Pub Date : 2023-05-04DOI: 10.1080/10656219.2023.2230331
Juanita Carpenter, M. Miller, Donald V. Peal
Abstract Destruction wrought by hurricanes can physically impact schools, houses, and businesses, all of which can delay or prevent recovery within communities. This study investigated the awareness among five private K–12 Christian administrators of the United States Department of Education (USDOE) guidelines for developing emergency operation plans (EOPs) for effective response and recovery. The five administrators were selected from a pool of 12 whose schools sustained on-site damage during the 2017 hurricane season. Their interview responses supported evidence of general knowledge of USDOE guidelines. Notably, veteran administrators reported that their previous hurricane response experience was more useful than their knowledge of government EOP guidelines.
{"title":"Examining Knowledge of US DOE Best Practices for Disaster Planning Among Five Private Christian K–12 School Administrators After a Hurricane: A Multi-Case Study","authors":"Juanita Carpenter, M. Miller, Donald V. Peal","doi":"10.1080/10656219.2023.2230331","DOIUrl":"https://doi.org/10.1080/10656219.2023.2230331","url":null,"abstract":"Abstract Destruction wrought by hurricanes can physically impact schools, houses, and businesses, all of which can delay or prevent recovery within communities. This study investigated the awareness among five private K–12 Christian administrators of the United States Department of Education (USDOE) guidelines for developing emergency operation plans (EOPs) for effective response and recovery. The five administrators were selected from a pool of 12 whose schools sustained on-site damage during the 2017 hurricane season. Their interview responses supported evidence of general knowledge of USDOE guidelines. Notably, veteran administrators reported that their previous hurricane response experience was more useful than their knowledge of government EOP guidelines.","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":"46058846","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 : 2022-09-02DOI: 10.1080/10656219.2022.2132335
Eric D. Rackley
Abstract This article explores 16 Latter-day Saint college students’ religiosocial motivations for reading sacred texts. Inductive analyses of semi-structured and verbal protocol interviews identified four motivations for reading sacred texts that grew out of participants’ lived experiences: They read because of pressure from family and friends, to have experiences with the divine, because reading sacred texts made them feel good, and to avoid the consequences they associated with not reading. Findings have implications for religious education research and instruction as they relate to studying the situated nature of motivations for literate practice and understanding young people’s lived experiences with sacred texts.
{"title":"Latter-Day Saint Young Adults’ Motivations for Religious Literacy","authors":"Eric D. Rackley","doi":"10.1080/10656219.2022.2132335","DOIUrl":"https://doi.org/10.1080/10656219.2022.2132335","url":null,"abstract":"Abstract This article explores 16 Latter-day Saint college students’ religiosocial motivations for reading sacred texts. Inductive analyses of semi-structured and verbal protocol interviews identified four motivations for reading sacred texts that grew out of participants’ lived experiences: They read because of pressure from family and friends, to have experiences with the divine, because reading sacred texts made them feel good, and to avoid the consequences they associated with not reading. Findings have implications for religious education research and instruction as they relate to studying the situated nature of motivations for literate practice and understanding young people’s lived experiences with sacred texts.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48681372","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 : 2022-09-02DOI: 10.1080/10656219.2022.2146242
C. Lam
Abstract Previous research demonstrated that both spirituality and curiosity were positively associated with life satisfaction. However, limited research investigated the relationship between spirituality and curiosity. One hundred eight Chinese Christian teachers participated in an online questionnaire that measured their spirituality, curiosity, and life satisfaction. Results showed that three dimensions of curiosity, namely, joyous exploration, deprivation sensitivity, and stress tolerance, were significantly associated with spirituality. Deprivation sensitivity was found to be a significant competitive mediator (suppressor) of the relation between spirituality and life satisfaction, indicating the anxiety embedded in deprivation sensitivity might interfere with Christian teachers’ life satisfaction. The finding provides support for the importance of fostering psychological capital and developmental assets for Christian teachers’ positive development.
{"title":"A Study of the Impact of Spirituality and Curiosity on Life Satisfaction in Chinese Christian Teachers","authors":"C. Lam","doi":"10.1080/10656219.2022.2146242","DOIUrl":"https://doi.org/10.1080/10656219.2022.2146242","url":null,"abstract":"Abstract Previous research demonstrated that both spirituality and curiosity were positively associated with life satisfaction. However, limited research investigated the relationship between spirituality and curiosity. One hundred eight Chinese Christian teachers participated in an online questionnaire that measured their spirituality, curiosity, and life satisfaction. Results showed that three dimensions of curiosity, namely, joyous exploration, deprivation sensitivity, and stress tolerance, were significantly associated with spirituality. Deprivation sensitivity was found to be a significant competitive mediator (suppressor) of the relation between spirituality and life satisfaction, indicating the anxiety embedded in deprivation sensitivity might interfere with Christian teachers’ life satisfaction. The finding provides support for the importance of fostering psychological capital and developmental assets for Christian teachers’ positive development.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43440978","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 : 2022-09-02DOI: 10.1080/10656219.2022.2136423
H. Stevens, Kyle Ritten
Abstract Minimal research has been conducted in parochial schools that focuses school counseling practices and guidance services. An autoethnographic approach was utilized to search for themes within a parochial school counselors’ lived experiences within a parochial setting. Four themes and three sub themes emerged from the data. The identified themes and sub themes indicate a clear emergence of a parochial school counselor’s faith influencing their role and work, school climate systems and structures mitigated a school counselor’s ability to achieve their conceived role, and the limitations of the ASCA National Model’s ability to be infused into a parochial setting.
{"title":"School Counseling in Parochial Schools: An Auto-Ethnography","authors":"H. Stevens, Kyle Ritten","doi":"10.1080/10656219.2022.2136423","DOIUrl":"https://doi.org/10.1080/10656219.2022.2136423","url":null,"abstract":"Abstract Minimal research has been conducted in parochial schools that focuses school counseling practices and guidance services. An autoethnographic approach was utilized to search for themes within a parochial school counselors’ lived experiences within a parochial setting. Four themes and three sub themes emerged from the data. The identified themes and sub themes indicate a clear emergence of a parochial school counselor’s faith influencing their role and work, school climate systems and structures mitigated a school counselor’s ability to achieve their conceived role, and the limitations of the ASCA National Model’s ability to be infused into a parochial setting.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49622755","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 : 2022-09-02DOI: 10.1080/10656219.2022.2132334
George Ashley, M. Cort, O. Ramirez, M. Moral
Abstract This study examined the influence of three important predictors on the sexual self-efficacy of Seventh-day Adventist (SDA) emerging adults (N = 592) from two SDA universities. The main multivariate technique used in this study was OLS Regression analyses. The results indicated that authoritative parenting and intrinsic religiousness were positively related to sexual self-efficacy, while extrinsic religiousness and acceptance of sexual double standards were negatively related to this dependent variable. These findings emphasize the lasting effects of early exposure to social factors such as parenting style and religious orientation. This study contributes to the religious scholarly literature exploring key constructs for sexual self-efficacy among emerging Christian young adults and can serve as a helpful resource for Christian parents, teachers, counselors, and child-welfare constituents.
{"title":"Relationship of Authoritative Parenting, Religiousness, and the Societal Double Standard to Sexual Self-Efficacy among Seventh-Day Adventist College Students","authors":"George Ashley, M. Cort, O. Ramirez, M. Moral","doi":"10.1080/10656219.2022.2132334","DOIUrl":"https://doi.org/10.1080/10656219.2022.2132334","url":null,"abstract":"Abstract This study examined the influence of three important predictors on the sexual self-efficacy of Seventh-day Adventist (SDA) emerging adults (N = 592) from two SDA universities. The main multivariate technique used in this study was OLS Regression analyses. The results indicated that authoritative parenting and intrinsic religiousness were positively related to sexual self-efficacy, while extrinsic religiousness and acceptance of sexual double standards were negatively related to this dependent variable. These findings emphasize the lasting effects of early exposure to social factors such as parenting style and religious orientation. This study contributes to the religious scholarly literature exploring key constructs for sexual self-efficacy among emerging Christian young adults and can serve as a helpful resource for Christian parents, teachers, counselors, and child-welfare constituents.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59736587","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 : 2022-07-09DOI: 10.1080/10656219.2022.2096274
A. Clausen, S. Wakeman, Holly N. Johnson, Elizabeth N. Reyes
Abstract As Christian schools offer inclusive education programs for students with significant cognitive disabilities, it is crucial that teachers have access to quality professional development (PD). The purpose of this study was to survey teachers at three inclusive Christian schools about their attitudes and beliefs toward inclusive education, as well as their reported PD needs through the framework of High Leverage Practices (HLPs). Findings suggest that teachers report the most PD needs in the HLP areas of teaching, behavior, scaffolding, resources, comprehension, and progress monitoring. Implications for practitioners and suggestions for future research are included.
{"title":"Professional Development Needs Reported by General Education Teachers at Inclusive Private Christian Schools","authors":"A. Clausen, S. Wakeman, Holly N. Johnson, Elizabeth N. Reyes","doi":"10.1080/10656219.2022.2096274","DOIUrl":"https://doi.org/10.1080/10656219.2022.2096274","url":null,"abstract":"Abstract As Christian schools offer inclusive education programs for students with significant cognitive disabilities, it is crucial that teachers have access to quality professional development (PD). The purpose of this study was to survey teachers at three inclusive Christian schools about their attitudes and beliefs toward inclusive education, as well as their reported PD needs through the framework of High Leverage Practices (HLPs). Findings suggest that teachers report the most PD needs in the HLP areas of teaching, behavior, scaffolding, resources, comprehension, and progress monitoring. Implications for practitioners and suggestions for future research are included.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46163442","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 : 2022-05-04DOI: 10.1080/10656219.2022.2075570
Philip Hughes
Abstract The question of how much religious schools contribute to the preparation of their students for citizenship has long been debated and empirical evidence has been mixed. A national Australian survey, Contributing to Australian Society, conducted in 2016 by the Christian Research Association, provided the opportunity for a quantitative study comparing the graduates of government, Catholic, independent high-fee, and low fee Christian school systems in their patterns of informal and formal adult volunteering as expressions of active citizenship. The survey found that the graduates of non-government secondary schools displayed higher rates of both formal and informal volunteering. However, stronger factors in graduate volunteering were parental volunteering and volunteering at school or in religious organizations.
{"title":"Voluntary Contributions to Society: The Impact of School Systems","authors":"Philip Hughes","doi":"10.1080/10656219.2022.2075570","DOIUrl":"https://doi.org/10.1080/10656219.2022.2075570","url":null,"abstract":"Abstract The question of how much religious schools contribute to the preparation of their students for citizenship has long been debated and empirical evidence has been mixed. A national Australian survey, Contributing to Australian Society, conducted in 2016 by the Christian Research Association, provided the opportunity for a quantitative study comparing the graduates of government, Catholic, independent high-fee, and low fee Christian school systems in their patterns of informal and formal adult volunteering as expressions of active citizenship. The survey found that the graduates of non-government secondary schools displayed higher rates of both formal and informal volunteering. However, stronger factors in graduate volunteering were parental volunteering and volunteering at school or in religious organizations.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48433471","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 : 2022-05-04DOI: 10.1080/10656219.2022.2071512
Eunice Hong
Abstract Conversations regarding race and racial tensions continue throughout institutions of higher education. For this study, 14 Asian American faculty members from four different private, Christian universities were interviewed to understand their experiences of racism on their campuses. All participants self-identified as East-Asian American and received, at minimum, their doctorates in the United States. Data were collected and analyzed using basic qualitative research methods, and findings were classified into two major categories: relationships and campus environment. Although participants were grateful for their institutions, their experiences were not without microaggressions and discrimination. The study hopes to aid in efforts that may ultimately create an even more inclusive environment for both faculty and students.
{"title":"Asian American Faculty Experiences of Racism","authors":"Eunice Hong","doi":"10.1080/10656219.2022.2071512","DOIUrl":"https://doi.org/10.1080/10656219.2022.2071512","url":null,"abstract":"Abstract Conversations regarding race and racial tensions continue throughout institutions of higher education. For this study, 14 Asian American faculty members from four different private, Christian universities were interviewed to understand their experiences of racism on their campuses. All participants self-identified as East-Asian American and received, at minimum, their doctorates in the United States. Data were collected and analyzed using basic qualitative research methods, and findings were classified into two major categories: relationships and campus environment. Although participants were grateful for their institutions, their experiences were not without microaggressions and discrimination. The study hopes to aid in efforts that may ultimately create an even more inclusive environment for both faculty and students.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59736516","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 : 2022-05-04DOI: 10.1080/10656219.2022.2071513
P. Chia
Abstract One of the challenges that students face is how to remember and preserve information from their teachers accurately over an extended period. Shedding a light on memory retention – both accuracy and longevity – is the Old Testament, which emphasizes the effectiveness of repetition as a learning process. This approach to learning by repetition involves both teachers and parents working together (who), both at home and in public (where) with spaced repetition (when), and the use of mnemonic devices (how). The purpose of this research is to describe the usefulness of the educational principles in the Old Testament to the field of Christian education, with support by cognitive psychology to validate this effectiveness of this learning process.
{"title":"What Does the Old Testament Say about Memory Retention: A Cognitive Psychology Approach","authors":"P. Chia","doi":"10.1080/10656219.2022.2071513","DOIUrl":"https://doi.org/10.1080/10656219.2022.2071513","url":null,"abstract":"Abstract One of the challenges that students face is how to remember and preserve information from their teachers accurately over an extended period. Shedding a light on memory retention – both accuracy and longevity – is the Old Testament, which emphasizes the effectiveness of repetition as a learning process. This approach to learning by repetition involves both teachers and parents working together (who), both at home and in public (where) with spaced repetition (when), and the use of mnemonic devices (how). The purpose of this research is to describe the usefulness of the educational principles in the Old Testament to the field of Christian education, with support by cognitive psychology to validate this effectiveness of this learning process.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971139","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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