Pub Date : 2019-01-02DOI: 10.1080/10656219.2019.1593267
L. Francis, D. Howell, Phoebe Hill, Ursula Mckenna
Abstract Drawing on the survey conducted by Christian Research and commissioned by the Youthscape Centre for Research and One Hope, this study examined the impact of a paid children, youth, or family worker on the weekly attendance of 5- to 18-year-old children within 786 Church of England churches with adult attendance ranging from 20 to 250 people. Nearly one-third of these churches had a paid children, youth, or family worker (N = 259). The data demonstrated that on average the presence of a paid children, youth, or family worker added seven young people between the ages of 5 and 18 years to the total weekly Sunday attendance, after controlling for the weekly adult attendance figures.
{"title":"Assessing the Impact of a Paid Children, Youth, or Family Worker on Anglican Congregations in England","authors":"L. Francis, D. Howell, Phoebe Hill, Ursula Mckenna","doi":"10.1080/10656219.2019.1593267","DOIUrl":"https://doi.org/10.1080/10656219.2019.1593267","url":null,"abstract":"Abstract Drawing on the survey conducted by Christian Research and commissioned by the Youthscape Centre for Research and One Hope, this study examined the impact of a paid children, youth, or family worker on the weekly attendance of 5- to 18-year-old children within 786 Church of England churches with adult attendance ranging from 20 to 250 people. Nearly one-third of these churches had a paid children, youth, or family worker (N = 259). The data demonstrated that on average the presence of a paid children, youth, or family worker added seven young people between the ages of 5 and 18 years to the total weekly Sunday attendance, after controlling for the weekly adult attendance figures.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1593267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47949557","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 : 2019-01-02DOI: 10.1080/10656219.2019.1593009
J. Lim
{"title":"Ecologies of faith in a digital age: Spiritual growth through online education","authors":"J. Lim","doi":"10.1080/10656219.2019.1593009","DOIUrl":"https://doi.org/10.1080/10656219.2019.1593009","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1593009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43960751","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 : 2019-01-02DOI: 10.1080/10656219.2019.1593265
J. V. D. van der Walt
Abstract The term self-directed learning has since its seminal definition in 1975 by Malcolm S. Knowles acquired a range of meanings, which has led to communication difficulties about this subject. Examination of self-directed learning from a biblical ontological–anthropological perspective reveals that, although the notion of self-directed learning as a mechanistic or deterministic process should be questioned, Knowles and colleagues were correct in ameliorating the “process part” of the definition of self-directed learning by emphasizing the freedom and agency of the learner as steward of creation. Researchers wishing to deviate from the approach by Knowles and colleagues are compelled to explain what the term designates in their particular project.
{"title":"The Term “Self-Directed Learning”—Back to Knowles, or Another Way to Forge Ahead?","authors":"J. V. D. van der Walt","doi":"10.1080/10656219.2019.1593265","DOIUrl":"https://doi.org/10.1080/10656219.2019.1593265","url":null,"abstract":"Abstract The term self-directed learning has since its seminal definition in 1975 by Malcolm S. Knowles acquired a range of meanings, which has led to communication difficulties about this subject. Examination of self-directed learning from a biblical ontological–anthropological perspective reveals that, although the notion of self-directed learning as a mechanistic or deterministic process should be questioned, Knowles and colleagues were correct in ameliorating the “process part” of the definition of self-directed learning by emphasizing the freedom and agency of the learner as steward of creation. Researchers wishing to deviate from the approach by Knowles and colleagues are compelled to explain what the term designates in their particular project.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1593265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48385748","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 : 2019-01-02DOI: 10.1080/10656219.2019.1593266
G. Richardson
Abstract This article offers a brief history on the origin of universities, summarizes how faith shaped higher education from the European university’s advent to its Western reproduction, and presents recommendations from a contemporary faith integration method employed in many faith-based universities in the United States. Response to intervention was used to direct two examples of faith integration performed for 14 candidates enrolled in a teacher preparation program. The study advocates the instruction, modeling, and practicum elements of faith integration in curricula that provide postsecondary instructors with valuable insight to develop proficiency in the art of merging biblical content with discipline-specific content.
{"title":"Faith and Learning in Higher Education: Merging the Bible with Discipline-Specific Content","authors":"G. Richardson","doi":"10.1080/10656219.2019.1593266","DOIUrl":"https://doi.org/10.1080/10656219.2019.1593266","url":null,"abstract":"Abstract This article offers a brief history on the origin of universities, summarizes how faith shaped higher education from the European university’s advent to its Western reproduction, and presents recommendations from a contemporary faith integration method employed in many faith-based universities in the United States. Response to intervention was used to direct two examples of faith integration performed for 14 candidates enrolled in a teacher preparation program. The study advocates the instruction, modeling, and practicum elements of faith integration in curricula that provide postsecondary instructors with valuable insight to develop proficiency in the art of merging biblical content with discipline-specific content.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1593266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41324628","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 : 2019-01-02DOI: 10.1080/10656219.2019.1579125
Jesse Thomas
Abstract This study sought to highlight the association between motivation to homeschool and public school enrollment. Homeschooling parents (n = 1052) across the United States responded to questions from a survey administered online. Logistic regression analysis and the chi-square test showed that homeschooling parents who chose the religious/moral answer option on the survey as the reason to homeschool, were less likely to choose to enroll into a public school program. Qualitatively, the narrative data of religious/moral homeschoolers and their reasons not to enroll in public education provided a number of themes, including quality of the environment (n = 22) and reasons based on religion and faith (n = 18). These findings may prove useful for public school officials who desire to know more about how some families make educational decisions.
{"title":"Perspectives of Homeschoolers Motivated by Religious and Moral Reasons","authors":"Jesse Thomas","doi":"10.1080/10656219.2019.1579125","DOIUrl":"https://doi.org/10.1080/10656219.2019.1579125","url":null,"abstract":"Abstract This study sought to highlight the association between motivation to homeschool and public school enrollment. Homeschooling parents (n = 1052) across the United States responded to questions from a survey administered online. Logistic regression analysis and the chi-square test showed that homeschooling parents who chose the religious/moral answer option on the survey as the reason to homeschool, were less likely to choose to enroll into a public school program. Qualitatively, the narrative data of religious/moral homeschoolers and their reasons not to enroll in public education provided a number of themes, including quality of the environment (n = 22) and reasons based on religion and faith (n = 18). These findings may prove useful for public school officials who desire to know more about how some families make educational decisions.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2019.1579125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48214006","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 : 2018-09-02DOI: 10.1080/10656219.2018.1546430
L. Burton
{"title":"The Create-ive Nature of the Create-ed","authors":"L. Burton","doi":"10.1080/10656219.2018.1546430","DOIUrl":"https://doi.org/10.1080/10656219.2018.1546430","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1546430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42255559","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 : 2018-09-02DOI: 10.1080/10656219.2018.1520664
L. Burton
Abstract This article presents a bibliography of essays from the Christ in the Classroom collection, organized by subject. The essays focus on various aspects of the intersection of faith and academic fields of study. This article presents the subject index for volumes 21 through 40 of the collection, including volumes produced in the French, Portuguese, and Spanish languages. The index for volumes 1–20 was printed in 2017. All essays listed here are freely available for download at http://ChristInTheClassroom.org/.
{"title":"Adventist Perspectives on Faith Integration: Subject Index for Christ in the Classroom, Volumes 21–40","authors":"L. Burton","doi":"10.1080/10656219.2018.1520664","DOIUrl":"https://doi.org/10.1080/10656219.2018.1520664","url":null,"abstract":"Abstract This article presents a bibliography of essays from the Christ in the Classroom collection, organized by subject. The essays focus on various aspects of the intersection of faith and academic fields of study. This article presents the subject index for volumes 21 through 40 of the collection, including volumes produced in the French, Portuguese, and Spanish languages. The index for volumes 1–20 was printed in 2017. All essays listed here are freely available for download at http://ChristInTheClassroom.org/.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1520664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022909","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 : 2018-09-02DOI: 10.1080/10656219.2018.1518737
A. G. Stewart-Wells, B. Buckley-Hughes
Abstract Through a mixed methodology study of college and university faculty and presidents’ perceptions as they experience presidential change in Christian higher education, researchers addressed these research questions: Are there factors present that contribute to successful change during administrative transition in Christian higher education? If so, what are these factors? Faculty were surveyed using the Best Christian Workplaces (BCW) instrument. Following analysis of survey results, faculty participated in focus groups to qualitatively respond to the BCW survey. Finally, an interim president and newly elected president were interviewed to assess their perceptions of presidential transitions in Christian higher education. Researchers affirm conclusions from the literature and explain a key finding that contributes to the field of presidential change in Christian higher education.
{"title":"Three-Year Itch: Communicating Information to Minimize Faculty Anxiety During College and University Presidential Transition","authors":"A. G. Stewart-Wells, B. Buckley-Hughes","doi":"10.1080/10656219.2018.1518737","DOIUrl":"https://doi.org/10.1080/10656219.2018.1518737","url":null,"abstract":"Abstract Through a mixed methodology study of college and university faculty and presidents’ perceptions as they experience presidential change in Christian higher education, researchers addressed these research questions: Are there factors present that contribute to successful change during administrative transition in Christian higher education? If so, what are these factors? Faculty were surveyed using the Best Christian Workplaces (BCW) instrument. Following analysis of survey results, faculty participated in focus groups to qualitatively respond to the BCW survey. Finally, an interim president and newly elected president were interviewed to assess their perceptions of presidential transitions in Christian higher education. Researchers affirm conclusions from the literature and explain a key finding that contributes to the field of presidential change in Christian higher education.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1518737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46059566","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 : 2018-09-02DOI: 10.1080/10656219.2018.1520159
Christopher Lee
Abstract This study explored the motivation and impact of religious participation among undergraduate students at a liberal arts, faith-based institution of higher education. By reviewing current literature around the topics of motivation, religious decline, and religious participation, this research bridges the gap between two historical and categorical institutions of purposeful discipleship—the church and the university, a gap unexplored in the field of Christian higher education. Six participants were interviewed in this qualitative, phenomenological study with particular details of the study outlined in terms of methodology, data collection, and data analysis. The study discovered three categorical motivations and three categorical impacts for religious participation.
{"title":"The Motivation and Impact of Religious Participation: A qualitative Study of Undergraduate Students at a Liberal Arts, Faith-Based Institution","authors":"Christopher Lee","doi":"10.1080/10656219.2018.1520159","DOIUrl":"https://doi.org/10.1080/10656219.2018.1520159","url":null,"abstract":"Abstract This study explored the motivation and impact of religious participation among undergraduate students at a liberal arts, faith-based institution of higher education. By reviewing current literature around the topics of motivation, religious decline, and religious participation, this research bridges the gap between two historical and categorical institutions of purposeful discipleship—the church and the university, a gap unexplored in the field of Christian higher education. Six participants were interviewed in this qualitative, phenomenological study with particular details of the study outlined in terms of methodology, data collection, and data analysis. The study discovered three categorical motivations and three categorical impacts for religious participation.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1520159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43100439","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 : 2018-09-02DOI: 10.1080/10656219.2018.1520663
B. Navia, D. Mbungu, Anneris Coria‐Navia
Abstract This study investigated students’ perceptions of the study of evolution in a small conservative Christian college. Students’ interest in the subject is influenced by several factors, including prior exposure to the material, students’ belief system, and the instructors’ attitudes towards the subject. These factors also determine the ability of students to understand, discuss, and analyze evolutionary-leaning arguments. Participants were students in a Foundations of Biology class. They completed a survey instrument that was administered by the College’s Center for Teaching and Learning Excellence. Analysis of the results indicate students are interested in the material, think it is important to study, and value discussing these issues in a supportive Christian environment. Implications for strengthening faith integration and student intellectual growth are discussed.
{"title":"Student Perception on the Study of Evolution in a General Biology Course in a Christian College","authors":"B. Navia, D. Mbungu, Anneris Coria‐Navia","doi":"10.1080/10656219.2018.1520663","DOIUrl":"https://doi.org/10.1080/10656219.2018.1520663","url":null,"abstract":"Abstract This study investigated students’ perceptions of the study of evolution in a small conservative Christian college. Students’ interest in the subject is influenced by several factors, including prior exposure to the material, students’ belief system, and the instructors’ attitudes towards the subject. These factors also determine the ability of students to understand, discuss, and analyze evolutionary-leaning arguments. Participants were students in a Foundations of Biology class. They completed a survey instrument that was administered by the College’s Center for Teaching and Learning Excellence. Analysis of the results indicate students are interested in the material, think it is important to study, and value discussing these issues in a supportive Christian environment. Implications for strengthening faith integration and student intellectual growth are discussed.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2018.1520663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320215","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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