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Volume 8, Issue 2

Welcome to the Summer 2013 Issue

Volume 8, Issue 2

The Teacher as Servant-Leader
David W. Anderson, Bethel College (St. Paul)

Any Christian philosophy of education must begin with acknowledging God to be the Creator of all that is, and as the source of all Truth. All knowledge is derived from, or in some way related to, the Creator God. Three elements that inform our understanding of education are:

  • our having been created in the image of God;
  • the creation mandate; and
  • the principle of stewardship.

Exposing the Roots of Low Self-Efficacy for Math: A Multi-Case Study of Middle School Students in an Urban Middle School
Joshua Emmett, Point Loma Nazarene University; Daniel Hall, Point Loma Nazarene University; Corey McKenna, Whitworth University

This multi-case study of historically low-performing 7th grade students in a math class at an urban middle school employed a theoretical framework based upon Bandura’s Social Cognitive Theory to discover the causes of low self-efficacy for math. The study utilized a cross-case analysis of four students who demonstrated varying degrees of self-efficacy. To serve students similarly situated, Christian teachers need to know what these students are experiencing and an understanding of the causes of low self-efficacy can inform their professional practice. Christian teacher educators can also benefit from understanding the context into which teachers of such students will serve so as to aptly prepare them for effective practice.

Servant Leadership: Making a Difference in University TESL Programs
Sarah Tahtinen-Pacheco, Bethel University

Teaching English as a Second Language is a broad field with programs designed to teach students from all languages and cultures around the world. Currently, the field is facing an urgent need for qualified teachers and leaders due to increasingly high numbers of immigrants and refugees. To meet this challenge, universities must have a plan for adequately preparing teachers to work with the growing population of non-native English learners.

Creating these programs require an understanding of ways to support English learners academically, linguistically, and culturally as they transition into English speaking schools. Based on the need for support, this article provides a model for university program leaders in meeting the need for future teachers by applying the principles, values, and practices of servant leadership.

Preparing For the Crossfire: Equipping Evangelical Leaders for Service in Public Schools
Gary Sehorn, George Fox University

This article addresses the preparation and support needed by evangelicals who serve as administrators and teacher leaders in public school settings. Educational leadership is lonely, demanding, and draining. This article explores the unique challenges evangelical leaders face because of the ongoing conflict between conservative Christians and public schools. Work-related conflicts that evangelicals experience in the workplace due to faith and the cultural dynamics that fuel this conflict are described. Strategies are proposed for Christian colleges and universities to prepare school leaders for the cultural crossfire.

Doing Impacting Being: A Case Study of Service Learning as a Method of Faith and Learning Integration
Calvin G. Roso, Oral Roberts University

C. S. Lewis argues that Christians become more like Christ by practicing to be something they are not: “Pretense leads up to the real thing . . . very often the only way to get a quality in reality is to start behaving as if you had it already” (Lewis, 1952, p. 160). Likewise, educators indicate that when students practice and apply their learning “true understanding is demonstrated” (Tomlinson & McTighe, 2006, p. 67). Even Jesus, the Master Teacher, modeled experiential integration in training His disciples (Matthew 10:1-15; Luke 9:1-6; Mark 6:7-13). Doing impacts being—what we do and experience shapes what we think and who we become. Engaging students in authentic experiences helps bridge the gap between academics and the real world. Service learning offers experiences in education where learning occurs through action and reflection as students work to alleviate community problems (Eyler & Giles, as cited in Brescia, Mullins, & Miller, 2009). Different than extracurricular service projects, service learning in the academic context includes relevant service activities that are connected to course and academic material through critical thinking and reflective activities (Roberts, 2008). This study analyzed methods for faith and learning integration through classroom service learning projects and short-term missions activities that were directly related to the academic courses and professions.

Book Review: Toward a theology of special education: Integrating faith and practice
Cathy E. Freytag, Houghton College

Letter from the Editor
E. Christina Belcher

Spotlight on Scot Headley