scholarly journals “They Like Things That Move”: Exploring Student Preferences for Presentation of Online Textbook Resources in Religious Education in Australian Catholic schools

2020 ◽  
Vol 3 (1) ◽  
pp. 35-44
Author(s):  
RICHARD RYMARZ
Keyword(s):  
Student Perceptions ◽  
Religious Education ◽  
Catholic Schools ◽  
Online Resources ◽  
Student Preferences ◽  
Student Responses ◽  
Complex Information ◽  
School Based ◽  
Education Leaders ◽  
Present Text

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

scholarly journals Sustaining School Based Religious Education Leadership

2018 ◽  
Vol 9 (2) ◽  
pp. 68-78
Author(s):  
Michael T. Buchanan
Keyword(s):  
Religious Education ◽  
Education Leadership ◽  
Teacher Appraisal ◽  
Leadership Positions ◽  
Structural Support ◽  
School Based ◽  
Key Stakeholders ◽  
Education Leaders ◽  
Geographical Regions ◽  
Appraisal Processes

Abstract The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious education leaders. The key factors impacting on the sustainability of religious education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based religious education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader.

RELIGIOUS EDUCATION AND CATHOLIC SCHOOLS

1927 ◽  
Vol 22 (5) ◽  
pp. 477-482 ◽  
Author(s):  
Francis M. Crowley∗
Keyword(s):  
Religious Education ◽  
Catholic Schools

Acceptability of a School-Based Intervention for the Prevention of Adolescent Obesity

2006 ◽  
Vol 22 (5) ◽  
pp. 269-277 ◽  
Author(s):  
Leanne M. Mauriello ◽  
Mary Margaret H. Driskell ◽  
Karen J. Sherman ◽  
Sara S. Johnson ◽  
Janice M. Prochaska ◽  
...  
Keyword(s):  
Transtheoretical Model ◽  
Fruits And Vegetables ◽  
School Administrators ◽  
Low Cost ◽  
Population Based ◽  
Student Responses ◽  
School Based Intervention ◽  
School Based ◽  
Computer Based ◽  
Obesity Prevention Program

This article describes the development and pilot testing of a computer-based, multiple-behavior obesity prevention program for adolescents. Using the Transtheoretical Model as a framework, this intervention offers individualized feedback based on readiness to engage in physical activity, to consume fruits and vegetables, and to limit television viewing. Focus groups and interviews with students, teachers, school administrators, and experts guided the development. Forty-five students participated in a baseline intervention session and completed a 16-item acceptability measure. Ratings were positive, with item means ranging from 3.60–4.75 on a 5-point scale. Student responses to open-ended questions aided in the enhancement of the intervention, for which an effectiveness trial begins in September 2006. This formative work demonstrated the acceptability of this school-based intervention approach, which can be promoted and prescribed by school nurses. Further, if found effective, it can be disseminated as an efficient, low-cost, population-based approach designed to address the epidemic of obesity.

scholarly journals Student responses on the application of Hypnoteaching method to increase learning activities

2020 ◽  
Vol 53 (2) ◽  
pp. 184
Author(s):  
Ida Bagus Alit Arta Wiguna
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Education Students ◽  
Learning Materials ◽  
Student Responses ◽  
Religious Learning ◽  
Conventional Methods ◽  
Data Collection Technique

This research aims to identify and analyse students’ response on the application of the Hypnoteaching in learning Hindu religious education in class X of SMAN 7 Denpasar. This research follows a qualitative approach with observation as the main data collection technique. The sample of the study is X Mipa 6 class with 34 students from a total of 389. The application of hypnoteaching methods is fun for students compared to  conventional methods which tend to be uninteresting. When using Hypnoteaching method, students were very excited during learning activities. By using hypnoteaching methods in learning Hindu religious education students becomes very enthusiastic in listening to the teacher's explanation of Hindu religious learning materials. To improve learning activities students prepare themselves for the topic discussion. Students’ response to the application of Hypnoteaching method is positive. They think that the method is effective as it can increase students’ enthusiasm to learn.

scholarly journals Inclusive second level Religious Education in Ireland today: what do teachers say?

2021 ◽  
Author(s):  
Amalee Meehan ◽  
Derek A. Laffan
Keyword(s):  
Young People ◽  
Religious Education ◽  
International Research ◽  
Catholic Schools ◽  
Census Data ◽  
Religious Practice ◽  
Knowledge Gap ◽  
Irish Context ◽  
Religious Landscape ◽  
Inclusion Results

AbstractThe Irish religious landscape is changing. Census data reveal that the percentage of those who identify as Catholic is in steady decline, while the proportion of those with no religion continues to rise. Christian religious practice in Ireland is also decreasing, especially among young people. Catholic schools, once the dominant provider of second level education, are now in a minority. This changing landscape has influenced Religious Education in second level schools. It is now an optional subject, and the historic tradition of denominational, confessional Religious Education has given way to an approach designed to be inclusive of students of all faith and none. Yet the surrounding discourse is unsupported by the perspectives of Religious Education teachers. This study attempts to address this knowledge gap by investigating their views and experiences, particularly with regard to inclusion. Results indicate that teachers are concerned about ‘religious students’. Whereas new to the Irish context, this reflects international research which suggests that in a rapidly secularising society, those who continue to practise any faith, especially the once-majority faith, are vulnerable. Findings signpost evidence of this, with RE teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.

scholarly journals Impact Of Radical And Incremental Curriculum Changes On Students

2011 ◽  
Vol 5 (4) ◽  
pp. 27
Author(s):  
Vipin K Agrawal ◽  
Vijay K. Agrawal ◽  
Donald A. Carpenter
Keyword(s):  
Student Perceptions ◽  
Business School ◽  
Management Strategies ◽  
Radical Change ◽  
School Curriculum ◽  
Student Responses ◽  
Incremental Change ◽  
Curriculum Changes ◽  
Midwestern University ◽  
The Impact

College curricula undergo changes periodically. This case discusses the various change management strategies employed by the faculty of a midwestern university in implementing incremental and radical change in the business school curriculum. It also analyzes the impact of these changes on student perceptions of the course and of the instructor. Our analysis reveals interesting trends in student responses over a seven year span. We find that students initially resist both types of changes, although the resistance is greater in the case of radical changes. Nevertheless, they eventually view both types of changes as adding value to the curriculum. However, the perception of value addition is temporary, lasting longer for radical change (seven semesters) than for incremental change (five semesters). This suggests that updating of curricula is required on an ongoing basis.

Living Between: Exploring a Framework of Spirituality for Teachers and Students in Catholic Schools

2021 ◽  
Vol 25 (2) ◽  
pp. 184-205
Author(s):  
Rina Madden
Keyword(s):  
Identity Formation ◽  
Religious Education ◽  
Professional Learning ◽  
Catholic Schools ◽  
Meaning Making ◽  
Self Reflection ◽  
Area Of Interest ◽  
Teachers And Students ◽  
Teacher Professional ◽  
People Today

Abstract This paper proposes a focus on human experience as the locus of identity construction and meaning making and presents a dialogical framework of Christian spirituality as a heuristic for teacher professional learning in religious education in Australian Catholic schools. Firstly the paper explores spirituality as a growing area of interest for young people today and its relation to identity formation for teachers and students in Australian Catholic schools. Secondly it presents a relatable theological framework of spirituality as an opening to transformative dialogue and self-reflection. Finally it describes the four paradigms of spirituality of the framework and the curriculum possibilities they raise.

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