Welcome to the Spring 2014 ICCTE Journal Issue
Letter from the Editor
Non-believing Students at a Christian Tertiary Institution
Ruth Smith, Bethlehem Tertiary Institute
Many Christian tertiary educators share a passion to see holistic transformation in students’ lives. This qualitative study grew out of the desire to explore whether students who are not Christ-followers, but who apply to study within an overtly Christian context, experience such change. It investigated why they chose to apply, their initial expectations, the positives and challenges of their lived experiences, and self-perceptions of any holistic change. While geographical proximity appeared to be the strongest motivator, many did experience holistic change during their time of study. The most daunting challenge appeared to be the biblical critique required in assignment and class work, the time required for that, and the stress involved. My hope is that this study might add to our understanding, and highlight ways in which educators can work more fruitfully with students who do not share our Christian faith.
Eating Baby Food or Eating Meat? Student Voices on the “Everyday” Use of PowerPoint in University Teaching
Christina Belcher, Redeemer University College and Kimberly Maich, Brock University
This research study centers on the use of PowerPoint in university classes. It poses the question: How do students perceive PowerPoint specifically and technology overall impacting their university experiences as a process for learning, as an element of social community building and as a worldview lens for examining and critiquing their world? In a qualitative ethnographic narrative, based on the work of Dorothy Smith, student voices in the everyday are heard in order to provide insider perceptions on the key question. Twenty-four volunteer participants signed consent to engage in focus groups flowing from 3, twenty-one hour face-to-face courses. These courses were comprised of 13 sessions of two 75 minute classes weekly taught by one professor. Following the first introductory class session, remaining classes were divided into two halves. The first half (6 classes) of each course was instructed using PowerPoint and the second half (6 classes) was not. Students were asked to reflect on the impact and benefits of each half section of the course delivery. Additionally, they were asked to comment on how each half of the course affected their meaning making, memory retention of data, process for learning, engagement for community making and worldview lens regarding the use of PowerPoint in university. Findings revealed three themes to consider in the professorial use of PowerPoint as a teaching tool in university, and also raised reflective scrutiny by the learners involved in the benefits and shortcomings of PowerPoint use.
Academic College Readiness Indicators of Seniors Enrolled in University-Model Schools® and Traditional, Comprehensive Christian Schools
Sharon Brobst, Lancaster County Christian School and Colorado Christian University
This correlational study examined the relationship between type of high school a senior attends (University-Model School® [UMS®] or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data of Christian school students from six Texas schools. The Stanford-10 controlled for prior academic achievement. SAT and ACT scores measured academic college readiness. Results of three sequential multiple regressions, controlling for confounding, found school type to be a statistically significant predictor for the SAT Composite score, but not for the SAT Writing score or the ACT Composite score. Although the UMS® seniors averaged higher scores than traditional, comprehensive Christian school seniors on all three exams, only the SAT Composite score was found to be statistically significant. The standardized regression coefficient of the three scores did not find practical significance for the relationship between school type and academic college readiness.
A Visit to The Kilns: A Formative Experience for Two Christian Teacher Educators
Karen S. Buchanan, George Fox University and Thomas D. Buchanan, George Fox University
The C.S. Lewis Study Centre at the Kilns is located near Oxford, England in the previous home of C.S. Lewis, the highly influential 20th century Christian intellectual and apologist. Two professors, who coupled a brief stay at the Kilns with an inquiry into the life of Lewis and his writings, present insights into their work as teacher educators. Three main areas are explored. The first area is the nature of our work, including a discussion of the distinct roles associated with Christian teacher educators and the importance of professional community. Next is a discussion on the quality of our work, including insights into the themes of excellence and authentic learning. The third area is what we bring to our work and includes a consideration of integrity and faithfulness. The essay closes with insights from Lewis’ concept of a supposal.
About the Journal
The ICCTE Journal is a scholarly community for Christians in Teacher Education.