Pub Date : 2024-07-22DOI: 10.1080/10656219.2024.2375628
Zummy Anselmus Dami, Ali Imron, Burhanuddin, Achmad Supriyanto
{"title":"Servant Leadership and Organizational Citizenship Behavior in Indonesian Christian Higher Education: Direct and Indirect Effects","authors":"Zummy Anselmus Dami, Ali Imron, Burhanuddin, Achmad Supriyanto","doi":"10.1080/10656219.2024.2375628","DOIUrl":"https://doi.org/10.1080/10656219.2024.2375628","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814966","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}
Pub Date : 2024-05-14DOI: 10.1080/10656219.2024.2345630
Rob Lindemann, Katherine G. Schultz
{"title":"A Framework for the Heart-Orientation Dimension of Worldview","authors":"Rob Lindemann, Katherine G. Schultz","doi":"10.1080/10656219.2024.2345630","DOIUrl":"https://doi.org/10.1080/10656219.2024.2345630","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980919","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}
Pub Date : 2024-05-02DOI: 10.1080/10656219.2024.2345634
Jill Swisher, Lori Doyle
{"title":"The CASEL Framework and Christian Schools: Using a Hermeneutical Tool to Determine Worldview Alignment","authors":"Jill Swisher, Lori Doyle","doi":"10.1080/10656219.2024.2345634","DOIUrl":"https://doi.org/10.1080/10656219.2024.2345634","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141023088","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}
Pub Date : 2024-03-18DOI: 10.1080/10656219.2024.2329821
Eduardo Solá Chagas Lima
{"title":"“That Would Be Undemocratic”: Individuality and Educational Differentiation in C. S. Lewis’s “Screwtape Proposes a Toast” (1961)","authors":"Eduardo Solá Chagas Lima","doi":"10.1080/10656219.2024.2329821","DOIUrl":"https://doi.org/10.1080/10656219.2024.2329821","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231513","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}
Pub Date : 2023-12-06DOI: 10.1080/10656219.2023.2283628
Robin Barfield
{"title":"Parables, Pedagogies and Purpose: A Comparison of the Use of Parables within Godly Play and Examples of UK Evangelical Children’s Ministry","authors":"Robin Barfield","doi":"10.1080/10656219.2023.2283628","DOIUrl":"https://doi.org/10.1080/10656219.2023.2283628","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597260","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}
Pub Date : 2023-09-02DOI: 10.1080/10656219.2023.2287038
J. L. van der Walt, C. Wolhuter, N. A. Broer
Abstract This article is based on research into the phenomenon referred to as the “colonization of the mind.” It commences with a discussion of four different backgrounds and concomitant experiences regarding this persistent form of colonization: two with reference to the authors of this article, and two with reference to distinguishable categories of Indigenous people who still feel the enduring effects of the colonization of the mind. After theorizing about the “living in two worlds” that seems to be typical of the colonization of the mind, the authors propose a number of biblically justifiable measures that can be implemented by those still feeling themselves suffering from this lingering form of colonization. These measures include the adoption of a reformed ontology, anthropology, ethics, and education. The paper concludes with a brief discussion of an adapted Citizenship Education school program that may contribute to the eradication of the colonization of the mind issue.
{"title":"Overcoming “Colonization of the Mind” Through Citizenship Education: A Four-Dimensional Perspective","authors":"J. L. van der Walt, C. Wolhuter, N. A. Broer","doi":"10.1080/10656219.2023.2287038","DOIUrl":"https://doi.org/10.1080/10656219.2023.2287038","url":null,"abstract":"Abstract This article is based on research into the phenomenon referred to as the “colonization of the mind.” It commences with a discussion of four different backgrounds and concomitant experiences regarding this persistent form of colonization: two with reference to the authors of this article, and two with reference to distinguishable categories of Indigenous people who still feel the enduring effects of the colonization of the mind. After theorizing about the “living in two worlds” that seems to be typical of the colonization of the mind, the authors propose a number of biblically justifiable measures that can be implemented by those still feeling themselves suffering from this lingering form of colonization. These measures include the adoption of a reformed ontology, anthropology, ethics, and education. The paper concludes with a brief discussion of an adapted Citizenship Education school program that may contribute to the eradication of the colonization of the mind issue.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343259","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}
Pub Date : 2023-09-02DOI: 10.1080/10656219.2023.2284798
Matthew H. Lee, Lynn E. Swaner
Abstract Effective school leadership contributes to school success by improving student learning and reducing teacher turnover. Prior research has documented that supportive leadership can help retain effective teachers and improve teacher efficacy, thereby reducing the financial and human costs associated with teacher turnover. Within the private Christian school sector, we examined the relationship between supportive leadership, teacher well-being, and teacher willingness to promote the school. Our findings show a significant, robust, meaningful relationship between teachers’ perception of their leaders as supportive, higher levels of teacher well-being, and greater willingness to promote their schools to both prospective families and teachers.
{"title":"Supportive Leadership, Teacher Wellness, and School Promotion","authors":"Matthew H. Lee, Lynn E. Swaner","doi":"10.1080/10656219.2023.2284798","DOIUrl":"https://doi.org/10.1080/10656219.2023.2284798","url":null,"abstract":"Abstract Effective school leadership contributes to school success by improving student learning and reducing teacher turnover. Prior research has documented that supportive leadership can help retain effective teachers and improve teacher efficacy, thereby reducing the financial and human costs associated with teacher turnover. Within the private Christian school sector, we examined the relationship between supportive leadership, teacher well-being, and teacher willingness to promote the school. Our findings show a significant, robust, meaningful relationship between teachers’ perception of their leaders as supportive, higher levels of teacher well-being, and greater willingness to promote their schools to both prospective families and teachers.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343218","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}
Pub Date : 2023-09-02DOI: 10.1080/10656219.2023.2283631
Ferdinant Alexander, Martin Chrisani Liufeto, Rinto Hasiholan Hutapea, Iswanto , Zummy Anselmus Dami, Oscard L. Tobing
Abstract The study aimed to (1) assess the empirical views of the Christian community in Christian higher education on the causes and impacts of the COVID-19 pandemic; (2) investigate the relationship between the causes and effects of the COVID-19 pandemic; and (3) determine differences in cause and effect between gender groups, academic status, and education levels. The method used was quantitative. The results show that (1) the Christian higher education community in Indonesia’s understanding of evil as the cause of COVID-19 is dominated by natural evil; (2) such perception has a positive and significant correlation with spiritual impact; and (3) males, females, lecturers, and students respond differently to the causes of the pandemic.
{"title":"The Impact of the COVID-19 Pandemic on Christian Higher Education in Indonesia: Natural and Moral Evil","authors":"Ferdinant Alexander, Martin Chrisani Liufeto, Rinto Hasiholan Hutapea, Iswanto , Zummy Anselmus Dami, Oscard L. Tobing","doi":"10.1080/10656219.2023.2283631","DOIUrl":"https://doi.org/10.1080/10656219.2023.2283631","url":null,"abstract":"Abstract The study aimed to (1) assess the empirical views of the Christian community in Christian higher education on the causes and impacts of the COVID-19 pandemic; (2) investigate the relationship between the causes and effects of the COVID-19 pandemic; and (3) determine differences in cause and effect between gender groups, academic status, and education levels. The method used was quantitative. The results show that (1) the Christian higher education community in Indonesia’s understanding of evil as the cause of COVID-19 is dominated by natural evil; (2) such perception has a positive and significant correlation with spiritual impact; and (3) males, females, lecturers, and students respond differently to the causes of the pandemic.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343174","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}
Pub Date : 2023-05-04DOI: 10.1080/10656219.2023.2245092
J. Floyd
Abstract Teacher efficacy has a myriad of impacts on teaching and learning. This study was conducted to compare elementary teacher efficacy in Christian private schools and public schools to determine if there was a difference in overall efficacy, instructional strategies, classroom management, and student engagement. The participants of this study were surveyed with the Teacher’s Sense of Efficacy Scale. Discussion of the findings was used to recognize factors within Christian and public schools that could impact efficacy levels and provide the framework for leaders to leverage efficacy levels to best impact student success and teacher growth.
{"title":"A Comparison of Elementary Teacher Efficacy in Christian and Public Schools","authors":"J. Floyd","doi":"10.1080/10656219.2023.2245092","DOIUrl":"https://doi.org/10.1080/10656219.2023.2245092","url":null,"abstract":"Abstract Teacher efficacy has a myriad of impacts on teaching and learning. This study was conducted to compare elementary teacher efficacy in Christian private schools and public schools to determine if there was a difference in overall efficacy, instructional strategies, classroom management, and student engagement. The participants of this study were surveyed with the Teacher’s Sense of Efficacy Scale. Discussion of the findings was used to recognize factors within Christian and public schools that could impact efficacy levels and provide the framework for leaders to leverage efficacy levels to best impact student success and teacher growth.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43280050","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}
Pub Date : 2023-05-04DOI: 10.1080/10656219.2023.2245933
Jenica Joseph, Tamara Shilling, Heather L. Ferguson, J. Kijai
Abstract Research indicates facilitated debriefing is more effective than non-facilitated debriefing. However, limited published work on this topic exists within communication sciences and disorders. This study investigates speech-language pathology clinical simulation experiences examining formative assessment of debriefing sessions. Two groups of graduate students were compared to assess students’ perceptions of simulated learning experiences over 6 consecutive weeks. Although no significant changes were noted, stability between-group ratings indicate students entered this experience with practical clinical skills. Future studies may consider students’ ability to apply previous knowledge compared to those with no previous clinical experience.
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