Christian Perspectives in Education

The Relationship of Food and Academic Performance: A Preliminary Examination of the Factors of Nutritional Neuroscience, Malnutrition, and Diet Adequacy

Allison Woodhouse et al. — Wed, 28 Nov 2012 06:00:57 PST

This article examines the extent of food’s impact on children’s academic achievement. The purpose of this study is to summarize existing research concerning the food-learning correlation and to synthesize studies regarding nutritional needs of the brain, malnutrition during development, and overall diet quality as related to academic achievement. Data finds a fundamental link between nutrition and cognition. Results suggest to the extent the brains of many United States schoolchildren do not receive the nutrients needed for optimal cognition, that academic performance may be consequentially reduced. Finally, a discussion of related learning theory and current debate, and practical implications for educational settings is offered.

Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms?

Jaunine Fouché et al. — Sat, 21 May 2011 16:31:38 PDT

Increasing prevalence of high-stakes testing calls for focus on value-added teaching and learning practices. Following is an inquiry regarding metacognitive teaching and learning practices as it pertains to secondary science classrooms. Research shows that the orchestration and inclusion of metacognitive strategies in the science classroom improve achievement under the following preconditions: (1) are pervasively embedded in the educational structure; (2) are part of appropriately rigorous and relevant curriculum; (3) are supported by ‘metacognitive friendly’ teaching strategies; (4) are explicitly practiced by students and teachers; and (5) enable students to take responsibility for their own learning.

Non-Traditional Entrants to the Profession of Teaching: Motivations and Experiences of Second-Career Educators

Darrell Lee, Ed.D. et al. — Sat, 21 May 2011 16:31:36 PDT

Individuals entering the teaching profession from other fields have much to offer in terms of practical experience in fields such as business, private industry, law enforcement, and the military. The authors examine the phenomenon of second-career teachers with specific emphasis on the motivating factors, common experiences, and reflections concerning the decision to leave already established professions in order to pursue a career in teaching. This particular issue of life vocation has particular interest for the Christian, who wishes to discern and follow the call of God in their personal and professional commitments. The article surveys research into second-career teachers and explores the process of professional preparation of these newfound entrants in the world of education as well as their assimilation to the culture of schools. Themes emerge from the literature for further consideration, which the authors argue, must more intentionally-inform career preparation programs, trends of new teacher recruitment, and teacher shortages in American school districts.

Individual Religious Commitment and Interdisciplinary Academic Achievement: Student Religiosity as a Factor in a National Academic Competition

Joshua D. Reichard — Sat, 21 May 2011 16:31:35 PDT

This study included an examination of the differences between the religiosity of students representing both public and private schools that qualified at the state and national levels in the United States Academic Decathlon, a national, interdisciplinary academic competition. The statistical significance of religiosity in relation to achievement scores in the Academic Decathlon was examined. The literature reviewed suggested a positive correlation between religiosity and academic achievement. The Duke University Religion Index (DUREL) instrument was administered to students on both teams to determine religiosity levels. Statistical analysis was applied to the data to test for significant difference. No significant difference between overall competition scores was found in relation to reported student religiosity; neither the public nor private school scored significantly higher or lower in the competition. Significant difference in scores was found for specific subject areas. Further, no significant difference was found between student religiosity in relation to grade point average. The conclusion that student religiosity was not found to have a significant influence on competition scores in the Academic Decathlon suggests that religiosity and academic achievement may not always positively correlate. The implications for Christian education suggest that faith-learning integration should be critically examined across disciplines in Christian school settings, particularly in the subjects of mathematics and science.

The Effect of Walkthrough Observations on Teacher Perspectives in Christian Schools

Gordon B. Brown et al. — Sat, 21 May 2011 16:31:33 PDT

This study investigated the effects on teacher perceptions of frequent, brief classroom observations in Christian schools. Teachers (N=111) responded to 13 belief and value statements prior to and after the term during which administrators conducted weekly, brief, unannounced observations in their classes. Teachers reported significant positive change regarding (a) analyzing reasons for selecting methods to assess learning, (b) being encouraged after class observations, and (c) being encouraged after receiving feedback related to the observations.

Learning First, Technology Second: Enhancing Missionary Training Through Technology

Ernest Manges et al. — Tue, 28 Dec 2010 13:41:14 PST

This article describes how the missions agency EFCA ReachGlobal uses the open source online learning platform Moodle to train missionaries and to fulfill its goal to become a learning organization. Moodle is employed in three ways: online facilitated courses, collaboration zones and knowledge banks. Blended learning is also used, notably in ReachGlobal’s pre-field training for missionary candidates.

Missiological Education by Extension: A Case Study of the Course, “Foundations of the World Christian Movement”

Rick Smith et al. — Tue, 28 Dec 2010 13:41:13 PST

This article is a case study of a simple online course created jointly by a mission agency and small university. It demonstrates how open source course management technology has been used to create a true sense of community among students from a variety of cultural backgrounds and locations. The content of the course was delivered through a blending of open source technology and self-directed adult learning facilitated through online dialog, which in turned engendered multi-cultural, respectful virtual community. Information is shared to enable others to obtain low-cost technological help for setting up other individual courses in Moodle.

Stewardship in Distance Education: A Comparative Analysis of Technologies that Support Student Learning

Amanda J. Rockinson-Szapkiw — Tue, 28 Dec 2010 13:41:12 PST

Effectively facilitating the growth of learners demonstrates prudent stewardship (Galatians 6:10; Genesis 2:15). As wise stewards of what God has entrusted to them, Christian educators are challenged to identify factors critical for supporting students’ learning in whatever environment they are teaching. When teaching in the online environment, this includes adopting technological applications to support learning. This study compared the use of two technological applications and their affect on student learning. Findings provided evidence that online graduate learners who used the combination of a content management system and e-conferencing system reported significantly higher perceptions of learning than learners who used only the content management system. Additional findings were not significant.

Vygotsky and the Virtual Classroom: Sociocultural Theory Comes to the Communications Classroom

Michael Freeman — Tue, 28 Dec 2010 13:41:11 PST

Perceptions of Immediacy, Cohesiveness, and Learning in Online Courses

Jason D. Baker — Tue, 28 Dec 2010 13:41:10 PST