{"title":"Education for what? An Essential Question Amidst the COVID-19 Crisis from an American Perspective","authors":"J. Grant","doi":"10.55254/1835-1492.1488","DOIUrl":"https://doi.org/10.55254/1835-1492.1488","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"71 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120907632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Christian Schooling: Teachers’ Understanding of Purpose and Practice","authors":"C. Prior","doi":"10.55254/1835-1492.1421","DOIUrl":"https://doi.org/10.55254/1835-1492.1421","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"6 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121361488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Every child needs a champion In 2013, Rita Pearson reflected on a conversation she had with a fellow teacher. The teacher claimed that she wasn’t paid to like the children she taught; she was paid to teach. Rita replied “... kids don’t learn from people they don’t like” (Pearson, 2013, May). Recalling this conversation was the introduction to Rita’s viral TedEd talk, which has gained over 13 million views to date. Pearson, who at the time of the TedEd talk had been a professional educator since the 1970’s, reminded educators that “Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.” As Christians, we know that God is our “champion”, who has written our names in the palms of His hands; “[our] walls are continually before [Him]” (Isaiah 49:16 English Standard Version). But how can we connect deeply with our students, especially in the high school where we teach multiple classes, with students of different abilities? How can we realistically be their “champion”? The answer lies in knowing, understanding and catering to the learning of students through quality differentiated teaching practices. Although the research evidence regarding differentiation is sound (Smale-Jacobse et al., 2019), it’s unfortunately not always well understood. Delisle (2015) commented on differentiation in relation to gifted learners, stating that “differentiation does not work” (para. 2). His comments were rebuffed by Tomlinson (2015) and DeWitt (2017), with the latter stating that differentiation is not the issue, but rather “the actual issue is the lingering remnants of the factory model/mindset of education still largely ingrained in our educational system” (para. 9). DeWitt (2017) explains his viewpoint through the analogy of a train heading to a station, i.e. all students learn at the same pace and in the same way, and through the analogy of a conductor leading an orchestra, i.e. students have different abilities and require specific instruction on using these abilities through quality differentiated practice.
每个孩子都需要一个冠军。2013年，丽塔·皮尔森回忆了她与一位老师的一次对话。这位老师声称，她的工资不是让她喜欢自己教的孩子;她是受雇教书的。丽塔回答说:“……孩子不会向他们不喜欢的人学习”(Pearson, 2013, 5月)。回顾这段对话是丽塔的ted演讲的介绍，到目前为止，这个演讲已经获得了1300多万的观看量。在ted演讲时，皮尔森自20世纪70年代以来一直是一名专业教育工作者，他提醒教育工作者:“每个孩子都应该有一个冠军，一个永远不会放弃他们的成年人，一个理解联系的力量，并坚持让他们成为最好的自己的成年人。”作为基督徒，我们知道上帝是我们的“斗士”，他把我们的名字写在他的手心;“[我们]的墙垣常在[他]面前”(以赛亚书49:16)。但是，我们如何与我们的学生，特别是在高中，我们教多个班级，不同能力的学生深入联系?我们怎样才能真正成为他们的“冠军”?答案在于通过高质量的差别化教学实践，认识、理解和迎合学生的学习。尽管关于分化的研究证据是合理的(small - jacobse et al.， 2019)，但不幸的是，它并不总是被很好地理解。Delisle(2015)评论了与天才学习者相关的分化，指出“分化不起作用”(第15段)。2)他的评论遭到Tomlinson(2015)和DeWitt(2017)的反驳，后者认为分化不是问题，而是“真正的问题是工厂模式/教育心态的残余仍然在我们的教育体系中根深蒂固”(第11段)。9) DeWitt(2017)通过类比火车开往车站，即所有学生以相同的速度和方式学习，以及通过类比指挥乐队，即学生有不同的能力，需要通过质量差异化实践来具体指导这些能力的使用，来解释他的观点。
{"title":"Your Classroom as an Orchestra: Practical Differentiation Strategies","authors":"E. Stephenson","doi":"10.55254/1835-1492.1447","DOIUrl":"https://doi.org/10.55254/1835-1492.1447","url":null,"abstract":"Every child needs a champion In 2013, Rita Pearson reflected on a conversation she had with a fellow teacher. The teacher claimed that she wasn’t paid to like the children she taught; she was paid to teach. Rita replied “... kids don’t learn from people they don’t like” (Pearson, 2013, May). Recalling this conversation was the introduction to Rita’s viral TedEd talk, which has gained over 13 million views to date. Pearson, who at the time of the TedEd talk had been a professional educator since the 1970’s, reminded educators that “Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.” As Christians, we know that God is our “champion”, who has written our names in the palms of His hands; “[our] walls are continually before [Him]” (Isaiah 49:16 English Standard Version). But how can we connect deeply with our students, especially in the high school where we teach multiple classes, with students of different abilities? How can we realistically be their “champion”? The answer lies in knowing, understanding and catering to the learning of students through quality differentiated teaching practices. Although the research evidence regarding differentiation is sound (Smale-Jacobse et al., 2019), it’s unfortunately not always well understood. Delisle (2015) commented on differentiation in relation to gifted learners, stating that “differentiation does not work” (para. 2). His comments were rebuffed by Tomlinson (2015) and DeWitt (2017), with the latter stating that differentiation is not the issue, but rather “the actual issue is the lingering remnants of the factory model/mindset of education still largely ingrained in our educational system” (para. 9). DeWitt (2017) explains his viewpoint through the analogy of a train heading to a station, i.e. all students learn at the same pace and in the same way, and through the analogy of a conductor leading an orchestra, i.e. students have different abilities and require specific instruction on using these abilities through quality differentiated practice.","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126632788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Wellbeing Notebook - Pen and Paper: A Simple Formula for Enhancing Wellbeing","authors":"Andrea Thompson, Beverly J. Christian","doi":"10.55254/1835-1492.1441","DOIUrl":"https://doi.org/10.55254/1835-1492.1441","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122133934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Response to – A Decade of Encounter","authors":"D. Murdoch","doi":"10.55254/1835-1492.1448","DOIUrl":"https://doi.org/10.55254/1835-1492.1448","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114370159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School Leader Preparation and Development Programs: What Teachers Want","authors":"P. Williams","doi":"10.55254/1835-1492.1444","DOIUrl":"https://doi.org/10.55254/1835-1492.1444","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126084297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Crazy, Grace-filled God Moments","authors":"A. Melgosa","doi":"10.55254/1835-1492.1449","DOIUrl":"https://doi.org/10.55254/1835-1492.1449","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129127296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Intergenerational programs are increasingly being recognised as a means of promoting wellbeing through connecting communities, promoting caring relationships, and combating loneliness and isolation. While existing research provides evidence of the positive benefits of intergenerational programs for the elderly, there is limited research on the impact that these programs have on children’s wellbeing. The aim of this study was to measure the impact of the intergenerational program, ‘Flourish’, on student social and emotional wellbeing. The study was conducted on 20 third-grade students from Noosa Christian College who participated in the Flourish Program over a six-month period. A mixed-method, qualitative and quantitative research design consisting of questionnaires and reflective journals was applied. Martin Seligman’s (2011) PERMA model provided a functional framework to measure student wellbeing within the elements of positive emotion, engagement, relationships, meaning and accomplishment. Quantitative data indicated a significant difference in the elements of relationships, meaning and accomplishment. These findings were supported by qualitative data which additionally showed strong indication of the positive emotion element and the role it plays in the engagement of participants. The positive emotion element was also found to permeate across each of the other four PERMA elements. Results emerging from this study highlight the role that a well-planned intergenerational program can play in providing positive experiences and interactions; creating caring and connected communities; enabling students to experience meaning and joy associated with serving others; and enhancing student self-efficacy. This study also draws attention to the essential role that both hedonic and eudaimonic facets play in promoting wellbeing and flourishing. Findings underscore the importance of implementing regular, scheduled visits with activities that focus on positive experiences and outcomes that actively engage all participants.
{"title":"Flourish: The Impact of an Intergenerational Program on Third-grade Students’ Social and Emotional Wellbeing with Application to the PERMA Framework","authors":"Angela Gray, P. Beamish, P. Morey","doi":"10.55254/1835-1492.1453","DOIUrl":"https://doi.org/10.55254/1835-1492.1453","url":null,"abstract":"Intergenerational programs are increasingly being recognised as a means of promoting wellbeing through connecting communities, promoting caring relationships, and combating loneliness and isolation. While existing research provides evidence of the positive benefits of intergenerational programs for the elderly, there is limited research on the impact that these programs have on children’s wellbeing. The aim of this study was to measure the impact of the intergenerational program, ‘Flourish’, on student social and emotional wellbeing. The study was conducted on 20 third-grade students from Noosa Christian College who participated in the Flourish Program over a six-month period. A mixed-method, qualitative and quantitative research design consisting of questionnaires and reflective journals was applied. Martin Seligman’s (2011) PERMA model provided a functional framework to measure student wellbeing within the elements of positive emotion, engagement, relationships, meaning and accomplishment. Quantitative data indicated a significant difference in the elements of relationships, meaning and accomplishment. These findings were supported by qualitative data which additionally showed strong indication of the positive emotion element and the role it plays in the engagement of participants. The positive emotion element was also found to permeate across each of the other four PERMA elements. Results emerging from this study highlight the role that a well-planned intergenerational program can play in providing positive experiences and interactions; creating caring and connected communities; enabling students to experience meaning and joy associated with serving others; and enhancing student self-efficacy. This study also draws attention to the essential role that both hedonic and eudaimonic facets play in promoting wellbeing and flourishing. Findings underscore the importance of implementing regular, scheduled visits with activities that focus on positive experiences and outcomes that actively engage all participants.","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128372426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Hill, Phil Fitzsimmons, Peter Kilgour, Beverly J. Christian
al, 2018). This paper draws on data from a national qualitative evaluation of the Encounter Bible teaching program in the Australian Adventist school system. The discussion refers to selected points of interest from that evaluation and addresses a limited number of key issues that could ultimately be of critical reflective importance for other Christian school systems. From reasoning to response: Systemic realisation of needThere came a point in time relatively early in this century when the Adventist school systems in Australia and New Zealand became convinced that a more current and engaging Bible curriculum was needed to meet the spiritual and learning needs of a changing group of learners. Further, teachers were thought to need more resources and up to date theoretical and practical support to meet these needs. The result was the launch of a major development by Adventist Schools Australia (hereafter abbreviated ASA) of the Adventist Encounter Bible curriculum. Established in 2008, the Australia and New Zealand Encounter Committee oversaw the conceptual development, writing, professional development and implementation of the Adventist Encounter Curriculum in both countries. Committee members wrote the first units, but the authorship soon shifted to teachers who had participated in writers’ workshops, placing the ownership with those responsible for implementing it. Some external Abstract Starting with a brief history of the development of the Encounter Bible curriculum and summary of the evaluative research methodology, this paper draws on teacher, student and administrator interview data in its account of teachers’ attempts to teach Encounter Bible. The writers refer to selected points of interest from their evaluation as they discuss teacher perceptions of the Encounter resource, assessment practice, the theory behind planning, the teaching and learning process, spirituality in schools and classrooms, and professional development. They also review student perceptions of teaching, and administrator involvement in supporting teachers. In surveying teacher achievements and challenges, the paper addresses a limited number of key issues that could ultimately be of critical reflective importance for Christian schools.
{"title":"A Decade of Encounter Biblical Studies","authors":"B. Hill, Phil Fitzsimmons, Peter Kilgour, Beverly J. Christian","doi":"10.55254/1835-1492.1440","DOIUrl":"https://doi.org/10.55254/1835-1492.1440","url":null,"abstract":"al, 2018). This paper draws on data from a national qualitative evaluation of the Encounter Bible teaching program in the Australian Adventist school system. The discussion refers to selected points of interest from that evaluation and addresses a limited number of key issues that could ultimately be of critical reflective importance for other Christian school systems. From reasoning to response: Systemic realisation of needThere came a point in time relatively early in this century when the Adventist school systems in Australia and New Zealand became convinced that a more current and engaging Bible curriculum was needed to meet the spiritual and learning needs of a changing group of learners. Further, teachers were thought to need more resources and up to date theoretical and practical support to meet these needs. The result was the launch of a major development by Adventist Schools Australia (hereafter abbreviated ASA) of the Adventist Encounter Bible curriculum. Established in 2008, the Australia and New Zealand Encounter Committee oversaw the conceptual development, writing, professional development and implementation of the Adventist Encounter Curriculum in both countries. Committee members wrote the first units, but the authorship soon shifted to teachers who had participated in writers’ workshops, placing the ownership with those responsible for implementing it. Some external Abstract Starting with a brief history of the development of the Encounter Bible curriculum and summary of the evaluative research methodology, this paper draws on teacher, student and administrator interview data in its account of teachers’ attempts to teach Encounter Bible. The writers refer to selected points of interest from their evaluation as they discuss teacher perceptions of the Encounter resource, assessment practice, the theory behind planning, the teaching and learning process, spirituality in schools and classrooms, and professional development. They also review student perceptions of teaching, and administrator involvement in supporting teachers. In surveying teacher achievements and challenges, the paper addresses a limited number of key issues that could ultimately be of critical reflective importance for Christian schools.","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125372317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Launch: Revealing Jesus in the Learning Environment","authors":"Brenton Stacey","doi":"10.55254/1835-1492.1450","DOIUrl":"https://doi.org/10.55254/1835-1492.1450","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127723278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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