Details for Paradigms of the 21st century: challenges for Christian Educators

The unit Paradigms of the 21st century: challenges for Christian Educators is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).

Unit Content

Curriculum Objective

This unit is designed to wrestle with the challenging issues facing the 21^st century, in particular, the current trends and drivers which shape globalization: be they social, cultural, political, environmental, economic, technological, educational or religious. Analytical tools will be drawn from philosophy, science and linguistics. The influence of the media in shaping both culture and consumer literacy from a values based perspective, is examined. As people of influence in the community, Christian teachers’ awareness of how 21^st century paradigms impact students, is vital. Effective communication skill development in the advancement of a biblical response to current issues is emphasised. The degree to which the (novice) teacher’s own context (possibly rural and remote communities) is impacted by global trends will be taken into account.

This unit is intended to support the novice teacher in their early placements as teachers in working towards achieving the NSW Institute of Teachers Professional Teaching Standards- Professional Competence. Early placements may include Rural and Remote community settings which are likely to increase the demands on novice teachers in administrative duties and extra curricula commitments. Providing organisational ideas for the demands of extra curricula and administration loads for teachers’ contexts will be explored. Value is placed on the importance of establishing networks with Christian peers and mentoring future generations. On-line forums to address skills and the ability to navigate competing agendas and demands in these more isolated contexts will be provided. The intent of the unit is to scaffold the novice teacher’s development as a proficient practitioner and, together with EDU501 & EDU502 Action Research Project units, develop their autonomy as problem solvers and lifelong learners.

Subject Content

Trends and Drivers shaping the 21^st century

• Current and predicted influences: social, cultural, political, environmental, economic, technological, educational or religious
• Media and mass communication. Global events coverage.
• Influence of Web 2.0 (blogs, YouTube, social spaces such as FaceBook)
• Convergence of technology (eg. mobile devices with phone, camera, video, internet access, GPS etc).
• Construction of identity:- Australian and American, generation X and Y, youth culture
• Similarities and differences between Christianity and popular influences on society such as:- post modernism, New Age spirituality, cosmology, biology, anthropology, neuroscience, genetic engineering, psychology etc
• Analytical tools: philosophy, science and linguistics.

Practitioner

• Self Knowledge: Examining matches and mismatches between core beliefs, assumptions and expectations prior to employment as a professional and in their current location
• Challenges in Christian education:- the role of Scripture, the role of relationships, the role of learning settings, the role of curriculum and assessment, the role of the hidden curriculum, the role of the supernatural, the role of prayer
• Shattered dreams: discouragement, self doubt, loss of confidence, troubled pupils, difficult staff, difficult parents, communication and challenging mindsets
• Self assessment tools; Teaching and Learning: Principles, Teacher’s Transformational Helix, NSW Institute of Teachers model
• Professional Portfolio: NSW Institute of Teachers Professional Competence content, static and web-based evidence management, performance appraisal
• Professional learning communities:- networking and mentoring, lifelong learning skills to maintain professionalism, service to the profession, advocacy, stress management and burn out.

Administration, Planning and Organisation

• Documentation, templates and record keeping, school policies
• Extra curricula involvement, in school, church and local community
• Novice administration responsibilities in:- rural and and remote communities, small Christian schools, non instructional duties, supervision of volunteers and paraprofessionals
• The challenge of small schools.

This course may be offered in the following formats

In the main, this unit will be delivered through on line discussion forums and web-based resources. The novice teachers will meet face to face at the outset of the unit in order to participate in the intensive which will also include issues which participants have identified during their teaching experience (survey). Participation by personnel from Special Relationship schools as well as SCC faculty will be encouraged to mentor and scaffold the novice teachers. Developing a network of a learning community that can be sustained beyond enrolment in the unit is desirable. Novice teachers will explore a critical perspective on the complex nature of schooling and the decisions that are at play in choosing faith-based schooling.

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

Assessment A (20%) On-line Forums Due Week 13

Weekly posts will be made on the unit with regard to topics emerging from the students own concerns and observations. Participation in a minimum of 4 on-line forums is required, although students are expected to benefit from regular communication with their ‘community.’

Assessment B (30%) 2,000 words Due Week 5

Using the Teacher’s Transformational Helix framework, or one of your own choosing, reflect on your role as a teacher and relationships with pupils, and how it has changed over time. Draw upon writers and researchers who have influenced you. Conclude your discussion highlighting the challenges that face Christian educators and your advice for prospective Christian teachers.

Assessment C (20%) 1000 words Due Week 8

According to research by Josh McDowell, 65% of Christian young people “either believe or suspect there’s no way to tell which religion is true.”  McDowell further found that 48% suspect, “it does not matter what religious faith you follow because all faiths teach similar lessons.” [The Disconnected Generation, Word publishing, 2000, p.214.] McDowell believes such ideas are indicative of postmodern influences. If a young person were to make such statements to you, what words or key concepts would you choose to use in a response? Your answer should indicate the research and life’s experiences you have drawn upon.

Assessment D (30%) 2000 word essay Due Week 12

Rick Joyner once wrote, “The primary purpose of Christian education must never be to try and escape the world, but to shine His light into the world.  We are not called to just show a better way, but The Way”, [Mobilizing the Army of God, Morning Star Publications, Charlotte, 1994, p80].

In response to the statement above, choose either,

1. Analyse this statement by discussing the current cultural context of Australian Christian education. What are some of the paradoxes and challenges that can divide and polarise Christian educators? Give particular consideration to the role of the media and its influence on this generation and the perception of Christian schooling.

OR

2. Candidly and thoroughly examine your current desire, calling, and confidence, as a teacher, to be one who might show, ‘The Way’ in the world. In what ways have you in the past and in the present, or may you in the future, try to ‘escape the world’. Describe what factors would engender greater confidence in you to be one who would shine? Your answer should draw upon research of current trends and drivers in society.

Prescribed Text

• Gangel, K.O. & Hendricks, H. (Ed.) (2002). The Christian educator’s handbook on teaching: A comprehensive resource on the distinctiveness of true Christian teaching (4th ed.). Grand Rapids MI: Baker Books.
• Flint, D. (2005). Malice in Media Land. Australia: Freedom publishing.
• Klein, N. (2007). No logo: Taking aim at the brand bullies. Toronto, Canada: Random House.
• Steger, Manfred (2003). Globalization: A very short introduction. Oxford, New York: Oxford University Press.

Representative References

• Burke, J. (2002). This is where teaching gets real. In S.M. Intrator (Ed.) Stories of courage to teach: Honouring the teacher’s heart. San Fransisco: Jossey-Bass.
• Cherednichenko, B. & Kruger, T. (2001). Partnerships for collaborative research and improvement of practice: Dissolving the dichotomy of propositional and process professional knowledge.  Paper presented at the Australian Teacher Education Conference (pp.7-23), Melbourne.
• Clifford, R. and P. Johnson, (2001). Jesus and the gods of the new age: a response to the search for true spirituality. Oxford: Lion Publishing.
• Croucher S.L. (2004). Globalization and belonging: The politics of identity a changing world. Lanham MD: Rowman & Littlefield.
• Denton, P. & Kriete, R. (2000). The first six weeks of school. Turner FallsMA: Northeast Foundation for Children.
• Edlin, R.J. (2002). Disequilibrium as a teaching strategy. Paper presented at the Coalition of Christian Teacher Educators Conference (pp.23-25). Michigan: Calvin College. 
• Ewing, M. (2004). Turning the tables on professional development: Collaborative action learning uses teachers’ own experience and expertise as professional development tool. Literacy Learning: The Middle Years 12(2).   
• Featherstone, M. and Venn, C. (2006).  Problematizing global knowledge. Theory, Culture & Society. 23(2-3). London: Sage Publications.
• Gibbs, C.J. (2003).  Explaining effective teaching: self efficacy and thought control of action. Journal of Educational Enquiry, 4(2), 1-14.
• Geuss R. (1981).  The idea of a critical theory. Habermas and the Frankfurt School.  Cambridge: Cambridge University Press.
• Johnstone, P. & Mandryk, J. (2001). Operation world. Buckinghamshire: WEC International.
• Kilbane, C. & Milman, N. (2005). The digital teaching portfolio workbook: Understanding the digital teaching portfolio process. USA: Pearson Educational.
• Latham, G.P. & Locke, E.A. (2006). Enhancing the benefits and overcoming the pitfalls of goal setting, Organizational Dynamics, 35(4), 332-340.
• Mahn, H. & John-Steiner, V. (2002). The gift of confidence: A Vygotskian view of emotions. In Wells, G., & Claxton., G. (Eds), Learning for Life in the 21^st century: Sociocultural perspectives on the future of education. (pp.46-58). Cambridge, MA: Blackwell.
• Martin, A.J., Marsh, H.W., McInerney, D.M., Green, J., & Dowson, M. (2007). Getting along with teachers and parents: The yields of good relationships for students’ achievement motivation and self-esteem. Australian Journal of Guidance and Counselling, 17, 109-125.
• Norsworthy, B. (2001). Bring back the bath, the baby and the water. Reflection- let’s try again. Christchurch: Paper presented at the Conference of the New Zealand Association for Research in Education (NZARE).
• Prensky, M. (2001) Digital Natives, Digital Immigrants, On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)
• O’Brien, P. & Goddard, R. (2006). Beginning teachers: Easing the transition to the classroom. The Australian Educational Leader, 28(1)28-31, 48.
• Stoll, L. & Louis, K.S. (Ed.) (2007). Professional learning communities: Divergence, depth and dilemmas. New York: Open University Press, McGraw Hill.
• Timperley, H. & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32.
• von Braun, Joachim & Diaz-Bonilla E (2007). Globalization of food and agriculture and the poor. Oxford: Oxford University Press.
• Yost, D., Sentner, S., & Forlenza-Bailey, A. (2000). An examination of the Construct of critical reflection implications for teacher education programming in the 21^st Century. Journal of Teacher Education, 51(1).

Additional References

• Alexander, H, (2000). Reclaiming goodness: Education and the spiritual quest. Notre Dame Indiana: University of Notre Dame Press.
• Alves, E. (2003). Becoming a prayer warrior. Ventura, CA: Gospel Light.
• Barnett, B.G. & Shoho, A.R. (2005, November 11). The challenge of novice school administrator preparation: Implications for preparation, induction, and professional support. Paper presented at the annual convention of the University Council for Educational Administration, Nashville, TN.
• Bartsch, M. (2001). Why a Lutheran school? North Adelaide: Board of Lutheran Schools.
• Bryk, A.S.& Schneider, B.L. (2002). Trust in Schools: A core resource for improvement. New York: Russell Sage Foundation Publications.
• Canavan, K. (2006). Leaders for the future: An innovative program for teachers under 30. Perspectives on Educational Leadership, 6. Sydney: Australian Council for educational Leaders.
• Clark, L. (2004). 5 leadership essentials for women. New Hope, KY: New Hope Publications.
• Clarke, S.R.P., Stevens, E. & Wildy, H. (2006). Rural rides in Queensland: Travels with novice teaching principals. International Journal for Studies in Education, 9(1), pp. 75-88.
• Clarke, S.R.P., Wildy, H. & Pepper, C. (2007). Connecting preparation with reality: Primary Principals’ experiences of their first year out in Western Australia. Leading and Managing, 13(1), pp. 81-90.
• Crowther, F., Kaagan, S., Ferguson, M. and Hann, L. (2002). Developing teacher leaders: how teacher success enhances school success. California: Corwin Press Sage publications.
• Cuttance, P. (2001). School innovation: Pathway to the knowledge society. Canberra, Australia: Australian Commonwealth Department of Education, Training and Youth Affairs.
• De Boer, P., Van Brummelen, H., Blomberg, D., Koole, R., and Stronks, G. (1993). Educating Christian teachers for responsive discipleship. Lanham: University Press of America.
• Dunning, G. (1993). Managing the small primary schools: The problem role of the teaching head. Educational Management and Administration, 21(2), 79-89.
• Eastman, M. L. (1981). Teachers and Youth Workers- A case for Creative coalition? Journal of Christian education, 70, 46-51.
• Elliott, D. (1995). Nurturing reflective Christians to teach: A valiant role for the nation's Christian colleges and universities. Lanham: University Press of America.
• Elliott, D. and Holtrop, S. (1999). Nurturing and reflective teachers: a Christian approach for the 21^st Century. San Dimas, CA: Learning Light Educational Publishing.
• Evans, R. (2007). The authentic leader, in M Fullan (Ed) The Jossey-Bass Reader on Educational Leadership, (2^nd ed). (pp.135-158). San Fransisco: Jossey-Bass.
• Fullan, M. (1990). Staff development, innovation and institutional development. In Joyce, B.R., (Ed.) ASCD Yearbook on Staff Development. Alexandria, Va: Association for Supervision and Curriculum Development.
• Goodfellow, J., & Sumsan, J. (2000). Transformative pathways: field-based teacher educators’ perceptions. Journal of Education for Teaching, 26(3), 245-257.
• Hagan, L. (2003). Second sight- renewing the vision of Bellevue Christian School for the new century. Bellevue, WA: Bellevue Christian school.
• Holmes, A.F. (1987). The Idea of a Christian College, (revised ed.). Grand Rapids, Wm B: Eerdmans Publishing Company.
• Kauchak, D.P. & Egen, P.D. (2003). Learning and teaching: Research-based methods (4^th ed.) Boston, Massachusetts: Pearson Education.
• Larson, C. and A. Zahn. (2003). Movie based illustrations for preaching and teaching. Grand Rapids, MI: Zondervan Publishers.
• Larson, C. and A. Zahn., (2004). More movie based illustrations for preaching and teaching. Grand Rapids, MI: Zondervan Publishers.
• Loughran, J.J., Hamilton, M.L., Laboskey, V.K. & Russell, T. (Eds.), (2004). International handbook of self-study of teaching and teacher-education practices. Dordrecht: Kluwer Academic Publishers.
• McDowell, J. (2000). The Disconnected Generation. Nashville, TN: Word Publishing.
• Mezirow, J., (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
• Mitchell, J. (2004). Teaching about worldviews and values. Sydney: Anglican Youth & Education.
• Mohr, N. (2000). Small schools are not large schools: Potential pitfalls and implications for leadership.  In Ayers, W., Klonsky, M., & Lyon, G., (Eds), A Simple Justice: The challenge of small schools. (pp.139-158). New York: Teacher’s College Press.
• Sturgeon (2005) Substitute teaching: Tricks of the trade. Retrieved February 18, 2005 fromhttp://www.av.qnet.com/~rsturgn/index.htm. 
• Mueller, J. (2006). Authentic assessment toolbox. Retrieved 8^th November, 2006, from http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm.
• Murdoch, D. (2002, December). Teaching principals in smaller primary schools: Their issues, challenges and concerns. Paper presented at the Australian Association in Education Conference, Brisbane.
• National College for School Leadership. (2004). Tomorrow’s Leaders Today, Nottingham, UK: NCSL.
• Nord, W. and Haynes, C. (1998). Taking religion seriously across the curriculum. Alexandra, VA: Association for Supervision and Curriculum Development.
• Olina, Z. & Sullivan, H.J. (2002, April 1-5). Effects of teacher and self-assessment on student performance. Paper presented at the Annual Convention of American Educational Research Association, New Orleans, LA.
• Pickering, P. (2000). How to manage conflict.(3^rd ed.) Franklin Lakes, NJ: Career Press.
• Pilger, J. (2002).  The New Rulers of the World. London: Verso.
• Pippert, R., (1999). Out of the saltshaker and into the world. Downers Grove, IL: Intervarsity Press.
• Pringle, P. (2003). You the leader. Sydney: PaXMinistries.
• Reed-Danahay, D.E. (Ed.). (1997). Auto/Ethnography: Rewriting self and the social. New York: Oxford.
• Shulman, L. (1998). Theory and practice and the education of professionals. The Elementary School Journal, 98(5), 511-26.
• Shindler, J. (2005). Transformative Classroom Management. Retrieved December 5, 2005, from http://www.calstatela.edu/faculty/jshindl/cm/expectations.htm.
• Sinnema, C. & Robinson, V.M.J. (2007).  The leadership of teaching and learning: Implications for teacher evaluation, Leadership and Policy in Schools, 6(4), 1-25.
• Stiglitz, J. E. (2006). Making Globalization Work. New York: W.W. Norton.
• Thiessen, E.J. (1993). Teaching for commitment: Liberal education, indoctrination, & Christian nurture. Montreal, Ca: McGill-Queen’s University Press.
• Thompson, P. (2002). Schooling Rustbelt Kids. Crows Nest: Allen & Unwin.
• Timperley, H., Smith, L., Parr, J., Portway, J., Mirams, S. & Clark, S. (2004). Analysis and use of student achievement data (AUSAD): Final evaluation report prepared for the Ministry of Education. Wellington: Ministry of Education.
• Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education.
• Van Brummelen, H. (1997). Postmodernism and teacher education programs in Christian colleges. In Van Brummelen, H., & Elliot, D.C., (Eds.), Nurturing Christians as reflective educators. (pp. 91-111). California: Learning Light Educational Consulting and Publishing.
• Van Brummelen, H. and Elliott, D. (1997). Nurturing Christians as reflective educators. San Dimas, CA: Learning Light Educational Publishing.
• Vining, L. (1996). The Parent-teacher meeting. The Practising Administrator, 18(3).
• Vining, L. (1998). Working with volunteers in schools. Carlingford, NSW: Centre for Marketing Schools.
• Wildy, H. (2004). Small schools leadership study leading and teaching in small schools: Confronting contextual complexity in work practices.  Report prepared for the Western Australian Department of Education and Training. Retrieved February 20, 2007, from http://www.eddept.wa.edu.au/cpr/publications.htm.
• Wildy, H. & Clarke, S.R.P. (2005).  Leading the small rural school: The case of the novice principal. Leading & Managing, 11(1), 43-57.
• Wildy, H. & Pepper, C. (2005).  Using narratives to develop standards for leaders: Applying an innovative approach in Western Australia, Education Research & Perspectives, 32(2), 122-141.

Journals

• Teachers and Teaching: Theory and Practice – Journal of The International Teaching and Teacher Education
• Study Association on Teachers And Teaching
• AER-the Australian Educational Researcher
• Curriculum Support for Primary Teachers
• Scan-Curriculum Support Directorate Journal
• Independent Education
• The Practising Administrator
• Primary Education
• The Australian Educational Researcher

Websites

• http://www.curriculumsupport.nsw.edu.au
• http://dse.nsw.edu.au/sitemap
• http://detya.gov.au/schools/LiteracyNumeracy/index.htm
• http://dse.nsw.edu.au
• http://edulaw.co.za
• http://www.twc.org
• http://www.chomsky.info/books.htm