Ismael Abu-Saad, "The Work Values of Arab Teachers in Israel in a Multicultural Context", Journal of Beliefs and Values 24, no. 1 (April 2003): 39-51.
The subjects of this study, 143 Arab elementary school teachers, represent an ethnic and religious minority in Israel, and work in schools based on a Western educational model. Their work values were measured by using the Islamic Work Ethic (IWE) and work individualism scales developed by Ali (1988). Based on the factor analysis of the IWE scale, three factors emerged: (1) personal and organizational obligations; (2) personal investment and dividends; and (3) personal effort and achievement. The relation of Ali's Islamic work ethic and work individualism scales to the traditional Western work values theory is discussed. The results of this study are compared to the findings of Ali (1988, 1992) obtained using the IWE and work individualism scales among Arab students in the United States and Arab managers in Saudi Arabia.
Keywords: Arab, Israel, multiculturalism, elementary school teachers, comparison, IWE (Islamic work ethic), work individualism scales, United States, Saudi Arabia, ethnic and religious minority
Kina Mallard and Michele Atkins, "Changing Academic Cultures and Expanding Expectations: Motivational Factors Influencing Scholarship at Small Christian Colleges and Universities", Christian Higher Education 3, no. 4 (October-December 2004): 373-389.
Many small Christian colleges and universities are changing their cultures from focusing solely on teaching to embracing a teacher-scholar model. Motivating faculty at these small colleges to engage in scholarly activities is becoming one of the top priorities of administration. The culture at private colleges with enrollments of less than 5000 is significantly different from larger state institutions. Faculty at Christian colleges and universities are often stretched thin with teaching loads, committee work, student advising and community involvement. Even so, some faculty at these colleges are making their mark as noted scholars in their fields. The research reported in this paper surveyed faculty at Council for Christian College and University member institutions and posed the question, 'What motivates some faculty members to engage in research when other faculty do not?' A questionnaire based on focus group responses and interview responses explored what either motivates or discourages faculty to actively engage in scholarship. A sample of 108 faculty answered questions regarding teaching load, committee work, student advising time as well as other variables. The results of this study show that although motivation is intrinsic, the role of the administration is vital to encouraging and rewarding scholarship.
Keywords: teaching and scholarship, faculty commitments
Despite financial disincentives and disenchantment during a time of crisis, many teachers continue to choose U.S. Catholic schools as a workplace. This paper examines the dynamics of recruitment and retention by presenting findings from national studies of teacher satisfaction. It then provides insights into the particular challenges faced by a subset of Catholic schools on the primary level in ineer-city [sic] areas that serve children in poverty. Lastly, it offers ways in which any religiously affiliated school can reconsider the status and role of the teacher.
Keywords: Catholic, recruitment and retention of teachers, status and role of a teacher, teacher satisfaction
Michael Jinkins, "The Professorís Vocations: Reflections on the Teacher as Writer", Teaching Theology and Religion 7, no. 2 (2004): 64-70.
What makes a good writer and what makes a good teacher are remarkably similar, although the one art is performed in private and the other in public. Both require a talent that can be developed but not created; a desire to engage and inspire, challenge and comfort; an openness to criticism; curiosity about the world; and discipline and self-control.
Keywords: being a teacher and a writer, theological educators, character of the university teaching vocation
Carol Lakey Hess, "Echoís Lament: Teaching, Mentoring, and the Danger of Narcissistic Pedagogy", Teaching Theology and Religion 6, no. 3 (July 2003): 127-137.
Narcissistic pedagogy favors the needs of the teacher; as a result, the teacher views students as an extension of his or her own self rather than as centers of independent pedagogical activity. This paper explains narcissism and examines its various manifestations in the classroom. The corrective proposed is conversational education, characterized by sensitivity to voice signals, tolerance for disagreement, and the ability to look compassionately upon the other.
Keywords: narcissistic pedagogy, need for admiration
Meerha Hahn, "Therapeutic Function of Christian Education: Healing Effects of Teaching", Journal of Christian Education and Information Technology 4 (April 2003): 61-93.
This paper argues that Christian teachers can play the roles of healers, following the example of Jesus Christ. The author describes four kinds of healing methods Jesus used and applies them to the classroom. Pedagogical healing has the purpose of restoring the relationship between the healed and God.
Keywords: healing and teaching, Jesusí healing ministry, Christian education and healing
A detailed questionnaire containing a range of questions to assess perceptions of RE and worship was completed by 361 of the 577 primary school head teachers employed by the Ceredigion, Carmarthenshire, Pembrokeshire, Swansea, Newport and Cardiff Local Education Authorities. While the degree of support for both religious education and worship was found to be similar for both male and female head teachers significant differences emerged between their views regarding related issues. The findings suggest that structural location theory and gender orientation theory shed some light on the differences in perceptions between male and female head teachers. The suggestion is made that these theories might also help to explain why a career in primary school teaching is more likely to appeal to females than males.
Keywords: England, elementary school head teachers, gender and attitude differences, religious education
Marc M. Wasserstein-Warnet, and Joseph Klein, "The Impact of World-View on Teachersí Perception of Human Nature and Relationships: A Comparative Analysis of Secular and Religious Sectors", British Journal of Religious Education 25, no. 3 (Spring 2003): 226-244.
The various differences between religious and secular schools have long been a matter of interest in educational research. Until now, the effect of religion on teachers' cultural assumptions has been more the subject of theoretical debate than of field research. The purpose of this empirical study is to offer directions for concrete dialogue between secular and religious sectors based on better understanding of the assumptions of the other.
The findings reported in this article show clear differences in perceptions between secular and religious teachers in various aspects of school cultural dimensions, particularly in the field of human nature, human activity and relationship.
Based on analysis of the results, several ways for a more effective and enriched intercultural dialogue are discussed. Some strategic reflections are presented in relation to the evolution of religious teachersí perceptions and the cultural challenge presented for religious education in postmodern society.
Keywords: secular and religious teachers, postmodern society
John L. Elias, "Reflections on the Vocation of a Religious Educator", Religious Education 98, no. 3 (2003): 297-310.
This article is the authorís reflection on forty years as a religious educator. Vocation reveals itself to be the distinctive life and work of an individual in so far as it contributes to the service of others in community and society. Vocation has both an individual and a social meaning; it can be viewed in religious or secular terms. It is characterized by commitment, sacrifice service, and passionate devotion. Through a number of scenarios, the authorís vocation is revealed in a number of distinctive ways: instructor and spiritual guide, adult educator, critical pedagogue, builder of faith sharing communities, social educator, mentor, and loving friend.
Keywords: personal reflections of a religious educator, vocation
Doret J. de Ruyter, James C. Conroy, Mary Lappin, and Stephen McKinney, "From Heaven to Earth: A Comparison of Ideals of ITE Students", British Journal of Religious Education 25, no. 4 (Autumn 2003): 292-307.
This article describes and discusses the outcomes of an open-ended questionnaire completed by Initial Teacher Education (ITE) students about their personal and professional ideals, that is, ideals they would like to pass on to their pupils, their ideal teacher and ideal school. We compared five groups of students that were formed on the basis of their personal ideals: a religious ideals group, a moral ideals group, a vocational ideals group, a materialistic ideals group were less focused on their own ideal situations, like being married or being happy, than the others and that those in the vocational and moral ideals group were less focused on these ideas. We also found that the moral and religious ideals groups had comparable personal and professional ideals, whereas the materialistic ideals group was clearly inconsistent. No clear picture emerged as to whether or not the vocational ideals group had distinctive professional ideals.
Keywords: personal and professional ideals, Initial Teacher Education
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