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Connors

Rowman & Littlefield Publishers ePub

Initiating a Conversation

Articulating a Role for Media Literacy in Teacher Education

Sean P. Connors and Christian Z. Goering

ABSTRACT: This article considers the role of media literacy in one teacher education program and what that means to two relatively new professors of English education. Drawing on anecdotal evidence, readings, and their experiences working with pre-service teachers, the authors engage one another in conversation with the intention of outlining issues and obstacles they expect to face as they contemplate introducing a strong media literacy component to the program in which they work. In doing so, they establish a plan for advancing a media literacy agenda, a course of action they deem critical to their work with pre-service teachers.

We are beginning to realize that the salvation of our republic hangs upon the ability of the ordinary man to think. And he must think more swiftly, deeply, and extensively than ever the forefathers thought. (Cox, 1915, p. 310)

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Medium 9781475816761

Similar Paths, Different Destinations: Gender Differences in Teacher Career Paths in Oman

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

David W. Chapman

Thuwayba Al-Barwani

Fathiya Al Maawali

Thomas J. Jones

ABSTRACT: Across Oman, girls outnumber and outperform boys at the secondary school level. While welcoming girls’ success, the government is concerned that low male achievement may have negative consequences on national competitiveness and economic growth. One reason posited for this discrepancy in achievement is differences in the nature and quality of instruction that students receive, which is attributed in part to differences in who teaches male and female students. Drawing on data from a tracer study of 625 Omani teachers, this study investigated gender differences in how Omani teachers view their careers, and it offers an analysis of ways to encourage the retention of Omani teachers in the teaching force.

Sharp differences in academic achievement between male and female students at the secondary level in the Sultanate of Oman have sparked considerable concern: Across the country, girls consistently outperform boys. While government and education officials are pleased that girls’ achievement is high, they express concern that low male achievement may, over the long run, have negative consequences on national competitiveness and economic growth. One reason posited for this discrepancy in achievement is differences in the nature and quality of instruction that students receive, attributed at least in part to differences in who teaches male and female students. In Oman, girls are taught by female teachers, most of whom are Omanis; boys are taught by male teachers, a high proportion of whom are expatriates.

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Medium 9781442229341

Responses to the Reviewers

Pro Ecclesia Rowman & Littlefield Publishers ePub

Responses to the Reviewers

Brad S. Gregory

I am grateful to Pro Ecclesia for devoting space to my book, and to these five colleagues for reading and commenting on it. I am pleased that all regard The Unintended Reformation as an important achievement and view it as a spur to discussions about the Reformation and modernity, secularization, and the character of contemporary Western society—a discussion to which their own reviews contribute. The Unintended Reformation is an ambitious and closely argued book that covers considerable ground in a compressed way. Nearly all the issues it analyzes can and should be discussed in more detail than was possible in an exposition focused on explaining concisely the historical formation of present-day Western ideological and institutional realities. Constraints of space prevent me from replying to all the questions raised and criticisms articulated in these reviews, but I will address those that seem most important.

If Professor Appold’s review had given any examples of “counterarguments” or “alternative readings” about the past that I ostensibly ignore, “weaknesses” in my critique of the present, or ways in which supposedly the book’s “facts and observations align all too neatly,” I could have responded. But he offers none. I had never before heard “tour de force” used as a term of criticism. The book’s very point is to provide insights that permit the incorporation of as much evidence as possible so as to maximize explanatory power. I have no idea what he means by a “golden age of pre-Protestant harmony” given my repeated references to multiple shortcomings of medieval Christendom (on its own terms). Following decades of recent research, the book notes late medieval Christianity’s “combination of unity and heterogeneity” without emphasizing either. Examples of what I mean by “identifiable unity” are not “something of a mystery”: they are drawn from the late medieval church’s liturgy, art, and theology and given on the same page (84) from which Appold quotes. They could have been extended to include locally specific examples of devotional practices such as prayers to saints and processions, institutions such as the sacerdotal priesthood and religious orders, moral norms such as the centrality of particular virtues and sins, and so forth. But doing so would have distended the book’s exposition. That late medieval Latin Christianity exhibited more coherence in practices, institutions, and (often implicit) beliefs than characterizes present-day Protestant churches cannot be denied by anyone even cursorily familiar with both, unless one in advance restricts the range of “Protestantism” (members of the World Council of Churches, Pentecostal churches) and thus avoids the point, as Appold does.

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Medium 9781538105849

“Rebirth into Ecclesia”

Rowman & Littlefield Publishers ePub

“Rebirth into Ecclesia”

Hinlicky on the Spirit, Church, and Christian Mission

Cheryl Peterson

Paul Hinlicky has been a significant voice in American Lutheranism since his days as editor of Lutheran Forum. In more recent years, he has published a string of theological works, which have culminated in this major (and massive) critical dogmatics. It has been more than a generation since a major Lutheran theologian has produced a work of dogmatics; the last was the two-volume set edited by the first editors of this journal, Carl E. Braaten and Robert W. Jenson (Church Dogmatics [Fortress, 1984]), although several important systematic theologies have been produced in the meantime, including Robert W. Jenson’s two-volume Systematic Theology and Ted Peters’s God: The World’s Future.

Like Braaten and Jenson before him, Hinlicky believes that Lutheranism is best thought of as a movement within the wider church catholic, and although his dogmatics is clearly shaped by Lutheran concerns, he intends for this work to be “radically ecumenical.” For Hinlicky, the theological task in a divided church is not to continue perpetuating sectarianism with confessional or denominational theologies. Rather, “theology is now to be undertaken in a countercultural act of faith that anticipates the eschatological unity of the Body of the risen Lord” (viii). In addition to Martin Luther (a major interlocutor throughout), Hinlicky engages a wide breadth of theologians across traditions and time periods. As an ecumenical theologian who also writes from within the Lutheran tradition, I share his understanding of the theological task, though engaging more female and nonwhite voices in this work would have been welcome.

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Medium 9781475817201

Who Is Teaching California School Administrators? A Profile of California Professors of Educational Administration

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

ARTHUR J. TOWNLEY1
DWIGHT P. SWEENEY1

ABSTRACT: This study reports findings of a survey of California Professors of Educational Administration. Surveys were mailed to 160 California Professors of Educational Administration.

The survey was intended to establish a profile of current Professors of Educational Administration to assist in determining the number of new faculty positions needed over the next five years. The survey sought information concerning age, gender, ethnicity, education, employment status, rank, amount and type of prior public school administrative experience, number of new faculty positions anticipated over the next five years, and the need for a differential pay scale to attract new Educational Administration faculty.

It has been estimated that more than 2,700 research studies of the characteristics of effective schools have been completed in the past two decades (Walberg, 1979). It is generally agreed that one of the major components of effective schools is outstanding leadership by the principal. In response to the findings of these studies, state legislatures have mandated additional course work, supervised fieldwork, and continuing education as part of the credential requirements for potential school administrators.

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