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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
| TE
AC
H |
i1i1
| T
EA
CH
|
014
| TE
AC
H |
i1i1
| T
EA
CH
|
full
pag
e ad
(AS
A)
Adve
ntis
t Sch
ools
Aus
tral
ia is
par
t of a
wor
ldw
ide
netw
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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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mpl
oyee
s of t
he S
even
th-d
ay A
dven
tist C
hurc
h an
d th
eir f
amili
es.
We h
ave a
rang
e of c
over
opt
ions
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it yo
ur b
udge
t - w
ith a
ll ho
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l cov
ers h
elpi
ng y
ou av
oid
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edic
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char
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ifetim
e Hea
lth C
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ou jo
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efor
e age
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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
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