Pub Date : 2018-05-04DOI: 10.1080/10656219.2018.1500501
Mary E. Martin
Abstract The 2011 Cardus Report found that Christian schools are developing students’ faith but are not developing students’ academic opportunities at any greater rate than are their public school counterparts. Drawing upon data collected from 18 principals and 280 teachers across six Christian school systems, this mixed-methods study identifies the qualities of principal instructional leadership in high-performing Christian schools. Multiple findings, including teachers reporting a significant correlation between gender and instructional leadership and a correlation between instructional leadership and servant leadership characteristics, will facilitate Christian schools and educational leadership programs in preparing principals as instructional leaders.
{"title":"Qualities of Instructional Leadership Among Principals in High-Performing Christian Schools","authors":"Mary E. Martin","doi":"10.1080/10656219.2018.1500501","DOIUrl":"https://doi.org/10.1080/10656219.2018.1500501","url":null,"abstract":"Abstract The 2011 Cardus Report found that Christian schools are developing students’ faith but are not developing students’ academic opportunities at any greater rate than are their public school counterparts. Drawing upon data collected from 18 principals and 280 teachers across six Christian school systems, this mixed-methods study identifies the qualities of principal instructional leadership in high-performing Christian schools. Multiple findings, including teachers reporting a significant correlation between gender and instructional leadership and a correlation between instructional leadership and servant leadership characteristics, will facilitate Christian schools and educational leadership programs in preparing principals as instructional leaders.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1500501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47768392","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 : 2018-05-04DOI: 10.1080/10656219.2018.1512036
L. Burton
{"title":"Diversity and Quality in Christian Education","authors":"L. Burton","doi":"10.1080/10656219.2018.1512036","DOIUrl":"https://doi.org/10.1080/10656219.2018.1512036","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1512036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459807","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 : 2018-05-04DOI: 10.1080/10656219.2018.1512065
O. Maitanmi
The premise of Lessons from Cross-Cultural Collaboration is how the authors, Eloise Hockett and John Muhanji, have used the foundational components of cultural humility within various cross-cultural collaborative initiatives. Hockett is a tenured professor at George Fox University, Newberg, Oregon, United States, while Muhanji is the Director of Africa Ministries for Friends United Meeting (FUM) in Kisumu, Kenya. Cultural humility is an inestimable virtue that both countries have learnt over time in the process of implementing the concepts of peacekeeping practice in Kenya. The principles of cultural humility are so important to the authors that it informed their writing style, allowing the use of less formal academic language and the use of the authors’ first names. The book was not written by accident, but rather by divine inspiration, even though Eloise claimed that the book was initiated by John. It was launched at a point when the Kenyans suffered post-election violence, which reverberated through the entire nation. More than 1000 people were killed and thousands more displaced from their homes. Teaching of peace and conflict-resolution was therefore a matter of urgency in the country. The authors began with the lessons needed to facilitate a cross-cultural collaboration called principles of cultural humility. Cultural differences may occur within the same organizations. These principles answered the following questions:
{"title":"Lessons from Cross-Cultural Collaboration: How Cultural Humility Informed and Shaped the Work of an American and a Kenyan","authors":"O. Maitanmi","doi":"10.1080/10656219.2018.1512065","DOIUrl":"https://doi.org/10.1080/10656219.2018.1512065","url":null,"abstract":"The premise of Lessons from Cross-Cultural Collaboration is how the authors, Eloise Hockett and John Muhanji, have used the foundational components of cultural humility within various cross-cultural collaborative initiatives. Hockett is a tenured professor at George Fox University, Newberg, Oregon, United States, while Muhanji is the Director of Africa Ministries for Friends United Meeting (FUM) in Kisumu, Kenya. Cultural humility is an inestimable virtue that both countries have learnt over time in the process of implementing the concepts of peacekeeping practice in Kenya. The principles of cultural humility are so important to the authors that it informed their writing style, allowing the use of less formal academic language and the use of the authors’ first names. The book was not written by accident, but rather by divine inspiration, even though Eloise claimed that the book was initiated by John. It was launched at a point when the Kenyans suffered post-election violence, which reverberated through the entire nation. More than 1000 people were killed and thousands more displaced from their homes. Teaching of peace and conflict-resolution was therefore a matter of urgency in the country. The authors began with the lessons needed to facilitate a cross-cultural collaboration called principles of cultural humility. Cultural differences may occur within the same organizations. These principles answered the following questions:","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1512065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49243717","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 : 2018-05-04DOI: 10.1080/10656219.2018.1499571
Eloise Hockett
Abstract This qualitative case study examined the cultural learning insights of four educators during and after an immersion experience in Kenya. During this experience the participants delivered professional development sessions to teachers in two rural Kenyan schools, and stayed with Kenyan families. Mezirow’s transformational learning theory, self-reflection, and cultural humility were utilized as a framework to examine the educators’ learning experiences. Data were collected through pre-trip planning sessions, journals, debriefing sessions, field notes, and a 6-month follow-up interview. Results of the data produced five main themes: (1) general observations; (2) recognizing biases and assumptions; (3) cultural insights; (4) cultural humility; and (5) spiritual insights. Even though these participants had prior interactions with different cultures, this trip expanded their experiences and provided them with further understanding of how to interact with different cultures abroad, and within their professional contexts. While cultural aspects tend to be emphasized in undergraduate programs, these experienced educators benefitted from this cultural immersion experience, which could be used to make a case for continuing the same emphasis in graduate programs.
{"title":"Teaching and Learning in Kenya: Examining the Shifts in Cultural Learning of Experienced Educators","authors":"Eloise Hockett","doi":"10.1080/10656219.2018.1499571","DOIUrl":"https://doi.org/10.1080/10656219.2018.1499571","url":null,"abstract":"Abstract This qualitative case study examined the cultural learning insights of four educators during and after an immersion experience in Kenya. During this experience the participants delivered professional development sessions to teachers in two rural Kenyan schools, and stayed with Kenyan families. Mezirow’s transformational learning theory, self-reflection, and cultural humility were utilized as a framework to examine the educators’ learning experiences. Data were collected through pre-trip planning sessions, journals, debriefing sessions, field notes, and a 6-month follow-up interview. Results of the data produced five main themes: (1) general observations; (2) recognizing biases and assumptions; (3) cultural insights; (4) cultural humility; and (5) spiritual insights. Even though these participants had prior interactions with different cultures, this trip expanded their experiences and provided them with further understanding of how to interact with different cultures abroad, and within their professional contexts. While cultural aspects tend to be emphasized in undergraduate programs, these experienced educators benefitted from this cultural immersion experience, which could be used to make a case for continuing the same emphasis in graduate programs.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1499571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029480","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 : 2018-05-04DOI: 10.1080/10656219.2018.1502104
Darrin Thomas
Abstract With its international constituency, the Seventh-day Adventist Church has a large a membership that primarily comprises non-native English speakers. Students have had challenges in understanding and appreciating the writings of one of the church’s co-founders, Ellen White. The purpose of this study was to analyze the Testimonies for the Church and to quantitatively identify the difficulties with comprehending White’s writing. The results reveal that the readability is consistent with a middle school reading level; the text is moderately formal in nature; the sentiment of the text is neutral; and White’s writing style varies little over time.
{"title":"Quantitative Text Mining Analysis of the Testimonies for the Church: Implications for Non-Native English Readers","authors":"Darrin Thomas","doi":"10.1080/10656219.2018.1502104","DOIUrl":"https://doi.org/10.1080/10656219.2018.1502104","url":null,"abstract":"Abstract With its international constituency, the Seventh-day Adventist Church has a large a membership that primarily comprises non-native English speakers. Students have had challenges in understanding and appreciating the writings of one of the church’s co-founders, Ellen White. The purpose of this study was to analyze the Testimonies for the Church and to quantitatively identify the difficulties with comprehending White’s writing. The results reveal that the readability is consistent with a middle school reading level; the text is moderately formal in nature; the sentiment of the text is neutral; and White’s writing style varies little over time.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1502104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498770","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 : 2018-05-04DOI: 10.1080/10656219.2018.1499572
T. Dustman
Abstract Although emotional intelligence is an increasingly popular research topic regarding academic success, only one study regarding the topic has been conducted among Christian higher education student bodies. The Bible does not mention the term emotional intelligence; however, there are many biblical accounts of negative behaviors as a result of people succumbing to their emotions. Skills training, in the context of Christian colleges, would teach students how to commit emotional health to the will of God, how to process emotions and would provide life skills that will assist with the decision-making process.
{"title":"A Call for Emotional Intelligence Skills Training Curricula at Christian Colleges","authors":"T. Dustman","doi":"10.1080/10656219.2018.1499572","DOIUrl":"https://doi.org/10.1080/10656219.2018.1499572","url":null,"abstract":"Abstract Although emotional intelligence is an increasingly popular research topic regarding academic success, only one study regarding the topic has been conducted among Christian higher education student bodies. The Bible does not mention the term emotional intelligence; however, there are many biblical accounts of negative behaviors as a result of people succumbing to their emotions. Skills training, in the context of Christian colleges, would teach students how to commit emotional health to the will of God, how to process emotions and would provide life skills that will assist with the decision-making process.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1499572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44893833","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 : 2018-01-02DOI: 10.1080/10656219.2018.1446851
Ben Fryar, B. Wilcox, J. Hilton, P. Rich
ABSTRACT This research examined the phenomenon of spiritual growth in students taking an online religious education course at Brigham Young University–Idaho. Semi-structured interviews were conducted with 10 students who reported positive gains in spirituality as a result of the course. Students described their experience in the online course and the factors that contributed to their success. Results suggest participants took a great deal of ownership in their own spiritual growth. Although it seems likely participants were already highly self-directed, aspects of the online experience appeared to encourage self-direction. The course design was flexible enough for research participants to explore ideas on their own while also being structured enough to provide a guided experience. Online instructors acted as guides and facilitators, playing a less prominent role than face-to-face instructors. Frequent engagement in and reflection through writing appeared to be important for students’ spiritual growth, whereas online interactions with other students seemed to have minimal impact. However, some responses suggested online interaction with peers was an area with potential for greater influence.
{"title":"Describing Spiritual Growth in an Online Religious Education Course","authors":"Ben Fryar, B. Wilcox, J. Hilton, P. Rich","doi":"10.1080/10656219.2018.1446851","DOIUrl":"https://doi.org/10.1080/10656219.2018.1446851","url":null,"abstract":"ABSTRACT This research examined the phenomenon of spiritual growth in students taking an online religious education course at Brigham Young University–Idaho. Semi-structured interviews were conducted with 10 students who reported positive gains in spirituality as a result of the course. Students described their experience in the online course and the factors that contributed to their success. Results suggest participants took a great deal of ownership in their own spiritual growth. Although it seems likely participants were already highly self-directed, aspects of the online experience appeared to encourage self-direction. The course design was flexible enough for research participants to explore ideas on their own while also being structured enough to provide a guided experience. Online instructors acted as guides and facilitators, playing a less prominent role than face-to-face instructors. Frequent engagement in and reflection through writing appeared to be important for students’ spiritual growth, whereas online interactions with other students seemed to have minimal impact. However, some responses suggested online interaction with peers was an area with potential for greater influence.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1446851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48120417","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 : 2018-01-02DOI: 10.1080/10656219.2018.1442269
P. Bunnell, Russell G. Yocum, A. Koyzis, Karin A. Strohmyer
ABSTRACT Biblical texts mandate parental involvement in children’s religious education. Researchers consider it important as well. Through analysis of interviews, site documents, and a focus group this phenomenological study seeks to provide a rich description of parents’ experience with involvement in the religious education of their elementary children. This research offers an original portrait of parental involvement in religious education (PIRE). This phenomenology presents eight themes that depict various aspects of PIRE. The resulting phenomenology of PIRE is discussed is the context of the body of research on parental involvement and religious education.
{"title":"Parental Involvement in Elementary Children's Religious Education: A Phenomenological Inquiry","authors":"P. Bunnell, Russell G. Yocum, A. Koyzis, Karin A. Strohmyer","doi":"10.1080/10656219.2018.1442269","DOIUrl":"https://doi.org/10.1080/10656219.2018.1442269","url":null,"abstract":"ABSTRACT Biblical texts mandate parental involvement in children’s religious education. Researchers consider it important as well. Through analysis of interviews, site documents, and a focus group this phenomenological study seeks to provide a rich description of parents’ experience with involvement in the religious education of their elementary children. This research offers an original portrait of parental involvement in religious education (PIRE). This phenomenology presents eight themes that depict various aspects of PIRE. The resulting phenomenology of PIRE is discussed is the context of the body of research on parental involvement and religious education.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1442269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45232001","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 : 2018-01-02DOI: 10.1080/10656219.2018.1446854
J. V. D. van der Walt, Bram de Muynck, N. Broer, C. Wolhuter, F. Potgieter
ABSTRACT Individuals and communities occasionally need asking and giving forgiveness. Because the process of forgiving is not always well understood, it has become necessary to consider including forgiveness education in school pedagogy and in formal school programs such as Citizenship Education. This possibility is illustrated with examples from South Africa and The Netherlands. To date, forgiveness education has mostly taken the form of brief research interventions. It is recommended that forgiveness education, also from a Christian viewpoint, be given a more prominent place in school curriculums as well as in teacher education programs.
{"title":"The Need for and Possibility of a Christian Forgiveness Education in Schools","authors":"J. V. D. van der Walt, Bram de Muynck, N. Broer, C. Wolhuter, F. Potgieter","doi":"10.1080/10656219.2018.1446854","DOIUrl":"https://doi.org/10.1080/10656219.2018.1446854","url":null,"abstract":"ABSTRACT Individuals and communities occasionally need asking and giving forgiveness. Because the process of forgiving is not always well understood, it has become necessary to consider including forgiveness education in school pedagogy and in formal school programs such as Citizenship Education. This possibility is illustrated with examples from South Africa and The Netherlands. To date, forgiveness education has mostly taken the form of brief research interventions. It is recommended that forgiveness education, also from a Christian viewpoint, be given a more prominent place in school curriculums as well as in teacher education programs.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1446854","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129540","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 : 2018-01-02DOI: 10.1080/10656219.2018.1442270
Chong Ho Alex Yu, Hyun Seo Lee
ABSTRACT Secular scholars have criticized Christian education and counseling on sex as restrictive, ineffective, and outdated. The authors of the current study explored both common non-Christian and Christian approaches to human sexuality with reference to overarching domains of religion, philosophy, psychology, sociology, and anthropology. Secular approaches were classified as the inward approach, the spatial approach, and the temporal approach, whereas Christian approaches were categorized as the traditional and the modern perspectives. Although Christian faith can be signified as a protective factor against casual and risky sexual behaviors, traditional Christian values should be reevaluated in favor of comprehensive Christian approaches to sexuality, which embrace sexual desires as divine gifts for completeness of humanity.
{"title":"A Multi-Disciplinary Inquiry of Secular and Christian Approaches to Sex Education","authors":"Chong Ho Alex Yu, Hyun Seo Lee","doi":"10.1080/10656219.2018.1442270","DOIUrl":"https://doi.org/10.1080/10656219.2018.1442270","url":null,"abstract":"ABSTRACT Secular scholars have criticized Christian education and counseling on sex as restrictive, ineffective, and outdated. The authors of the current study explored both common non-Christian and Christian approaches to human sexuality with reference to overarching domains of religion, philosophy, psychology, sociology, and anthropology. Secular approaches were classified as the inward approach, the spatial approach, and the temporal approach, whereas Christian approaches were categorized as the traditional and the modern perspectives. Although Christian faith can be signified as a protective factor against casual and risky sexual behaviors, traditional Christian values should be reevaluated in favor of comprehensive Christian approaches to sexuality, which embrace sexual desires as divine gifts for completeness of humanity.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1442270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43624640","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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