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Volume 4, Issue 2

Volume 4, Issue 2

Letter from the Associate Editor
Some thoughts from our associate editor, Christina Belcher.

Book Review: James L. Drexler, Editor. Schools as Communities: Educational Leadership, Relationships, and the Eternal Value of Christian Schooling.
Reviewed by David Robinson

Book Review: Blomberg, Doug. (2007). Wisdom and curriculum: Christian schooling after postmodernity.
Reviewed by Dirk Windhorst

This essay reviews Doug Blomberg’s Wisdom and Curriculum and responds to various issues raised there. It highlights the value of wisdom in terms of its relationship to embodied practical knowledge and the norms embedded in God’s creation. The concluding comments take issue with Blomberg’s interpretation of Plato.

Recalling Subject Centered Enthusiasm: The Essence of Great Teaching
Vickie Shamp Ellis and Neal P. Cross

This phenomenological study took place at a Christian liberal arts university in Missouri. Specifically, the study assesses ten undergraduate students’ perspectives regarding the characteristics of the best teacher of their academic lives. Ultimately, 17 characteristics emerged as standards for great teaching. The results indicate that the most powerful learning environment is one in which the teacher is dynamically connected to the subject. Our results strongly support Parker Palmer’s (1998) argument that the subject matter itself is “the great thing” (p. 117) that focuses the authentic teacher in the community of truth. Consideration of these characteristics in relation to how teachers honor their subject matter may serve to enhance the learning experience for everyone.

St. Augustine’s learning for the glory of God: Adapting “faith-learning integration” terminology for the modern world.
Marie Balance, Jaliene Hollabaugh, and Thu Truong

The scholastic debate about use and interpretation of the phrase “faith-learning integration” has spanned over fifty years. Glanzer (2008) proposed that this phrase be discarded and that scholars adopt the terminology “the creation and redemption of scholarship.” This concept is not new to Christian dialogue: it can be found in the writings of St. Augustine. However, there needs to be further clarification of Glanzer’s language in order to make it accessible to people of all faiths, backgrounds, and education levels. This paper will attempt to support both Glanzer’s proposal and a new direction for the discussion and encourage educators to adopt this new language as faith-based scholars.

Coercion and Consent: Helping Pre-service Teachers Understand Classroom Authority
Ken Badley

What should pre-service teachers know about the teacher’s authority? Teacher educators recognize that all teachers will face challenges to their authority to teach. As do professors, teachers will face these challenges throughout their careers, almost certainly beginning during their practice teaching. To that end, most pre-service teachers study classroom management, either in a free-standing class on the topic or as part of other curriculum and instruction courses.

About the Journal
The ICCTE Journal is a scholarly community for Christians in Teacher Education.