
r to
me
et t
he
ne
ed.
On
a tr
ip I
too
k la
st y
ea
r I h
ea
rd a
co
mm
ent
fr
om
a te
am m
em
be
r th
at im
pre
sse
d m
e. H
e sa
id, ‘
I
can’
t be
lieve
tha
t th
ese
kid
s w
atch
eve
ryth
ing
I do.
Im
agi
ne
wh
at o
ur li
ves
wo
uld
be
like
if w
e liv
ed
with
th
is in
tens
ity e
very
day
!’ T
EA
CH
End
note
* T
he
Ad
ven
tist D
eve
lop
me
nt a
nd
Re
lief A
ge
ncy
(A
DR
A)
is a
n in
de
pe
nd
en
t ag
en
cy e
sta
blis
he
d fo
r th
e sp
ecific
pu
rpo
ses
of
ind
ivid
ua
l an
d co
mm
un
ity d
eve
lop
me
nt,
as
we
ll a
s d
isa
ste
r re
lief
in t
he
dev
elo
pin
g w
orl
d. A
s a
n in
tern
atio
na
lly r
eco
gn
ise
d n
on
-g
ove
rnm
en
t org
an
isa
tion
, AD
RA
fu
lfills
th
is p
rim
ary
dir
ect
ive
of i
ts
cha
rte
r w
itho
ut r
eg
ard
to
eth
nic
, po
litic
al,
or
relig
iou
s a
sso
cia
tion
.
Po
stsc
rip
tR
ea
de
rs w
ho
wis
h to
kn
ow
mo
re a
bo
ut S
TO
RM
Co,
an
d p
erh
ap
s jo
in in
th
e se
rvic
e a
dve
ntu
re, m
ay r
ea
d o
f th
e p
rog
ram
’s im
pa
ct
on
com
mu
nity
an
d ch
urc
h, a
nd
lea
rn h
ow
to
pla
n, o
rga
nis
e, a
nd
imp
lem
en
t a S
TO
RM
Co
serv
ice
ad
ven
ture
in t
he
au
tho
r’s
bo
ok:
U
nse
r, K
. (2
001
) S
TO
RM
Co
gu
ide
bo
ok—
ad
ven
ture
in s
erv
ice.
W
ah
roo
ng
a, N
SW
: So
uth
Pa
cific
Div
isio
n o
f th
e S
DA
Ch
urc
h.
1
1 W
ork
ing
on
a b
uild
ing
ren
ova
tion
pro
ject
on
a
ST
OR
M C
o tr
ip
[Ph
oto
gra
phy
:
Ma
rk C
raig
]
“
”
Bef
ore
we
cou
ld g
et o
ut
of
the
car,
th
ere
wer
e h
alf
a d
oze
n ch
ildre
n w
aiti
ng t
o
ask
us
wh
ere
the
rest
of
the
team
w
as
Fro
m t
heo
ry t
o t
he r
eal t
hing
Fo
r ye
ars
I’v
e b
ee
n a
su
pp
ort
er
of
ST
OR
M
Co
—fr
om
th
e b
eg
inn
ing
, in
fa
ct.
In
my
form
er
life
as
a c
hu
rch
ed
ito
r I p
ub
lish
ed
ma
ny
rep
ort
s a
nd
be
liev
e th
e c
on
ce
pt
of
en
co
ura
gin
g y
ou
ng
p
eo
ple
to
se
rve
in s
elfl
es
s w
ays
is b
rill
ian
t. T
he
gla
mo
ur
of
go
ing
to
ou
t-o
f-th
e-w
ay t
ow
ns
an
d
co
mm
un
itie
s s
imp
ly a
dd
s to
th
e a
pp
ea
l.
My
sup
po
rt, t
ho
ug
h, h
as
be
en
ba
se
d o
n t
he
ory
, u
nti
l no
w. F
or
the
firs
t ti
me
, th
is J
uly
, I s
aw
S
TO
RM
Co
in
ac
tio
n, i
n n
ort
he
rn N
SW
—a
t M
ore
e, G
wa
be
ga
r a
nd
Co
on
ab
ara
bra
n.
I ret
urn
ed
mo
re im
pre
sse
d w
ith t
he
actu
alit
y th
an
the
the
ory
. Alm
ost
10
0 le
ft t
he
Avo
nd
ale
Co
lleg
e ca
mp
us a
nd
chur
ch fo
r si
x ar
eas
ran
gin
g fr
om
th
e ab
ori
gina
l co
mm
unity
at G
oo
do
og
a, t
he
oth
er
sid
e of
Li
ght
nin
g R
idg
e, to
th
e S
ydn
ey s
ubur
b of
Mac
qua
rie
Fie
lds.
Mo
st w
ere
Avo
nda
le C
olle
ge
stu
de
nts,
with
a
mix
of o
the
rs f
rom
th
e ch
urch
an
d su
rro
undi
ng
com
mun
ity. T
he
Co
onab
arab
ran
trip
was
org
anis
ed
by t
he
Co
lleg
e C
hurc
h.
ST
OR
M C
o b
eg
an in
19
93
and
its fo
und
er,
Jerr
y U
nse
r, is
stil
l inv
olv
ed.
He
has
see
n it
gro
w
into
a n
atio
na
l an
d in
sev
era
l pla
ces
a w
orl
dw
ide
mov
em
ent
. A r
eco
rd 2
2 te
ams
will
be
invo
lve
d in
n
ort
he
rn N
SW
thi
s ye
ar.
‘Thi
s ye
ar
my
big
pus
h is
to te
ll te
ams
to u
nd
er-
pro
gra
m a
nd
ove
r-e
ng
ag
e,’ h
e sa
ys. H
e w
ants
th
e te
ams
to d
o a
ll th
e p
repa
ratio
n b
efo
re t
hey
leav
e,
‘an
d th
en
en
ga
ge
with
as
man
y as
pe
cts
of t
he
com
mun
ity a
s th
ey c
an. I
thi
nk t
he
key
is to
bui
ld
bri
dg
es
thro
ug
h re
latio
nshi
ps.
A b
y-p
rodu
ct is
th
e te
am d
ynam
ics
that
dev
elo
p w
he
n in
divi
dua
ls h
ave
a p
urp
ose
an
d a
re d
oin
g so
me
pra
ctic
al C
hris
tiani
ty.’
So,
thi
s is
STO
RM
Co
A t
ypic
al S
TO
RM
Co
invo
lve
s a
Kid
s C
lub
in t
he
mo
rnin
gs a
nd c
om
mun
ity s
ervi
ce a
ctiv
ities
in t
he
afte
rno
on.
Th
e K
ids
Clu
b is
aim
ed
mai
nly
at p
rim
ary
sc
ho
ol a
ge
d ch
ildre
n, b
ut I
not
ice
d th
at s
om
e o
lde
r ch
ildre
n a
lso
atte
nd
ed,
oft
en
with
yo
ung
er
bro
the
rs
or
sist
ers
.T
he
serv
ice
activ
itie
s va
ry w
ith t
he
loca
tion
and,
de
pend
ing
on in
put f
rom
th
e lo
cal c
om
mun
ity a
nd
coun
cil,
can
chan
ge y
ear
by
year
. Usu
ally
it w
ill
invo
lve
clea
ning
up
publ
ic p
arks
, hel
ping
eld
erly
p
eo
ple
with
th
eir
ya
rds,
or
serv
ice
s th
e co
unci
ls
dire
ct t
he
m in
—la
st y
ea
r in
Bo
urke
th
at in
clu
de
d
pain
ting
a m
ural
.T
he
Kid
s C
lub
s in
volv
e g
ame
s an
d cr
afts
. Th
ere
’s
usua
lly fa
ce p
aint
ing
and
grou
p ac
tiviti
es. A
‘lea
rnin
g tim
e’ te
nds
to b
e ab
out
ch
ara
cte
r d
eve
lop
me
nt,
ofte
n w
ith p
upp
ets.
An
d th
ere
’s s
ingi
ng;
th
at’s
th
e st
ron
ge
st C
hri
stia
n e
lem
ent
of t
he
pro
gra
m.
No
atte
mpt
is m
ade
to h
ide
the
Chr
istia
n un
de
rpin
nin
gs
of S
TO
RM
Co,
but
it’s
mut
ed
and
pre
sent
ed
in s
uch
a w
ay t
hat
th
ere
hav
e b
ee
n n
o co
mp
lain
ts f
rom
co
mm
uniti
es,
at l
eas
t no
ne
that
I h
ea
r ab
out
. I’m
told
tha
t, a
t firs
t, a
ny c
om
mun
ity
is s
uspi
cio
us a
bou
t wh
at it
’s a
ll ab
out,
but
in t
he
en
d, t
he
ove
rall
serv
ice
em
ph
asi
s fo
r ki
ds
an
d th
e co
mm
un
ity w
ins
ou
t. T
imin
g S
TO
RM
Co
pro
gra
ms
to
coin
cid
e w
ith s
cho
ol h
olid
ays
als
o p
rove
s h
elp
ful t
o pa
rent
s.
Th
e ch
ildre
n re
ally
enj
oy t
he
Kid
s C
lubs
. E
xcite
me
nt fi
lls t
he
halls
wh
ere
they
me
et a
nd
the
re’s
lots
of n
ois
e du
rin
g ac
tiviti
es.
But
it q
uiet
ens
d
own
for
inst
ruct
ions
, th
e n
ext a
ctiv
ity o
r fo
r a
pre
sent
atio
n—
with
a li
ttle
he
lp f
rom
so
me
of t
he
ST
OR
M C
o te
am, o
f co
urse
. B
on
ds t
hat
gro
w b
etw
ee
n th
e te
am m
em
be
rs
(usu
ally
ag
ed
abo
ut 1
7 to
25
yea
rs)
and
the
child
ren
be
com
e ve
ry e
vid
ent
. In
on
e p
lace
I di
scov
ere
d a
girl
with
th
e na
me
of h
er
favo
urite
team
me
mb
er
face
-pai
nte
d o
n h
er
fore
he
ad. S
he
wan
ted
to b
e h
er
frie
nd.
At C
oo
naba
rab
ran
on
e te
am m
em
be
r w
as
de
scri
be
d a
s a
lway
s h
avin
g ‘t
we
nty
kids
han
ging
off
h
er.’ W
hat
I se
e is
evi
de
nce
of a
dmir
atio
n an
d ev
en
resp
ect
fro
m t
he
child
ren
for
the
se o
lde
r bu
t stil
l yo
ung
pe
op
le. I
t may
onl
y b
e a
few
day
s bu
t th
ere
’s
a se
nse
that
th
e im
pact
is g
oin
g to
last
lon
g af
ter
the
ST
OR
M C
o p
rog
ram
is fi
nish
ed.
So
me
of t
he
kids
w
ant t
o b
e a
part
of S
TO
RM
Co
‘wh
en
they
gro
w u
p.’
As
for
the
team
me
mb
ers
, I fi
nd
the
m in
a s
tate
of
se
mi-
exh
aust
ion
afte
r a
few
day
s. T
he
basi
c a
cco
mm
oda
tion
—th
at’s
usu
ally
mat
tre
sse
s st
rew
n o
n a
chur
ch h
all flo
or,
do
esn
’t h
elp
. How
eve
r, th
ere
’s
a se
nse
of e
xcite
me
nt. T
he
conv
ers
atio
n re
adily
tu
rns
to t
he
child
ren
they
’re w
ork
ing
with
—th
e p
rob
lem
s th
ey f
ace,
th
e jo
ys t
hey
’ve
disc
ove
red
and
the
frus
trat
ions
. Th
ere
’s t
alk
ab
out
a p
rob
lem
chi
ld,
an
inci
de
nt, o
r th
e se
nse
of s
atis
fact
ion
in h
elp
ing
out
an
eld
erl
y co
uple
. Th
ere
’s a
focu
s o
n w
hat
is
ha
pp
en
ing.
Be
ing
tog
eth
er
in s
om
ethi
ng
that
’s b
igg
er
than
th
em
is a
bo
ndi
ng
influ
enc
e. T
he
re a
re o
pe
n si
gns
of
tea
m m
em
be
rs s
upp
ort
ing
eac
h ot
he
r. A
nd
the
re’s
STO
RM
Co
pro
gra
ms
chan
ge
lives
Bru
ce M
ann
ers
Sen
ior
pas
tor,
Avo
ndal
e C
olle
ge
Chu
rch,
NS
W
“”
Th
e ke
y is
to
b
uild
bri
dg
es
thro
ugh
rela
tio
nsh
ips
056
| TE
AC
H |
i1i1
| T
EA
CH
|
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
esR
eflec
tions
, Im
pre
ssio
ns &
Exp
erie
nces
‘It’
s n
ot
ab
ou
t th
e n
um
be
rs;
it’s
ab
ou
t s
pe
nd
ing
th
is t
ime
tog
eth
er
to c
on
ne
ct
wit
h G
od
. Ma
ke i
t yo
ur
sm
all
gro
up
, ma
ke i
t yo
ur
co
mm
un
ity.
Se
ek
Go
d a
nd
yo
u w
ill fi
nd
Him
to
nig
ht.
’
As
the
ban
d g
ets
up to
pla
y th
e co
ntex
t has
alr
ead
y b
ee
n se
t. T
his
isn’
t a s
how
. It’s
not
ab
out
th
e lig
hts,
th
e P
A, t
he
foo
d o
r ev
en
the
girl
s. T
he
re’s
so
met
hin
g d
ee
pe
r; s
om
ethi
ng
wo
rth
sea
rchi
ng
for.
Thr
ee
and
a ha
lf ye
ars
ag
o, t
he
staf
f at C
ent
ral
Co
ast A
dve
ntis
t Sch
oo
l (C
CA
S)
had
a dr
eam
to
pro
vid
e so
met
hin
g ex
tra
for
the
sch
oo
l stu
de
nts
that
wou
ld g
ive
them
a c
hanc
e to
co
nnec
t with
Go
d.
Fri
day
nig
hts
are
know
n fo
r th
eir
pa
rtie
s o
n th
e N
SW
Ce
ntra
l Co
ast,
as
is t
he
case
in m
ost
pa
rts
of A
ustr
alia
. Th
e C
ent
ral C
oas
t how
eve
r, se
em
s pa
rtic
ula
rly
pro
ne
to t
he
effe
cts
of b
ing
e dr
inki
ng,
un
de
rag
e se
x an
d te
ena
ge
rs w
ho
ge
ne
rally
hav
e lit
tle p
are
nta
l inp
ut in
to h
ow t
hey
sp
en
d th
eir
tim
e o
n w
ee
ken
ds. I
t was
with
in t
his
cont
ext t
hat t
he
dre
am
was
cas
t to
pro
vid
e an
alte
rnat
ive
for
tee
ns w
ho
didn
’t w
ant t
o g
et c
aug
ht u
p in
th
e w
ho
le p
art
y sc
en
e bu
t, in
ste
ad, w
ante
d to
se
ek
an e
nco
unte
r w
ith G
od.
Th
e su
rpri
sin
g th
ing
to n
ote
abo
ut t
he
FU
EL
pro
gra
ms
that
run
at C
CA
S is
th
at t
he
maj
ori
ty
of s
tud
ent
s w
ho
atte
nd
do
not
co
me
fro
m s
tro
ng
Chr
istia
n h
om
es.
Th
ese
stu
den
ts h
ave
mad
e th
eir
own
de
cisi
on,
with
out
any
pro
mpt
ing
fro
m t
he
ir
pare
nts,
to s
tep
away
fro
m t
he
sce
ne
the
ir fr
ien
ds
are
cau
ght
up
in a
nd
spe
nd
the
ir F
rida
y ni
ght
s at
F
UE
L.
Th
ere
is li
ttle
diff
ere
nce
bet
we
en
the
actu
al
pro
gra
m fo
rmat
for
FU
EL
and
that
of m
any
oth
er
chur
ch p
rog
ram
s. T
he
re’s
a w
elc
om
e, p
rais
e an
d w
ors
hip
mus
ic, a
ta
lk, a
nd
may
be
a vi
de
o.B
ut w
hat d
oe
s se
t th
e p
rog
ram
apa
rt is
tha
t it’s
ru
n by
tee
ns f
or
teen
s. T
he
sett
ing
up a
nd p
acki
ng
up o
f equ
ipm
ent
, th
e m
usic
, an
d of
ten
eve
n th
e ta
lk
all
hap
pe
n b
eca
use
of t
he
tee
ns t
hat h
elp
out
. Th
e ‘o
lder
’ sta
ff, u
sual
ly in
th
eir
mid
-tw
entie
s to
ear
ly
thir
ties,
be
lieve
str
on
gly
in t
he
ide
a of
me
nto
rin
g th
ese
tee
nag
ers
to b
e le
ade
rs a
mo
ng
st t
he
ir p
ee
rs.
Th
e p
hilo
sop
hy is
tha
t a f
rie
nd,
use
d by
th
e H
oly
S
piri
t, m
ay le
ad y
ou
into
a r
elat
ions
hip
with
Chr
ist
even
mo
re p
owe
rful
ly t
han
perh
aps
an a
dult.
Alth
ou
gh
the
num
be
rs m
ay n
ot b
e ‘g
oin
g th
rou
gh
the
roof
’ an
d fin
ance
s m
ight
n’t b
e ‘fl
owin
g ov
er’,
F
UE
L is
defin
itely
dev
elo
ping
its
own
spir
itual
cu
lture
. An
d fo
r th
e te
ens
wh
o m
ake
FU
EL
the
ir ‘c
hurc
h,’ t
hey
wo
uldn
’t g
o w
itho
ut it
. Thi
s is
n’t t
he
chur
ch o
f to
mo
rrow
mak
ing
a st
and
for
the
futu
re; i
t’s
the
chur
ch o
f to
day
mak
ing
a st
and
for
the
tee
ns o
f to
day.
TE
AC
H
“
”
Teen
s ta
nk u
p w
ith s
pir
itual
‘fue
l’E
lia K
reva
rC
hap
lain
, Cen
tral
Co
ast
Ad
vent
ist
Sch
oo
l, E
rina
, NS
W
Th
e m
ajo
rity
w
ho
att
end
ha
ve m
ade
thei
r o
wn
dec
isio
n to
st
ep a
way
fr
om
th
e sc
ene
thei
r fr
ien
ds
are
caug
ht u
p in
an
d s
pen
d
thei
r Fr
iday
n
igh
ts a
t FU
EL
.
1 F
ue
l.
[Ph
oto
gra
phy
: Elia
Kre
var]
1
alw
ays
som
ethi
ng
diff
ere
nt h
app
eni
ng.
Try
ing
to
find
a te
levi
sio
n se
t fo
r th
e S
tate
of O
rigi
n g
ame
that
w
ee
k, w
as o
n th
e m
inds
of s
eve
ral.
I se
nse
d th
at
team
s w
ere
gai
ning
mo
re f
rom
th
e ex
peri
ence
th
an
they
we
re g
ivin
g. A
ctua
lly s
eve
ral t
old
me
they
we
re
ho
oke
d o
n S
TO
RM
Co
pro
gra
ms
for
that
re
aso
n.W
hat
’s im
pre
ssiv
e is
th
at S
TO
RM
Co
lea
de
rsh
ip
fro
m t
he
colle
ge
and
chur
ch is
mad
e up
fro
m a
mo
ng
the
tea
m m
em
be
rs. T
he
re is
no
exp
eri
en
ced
sen
ior
pe
rso
n te
llin
g th
em
wh
at to
do.
Th
ere
is t
rain
ing
bef
ore
th
ey le
ave
ho
me
base
, but
th
at te
nds
to b
e in
th
ing
s lik
e cl
owni
ng,
pup
pet
ry, c
raft
an
d d
eve
lop
ing
pra
ctic
al s
kills
for
the
task
s th
ey m
ay b
e in
volv
ed
in.
Eve
n th
e b
us d
rive
rs w
ere
foun
d am
on
g th
e g
roup
s I
visi
ted.
Fo
r th
ose
leav
ing
fro
m t
he
Avo
nda
le c
amp
us
ther
e’s
usua
lly a
co
uple
ask
ed
to u
pgr
ade
thei
r d
rive
r’s li
cen
se s
o th
ey c
an d
rive
th
e b
us
for
the
ir
gro
up.
So
me
imp
acts
of
STO
RM
Co
I sp
ent
mo
st o
f my
time
with
th
e te
ams,
but
I di
d ta
lk
to a
few
pe
op
le f
rom
th
e co
mm
uniti
es
I vis
ited.
Th
ey
we
re p
osi
tive
abo
ut w
hat
was
hap
pe
nin
g. I
met
Kev
in
at G
wab
eg
ar
(pro
no
unce
d w
ith a
sile
nt ‘G
’). T
he
tow
n its
elf
is s
ma
ll w
ith m
ayb
e 15
0 re
sid
ent
s. K
evin
is
pro
bab
ly in
his
60
s an
d h
e’s
an o
pe
n S
TO
RM
Co
ent
husi
ast.
In
fact
, he’
s ex
ten
de
d hi
s h
ous
e, in
sta
lled
be
ddi
ng
for
the
team
s th
at v
isit
and
he
lps
pro
vid
e fo
od.
Th
e G
wab
eg
ar
ST
OR
M C
o te
am h
as t
he
mo
st c
om
fort
able
acc
om
mo
datio
n an
d p
erh
aps
the
stro
ng
est
loca
l sup
po
rt o
f any
of t
he
team
s.A
co
up
le o
f ye
ars
ag
o K
evin
re
ceiv
ed
an
Au
stra
lia
Day
ho
no
ur fo
r co
mm
unity
se
rvic
es.
I’m
told
he
was
so
imp
ress
ed
with
wha
t th
e fir
st S
TO
RM
Co
team
s di
d th
at h
e fe
lt h
e co
uld
do
som
ethi
ng
in h
is
com
mun
ity a
s w
ell.
He
reck
ons
that
th
e an
nual
S
TO
RM
Co
visi
t is
the
be
st t
hin
g th
at h
app
ens
in
Gw
abe
ga
r. T
his
is t
he
eig
hth
yea
r S
TO
RM
Co
has
co
me
to to
wn
and
the
day
afte
r m
y vi
sit a
co
mm
unity
b
arb
ecu
e w
as h
eld
. ‘T
he
on
ly t
ime
the
com
mun
ity g
ets
tog
eth
er
as
a
wh
ole
is w
he
n S
TO
RM
Co
visi
ts,’
says
Kev
in. ‘
Thi
s is
su
ch a
go
od
thin
g fo
r o
ur to
wn.
’ Lo
ree
na B
utch
er
is a
vet
era
n S
TO
RM
Co
part
icip
ant.
I m
et h
er
on
the
job
at C
oo
naba
rab
ran.
T
his
is h
er
sixt
h S
TO
RM
Co.
Sh
e’s
also
be
en
on
shor
t-te
rm m
issi
on
trip
s to
In
dia
and
Tha
ilan
d. H
er
pass
ion,
th
ou
gh,
is fo
r S
TO
RM
Co.
‘Wh
en
you
go
to t
ho
se o
vers
eas
kin
ds o
f pla
ces,
it’
s bi
g, g
rand
, and
aw
eso
me
with
hu
ge
retu
rns
an
d re
wa
rds,
’ sh
e sa
ys. ‘
It’s
eas
y to
fly
ove
rse
as a
nd
it’s
unre
al.
On
the
oth
er
han
d, w
he
n yo
u g
o to
a
sma
ll to
wn
in A
ustr
alia
, it’s
alm
ost
as
if th
ere
is le
ss
rew
ard
. But
it’s
gre
ate
r, b
eca
use
it’s
at h
om
e. It
can
b
e ha
rde
r at
ho
me,
th
ou
gh.
’S
he
de
scri
be
s th
e sa
tisfa
ctio
n in
th
ese
term
s:
‘Yo
u co
me
back
fro
m a
we
ek
of S
TO
RM
Co
abso
lute
ly t
rash
ed,
tir
ed
and
gru
mpy
, but
yo
u’ve
d
eve
lop
ed
such
a c
lose
re
latio
nshi
p w
ith t
ho
se y
ou
wo
rke
d w
ith. Y
ou’
ve s
ee
n th
em
do
thin
gs
they
’ve
nev
er
do
ne
bef
ore
. It’s
co
ol t
o se
e th
em
ste
p up
w
he
n th
ing
s h
ave
to b
e d
on
e.’
Th
en
the
re’s
th
e as
soci
atio
n w
ith t
he
child
ren.
T
hat
’s a
rew
ard
in it
self.
‘In f
act,
we
get
a g
reat
er
rew
ard
tha
n o
ur im
pact
o
n th
em
. Yo
u se
e sc
ho
ol k
ids
wh
o yo
u th
ink
are
com
ple
te m
oro
ns. T
he
n yo
u se
e th
em
ste
p up
. It’s
g
reat
!’‘T
here
’s a
lso
the
spir
itua
l asp
ect
, wh
ere
we
go
into
a c
om
mun
ity a
nd h
elp
the
kids
to u
nd
ers
tan
d a
little
ab
ou
t Je
sus.
An
d w
e e
nd
up
hav
ing
the
m s
ing
son
gs
abo
ut J
esu
s to
us.
In
the
way
th
ey c
atch
on
to
this
, th
ey te
ach
us a
wh
ole
lot a
bo
ut G
od.
’To
th
ose
wh
o a
re t
hink
ing
of t
ryin
g S
TO
RM
Co
she
has
thi
s m
ess
ag
e: ‘D
o it!
Do
it n
ow!’
‘So
man
y p
eo
ple
I kn
ow s
ay, ‘
It is
n’t m
y th
ing.
’ B
ut t
hey
wo
n’t k
now
unt
il th
ey’v
e tr
ied
it. E
very
on
e I
know
wh
o ha
s do
ne it
has
enj
oye
d it.
’In
cas
e yo
u m
isse
d th
e m
ess
ag
e, s
he
says
it
ag
ain,
‘Do
it! D
o it
now
!’B
e w
arn
ed,
th
ou
gh.
Lo
ree
na’s
sto
ry s
how
s th
at
ST
OR
M C
o ca
n b
e ad
dict
ive.
TE
AC
H
“”
He
reck
ons
th
at t
he
ann
ual
S
TO
RM
Co
vi
sit
is t
he
bes
t th
ing
th
at h
app
ens
in G
wab
egar
qua
rter
pag
e ad
(sp
d t
rave
l)
SPD
trav
elSp
ecia
lisin
g in
bib
lical
and
arc
hael
ogic
al to
urs
that
can
be ta
ilore
d to
sui
t you
r spe
cial
inte
rest
nee
ds.
We
can
assi
st y
ou w
ith a
ll yo
ur p
erso
nal,
educ
atio
nal,
and
chur
ch tr
avel
requ
irem
ents
incl
udin
g St
eps o
f Pau
lCr
uise
s, ai
rfar
es, i
nsur
ance
, car
hire
, acc
omm
odat
ion,
and
scho
ol g
roup
trav
el.
Call
us fo
r bro
chur
es o
r inf
orm
atio
n on
all
your
loca
l and
over
seas
nee
ds.
t
1300
309
831
02
984
7 32
02
e
sp
dtra
vel@
adve
ntis
t.org
.au
f
02 9
847
3300
w
ww
w.a
dven
tist.o
rg.a
u/tr
avel
Phot
ogra
phy:
B C
ox
058
| TE
AC
H |
i1i1
| T
EA
CH
|
058
| TE
AC
H |
i1i1
| T
EA
CH
|
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
es
Intr
od
uctio
nT
hre
e a
nd
a h
alf
ye
ars
ag
o I
de
cid
ed
to
le
ave
the
be
au
tifu
l la
nd
‘D
ow
n U
nd
er’
to
ex
pe
rie
nc
e th
e ‘L
an
d o
f th
e L
on
g W
hit
e C
lou
d’,
oth
erw
ise
kn
ow
n a
s N
ew Z
ea
lan
d. I
ha
d p
rev
iou
sly
vis
ite
d
the
be
au
tifu
l So
uth
Is
lan
d (
for
pra
c-t
ea
ch
ing
) a
nd
ha
d f
all
en
in
lo
ve w
ith
th
e c
ou
ntr
y, b
ut
my
ap
po
intm
en
t w
as
to t
he
No
rth
Is
lan
d a
nd
I h
ad
n
o i
de
a w
ha
t to
ex
pe
ct
as
I he
ad
ed
to
Na
pie
r.
I arr
ive
d in
New
Zea
land
toge
ther
with
Hay
den
, my
husb
and
of o
nly
two
days
. We’
d b
ou
ght
a v
an f
rom
fr
ien
ds
bef
ore
arr
ivin
g a
nd
ho
ney
mo
on
ed
aro
un
d N
ew Z
ea
lan
d fo
r a
cou
ple
of w
ee
ks, b
efo
re h
ea
din
g to
Nap
ier.
Wh
en
we
arr
ive
d, fl
ats
we
re in
sh
ort
su
pp
ly. S
o w
e liv
ed
in o
ur v
an fo
r aw
hile
wai
ting
for
Go
d to
pro
vid
e. A
nd
He
did.
A la
ndl
ord
ch
ose
us
abov
e m
any
oth
er
pro
spe
ctiv
e te
nant
s b
eca
use
I w
as w
ork
ing
in a
Chr
istia
n sc
ho
ol.
Go
d h
as p
rovi
de
d m
any
time
s si
nce.
Aft
er
onl
y si
x m
ont
hs o
ur v
an
bro
ke d
own
bey
on
d re
pair.
Yo
u ca
n im
agi
ne
our
su
rpri
se w
he
n a
Chr
istia
n te
ach
er
I’d m
et f
rom
a
not
he
r sc
ho
ol c
ame
aro
und
with
her
hus
band
and
sa
id, ‘
We’
ve b
ee
n im
pre
sse
d to
giv
e yo
u g
uys
a ca
r, as
we
hav
e tw
o’. S
o, w
e n
ow h
ave
a 19
95
Nis
san
Pul
sar
that
Go
d p
rovi
de
d. H
e h
as a
lso
he
lpe
d us
fin
d a
ho
me
to p
urc
ha
se a
nd
ha
s a
nsw
ere
d so
ma
ny
oth
er
pra
yers
.It
’s n
ot e
asy
leav
ing
your
co
mfo
rt z
on
e an
d ve
ntur
ing
into
a jo
b yo
u’ve
nev
er
do
ne
bef
ore
, an
d in
ano
ther
co
untr
y. B
ut t
her
e’s
also
not
hing
mo
re
wo
nd
erf
ul t
han
wat
chin
g G
od
take
yo
u un
de
r hi
s w
ing
and
show
yo
u hi
s lo
vin
g ca
re a
nd
pro
tect
ion.
O
ver
the
yea
rs G
od
ha
s o
pe
ne
d m
y ey
es
an
d h
elp
ed
me
see
that
teac
hin
g is
not
just
a jo
b; it
’s a
n o
pp
ort
unity
to s
ha
re J
esu
s w
ith H
is p
reci
ous
litt
le
child
ren.
Wh
en
you
go
into
cla
ss w
ith t
hat o
utlo
ok
you
wa
lk a
way
eac
h da
y fe
elin
g co
nte
nt w
ith w
hat
yo
ur c
hild
ren
are
lear
ning
. Tha
t’s t
he
beau
ty o
f te
achi
ng
in a
n A
dve
ntis
t sch
oo
l.If
yo
u h
ave
n’t g
ue
sse
d a
lre
ad
y, m
y p
ass
ion
is
for
Go
d an
d fo
r se
ein
g hi
s ch
ildre
n re
ceiv
e th
e b
est
C
hris
tian
edu
catio
n th
ey p
oss
ibly
can
. Wh
en
I go
to
sch
oo
l eac
h da
y I w
ant t
o kn
ow t
hat
my
child
ren
are
go
ing
to e
njoy
lear
ning
ab
out J
esu
s an
d w
ill w
ant t
o
know
Him
mo
re a
nd
mo
re. I
like
to te
ach
my
Bib
le
less
ons
in a
n ex
citin
g p
lace
tha
t th
e st
ud
ent
s w
ill
enj
oy; a
pla
ce t
hat p
rovi
de
s fo
r a
spe
cia
l tim
e w
hich
th
ey c
an s
pe
nd
with
th
eir
He
ave
nly
Fat
he
r. T
his
yea
r th
at p
lace
is o
ur
‘Pra
yer
Ca
stle
’. W
e a
ll g
o in
sid
e fo
r w
ors
hip
eac
h m
orn
ing.
Th
e ca
stle
pul
ls o
ut f
rom
th
e w
all
for
wo
rshi
p tim
e an
d is
th
en
pus
he
d ba
ck
up a
gai
nst t
he
wa
ll so
we
can
carr
y o
n w
ith o
the
r le
arn
ing
activ
itie
s of
th
e da
y. T
he
child
ren
know
th
at p
lace
is s
pe
cia
l, an
d m
ore
imp
ort
antly
th
ey a
re
lea
rnin
g th
at o
ur
time
with
Go
d is
sp
eci
al.
Th
e la
st fe
w y
ea
rs h
ave
be
en
a hu
ge
lea
rnin
g cu
rve
for
me.
I ha
ve b
ee
n b
less
ed
with
re
al C
hris
t-lik
e p
eo
ple
wh
o ha
ve s
too
d b
esi
de
me
and
uplif
ted
me
as a
teac
he
r, ev
en
wh
en
I fe
lt I w
as m
akin
g so
me
mis
take
s. I
’ve
lea
rne
d th
at if
yo
u’re
will
ing
to
let G
od
use
you,
He
will
tru
ly b
less
yo
u an
d ch
ange
yo
ur li
fe fo
reve
r. In
turn
, yo
u’ll
chan
ge
the
live
s of
th
ose
yo
u te
ach,
an
d m
any
mo
re. I
’m le
arn
ing
and
exp
eri
en
cin
g th
e tr
uth
of P
rove
rbs
3:5
-6:
Tru
st in
th
e L
ord
with
all
you
r h
ea
rt a
nd
lea
n n
ot o
n yo
ur
ow
n u
nd
ers
tan
din
g; in
all
you
r w
ays
ack
no
wle
dg
e H
im a
nd
He
will
ma
ke y
ou
r p
ath
s st
raig
ht. T
EA
CH
‘You
wal
k aw
ay e
ach
day
feel
ing
co
nten
t’M
elis
sa P
eter
sen
Pri
mar
y Te
ache
r, P
arks
ide
Chr
istia
n S
DA
Sch
oo
l, N
apie
r, N
Z
1
1 M
rs P
ete
rse
n
an
d h
er
cla
ss.
[Ph
oto
gra
phy
:
Pet
ers
en
colle
ctio
n]
“”
No
w w
e h
ave
a 19
95
Nis
san
Pu
lsar
th
at G
od
p
rovi
ded
full
pag
e ad
(NZ
ed
ucat
ion)
060
| TE
AC
H |
i1i1
| T
EA
CH
|
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
esR
eflec
tions
, Im
pre
ssio
ns &
Exp
erie
nces
ora
ng
e b
use
s ra
nk a
s th
e lo
we
st a
nd
che
ape
st w
ay
to t
rave
l. T
his
me
ans
that
th
e co
ndi
tion
of t
he
bus
can
be
pre
tty
bad!
It a
lso
me
ans
that
th
e se
atin
g ca
paci
ty o
f a b
us is
onl
y lim
ited
by t
he
num
be
r of
pa
sse
ng
ers
tha
t can
be
squ
eez
ed
in!!
At o
ne
sta
ge
of t
he
jour
ney
to P
ai, o
ur 2
9-s
eat
er
ora
ng
e bu
s ca
rrie
d ov
er
50
pe
op
le. T
he
re w
ere
eve
n p
eo
ple
ha
ngi
ng
out
of t
he
bus
do
ors
!!It
was
gre
at to
se
e di
ffe
rent
pa
rts
of t
he
coun
try.
A
s w
e tr
ave
lled
furt
he
r n
ort
h, t
he
villa
ge
s b
eca
me
mo
re is
ola
ted
(so
me
hid
de
n in
th
e va
lleys
be
low
), t
he
road
s m
ore
win
ding
(o
ne b
eau
tiful
se
ctio
n fo
llow
s th
e M
oe
rive
r w
hich
div
ide
s T
hai
lan
d an
d B
urm
a),
and
the
hills
hig
he
r, w
hile
tra
velin
g 10
0km
too
k fiv
e h
our
s! It
’s t
he
dry
seas
on
now
; how
be
autif
ul t
he
rain
fore
st m
ust b
e du
rin
g th
e w
et s
eas
on.
Our
tra
vels
too
k us
to to
wns
and
vill
age
s, a
larg
e ca
ve, a
nd
tem
ple
s w
ith lo
ts o
f sta
irs.
Be
caus
e it
was
S
on
gkra
n, w
e g
ot a
bso
lute
ly d
renc
he
d by
pe
op
le
thro
win
g b
ucke
ts o
f wat
er,
as w
e tr
ave
lled
past
in t
he
op
en
-win
dow
ed
son
gth
aew
s. A
nd
we
lau
gh
ed
ou
r he
ads
off!
Dur
ing
So
ng
kra
n, C
hia
ng
Mai
str
eet
s w
ere
cr
owd
ed:
Ve
hic
les
pile
d w
ith p
eo
ple
an
d b
uck
ets
of
wat
er;
str
eet
ve
nd
ors
se
llin
g fo
od
an
d b
lock
s of
ice;
an
d ki
ds fe
tchi
ng
wat
er
fro
m t
he
old
city
mo
at. O
ur
ho
pe
of s
ho
pp
ing
quic
kly
eva
po
rate
d, a
s m
any
of t
he
sho
ps
we
re c
lose
d ov
er
the
fest
iva
l we
eke
nd.
All
that
exc
item
ent
is o
ver
now
, an
d it’
s ni
ce to
be
ho
me
ag
ain.
Th
ere
are
thr
ee
mo
re w
ee
ks o
f te
achi
ng
befo
re t
he
exam
s, a
nd s
cho
ol e
quip
me
nt h
as to
be
org
anis
ed
for
the
new
sch
oo
l ye
ar,
sta
rtin
g in
May
.U
ntil
nex
t tim
e,Ja
nita
an
d M
ich
elle
Fro
m: J
anita
Bo
nd
& M
ich
elle
Lo
ng
[mai
lto:ja
nita
mis
ha@
hotm
ail.c
om
]S
ent
: Fri
day,
8 J
une
20
07, 6
:05
PM
Sub
ject
: Tha
ilan
d up
date
...te
achi
ng!
!
De
ar
Eve
ryo
ne,
It h
as b
ee
n ov
er
a m
ont
h si
nce
we
last
wro
te
(oo
ps!
!). S
o m
uch
ha
s h
ap
pe
ne
d. W
e’ve
be
en
he
re
for fiv
e m
ont
hs, o
ffici
ally
. Th
e w
et s
ea
son
ha
s b
eg
un.
T
his
me
ans
lots
of w
ate
r, m
ud,
hum
idity
, sw
eat
, an
d m
osq
uito
es.
We
have
sta
rte
d a
new
fas
hio
n! O
ur
sch
oo
l att
ire
incl
ud
es
gum
bo
ots,
um
bre
lla, a
nd
a m
inim
um
of t
wo
sch
oo
l ba
gs
ea
ch.
So
me
stu
de
nts
at t
he
loca
l ‘S
evvi
e’ T
hai s
cho
ol
have
just
cau
ght
P.F
. ma
lari
a (t
he
bad
on
e th
at c
an
go
to t
he
bra
in).
Luc
kily
th
ere
are
man
y cl
inic
s th
at
can
det
ect
an
d tr
eat
th
e di
ffe
rent
form
s of
ma
lari
a.
But
unf
ort
unat
ely
pe
ople
stil
l die
, par
ticul
arly
in
rem
ote
mo
unta
in v
illa
ge
s. D
on’
t wo
rry,
Mae
Ram
at is
no
t in
a ba
d ‘m
ozzi
e’ a
rea
an
d H
ele
n a
lway
s re
min
ds
us to
cov
er
up. S
cho
ol s
tart
ed
thre
e w
ee
ks a
go,
eve
n th
ough
it fe
els
like
yest
erda
y. T
he
stud
ents
hav
e b
ee
n ve
ry e
xcite
d a
bo
ut h
avin
g fo
reig
n te
ach
ers
. We
are
wai
ting
for
the
nov
elty
to w
ea
r of
f an
d st
ud
ent
s’
rea
l pe
rso
na
litie
s to
‘shi
ne’
th
rou
gh.
Th
e sc
ho
ol i
n th
e re
fug
ee
cam
p is
so
diff
ere
nt
to w
hat w
e a
re u
sed
to. W
ide
ag
e sp
ans
exis
t in
clas
ses,
as
in g
rad
e 10
. So
me
stu
de
nts
are
ag
ed
15 y
ea
rs, w
hile
oth
ers
are
22
yea
rs o
ld. T
he
re a
re
no
pro
gra
ms;
be
ll tim
es
are
ran
do
m (
wh
en
eve
r th
e st
ud
ent
s fe
el l
ike
the
pe
rio
d sh
oul
d fin
ish)
; cla
sse
s a
re o
fte
n w
itho
ut te
ach
ers
; an
d w
he
n it
rain
s h
eav
ily
youn
g ch
ildre
n ca
n b
e se
en d
anci
ng n
ake
d un
der
the
run
-off
fro
m t
he
roof
. Th
e cl
assr
oo
m r
oof
leak
s an
d a
ll te
ach
ers
ne
ed
a co
mp
ulso
ry d
egre
e in
ye
lling
to
be
he
ard
ove
r n
ea
rby
clas
ses,
no
isy
child
ren,
sq
ue
alin
g p
igs,
an
d th
e ra
in. E
ven
tho
ug
h, it
’s
enjo
yabl
e an
d ad
ds to
th
e ov
eral
l exp
erie
nce.
We
have
just
sta
rte
d an
En
glis
h yo
uth
Sab
bath
S
cho
ol l
ess
on,
an
d w
e a
re p
rayi
ng
that
a lo
t of
stu
de
nts
will
att
en
d. A
lso,
we’
ve b
ee
n as
ked
to d
o a
spe
cia
l ite
m fo
r th
e S
abba
th S
cho
ol p
relim
ina
rie
s ev
ery
we
ek.
Ru
eb
en
Tie
rney
, a n
ew v
olu
nte
er
tea
che
r h
as
join
ed
us f
rom
Aus
tra
lia. H
e w
ante
d to
get
so
me
exp
eri
enc
e b
efo
re g
oin
g to
Avo
nda
le to
stu
dy B
Sc/
BTc
h. I
t’s b
ee
n g
reat
hav
ing
an
oth
er
Au
ssie
aro
un
d.
He
is a
ble
to c
onn
ect
re
ally
we
ll w
ith t
he
boy
s.
Th
ey p
lay
socc
er
with
th
e st
ud
ent
s at
He
len’
s e
ach
Sun
day,
but
we
have
n’t a
ny g
irls
pla
yin
g, y
et (
apa
rt
fro
m t
wo)
. It’s
ve
ry r
are
for
girl
s to
pla
y sp
ort
he
re.
Po
ssib
ly, p
artic
ipat
ion
is m
ore
co
mm
on in
th
e ci
ties
than
up
here
in t
he
‘jung
le’.
Th
ere
are
few
hap
pe
nin
gs,
apa
rt f
rom
sch
oo
l, bu
t w
e’re
exc
ited
abo
ut t
he
soo
n a
rriv
al o
f Bra
d W
atso
n a
nd
stu
de
nts
fro
m A
von
da
le C
olle
ge.
Oth
er
visi
tors
’ na
me
s ar
e a
lso
ma
rke
d in
our
dia
rie
s fo
r th
e n
ext
mo
nths
ah
ead
. Any
bo
dy is
we
lco
me
to v
isit
us, a
t an
ytim
e. W
e lo
ve v
isito
rs!!
We
ho
pe
all
is w
ell
with
yo
u. T
han
ks to
th
ose
wh
o ha
ve e
mai
led
and
pra
yed
for
us, a
nd
als
o D
r R
og
ers
’ p
ho
ne
up-l
ink
pro
mot
ing
mis
sio
n w
ork
. Th
ank
you
Ke
rrily
n M
cPh
ee,
for
sen
din
g a
ll th
e yu
mm
y,
de
licac
ies.
We
app
reci
ate
the
se li
ttle
th
ou
ght
s so
m
uch!
!! S
tay
safe
an
d ta
ke c
are
.Lo
ve J
anita
an
d M
ich
elle
P.S
. So
rry
for
any
err
ors
, th
e ke
ybo
ard
is n
ot
wo
rkin
g w
ell!
! TE
AC
H
[Ph
oto
gra
phy
:
Jan
ita B
on
d +
Mic
he
lle L
on
g]
Fro
m: J
anita
Bo
nd
& M
ich
elle
Lo
ng
[mai
lto:ja
nita
mis
ha@
hotm
ail.c
om
]S
ent
: We
dne
sday
, 10
Janu
ary
20
07, 2
:35
PM
Su
bje
ct: A
rriv
ed
De
ar
All,
Thi
s is
just
a li
ttle
me
ssa
ge
to s
ay, y
es,
we
have
fin
ally
sta
rte
d ou
r T
hai
land
adv
ent
ure!
Bot
h Ja
nita
an
d I a
rriv
ed
safe
ly in
Ban
gko
k o
n S
unda
y ni
ght
. We
will
be
pic
kin
g u
p o
ur
visa
s a
nd
the
n tr
ave
l on
to M
ae
Sot
, wh
ere
He
len
Ha
ll w
ill p
ick
us u
p an
d ta
ke u
s to
o
ur n
ew h
om
e in
Mae
Ram
at.
If a
ll w
ork
s o
ut O
K, w
e w
ill p
oss
ibly
sta
rt te
achi
ng
on
Mo
nda
y! It
’s a
ll so
ve
ry s
oo
n, b
ut it
will
be
go
od
to
get
sta
rte
d.N
ote:
Ab
ove
is o
ur
new
em
ail
ad
dre
ss.
We
ho
pe
that
yo
ur n
ew y
ea
r ha
s st
art
ed
we
ll; a
p
raye
r fo
r yo
u a
ll.Lo
ve,
Jani
ta a
nd
Mic
he
lle
Fro
m: J
anita
Bo
nd
& M
ich
elle
Lo
ng
[mai
lto:ja
nita
mis
ha@
hotm
ail.c
om
]S
ent
: Sun
day,
18
Fe
bru
ary
20
07, 2
:05
PM
Su
bje
ct: T
ak v
isit
De
ar
Eve
ryo
ne,
It fe
els
like
ag
es
sinc
e w
e la
st w
rote
. We’
ve b
ee
n bu
sy w
ith s
cho
ol,
and
trav
elli
ng.
We
we
re fo
rtun
ate
to h
ave
a lo
ng
we
eke
nd
off,
and
too
k th
e o
pp
ort
unity
to
tra
vel t
o Ta
k p
rovi
nce.
We
stay
ed
in M
ae S
ot fo
r th
e ni
ght
, bef
ore
hir
ing
a m
oto
rbik
e o
n S
unda
y an
d h
ea
din
g fo
r tw
o b
eau
tiful
nat
ion
al p
ark
s, v
isiti
ng
man
y w
ate
rfal
ls a
nd e
ndur
ing
stee
p cl
imbs
. By
Mo
nda
y af
tern
oo
n, w
e w
ere
exh
aust
ed!
!!O
n Tu
esd
ay w
e to
ok
it e
asy,
wa
lkin
g th
rou
gh
Mae
Sot
an
d th
e b
ord
er
ma
rket
s (b
etw
ee
n T
haila
nd
and
Bur
ma
—ap
prox
8km
fro
m M
ae S
ot).
Th
ere,
w
e p
urch
ase
d so
me
be
d ro
lls (
so t
hat
we
can
sle
ep
on
the
vera
nda
h w
he
n it
get
s re
ally
hot
) an
d 1k
g of
ca
shew
s. W
e at
e th
e nu
ts in
four
day
s!!!
Car
ryin
g th
e b
ed
rolls
on
the
mot
orb
ike
was
an
inte
rest
ing
exp
eri
enc
e an
d m
ade
us fe
el l
ike
tru
e lo
cals
. I t
hink
yo
u co
uld
see
mo
re b
edr
oll
than
pe
rso
n!!
An
d hi
rin
g th
e m
oto
rbik
e w
as a
re
al b
less
ing.
It
allo
we
d us
to t
rave
l muc
h fu
rth
er
than
hav
ing
to r
ely
on
loca
l tra
nsp
ort
. On
e da
y, w
e w
ere
rid
ing
alo
ng
a di
rt r
oad
to w
hat f
elt
like
the
mid
dle
of n
owh
ere
(j
ust j
ungl
e), i
n se
arch
for
the
elu
sive
‘Nat
ura
l Ro
ck
Bri
dg
e’. W
e e
nd
ed
up n
ot fi
ndin
g it,
but
had
fun
try
ing
to g
et t
he
re. T
he
road
was
qui
te s
tee
p an
d ru
tte
d in
one
sp
ot, r
esul
ting
in u
s st
acki
ng t
he
bike
. We
tho
ug
ht w
e h
adn’
t do
ne
any
dam
ag
e to
th
e b
ike,
but
w
he
n Ja
nita
ret
urn
ed
the
bik
e to
th
e hi
re c
om
pany
th
ey m
anag
ed to
fin
d e
no
ug
h da
ma
ge
to a
sk fo
r 5
00
baht
rep
air
cost
s. T
his
was
mo
re t
han
wh
at w
e ha
d pa
id fo
r th
e th
ree
days
’ hir
e!!!
(A
ll en
ded
we
ll th
ou
gh.
)W
hile
se
arc
hin
g fo
r th
e B
rid
ge,
we
wa
lke
d a
lon
g a
log
gin
g tr
ack
and
saw
a s
ight
th
at m
ade
our
sk
in c
raw
l! O
n h
ea
rin
g so
me
rust
ling
on
the
road
-ba
nk, w
e lo
oke
d cl
ose
r to
dis
cove
r th
ous
ands
of
‘sw
arm
ing’
spi
ders
(lo
oke
d lik
e da
ddy-
long
legs
).
Th
ey w
ere
so
thic
k an
d cr
awlin
g ov
er
eac
h ot
he
r th
at t
he
gro
und
see
me
d to
mov
e. A
fte
r ta
kin
g so
me
phot
os, w
e gl
adly
co
ntin
ued
wa
lkin
g.G
radu
atio
n is
co
min
g up
nex
t we
eke
nd,
so
this
w
ee
k is
gu
ara
nte
ed
to b
e b
usy
. We
are
loo
kin
g fo
rwa
rd to
a h
ous
e fu
ll of
vis
itors
.B
est
wis
he
s, if
yo
u w
ho
are
sta
rtin
g C
olle
ge
this
ye
ar.
Mak
e su
re y
ou
mak
e th
e m
ost
of y
our
tim
e at
Avo
nda
le. I
t’s a
pla
ce fo
r g
row
ing
and
cre
atin
g w
on
de
rful
me
mo
rie
s.P
rayi
ng
for
you
all,
an
d w
ishi
ng
you
Go
d’s
b
less
ing.
Jani
ta a
nd
Mic
he
lle
Fro
m: J
anita
Bo
nd
& M
ich
elle
Lo
ng
[mai
lto:ja
nita
mis
ha@
hotm
ail.c
om
]S
ent
: Fri
day
20
Ap
ril 2
007
, 6:0
3 P
MS
ub
ject
: Ch
ian
g M
ai H
olid
ay
De
ar
Eve
ryo
ne,
How
ya! I
t’s a
bo
ut t
ime
we
em
aile
d an
up
date
, as
pro
mis
ed.
We
ho
pe
you
all
ha
d a
n e
njo
yab
le E
ast
er
with
lots
of r
est
, inc
ludi
ng
cho
cola
te a
nd
fam
ily t
ime.
We’
ve ju
st c
om
e ba
ck f
rom
a o
ne
-we
ek
ho
liday
in
th
e n
ort
h of
Th
aila
nd,
enj
oyin
g th
e w
ate
r fe
stiv
al
(So
ngk
ran)
in C
hian
g M
ai. W
e w
ere
luck
y to
hav
e K
’ Ye
h H
too,
on
e of
th
e gi
rls
wh
o h
elp
He
len,
co
me
with
us.
To
get
aro
und
we
cau
ght
loca
l so
ng
thae
ws
(ta
xis)
, mot
orb
ikes
, and
ora
nge
buse
s. In
Tha
iland
,
Tha
iland
dia
ryJa
nit
a B
on
d &
Mic
hel
le L
ong
2006
Avo
ndal
e B
Sc
/ B
Teac
h (S
eco
ndar
y), a
nd B
Ed
(P
rim
ary)
gra
dua
tes,
wo
rkin
g a
s ov
erse
as m
issi
on
volu
ntee
rs in
Mae
Ram
ut, T
haila
nd
062
| TE
AC
H |
i1i1
| T
EA
CH
|
Refl
ectio
ns, I
mp
ress
ions
& E
xper
ienc
esR
eflec
tions
, Im
pre
ssio
ns &
Exp
erie
nces
Pro
gre
ssio
n in
wri
tte
n ca
lcul
atio
n st
rate
gie
s •
for
div
isio
nU
sing
gra
phic
s ca
lcul
ator
s w
ith lo
w-
• at
tain
ing
pupi
lsG
en
era
lisin
g a
rith
met
ic: a
n a
ltern
ativ
e to
•
alg
eb
raLe
arn
ing
sup
po
rt a
ssis
tant
s in
mat
he
mat
ics
• le
sso
ns
Incl
usi
on
an
d e
ntitl
em
ent
, eq
ua
lity
of
• op
po
rtun
ity a
nd q
ualit
y of
cur
ricu
lum
p
rovi
sio
n.
Th
e au
tho
rs’ c
ont
rib
utio
ns a
re p
ert
ine
nt f
or
bot
h p
rim
ary
an
d se
con
dary
mat
he
mat
ics
clas
sro
om
s,
acro
ss c
oun
trie
s. O
ne
of t
he
stre
ng
ths
of t
he
bo
ok
is t
he
ma
nn
er
in w
hic
h re
sea
rch
ers
an
d te
ach
ers
, to
get
he
r, w
ork
ed
in e
qua
l pa
rtn
ers
hip
tow
ard
th
e d
eve
lop
me
nt o
f mat
he
mat
ica
l th
inki
ng
amon
g pu
pils
and
stu
dent
s in
th
e te
ache
rs’
cla
ssro
om
s. A
fur
the
r st
ren
gth
is t
he
reco
gn
itio
n th
at d
iffe
rent
dis
cip
line
s (o
r cu
rric
ulum
sub
ject
a
rea
s) h
ave
the
ir o
wn
spe
cific
sp
eci
al n
ee
ds,
so
that
th
e hi
gh
ly a
bst
ract
nat
ure
of m
ath
em
atic
s ca
nnot
be
tre
ate
d in
th
e sa
me
way
as
for
less
ab
stra
ct d
isci
plin
e ar
eas.
Su
ppo
rtin
g m
athe
mat
ical
thin
king
is a
n in
form
ativ
e, b
ala
nce
d, a
nd
evid
enc
e-b
ase
d so
urce
for
teac
hing
mat
hem
atic
al t
hink
ing
in
the
com
ple
xity
of t
he
clas
sro
om
set
ting
(e.g
., kn
owle
dg
e of
sub
ject
are
a, te
achi
ng
skill
s, a
n un
de
rsta
ndi
ng
of e
ach
stu
de
nt a
s le
arn
er,
the
abili
ty a
nd t
ime
to e
ffica
cio
usl
y o
bse
rve,
to
refle
ct, a
nd
to s
ha
re in
sig
hts
with
co
llea
gu
es)
. M
ore
par
ticul
arly
, th
e au
tho
rs a
ddre
ss t
he
cha
llen
ge
s fa
ced
by t
ho
se c
hild
ren
wh
o m
ight
be
cons
ide
red
to b
e ‘lo
w-a
ttai
nin
g’ in
mat
he
mat
ics.
T
he
bo
ok
focu
ses
on
pri
ma
ry s
cho
ol (
Ye
ars
1
to 7
) cl
assr
oo
ms,
but
I re
com
me
nd
it al
so to
se
con
dary
teac
he
rs, s
ince
th
e co
nte
nts
are
rele
vant
to a
ll m
ath
em
atic
s cl
ass
roo
ms.
TE
AC
H
Th
is b
oo
k h
as
pa
rtic
ula
r va
lue
for
sch
oo
l le
ad
ers
an
d ad
min
istr
ator
s. T
he
auth
ors
have
rai
sed
ethi
cal ‘
dile
mm
as’ b
eca
use
they
be
lieve
th
e to
pic
of s
ex a
nd
sexu
alit
y ha
s im
plic
atio
ns fo
r p
rofe
ssio
nal p
ract
ice,
an
d th
at t
his
are
a h
as
not
be
en
suffi
cien
tly a
ddre
sse
d in
lead
ersh
ip
cou
rse
s to
re
solv
e p
ote
ntia
lly c
ritic
al i
ssu
es
in
the
edu
catio
nal w
ork
pla
ce. B
y fo
cusi
ng
on
UK
sc
ho
ols
, th
e au
tho
rs r
eg
rett
ably
lim
it th
e b
oo
k’s
valu
e fo
r an
Aus
tra
lian
audi
enc
e. H
owev
er,
the
rea
de
r m
ay fi
nd
the
case
stu
die
s a
nd
sce
na
rio
s in
tere
stin
g.
Co
ntro
vers
ial s
exu
al b
eh
avio
urs
may
be
less
co
mm
on in
faith
-bas
ed s
cho
ols,
wh
ere
ther
e is
a s
tro
ng t
he
olo
gica
l und
erp
inni
ng fo
r ‘r
ight
’ an
d ‘w
ron
g’ b
eh
avio
urs.
Sim
ilar
situ
atio
ns m
ay,
neve
rthe
less
, exi
st in
faith
-bas
ed s
cho
ols
give
n th
e di
vers
ity o
f be
liefs
, pe
rso
na
l va
lue
s, a
nd
life
styl
es
inh
ere
nt in
any
sch
oo
l co
mm
un
ity.
Th
e so
lutio
ns o
ffe
red
by t
he
auth
ors
ten
d to
p
rom
ote
a tr
aditi
ona
l ‘b
ure
aucr
atic
’ ap
pro
ach
to o
btai
n ex
tern
al c
om
plia
nce
in t
he
hope
of
ach
ievi
ng
inte
rna
l co
ntro
l ove
r b
eh
avio
urs
. Whi
le
stri
ct c
om
plia
nce
may
act
as
a d
ete
rre
nt, g
reat
er
visi
on
is r
equ
ire
d to
lead
an
d g
uid
e st
aff a
nd
stu
de
nts
in a
sch
oo
l. T
he
auth
ors
ove
rlo
ok
the
pers
onal
qua
litie
s an
d co
mp
eten
cies
th
at le
ader
s n
ee
d to
ma
na
ge
such
issu
es,
an
d th
eir
em
ph
asi
s o
n tr
aini
ng
and
exte
rna
l co
ntro
ls m
isse
s th
e ke
y p
oin
t of i
nspi
ratio
nal l
eade
rshi
p. In
deed
, th
e co
mp
lexi
ty o
f iss
ue
s ra
ise
d a
nd
the
nat
ure
of t
he
ge
ne
ral s
olu
tions
pro
po
sed
ofte
n le
ave
s o
ne
with
a
sens
e of
fru
stra
tion.
Legi
slat
ion
cove
rin
g ch
ild p
rote
ctio
n, a
nti-
disc
rim
inat
ion
and
equa
l opp
ort
unity
can
si
gn
ifica
ntly
impa
ct o
n e
mp
loym
ent
pra
ctic
es
thro
ug
h co
nse
que
nce
s of
no
n-c
om
plia
nce.
R
ead
ers
ne
ed
to b
e aw
are
of A
ustr
alia
n le
gisl
atio
n ra
the
r th
an t
hat q
uot
ed
for
gov
ern
ance
of B
ritis
h sc
ho
ols
. In
pa
rtic
ula
r, ch
ild p
rote
ctio
n le
gisl
atio
n in
Aus
tra
lia is
ve
ry s
pe
cific
, an
d st
aff
need
s to
be
cont
inua
lly u
pda
ted
in t
his
area
for
both
pre
vent
ativ
e pu
rpos
es a
nd c
om
plia
nce.
Th
e au
tho
rs a
lso
me
ntio
n th
e us
eful
ne
ss o
f co
de
s of
co
ndu
ct. H
owev
er
the
se r
are
ly c
ove
r al
l si
tuat
ions
. Wh
en
em
plo
yer-
det
erm
ine
d, w
itho
ut
staf
f co
nsul
tatio
n an
d n
eg
otia
tion,
th
ey e
ithe
r m
ay b
e ig
no
red,
or
be
com
e a
sour
ce o
f sta
ff
frus
trat
ion
and
unio
n a
gita
tion.
Su
gg
est
ions
put
fo
rwa
rd f
or
pro
fess
ion
al
dev
elo
pm
ent
aim
to p
reve
nt c
ont
rove
rsia
l sex
ua
l re
latio
nshi
ps t
hrou
gh im
ple
me
ntat
ion
of v
ari
ou
s ac
tiviti
es.
Th
e ap
pro
ach
es
canv
asse
d m
ay b
e us
eful
to d
evel
op
scho
ol-
base
d p
olic
ies
and
pro
cedu
res,
as
de
ma
nd
ed
by s
tate
aut
ho
ritie
s fo
r re
gist
ratio
n in
Aus
tra
lia. A
ltern
ativ
ely
, th
ey c
oul
d be
use
ful t
o re
info
rce
valu
es
and
crea
te a
sch
oo
l cu
lture
th
at m
ake
s se
xua
l re
latio
nshi
ps
bet
we
en
staf
f, o
r b
etw
ee
n st
aff a
nd
stu
den
ts u
neth
ica
l, u
nac
cept
ab
le, o
r in
dict
ab
le.
Whi
le le
ad
ers
mig
ht g
ain
a g
reat
er
awa
ren
ess
of
pot
ent
ial i
ssu
es
an
d p
oss
ible
so
lutio
ns
fro
m
read
ing
this
bo
ok,
it c
oul
d b
e of
mo
re b
en
efit
to
pre
-se
rvic
e a
nd
be
gin
nin
g te
ach
ers
on
the
pot
ent
ial c
on
seq
ue
nce
s o
f sex
ua
l re
latio
nsh
ips
in a
sch
oo
l set
ting.
Th
e b
oo
k’s
defic
ienc
y as
a
reso
urce
for
Adv
ent
ist t
eac
he
rs is
its
lack
of
a C
hri
stia
n p
ers
pe
ctiv
e. U
ltim
ate
ly, t
he
bo
ok’
s us
eful
ness
will
be
judg
ed o
n th
e n
ee
ds o
f th
e re
ad
er.
TE
AC
H
Teac
hers
beh
avin
g b
adly
? D
ilem
mas
for
scho
ol l
ead
ers
Mye
rs, K
. et a
l. (
20
05)
. Lo
nd
on:
Ro
utle
dg
e F
alm
er.
Mar
ilyn
Han
sen
Ass
oci
ate
Dir
ect
or
of E
duca
tion,
Sev
ent
h-d
ay
Ad
vent
ist S
cho
ols
, NN
SW
Ltd
Str
ess
—it’
s a
part
of m
od
ern
life
. Th
e au
tho
r ex
amin
es
the
sour
ces
of s
tre
ss, b
oth
the
obv
iou
s a
nd
hid
de
n, a
nd
sug
ge
sts
stra
teg
ies
for
Th
e co
ntri
buto
rs to
thi
s b
oo
k se
t out
to p
rom
ote
mat
he
mat
ica
l th
inki
ng
bey
on
d a
rith
met
ica
l th
inki
ng, a
nd to
sup
por
t inc
lusi
ve p
ract
ice
s in
cu
rre
nt m
ath
em
atic
s cl
ass
roo
ms.
Fe
atur
es
of t
he
text
incl
ude:
How
low
-att
aini
ng
stu
de
nts
can
thin
k •
mat
he
mat
ica
llyN
ume
racy
re
cove
ry•
Task
ref
usa
l in
prim
ary
mat
hem
atic
s•
man
agi
ng
it. T
eac
he
rs’ o
wn
sto
rie
s an
d h
elp
ful
insi
ght
s a
re s
catt
ere
d th
rou
gh
ou
t th
e b
oo
k.
Inte
rest
ing
rese
arc
h fin
ding
s ar
e di
scus
sed
such
as
, ‘a
ge
has
be
en
foun
d to
be
a d
ete
rmin
ing
fact
or
in te
ach
ers
’ wo
rkp
lace
str
ess
’; ‘te
ach
ers
, nu
rse
s, c
hild
min
de
rs a
nd
care
rs h
ave
the
hig
he
st r
ate
s of
tur
nin
g up
for
wo
rk, w
he
n si
ck’
an
d ‘te
ach
ers
ave
rag
e a
tho
usa
nd
inte
rpe
rso
na
l co
ntac
ts in
a t
ypic
al w
ork
day
’. U
nfo
rtun
ate
ly, t
he
rese
arc
h so
urc
es
are
not
ful
ly r
efe
ren
ced.
Thi
s b
oo
k fo
cuse
s o
n te
ach
ers
thr
ivin
g ra
the
r th
an c
op
ing.
Its
go
al i
s e
nthu
sias
m a
bo
ut w
ork
a
nd
ba
lan
cin
g p
hysi
cal a
nd
me
nta
l he
alth
. Whi
le
tea
che
rs c
an b
e d
evot
ed
to t
he
we
ll-b
ein
g of
th
eir
st
ud
ent
s, w
he
n it
com
es
to n
urt
uri
ng
eac
h ot
he
r th
e p
ictu
re is
not
so
po
sitiv
e. T
eac
he
rs te
ll of
th
eir
hig
hs a
nd
low
s, o
f thi
ng
s th
at w
ork
ed
we
ll an
d of
oth
ers
tha
t did
n’t.
Th
ey s
pe
ak p
lain
ly o
f str
ess
ill
ne
ss a
nd
reco
very
. Thi
s as
pe
ct o
f te
ach
ers
’ p
ers
on
al r
efle
ctio
ns
adds
to t
he
rea
da
bili
ty o
f th
e b
oo
k. I
am s
ure
man
y re
ade
rs w
ill fi
nd
sto
rie
s to
w
hich
th
ey c
an p
ers
ona
lly r
ela
te. T
he
auth
or’s
U
K fo
cus,
whi
le s
tro
ng,
do
es
not
ove
rly
det
ract
fr
om
th
e us
eful
ne
ss o
f th
e b
oo
k fo
r te
ach
ers
w
orl
d-w
ide.
‘Wo
rry
do
es
not
em
pty
tom
orr
ow o
f so
rrow
, it
em
ptie
s to
day
of s
tre
ng
th’ (
Co
rry
ten
Bo
om
)’ a
nd
‘Mo
st fo
lks
are
abo
ut a
s ha
ppy
as
they
mak
e up
th
eir
min
ds to
be’
, (A
brah
am L
inco
ln)’,
are
just
tw
o of
th
e m
any
pith
y sa
yin
gs
that
ad
d in
tere
st to
th
e b
oo
k.
Thi
s is
cle
arl
y a
‘se
lf-h
elp
’ bo
ok;
with
out
ap
olo
gie
s. It
se
eks
to d
iffe
rent
iate
itse
lf fr
om
th
e co
mm
on
irri
tatio
n of
se
lf-h
elp
bo
oks
in t
he
are
a of
ap
plic
atio
n an
d ac
hiev
es
this
by
pro
vidi
ng
lots
of h
ints
, tip
s an
d id
eas
. Th
e b
oo
k ta
kes
a h
olis
tic a
pp
roac
h a
nd
ad
dre
sse
s su
ch to
pic
s a
s co
mm
unic
atio
n, h
ea
lth a
nd
care
er
dev
elo
pm
ent
. T
he fin
al c
hapt
er
pro
vid
es
a su
mm
ary
of k
ey
ide
as,
gro
up
ed
un
de
r u
sefu
l he
ad
ing
s a
nd
a re
adin
g lis
t is
also
giv
en.
I’v
e sp
ent
mo
re t
han
11 y
ea
rs in
th
e te
achi
ng
pro
fess
ion;
re
adin
g th
is
bo
ok
pro
vid
ed
a g
oo
d o
pp
ort
unity
fo
r so
me
self-
refle
ctio
n.
Whi
le n
ot a
ll of
th
e b
oo
k w
ill a
pp
ea
l to
eve
ry
teac
her,
ther
e is
an
inte
rest
ing
smo
rgas
bor
d of
to
pic
s o
n of
fer.
It re
min
ds u
s to
tak
e tim
e-o
ut a
nd
care
for
our
ow
n w
ell-
be
ing.
It is
cla
ime
d th
at t
he
teac
hin
g p
rofe
ssio
n ha
s a
lon
g-t
erm
att
ritio
n ra
te
of 6
0%. I
f thi
s b
oo
k h
elp
s re
duce
tha
t sta
tistic
, ev
en m
inim
ally
, it w
ill h
ave
serv
ed a
use
ful
pu
rpo
se. T
EA
CH
Teac
her
wel
l-b
eing
Ho
lme
s, E
. (2
00
5). L
on
do
n: R
out
led
ge
Fa
lme
r.
Sup
po
rtin
g m
athe
mat
ical
thi
nkin
gW
atso
n, A
., H
ous
sart
, J.,
& R
oaf
, C. (
Eds
.).
(20
05)
. Lo
nd
on:
Dav
id F
ulto
n.
Lyn
Daf
fLe
ctur
er,
Fac
ulty
of B
usin
ess
an
d In
form
atio
n Te
chn
olo
gy,
Avo
nd
ale
Co
lleg
e, N
SW
John
Wat
tsS
eni
or
Lect
urer
, Fac
ulty
of E
duca
tion,
Avo
ndal
e C
olle
ge,
NS
W
BO
OK
RE
VIE
WS
064
| TE
AC
H |
i1i1
| T
EA
CH
|
ww
w.m
inis
tryof
teac
hing
.edu
.au
TE
AC
HJO
UR
NA
Lon
line
TH
E M
INIS
TR
Y O
F T
EA
CH
ING
Pet
er B
eam
ish
De
an
, Fa
cu
lty
of
Ed
uc
ati
on
, Avo
nd
ale
Co
lle
ge
, NS
W
Dif
fere
nt
pe
op
le w
an
t d
iffe
ren
t th
ing
s o
ut
of
life
b
ut
on
e o
f th
e th
ing
s th
at
mo
st
pe
op
le w
an
t is
to
b
e h
ap
py.
Th
is h
owev
er,
can
be
an
elu
sive
th
ing.
In
his
re
cent
bo
ok,
Au
then
tic h
ap
pin
ess,
Ma
rtin
Sel
igm
an
exp
lore
s w
hat i
t tak
es
to r
ea
lly m
ake
us h
appy
. H
e ex
plai
ns t
hat h
appi
ness
co
me
s in
thr
ee
kin
ds.
At t
he
low
est
leve
l is
‘the
ple
asa
nt li
fe’,
wh
ere
yo
u ex
pe
rie
nce
po
sitiv
e e
mot
ion
s. T
he
n th
ere
is ‘t
he
en
ga
ge
d lif
e’, w
hich
co
nsis
ts o
f usi
ng
your
gre
ate
st
cha
ract
er
stre
ng
ths
as f
requ
ent
ly a
s p
oss
ible
to
obt
ain
gra
tifica
tion
in y
our
life
. Fin
ally
, th
ere
is ‘t
he
mea
ning
ful l
ife’,
in w
hich
yo
u us
e yo
ur c
ha
ract
er
stre
ng
ths
in t
he
serv
ice
of s
ome
caus
e la
rger
th
an
you
are
. Tru
e h
ap
pin
ess
on
ly o
ccur
s w
he
n p
eo
ple
ex
pe
rie
nce
satis
fact
ion
at a
ll th
ree
leve
ls.
Se
ligm
an’s
th
eo
rie
s e
asily
tra
nsla
te to
th
e w
ork
pla
ce. P
sych
olo
gist
s ha
ve d
istin
guis
hed
thre
e ki
nds
of w
ork
: a jo
b, a
ca
ree
r an
d a
calli
ng.
A jo
b is
so
met
hin
g yo
u d
o fo
r n
othi
ng o
ther
tha
n th
e pa
y ch
equ
e at
th
e e
nd
of t
he
we
ek.
A c
are
er
invo
lve
s a
de
ep
er
pe
rso
nal i
nve
stm
ent
in w
ork
; yo
u m
ark
yo
ur
achi
evem
ents
thr
ough
mo
ney
and
adva
nce
men
t w
ith e
ach
pro
mot
ion
bri
ngi
ng
you
hig
he
r p
rest
ige.
A
ca
llin
g o
r vo
catio
n, o
n th
e ot
he
r ha
nd,
is a
pa
ssio
nate
co
mm
itmen
t to
wo
rk fo
r its
ow
n sa
ke, a
nd
you fin
d th
e w
ork
fulfil
ling
in it
s ow
n ri
ght.
‘Ind
ivid
uals
w
ith a
ca
llin
g se
e th
eir
wo
rk a
s co
ntri
butin
g to
th
e g
reat
er
go
od,
to s
om
ethi
ng
larg
er
than
th
ey a
re’,
says
Se
ligm
an.
So
how
do
you fin
d a
calli
ng?
Se
ligm
an s
ugg
est
s th
at y
ou
ne
ed
to id
ent
ify y
our
sig
natu
re s
tre
ng
ths,
ch
oo
se w
ork
th
at le
ts y
ou
use
the
m e
very
day
, an
d ch
oo
se a
ca
ree
r in
whi
ch y
ou
are
mak
ing
a su
bsta
ntia
l co
ntri
butio
n to
forc
es
grea
ter
than
yo
urse
lf.S
o h
ow d
o I d
o a
ll of
tha
t? F
or
som
e p
eo
ple
, ch
oo
sin
g te
achi
ng
as a
pro
fess
ion
is t
he
answ
er.
Re
sea
rch
into
why
pe
op
le c
ho
ose
to b
eco
me
teac
he
rs h
as id
ent
ifie
d th
at te
achi
ng
is p
erc
eiv
ed
as a
go
od
job
with
sat
isfa
cto
ry p
ay s
cale
s, h
olid
ays
etc…
. Te
achi
ng
is a
lso
see
n as
a g
oo
d ca
ree
r. Te
ach
ers
en
joy
wo
rkin
g w
ith c
hild
ren
an
d h
ave
a fe
elin
g th
at te
achi
ng
bri
ng
s hi
gh
job
satis
fact
ion.
B
ut t
he
re is
mo
re to
teac
hin
g th
an t
his.
Te
ach
ers
w
ish
to s
usta
in, s
hare
an
d us
e th
eir
kn
owle
dg
e an
d th
ey h
ave
a p
rofo
un
d w
ish
to im
pro
ve s
tud
ent
s’
life
chan
ces.
Th
ey s
ee
teac
hin
g as
mo
re t
han
a
job,
mo
re t
ha
n a
care
er—
it is
a c
alli
ng. C
hris
tian
teac
he
rs s
ee
the
pro
fess
ion
of te
achi
ng
as a
m
inis
try.
It is
an
act o
f se
rvin
g yo
ung
pe
op
le a
s th
ey
mov
e to
wa
rd t
he
rea
lizat
ion
of t
he
ir m
ent
al,
phy
sica
l, em
otio
nal,
and
spir
itual
pot
ent
ials
.O
ver
the
yea
rs, p
eo
ple
hav
e ch
ose
n te
ach
ing
as
thei
r lif
e’s
wo
rk b
eca
use
they
ge
nuin
ely
be
lieve
d th
at
they
co
uld
mak
e a
diff
ere
nce
to t
he
live
s of
chi
ldre
n an
d ad
ole
sce
nts.
As
the
Chr
istia
n e
duca
tion
sect
or
expa
nds
in A
ustr
alia
an
d th
rou
gh
out
th
e w
orl
d, t
he
re
is a
gre
at n
ee
d fo
r m
ore
pe
op
le to
ent
er
the
Min
istr
y of
Te
achi
ng.
Stu
de
nts
in c
lass
roo
ms
acro
ss t
he
wo
rld
are
wai
ting
for
teac
he
rs to
co
me
and
impa
ct
the
ir liv
es.
Are
yo
u a
seni
or
hig
h sc
ho
ol s
tud
ent
wh
o is
pa
ssio
nate
ab
out
mak
ing
a di
ffe
renc
e in
thi
s w
orl
d bu
t unc
lea
r ab
out
wh
at d
ire
ctio
n yo
u sh
oul
d ta
ke
afte
r sc
ho
ol?
Do
you
fee
l unf
ulfil
led
in y
our
pre
sent
job?
Are
yo
u lo
okin
g fo
r so
met
hing
mo
re s
atis
fyin
g th
an ju
st
a jo
b, c
are
er
or
sala
ry?
Do
you
wan
t to
follo
w y
our
h
ea
rt a
nd
live
out
yo
ur p
urp
ose
? D
o yo
u w
ant t
o ta
ke
a co
mp
lete
ly n
ew d
ire
ctio
n in
yo
ur li
fe?
If y
ou
fee
l th
at y
ou fit
into
on
e of
th
ese
ca
teg
ori
es,
yo
u sh
oul
d st
op
an
d as
k if
Go
d is
ca
llin
g yo
u to
th
e M
inis
try
of T
eac
hin
g.In
re
cog
nitio
n of
thi
s m
inis
try,
Avo
nda
le C
olle
ge
has
cre
ate
d a
spe
cia
l we
bsi
te to
profil
e th
e M
inis
try
of T
eac
hing
. It c
ont
ains
th
e refle
ctio
ns o
f pra
ctis
ing
teac
hers
alo
ng w
ith in
form
atio
n ab
out
pat
hway
s in
to
the
Min
istr
y.T
he
Min
istr
y of
Te
achi
ng w
ebs
ite is
als
o d
esi
gn
ed
to s
erv
e th
ose
alr
ead
y w
ork
ing
in t
he
Teac
hin
g M
inis
try.
An
exci
ting
sect
ion
of t
he
we
bsi
te
is t
he
new
onl
ine
jour
nal o
f Chr
istia
n e
duca
tion
calle
d T
EA
CH
. Th
e jo
urna
l co
ntai
ns r
ece
nt r
ese
arch
fin
din
gs
in e
du
catio
n, a
nd
art
icle
s o
n ad
min
istr
atio
n an
d te
achi
ng
& p
rofe
ssio
nal p
ract
ice.
Th
ere
are
a
lso
ge
ne
ral i
nte
rest
ite
ms
incl
udin
g: in
itiat
ive
s su
ch
as S
torm
Co,
cha
pla
incy
pro
gra
ms,
bo
ok
revi
ews,
an
d pe
rson
al e
xper
ienc
es
of C
hris
tian
teac
hers
. Te
ach
ers
can
vis
it th
e si
te to
be
affir
me
d in
th
eir
min
istr
y an
d to
be
info
rme
d ab
out
asp
ect
s of
th
eir
p
rofe
ssio
na
l pra
ctic
e.S
o ha
ppin
ess
and
life
satis
fact
ion
may
be
elu
sive
fo
r so
me,
but
teac
he
rs’ l
ive
s a
re fi
lled
with
ple
asur
e,
enga
gem
ent a
nd m
eani
ng. I
s G
od
calli
ng
you
to t
he
Min
istr
y of
Te
achi
ng?
Vis
it th
e M
inis
try
of T
each
ing
we
bsi
te a
t ww
w.
min
istr
yoft
ea
ch
ing
.ed
u.a
u T
EA
CH
“
”
Stu
den
ts in
cl
assr
oo
ms
acro
ss t
he
wo
rld
are
w
aiti
ng f
or
Ch
rist
ian
teac
her
s to
co
me
and
im
pac
t th
eir
lives
0D | TEACH | i1
