Make your own eBooks

Use our Remix App to mix & match content. In minutes make your own course packs, training bundles, custom travel guides, you name it. Even add your own title & cover.

Education
Research
Travel
Health

Articles Get individual articles or add to your own ebook

Medium 9781475811568

Liberating Discourses: Spirituality and Educational Leadership

Rowman & Littlefield Publishers ePub

CAROLYN M. SHIELDS

ABSTRACT: Because spirituality connects us to the most profound realities of life, it has an integral role to play in education. Public education and spirituality, as distinct from the teaching of or expression of religion, are not mutually exclusive. Indeed, spirituality is both epistemological and ontological. It constitutes one of many legitimate ways of knowing. Hence, I argue that it is incumbent upon educators in public schools to connect what we teach to the multiple lived realities of children. This requires the educational leader to become aware of his or her own spirituality, to become open to the spirituality of others, and to create spaces—liberating conversations—in which participants can bring the totality of their lived experiences.

I had known Matt for almost a decade. As a doctoral student, he wrote an innovative and creative dissertation about education leadership, one that he would present as a dramatic reading. I discussed his progress when we met casually at our annual academic meeting, sympathized when his doctoral advisor died of a brain tumor, and followed (from afar) his academic career, first his return to the K–12 system and then his acquisition of a faculty position miles from my own institution.

See All Chapters
Medium 9781442276147

Inviting Engagement, Supporting Success

Rowman & Littlefield Publishers ePub

Inviting Engagement, Supporting SuccessHow to Manage a Transcription CenterMeghan FerriterProject Coordinator, Smithsonian Transcription Center, ferriterm@si.eduAbstract This article lists and examines the practical considerations and proven approaches for managing a participatory project focusing on transcription of digitized materials and engagement with the public. Using the Smithsonian Transcription Center as a case study, this article offers tested techniques to prepare for transcription, training and resources, appealing to volunteers with specific communication tactics, and tracking challenges. In addition, this article addresses the ways in which volunteers serve important roles as peers in this crowdsourcing effort and thus serve as “volunpeers” or volunteers/peers where communication between all participants is grounded in trust and collaboration. Throughout the article, where possible, suggestions for scaling based on resources, materials, objectives, and time scales are included.

See All Chapters
Medium 9781442229044

ECUMENICAL TASKS IN RELATIONSHIP TO THE ROMAN CATHOLIC CHURCH

Rowman & Littlefield Publishers ePub

Wolfhart Pannenberg



The current state of ecumenical dialogue between the churches of the Reformation and Rome, and between the Lutheran churches and Rome, is not encouraging. A few years ago things were different. With the signing of the Official Common Statement of the Lutheran-Catholic Joint Declaration on the Doctrine of Justification in 1999, there was some hope that an understanding on the other doctrinal differences that exist between Rome and the churches of the Reformation had become possible. Based on the German study of sixteenth-century condemnations—published under the title Lehrverurteilungen—kirchentrennend? in 1994 and subsequently accepted, although not without some reservation, by the responsible ecclesial committees on the Lutheran side—these doctrinal differences included two other important topics in addition to justification, namely, the doctrines of the sacraments and ministry. The results of the Condemnation Study regarding the topic of justification were received and affirmed beyond Germany—that is, internationally—by the Lutheran World Federation and the Pontifical Council for Promoting Christian Unity. Yet, in many German Protestant circles this reception and affirmation was met with a lack of understanding, primarily because they had expected a direct, reciprocal reaction by Rome to the positive reception of the Condemnation Study results by German ecclesial committees. This expectation was not realistic in large part because the consensus reached in Germany was initially only a regionally adopted result. A statement by the whole Roman Catholic Church would have required an international consensus. With respect to the doctrine of justification, such a consensus had been reached through the Declaration on Justification worked out by the Lutheran World Federation and the Pontifical Council for Promoting Christian Unity. As for the other two topics—the doctrine of sacraments, in particular the Eucharist, as well as ordained ministry—no corresponding international reception has, as yet, been forthcoming, even though that would have been in keeping with the logic of the process begun by the Condemnation Study and the Joint Declaration on the Doctrine of Justification.

See All Chapters
Medium 9781442229297

Call No Movement New until It Is Old: “New Monasticism” and the Practice of Stability

Rowman & Littlefield Publishers ePub

Call No Movement New until It Is Old: “New Monasticism” and the Practice of Stability

Gerald W. Schlabach

Can monasticism really ever be new? So claims the “New Monastic Movement” that has emerged during the last decade among a group of youthful evangelicals who not only find inspiration in Anabaptist models—as a previous generation of Christian intentional communities did—but also in ancient monastic models? We certainly should hope so. For Christ’s church always needs its renewal movements. It needs serious lay Christians who long to incorporate into their families and work life the kinds of practices traditionally assumed possible only amid celibate communities. Meanwhile many old monastic communities (if we must call them that) face demographic challenges that could lead them to welcome new models for sustaining their charisms and apostolates into the new millennium. Still, the ironic reserve of an ancient Greek proverb may be appropriate here. “Call no man happy,” said the Greeks, “until he is dead.” Likewise, we may not be able to call “New Monasticism” new until it is old.

See All Chapters
Medium 9781475811681

School Structure and the Identity of Teacher Leaders: Perspectives of Principals and Teachers

Rowman & Littlefield Publishers ePub

PAMELA S. ANGELLE
JESSIE B. SCHMID

ABSTRACT: This qualitative study examines the concept of teacher leadership from the perspective of those who practice it. Viewed through the lens of identity theory, analysis yielded five categories that define and describe a teacher leader—namely, as a decision maker, an educational role model, a positional designee, a supra-practitioner, and a visionary. Findings reveal that the social structure where leadership is practiced shapes the definition of teacher leadership. Role identification within the social structure can assist principals in developing a healthy work climate that promotes distributed leadership.

The concept of leadership has been recognized as being critical to school improvement in studies of school reform (Hallinger & Heck, 1996; Leith-wood et al., 2004). As an understanding of the role of leadership has expanded, so, too, has the definition of leadership. In recent years, the role of the teacher as a leader in school reform has increased in prominence in the literature (Crowther, Kaagan, Ferguson, & Hann, 2002; Frost, Durrant, Head, & Holden, 2000; Katzenmeyer & Moller, 2001; Murphy, 2005). The recognition that teachers are critical to school improvement leads to the conclusion that “teacher leadership appears to be inseparable from successful school reform as it is currently envisioned” (Crowther et al., 2002, p. xix). Although there is general agreement among scholars that teacher leadership is an essential component of school improvement, there is a pronounced lack of agreement about what identifies a teacher leader. This is particularly true from the perspectives of building-level administrators whose long-held beliefs reflect the principal-centered model for school leadership (Hart & Bredesen, 1996).

See All Chapters

See All Articles