Pub Date : 2021-09-02DOI: 10.1080/10656219.2021.1980473
Eunice Hong, Richard L. Starcher
Abstract Issues of race on America’s college campuses are increasingly prominent in the current sociopolitical environment. This pilot study sought to understand Asian American students’ experience of race in one faith-based university in Southern California. Thirteen participants shared their stories as they experienced race on the university campus. All participants were between 18 and 23 years old, born in the United States, and ethnically Korean, Japanese, or Chinese (Mandarin or Cantonese). Interviews were transcribed verbatim and coded using NVivo12 qualitative data analysis software. Two key themes emerged from the data: Campus Environment and Racial Identity Development.
{"title":"Asian American Students’ Experience of Race at a Christian University in Southern California","authors":"Eunice Hong, Richard L. Starcher","doi":"10.1080/10656219.2021.1980473","DOIUrl":"https://doi.org/10.1080/10656219.2021.1980473","url":null,"abstract":"Abstract Issues of race on America’s college campuses are increasingly prominent in the current sociopolitical environment. This pilot study sought to understand Asian American students’ experience of race in one faith-based university in Southern California. Thirteen participants shared their stories as they experienced race on the university campus. All participants were between 18 and 23 years old, born in the United States, and ethnically Korean, Japanese, or Chinese (Mandarin or Cantonese). Interviews were transcribed verbatim and coded using NVivo12 qualitative data analysis software. Two key themes emerged from the data: Campus Environment and Racial Identity Development.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"294 - 316"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45623282","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 : 2021-09-02DOI: 10.1080/10656219.2021.1990814
John R. Walcott
Abstract Research has made clear that there are persistent and glaring inequities in our educational system. While the evidence is clear, there is often disagreement about and misunderstanding of the reasons for this inequity. To respond effectively to current inequities, and to effectively prepare teachers for current realities, it is essential to have a critical and complete understanding of existing inequities in our schools. This article provides a framework to more clearly understanding these inequities and then applies that understanding to the specific context of teacher preparation programs in Christian colleges and universities.
{"title":"Understanding Educational Inequity: Implications for Teacher Education Programs in Christian Colleges and Universities","authors":"John R. Walcott","doi":"10.1080/10656219.2021.1990814","DOIUrl":"https://doi.org/10.1080/10656219.2021.1990814","url":null,"abstract":"Abstract Research has made clear that there are persistent and glaring inequities in our educational system. While the evidence is clear, there is often disagreement about and misunderstanding of the reasons for this inequity. To respond effectively to current inequities, and to effectively prepare teachers for current realities, it is essential to have a critical and complete understanding of existing inequities in our schools. This article provides a framework to more clearly understanding these inequities and then applies that understanding to the specific context of teacher preparation programs in Christian colleges and universities.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"337 - 355"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47602947","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 : 2021-09-02DOI: 10.1080/10656219.2021.1986443
Matthew H. Lee, Albert Cheng
Abstract The importance of K-12 school leadership for student learning, teacher recruitment and retention, and school culture is well documented by research. Furthermore, there are compelling reasons for examining the connection between faith and educational leadership practice, a connection which should yield distinctive practices in faith-based schools. Unfortunately, little research has empirically examined principal preparation, particularly in the context of Christian schools. Using a nationally representative sample of 870 U.S. private and public high school principals, we examined how much training principals receive in seven areas of school leadership practice and where they received that training. We found that Protestant school principals receive similar amounts of training in areas like school law and personnel management but much less training in areas such as fiscal management and data-driven decision-making. We discussed the implications of our findings for Christian school leadership practice and principal preparation
{"title":"The Preparation and Practice of Protestant School Leadership: Evidence from a Nationally Representative U.S. Sample","authors":"Matthew H. Lee, Albert Cheng","doi":"10.1080/10656219.2021.1986443","DOIUrl":"https://doi.org/10.1080/10656219.2021.1986443","url":null,"abstract":"Abstract The importance of K-12 school leadership for student learning, teacher recruitment and retention, and school culture is well documented by research. Furthermore, there are compelling reasons for examining the connection between faith and educational leadership practice, a connection which should yield distinctive practices in faith-based schools. Unfortunately, little research has empirically examined principal preparation, particularly in the context of Christian schools. Using a nationally representative sample of 870 U.S. private and public high school principals, we examined how much training principals receive in seven areas of school leadership practice and where they received that training. We found that Protestant school principals receive similar amounts of training in areas like school law and personnel management but much less training in areas such as fiscal management and data-driven decision-making. We discussed the implications of our findings for Christian school leadership practice and principal preparation","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"244 - 269"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48473110","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 : 2021-09-02DOI: 10.1080/10656219.2021.2000922
L. Burton
{"title":"Finding Jewels in Research","authors":"L. Burton","doi":"10.1080/10656219.2021.2000922","DOIUrl":"https://doi.org/10.1080/10656219.2021.2000922","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"221 - 223"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43121712","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 : 2021-09-02DOI: 10.1080/10656219.2021.1994073
Susan N. Mbaluka, J. Brand, Bordes Henry Saturne
Abstract Academic performance of K-12 students in North America could be improved in that the majority of students produce undistinguished results in every international assessment of academic proficiency. The purpose of this study was to investigate whether student’s self-discipline and parental involvement in student’s academic activities have any impact on student’s Iowa Test of Basic Skills (ITBS) scores or on their GPA. A quantitative, cross-sectional method utilizing multiple regression was used to investigate the relationships among the variables. Due to challenges of collecting sufficient data, the study was conducted in two phases: a preliminary study involving 16 students in schools in the Texas Conference of Seventh day-Adventists and later a primary study that utilized archived data from 5,144 grades 6 and 7 students in Seventh-day Adventist schools in the North American Division (NAD). In the preliminary study, teachers responded to a questionnaire to rate their students’ level of self-discipline, while parents responded to a parent questionnaire designed to measure their parental involvement. Results indicated that student’s self-discipline and parental involvement are significantly correlated with student’s ITBS scores and GPA. Student diligence showed the highest positive correlation with academic performance.
{"title":"Associating Student Self-Discipline and Parental Involvement in Students’ Academic Activities With Student Academic Performance","authors":"Susan N. Mbaluka, J. Brand, Bordes Henry Saturne","doi":"10.1080/10656219.2021.1994073","DOIUrl":"https://doi.org/10.1080/10656219.2021.1994073","url":null,"abstract":"Abstract Academic performance of K-12 students in North America could be improved in that the majority of students produce undistinguished results in every international assessment of academic proficiency. The purpose of this study was to investigate whether student’s self-discipline and parental involvement in student’s academic activities have any impact on student’s Iowa Test of Basic Skills (ITBS) scores or on their GPA. A quantitative, cross-sectional method utilizing multiple regression was used to investigate the relationships among the variables. Due to challenges of collecting sufficient data, the study was conducted in two phases: a preliminary study involving 16 students in schools in the Texas Conference of Seventh day-Adventists and later a primary study that utilized archived data from 5,144 grades 6 and 7 students in Seventh-day Adventist schools in the North American Division (NAD). In the preliminary study, teachers responded to a questionnaire to rate their students’ level of self-discipline, while parents responded to a parent questionnaire designed to measure their parental involvement. Results indicated that student’s self-discipline and parental involvement are significantly correlated with student’s ITBS scores and GPA. Student diligence showed the highest positive correlation with academic performance.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"270 - 293"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46569096","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 : 2021-09-02DOI: 10.1080/10656219.2021.1994491
O. Adekola
{"title":"Adventist Online Education: Realizing the Potential","authors":"O. Adekola","doi":"10.1080/10656219.2021.1994491","DOIUrl":"https://doi.org/10.1080/10656219.2021.1994491","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"356 - 362"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926575","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 : 2021-05-04DOI: 10.1080/10656219.2021.1936316
Kelly Sakzenian Cagle
Abstract The University-Model school incorporates private school and homeschool methods within a Christian school experience. Parents receive the title of co-instructors as they partner with teachers in educating their child. This phenomenological study explored the elements that influenced parents’ choice when selecting a school. Simon’s 1955 satisficing theoretical lens was used to explore parents’ satisfaction with their school choice. Two focus groups were held with six University-Model school parents, and six common themes were established as factors sought by parents when choosing a school model for their child: 1) more time desired as a family, 2) individualized services for the child, 3) smaller class sizes, 4) full faith-based school experience with extracurricular activities, 5) self-regulation skills for the child, and 6) the experience of education at home.
{"title":"School Choice and University-Model® Schools: A Phenomenological Study","authors":"Kelly Sakzenian Cagle","doi":"10.1080/10656219.2021.1936316","DOIUrl":"https://doi.org/10.1080/10656219.2021.1936316","url":null,"abstract":"Abstract The University-Model school incorporates private school and homeschool methods within a Christian school experience. Parents receive the title of co-instructors as they partner with teachers in educating their child. This phenomenological study explored the elements that influenced parents’ choice when selecting a school. Simon’s 1955 satisficing theoretical lens was used to explore parents’ satisfaction with their school choice. Two focus groups were held with six University-Model school parents, and six common themes were established as factors sought by parents when choosing a school model for their child: 1) more time desired as a family, 2) individualized services for the child, 3) smaller class sizes, 4) full faith-based school experience with extracurricular activities, 5) self-regulation skills for the child, and 6) the experience of education at home.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"144 - 159"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1936316","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43524166","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 : 2021-05-04DOI: 10.1080/10656219.2021.1936317
D. Lankshear, Leslie J. Francis, Emma L. Eccles
Abstract Drawing on data provided by 4,803 year-four, year-five, and year-six students (between the ages of 8 and 11 years) attending 88 Church in Wales primary schools, this paper discusses the development of eight short scales designed to operationalize themes concerning aspects of the distinctiveness of Anglican church schools and school worship identified by the school inspection process. The eight themes include attitude toward the general character of the school and attitude toward the religious character of the school. The data demonstrated the internal consistency reliability of these eight measures that comprise the Lankshear Student Voice Scales Revised and showed more positive attitudes to be associated with being female, with being younger, and with engaging in personal and public religious practices.
{"title":"Engaging the Student Voice Within Anglican School Self-Evaluation and Statutory Inspection Within Wales: The Lankshear Student Voice Scales Revised","authors":"D. Lankshear, Leslie J. Francis, Emma L. Eccles","doi":"10.1080/10656219.2021.1936317","DOIUrl":"https://doi.org/10.1080/10656219.2021.1936317","url":null,"abstract":"Abstract Drawing on data provided by 4,803 year-four, year-five, and year-six students (between the ages of 8 and 11 years) attending 88 Church in Wales primary schools, this paper discusses the development of eight short scales designed to operationalize themes concerning aspects of the distinctiveness of Anglican church schools and school worship identified by the school inspection process. The eight themes include attitude toward the general character of the school and attitude toward the religious character of the school. The data demonstrated the internal consistency reliability of these eight measures that comprise the Lankshear Student Voice Scales Revised and showed more positive attitudes to be associated with being female, with being younger, and with engaging in personal and public religious practices.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"209 - 220"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44147200","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 : 2021-05-04DOI: 10.1080/10656219.2021.1934205
Jeremy Delamarter, Mikayla Lukkasson
Abstract Pre-service teachers (PSTs) often enter preparation programs with rigid expectations of teaching that focus more on K-12 students' emotional outcomes than their academic outcomes. This study examines the teaching expectations of PSTs enrolled in teacher preparation programs at institutions within the Council for Christian Colleges and Universities. The instrument for this study is the Inspiration/Content Dichotomy Framework Survey, which measures the degree of PSTs' affective or academic outcome expectations. Data from 222 participants revealed that PSTs at CCCU institutions exhibit a homogeneity of affective expectations not found in previous studies of the general PST population. CCCU teacher preparation programs can utilize these findings to equip their students with reflective and analytical exercises as part of their expectation management.
{"title":"Affective Homogeneity: The Teaching Expectations of Pre-Service Teachers at CCCU Schools","authors":"Jeremy Delamarter, Mikayla Lukkasson","doi":"10.1080/10656219.2021.1934205","DOIUrl":"https://doi.org/10.1080/10656219.2021.1934205","url":null,"abstract":"Abstract Pre-service teachers (PSTs) often enter preparation programs with rigid expectations of teaching that focus more on K-12 students' emotional outcomes than their academic outcomes. This study examines the teaching expectations of PSTs enrolled in teacher preparation programs at institutions within the Council for Christian Colleges and Universities. The instrument for this study is the Inspiration/Content Dichotomy Framework Survey, which measures the degree of PSTs' affective or academic outcome expectations. Data from 222 participants revealed that PSTs at CCCU institutions exhibit a homogeneity of affective expectations not found in previous studies of the general PST population. CCCU teacher preparation programs can utilize these findings to equip their students with reflective and analytical exercises as part of their expectation management.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"160 - 183"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1934205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44749540","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 : 2021-05-04DOI: 10.1080/10656219.2021.1933664
Stephen M. Ponisciak
Abstract U.S. Catholic school enrollment has declined significantly from a peak in the 1960s. Schools attempting to reverse that trend have relied on marketing and promotion. We use survey data from Chicago Catholic schools to compare Rasch measures of school climate to student growth, school enrollment, and closure. We find that these measures are reliable indicators of students’ and teachers’ experiences, and they are related to enrollment change. These findings provide some validation of survey measures that were previously validated in public schools. Thus Catholic schools seeking to increase enrollment might move beyond marketing and achievement to examine school climate.
{"title":"Surveys, Achievement and Enrollment: Strengthening and Sustaining Catholic Schools","authors":"Stephen M. Ponisciak","doi":"10.1080/10656219.2021.1933664","DOIUrl":"https://doi.org/10.1080/10656219.2021.1933664","url":null,"abstract":"Abstract U.S. Catholic school enrollment has declined significantly from a peak in the 1960s. Schools attempting to reverse that trend have relied on marketing and promotion. We use survey data from Chicago Catholic schools to compare Rasch measures of school climate to student growth, school enrollment, and closure. We find that these measures are reliable indicators of students’ and teachers’ experiences, and they are related to enrollment change. These findings provide some validation of survey measures that were previously validated in public schools. Thus Catholic schools seeking to increase enrollment might move beyond marketing and achievement to examine school climate.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"123 - 143"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1933664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42547582","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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