Relevant bibliographies by topics / Christian schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Christian schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Christian schools"

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Miller, Matthew R., and JohnMark Bennett Beazley. "Christian Spiritual Formation in the Classical School." Journal of Spiritual Formation and Soul Care 11, no. 2 (November 2018): 230–40. http://dx.doi.org/10.1177/1939790918796834.

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Classical Christian education has ancient roots in the Christian church. In recent days, Christians have attempted to recover this classical tradition. Many cite the intellectual rigor vis-à-vis public schools as the reason for choosing classical Christian education. However, intellectual rigor is only one part of the classical tradition. More importantly, classical Christian education seeks to develop morally upright Christians. This education forms the character of Christians so that they may live faithfully in the world. This article describes how classical Christian education works at Highlands Latin School in Louisville, KY. Specifically, the implementation of the classical curriculum in middle school Latin and Greek courses is addressed with an eye toward spiritual/moral formation.
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Jarman, Andrea Loux. "Disability and Demonstrating Christian Commitment." Ecclesiastical Law Journal 16, no. 1 (December 13, 2013): 57–65. http://dx.doi.org/10.1017/s0956618x13000823.

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Community lies at the heart of both church and school life in the Church of England. In some areas, church communities are sustained by families who choose to attend a particular church based on the quality of the church school in its parish. Many Voluntary Aided Church of England schools (church schools) give priority admission to parents on the basis of faith in the oversubscription criteria of their admission arrangements. While the Church stresses inclusiveness in its recommendations regarding admissions policies to church schools, where a church school is very popular and oversubscribed arguably priority must be given to parents of the faith in the school's catchment area. Otherwise parishioner children whose families regularly attend church could fail to be admitted to their local church school because of competition for places.
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Budiyana, Hardi. "Peran Psikologi dalam Pendidikan Kristen di Sekolah Kristen." Jurnal Pendidikan Agama Kristen (JUPAK) 1, no. 1 (December 4, 2020): 68–78. http://dx.doi.org/10.52489/jupak.v1i1.9.

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Christian education is a teaching and learning process that is based on the Bible, is moved by the Holy Spirit, and is Christocentric. One of the formal Christian education is manifested in Christian schools. Christian education in Christian schools is certainly different from education in schools in general. The Christian education, which is Christian and based on the Bible, is what distinguishes Christian schools from schools in general. Through a descriptive qualitative approach, the writer wants to describe the purpose of the role of educational psychology in Christian education. Where Christian education is to equip students in science, character and attitudes according to the Bible, but Christian education in schools also aims to bring students to become disciples of the Lord Jesus, where students are brought to meet personally with the Lord Jesus who is the only one. Lord and Savior, and experience His likeness. In carrying out Christian education in Christian schools, various disciplines are needed, including psychology. Psychology is the science of psychology that studies the unobservable inner state and observable outer state. Psychological principles that do not contradict the Bible are God's general revelations and can be used in Christian education in Christian schools. In terms of vision and mission in Christian schools, psychology can help to formulate a vision and mission that is biblical and responds to the needs of the times. In terms of the curriculum in Christian schools, psychology can help to discover new subjects and integrate all subjects with the Bible. In the case of teachers in Christian schools, psychology can aid in teacher recruitment, training, and evaluation. In the case of students in Christian schools, psychology helps to map out the uniqueness of each student and approach students personally. In terms of facilities in Christian schools, psychology helps to provide educational and innovative play tools according to the Bible
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Baker, Sylvia. "The Christian Schools Campaign." Research in Education 81, no. 1 (May 2009): 12–19. http://dx.doi.org/10.7227/rie.81.2.

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Rice, Desmond. "READING IN CHRISTIAN SCHOOLS." Journal of Research on Christian Education 3, no. 1 (March 1994): 138–39. http://dx.doi.org/10.1080/10656219409484806.

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Beavis, Mary Ann. ""Pluck the rose but shun the thorns": The ancient school and Christian origins." Studies in Religion/Sciences Religieuses 29, no. 4 (December 2000): 411–23. http://dx.doi.org/10.1177/000842980002900402.

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Although early Christianity had a "scholastic" dimension at an early stage, the place of the Greco-Roman urban institution of the school in the lives of Christians and the role of education in the development and dissemination of Christianity has not received much attention in recent scholarship. This article revisits this topic, with special reference to the concept of "competition." Three conclusions result: Christian students and teachers typically resorted to pagan schools; the Greco-Roman school system provided Christians with education in grammar and rhetoric that they put to good use in undermining paganism; and, to some extent, the schools may have provided a forum for proselytizing on the part of some Christian teachers and pupils.
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Schwartz, James E. "Christians Teaching in the Public Schools: What are Some Options?" Journal of Education and Christian Belief 2, no. 1 (March 1998): 53–64. http://dx.doi.org/10.1177/205699719800200107.

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How can Christians who are teachers in government-sponsored schools in the USA live a life of faith within the constraints of the First Amendment? Three options are presented: agent for enculturation, Christian advocate / evangelist and Golden Rule truth-seeker. The assumptions, strengths and weaknesses of each of these options are discussed. The third option blends the best aspects of the first two and offers the best hope for authentically living the Christian life in the public school setting.
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Lawrence, Neal. "Designing Educational Organisation in a Christian Context." Journal of Education and Christian Belief 2, no. 2 (September 1998): 115–26. http://dx.doi.org/10.1177/205699719800200206.

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IS IT NECESSARY or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label ‘Christian’ or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian oganisational framework innately present in the carrying out of a Christian educational purpose? This paper explores these issues through several metaphorical perspectives on organisations and seeks to identify some elements of a useable organisational framework for Christian schools.
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Permana, Surja. "A Case Study Of Procurement Of Christian Education Teacher In Public Elementary School In Sub-District Of Candisari Of Semarang." IJEBD (International Journal Of Entrepreneurship And Business Development) 1, no. 1 (September 1, 2017): 75. http://dx.doi.org/10.29138/ijebd.v1i1.347.

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Purpose : The purpose of this research was to know the reasons or causes of lack or absence of Christian Education teachers Design/methodology/approach : The method used in this research was explorative-descriptive case study. Case study procedure in this research had four stages: description (observing/studying), analysis (trying to understand), interpretation (interpretation of data), and action (action plan based on the result of research data). Findings : the main obstacle to procurement of Christian Education teachers as Non-Permanent Teachers was lack or absence of budget Research limitations/implications : This study was limited to the number of Christian students. Interview means that the researcher asked questions to school administrators to obtain information according to research variables. To complete the information required, the researcher observed on the implementation of Christian Education at Public Elementary School in Sub-district of Candisari, Semarang. Practical implications : First, in Sub-district of Candisari there were 37 Public Elementary Schools. Thirty-six schools had Christian students. There were only six Christian Education teachers who teaching Christian Education at 16 schools. Six Christian Education teachers for 16 schools, mean 43% of schools had teachers who teaching Christian Education. That mean 57% or 20 Public Elementary Schools in Sub-district of Candisari had no Christian Education teachers. Originality/value : the Government or the school administrators were less concerned with the implementation of Christian Education, then the church (Christian community) must be willing to assume the responsibility by sending and financing Christian Education teachers to schools that did not have Christian Education teachers yet
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Vryhof, Steven. "Traction on Reality: The Thinking behind Reformed Christian Schools." Journal of Education and Christian Belief 6, no. 2 (September 2002): 107–19. http://dx.doi.org/10.1177/205699710200600204.

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REFORMED CHRISTIANS affirm this life, this world, this culture and seek to integrate faith and life in a seamless whole and to be culturally-engaged in a way that makes the world a better place for everyone. They therefore seek forms of schooling that enable students to radically and profoundly improve society. They ground their perspective in the idea of God's covenant with his people which requires the Christian community to bring children up in a vision of God's purpose of human and creational flourishing. Reformed education has three goals: conservation of the Christian worldview, inquiry into all aspects of life and the world and reform of culture through lives of discipleship.
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Dissertations / Theses on the topic "Christian schools"

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Archer, Melody T. "Teachers’ Perception of Empowerment in Christian Schools Accredited by Tennessee Association of Christian Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2457.

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The purpose of the study was to examine the perception of teacher empowerment in Christian schools in order to ascertain if teachers were encouraged to take on more leadership responsibilities. One hundred forty-four teachers from 9 Christian schools (K-12) that are accredited by the Tennessee of Association of Christian Schools (TACS) participated in the study. The statistical analysis reported in the study was based on 5 research questions. Two instruments were used to collect data. A survey using a 5-point Likert Scale was used to collect data on teacher responsibilities, training, experiences, affiliation, and professional practices. Student achievement test scores from SAT-10 for the 2010-2011, 2011-2012, and 2012-2013 school years for grades 5, 8, and 11 were used to see if there is a correlation between teachers’ perception of empowerment and student achievement. A series of single sample t-tests were used to determine if there were significant differences between 2 independent groups. A Pearson correlation coefficient was computed to measure the relationship between teachers’ empowerment scores and their averaged student achievement test scores.
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Greentree, Jacqueline M. "Wrestling with neoliberalism in Christian schools." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225974/1/Jacqueline_Greentree_Thesis.pdf.

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This research investigated intersections between Christian schooling and neoliberal policy environments by interrogating how values and purposes of schooling are articulated within the public-facing self-authored digital texts of Christian schools. The findings show how discourses such as excellence, choice and vocation can reflect a range of underlying values when communicating to a broad audience through public websites. Texts and visual representations were analysed using Gee’s discourse analysis tools and an Order of Worth framework. Methodological insights and practical support for Australian Christian Schools are provided.
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Kumar, R. C. Ghuna. "The history of the VBS movement in India." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Henderson, Alan Clay. "Teaching world religions in a Christian high school a curriculum for seniors at Greater Atlanta Christian School /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Thesis project (D. Min.)--Abilene Christian University, 1996.
Includes abstract and vita. Includes bibliographical references (leaves 340-346); library holdings, (leaves 108-111); instructor's resources, (leaves 112-114), and bibliography for each lesson plan.
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Gwilliam, John W., and n/a. "Christian schools and parental values : a case study in the Australian Capital Territory." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.132927.

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In the western world the Protestant Christian Day School Movement is now a recognised element in education systems. It is a movement which has had phenomenal growth over the past twenty years and it continues to grow. Mostly, the parents of children who attend these schools were educated in a government school. This thesis seeks to find the reasons why parents are choosing Christian Schools and not government ones as they themselves attended. A variety of values are examined ; religious, academic and pastoral, and as the reader will discover, while it is not easy always to make a clear distinction between these values, some trends are so strong that the researcher believes that some valid conclusions may be drawn. A considerable amount of data was collected by the use of two surveys done at the Trinity Christian School at Wanniassa,and one survey conducted among parents of the O'Connor Christian School at Lyneham. The Biblical Values Survey provides an interesting over-view of the perceived achievement of a Christian School while the Choosing a School Survey clearly shows why these parents are dissatisfied with government schools and what they expect their child will gain from a Christian School experience. A computer analysis was done on one block of data which highlights the need for Christian School administrators to be aware of the various priority areas which do exist in the minds of the parents of their students.
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Mitchell, Karissa Joan Sywulka. "School Supports for Chinese International Students in American Christian High Schools." Thesis, Biola University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424738.

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Over the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study’s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.

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Watanabe, Ken. "Curricular integration between teaching English and Christian education at Japanese Christian schools." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Schlapman, Larrie T. "An evaluation of the Christian day school movement and a presentation/proposal of a Christian day school system." Lynchburg, Va. : Liberty University, 1985. http://digitalcommons.liberty.edu.

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Smith, Barbara S. "The role of women in Christian school administration." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Meade, John Michael. "An evaluation of the professional development practices of small private Christian schools based on the perceptions of administrators and teachers /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1317338641&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Books on the topic "Christian schools"

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The conduct of the Christian schools. Landover, Md: Lasallian Publications, 1996.

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Turner, Anna. Health for Christian Schools. Greenville, SC: Bob Jones Univ Pr, 1995.

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Geometry for Christian schools. 2nd ed. Greenville, SC: Bob Jones University Press, 1999.

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E, Porch Thomas, and Wetzel John S, eds. Chemistry for Christian schools. 2nd ed. Greenville, S.C: Bob Jones University Press, 2000.

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Physics for Christian Schools. 2nd ed. Greenville, SC: BJU Press, 2004.

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Vocabulary for Christian schools. Greenville, SC: Bob Jones University Press, 1988.

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Inside America's Christian schools. Macon, Ga: Mercer University Press, 1987.

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Pinkston, William S. Biology for Christian schools. 2nd ed. Greenville, S.C: Bob Jones University Press, 1994.

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Turner, Anna. Health for Christian Schools. Greenville, SC: Bob Jones Univ Pr, 2005.

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Precalculus for Christian Schools. Greenville, SC: BJU Press, 2002.

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Book chapters on the topic "Christian schools"

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Carper, James C. "Independent Christian Day Schools." In Information, Computer and Application Engineering, 163–83. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-12.

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Murison, Craig B., and David M. Benson. "Reimagining Christian Schools as Revelatory Communities." In Reimagining Christian Education, 75–88. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_5.

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Swezey, James A. "The Association of Christian Schools International." In International Handbooks of Religion and Education, 575–97. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_32.

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Hiatt-Michael, Diana B. "Parent Involvement in American Christian Schools." In International Handbooks of Religion and Education, 651–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_36.

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Vallgårda, Karen. "Controversy and Collapse: On Christian Day Schools." In Imperial Childhoods and Christian Mission, 74–96. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137432995_3.

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Walter, Christian. "From the Acceptance of Interdenominational Christian Schools to the Inadmissibility of Christian Crosses in the Public Schools." In Religion in the Public Sphere: A Comparative Analysis of German, Israeli, American and International Law, 165–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73357-7_4.

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Shmuel, Robin Beth. "The Syriac Bible in the Private Assyrian Schools in Iraq." In The Christian Heritage of Iraq, edited by John Watt, Sidney H. Griffith, Florence Jullien, Sebastian P. Brock, Suha Rassam, Wassilios Klein, Alexei Savchenko, et al., 221–25. Piscataway, NJ, USA: Gorgias Press, 2009. http://dx.doi.org/10.31826/9781463217136-019.

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Casson, Ann. "A Sense of Belonging: Spiritual Development in Christian-Ethos Secondary Schools." In Christian Faith, Formation and Education, 165–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62803-5_11.

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Reese, William J. "Soldiers for Christ in the Army of God: The Christian School Movement." In History, Education, and the Schools, 113–38. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230104822_7.

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Ugbor, Chizurum Ann. "A Panorama of Christian Religious Education in Nigeria." In Global Perspectives on Catholic Religious Education in Schools, 549–61. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_44.

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Conference papers on the topic "Christian schools"

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Hermawati, Oki, Erika Ambarita, Wylen Djap, Anggaripeni Mustikasiwi, and Donald Slamet Santosa. "Teachers as Shepherds in Christian Schools: Exploration of the Shepherd Metaphor in the Perspective of the Christian Faith." In Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.17-11-2021.2318645.

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Yoder, Paul. "Constructivist or Christian: A Mixed-Methods Examination of Teacher Purposes and Practices at Mennonite Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574700.

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Lopez, Cassandra. "Weary in Well Doing: A Descriptive Study of Burnout in Teachers Working in Christian Schools." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690080.

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Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.

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"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
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Zamili, Uranus. "Improvement of Teacher’s Capability in Developing Christian Ethics of Elementary School Students." In 1st International Conference on Education, Society, Economy, Humanity and Environment (ICESHE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200311.018.

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Wuwung, Olivia, Jeremia Wakas, and Juanda Manullang. "Digital Story Telling of Christian Education Learning on Elementary School at Tomohon." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302144.

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Bilo, Dyulius Thomas, and Asmat Purba. "Christian Education and Healing Ministry for the Victims of Cyberbullying at School." In 2nd International Conference on Social Science, Humanity and Public Health (ICOSHIP 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220207.015.

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Popescu, Dana Nicoleta. "Picaresque Governesses in Emilia Lungu-Puhallo’s and Charlotte Brontë’s Works." In Conferință științifică internațională "Filologia modernă: realizări şi perspective în context european". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/filomod.2022.16.04.

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Emilia Lungu-Puhallo is mainly known as the founder of the first Romanian school for girls in the Banat while the region belonged to the AustroHungarian Empire. As a prose writer, she was interested in creating dignified characters, with strong feelings. The governess, often a protagonist in Emilia Lungu-Puhallo’s prose, appears for the first time as a main character in Romanian literature. Interesting affinities can be discovered between Emilia Lungu-Puhallo’s novel „Elmira” and Charlotte Brontë’s „Jane Eyre” regarding their view on educating themselves and giving other young women a chance to attend school. Although their strong moral Christian beliefs are at the core of their novels, both protagonists experience picaresque adventures while trying to find their own place in the world.
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Prijanto, Jossapat Hendra, Ariani T. Padang, and Asih Enggar Susanti. "Indication of the Effect of Radicalism on Christian High School Students, Lippo Karawaci." In Proceedings of the 1st International Conference on Social Knowledge Sciences and Education (ICSKSE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icskse-18.2019.4.

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"The Relationship Between Religiosity and Emotion Regulation among Christian High School Students in Bangalore." In Sept. 17-19, 2018 Paris (France). Excellence in Research & Innovation, 2018. http://dx.doi.org/10.17758/eirai4.f0918413.

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Reports on the topic "Christian schools"

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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Roth, Bertha. Christie School: the evolution of a social institution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.120.

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Link, Sharon. Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6904.

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Nevøy, Anne, Lars Helle, Christina Finne, Stein Erik Solbø Ohna, Nina Helgevold, Kåre Andreas Folkvord, Jorunn Thortveit, and Hans Erik Bugge. Innovasjoner i Jærskulen: lærerprofesjon i reformtid. University of Stavanger, 2016. http://dx.doi.org/10.31265/usps.211.

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I boken Professional Capital – Transforming Teaching in Every School sier Hargraves og Fullan: “Sustainable improvement can […] never be done to or even for teachers. It can only ever be achieved by and with them (2012:45). Dette sitatet fra Hargraves og Fullan angir forskningsinnretningen i dette utviklingsprosjektet. Formålet er å studere hvordan lærere involveres, engasjeres og lærer i innovasjoner i Jærskulen. Forskningsinteressen er sentrert om utviklingsaktiviteter som er satt i verk og hvordan disse relateres til lærernes profesjonsutvikling. Basert på innspill fra utviklingsleder i Jærskulen, Mats Bryne, er prosjektet konsentrert om fire innovasjoner i jærskolesamarbeidet: - Lokal skoleutvikling med utgangspunkt i skolenes valgte utviklingsområder - Gjennomføring i videregående opplæring - Profesjonsutvikling i samspill, medskaping i samarbeid med Utdanningsforbundet - Læringsteknologi i undervisningen Felles for de fire delprosjektene er at de rapporterer om engasjerte lærere som deltar i ulike innovasjonsprosesser, lokalt på de enkelte skolene og i nettverkssamarbeid mellom skoler. I så måte synes målsettingen om at «Jærskulen har eit godt læringsmiljø med god kultur for læring» – også å gjelde for lærerne. Samtidig peker delprosjektene på utfordringer og konstruktive veier for videreutvikling av innovasjonene. Studien av lokal skoleutvikling presenteres i kapittel 1. Denne er utført av Anne Nevøy og Lars Helle og har fått tittelen «Skolenes utviklingsplaner og lærerprofesjonen». Christina Finne og Stein Erik Ohna står bak studien av «Gjennomføring i videregående skole», og denne presenteres i kapittel 2. Utforskingen av «Profesjonsutvikling i samspill» - har fått undertittelen «Utdanningsforbundet og Jærskulen ‘At det er en prosess i det hele’. Nina Helgevold og Kåre Andreas Folkvord har gjennomført studien og denne presenteres i kapittel 3. Kapittel 4 handler om læringsteknologi i undervisningen. Denne studien er utført av Jorunn Thortveit og Hans Erik Bugge, og har fått tittelen «Ipad i Jærskulen».
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5

Harmful Impacts of the COVID-19 Pandemic on Parents and Carers. ACAMH, January 2023. http://dx.doi.org/10.13056/acamh.22059.

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In this podcast, we welcome Dr. Hope Christie to discuss her recently published JCPP Advances paper ‘Examining harmful impacts of the COVID-19 pandemic and school closures on parents and carers in the United Kingdom: A rapid review’. Hope is the first author of the paper.
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