Education Commons^™

Developing Presence In Online Undergraduate Courses, Rae L. Casey

Faculty Publications - Department of Professional Studies

The purpose of this basic interpretive qualitative study (Merriam, 2009) was to understand the factors that excellent online faculty perceived as important to the development of presence in their online courses. Eight faculty members at two institutions in the northwest region of the United States participated in the study. Data were collected through interviews, syllabus reviews, and field notes. The data were coded and categorized, resulting in seven categories that described the findings. The seven categories were: Course Development, Course Facilitation, Assessment, Student Self Direction, Teachers as Learners, Learning Relationships, and Teacher Workload Management.

Barriers To Post-Secondary Enrollment For Former Foster Youth, Brenda Morton

Faculty Publications - College of Education

The purpose of this study was to explore the lived experiences of current and former foster youth who faced challenges with the process of enrolling in post-secondary education. These participants illuminated the importance of teacher preparation programs that include awareness of the contexts of foster children and youth. Unfortunately, little is known about this group, leaving them vulnerable to significant barriers. Many foster youth aspire to a four-year bachelors degree, but need the help and support of high school teachers to get there. Teacher educators have the unique opportunity to prepare future teachers to work with students from such varying …

From Cosmetic To Metabolized Change: Promoting Paradigm Shifts In A Dominant Culture University, Linda L. Samek, Anna A. Berardi, Amy Lynn Dee, Debra S. Espinor, Brenda M. Morton, Stephen R. Bearden, Steve Song, Waneen Aden White

Faculty Publications - College of Education

The authors provide three case examples modeling the implementation of the Diversity agenda in a school of education within a private Christian university. The second article in a series, the case studies demonstrate contextual application of confronting privilege as it manifests itself in a seemingly homogeneous environment. As the authors document programmatic, personal, and pedagogical methods informed by principles of social justice and equity, the intent is to move beyond cosmetic compliance with accreditation obligations towards a metabolized second order change within students and faculty.

Imagine A Place Where Teaching And Learning Are Inspirational: A Decade Of Collected Wisdom From The Field, P. Maureen Musser, Micki M. Caskey, Linda L. Samek, Younghee M. Kim, William L. Greene, Jan Marie Carpenter, Jay Casbon

Faculty Publications - College of Education

The purpose of this article is to share wisdom collected from the field and offer a view of meaningful learning, explore the tensions that exist in educators’ work, and invite conversation about the future of educational practice. The anecdotes and data come from a series of research studies conducted from 2001 to 2011 by a cadre of middle grades researchers— university faculty from public and private universities across Oregon. Over the past decade, we studied the perspectives of middle grades principals, middle grades teachers, university faculty, and district personnel directors representing distinct communities (urban, suburban, rural), disparate demographics (e.g., low …

Climb The Hill, Eloise Hockett, John Muhanji

Faculty Publications - College of Education

No abstract provided.

Exposing The Roots Of Low Self-Efficacy For Math: A Multi-Case Study Of Students In An Urban Middle School, Joshua Emmett, Daniel Hall, Corey Mckenna

International Christian Community of Teacher Educators Journal

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 …

Servant Leadership: Making A Difference In University Tesl Programs, Sarah Tahtinen-Pacheco

International Christian Community of Teacher Educators Journal

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 …

Doing Impacting Being: A Case Study Of Service Learning As A Method Of Faith And Learning Integration, Calvin G. Roso

International Christian Community of Teacher Educators Journal

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 …

Iccte Spotlight: Dr. Scott Headley

International Christian Community of Teacher Educators Journal

Dr. Scot Headley, Professor of Education at George Fox University and Dean for the School of Education, is the Editor at Large for the ICCTE Journal. Scot assists the Editor by troubleshooting technical and process issues and in consulting on aims and means. Previously, Scot served as the Editor for the Journal and currently serves as the Past President of ICCTE.

A Christian Business Perspective On The Development Of Student Character, Seth Sikkema, Joshua Sauerwein, Ryan Halley, J. Vandenhoeck

Faculty Publications - College of Business

No abstract provided.

The Intersection Of Culture And Learning: Findings And Implications, Seth Sikkema, Joshua Sauerwein

Faculty Publications - College of Business

No abstract provided.

Paperless Subjective Programming Assignment Assessment: A First Step, David Hansen

Faculty Publications - Department of Electrical Engineering and Computer Science

A significant component of student evaluation includes the objective and subjective assessment of programming assignments. We describe bits and pieces of a paperless electronic workflow we’ve recently used to provide objective and subjective feedback to students, emphasizing the tools and process used to provide subjective programming assignment assessment. We identify opportunities for future work to complete an end-to-end paperless electronic workflow that incorporates subjective assessment.

The Teacher As Servant-Leader, David W. Anderson

International Christian Community of Teacher Educators Journal

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.

The fact that humans are created in the image of God (Ge 1:26-27) sets the stage for our educability. Essential to our understanding of that image are such attributes as language (communication), reasoning, imaginative and …

Preparing For The Crossfire: Equipping Evangelical Leaders For Service In Public Schools, Gary F. Sehorn Dr.

International Christian Community of Teacher Educators Journal

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.

Book Review, Cathy E. Freytag

International Christian Community of Teacher Educators Journal

Anderson, D.W. (2012). Toward a theology of special education: Integrating faith and practice. Bloomington, IN: Westbow Press. ISBN: 978-1-4497-7249-9

Those who have read David Anderson’s earlier works will recognize that he has devoted his career to developing what might be referred to as a “theology of disability” or a “hermeneutic of special education” (p. 225). His book, Toward a Theology of Special Education: Integrating Faith and Practice, is a comprehensive treatise on what it means to approach the work of a special educator through an explicitly Christian worldview lens.

Hegeman, Edgell, And Johemsen's "Practice And Profile: Christian Formation For Vocation" - Book Review, Ken Badley

Faculty Publications - College of Education

No abstract provided.

Reflections About Questioning: A Continuum Of Development, Nicole Enzinger, Cynthia Langrall

Faculty Publications - College of Education

No abstract provided.

Contexts Of Student-Constructed Stories About Negative Integers, Nicole Enzinger

Faculty Publications - College of Education

No abstract provided.

Changing Teachers, Changing Students: Exploring Ipads In Inquiry-Based Learning, Susanna Steeg, Kristin Costley, Karin Engelman, Denise Gonzalez, Victoria Knutson, Kathy Maroni

Faculty Publications - College of Education

Educational contexts that support the complexity of in-service teacher learning around the purposeful use of technology are scarce. This qualitative case study describes a Literacy Enrichment Camp offered for traditionally marginalized elementary-aged children. Within camp, 5 teachers and 1 instructor prioritized their own and students’ inquiry-based teaching and learning around iPads. This article shares what teachers learned about themselves and the 17 students who participated in the 3-week camp. Teachers collected data through field note observations of teacher/student interactions with iPads, teacher interviews, and teacher reflection journals. Data were analyzed through constant comparative method, revealing themes of previously unrecognized teacher-resistance …

Serving Your Mobile Users: The Essentials - Chapter 1 From "The Handheld Library: Mobile Technology And The Librarian", Robin Ashford, Alexander Rolfe

Faculty Publications - George Fox University Libraries

No abstract provided.

Implications Of A Mobile Computing World For Academic Libraries And Their Users, Merrill Johnson, Robin Ashford

Faculty Publications - George Fox University Libraries

No abstract provided.

Clarke's "Church, Community And State In Relation To Education: Towards A Theory Of School Organization;" Hilliard, Lee, Rupp, And Niblett's "Christianity In Education: The Hibbert Lectures;" Pollard's "Education And The Spirit Of Man" - Book Review, Ken Badley

Faculty Publications - College of Education

No abstract provided.

Jacobsen And Jacobsen's "No Longer Invisible: Religion In University Education" - Book Review, Ken Badley

Faculty Publications - College of Education

No abstract provided.

Developing A National Perspective Of Interrelated Preparation: Educational Administration Leading Teacher Leadership Programs, Caryn M. Wells, Marc Shelton, Ralph L. Marshall

Faculty Publications - College of Education

This NCPEA Position Paper articulates a national perspective for the development of teacher leadership programs with leadership from educational administration professors. The National Council of Professors of Educational Administration (NCPEA), as the professional organization that provides direction and leadership for its members, presents a vision for dialogue and action to collaboratively develop teacher leadership programs among professors of educational administration and teacher education faculty. We believe that leadership matters and thus we submit there is a sense of urgency for professors to collaboratively develop teacher leadership programs embedded within educational administration programs. It is crucial that these programs articulate knowledge …

Ream & Glanzer's "The Idea Of A Christian College: A Reexamination For Today’S University" - Book Review, Patrick Allen

Faculty Publications - College of Education

No abstract provided.

Introduction From "American Indian Educators In Reservation Schools", Terry Huffman

Faculty Publications - College of Education

No abstract provided.

Native American Educators' Perceptions On Cultural Identity And Tribal Cultural Education: An Application Of Transculturation Theory, Terry Huffman

Faculty Publications - College of Education

No abstract provided.

Inquiry, Logic, And Puzzles, Nicole Enzinger

Faculty Publications - College of Education

No abstract provided.

Review Of Graham's "Making A Difference: Christian Educators In Public Schools", Gary Sehorn

Faculty Publications - College of Education

No abstract provided.

Book Review: Taking Every Thought Captive: Forty Years Of The Christian Scholar’S Review, Amy Lynn Dee

Faculty Publications - College of Education

Excerpt: "King’s introduction provides the answer to the most compelling and perhaps perplexing question that comes to mind when one picks up a book of articles published from 1970 through 2010. Why? After all, in the day of search engines and electronic data banks, it does not require much of a hunt to unearth older and out-of-print articles. Furthermore, in the academy we often overlook anything with a publication date beyond ten years ago simply because it becomes “historical” and newer scholars have offered alternate perspectives while building upon the contributions of our more distant colleagues, as they should. However, …