Completed Projects (2019)

Project titlePartner/Funding BodyAvondale ResearchersCompletion detailsProject informationLink to Related Publication
A Plan for the Co-Construction and Collaborative Use of Rubrics for Student LearningCERCPeter Kilgour,
Maria Northcote,
Anthony Williams
2019Outlining the processes employed in a project that investigated the co-construction of rubrics within six different contexts, a mixed methods approach was utilized to explore the effectiveness of the strategy.Education Papers and Journal Articles. 126
Current and ideal performance appraisal: Employee perceptions in an Australian faith-based education systemCERCPeter Williams2019This research discusses performance appraisal in an education system context. With teacher quality key to improving student performance, school education systems must consider the role of performance appraisal on both teacher and principal development and improvement. This research describes the perceptions of employees within a faith-based education system as to current and suggested improvements in performance appraisal processes.Teach Journal 13(1)
Revealing Jesus in the Learning Environment: Experiences of Christian EducatorsCERCEditors:
Peter Kilgour,
Beverly Christian
2019A wide-ranging book filled with chapters that capture different styles and methods of teachers at any level from school to university and how they show Jesus to the students in any learning environment – whether it be the classroom, the lecture theatre, the workshop, the studio, or outdoor.Book published by Avondale Academic Press
The Relationship Between School Climate and Faith EngagementCERCKevin Petrie,
Allyson Allen,
Keith Zullig

Avondale School
David McClintock,
Garry Marsters,
Peter Lindsay
2019This study analyses data from 368 students in one faith-based school in Australia, utilising self-reported measures of school climate and faith engagement. A significant relationship is found between these variables, indicating the potential impact that school climate and faith engagement may have on each other. Book Chapter
Faith Engagement at SchoolCERCKevin Petrie,
Allyson Allen,
Keith Zullig

Avondale School
David McClintock,
Garry Marsters,
Peter Lindsay
2019This study analysed qualitative data collected from 368 Year 5–12 students from one faith-based school in Australia. Students reported on the key areas they believe assist in developing their faith, in addition to aspects they believe could be improved in this regard. A significant difference was found between the attitudes of those who reported not having a faith background and those who did. This chapter builds onto findings reported in the previous chapter.Book Chapter
Revealing Jesus Through Teacher Relationships: How Educators’ Relationships Impact the Ethos of the Learning EnvironmentCERCBev Christian2019This chapter draws on data from original qualitative research to explore the nature of the relationships which may contribute to an educational learning environment with a Christian ethos.Book Chapter
When Rock Becomes Fire: Heart-centred Work and the Holy Ground of TeachingCERCCarolyn Rickett2019This chapter explores the role that relationships play in revealing Jesus in the learning environment.Book Chapter
Letting Jesus Reveal Himself: The Use of CHAT Methodology in the Christian Learning EnvironmentCERCPeter Kilgour2019Viewing Jesus as the master teacher, this chapter investigates the pedagogies used by Him in teaching individual New Testament characters. The article aimed to focus on the interactions Jesus had with two of these characters and analysed them in light of each’s specific culture and history. This method of analysis, which is known as cultural historical activity theory (CHAT), is unpacked not only as a means of understanding the mode of Jesus’ ministry, but as a research methodology and a teaching method designed to meet the needs of students in the Christian classroom.Book Chapter
The ChallengeCERCMarion Shields2019The inclusion of students with disabilities does not have a strong record of implementation within Christian Schools. This chapter briefly recounts the history that led to the legislation mandating inclusion, and discusses the very real issues that concern teachers and parents today. The question posed is: should children with disabilities be enrolled in Christian schools? Responding in the affirmative, nine research-based strategies are described in detail, which provide solutions to the challenges faced in inclusive classrooms.Book Chapter
Teaching the Book of Revelation to Millennials and Gen YCERCKayle de Waal2019This chapter examines the challenge of interpreting the symbolism and the use of antecedent literature in the book of Revelation as a “discussion starter” that focuses on Millennial and Gen Y assumptions about the book. The chapter presents a Christo-centric methodology that builds the faith of students.Book Chapter
Head, Hand & Heart: Attitude Change in Pre-service Teachers.CERCMarion Shields2019Within the field of education, the literature indicates a resistance by teachers to having children with special needs in their classes, despite its mandated status. This project assesses the attitudes of pre-service primary and secondary teachers towards the inclusion of students with special needs both before and after a unit on inclusion.International Christian Community of Teacher Educators Journal. 14(1)
Christian Early Childhood Educational Leadership: A Grounded TheoryCERCMarion Shields2019This research project explored the beliefs, values and practices of four leaders of CEECCs in New South Wales, Australia from four different denominational groups. Using the tools of grounded theory in a three-round hermeneutic dialectic, the question of whether Christian faith was integrated into their practice was examined; and if so, how this was done.Avondale Theses PHD