Articles Get individual articles or add to your own ebook

Medium 9781442229174


Pro Ecclesia Rowman & Littlefield Publishers ePub

Brian E. Daley, S.J.

One of the things most biographers, ancient and modern, have noticed about Saint John Chrysostom is his intense love for the Apostle Paul. The tenth-century Byzantine hagiographer Symeon Metaphrastes, in his life of Chrysostom, puts it this way:

He was devoted to the herald Paul, was joined to him by a kind of ineffable bond, and lived on his writings. Often when he remembered Paul's words, he let this be a sweet source of nourishment for him, and found consolation in their fire. Like those madly in love and inflamed with desire, he often admitted that he was so overcome by Paul that it was hard to pull himself away. When his thought was carrying him in some other direction and a memory of Paul came to his mind, he was like someone bound by chains; he wanted to remain longer with him, unable easily to be set free. So indescribably strong was his love for Paul that it seems fitting to say Paul was to John what Christ was to Paul, or better: that Christ was to John what he was to Paul, since he loved Paul so much for Christ's sake!1

See All Chapters
Medium 9781475816358

School Safety in Turkey and the Role of School Counselor

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Mehmet Guven

A school is an institution that presents students information, competence, attitudes, and culture. One of the basic conditions in reaching the objectives of education, which is a need for both individuals and society, is to create a safe and comfortable school environment. Such an environment increases student success, protecting mental health and facilitating development.

In Turkey, school safety is one of the subjects of importance in the educational process. Protecting students from negative events such as violence, aggressiveness, theft, drug, traffic, fire, and earthquake has become one of the most important duties of school. School must be a place where children can go to pursue learning and express themselves in healthy, productive ways. It must also be an environment where they can learn and teachers and others who assist them in learning may do so safely and without the fear of danger (Dunn, 1999). A safe school is one in which both students and teachers feel free of physical, psychological, and emotional abuse. A safe school has a comfortable climate in which students can master academic skills and enjoy extracurricular activities (Wanat, 1996). It also creates an environment where there is less chance of violence and where teachers and administrators spend less time disciplining students and more time encouraging the learning function of the school, where everyone perceives him- or herself important and the young are offered meaningful opportunities (Caulfield, 2000). In other words, school safety means creating an appropriate environment to learn in school.

See All Chapters
Medium 9781475823714

Notes From the Editor

Journal of School Public Relations Rowman & Littlefield Publishers ePub


The Journal staff welcomes Brian Woodland as the newest member of the Editorial Review Board. Brian is director of communication services for the Peel District School Board in Mississauga, Ontario, Canada. He has extensive experience working with school districts across Canada and United States.

The first two articles in this issue address a pervasive concern for many school board members and administrators— passing a school funding referendum. The first one is authored by Glenn Graham and Gordon Wise from Wright State University. They have extensive experience providing consulting services to school officials and are the cofounders of the Center for School Tax Levies and Bond Issues. Glenn is professor of educational administration and Gordon is professor emeritus of marketing. They share their insights on how to avoid fatal mistakes in planning and executing a funding campaign.

Susan Copeland, director of the University of Memphis Campus School, authored the second article. Her focus is the development and use of public opinion surveys. A doctoral student at the University of Memphis, Susan has been working under the tutelage of Professor Thomas Glass, a noted authority on public opinion surveys.

See All Chapters
Medium 9781475827569

The Scholar–Practitioner Ideal: Toward a Socially Just Educational Administration for the 21st Century

Rowman & Littlefield Publishers ePub

Charles L. Lowery

The Scholar–Practitioner Ideal

Toward a Socially Just Educational Administration for the 21st Century

Address correspondence to Charles L. Lowery, Ohio University, Lindley Hall N285, Athens, Ohio 47501, 903 539-6926. E-mail:

ABSTRACT: The scholar–practitioner leadership model as presented in this paper refers to an ideal that is delineated in a set of literature that emphasizes a unique paradigm of scholarly practice in educational administration. Specifically, this article focuses on reviewing prior and emerging theoretical perspectives as typifications, or the ideal, of the scholar–practitioner educational leader for school administration as defined in a specific regional university doctoral program. Primarily, the synthesis of these sources supporting this theoretical study focuses on the literature presented in this program and centers on, but are not limited to, Foster (1984, 1989), Capper (1998), Horn (2000, 2009), Jenlink (2001, 2006, 2010), Giroux (1992, 1994), Mullen (2003), and Starratt (2001, 2005). Synthesizing the literature, a conceptualization of the scholar–practitioner develops as a school leader who embodies an ability to face the continuously emerging concerns that are the norm in current educational settings. The conclusion is that aspiring to the ideal of the scholar–practitioner will supply school administrators with the theoretical knowledge and practical skills that the 21st century will demand.

See All Chapters
Medium 9781442229105


Ecclesia, Pro Rowman & Littlefield Publishers ePub

Douglas Harink

We are concerned with the new creation, and not with the sequence of cause and effect. In short, we are concerned with the Truth of God in Jesus Christ.

—Karl Barth2

The question of supersessionism in Paul is the question of what Paul says about Israel, primarily of course in Rom 9–11. Yet to go directly to those extremely contested chapters in an attempt to resolve the question of supersessionism or to discern Paul’s story of Israel may not be the most helpful tactic in addressing the issues. The purpose of this essay is to take a step back, at least initially, from the exegesis of specific texts in Rom 9–11, and to try to gain a better perspective on the question of supersessionism from a more comprehensive vantage point than focused exegesis of those chapters can supply. I will show how Paul’s theology of Israel is a theme within his overarching “apocalyptic” theological vision, and ask what such a reading might yield toward addressing the issue of supersessionism.

See All Chapters

See All Articles