Marion Shields - Academia.edu (original) (raw)

Papers by Marion Shields

TEACH Journal of Christian Education

This research study investigated the induction experiences and perceptions of a group of novice p... more This research study investigated the induction experiences and perceptions of a group of novice principals in a national, Christian, independent school system. Semi-structured interviews were used to generate discussion, elicit experiences and present recommendations about providing support for novice principals. The study found that eight of the nine principals experienced diffi culties with role clarifi cation, administration issues, fi nancial management, time management and the isolation in the principal's position. Initial shock in the role, policy development, lack of leadership training, staff relationships and information overload were also serious issues for the group. From both the literature and the interviewees' perceptions and comments, recommendations for systemic improvements are made regarding the needs of newly appointed principals.

TEACH Journal of Christian Education

TEACH Journal of Christian Education

TEACH Journal of Christian Education

In a world of inclusive education and assistive technologies, it is more important than ever to e... more In a world of inclusive education and assistive technologies, it is more important than ever to ensure every member of the class is given the opportunity of a sound education. This may present a challenge when almost every classroom includes students with additional and specific needs. MISViS (Meares-Irlen Syndrome Visual Stress) is one example of a learning disability that will require additional accommodations, but can be readily managed once a teacher is familiar with the individual's needs.

TEACH Journal of Christian Education

This paper discusses traumatic brain injury (TBI) and the symptoms that affect a student emotiona... more This paper discusses traumatic brain injury (TBI) and the symptoms that affect a student emotionally, cognitively and socially after experiencing a TBI. Traumatic brain injuries can have a profoundly negative impact on a child's ability to learn at school and interact with peers in social situations. Recent research shows how TBI affects brain function and the impacts that this can have on education. However, research also suggests effective strategies that teachers can use in their classroom when teaching a student who has experienced a TBI.

TEACH Journal of Christian Education

Recently a Master of Teaching student shared with me his practicum experience at a local primary ... more Recently a Master of Teaching student shared with me his practicum experience at a local primary school. "If only I had done your assignment first" he said, for a new student with high functioning autism had been enrolled in the class but his supervising teacher was at a loss to manage the perplexing behaviour in the classroom. Then a Master of Education student shared the experience of a little boy with high functioning autism who was frequently punished at his school for his 'different' behaviour. Can these scenarios be improved? I believe they can. So this paper has been written to increase understanding and to provide some practical and easily implemented suggestions.

TEACH Journal of Christian Education

This paper addresses some of the educational needs of students with hearing impairments, for this... more This paper addresses some of the educational needs of students with hearing impairments, for this group has unique learning needs especially in relation to language acquisition. Throughout the course of history there have been two dominant approaches to deaf education, oral (speech) and manual (sign language). Despite conflicting opinions between medical professionals and educators in the field of Deaf education, current research suggests that flexibility and an openness to utilise a combination according to the individual needs of the students is the best approach to forming language proficiency. This paper will use these findings to suggest a holistic range of effective management strategies for educators, which target the physical, academic, social, emotional and communicative wellbeing of deaf students. Author's Note: The Deaf community (people who are deaf or hard of hearing) have a strong history of common interests, sports and culture; and mainly use AUSLAN (Australian Sign Language) for communication. In this article a small 'd' is used when referring to the medical definition of deafness, while a capital 'D' is used when referring to people who are culturally Deaf. While the term 'hearing impaired' was seen as politically correct, the terms Deaf and hard of hearing are more frequently used today. This paper has been written to inform and assist teachers in 'included classrooms' where some students may be Deaf or hard of hearing.

TEACH Journal of Christian Education

behavioural optometry, orthoptic treatment, behavioural and perceptual vision therapy and good vi... more behavioural optometry, orthoptic treatment, behavioural and perceptual vision therapy and good vision habits were addressed in Part I.

TEACH Journal of Christian Education

Why is the post-secondary transition of high school students with disabilities so important? Stud... more Why is the post-secondary transition of high school students with disabilities so important? Students with disabilities face many barriers and issues in their schooling years; and perhaps one factor that impacts most on how they succeed into adulthood is the transition program run by the school to bridge the gap between schooling and work, further education and independent or semi-independent living (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). For these students Wheman, (2006) includes the achievement of "completing school, gaining employment, participating in postsecondary education, contributing to a household, participating in the community, and experiencing satisfactory personal and social relationships" (p. 72). In 2011 The National Disability Service reported 150,000 young people with disabilities enrolled in mainstream or special schools in Australia. The disabilities that these young people have cover a wide range of impairments and frequently result in difficulties with essential activities such as living skills, independence and mobility. Students with disabilities lag noticeably behind students without disabilities in regards to school finishing, employment rates and postsecondary education rates (Fleming & Fairweather, 2012; Kohler & Field, 2003). Students with disabilities also make up half the people who are unemployed but who want to work (Joseph Rowntree Foundation, 2000), which is a concerning pattern for parents, teachers and the youths themselves. This pattern can be reduced to a certain degree with appropriate and dedicated education towards the individual needs of the disabled student (Hendricks & Wehman, 2009); however, as research noted in this paper suggests, many schools struggle to achieve the desired outcomes when it comes to the successful transitioning of young disabled youth into the post-schooling life. For example, Levine, Marder and Wagner's (2004) study found that parents were dissatisfied with the transition services their children received, citing lack of information, lack of availability, transportation difficulties, scheduling conflicts, and services of poor quality; while Rosey (2008) noted an inconsistency in relation to accessing employment, making the system confusing and adding further barriers for young people with disabilities. Further, the National Council on Disability (2007) established that students with disabilities are faced with fragmented services, limited program accessibility, and training that too often focuses on low-paying jobs. Within the outcome-focused curriculum of senior schooling in Australia (e.g. VCE, HSC) aligning individualised learning programs required for students with disabilities is extremely difficult and so it is no surprise that their school finishing rates are lower than those of students without disabilities, both in Australia and overseas. The Australian Bureau of Statistics (2009) reported that of the 305,900 young adults (20-24 years) who had a disability or a restrictive long term health condition, almost one-quarter (76,200 people) were categorised as having an education restriction (for example, needing time off from regular classes or requiring special tuition). Of this group only about half (53%) had attained Year 12. In developed countries there is an expectation that everyone has the equal right to education and TEACH R Research & Scholarship " " Students with disabilities … make up half the people who are unemployed but who want to work.

TEACH Journal of Christian Education

The attrition of early career teachers has been identified as an international issue. This paper ... more The attrition of early career teachers has been identified as an international issue. This paper reports on an Australian study that sought to identify the lived experiences of beginning teachers in one independent school system in their first three years. Areas such as the teacher's job satisfaction and impacting factors were addressed. Data revealed that the main drivers for teachers terminating their teaching career in the first few years are connected to work/life balance, the level of support from administration, the teacher's mentor, and the level and appropriateness of the professional development they are permitted to attend.

TEACH Journal of Christian Education

Boys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder... more Boys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder (ADHD) and frequently medication has become the first option in addressing this condition. Many teachers find it difficult to cope with boys with ADHD due to a lack of understanding about ADHD symptoms and boys' personalities. This research study examined current practices used for boys with behaviour problems as well as trialling a number of alternative approaches such as music therapy, aromatherapy, yoga, building and construction, gardening and computer generated learning. During the implementation phase, teachers were closely observed and then participated in an indepth interview with the researcher. The data revealed behavioural improvements when using the alternative strategies and demonstrated that these methods may be a better option than medication for some boys with behavioural problems, including ADHD. CORE Metadata, citation and similar papers at core.ac.uk

TEACH Journal of Christian Education

Various research findings identify the prevalence of dyslexia ranging from three to as high as tw... more Various research findings identify the prevalence of dyslexia ranging from three to as high as twenty per cent of the population.

TEACH Journal of Christian Education

Zepeta quotes rates of five percent to 15% of teachers who under perform in the classroom.

TEACH Journal of Christian Education

This research study investigated how principals in a national, Christian independent school syste... more This research study investigated how principals in a national, Christian independent school system cope with stress. Using a doublephased, mixed-methods approach combining questionnaires and in-depth interviews, school principals' stressors and their reactions to these stressors were examined. Coping strategies used by principals to reduce or manage their stress were also explored. Fortyseven principals participated in the study and of these, 23 indicated a serious level of stress. The study highlighted a preference for using stress managers (a secondary approach), rather than stress reducers (a primary approach). Specifi c grouping of stressors into ten clusters suggested particular areas to be targeted for professional development and systemic reform. 'Can I last the distance?' Stress and school leadership Marion Shields Director of Education, Seventh-day Adventist Schools, SA " " Principals' stress is contributing to an enormous rise in the fi nancial cost of education

The term ‘emotional behavioural disorder’ (EBD) emerged in the 1960s when clinicians and educator... more The term ‘emotional behavioural disorder’ (EBD) emerged in the 1960s when clinicians and educators recognised that some children display extremely inappropriate behaviours which require special educational accommodations. With the 1992 Disability Discrimination Act, followed by the 2005 Disability Standards for Education, school aged children with disabilities, including EBD, began to be enrolled in regular classrooms in Australia. Studies show that students with EBD can be very challenging for teachers, even causing some to leave the teaching profession. However, a Christian classroom, with a praying, caring and competent teacher may be the very place where these children learn to adapt their behaviour and discover Jesus. This chapter provides an understanding of EBD, its potential effect on teachers and appropriate strategies for children’s academic, social and faith development

Foetal Alcohol Syndrome Disorder (FASD) is a cluster of conditions that are the result of prenata... more Foetal Alcohol Syndrome Disorder (FASD) is a cluster of conditions that are the result of prenatal exposure to alcohol. Children with FASD may have noticeable facial features as well as intellectual, social, emotional and behavioural difficulties. Providing a loving, structured and supervised learning environment has significant positive impacts on the development of a child with FASD. A teacher can assist a student with special needs in reaching their full potential, through establishing an effective individualized learning plan and building strong relationships with the child and guardian

Christian educators advocate that faith and learning should be holistic and integral to Christian... more Christian educators advocate that faith and learning should be holistic and integral to Christian education, but is this available for all students? The 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. Children with disabilities are capable of learning; and in order to receive a holistic Christian education they need to be included in Christian schools

Journal of Research on Christian Education, 2022

Abstract Using constructive grounded theory, this research investigated relational values and pra... more Abstract Using constructive grounded theory, this research investigated relational values and practices implemented by Christian early childhood leaders. Data was collected through a survey-questionnaire and four in-depth case studies using semi-structured interviews, observations and document analysis. The findings showed that these leaders placed their relationship with God at the center of everything they did. Based on this relationship they implemented six relational values of accepting, welcoming, loving, respecting, empathizing and caring. These Christian values were then reflected in their daily relational practices, and were identified as empowering others, supporting others, modeling authenticity, providing social justice, ministering, helping and serving.

Why is the post-secondary transition of high school students with disabilities so important? Stud... more Why is the post-secondary transition of high school students with disabilities so important? Students with disabilities face many barriers and issues in their schooling years; and perhaps one factor that impacts most on how they succeed into adulthood is the transition program run by the school to bridge the gap between schooling and work, further education and independent or semi-independent living (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). For these students Wheman, (2006) includes the achievement of “completing school, gaining employment, participating in postsecondary education, contributing to a household, participating in the community, and experiencing satisfactory personal and social

TEACH Journal of Christian Education

This research study investigated the induction experiences and perceptions of a group of novice p... more This research study investigated the induction experiences and perceptions of a group of novice principals in a national, Christian, independent school system. Semi-structured interviews were used to generate discussion, elicit experiences and present recommendations about providing support for novice principals. The study found that eight of the nine principals experienced diffi culties with role clarifi cation, administration issues, fi nancial management, time management and the isolation in the principal's position. Initial shock in the role, policy development, lack of leadership training, staff relationships and information overload were also serious issues for the group. From both the literature and the interviewees' perceptions and comments, recommendations for systemic improvements are made regarding the needs of newly appointed principals.

TEACH Journal of Christian Education

TEACH Journal of Christian Education

TEACH Journal of Christian Education

In a world of inclusive education and assistive technologies, it is more important than ever to e... more In a world of inclusive education and assistive technologies, it is more important than ever to ensure every member of the class is given the opportunity of a sound education. This may present a challenge when almost every classroom includes students with additional and specific needs. MISViS (Meares-Irlen Syndrome Visual Stress) is one example of a learning disability that will require additional accommodations, but can be readily managed once a teacher is familiar with the individual's needs.

TEACH Journal of Christian Education

This paper discusses traumatic brain injury (TBI) and the symptoms that affect a student emotiona... more This paper discusses traumatic brain injury (TBI) and the symptoms that affect a student emotionally, cognitively and socially after experiencing a TBI. Traumatic brain injuries can have a profoundly negative impact on a child's ability to learn at school and interact with peers in social situations. Recent research shows how TBI affects brain function and the impacts that this can have on education. However, research also suggests effective strategies that teachers can use in their classroom when teaching a student who has experienced a TBI.

TEACH Journal of Christian Education

Recently a Master of Teaching student shared with me his practicum experience at a local primary ... more Recently a Master of Teaching student shared with me his practicum experience at a local primary school. "If only I had done your assignment first" he said, for a new student with high functioning autism had been enrolled in the class but his supervising teacher was at a loss to manage the perplexing behaviour in the classroom. Then a Master of Education student shared the experience of a little boy with high functioning autism who was frequently punished at his school for his 'different' behaviour. Can these scenarios be improved? I believe they can. So this paper has been written to increase understanding and to provide some practical and easily implemented suggestions.

TEACH Journal of Christian Education

This paper addresses some of the educational needs of students with hearing impairments, for this... more This paper addresses some of the educational needs of students with hearing impairments, for this group has unique learning needs especially in relation to language acquisition. Throughout the course of history there have been two dominant approaches to deaf education, oral (speech) and manual (sign language). Despite conflicting opinions between medical professionals and educators in the field of Deaf education, current research suggests that flexibility and an openness to utilise a combination according to the individual needs of the students is the best approach to forming language proficiency. This paper will use these findings to suggest a holistic range of effective management strategies for educators, which target the physical, academic, social, emotional and communicative wellbeing of deaf students. Author's Note: The Deaf community (people who are deaf or hard of hearing) have a strong history of common interests, sports and culture; and mainly use AUSLAN (Australian Sign Language) for communication. In this article a small 'd' is used when referring to the medical definition of deafness, while a capital 'D' is used when referring to people who are culturally Deaf. While the term 'hearing impaired' was seen as politically correct, the terms Deaf and hard of hearing are more frequently used today. This paper has been written to inform and assist teachers in 'included classrooms' where some students may be Deaf or hard of hearing.

TEACH Journal of Christian Education

behavioural optometry, orthoptic treatment, behavioural and perceptual vision therapy and good vi... more behavioural optometry, orthoptic treatment, behavioural and perceptual vision therapy and good vision habits were addressed in Part I.

TEACH Journal of Christian Education

Why is the post-secondary transition of high school students with disabilities so important? Stud... more Why is the post-secondary transition of high school students with disabilities so important? Students with disabilities face many barriers and issues in their schooling years; and perhaps one factor that impacts most on how they succeed into adulthood is the transition program run by the school to bridge the gap between schooling and work, further education and independent or semi-independent living (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). For these students Wheman, (2006) includes the achievement of "completing school, gaining employment, participating in postsecondary education, contributing to a household, participating in the community, and experiencing satisfactory personal and social relationships" (p. 72). In 2011 The National Disability Service reported 150,000 young people with disabilities enrolled in mainstream or special schools in Australia. The disabilities that these young people have cover a wide range of impairments and frequently result in difficulties with essential activities such as living skills, independence and mobility. Students with disabilities lag noticeably behind students without disabilities in regards to school finishing, employment rates and postsecondary education rates (Fleming & Fairweather, 2012; Kohler & Field, 2003). Students with disabilities also make up half the people who are unemployed but who want to work (Joseph Rowntree Foundation, 2000), which is a concerning pattern for parents, teachers and the youths themselves. This pattern can be reduced to a certain degree with appropriate and dedicated education towards the individual needs of the disabled student (Hendricks & Wehman, 2009); however, as research noted in this paper suggests, many schools struggle to achieve the desired outcomes when it comes to the successful transitioning of young disabled youth into the post-schooling life. For example, Levine, Marder and Wagner's (2004) study found that parents were dissatisfied with the transition services their children received, citing lack of information, lack of availability, transportation difficulties, scheduling conflicts, and services of poor quality; while Rosey (2008) noted an inconsistency in relation to accessing employment, making the system confusing and adding further barriers for young people with disabilities. Further, the National Council on Disability (2007) established that students with disabilities are faced with fragmented services, limited program accessibility, and training that too often focuses on low-paying jobs. Within the outcome-focused curriculum of senior schooling in Australia (e.g. VCE, HSC) aligning individualised learning programs required for students with disabilities is extremely difficult and so it is no surprise that their school finishing rates are lower than those of students without disabilities, both in Australia and overseas. The Australian Bureau of Statistics (2009) reported that of the 305,900 young adults (20-24 years) who had a disability or a restrictive long term health condition, almost one-quarter (76,200 people) were categorised as having an education restriction (for example, needing time off from regular classes or requiring special tuition). Of this group only about half (53%) had attained Year 12. In developed countries there is an expectation that everyone has the equal right to education and TEACH R Research & Scholarship " " Students with disabilities … make up half the people who are unemployed but who want to work.

TEACH Journal of Christian Education

The attrition of early career teachers has been identified as an international issue. This paper ... more The attrition of early career teachers has been identified as an international issue. This paper reports on an Australian study that sought to identify the lived experiences of beginning teachers in one independent school system in their first three years. Areas such as the teacher's job satisfaction and impacting factors were addressed. Data revealed that the main drivers for teachers terminating their teaching career in the first few years are connected to work/life balance, the level of support from administration, the teacher's mentor, and the level and appropriateness of the professional development they are permitted to attend.

TEACH Journal of Christian Education

Boys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder... more Boys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder (ADHD) and frequently medication has become the first option in addressing this condition. Many teachers find it difficult to cope with boys with ADHD due to a lack of understanding about ADHD symptoms and boys' personalities. This research study examined current practices used for boys with behaviour problems as well as trialling a number of alternative approaches such as music therapy, aromatherapy, yoga, building and construction, gardening and computer generated learning. During the implementation phase, teachers were closely observed and then participated in an indepth interview with the researcher. The data revealed behavioural improvements when using the alternative strategies and demonstrated that these methods may be a better option than medication for some boys with behavioural problems, including ADHD. CORE Metadata, citation and similar papers at core.ac.uk

TEACH Journal of Christian Education

Various research findings identify the prevalence of dyslexia ranging from three to as high as tw... more Various research findings identify the prevalence of dyslexia ranging from three to as high as twenty per cent of the population.

TEACH Journal of Christian Education

Zepeta quotes rates of five percent to 15% of teachers who under perform in the classroom.

TEACH Journal of Christian Education

This research study investigated how principals in a national, Christian independent school syste... more This research study investigated how principals in a national, Christian independent school system cope with stress. Using a doublephased, mixed-methods approach combining questionnaires and in-depth interviews, school principals' stressors and their reactions to these stressors were examined. Coping strategies used by principals to reduce or manage their stress were also explored. Fortyseven principals participated in the study and of these, 23 indicated a serious level of stress. The study highlighted a preference for using stress managers (a secondary approach), rather than stress reducers (a primary approach). Specifi c grouping of stressors into ten clusters suggested particular areas to be targeted for professional development and systemic reform. 'Can I last the distance?' Stress and school leadership Marion Shields Director of Education, Seventh-day Adventist Schools, SA " " Principals' stress is contributing to an enormous rise in the fi nancial cost of education

The term ‘emotional behavioural disorder’ (EBD) emerged in the 1960s when clinicians and educator... more The term ‘emotional behavioural disorder’ (EBD) emerged in the 1960s when clinicians and educators recognised that some children display extremely inappropriate behaviours which require special educational accommodations. With the 1992 Disability Discrimination Act, followed by the 2005 Disability Standards for Education, school aged children with disabilities, including EBD, began to be enrolled in regular classrooms in Australia. Studies show that students with EBD can be very challenging for teachers, even causing some to leave the teaching profession. However, a Christian classroom, with a praying, caring and competent teacher may be the very place where these children learn to adapt their behaviour and discover Jesus. This chapter provides an understanding of EBD, its potential effect on teachers and appropriate strategies for children’s academic, social and faith development

Foetal Alcohol Syndrome Disorder (FASD) is a cluster of conditions that are the result of prenata... more Foetal Alcohol Syndrome Disorder (FASD) is a cluster of conditions that are the result of prenatal exposure to alcohol. Children with FASD may have noticeable facial features as well as intellectual, social, emotional and behavioural difficulties. Providing a loving, structured and supervised learning environment has significant positive impacts on the development of a child with FASD. A teacher can assist a student with special needs in reaching their full potential, through establishing an effective individualized learning plan and building strong relationships with the child and guardian

Christian educators advocate that faith and learning should be holistic and integral to Christian... more Christian educators advocate that faith and learning should be holistic and integral to Christian education, but is this available for all students? The 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. Children with disabilities are capable of learning; and in order to receive a holistic Christian education they need to be included in Christian schools

Journal of Research on Christian Education, 2022

Abstract Using constructive grounded theory, this research investigated relational values and pra... more Abstract Using constructive grounded theory, this research investigated relational values and practices implemented by Christian early childhood leaders. Data was collected through a survey-questionnaire and four in-depth case studies using semi-structured interviews, observations and document analysis. The findings showed that these leaders placed their relationship with God at the center of everything they did. Based on this relationship they implemented six relational values of accepting, welcoming, loving, respecting, empathizing and caring. These Christian values were then reflected in their daily relational practices, and were identified as empowering others, supporting others, modeling authenticity, providing social justice, ministering, helping and serving.

Why is the post-secondary transition of high school students with disabilities so important? Stud... more Why is the post-secondary transition of high school students with disabilities so important? Students with disabilities face many barriers and issues in their schooling years; and perhaps one factor that impacts most on how they succeed into adulthood is the transition program run by the school to bridge the gap between schooling and work, further education and independent or semi-independent living (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). For these students Wheman, (2006) includes the achievement of “completing school, gaining employment, participating in postsecondary education, contributing to a household, participating in the community, and experiencing satisfactory personal and social